ABSTRACT
This study was designed to ascertain the Influence of stigmatization students with disabilities in Oredo local government area of Edo state. Four (4) research questions were formulated to guide the study.
The study adopted a descriptive survey. A total of sixty (60) special students make up the population of the study using random sampling technique. The instrument used for the study is a questionnaire titled "Influence of Stigmatization on Students with Intellectual Disabilities (IS²ID) Questionnaire" in Oredo Local Government. This questionnaire was adopted from the Discrimination and Stigma Scale DISC 12 (2009). The instrumentation for this study involved creating a questionnaire with 20 straightforward questions. Each question assessed various aspects of stigmatization experienced by students with intellectual disabilities. Participants were asked to respond using a Likert scale, which included; "Not at all", "A little", "Moderately", "A lot". Additionally, demographic information such as sex and age was collected alongside the questionnaire responses. which was distributed to the respondents and collected immediately after completion from respondents.
The data gotten from the research was analyzed using mean and standard deviation which was used in computing the responses of the questionnaire items. To account for the reliability of the study, the Cronbach Alpha (a) was used which gave a value of 0.78. Findings reveal pervasive stimatization, with students’ reporting negative treatment and social exclusion, impacting self-esteem and academic motivation. Perception of inadequate support from educators and peers exacerbates feelings of isolation. The findings shed light on the intricate impacts of stigma on students’ psychological and emotional well-being, manifesting in distress, social marginalization, and academic impediments. Targeted interventions are vital to counteracting stigma and promoting social inclusion and academic attainment. Initiatives may include sensitization, inclusive educational practices, positive peer relationship, parental and community involvement and accessible support services.
