The Problem and It’s Background

This chapter focuses on giving some preview, objective, purpose, significance

or benefits, and the scope and the delimitation of the conducted study entitled

Experience of Students in Public School Having Mentally Challenged Sibling: A

Phenomenological Research.

Background of the Study

All students that encounter the situation having sibling with special needs are

possibly face many difficulties such as; problem in socializing with others, hard

relationship with their brother or sister that have special needs, also the time that

they must have but they cannot claimed because of the responsibilities that

attached to them in caring sibling, but the researchers have more curious about

what are the other problems of the students having mentally disabled sibling that

they encountered in school or even in their home. The researchers will try to

know more about what the different problems of person who faced such this

situation. According to Senner and Fish, (2012), Sibling relationships are often

the longest relationships which individuals may have. Frequently, they last

throughout a whole life span, starting either from birth or a very young age. They

are longer than the relationships with parents, spouses or children. Most

individuals grow up in families with at least one brother or sister and emotional

ties between siblings are usually strong.

Mental Disorder refers to a wide range of mental health conditions-disorders

that affect your mood, thinking and behavior include depression, bipolar affective

disorder, schizophrenia and other psychoses, dementia, intellectual disabilities

Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
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and developmental disorder including autism (World Health Organization, 2018).

And also last 2011, (WHO) cited that 20% of children world-wide suffer from

debilitating mental illness.

The five informants for this study are in different public school in Marilao,

Bulacan. The researcher are feel more confident that the all respondents are the

appropriate informants needed to answer all the questions because the five

participants are all the same have sibling with mental disability.

The general objective of this study is to understand and gather information

about the experience of students in public school having sibling with special

needs in everyday life.

The researcher noticed and observed that many students who face this kind

of situation are having a very serious gestures or has a different way to

communicate and also others are having some different behavior than the normal

person which is a possible effect of having mentally challenged sibling. According

to American Psychological Association, 2008 “People who have sibling with a

mental illness are more likely to suffer episodes of depression at some point in

their lives. Additionally, they found people with a sibling with low IQ are more

likely to live near that brother or sister-but be somewhat emotionally detached

from that sibling”.

This study provide deeper understanding about the experiences of students

having mentally disabled sibling in their everyday life so that the reader will know

Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
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how they communicate and socialize to the people that experienced such this

situation.

Statement of the Problem

The objectives of this phenomenological study is to distinguish the problems

and experiences of students having sibling with mental disorder in public school

at Marilao, Bulacan.

The problems and experiences of these people can affect the personality and

identity of a specific person who have mentally disabled sibling, (Felton, 2016).

In more specifically, it seeks to find the answers of the following questions:

1. What is the perception of students who have a sibling with special needs

towards Mental Disorder?

2. How does it feel to have a sibling with special needs?

3. How do they handle a situation where their sibling with special needs is

being treated, such as bullied by others?

4. How do siblings perceive their relationships with their brother or sister with

special needs?

Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
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Significance of the Study

This research focuses to distinguish the profound effect of students who have

mentally challenged sibling/s and hardships to socialize to their surrounding

people in school.

Additionally, this study has a great importance to the following concerned

people:

Students. To make them knowledgeable on what struggle that encountered of

students who have sibling/s that has mental sickness in everyday life

experiences in school.

Parents. This will make them clear the thought of uneven distribution of grades

for those who are always present and not.

Teachers. This will make them understand the absenteeism of those students

and consider their situation.

Future Researchers. It will help them to gain knowledge, background

information and data in their future research about a students that have sibling

with mental illness.

Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
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Scope and Delimitation

This qualitative study was focused on the experience of students in public

school having mentally retarded sibling. The research is conducted to determine

the different experiences of students in how they dealing with their siblings who

have mental disorder. It aims to educate people regarding disabilities and

responsibilities of a person having sibling with special needs in the social and

academic development. The participants are students come from different public

school in Marilao, Bulacan.

This study have five respondents; two females and three males. They were

chosen for this study because they have a prior knowledge about experience of

students having mentally disabled sibling.

Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
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 Review of Related Literature and Study

This chapter aims to provide a strong basis or information that supports the

entire study. It contains few lines from the articles that are relevant to the study.

The all reviews of existing related literature that are collected considered as the

guide of this research.

Local

According to research study of Alcantara and Castronuevo, (2015) the

mother of a student with mentally disabled sibling gave pressure of

responsibilities in caring their sister or brother that caused for the students to be

early matured for them to care their sibling with mental illness. The study of

(Dyches, et al., 2014) relates to the circumstances for they stated that the

adjustment does not only encompass the parents, especially if the parents

intentionally involve the other family members with a normal case in caring for

the child with Down syndrome.

“Giving them the opportunity to play music together is one of the best ways to

strengthens bonds among siblings. This is particularly important in the case of

children with disabilities,” said by Marquez, an officer-in-charge of Mandaluyong

City’s Persons with Disabilities Affairs Division.

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 Down syndrome in the Philippines According to (Padilla, et al.,

2013), the familial cases are children of parents being the carriers of a

balanced translocation involving chromosome 21 and another chromosome. This

produces an increased risk of recurrence in succeeding pregnancies and the

identification of such families is crucial. The type and degree of

counseling the parents must receive depends upon the severity of

the Down syndrome diagnosed.

Children with special needs (CWSN) experience disability in various

areas. The birth of a child with special needs causes stress in the family,

most especially among parents, consequently affecting parental quality of life

(QOL), (Education Quarterly pp. 42-58).

Foreign

The study of Kuo (2014), stating the importance of the involvement of the

siblings and how the siblings also needed an attention for the involvement,

showed that they should have been more involved with one another and with

their sibling with Down syndrome.

“Family studies are significant to me because it is necessary to consider the

family structure in which the child is raised prior to exploring the sibling

relationship(s) because it may have an impact on how siblings perceive disability.

It is also important to consider one’s cultural background as it may also impact

how individuals interact and perceive individuals with disabilities. Having the

foundational background of the system in which the child exists lays the

Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
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groundwork for exploring the specific experiences of sibling relationships,”

(McAdams, 2016).

Approximately 6.4 million children and youth ages 3-21 years old reportedly

received special education services during the 2012-2013 school year (National

Center for Education Statistics, 2015). In 2012, it was self-reported that 20.9% of

adults in California have a disability (Center for Disease Control and Prevention,

(2014). Disability is identified as having an impact on an individual’s vision,

movement, thinking, remembering, learning, communicating, hearing, mental

health, and social relationships (Center for Disease Control and Prevention,

2014). Looking at these numbers based on age, sex, and race/ethnicity the

percentages vary between categories (Center for Disease Control and

Prevention, 2014). The percentage of adults that self-reported having a disability

range in age with 13.0% of the adults being 18-44 years of age, 26.7% of the

adults being 45-64 years of age, and 35.3% of the adults being 65 years of age

or older. It was reported that 20.1% of men and 21.7% of women had a disability.

It was reported that 24.3% of white, 30.9% of black, 18.1% of Hispanic, 11.7% of

Asian, 44.5% of American Indian or Alaska Native (AIAN), and 30.2% of

other/mixed race had disability.

The study compared 100 siblings (50 with and 50 without a brother or sister

with mental retardation) in terms of their perceived helping behavior. Siblings of

brothers and sisters with mental retardation engaged in higher levels of

perceived emotional support and custodial care but not information giving or

tangible aid. Perceived custodial care and emotional support were associated

with gender, the child's need for assistance, and self-esteem, according to

(American Journal on Mental Retardation, Pp.87-99, 2017).

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 In the USA and UK, at least one in ten children and young people have

special health, developmental and mental health concerns. Most of these people

have typically developing brothers and sisters. As the people who, over the

course of their lifetimes together, will be most involved with their siblings with

special needs, it is important that typically developing brothers and sisters are

involved and empowered in their growing relationship with their sibling,

(Developing Support for Siblings of Young People With Disabilities, Pp. 113-117,

2017).

The (International Journal for the Advancement of Counselling, 2014),

examines the effects on normal children of the presence in the family of siblings

with disabilities, attempting to measure both their level of stress and attitudes

towards disability. The stress level and attitudes towards disability of normal

siblings of children with disabilities (SCD) and siblings of normal children (SNC)

were compared in terms of gender, family size and educational level. The stress

level was measured by Holroyd's Questionnaire on Resources and Stress;

attitudes towards disability were examined by (Attitudes towards Disabled Person

Scale). 60 subjects participated in this study; 30 of them were SCD and 30 of

them were SNC. T-test was used for data analysis. Results revealed a significant

difference between the stress level of SCD and SNC. However, no significant

difference was found between two sibling groups' attitudes towards disability.

Also, gender, family size and educational level showed no significant difference

either on the stress level of both sibling groups nor on their attitudes towards

disability.

Research on the impact of the handicapped child on siblings has indicated

several sibling characteristics that are associated with increased sibling

vulnerability to stress and other problems. The identification of sibling risk factors,
Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
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in and of itself, however, does not help us understand differences in sibling

outcomes. A transactional framework describing family interactions and their

effects on the family's development is presented in order to examine ecological

variables influencing family adaptation a disability is capable and can function

and achieving the real world, (F Vadasyet, et al., 2014).

Methodology

This chapter provides different essential elements: the research design,

respondents of the study, instrument of the study and the research procedure.

The research design states the specific design and approach of the study

considering the purpose of the study, kind of data and its sources. Respondents

of the study targets specifically the key informants ahead from the pre-selected

criteria. Instrument of the study includes the type of tools in gathering data.

Research procedure is the flow of the study in start to finish.

Research Design

This study utilized qualitative research especially phenomenological design.

This method is used to describe how human beings experience a certain

situation or phenomenon. Phenomenology is an approach to qualitative research

that focuses on the commonality of a lived experience within a particular. The

fundamental goal of the approach is to arrive at a description of the nature of a

particular phenomenon (Creswell, 2013). The data description is actual,

accurate, and systematic. Prior to this research is to conduct an interview. This

study described the experience of students having sibling with special needs in a

different public schools in Marilao, Bulacan.

Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
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Respondents of the Study

This study used purposive sampling since the researchers have selected

and chosen participants of the study in different public school in Marilao,

Bulacan. The respondents of this study were 5 students and this study conducted

in the aforementioned local during the school year 2018-2019 who have sibling

with mental illness in school.

Instrument of the Study

To gather information in this study, the instrument that the researcher used

is interview guide question with 5 open-ended question written in the localized

interview protocol. This set of 5 questions to be answered by a student that have

mentally retarded sibling.

Research Procedure

The researcher find five students in different public school in Marilao,

Bulacan that have a prior knowledge about the experience of having sibling with

mental sickness. They make a Proof of Validation through letters which is the

respondents have the right to decide if they are agree or disagree to participate

in study that the researchers conducted, entitled “Experience of Students in

Public School Having Mentally Challenged Sibling: A Phenomenological Study”.

After they found the respondents who will help them to answer all the questions

that needed in the study, the researcher started to make the Problem and Its

Background, next by Review of Related Literature, and last is the Research

Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
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Methodology. After that, the researcher moved on the next part of the research

which is the very time consuming part in study- the Presentation, Analysis, and

Interpretation of the all answers of the five respondents, through interview. They

used Localized Interview Protocol Method in gathering data from their informants.

After all this, the researcher, summarized the entire study and leaved conclusion

for the readers to know the result of the study.

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 Presentation, Analysis and Interpretation of Data

In this chapter, the data gathered from the five respondents was presented,

analyzed, and interpreted that accurately attached to the entire study.

Presentation of Data

Emergent Codes

Q1. What is your perception about mental disorder?

 Immaturity (I)

 Maintenance (M)

 Treatment (T)

Immaturity (I) Maintenance (M) Treatment (T)

 Yung mga taong  Ang mental disorder  We should treat them

hindi agad naagapan para sa akin, as they need to be

like my brother, di- pinadadaan ito sa treat.

agad siya naagapan masinsinang paraan  Kailangan hindi siya

nung pinanganak kung paano ito yung parang ileleft-

siya. mapagaling. out or parang

 I think, kailangan ikukutya or

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 talaga silang ididiscriminate kase

pagtuunan ng pansin mental disabled siya

kase hindi sa lahat eh, he need respect

may availability silang kase tao din siya.

hindi nila kaya as a

normal being.

Table 1: Emergent Coding Table for Question Number 1

Q2. What does it feel to have a sibling with special needs?

 Mix-Emotion (Me)

 Difficulties (D)

Mix-Emotion (ME) Difficulties (D)

 Syempere malungkot ako at the same  Mahirap magreach-out sa kanya,

time maswerte kase attleast kasama mahirap yung uniform na gusto niya,

ko pa rin siya. ang hirap niya kausapin.

 Malungkot nga, ay hindi, masaya pala  More on responsibilities kase

kase nakakatuwa yung minsan kailangan laging binabantayan.

nafefeel ko na may nangangailangan

ng tulong ko.

 Para sakin bilang kapatid niya ay

masaya pagkasama siya minsan

nakakainis kase makulit nga yun lang.

Table 2: Emergent Coding Table for Question Number 2

Q3. How do you handle a situation where your sibling with special

needs is being treated, specifically in terms of bullying?

 Action (A)

Action (A)

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  Syempre kailangan ipagtanggol mo siya kase brother mo siya then siguro hindi mo

siya pababayaan, maging proud ka na brother mo siya.

 Sinasabi ko na mas matino pa ang kapatid ko sa inyo at bakit nyo inaasar, so sino ang

mas abnormal sa normal?

 Sa school niya dati mayroon doon sa school na yon na mga people around niya na

mga nambubully sa kanya kaya naisip naming na ilipat o ipunta siya sa school kung

saan mas okay siya.

 Una, gagawin ko para iwasan nila yung pangbubully sa kapatid ko, pagsasabihan ko

yung mga taong iyon.

 As a sibling, siyempre pakikiusapan ko ang mga taong nang-aasar sa kaniya, then I

will explain to them na kung ano ng aba ang situation ng kapatid ko na dapat nila itong

unawain at intindihin.

Table 3: Emergent Coding Table for Question Number 3

Q4. How do siblings perceive their relationship with their brother or

sister with special needs?

 Care (C)

 Responsibility (R)

Care (C) Responsibility (R)

 Lahat naman ng tao ay may rights to  Kailangan natin maging good

be loved, kaya kailangan mahalin example sa kanya so nung nalaman

natin sila. kong ganoon, iniiwasan ko,

 Kung ano gagawin ko, gagawin niya, sinasabihan ko, hanggang sa hindi

so magiging good example ako ako niya na gawin yon, kase sa kanila,

sa kaniya. kailangan habit, constant reminders,

constant habits.

 Ako taga-alaga lang, siya inaalagaan

lang kase sa case ng kuya ko hindi

nagpafunction yung brain niya, so,

parang wala kang gagawin kundi

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 alagaan lang siya.

Table 4: Emergent Coding Table for Question Number 4

Q5. What do you think is the difference between you and your sibling

with special needs with the treatment of your parents?

 Priority (P)

 Jealousy (J)

Priority (P) Jealousy (J)

 Mas may care yung parents naming  Siguro wala naman kase pinalaki

sa kaniya then mas may time, lahat naman kami na nakafix sa mind

nasa kaniya. naming na dapat ganito ka, dapat

 Sa kapatid ko mas pinapahalagahan ganyan ka, pero minsan naiisip ko rin

siya kase wala pa sa tamang pag-iisip na sana may sajit na lang din ako.

so mas kailangan niya bantayan at

alagaannng mabuti kaysa sakin.

 Syempre hindi dapat equal lang yung

trato sa amin, for example lang po,

kase may pagka-independent naman

ako, mas kailangan ng attention yung

sibling ko na may special needs.

 Mas inuuna yung kapatid ko kaysa sa

amin kase siya yung

nangangailangan ng care.

 May special mas napaglalaanan siya

ng pansin.

Table 5: Emergent Coding Table for Question Number 5

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Data Analysis

The first specific question

What is your perception about mental disorder?

Perceptions of the Students. Analysis of students’ perceptions towards mental

disorders generated three (3) categories:

 Immaturity (I)

 Maintenance (M)

 Treatment (T)

1. Immaturity

According to Immanuel Kant (1784), enlightenment is when a person grows

out of his self-imposed immaturity as one’s inability to use his own understanding

without the guidance of another. He says that people impose immaturity on

themselves because they fear the use of their own understanding without

someone else’s help. Furthermore, he adds that laziness and cowardice cause

people to gladly remain immature for life. The impact of immaturity of sibling with

special needs to the informants is the the difficulties in understanding what their

sibling want to express. Most of five respondents of the researcher said that their

sibling with special needs are difficult to understand because the mind of their

sibling are not completely developed.

2. Maintenance

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 Targeting nondisabled siblings for interventions to teach interaction skills and

strategies was found to increase sibling play, communication and successful

interaction (Celiberti and Harris, 1993). Sibling support groups for children were

found to improve self-esteem, increase knowledge of their sibling’s disability, and

enhance interactions between siblings, Evans, et al.

(2001). Groups such as Sibshops provide “opportunities for brothers and sisters

of children with special health and developmental needs to obtain peer support

and education within a recreational context” (Meyer and Vadasy, 1994, p. 1). As

the respondents said, they tried to teach their brother or sister with special needs

how to live like a normal person. One of the informants said that he talked

properly and calm for their sibling to not misinterpret the words that they said.

3. Treatment

According to McHale, (1992), analysis is revealed greater levels of

differential treatment in families with disabled children but no context differences

in the correlations between older and younger sibling’s treatment. Dimensions of

differential treatment were linked to children’s adjustment and sibling

relationships, and some of these links differed across context. There’s a different

way the respondents treated their sibling with special needs according to their

answers in conducted interview. Some of the informants chose to express their

love and care to their sibling for they to feel how they are important to them.

The second specific question

What does it feel to have a sibling with special needs?

Experiences of the Students. Analysis of students’ experiences having

mentally challenged sibling generated two (2) categories:

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  Mix-Emotion (Me)

 Difficulties (D)

1, Mixed Emotion

According to (Psychiatry Advisor, 2017), Siblings of children with disabilities

may experience a wide range of emotions. Some may feel guilty because they

wonder if they caused the disability. They may feel guilt about being resentful or

frightened about the sibling’s health. Some may experience a “love/hate

relationship” with the disabled brother or sister. Some are embarrassed about the

behaviors and appearances of their disabled sibling, to the extent that they may

claim to be an only child or avoid inviting friends over. Almost all of the answer of

five (5) respondents in the interview that the researcher conducted are facing a

mix emotion situation like the answer of one of their informants “Malungkot nga,

ay hindi, masaya pala kase nakakatuwa yung minsan nafefeel ko na may

nangangailangan ng tulong ko”.

2. Difficulties

A “special needs child” is defined as having a medical, developmental, or

neurological challenges, or another type of disability which impacts the entire

family system, thereby requiring special support (i.e. medical, educational, etc.).

In many families where such challenges are present, it’s inevitable that the added

stress impacts not only parents and the child in question, but also typically

developing siblings. In fact, rates or depression, anxiety, and chronic stress are
Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
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higher for the special needs family, (Schneider, 2013). Based on the answer of

the respondents, they tackled difficulties in terms of understanding their sibling

with special needs like the answer of one informants in the conducted interview

“Mahirap magreach-out sa kanya, mahirap yung uniform na gusto niya, ang hirap

niya kausapin”, so, having sibling who mentally disabled are usually attached to

problems.

The third specific question

How do you handle a situation where your sibling with special needs

is being treated, specifically in terms of bullying?

Perceptions of the Students. Analysis of students’ perception in how they

handle situation where their sibling is being bullied generated one (1) category.

 Action (A)

1. Action

Negative actions are further identified as ‘someone intentionally inflicting

injury or discomfort on another individual’ (Olweus, 1993, p. 9). Aggressive

behaviours can be physical, such as beating, kicking, face-slapping, or punching.

But negative actions can occur without physical interaction, as when one

youngster gestures contemptuously at another, makes a sneering remark or

offensive facial expression, intentionally and ostentatiously excludes a peer from

a group or deliberately spreads malicious rumours or gossip, (de Lara, 2012).

Based on the answers of all informants, they will talked properly to a person who

bullied their mentally disabled sibling for them to stop the bad habit that they

always do.

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 The fourth specific question

How do siblings perceive their relationship with their brother or sister

with special needs?

Perception of the Students. Analysis of students’ perception about the right

way how to socialize with their sibling with special needs generated two (2)

categories:

 Care (C)

 Responsibility (R)

1. Care

According to the study of Birkett, (2012), a thirteen year-old who has an

older brother, loved and care his older brother who have special needs, he

guiding him through his life, teaching him things, acting as a social guide. Being

the only brother of someone with autism is, I think, a very lonely place to be like

what the respondents’ experienced, based on their answer in conducted

interview such as; “Lahat naman ng tao ay may rights to be loved, kaya

kailangan mahalin natin sila”.

2. Responsibility

According to Greenberg et al, (1999), In contrast to relationship between

non-disabled sibling that include a strong degree of friendship, we tend to act as

sugorrate parents to our siblings, which sets up the immutable emotional, but not

spatial, boundaries of our relationships. We and/or our have expectations of our

Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
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true responsibility for our siblings. The respondents said that having a sibling with

special needs is having responsibilities like the answer of one of the key-

informants “Ako taga-alaga lang, siya inaalagaan lang kase sa case ng kuya ko

hindi nagpafunction yung brain niya, so, parang wala kang gagawin kundi

alagaan lang siya” which means the sibling of mentally retarded person are the

one who responsible in caring their brother or sister if they do not have parents

anymore or they are not at home. Siblings often become the next generation of

caregivers when parents are no longer able to fill this role (Heller and Kramer,

2009).

The fifth specific question

What do you think is the difference between you and your sibling with

special needs with the treatment of your parents?

Experiences of the Students. Analysis of students’ experiences in differences

of way in treated of their parents in them and with their sibling with special needs

generated two (2) categories:

 Priority (P)

 Jealousy (J)

1. Priority

Like the informants said, National Alliance on Mental Illness (NAMI) believed

that the children, youth, and adults with serious mental illnesses are need

services and support, often throughout their lives. These includes children and

adults who have diagnoses that are considered major mental illnesses that
Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
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significantly impair major life activities, interpersonally, vocationally,

educationally, and in managing activities of daily living. The respondents

experienced that their sibling with special needs are always the first priority like

they are the one who always served food, and their parents are always provide

first the needs of their sibling.

2. Jealousy

According to Sarah Lyons, (2017), remember that sibling rivalry and feelings

of jealousy are normal in any sibling relationship. It indicates that jealousy is

normal in siblings relationship so it support the answer of one of the respondents

that sometimes she think that she is also mentally disabled person to hook the

attention of her parents.

Interpretation

1. What is your perception about mental disorder?

Most of all the respondents believed that a person who have mental

illness are need to be treat with all respect because having mental

disorder is just an illness, it is not the basis of who they are. They are also

human that need respect with consideration and also, the informants

believed that normal person are more likely mental retarded if they not

understand the situation and the difficulties that faced of a person with

special needs. Based on the experienced that the participants answered in

conducted interview, being a good example and talking with them properly

and calm is can be served as the treatment or as a maintenance to cure

the bad mannerism on the body of a person with mental disability.

Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
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 2. What does it feel to have a sibling with special needs?

Having sibling with special needs is having challenges and difficulties in

life, that is the experienced that the respondents admitted in the past

interview. They encountered mix-emotion in having sibling with special

needs, like they said, sometimes they feel sad but suddenly they turn to

happy when they think that they are a people that serve as the guidance

and the hero for their sibling.

3. How do you handle a situation where your sibling with special needs is

being treated, specifically in terms of bullying?

Based on the answers of the all respondents, they do the right action that

they must do if they see their sibling with mental disability is being bullied

like the answer of the three (3) informants, they said to the all people who

discriminate their brother or sister, that, they need to understand the

situation of their sibling because they do not know the problem that the

person with disability faced. The other one (1) participant said that they

once experienced that their sibling with special needs is being transferred

in other school that they think the right school where no one can bullied

their sister as the action to stop the bully experienced of the sibling of the

respondents.

4. How do siblings perceive their relationship with their brother or sister with

special needs?

Based on the experience of all the respondents having sibling with mental

disorder, they perceived that their relationship is more likely parent and

Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
- 24 -
 child relationship because having a sibling like them are more on care and

responsibilities. Unlike normal siblings that always played toward another

when they are kid, the case of having brother or sister with special needs,

the normal one cannot played well because of the responsibilities that

attached to them to care their sibling.

5. What do you think is the difference between you and your sibling with

special needs with the treatment of your parents?

Almost all of the respondents said that their sibling with mental disability is

the priority of their parents. They are the one who ate first also they are

treated as the baby in the family, so, sometimes, the informants think that

they also have a mental disorder to snatch the attention of their parents

from their sibling with special needs, in short, the participants are felt

some jealousy towards their sibling because of the attention that their

parents gave to their brother or sister with mental illness.

Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
- 25 -
 Summary, Conclusion, and Recommendations

This chapter aims to give a review, and result of the entire study and also

some recommendation of the researcher that based on the data that they

gathered from their informants.

Summary of Findings

The purpose of this study is to identify the experiences of students in

public school having mentally disabled sibling where in it can be beneficial

to other students and teachers. This study utilized qualitative research,

especially, phenomenological approach as it focuses on the experience of

students having sibling with special needs. This design was used to know

the insights of other students with their condition. For limitation, the

gathered data in this study generalize students' experiences in having

mentally retarded sibling. Only 5 students are selected from different

school for the gratification of data. This study focused on certain research

questions that is needed to be addressed for the assessment of the

students having sibling with mental illness in different public school by

eliciting students' experiences that may lead to ab action of their family

members or teachers. In addition to this, underlying specific questions

also lead to the gathering of such data essential to address the research

problem such as students' primary problem to deal with others although

they have sibling with mental disorder. The researchers addressed the

question: what are the experiences of students having mentally retarded

sibling and how it is affect their everyday living. The findings revealed that

the respondents were experienced different problems in having sibling

with mental disability. As the researchers rely on their research question

Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
- 26 -
 towards the experiences of students with mentally retarded sibling, it

revealed that the commonly problem with it is how they can handle the

situation, dealing with one another and the relationship they have. These

are the problems that are commonly said by the respondents because of

having mentally retarded sibling which can affect their everyday living.

Conclusion

Based on the gathered information and by undergoing coding form the

interview. It is found out that the students in public school with mentally

retarded sibling, experienced some struggles and challenges in terms of

caring and understanding the sibling with special needs. Those mentally

challenged siblings of the key informants serve as their inspiration to be

better person because they are trying to be a good example to their

brother or sister with special needs. The researcher come up with the

hypothetical findings which is having mentally disabled sibling is having

responsibility, specifically in welfare of their sibling. According to the

experiences of the key informants and the findings of this research - The

overall conclusion to the result of the study is there are positive and

negative experiences that a students who have mentally retarded sibling

encountered in everyday life and it plays an important role in the identity

and behavior of the students.

Recommendations

The researchers have several recommendations for the future

researchers, the school teachers and student’s parents. For future

researcher, studying and deeply analyzing not only experience but also

Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
- 27 -
 their perceptions can impose great implementation of further development

in the future study. It also possible to include a large sample size as may

be expand your scope not just from different student but also in other

grade levels and Senior high School as it will produce more data in a

varying perceptions essential in interpreting the student’s experience. For

school teachers, it is preferable if there will be a seminar in the classroom

for the students to understand the struggles of the key informants and

conduct a disciplinary action provided by Prenza National High School.

For students’ parents, guidance and giving care is a must for their sibling

with special needs who are encountering this problem.

Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
- 28 -
 References

https://www.google.com/amp/s/amp.theguardian.com/society/2012/nov

/30/grow-up-with-disabled-sibling

Education Quarterly Vol 71, Issue 2 ! pp. 42-58

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4391287/

https://www.nami.org/About-NAMI/Policy-Platform/2-Priority-and-

Special-Population

Int. J. Spec. Educ 17, 48-64, 2002

link.springer.com

Bulletin of the Orton Society 18 (1), 33-39, 1968

https://www.goodtherapy.org/blog/support-siblings-special-needs-

children-0510134

International journal for the advancement of counselling 18 (2), 61-68,

1995

Learning Disability Quarterly 33 (1), 43-55, 2010

https://www.123helpme.com/assets/13119.html

journals.sagepub.com

Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
- 29 -
 Journal of Family Psychology 7 (2), 186, 1993

http://www.wnyfamilymagazine.com/challenges-benefits-of-having-a-

sibling-with-special-needs/

THE BEDAN JOURNAL OF PSYCHOLOGY 2016 | VOLUME II 7 Filipino

Family Experiences in Caring For Children with Down syndrome

aaiddjournals.org

American Journal on Mental Retardation 110 (2), 87-99, 2005

https://www.psichiatryadvisor.com/home/topics/child-adolescent-

psychiatry/emotional-problems-facing-siblings-of-children-with-

disabilities/

Research in developmental disabilities 29 (4), 289-300, 2008

jstor.org

Siblings of handicapped children: A developmental perspective on family

interactions

Family Relations, 155-167, 1984

https://wwwresearchgate.net/publication/231740468_Support_needs_

of_Siblings_of_People_with_Developmental_Disabilities

Social Work Research 18 (3), 178-185, 1994

Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
- 30 -
 What follow-up studies say about post school life for young men and

women with learning disabilities: A critical look at the literature

Phyllis Levine, Steven W Nourse

Journal of learning disabilities 31 (3), 212-233, 1998

journals.sagepub.com

Developing support for siblings of young people with disabilities

Sally Conway, Donald Meyer

Support for Learning 23 (3), 113-117, 2008

Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
- 31 -
 Appendix A

Research Documentation

Image 1: Interview Image 2: Interview

Image 3: Transcribing Image 4: Coding

Image 5: Defense Image 6: Defense

Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
- 32 -
 APPENDIX B

21 February 2019
KIM LEMUEL P. YGUSQUIZA
Junior High School Student
Prenza National High School
Prenza, Marilao, Bulacan

Dear Mr. Ygusquiza,

We are Grade 11 STEM students of who are currently doing a research on
Experience of Students in Public School Having Mentally Challenged
Sibling: A Phenomenological Study. The study is a major requirement for
Practical Research 1 Course. In this regard, we would like to solicit your
permission to interview you and answer an open ended questionnaire to learn
more about your experiences in academic performance.
If you choose to participate in this study, we will schedule a time to meet with
you at your most convenient time. During this time we would like to ask questions
concerning about your experiences inside the school. This interview will take
approximately one hour. With your permission, we would like to video/audio
record the interview in order to focus on the conversation. Only the group will
have access to the record. The recordings will be transcribed and we will remove
any identifiers during the transcription. The tape will then be erased and your
identity will be kept confidential and will not be revealed in the final manuscript.
We are thanking you in advance for your consideration to participate in this
study.
Respectfully yours,

ROMAR A. GOMEZ FRANCIS C. TORPE

Researcher Researcher

JOHN PATRICK C. MARTIJA ANGEL S. VEQUIZO Researcher

Researcher

Approved by:

KIM LEMUEL P. YGUSQUIZA

Key Informant

Noted:

MR. MARK LESTER R. SOLIS

Research Adviser

Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
- 33 -
21 February 2019
CARMELA V. DELA CRUZ
Senior High School Student
Prenza National High School
Prenza, Marilao, Bulacan

Dear Ms. Dela Cruz,

We are Grade 11 STEM students of who are currently doing a research on
Experience of Students in Public School Having Mentally Challenged
Sibling: A Phenomenological Study. The study is a major requirement for
Practical Research 1 Course. In this regard, we would like to solicit your
permission to interview you and answer an open ended questionnaire to learn
more about your experiences in academic performance.
If you choose to participate in this study, we will schedule a time to meet with
you at your most convenient time. During this time we would like to ask questions
concerning about your experiences inside the school. This interview will take
approximately one hour. With your permission, we would like to video/audio
record the interview in order to focus on the conversation. Only the group will
have access to the record. The recordings will be transcribed and we will remove
any identifiers during the transcription. The tape will then be erased and your
identity will be kept confidential and will not be revealed in the final manuscript.
We are thanking you in advance for your consideration to participate in this
study.
Respectfully yours,

ROMAR A. GOMEZ FRANCIS C. TORPE

Researcher Researcher

JOHN PATRICK C. MARTIJA ANGEL S. VEQUIZO Researcher

Researcher

Approved by:

CARMELA V. DELA CRUZ

Key Informant

Noted:

MR. MARK LESTER R. SOLIS

Research Adviser

Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
- 34 -
21 February 2019
VINCENT B. DAMIAN
Senior High School Student
Prenza National High School
Prenza, Marilao, Bulacan

Dear Mr. Damian,

We are Grade 11 STEM students of who are currently doing a research on
Experience of Students in Public School Having Mentally Challenged
Sibling: A Phenomenological Study. The study is a major requirement for
Practical Research 1 Course. In this regard, we would like to solicit your
permission to interview you and answer an open ended questionnaire to learn
more about your experiences in academic performance.
If you choose to participate in this study, we will schedule a time to meet with
you at your most convenient time. During this time we would like to ask questions
concerning about your experiences inside the school. This interview will take
approximately one hour. With your permission, we would like to video/audio
record the interview in order to focus on the conversation. Only the group will
have access to the record. The recordings will be transcribed and we will remove
any identifiers during the transcription. The tape will then be erased and your
identity will be kept confidential and will not be revealed in the final manuscript.
We are thanking you in advance for your consideration to participate in this
study.
Respectfully yours,

ROMAR A. GOMEZ FRANCIS C. TORPE

Researcher Researcher

JOHN PATRICK C. MARTIJA ANGEL S. VEQUIZO Researcher

Researcher

Approved by:

VINCENT B. DAMIAN
Key Informant

Noted:

MR. MARK LESTER R. SOLIS

Research Adviser

Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
- 35 -
21 February 2019
HAMZA D. ALABED ALKADER
Elementary Student
Christ’s Achievers Montessori
San Jose Del Monte, Bulacan

Dear Mr. Alabad Alkader,

We are Grade 11 STEM students of who are currently doing a research on
Experience of Students in Public School Having Mentally Challenged
Sibling: A Phenomenological Study. The study is a major requirement for
Practical Research 1 Course. In this regard, we would like to solicit your
permission to interview you and answer an open ended questionnaire to learn
more about your experiences in academic performance.
If you choose to participate in this study, we will schedule a time to meet with
you at your most convenient time. During this time we would like to ask questions
concerning about your experiences inside the school. This interview will take
approximately one hour. With your permission, we would like to video/audio
record the interview in order to focus on the conversation. Only the group will
have access to the record. The recordings will be transcribed and we will remove
any identifiers during the transcription. The tape will then be erased and your
identity will be kept confidential and will not be revealed in the final manuscript.
We are thanking you in advance for your consideration to participate in this
study.
Respectfully yours,

ROMAR A. GOMEZ FRANCIS C. TORPE

Researcher Researcher

JOHN PATRICK C. MARTIJA ANGEL S. VEQUIZO Researcher

Researcher

Approved by:

HAMZA D. ALABED ALKADER

Key Informant

Noted:

MR. MARK LESTER R. SOLIS

Research Adviser

Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
- 36 -
21 February 2019
JAN RICA ROSE C. SALVADOR
Senior High School Student
System Plus Computer College
Estrella Homes, Marilao, Bulacan

Dear Ms. Salvador,

We are Grade 11 STEM students of who are currently doing a research on
Experience of Students in Public School Having Mentally Challenged
Sibling: A Phenomenological Study. The study is a major requirement for
Practical Research 1 Course. In this regard, we would like to solicit your
permission to interview you and answer an open ended questionnaire to learn
more about your experiences in academic performance.
If you choose to participate in this study, we will schedule a time to meet with
you at your most convenient time. During this time we would like to ask questions
concerning about your experiences inside the school. This interview will take
approximately one hour. With your permission, we would like to video/audio
record the interview in order to focus on the conversation. Only the group will
have access to the record. The recordings will be transcribed and we will remove
any identifiers during the transcription. The tape will then be erased and your
identity will be kept confidential and will not be revealed in the final manuscript.
We are thanking you in advance for your consideration to participate in this
study.
Respectfully yours,

ROMAR A. GOMEZ FRANCIS C. TORPE

Researcher Researcher

JOHN PATRICK C. MARTIJA ANGEL S. VEQUIZO

Researcher Researcher

Approved by:

JAN RICA ROSE C. SALVADOR

Key Informant

Noted:

MR. MARK LESTER R. SOLIS

Research Adviser

Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
- 37 -
 Appendix C

20 February 2019

Greetings!
We, Grade 11 students of Prenza National High School taking up Science,
Technology, Engineering and Mathematics strand, are having our Practical
Research I subject. As part of the requirements for the subject, we are required
to conduct a research. Our study is entitled , Experience of Students in Public
School Having Mentally Challenged Sibling: A Phenomenological Study.
The objective of this research is to understand the experiences of the students
who have mentally disabled sibling in public school.
In line with this, we would like to ask your permission to be our
grammarian for our research study. We believe in your knowledge and abilities to
guide us as we work on our research papers.
We are humbly asking for your approval.

Very yours truly,

JOHN PATRICK C. MARTIJA

Researcher

ANGEL S. VEQUIZO
Researcher

Noted:

MR. MARK LESTER R. SOLIS

Research Adviser

Approved by:

__________________________
Grammarian

Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
- 38 -
 Appendix D

Certificate of Grammarian

GRAMMARIAN CERTIFICATE

This is to certify that the undersigned has viewed and went through all the

pages of the Qualitative Research entitled “EXPERIENCE OF STUDENTS IN

PUBLIC SCHOOL HAVING MENTALLY CHALLENGED SIBLING: A

PHENOMENOLOGICAL STUDY” aligned with the set of structural rules that

govern the composition of sentences, phrases and words in the English

Language.

Signed:

Grammarian

Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
- 39 -
 Appendix E

Transciption

Jan Rica Rose Salvador

Interviewer:
Good afternoon Ms. Salvador, I am one of the member in our research group.
I am about to present to you the letter for we to know if you are willing to
participate in our research entitled Experience of Students in Public School
Having Mentally Disabled Sibling: A Phenomenological Study, as the informants
that will give data for our research.
Interviewer:
1. What is your perception about mental disorders?
( Ano yung pananaw mo tungkol sa mental disorders?)

Interviewee:
“Mental disorders yung kunwari parang yun yung mga pagkukulang sa pag
iisip ganoon, sakit mo sa isip. Yung mga taong di agad naagapan like my brother
di agad siya naagaan noong pinanganak siya kaya nagkaron siya ng mental
disorder.

Interviewer:
2. What does it feel to have a sibling with special needs?
(Ano yung pakiramdam na meron kang kapatid na may special needs?)

Interviewee:
“Syempre malungkot ako para sa kanya at the same time maswerte ka kasi at
least kasama mo parin siya. Unlike the others na pinanganak na gaano na
nawala kaagad. Yung brother ko tumagal siya ng 20 years bago siya kunin.
Swerte kami sa kanya kasi nandiyan lang siya hindi siya mawawala sayo.”

Interviewer:
3. How do you handle a situation where sibling with special needs is being
treated, such as bullying?
(Paano mo hahawakan yung isang sitwasyon kung saan kung kapatid mong
may special needs ay nabubully?)

Interviewee:
“Actually yung brother ko hindi naman kasi siya pinapalabas sa bahay lagi
lang siyang nandito sa loob. Kung sakali mang lumakas sia at mabully siya
syempre kailangan ipagtanggol mo siya kasi brother mo siya then siguro hindi
mo siya pabayaan maging proud ka na brother mo siya. Wag yung binubully na
siya tapos iiwan mo lang kasi ayaw mong mapahiya sa iba. Madali naman
sigurong pagsabihan yung mga bata.”

Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
- 40 -
Interviewer:
4. How do siblings perceive their relationship with their brother or sister with
special needs?
(Paano mo maipapaliwanag yung relasyon nyong dalawa ng iyong kapatid na
may special needs?)
Interviewee:
“Yung lagi naming ginagawa. Ako taga alaga lang siya inaalagaan lang kasi
sa case ng kuya ko hindi nagpafunction yung brain niya sa parang wala kang
gagawin kundi alagaan lang siya. Aside sa maintenance wala kasi sa case niya
wala na siyang pag asang gumaling pa.”

Interviewer:
5. What do you think is the difference between you and your sibling with special
needs in treatment with your parents?
(Ano sa tingin mo yung pinagkaiba ng pagtrato sa inyong dalawa ng kapatid
mong may special needs?)

Interviewee:
“Syempre kapag gaano mas may care yung parents naminsa kaniya then
mas may time, lahat nasa kaniya pero lahat ng time nasa kaniya tapos kami
parang ano lang katulong lang kami ng parents sa pag aalaga sa kaniya. Siguro
wala naman kasi pinalaki naman kam na nakafix sa mind naming na dapat ganito
ka dapat ganyan ka. Pero minsan naiisip ko rin n asana may sakit nalang din ako
, ganoon lang.”

Vincent Damian

Interviewer:

Good evening Mr. Damian, I am one of the member in our research group. I
am about to present to you the letter for we to know if you are willing to
participate in our research entitled Experience of Students in Public School
Having Mentally Disabled Sibling: A Phenomenological Study, as the informants
that will give data for our research.

Interviewer:

1. What is your perception about mental disorders?

( Ano yung pananaw mo tungkol sa mental disorders?)

Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
- 41 -
Interviewee:
“Ang aking nalalaman about mental disorder ito parang kakaiba sa lahat ng
tao then ganon masayahin, minsan makulet ang mental disorder, ang mental
disorder para sakin pinadadaan sa masinsinang paraan kung paano ito
mapagaling.”

Interviewer:
2. What does it feel to have a sibling with special needs?
(Ano yung pakiramdam na meron kang kapatid na may special needs)

Interviewee:
“Based on my experience para sakin bilang kapatid niya ay masaya
pagkasama siya minsan nakakainis kase makulit nga yun lang.”

Interviewer:
3. How do you handle a situation where sibling with special needs is being
treated, such as bullying?
(Paano mo hahawakan yung isang sitwasyon kung saan kung kapatid mong
may special needs ay nabubully?)
Interviewee:
“Sinasabi ko na mas matino pa ang kapatid ko sa inyo at bakit nyo inaasar, so
sino ang mas abnormal sa normal?”

Interviewer:
4. How do siblings perceive their relationship with their brother or sister with
special needs?
(Paano mo maipapaliwanag yung relasyon nyong dalawa ng iyong kapatid na
may special needs?)

Interviewee:
“Para sakin maganda minsan kase hindi pero mas marami ka se mas masaya
ako pag kasama siya.”

Interviewer:
5. What do you think is the difference between you and your sibling with special
needs in treatment with your parents?
(Ano sa tingin mo yung pinagkaiba ng pagtrato sa inyong dalawa ng kapatid
mong may special needs?)

Interviewee:

“Sa kapatid ko mas pinahahalagahan siya kase wala pa sa tamang pag-iisip

so mas kailangan itong bantayan at alagaan ng mabuti kaysa sakin na matino
kaysa sakin na kaya ko na ang sarili ko.”
Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
- 42 -
Hamza Alabed

Interviewer:

Good evening Mr. Ygusquiza, I am one of the member in our research

group. I am about to present to you the letter for we to know if you are willing to
participate in our research entitled Experience of Students in Public School
Having Mentally Disabled Sibling: A Phenomenological Study, as the informants
that will give data for our research.

Interviewer:

“Unang-una pong katanungan ay…

1. What is your perception about mental disorders?

(Ano po ba ng iyong pananaw o nalalaman tungkol po sa mental disorders?)

Interviewee:

“Sige, mental disorders ay mga taong may pagkukulang sa pag-iisip depende

kung gaano kalala. Pero we should treat them as they need to be treat.”

Interviewer:

“Ok po.”
“ Kayo po ba ay hindi po… kayo po ba ay nasasayahan na may kapaatid po
kayo na may special needs po? Nasasayahan po ba kayo na may kapatid po
kayo na may special needs po?

Interviewee:

“Syempre tanggap ko kase ayun na yung blessing sa’min ni God. Kung ano
man iyan, ok lang.

Interviewer:

Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
- 43 -
 “ Diretso napo tayo sa number two.

2. What does it feel to have a sibling with special needs?

(Ano yung pakiramdam na meron kang kapatid na may special needs)

Interviewee:

“More on responsibilities kase kailangan laging binabantayan kase hindi

naman sa
lahat ng bagay ay talagang kapatid ko na may special needs.

Interviewer:

“Pero po ano po ba yung mga halimbawa po na maituturing nyo po na may

magandang magkaroon ng kapatid na may special needs po? Magbigay lang po
kayo ng halimbawa po ng mga sitwasyon po.

Interviewee:

“Sitwasyon… gaya ng sabi ko kase kanina more responsibility na dapat

tutukan na maging responsible gaya ng … kapag nagpapaturo siya kapag may
assignment siya, tuturuan ko siya. Kailangan nila ng patience kase nahihirapan
sila mag catch-up sa mga lesson kaya yun.

Interviewer:

3. How do you handle a situation where with special needs is being treated, such
as bullying?
(Paano mo hahawakan yung isang sitwasyon kung saan kung kapatid mong
may special needs ay nabubully?)

Interviewer:

“Kung positive po, ano po yung gagawing nyo po? Positive na gagawin nyo
po, kunwari po example po, kung nakikita nyo po yung kapatid nyo na binubully
po? Ano po yung gagawin nyo? Kunwari po ‘di niyo nalang po papansinin tas
sasabihin… mga ganon po.”

Interviewee:

“If mayroong situation na physically nakikita ko, syempre gagawa ako ng

aksiyon para don. Pero kung sa halimbawa sa school kase sa school niya dati

Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
- 44 -
mayroong don sa school na yon na mga people around niya mga nambubully sa
kanya kaya naisip naming na ilipat o ipunta siya sa school kung saan mas okay
siya.

Interviewer:

“Sa pang-apat na po.

Interviewer:

4. How do siblings perceive their relationship with their brother or sister with
special needs?
(Paano mo maipapaliwanag yung relasyon nyong dalawa ng iyong kapatid na
may special needs?)

Interviewee:

“Lahat naman ng tao ay nay rights to be loved. Kaya kailangan mahalin natin
sila. Tao rin naman sila kagaya natin may pagkakaiba lang. Lahat naman tayo
may kapatid kaya we are…”

Interviewer:

“Sa last number napo tayo.”

Interviewer:

5. What do you think is the difference between you and your sibling with special
needs in treatment with your parents?
(Ano sa tingin mo yung pinagkaiba ng pagtrato sa inyong dalawa ng kapatid
mong may special needs?)

Interviewee:

“Syempre hindi rin dapat equal lang yung trato sa atin tsaka yung kapatid ko
kung… for example lang po kase may pagka-independent naman ako mas
kailangan ng attention yung sibling ko na may special needs.”

Interviewer:

“Dito po nagtatapos yung ating interview sir maraming salamat po!”

Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
- 45 -
Carmela Dela Cruz

Interviewer:
Good evening Ms Dela Cruz I am one of the member in our research group. I
am about to present to you the letter for we to know if you are willing to
participate in our research entitled Experience of Students in Public School
Having Mentally Disabled Sibling: A Phenomenological Study, as the informants
that will give data for our research.

1. What is your perception about mental disorders?

(Ano po ba ng iyong pananaw o nalalaman tungkol po sa mental disorders?).

Interviewee:

Para sakin, nahihirapan sila kase yung mga gusto nating gawin hindi nila
nagagawa, tapos, naiinggit sila sa mga gusto natin, kase hindi nila yon
nagagawa.

Interviewer:

As a person who have sibling with special needs, pumasok nap o bas a isip mo
na what if ikaw yung nasa kalagayan niya? Ano kayang mararamdaman mo?

Interviewee:

Para sa akin, mararamdaman ko dun, mahihirapan ako ‘pag ako yung nasa
sitwasyon, mahihirapan ako kase lahat ng ano nila… nakikita ko hindi ko na
nagagawa.

Interviewer:

2. What does it feel to have a sibling with special needs?

(Ano yung pakiramdam na meron kang kapatid na may special needs?).

Interviewee:

Malungkot kase minsan nakikita ko nahihirapan sila sa sitwasyon nila.

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Interviewer: Hindi, kumbaga ano yung pakiramdam mo na you have sibling with
special need o mayroon dapat sapat na paggabay? (Kumbaga may kapatid ka
diba, na may Special needs, ano yung pakiramdam na aware ka na… ay kapatid
ko siya, kailangan niya ng gabay ko.

Interviewee:

Malungkot nga, ay hindi, masaya pala kase nakakatuwa yung minsan

nafeefeel ko na may taong may kailangan ng tulong ko, ganon.

Interviewer:

3. How do you handle a situation where with special needs is being treated, such
as bullying?
(Paano mo hahawakan yung isang sitwasyon kung saan kung kapatid mong
may special needs ay nabubully?)

Interviewee:

Una, gagawin ko para iwasan nila yung pangbubully sa kapatid ko,

pagsasabihan ko yung mga taong iyon .

Interviewer:

What if you see some people hurt your sibling with special needs?

(Paano kung Makita mong yung kapatid mo ay sinasakatan ng ibang tao?)

Interviewee:
Ganon pa rin, pagsasabihan ko sila na itigil na nila yung pananakit nila sa
kapatid ko.

Interviewer:

4. How do siblings perceive their relationship with their brother or sister with
special needs?
(Paano mo maipapaliwanag yung relasyon nyong dalawa ng iyong kapatid na
may special needs?)

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Interviewee:

Minsan may pagkamakulit siya, tapos ako nalang yung umiintindi at

nagpapaubaya.

Interviewer:

Dumating na ba sa point na inis na inis ka na sa kanya dahil may ginagawa siya

na hindi nakakatuwa?

Interviewee:

Ay oo naman.

Interviewer:

Ano naman ang ginagawa mo?

Interviewer:

Wala, tinatawanan ko lang siya, pag ganon, nag-aasaran lang kami dalawa.
Interviewer: Paanong asaran, for example ano?

Interviewee:

Naghahampasan lang kami.

Interviewer:

5. What do you think is the difference between you and your sibling with special
needs in treatment by your parents?
(Ano sa tingin mo yung pinagkaiba ng pagtrato sa inyong dalawa ng kapatid
mong may special needs?)

Interviewee:

Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
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 Mas inuuna yung kapatid ko kaysa samin kase siya yung nangangailangan ng
care.

Interviewer:

In example version, paano mo ieexpound yung pagkakaiba ng trato sa inyo ng

magulang mo? Halimbawa sa isang case or situation na nagpapakita na mas
dapat unahin yung kapatid mo kaysa sa iyo? Ano yung mga example tulad non?

Interviewee:

Kaya lage siya inuuna ni mama kase siya yung mas nangangailangan ng pag-
aalaga.

Interviewer:

Halimbawa, kumakain kayo siya yung inuuna sandukan o masasabi nating

parang kayo yung taga-ahin at siya naman ang taga kain at kung nasa public
places naman kayo halimbawa na dapat siya ay bantayan. Ano pang ibang
kakaibang sitwasyon na iyong natackle na pwede mong ibahagi?

Interviewee:

Yun nga kapag kumakain, lage siya yung inuuna ni mama kase siya yung…
hindi mo naman kase masasabi sa kanya kung gutom na siya o kailngan mo na
lamang siya.

Interviewer:

Basta kakain na lamang siya inahinan na siya? Paano naman sa pagligo,

pinapaliguan pa ba siya o hindi na?

Interviewee:

Si mama ang nagpapaligo sa kanya kase lalaki siya eh babae naman kase
ako.

Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
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Interviewer:

Hindi, I mean, pinapaliguan ba siya or hindi na?

Interviewee:

Pinapaliguan pa siya, minsan siya na lang kase minsan naman kaya naman
niya.

Interviewer:

What kind of treatment that you and your family gave to your sibling with special
needs?
(Kumbaga ano ang ginawa niyo upang masubukan ang kanyang kakayanan para
makasabay sa mga normal person?)

Interviewee:

Bata pa lang kase siya, tinuturuan na siya maglakad nila mama tapos pinapa
check up siya para kahit bata pa lang matuto na siya lumamkad pero hindi na
naipagpatuloy nila mama kaya ngayon hindi siya nakakalad ng maayos, pero
nakatatayo naman siya.

Kim Lemuel Ygusquiza

Interviewer:

Good evening Mr. Ygusquiza, I am one of the member in our research group.
I am about to present to you the letter for we to know if you are willing to
participate in our research entitled Experience of Students in Public School
Having Mentally Disabled Sibling: A Phenomenological Study, as the informants
that will give data for our research.

1. What is your perception about mental disorders?

(Ano po ba ng iyong pananaw o nalalaman tungkol po sa mental disorders?).

Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
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Interviewee:

Yung mga batang may special needs, I think kailangan talaga silang
pagtuuunan ng pansin kase hindi sa lahat may availability silang hindi nila kaya
as a normal being, you considering mechanism, yun nga, may parts na during
nung bata sila hindi nadebelop ng maayos, so kailangan ikokonsider natin sila,
para sakin yun yung kailangan nilang makuha, iyon yung pananaw ko, kapag
nakakita ako ng isang taong ganon, kailangan pansinin mo siya, kailangan hindi
siya yung parang ileleft-out or parang ikukutya or ididiscriminate kase mental
disabled siya eh, he need repect kase tao din siya.

Interviewer:

What if your sibling affect your academic performance like you are doing
assignment but your brother or sister disturb you but you have no time to
entertain?
(Paano kung yung kapatid mo na may special needs ay nagugulo ang iyong pag-
aaral, tulad ng paggawqa mo ng takda pero naiistorbo ka ng kapatid mo pero
wala ka naman oras para ientertain siya?

Interviewee:

If have a sister, hindi siya hadlang para gawin ko yung mga dapat gawing
assignments. We always had to do agreements. As long as I talked to him
properly like Curl, I need to do this, please get your toys, “okay”. As long as I
calm I need don’t scare he more care, you know sa siblings, We love you so
much so I think it doesn’t affect my school performance.

Interviewer:

2. What does it feel to have a sibling with special needs?

(Ano yung pakiramdam na meron kang kapatid na may special needs?)

Interviewee:

Iba siya sa normal na kapatid, aaminin ko, pero hindi iba yung batang
tinutukoy mo, kase makikita mo kung paano siya… Although nung bata siya,
mahirap magreach-out sa kanya, mahirap yung uniform na gusto niya, ang hirap

Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
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niya kausapin, yung mga phantoms at mga manurisms niya na hindi maganda,
idebelop at iless, hanggang sa ngayon, okay na siya kausapin. Malalaman mong
disabled siya pero at the end hindi siya yung tipong hadlang sa mga tao para
makipag communicate, mabait naman siyang tao, so as a sibling, feeling ko na
parang accomplishment na buo ka niya kailangan, ituwid mo yung buhay niya
parang ikorek mo yung mga manurism niya, i-guide mo siya as a sibling, Kase
nangangailangan siya eh, he is disabled so kapag nasa public spaces, example
may mga ibang tao doon, may mga masasabi mong mga judgemental don,
ganon, mainis sa kanya, ayun pinapakisabihan ko na lang na kuya, ate pwede po
bang paki intindi niyo na lamang po yung kalagayan niya kase autistic siya. May
Tamang pakiusap lang, tamang ano lang, kase iba siya eh and he needs respect
kase tao din siya.

Interviewer:

3. How do you handle a situation where with special needs is being treated, such
as bullying?
(Paano mo hahawakan yung isang sitwasyon kung saan kung kapatid mong
may special needs ay nabubully?)

Interviewee:

As a sibling, siyempre pakikiusapan ko ang mga taong nang-aasar sa kaniya,

then I will explain to them na kung ano nga bang situation ng kapatid ko na dapat
nila itong unawain at intidihin at sasabihin ko rin po na wala naman pong
problema sa pagiging autism.

Interviewer:

4. How do siblings perceive their relationship with their brother or sister with
special needs?
(Paano mo maipapaliwanag yung relasyon nyong dalawa ng iyong kapatid na
may special needs?)

Interviewee:

Yung kapatid ko kase, alam niya na yung sarili niya ng bandang mga 12 years
old, na autistic siya, alam niya na kung ano siya. Pero may tingin siya sakin na
as a kuya niya, tutularan niya ako, kung ano gagawin ko, gagawin niya so
magiging good example ako sa kaniya. Lahat ng ginagawa ko nakukuha niya
tulad ng pagsagot ko ng pabalang kase minsan ganoon ako eh, pero I mean
yung mga ibang good, kailangang kailangan nating maging example sa kanya so
nung nalaman kong ganon, iniiwasan ko, sinasabihan ko, hanggang sa hindi niya
na gawin yon, kase sa kanila, kailangan habit eh, constants reminders, constant

Experience of Students in Public School Having Mentally Disabled Sibling: A Phenomenological Study
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habit, hindi sila yung isang bagsakang tanong, kailangan talaga as time goes by,
unti-unti nilang maicocorporate yung tamang manner para nang sag anon hindi
sila maging hadlang sa ibang lugar.

Interviewer:

5. What do you think is the difference between you and your sibling with special
needs in treatment by your parents?
(Ano sa tingin mo yung pinagkaiba ng pagtrato sa inyong dalawa ng kapatid
mong may special needs?)

Interviewee:

Yung mga magulangko, aamini ko, kase may special need siya, mas
napaglalaanan siya ng pansin, pero minsan mas napaglalaanan ako, when it
comes sa public places, babantayan naming siya kase nga baka may gawin
siyang nakasasagabal sa iba, tapos pag sa aming dalawa, dalawa kase kaming
guardian ng mental disability, yung turing samin as in yung ganon pa rin pero
yung sa kanya kase kailangan talaga pero hindi naman lage kase kailangan niya
ng supervision, hindi mo siya dapat pabayaanmag-isa, kailangan niya ng
kasama, pero kahit isama mo siya, dahil nga napalaki namin na yung mga
manurism niya ay nalelessen na, hindi na siya yung special child na may mga
manurism sa katawan, na iba magsalita, iba yuhng eye-contact, sinanay naming
siyang mag snack pag gutomm wag kang tatawa pag walang nakakatawa so as
time goes by, although, makikita mo sa speech niya na iba siya magsalita
kumpara sa normal, pero pag nakausap mo siya, hindi siya yung sagabal, na
nakakaintindi siya, nakakabasa siya, nakapagsuslat, nakapagbibilang,
nakakapag math naman siya ng simple like addition, ganon, kase yun talaga
yung kailangan nila like being supervision, without supervision, hindimagiging
maayos yung buhay nila, hindi ko naman sinasabi na sagabal ang mga mental
disabled pero dahil nga sa hindi mo siya nagabayan ng maayos, darating talaga
yung panahon na iba yung, kung ano sila nung bata sila bilang mentally disabled,
dadalhin nila hanggang sa paglaki.

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20 February 2019

MR.ALEXANDER N. DELA CRUZ

Teacher III – Coordinator for SHS Science
Prenza National High School
Prenza 1, Marilao, Bulacan

Dear Mr. Dela Cruz,

Good day!
We, Grade 11 students of Prenza National High School taking up STEM
strand under Academic track , are having our Practical Research I subject. As
part of the requirements for the subject, we are required to conduct a research.
Our study is entitled, Experience of Students in Public School Having
Mentally Challenged Sibling: A Phenomenological Study. The objective of
this research is to understand the experiences of the students who have mentally
disabled sibling in public school.
With your expertise, we are humbly asking for your approval to this study.
May this letter merit your kind consideration and approval.
Thank you.

Respectfully yours,

ROMAR A. GOMEZ
Researcher

FRANCIS C. TORPE
Researcher

Noted:

REMEDIOS Y. RAMOS
Class Adviser

Checked by:

MR. MARK LESTER R. SOLIS

Research Adviser

Approved by:

MR. ALEXANDER N. DELA CRUZ

Teacher III – Coordinator for SHS Science

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