CHAPTER ONE

1.0 INTRODUCTION.
1.1 BACKGROUND OF THE STUDY

According to Nepal government in 2006, disability is the condition of difficulty in carrying out
daily activities normally and in taking part in social life due to problems in parts of the body and
the physical system as well as obstacles created by physical, social, cultural environment and by
communication (Nepal Government 2006). Both academics working in the field of disability
studies, as well as practitioners providing disability services have been increasingly influenced
by its underpinning philosophy. Furthermore, the disability movement utilises the social model
as a political platform and tool to secure the rights of people living with disabilities, with the
objective of ensuring that they enjoy the status of full citizenship within contemporary society.
The social model of disability should not be considered as a monolithic entity, but rather as a
cluster of approaches to the understanding of the notion of disablement.
Different variants of the model ascribe differing and relative importance to a multiplicity of factors that
result in the oppression and discrimination that people living with disability experience. However,
common to all variants of the social model is the belief that, at root, disability and disablement are
socio-political constructions. It is therefore the inhospitable physical environment, in concert with the
negative social attitudes that people living with disabilities encounter which result in the systematic
oppression, exclusion and discrimination of people living with disabilities
. It can therefore be appreciated that the consideration of the theoretical understandings of disability are
not solely of semantic, academic interest. The manner in which disability is popularly perceived has a
profound impact upon the way in which stakeholders are considered (by disabled persons

organisations, policy makers and NGOs alike) to have a legitimate role in deciding how resources are
distributed. The manner, in which disability has been variously conceptualised, with the resultant
ramifications for the provision of disability services, has become a highly emotive and politically charged
issue.
The social model arose in response to the critique of the medical model of disability. It has generated a
caucus of academic writing, predominantly written by academics and activists who themselves have
disabilities and is the total antithesis to the medical model. It is not intended to provide a comprehensive
review of the medical model, but to refer to it in relation to the social model. The primary focus of
analysis is the manner in which the social model shifts away from consideration of the deficits of the
functional, physiological and cognitive abilities of the impaired individual, to the ability of society to
systematically oppress and discriminate against people living with disabilities, and the negative social
attitudes encountered by people living with disability throughout their everyday lives. Disability is
therefore situated in the wider, external environment, and is not explicable as a consequence of an
individuals physical and/or cognitive deficiencies. Thus, in focusing upon the manner in which disability
is socially produced, the social model gives precedence to the importance to politics, empowerment,
citizenship and choice. Furthermore, disability is the result of societys failure to provide adequate and
appropriate services. Consequently, the needs of people living with disabilities are not adequately
accounted for within the contemporary social organization of society. It is perceived in attitudinal terms
-as a socio-cultural rather than a biological construct. Harlan Hahn, writing within the North American
context, stated that disability stems from:the failure of a structured social environment to adjust to the
needs and aspirations of citizens with disabilities rather than from the inability of the disabled individual
to adapt to the demands of society. (Hahn, 1986).
A further central tenet of the social model is that, irrespective of the political, economic and religious
character of the society in which they live, people living with disability are subject to oppression and
negative social attitudes that inevitably undermine their personhood and their status as full citizens.

Underlying the notion that people living with disability are oppressed is the assumption that all societies
are characterized by conflict between two competing groups; the dominant and the subordinate. Writing
within the context of the politics of disability, James Charlton defined oppression as follows: Oppression
is a phenomenon of power in which relations between people and between groups are experienced in
terms of domination and subordination, superiority and control. Those with power control; those without
power lack control. Power presupposes political, economic and social hierarchies, structured relations of
groups of people, and a system or regime of power. This system, the existing power structure,
encompasses the thousand of ways some groups and individuals impose control over others. (Charlton
1998) Charlton also maintains that the majority of people living with disability have been so
psychologically oppressed by society that their oppression has become internalised. As a result, they have
developed a Marxian notion of false consciousness, whereby they come to believe that they are less
capable than others. Consciousness can be defined as an awareness of oneself in the world. It is a process
of awareness that is influenced by social conditions, chance and innate cognition. With regard to false
consciousness, as a lethal mixture of self pity, self-hate and shame, this state of awareness can:
prevent people with disabilities from knowing their real selves, their real needs, and their real capabilities
and from recognising the options they in fact have. False consciousness and alienation also obscure the
real source of oppression. They cannot recognise their self-perceived pitiful lives are simply a mirroring
of a pitiful world order. In this regard people with disabilities have much in common with others who
have internalised their own oppression.
Abberley, (1987) has also analysed the concept of social oppression as it applies to people living with
disabilities. He argued that other groups within society, such as women and ethnic minorities, encounter
oppression, but that is not possible to construct a monolithic theory that provides an adequate explanatory
framework to comprehensively analyse the phenomenon for all marginalised groups. Social oppression is
specific in the manner in which it operates in relation to form, content and location, so to analyse the
oppression of people living with disability in part involves pointing to the essential difference between

their lives and other sections of society, including those who are, in other ways, oppressed (Abberley,
1977). Abberley delineates four supplementary defining characteristics of social oppression as it relates
to people living with disabilities. He stated: To claim that people living with disability are oppressed
involves, however, arguing a number of other points. At an empirical level, it is to argue that on
significant dimensions people living with disability can be regarded as a group whose members are in an
inferior position to other members of society because they are people living with disability. It is also to
argue that these disadvantages are dialectically related to an ideology or group of ideologies which justify
and perpetuate the situation. Beyond this it is to make the claim that such disadvantages and their
supporting ideologies are neither natural nor inevitable. Finally, it involves the identification of some
beneficiary for this state of affairs (Abberley, 1987).
A vehicle cannot function well if any of its part is faulty, and the same is applicable to a human being.
There will be lack of perfection in the activities of any human if there is any deformity in any part of his
or her body. The Eyes, ear, brain, hands, legs etc are the most essential part of the body where much
information is gathered. These can only be done by the abled ones. The disabled persons are at a greater
disadvantage, which pose a difficulty to teaching and learning of disabled persons. The disabled child is
deficient in this area, because teaching and learning require all of the five sensory organs in human.
(Sense of smelling, seeing, tasting, hearing and feeling). The people living with disability find their loss
off their functional part of the body as a stigma and obstacle to their success in life especially in the
rehabilitation aspect. As a result of this, they are deprived of so many things in the society and this leads
to segregation and isolation of the persons living with disabilities in the society.
In the primitive years, disability was said to be a curse or punishment on man as a result of their parents
sins against the gods. They were born on and discovered that they were disabled. The killing does not
occur during the early stage, since the handicap condition cannot be detected yet. Therefore, adulthood
stage for such category of children requires courage and physical strength to survive. Once an individual
has been certified to be disabled, there is no medical treatment that can in any measure restore the

children living with disabilities to normal form (Adeyemi, 2004). It is therefore the duty of an individual
to accept his or her condition. Some people see disability as an ailment that is contagious, and as a result
of this they are scared of having a close contact with such an individual. Most abled people consider
entering into marriage relationship with people living with disabilities the as an abomination or the
unfortunate thing to happen in their lives based on the fear of having disabled offsprings with
disabilities. That can cause misunderstanding with the family of the abled spouse. The persons living with
disabilities have their reactions against the abled persons, The first is the envy; this is shown in
antagonism, resentment and hatred (Smith and Levack, 1996). To them, the abled population enjoys a
larger proportion in the resources meant for all. Therefore, they blame the able bodied for every aspect of
their problem (Smith and Levack (1996).
The inability of the abled ones not to understand the situation makes them inpatient. Very often they are
not considered when designing infrastructural and architectural facilities and this often put them at risk of
accidents, injuries and even death. However, the persons living with disabilities need to be rehabilitated,
encouraged and must be given special benefits and services. In other words, they feel there is justification
for their compensation. They are of the view that the better treatment which they deserve is not readily
forthcoming. The most annoying attitude of the abled people towards them is the sympathetic reactions
being shown to them, because they believe that the abled people should be empathetic as this would be
the only way they can be better assisted when and where such assistance is needed. They are already
aware that their disability is neither a sin nor a punishment against them; as proved by guidance and
counsellors and psychologists. Therefore, they are meant not to be pitied; they should be treated the
normal way others are being treated. Psychologists and counsellors proved that disability is a deformity
in the functional part of the body. The psychologists, in their proof said, disability is an outcome of
deformity to any part of the body ( Huebnar and Wuiener, 2005). Therefore, they have always regretted
drawing peoples attention towards themselves.

1.2 STATEMENT OF THE PROBLEMS.

In order to outwit the social competency in the disabled persons living with disabilities competing with
their able counterparts in the society, the researcher tends to focus mainly on the factors that help in
improving their self-esteem and en courage in them and protecting the social interaction between them
and their counterparts. This research set to look at how rehabilitation could be taught effectively to
enhance social competence among them. In the study importance of the rehabilitation on the social
competence of the persons living with disabilities will be examined. The researcher also pinpoints the
challenges faced by the persons that are hindering the smooth rehabilitation of the people living with
disabilities as well as proffering solutions to those challenges.
1.3 PURPOSE OF THE STUDY.
Specifically the objectives of the study are:
1.
2.

To examine lecturers attitude towards the people living with disabilities.

To investigate the provisions made for people living with disabilities in the classroom

3.
4.
5.
6.

environment.
To investigate the treatment of persons living with disabilities by their family members.
To investigate the treatment given to persons living with disabilities in religious settings.
To examine the opportunities given to persons living with disabilities in a social setting.
To find out if there would be gender difference in the impact of societal discrimination on the
emotional wellbeing of undergraduates living with disabilities.

1.4

RESEARCH QUESTIONS.

1.

What is the attitude of the lecturers towards undergraduates living with disabilities?

What are the provisions made for undergraduates with disabilities.

How are the undergraduates living with disabilities treated by their members?

How are the undergraduates living with disabilities treated in religious settings?

5.

Are undergraduates living with disabilities given opportunities to express themselves in a social
setting?

6.

Is there any gender difference in the impact of societal

discrimination on the emotional

wellbeing of undergraduates living with disabilities.

1.5

RESEARCH HYPOTHESIS

Lecturers attitude will not have any significant impact on the emotional well-being of
undergraduates living with disabilities.

The provisions made for undergraduates living with disabilities in the classroom environment
will not have any significant impact on their emotional well-being.

The treatment of undergraduates living with disabilities by family members will not have any
impact on their emotional well-being.

Treatment of undergraduates living with disabilities in religious settings will not have any
significant impact on their emotional well-being.

Opportunities given to undergraduates living with disabilities to express themselves in social

settings will not have any significant impact on their emotional well-being.

There will be no significant gender difference in the impact of societal discrimination on the
emotional well-being of undergraduates living with disabilities.

1.5

SIGNIFICANCE OF THE STUDY.

The significance of this research work majorly lies in the fact that not too many researchers have taken
time to write on the issue of discrimination against people living with disabilities and the likely impact of
this obnoxious act on their emotional wellbeing. The research would also be an eye opener to the
government and school administrators that when one is unable to either see, hear, walk, 8 talk such a
person needs to be encouraged on how to make use of the other functional parts of the body and these
need to be developed gradually to enable them do things on their own with little or no stress.
Rehabilitation skills should be included in the educational program of the people living with disabilities
to make it rhyme with their educational program. This will enable them to adapt to the society they find
themselves, interpersonally, psychologically etc.
This write up will be an eye-opener to the persons living with disabilities to see the reasons for
rehabilitation skills; and to develop them in all aspect of life.

Finally, as we noted earlier, this

research draws from previous works to a large extent. In the same manner, this
research also provides other openings to areas of further discussions on this subject
matter.
1.7

SCOPE OF THE STUDY.

The study will cover the impact of school discrimination, family discrimination, religious discrimination
and gender difference on the emotional wellbeing of the undergraduates living with disabilities in the
University of Lagos (UNILAG). The study will focus on the attitude of the lecturers during lectures
towards people living with disability, relationship between the disabled students and their able colleagues,
how well or otherwise the people living with disability are treated within their various families and
religious institutions, and the social settings; Also the gender difference in the treatment of people living
with disabilities.

1.8

Limitation of the study

Limitation is something synonymous with every research work and this is not an exception. Therefore,
the limitation of this research majorly lies in the distribution and collection of questionnaire; as well as
authenticating the responses of the respondents. At this point, despite the limitations sited above, the
researcher will work relentlessly and effortlessly to ensure that, there is no question mark on the validity
and reliability of this research work.

1.9 OPERATIONAL DEFINITION OF TERMS.

I.

Disability: This is any form of deformity in the functional part of the body.

II.

Discrimination: this is treating people differently: unfair treatment of one person or group

usually because of prejudice about race, disability religion etc.

III.

Influence: this is the effect of something on a person, thing event.

IV.

Emotion: this is when one is affected by thee nature of what is happening around him be it
positive or negative, it could be when one is happy, sad etc.

V.

Sympathy: it is the expression of pain or sorrow for an individual or group of people.

VI.

Empathy: it is the ability to feel the pain or difficulty of an individual or group of people.

VII.

Obnoxious: very offensive and unpleasant.

VIII.

Hypothesis: this is a tentative explanation for a phenomenon, used as a basis for further investigation

IX.

Validity: this is something or anything trusted to be accurate or bring about correct result

X.

Reliability: this implies a dependable outcome.

XI.

Significant: effective and important.

CHAPTER FOUR
DATA ANALYSIS AND INTERPRETATION
4.0 Introduction

This chapter deals with the presentation, analysis and interpretation of data collected during the research
work. The information gathered from the questionnaire is presented under the following sub-headings;
I. Analysis of biographical data
II. Testing of hypotheses
4.1 Analysis of biographical data
Table 1 Age of the respondents

Table with 3 columns and 5 rows

age
17-20
20-23
23-25
total

Frequency
15
25
40
80

percentage
18.75
31.25
50
100

Source: Field Survey, 2016.

The table above shows that 18.75% respondents fall, within the age bracket of 17 -20 years,
31.25 % fall within the age bracket of 20-23 years while 50% fall within the age bracket of 23-25 years.

Table 2 Name of school

Table with 3 columns and 3 rows
Name of institution
University of Lagos [UNILAG]
total

frequency
80
80

Percentage
100%
100%

Source: Field Survey, 2015.

The above table shows that all the eighty selected respondents are from University of Lagos [UNILAG].
Table 3 Respondents year of study

Table with 3 columns and 6 rows

Year of study
Year one

frequency
20

Percentage
25%

Year two
Year three
Year four
total

20
20
20
80

25%
25%
25%
100%

Source: Field Survey, 2016.

The above table shows that the respondents are from year one to year four. Twenty students which
constitutes 25% of the entire population were selected from year one, year two, year three and year four
respectively.
Table 4 Gender of the respondents

Table with 3 columns and 4 rows

Gender
Male
Female
total

frequency
40
40
80

percentage
50%
50%
100%

Source: Field Survey, 2016.

The above table shows that forty male and forty female which constitutes 50% each made up the
population for the study.

4.2 Testing of Hypotheses.

Hypothesis One
Ho: There is no significant relationship between discrimination and the emotional wellbeing of the
undergraduates living with disability in University of Lagos (UNILAG).
H1: There is a significant relationship between discrimination and the emotional wellbeing of the
undergraduates living with disability in University of Lagos (UNILAG).
Table 5
Response
Strongly Agree
Agree
Disagree
Strongly Disagree
Sum

Respondents
(OBSERVED)

Respondents
(Expected)
7
11
44
18
80

20
20
20
20
80

Chisquare
Calculation
8.4500
4.0500
28.8000
0.2000
41.5

Chiq.Dstr.RT
Calculated
Rejection Region Ho
Decision

0.999999995
=5%, DF=3, N=4
Reject Ho

Based on the above table, the null hypothesis should be rejected. A further analysis shows that a
cumulative 78% of the respondents were of the view that there is significant relationship between
discrimination and the emotional wellbeing of the undergraduates living with disability in UNILAG.
Please see table 2 below.
Table 2
Response
Strongly Agree
Agree
Disagree
Strongly Disagree

Percentage (%).
9%
14%
55%
23%

Largely the response of the population was asymmetric and significantly skewed towards the fact that
discrimination is a function of the emotional well-being of the student.

Hypothesis Two
Ho: There is no significant relationship between the way people living with disability are treated within
religious setting and their emotional wellbeing.
H1: There is a significant relationship between the way people living with disability are treated within
religious setting and their emotional wellbeing.
This is presented in Table 3 and figure 1 below:

Strongly Agree
Agree
Disagree
Strongly Disagree
Sum
Chiq.Dstr.RT
Calculated
Rejection Region Ho
Decision

Respondents
(OBSERVED)
6
9
45
20
80

Respondents (Expected)

1
=5%, DF=3, N=4
Reject Ho

20
20
20
20
80

Chisquare
Calculation
9.8000
6.0500
31.2500
0.0000
47.1000

Strongly Agree; 8%
Strongly Disagree; 25%

Agree; 11%

Disagree; 56%
Strongly Agree

Agree

Disagree

Strongly Disagree

Based on the above, null hypothesis should be rejected. In addition, 56% of the population agreed to that
fact that there is a significant relationship between the way people living with disability are treated within
religious setting and their emotional wellbeing.
Hypothesis three
Ho: There is no significant relationship between lecturers attitude and the emotional wellbeing of people
living with disability
H1: There is a significant relationship between lecturers attitude and the emotional wellbeing of people
living with disability
Out of the 80 respondents, 72 respondents agree to the fact that there is significant relationship between
lecturers attitude and the emotional well-being of people living with disability. Consequently, the null
hypothesis was rejected. This is presented in the table below.
Respondents
(OBSERVED)
Strongly Agree
Agree
Disagree
Strongly Disagree
Sum
Chiq.Dstr.RT
Calculated
Rejection Region Ho
Decision

Respondents (Expected)
3
5
50
22
80

1.350498E-15
=5%, DF=3, N=4
Retain Ho

20
20
20
20
80

Chisquare
Calculation
0.2000
45.0000
11.2500
14.4500
70.9

Disagree; 6%

Strongly Disagree; 4%
Strongly Agree; 28%

Agree; 63%

Strongly Agree

Agree

Disagree

Strongly Disagree

Hypothesis four.
Ho:There is no significant relationship between the way people living with disability are treated by their
family members and their emotional well-being.
H1:There is a significant relationship between the way people living with disability are treated by their
family members and their emotional well-being
Based on the data in the Table below, there is significant relationship between the way people living with
disability are treated by their family members and their emotional well-being.
Respondents
(OBSERVED)
Strongly Agree
Agree
Disagree
Strongly Disagree
Sum
Chiq.Dstr.RT
Calculated
Rejection Region Ho

Respondents (Expected)
2
4
53
21
80

2.69128E-18
=5%, DF=3, N=4

20
20
20
20
80

Chisquare
Calculation
16.2000
12.8000
54.4500
0.0500
83.5

Decision

Retain Ho

60
50
40
30
20
10
0

Respondents (OBSERVED)
Strongly Agree

Agree

Disagree

Strongly Disagree

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.0 INTRODUCTION
This chapter presents the summary of study, and conclusion, implication of the research findings to
Guidance and Counselling and recommendations.
5.1 SUMMARY OF THE STUDY
The study examined the impact of discrimination on the emotional wellbeing of the undergraduates living
with disabilities in University of Lagos [UNILAG]. Four purposes of study, research questions and four
hypotheses were formulated to guide the study and the hypotheses were tested. Related literatures were
reviewed and a theory was used to provide a fundamental basis for the Research study. The research
design used in the study is the Descriptive survey research design; a questionnaire was administered for
data collection which was validated by the project supervisor. The population of study include all students
living with disability in University of Lagos [UNILAG]. Twenty students were selected from year 1 to
year 4 making a total of 80 students through the use of purposeful sampling method.
Simple percentages and frequency count were used to analyze the respondents biographical data
responses. The chi-square(X2) and t-test method of analysis was used to analyze the hypotheses
formulated. The following results were generated at the end of the analysis:
List of 4 items
1. There is no significant relationship between discrimination and the emotional wellbeing of the
undergraduates living with disability in University of Lagos (UNILAG).
2. There is no significant relationship between the way people living with disability are treated within
religious setting and their emotional wellbeing.

3. There is no significant relationship between lecturers attitude and the emotional wellbeing of people
living with disability
4. There is no significant relationship between the way people living with disability are treated by their
family members and their emotional well-being.

5.2 CONCLUSION
The researcher concluded from the findings that discrimination has a negative and significant impact on
the emotional wellbeing of the people living with disability, particularly the undergraduates once of the
institution under review. Therefore, discrimination as an act should be condemned and wiped out of our
society in totality. Government and school authority should embark on programmes that will enlighten
people on the setback which discrimination as an act can cause for the victim.
The researcher also concluded that lecturers should also show care and concern towards those students
living with disability during their lectures. Where this is lacking, such students will definitely find it
difficult to perform well in courses handled by the lecturers that fall into this category. Charity they say
begins at home. Parents, siblings and other family members of people living with disability should also
endeavour to show maximum care and concern for their own, because once they are rejected by their
family; they may never be accepted by anyone. Finally, the researcher concluded that the kind of
reception given to people living with disability within their religious group plays an immense role on their
emotional wellbeing.
5.3 RECOMMENDATIONS
This research study recommends that:
1. All stakeholders; lecturers, parents, counsellors and the government involved in education at all levels
should include courses and subjects that will teach equality of every individual irrespective of any kind of
disability.

2. The family of people living with disability should make sure that they show them maximum love so
that other members of the society can emulate the same.
3.

The abled people within religious setting should receive people living with disability with an open

arm so that they can be free to go to church or mosque to perform their religious obligations.
4. Students who are colleagues of the disabled students should be there to assist them whenever and
wherever such assistance is required. 5. Like any other group of people, those living with disability
should develop a strong sense of belonging that will drive them to great success.
5. Parents, friends and associates of people living with disability should shun their discriminatory attitude
and try to build confidence and give them equal treatment with other members of the family.
6. The people living with disability should also endeavour to overcome their dependent attitude on their
abled counterparts.
7. People living with disability should try to eliminate the negative effects of discrimination.
8. Workshops should be organized regularly to update the knowledge of the lecturers on how to deal with
people living with disability.
9. Government and non-governmental organizations should enlighten and educate the general public on
the importance and significance of a discrimination free society.
10. Also, government should intensify policies that are designed to create enabling environment for the
easy usage of public facilities by people living with disability.

5.4 SUGGESTIONS FOR FURTHER STUDIES

The researcher suggests the following;

1. That more findings be carried out on the impact of societal discrimination on the emotional wellbeing
of the undergraduates living with disabilities in University of Lagos (UNILAG).
2. That further researches be carried out on how people living with disability are treated within their
family and religious institutions.
3. That further studies should be carried out on the attitude of the lecturers and that of their fellow
students towards people living with disability.