CHAPTER ONE

GENERAL INTRODUCTION

1.0 Introduction

This chapter will be devoted to the background to the study, statement of the problem, purpose of the study, research question, significance of the study, scope and delimitation of the study, and operational definition of terms.

1.1 Background to the study

From a historical perspective, people with physical disabilities sustains unbelievable isolation and poverty. Many individuals lack means of mobility and are often placed in back bedrooms as a result of prejudice from society. Gutestam (1991) stated a handicap is not something people are born with or acquire by accident or disease, but a product of the relationship between persons with disabilities and their environment. The survey found that the general public is actually fearful of persons with disabilities.

In a few countries, for example Cameroon, many persons with disabilities have to rely on begging to earn an income. Sin, Kreal, Johnston, Thomas, (2006) reported, persons with disabilities are half as likely as nondisabled people to be qualified for employment, and are twice as likely as nondisabled people to have no job qualifications at all.

The way persons with physical disabilities think about themselves, that is, either having a positive or negative self-esteem result from their interaction with the society and the attitude of the society towards them.

Persons with physical disability sometimes have a poor self-esteem because of the attitude of persons without disabilities. Traditionally, persons with physical disabilities have been looked down upon as objects of charity and pity simply because these people have lost their mobility. Also, the presence of the impairment on persons with   physical disabilities weakens the individual because social security such as unemployment allowances is not heard especially for persons with physical disabilities in developing countries like Cameroon.

This persuades many persons with physical disabilities, who cannot get jobs, to remain dependent on their parent, brothers, sisters, and other relatives or resort to begging. There is equally the use of derogatory terms on persons with physical disabilities. These include referring to persons with physical disabilities as crippled, lunatic, insane, idiots and so on when in fact the person has a name.

In almost all the developing countries, the affairs of  persons with disabilities are controlled by the so called <normal persons>. Their institutions, special education centre, training centre, and sheltered workshops are all planned and run by non-disabled ‘experts’. Because of this, persons with physical disabilities suffer marginalization from the so called <normal persons>. In essence, it is clear that the attitude of the so called< normal persons> towards persons with physical disabilities is mostly negative than positive because they suffer unfold hardships.

For example, there is an inadequate education and employment opportunity for persons with physical disabilities. Some schools refuse to admit persons with physical disabilities simply because they feel that they will badly influence the so called <normal children>. This brings about unequal opportunities for persons with physical disabilities as to their so called< normal> counterparts. And as a result of this negative attitude and unequal opportunities, many people with physical disabilities are forced to seek vocational training in trades like: dress making, basket and chair weaving and so on without even completing their primary education. The worst situation being observed all over the country is that, even if the person with physical disability is qualified as his or her so called <normal> counterparts, the employer will always prefer the latter.

More so, there are lots of environmental barriers in the society which pose numerous problems for persons with physical disabilities. For example, lack of access to educational and social settings. This makes life unbearable for persons with physical disabilities in our society and forces them to be dependent on others for their livelihood. It is observed also that, in marriage, persons with physical disabilities encounter discrimination because the society seems to consider the physical appearance before considering true self. The more obvious the disability, the more likely the person with disability will be thought of as misfit for marriage.

The theoretical framework of this study is based on Lev Vygostsky’s (1962-1978) socio-cultural theory Vygotsky, emphasized the ways in which interaction with older and more experienced member of the culture can help individuals (students) to learn. He described the zone of proximal development in tasks that individuals (students) cannot yet master on their own, can be performed with help.

He suggested that, elders should provide scaffolding to support the efforts of persons or students. Providing just enough help to youngster to succeed. As individuals or students grow, this scaffolding is gradually withdrawn until the individuals or students are capable of carrying out important tasks independently

From a conceptual perspective, vocational and technical educations are, as related as, they are opposed to each other. One common area of similarity between the two units is the purposeful and practical skill training. However, vocational training goes beyond mere skill training, to exploit the learner’s behavior (experience), aspiration, capacity, interest, aptitude, attitudes and competences necessary for any occupation (Agusiobo, 1973; Denga, 1983).

Also, Bitter (1979) posits that, vocational training is the process of organizing, arranging or structuring activities, toward providing clients with skill and knowledge for maximal productivity and self reliance. This presupposes that, technical and vocational educations are the veritable means through which self employment can be actualized.

From a contextual perspective, human abilities and disabilities vary in magnitude and the social integration of persons with disability takes different dimensions. In African context, some cultural norms especially those that arise against the birth of persons with disabilities abound and directly or indirectly frustrates the efforts made by modernization. In this view inclusion of persons with disabilities is a no go area.

The overall goal of special needs education is to successfully help the physically disabled to function independently in the post school environment. But the centers are poorly funded and are insufficient, as it is the case of our country Cameroon. Vocational training for the physically disabled is only possible after the individual is rehabilitated medically, educationally, and psychologically.

After this has been achieved, the physically disabled will now seek educational rehabilitation where they are taught some basic living skills, money concept, and how to use a wheelchair, clutches, and so on to enhance movement. Immediately this is achieved, the physically disabled will need psychological rehabilitation since most of them do not want to come out of the home. This service will prepare their minds to accept the situation in which they find themselves and preparing their minds towards vocational training.

. The service which affect the self esteem of person with physically disability, either positively or negatively, include the following; medical rehabilitation service, educational rehabilitation service, psychological rehabilitation service, social rehabilitation, independent rehabilitation and community base rehabilitation service.

1.2 Statement of the Problem

In Cameroon today, there exists a good number of individuals with physical disabilities and it is equally noticed that, a majority of these individuals are found roaming the streets as; dropout, beggars and are among the marginalized group of people in Cameroon.

These categories of individuals are sometimes not allowed to go to school, this is common with the females and very few are found in higher institutes of learning.  This is as a result of the societal beliefs and attitudes towards these individuals.

Some people believe that the education of persons with physical disabilities is a waste because there is no prospect for success. And as a result, these individuals may have problems ranging from; individual self-esteem, their gender, their socioeconomic background, and their vocational training. It is for these reasons that, the researcher sought to investigate the impact of vocational training on the self-esteem of persons with physical impairment in the ARCH Rehabilitation Services Mutengene.

1.3 Objective of the Study

1.3.1 Main Objective:

This study is aimed at finding out the impact of vocational training on the self-esteem of persons with physical disabilities.

1.3.2 Specific Objectives:

This research has the following specific objective:

1. To find out the extent to which socio economic background affects the self-esteem of persons with physical disabilities.
2. To find out the extent to which gender affects the self-esteem of persons with physical disabilities
3. To find out the extent to which parental behavior affects the self-esteem of persons with physical disabilities.

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