Relationship between Self Concept and the Social Adjustment of Physically Challenged Persons in Special Secondary Schools in Anambra State

Résumé

Unfavourable attitudes towards physically challenged individuals can lead to social exclusion and loneliness, whereas a supportive society fosters positive views, promoting their social adjustment and integration. This study examined the relationship between self-concept and the social adjustment of physically challenged persons in special secondary schools in Anambra State, Nigeria. The study was guided by five research questions and while three null hypotheses was tested at a 0.05 significance level using a correlational survey research design. The whole population of 521 persons in special secondary schools in Anambra State made up the sample for the study. Census involving all the 521 persons in special secondary schools was carried out. Two research instruments were adopted and used: Bryant Self-Concept Survey (BSCS) and the Social Adjustment Questionnaire (SAQ). These instruments are standardised questionnaires that have been previously validated by experts and used in conducting studies in Nigeria. The instruments were administered directly to the participants. Research questions 1-2 were answered using range of scores and percentages. The research questions 3-5 were answered with the Pearson Product Moment Correlation Coefficient (r). The hypotheses were tested at the.05 level of significance using t-tests for significance of relationships and simple linear regressions. The finding revealed that most physically challenged persons have a moderate self-concept and Moderate social adjustment. The findings further revealed a none significant very low and negligible relationship between self-concept and social adjustment, a significant a very low positive relationship between self-concept and social adjustment. Based on these findings, it is recommended among others that school administrators and policymakers should implement policies that ensure inclusive practices, making schools more accessible for physically challenged students. This includes constructing ramps, providing assistive devices, and making classrooms and extracurricular activities adaptable for all students.