Assessment of CNSC Labo Demographic profile and Disability Prevalence Rate

Abstract

 Assessing disability prevalence is essential for program development and providing intervention in the community. However, the lack of measures resulted in misaligned programs that can be utilized as the bases for crafting the necessary intervention and framework for the schools and community. Extant literature proved that there are still limited studies on the use of the Washington Group Short set of questions on Disability (WGSQ) in the local context. The present study addresses this concern by providing contextual findings relevant to the student's culture, orientation, and inclusivity. The present study also adopts this measure to assess students' profile and disability prevalence at the Camarines Norte State College-Labo campus. With this, the present study aimed to determine the demographic profile of CNSC Labo in terms of age, gender, civil status and enrolled students in the school curricular programs. Then, an assessment of the disability prevalence rate of CNSC Labo students was employed. Also, the present study provides an Inclusive education Framework that addresses emerging issues on students with functional limitations. This paper employed a Descriptive quantitative research design, specifically Survey or epidemiological research, to characterize the occurrence of behaviors. There are 110 students who participated in the survey. The data was encoded to Statistical Package for Social Science (SPSS) for data analysis. The present study used descriptive and frequency statistics for analysis and data interpretation. Assessing the functional limitations of students can provide the appropriate recommendations for program development for inclusive learners. The results revealed that students in CNSC Labo experience functional concerns such as seeing, hearing, mobility, remembering, self-care and communication. The emerging framework was proposed and can be adopted to assess students' baseline needs and used for planning interventions. This inclusive education framework explains that needs assessment is essential in determining the profile and disability prevalence of the students. Hence, the head of offices and institutions must review the policy and PPAs and monitor the implementation for inclusive education learners. Thus, the integration of inclusive education into the institutional framework will provide sufficient accounts and programs for PWDs, such as Mental health and well-being programs.