Chapter 4

Presentation and Discussion of Findings

This chapter will present and discuss data that the researchers gathered from

implementing semi-structured interviews with the participants. The questions administered were

based on the study’s statement of the problem, providing researchers with relevant and sufficient

knowledge that will further support the objectives of the study being conducted, providing

readers a further enlightenment as well towards the broader research context. The results will be

presented using tables with coding, sorting, and generating themes of representative quotes.

Likewise, a textual explanation will be also provided to illustrate the table values for easier

comprehension. Hence, the readers will be able to gain a deeper understanding of the various

lived experiences of students growing up with specially-abled siblings.

1. What are the challenges you encounter in growing up with your specially-abled sibling?

Challenges in Growing Up with a Specially-abled Sibling

Table 1

Transcription Coding Sorting Themes

P1: “Understanding how they think Understanding Extra Support Responsibilities

and have a lot of patience to teach
them how to do things.” Lot of Patience Extra Care

Extra Attention

Lot of Patience

Understanding

Responsibility
 Teaching of
Daily Tasks

P2: “There isn’t much of a challenge. Inadequate Inadequate Inadequate

All I can see is the inadequate parental Parental Care Parental Care Parental Care
care that our parents give and show to
us, which should be divided equally
among our siblings as they give him
more of it compared to us. However,
we understand it since he is the
youngest and he has special needs.”
P3: “He is highly functioning, unlike Quick-tempered Quick-tempered Behavioral
any special child. Therefore, the only Problems
challenge we have encountered related Lack of Danger Lack of Danger
to his childhood is his inclination to be Awareness
quick-tempered. Being the eldest, it is
also a challenge for me since it is my Responsibility
responsibility to put an end to it. Apart
from that, he doesn’t understand what
stranger danger is or he lacks danger
awareness because, to him, no one is a
stranger.”
P4: “My brother is a non-verbal Communication Communication Communication
autistic. Basically, our number one
challenge is communicating with him. Non-verbal Non-verbal
But with the help of early intervention,
we can communicate with him
through gestures and minimal
conversation.”
P5: “One of the main challenges is the Extra Support
need to provide extra support and care
for my sibling. This involves the Extra Care
teaching of daily tasks that he needs to
understand to do for himself, like Extra Attention
getting dressed, how to eat or what
food to eat, especially the things that Teaching of
need to be done by oneself in terms of Daily Tasks
hygiene. This also includes the extra
attention we have to give him when he
is in need of something or curious
about.”

Responsibilities
According to the data gathered, one of the challenges that students with specially-abled siblings

face is having responsibilities as typically growing siblings. As stated by one of the participants,

“One of the main challenges is the need to provide extra support and care for my sibling. This

involves the teaching of daily tasks that he needs to understand to do for himself, like getting

dressed, how to eat or what food to eat, especially the things that need to be done by oneself in

terms of hygiene. This also includes the extra attention we have to give him when he is in need

of something or curious about.” This implies that there is a significant responsibility on the

individual to provide additional care and assistance to their sibling with special needs, such as in

terms of teaching daily tasks and providing for the needs of the specially-abled sibling. The

statement specifically indicated the significance of the effort and dedication required to fulfill

this responsibility, which can take a toll on their time, energy, and emotional well-being. Venus

and Estojero (2022) stated that due to caring, siblings may feel overburdened with additional

responsibilities, which may affect as well the sibling relationship and personal growth. However,

according to Kale and Aslan (2020), older siblings can play a significant role in caregiving

practices, even if their sibling does not have a disability. By participating in caregiving activities,

these individuals can help share the responsibilities of caring for their younger siblings and

provide additional support to their parents. Hence, the responsibilities of typically growing

siblings with specially-abled siblings have both positive and negative impacts. While shouldering

responsibilities can be beneficial in terms of supporting parents and siblings with special needs,

it can ultimately impact their academic achievements, sibling relationships, and personal

development. These responsibilities can mainly divert their time and energy away from their

studies and personal growth, leading to a potential imbalance between their familial obligations

and their well-being.

Behavioral Problems

Based on the data gathered, as disclosed by one of the participants, one of the difficulties being

faced by typically growing siblings is the behavioral issues of their specially-abled siblings. As

the participant stated, “The only challenge we have encountered related to his childhood is his

inclination to be quick-tempered. Being the eldest, it is my responsibility to put an end to it.

Apart from that, he doesn’t understand what stranger danger is or he lacks danger awareness

because, to him, no one is a stranger.” The participant mentioned that their sibling tends to be

quick-tempered, which can present challenges in terms of communication and interaction within

the family. Additionally, the participant revealed that their brother lacks danger awareness

around strangers, not being able to fully comprehend the concept of danger. The statement

suggested that this issue has existed since childhood, indicating a long-term challenge for the

participant and potentially the family as a whole. According to Shireen and Shrawankar (2019),

some children face behavioral and emotional disorders that are not within the norms of their age.

These problems may stem from temporary stress or other factors and can lead to more serious

disruptive disorders. With these means, the relationship between typically developing siblings

can be strained by behavioral concerns, leading to stress and conflict among siblings, as stated by

Alsarhan and Ghaith (2022). Thus, behavioral challenges exhibited by specially-abled siblings,

such as being quick-tempered and lack of danger awareness, can put stress on typically growing

siblings and lead them to difficulties in communication and interaction within the family. This, in

turn, can cause tension and conflict between siblings and strain family dynamics. It is therefore

important to address these behavioral issues and provide necessary support and resources to both

typically growing siblings and their specially-abled siblings to improve the overall well-being of

the whole family.

Inadequate Parental Care

The third theme disclosed that one of the obstacles being faced by typically growing siblings

with specially-abled siblings is the insufficient attention they receive from their parents. As

stated by one of the participants, “All I can see is the inadequate parental care that our parents

give and show to us, which should be divided equally among our siblings as they give him more

of it compared to us.” The statement implied that the participant often faces the challenge of

having inadequate attention from their parents. The participant expressed that there is an

imbalance in the attention given to them and their specially-abled sibling, suggesting that their

parents should prioritize the needs of their children, with or without special needs. According to

Molinaro et al. (2020), there are significant differences for siblings of children with Autism

Spectrum Disorder (ASD), such as being the object of hostility and spending less time with

parents, as well as increased maturity. In particular, siblings will face challenges such as

receiving less attention and time from their parents due to the care and support required for their

siblings with special needs. Additionally, siblings may also exhibit increased maturity and

assume greater responsibilities at a younger age due to their experience growing up with a

sibling with special needs. Overall, it is clear that siblings of children with special needs face a

multitude of unique challenges. These may include being subjected to hostility from their

siblings with special needs, receiving less attention and time from their parents, and exhibiting

increased maturity at an early age. These challenges stem from the specialized care and support

required for the specially-abled, pointing out that the importance of adequate parental care

especially in balancing their needs with those of the other siblings in the family to ensure a

healthy and supportive environment for all members is crucial.

Communication
The last theme stated that one of the biggest challenges that typically growing siblings encounter

when connecting with their specially-abled siblings is communication. According to one of the

participants, “My brother is a non-verbal autistic. Basically, our number one challenge is

communicating with him. But with the help of early intervention, we can communicate with him

through gestures and minimal conversation.” The participant specifically noted that one of the

main difficulties as a typically growing sibling is communicating with their specially-abled

sibling in an effective manner. As stated by Burzawa (2018), verbal autistic siblings have

difficulties conducting conversations and recognizing emotions, which, in turn, leads typically

growing siblings to have trouble expressing emotions and comprehending conversations.

However, as the participant mentioned, early intervention could help improve communication by

teaching the specially-abled children to use alternative methods such as gestures and minimal

conversation. The study by Ega (2017) stated that siblings with autism may communicate non-

verbally using body language and gestures and understand the meaning of non-verbal cues.

Hence, it is apparent that communication presents a significant challenge for typically growing

siblings when attempting to establish a connection with their specially-abled siblings. On the

other hand, early interventions can be beneficial in improving communication and raising a

significant understanding between each member of the family.

2. As a student with specially-abled sibling, you take on added responsibilities, especially when

your parents are not able to fulfill that role. Does it affect your academic performance? How are

you able to manage your situation (i.e., time and emotional and mental state)?

Effects of Taking on Added Responsibilities on the Academic Performance of the Students

with Specially-abled Siblings and Managing the Situation
 Table 2

Transcription Coding Sorting Themes

P1: “No, because my parents Unaffected due

are hands-on when it comes to to: Hands-on Parents Hands-on Parents
my brother that is why it is just
easy for me to focus as well on Hands-on Parents Assistance
my academic performance,
providing me a manageable Parent’s
situation in terms of handling Involvement
my time and emotional and
mental state.”
P2: “Not really, it doesn’t Unaffected due
affect my academic to: Second Teacher Second Teacher
performance because when our
mother is not able to take care Assistance
of our specially-abled sibling,
my older brother provides me
assistance in giving him
enough care and attention that
he needs. If we have some
schoolwork, we will do it first
so we will be able to focus on
our specially-abled sibling.”
P3: “I am the only one who Affected due to
gets along with my sibling being a: Structured Structured
who has special needs since Schedule Schedule
childhood; therefore, if our Second teacher
mom can't handle my
specially-abled brother, as the
only one who gets along with
him, I take the responsibility to
step in. With this, I felt like I
was his second teacher, and
that is why, sometimes, it
hinders my academic
performance. For instance,
when I was a kid, I stepped in
to help my mom when she was
having some trouble getting
him to read. Fortunately, now,
our mother is able to guide
him, so my academic
performance is unaffected.”
P4: “Fortunately, my parents Unaffected due
 have some involvement with to:
my brother that makes my Parents’
situation manageable. In fact, Involvement
my mother quit her job to be a
full-time stay-at-home mother
for us. Occasionally, she will
require assistance, such as
watching my brother for a
short period or giving him a
snack, but this has no effect on
my academic achievement.”
P5: “No. To manage the Unaffected due to
situation, it is very important having a:
for me to have a structured
schedule. I somehow managed Structured
to have time for household Schedule
chores and helping my sibling
in need balance. Before I focus
on my school work, I make
sure that I have done the
housework that I am
responsible for.”

Two (2) out of five (5) participants revealed that their academic performances are unaffected by

the added responsibilities they take for having a specially-abled sibling as they have hands-on

parents and a structured schedule. This therefore suggests that having parents who are actively

involved in their children’s lives, as well as a clear and organized routine, will help in balancing

the students’ responsibilities in school and in taking care of their siblings. Hands-on parenting

provides typically growing individuals support, guidance, and assistance when needed, while a

structured schedule allows them to manage their time and prioritize tasks effectively. As a result,

the students are able to fulfill their duties without negatively impacting their academic

performance. On the other hand, the participant left revealed that his academic performance is

being affected due to his responsibility of being a "second teacher" to his specially-abled sibling.

This then implied that the additional responsibilities of having to teach and guide the specially-

abled sibling can be overwhelming and can impact the ability of the student to focus on
maintaining and improving their academic performance. Overall, it is worth noting that the

impact of taking on added responsibilities on academic performance can vary greatly depending

on the personal situations or circumstances of each participant.

Hands-on Parents

According to the data gathered, managing responsibilities for a specially-abled sibling requires

hands-on parenting to balance the academic and caregiving duties of typically growing siblings.

As one of the participants mentioned, “No, because my parents are hands-on when it comes to

my brother that is why it is just easy for me to focus as well on my academic performance,

providing me a manageable situation in terms of handling my time and emotional and mental

state.” This statement demonstrates how a parent's commitment to their special-abled children

frees up their children without special needs to concentrate on their studies without having to

shoulder additional responsibilities. Shojaee, et al. (2020) stated that typically growing siblings

are usually able to take on more duties under manageable circumstances. These individuals are

better able to manage their time because they are not the primary carer and are not overburdened

by the demands placed on them by their parents. The placement of focus and accountability

guarantees that the student's academic achievement is not compromised. Furthermore, the

student's emotional and mental health are unaffected because they don't feel compelled to take on

caring responsibilities that could interfere with their ability to pursue their academic objectives.

Therefore, it is clear that typically growing siblings who are not the primary carer can manage

their time and academic goals effectively under manageable circumstances, such as having

hands-on parents. Furthermore, the emotional and mental health of these siblings are being

supported as well, as they do not feel pressured to take on caring responsibilities that could
interfere with their academic pursuits. The overall well-being and academic success of these

siblings are thus promoted within manageable circumstances.

Second Teacher

Based on the data gathered, taking on the role of a 'second teacher' for their specially-abled

siblings is one of the factors affecting the typically growing siblings’ academic performance. As

one participant mentioned, “I am the only one who gets along with my sibling who has special

needs since childhood; therefore, if our mom can't handle my specially-abled brother, as the only

one who gets along with him, I take the responsibility to step in. With this, I felt like I was his

second teacher, and that is why, sometimes, it hinders my academic performance.” This

statement suggests that the participant has been the primary person responsible for getting along

with and taking care of their sibling who has special needs throughout their childhood. If their

mother is unable to handle their brother, the participant feels obligated to step in and take on the

role of a secondary caregiver or teacher, which can affect their academic performance. Johansson

(2017) stated that siblings of children with special needs often assume the role of teachers,

providing knowledge, guidance, and support for their siblings with special needs. Hence, it is

clear that taking on the role of a second teacher for siblings with special needs can significantly

impact academic performance. This responsibility, despite being a crucial one to provide for the

needs of specially-abled siblings, can often be demanding and lead to challenges for typically

growing siblings, as they must balance their academic pursuits with the care and support for their

siblings. It is therefore crucial to recognize the importance of developing adequate support

mechanisms and understanding regarding the unique challenges being faced by these individuals

in order to promote their well-being and academic success.

Structured Schedule
The last theme suggested that having a structured schedule is one of the significant factors

providing little impact on the student’s academic performance. One of the participants stated,

“No. To manage the situation, it is very important for me to have a structured schedule. I

somehow managed to have time for household chores and helping my sibling in need in balance.

Before I focus on my school work, I make sure that I have done the housework that I am

responsible for.” This statement implies that the student has developed a strong sense of time

management and organization in order to balance their household responsibilities and academic

workload while also providing support to their specially-abled siblings. Subramanian (2016)

stated that having a structured schedule is beneficial in handling both academic and household

responsibilities, particularly in taking care of specially-abled siblings, providing efficient and

effective time management and responsibility balancing. Having a structured schedule therefore

allows typically growing siblings to prioritize their academic performance while still fulfilling

their obligations in supporting and taking care of their specially-abled siblings. This

demonstrates remarkable adaptability and self-discipline, which are crucial for managing

multiple tasks and priorities simultaneously while maintaining academic success and meeting

familial obligations. Hence, it is evident that having a structured schedule can indeed

significantly benefit students with specially-abled siblings. Such adaptability and self-discipline

are crucial for managing multiple tasks and priorities simultaneously, such as prioritizing

academic performance and fulfilling familial commitments at the same time. Therefore, it is also

important for such individuals in similar situations to consider the importance of developing a

structured schedule to avoid their academic performance being affected by taking on added

responsibilities for their specially-abled siblings, ultimately leading them as well to the improved

well-being of all family members.

3. How does growing up with your specially-abled sibling affect your emotional and

psychological well-being as a student considering that they require more time, attention, love,

and care from your family compared to you?

Factors Affecting the Emotional and Psychological Well-being of the Students Growing Up

with Siblings with Special Needs

Table 3

Transcription Coding Sorting Themes

P1: “It does not affect me because my Enough Enough Adequate

parents give me enough attention, Attention Attention Parenting
love, and care that is why I don’t feel
left out.” Enough Love Enough Love

Enough Care Enough Care

Adequate Time

Adequate
Attention

Adequate Care
P2: “It is not that emotionally and Aware of Aware of Understanding
psychologically challenging, because Condition Condition and Awareness
he is our brother and we are aware of
his condition so we have a more More More
understanding that he needs more Understanding Understanding
time, attention, and love compared to
us.” Understanding

P3: “When I was a kid, I was worried Worried of Worried of Social Anxiety
that I would not be able to have Having No Having No
friends because I have a sibling with Friends Friends
special needs compared to me. With
the extra attention, love, and care that Worried of Worried of
my parents give to my sibling, I am Others’ Others’
worried about what others may think Judgments Judgments
of me, or their judgment, as someone
who does not get enough time and
attention compared to him. But I
think the effect it brought me was just
a very minor one because now, I have
a lot of friends who know and even
talk to my sibling.”

P4: “My brother is a very happy kid Short-term Short-term Minor

although there are some tantrums, it Tantrums Tantrums Behavioral
is only short term, so emotionally, I Problem
don’t have any stress with him. Adequate Time
Because of this, our parents are able
to give us adequate time, attention, Adequate
and care. As a student, I think being Attention
“Ate” with a specially-abled sibling
makes me more understanding and Adequate Care
mature.”
Understanding

Mature

P5: “As the eldest, growing up with a Sense of Sense of Sense of

specially-abled sibling can have both Responsibility Responsibility Responsibility
positive and challenging effects on
your emotional and psychological Stress Mature
well-being as a student. One common
emotion is a sense of responsibility. Pressure Stress
As the eldest, I have strong
responsibilities that I need to take Burnout Pressure
especially within the household,
contributing to the stress and pressure Conveying Burnout
I feel sometimes. However, I am Feelings and
always trying my best to manage and Sentiments
prevent this from affecting my
academic performance. I do convey
my feelings and sentiments to our
parents so that there would be
understanding and awareness
between us, especially when I
experience the feeling of burnout. I
do also find other things to do that I
think could help me ease and lessen
 my negative emotions and state of
mind.” Conveying Expressing
Feelings and Feelings and
Sentiments Sentiments

Adequate Parenting

According to the data gathered, one of the factors that greatly affects the emotional and

psychological well-being of the students growing up with their specially-abled siblings is being

able to gain adequate parental care. As stated by one of the participants, “It does not affect me

because my parents give me enough attention, love, and care that is why I don’t feel left out.”

The statement therefore asserted the importance of giving and showing enough attention, love,

and care of parents to their children’s well-being, with or without special needs. With these

means, the typically growing sibling will therefore be able to feel included and seen as what the

participant has felt with her parents’ adequate parenting, preventing her from being left out

despite having a sibling with special needs. As Polini (2014) stated, adequate parenting can

address concerns of typically growing siblings feeling left out. By providing a supportive and

nurturing environment, parents can also help minimize feelings of jealousy and ensure that all

siblings feel secure and loved (Merrick, et al., 2020). Hence, adequate parenting therefore

contributes to positive relationships within the family, playing a crucial role in minimizing

negative feelings such as being excluded, jealousy, and even resentment.

Understanding and Awareness

Based on the research conducted, it was revealed from one of the participant’s answer that more

understanding and awareness is also one of the great factors that affect the typically growing

siblings’ emotional and psychological well-being in growing up with their specially-abled

siblings. As the participant stated, “It is not that emotionally and psychologically challenging,

because he is our brother and we are aware of his condition so we have a more understanding

that he needs more time, attention, and love compared to us.” The statement asserted that being

aware and understanding of the specially-abled sibling’s condition is significant in preventing the

typically growing siblings’ emotional and psychological well-being from being affected.

According to Gramiccia and Morsanuto (2020), understanding and awareness of specially-abled

siblings’ condition can prevent negative emotional impact, promoting the psychological well-

being of typically growing siblings. Thus, understanding and awareness can play a crucial role in

preventing negative emotional and psychological impacts on typically growing siblings, indeed.

Social Anxiety

According to the data gathered, one out of five participants has revealed that social anxiety is one

of the factors affecting the typically growing siblings’ emotional and psychological well-being

due to their siblings with special needs. As the participant expressed, “When I was a kid, I was

worried that I would not be able to have friends because I have a sibling with special needs

compared to me. With the extra attention, love, and care that my parents give to my sibling, I am

worried about what others may think of me, or their judgment, as someone who does not get

enough time and attention compared to him. But I think the effect it brought me was just a very

minor one because now, I have a lot of friends who know and even talk to my sibling.” Fear of

being judged or humiliated is one of the various signs of social anxiety. Hence, the participant’s

answer stated that worrying about not having friends and other people’s judgments contributes to

the typically growing siblings’ well-being being affected. Mohammadi and Zarafshan (2014)

specified that a lack of friends and judgments affect the emotional and psychological well-being

of siblings, mainly influenced by worries about these social factors as Sommantico, et al. (2020)
have further explained. In conclusion, social anxiety can indeed lead to emotional and

psychological challenges for typically growing siblings, emphasizing the importance of

understanding and addressing the needs of these individuals within the family dynamic.

Minor Behavioral Problem

The fourth theme revealed that minor behavioral problem also holds a great contribution to the

emotional and psychological well-being of typically growing individuals. According to one of

the participants, “My brother is a very happy kid although there are some tantrums, it is only

short term, so emotionally, I don’t have any stress with him. Because of this, our parents are able

to give us adequate time, attention, and care.” With these means, the minor behavioral problem

of the specially-abled sibling therefore helps in lessening the negative emotions of the typically

growing sibling, as their parents are also able to provide them enough time, attention, and care

equally. As the study of Nathwani, et al. (2022) mentioned, specially-abled siblings’ minor

behavioral problems can reduce negative emotions, providing a positive impact on typically

growing siblings’ emotional and psychological well-being. It is therefore concluded that the

behavior problems of a specially-abled sibling can have a significant impact on the typically

growing sibling’s well-being.

Sense of Responsibility

The fifth theme described how taking on added responsibilities as a typically growing sibling can

significantly affect their emotional and psychological well-being, considering that their

specially-abled siblings require more attention, time, and care compared to them. One of the

participants stated, “As the eldest, growing up with a specially-abled sibling can have both

positive and challenging effects on your emotional and psychological well-being as a student.
One common emotion is a sense of responsibility. As the eldest, I have strong responsibilities

that I need to take especially within the household, contributing to the stress and pressure I feel

sometimes. However, I am always trying my best to manage and prevent this from affecting my

academic performance.” According to the study of Walper, et al. (2023), a heightened sense of

responsibility of siblings is linked to negative emotions such as stress and pressure. This

therefore concluded that having a sense of responsibility, particularly in the context of caregiving

for specially-abled siblings can indeed contribute to negative emotions in typically growing

siblings.

Expressing Feelings and Sentiments

The last theme to emerge stated that expressing feelings and sentiments is also one of the factors

that hold a great contribution to the effects of siblings with special needs on the emotional and

psychological well-being of typically growing siblings. According to the data gathered from one

of the participants, “I do convey my feelings and sentiments to our parents so that there would be

understanding and awareness between us, especially when I experience the feeling of burnout. I

do also find other things to do that I think could help me ease and lessen my negative emotions

and state of mind.” The participant’s statement asserted that conveying feelings and sentiments

to the parents is important to foster understanding and awareness regarding their typically

growing children’s emotions, considering that they take on added responsibilities due to the

special needs of their specially-abled children in terms of enough time, attention, and care. The

study of Haukeland, et al. (2021) mentioned that emotional expression and communication

impact siblings’ emotional well-being. Openness in discussing sentiments with parents

influences psychological resilience and adjustment. With these means, the parents will therefore

gain significant awareness about the needs of the typically growing siblings, making them adjust
their parenting to give adequate parental care to their children, with or without special needs.

Hence, expressing feelings and sentiments within families indeed significantly impacts the

emotional and psychological well-being of typically growing siblings.

4. Have you ever experienced being discriminated against for having a sibling with special

needs? If yes, how did you face it? If not, how will you face it?

Discriminations Encountered by Having Specially-abled Sibling and How They Face Them

Table 4

Transcription Coding Sorting Themes

P1: “No, but if I will experience it, I None Accept Acceptance and
will just accept it and move on Kindness
because their opinions are not Accept Laugh
important in our lives.”
Move On Throw Kindness

P2: “No, but if I will face None Fight Stand and

discrimination, I will fight for my Speak Up
sibling. I am family-oriented and a Fight Stand and Speak
combative person and I don’t want to Up
hear any negative when it comes to
my family.”

P3: “When they find out that I have a Being Pitied Ignore Ignore
specially-abled brother, they feel
sorry for me. Even though it is not Laugh Move On
that against me because they did not
tell me that to insult me, I still feel Ignore Cut Ties
and see that they take it as a negative,
as a chore, as a very difficult task. So,
I think I kind of feel discriminated
against because of that, and I just
laughed and ignored it because I
know myself that it is not that
 difficult to be Rain's brother.”
P4: “No, but if it will happen, I will None
just ignore them because it is better to
ignore than to argue.” Ignore
P5: “No, but if ever I would be None
discriminated against just because I
have a sibling with special needs, I Throw
will just throw them kindness. If the Kindness
people I know are the ones who will
discriminate, I'll cut ties with them if Cut Ties
they are really not able to understand
my sibling’s condition. As for people Ignore
who just suddenly knew that I have a
specially-abled sibling, I would just Stand and
ignore them. Not everyone can Speak Up
accept, but there are people who
understand. However, if it came to
the point that I heard inappropriate
and hurtful words to my brother, in
that situation, I would stand and
speak up as his big sister.”

Based on the data gathered, four (4) out of five (5) participants do not experience being

discriminated against yet. The participant left, on the other hand, has experienced discrimination

by being pitied by other people for having a specially-abled sibling. From this participant’s

statement, it was revealed that having a sibling with special needs is a negative thing and

difficult task in the perspective of other people. Nonetheless, all the participants, discriminated or

not, have also stated their own ways of facing discrimination. While three (3) of them

contributed to the idea/theme of acceptance and kindness, and two (2) will stand and speak up

for their specially-abled siblings, most of them expressed that ignoring is one of the better ways

to overcome discrimination. This general response of the study’s participants therefore implied

that there are still a lot of typically growing siblings that do not face discrimination for having a

specially-abled sibling. However, with or without having the experience of discrimination, it is

also concluded that most of them will choose to merely ignore the opinions of other people.
Acceptance and Kindness

According to the data gathered, acceptance and kindness are some of the ways that the

participants have revealed in facing discrimination for having a specially-abled sibling. As one of

the participants stated, “No, but if I will experience discrimination, I will just accept it and move

on because their opinions are not important in our lives.” The data therefore implied that by

simply accepting other’s opinions, which is associated with kindness as supported by the study

of Shahwan (2019), can be considered as one of the best ways to overcome such discrimination.

Maxwell (2015) specified that acceptance and kindness can help combat discrimination,

promoting understanding and empathy to address it effectively. These valuable responses

therefore established that being discriminated against does not necessarily need to be thrown

back with negative ways or negative emotions.

Stand and Speak Up

The second way that emerged in facing discrimination for having a specially-abled sibling is to

stand and speak up for them. Two out of five participants have expressed their love and care as

the older siblings of their specially-abled siblings. According to one of the participants, “No, but

if I will face discrimination, I will fight for my sibling. I am family-oriented and a combative

person and I don’t want to hear any negative when it comes to my family.” By standing and

speaking up for a sibling, individuals can bridge the gap between everyday experiences of

discrimination, promoting unity, solidarity, and awareness that challenges discriminatory

behavior effectively (Baldassarre, et al., 2020). Hence, these moves of combatting discrimination

hold significant contributions as these align with the concept of resistance against discriminatory

experiences.
Ignore

The last theme to emerge described that ignoring is one of the ways of facing discrimination for

having specially-abled siblings. Four out of five participants claimed that ignoring is one of the

best ways to face being discriminated against. One of the participants stated, “No, but if it will

happen, I will just ignore them because it is better to ignore than to argue.” As explained in the

study of Sunbul, et al. (2018), ignoring discrimination avoids escalation and maintains emotional

well-being, focusing on self-care, particularly, in prioritizing mental health. Additionally, this

will maintain professionalism and workflow as mentioned by Guatam and Kumar (2016). With

these means, ignoring discrimination is therefore often seen as a better coping strategy than

arguing against it.

5. Considering your social life, do you accept your specially-abled sibling wholeheartedly and

not feel embarrassed when you are with them? Why or why not?

Factors Affecting the Typically Growing Sibling’s Social Life in Having a Specially-abled

Sibling

Table 5

Transcription Coding Sorting Themes

P1: “When I was a child, I felt Afraid of Afraid of Fear of

embarrassed, and sometimes I didn’t People’s People’s Societal
want other people to know that I have Comments and Comments and Judgment
a specially-abled brother because I Judgments Judgments
was afraid of the comments and
judgments of other people. But Proud
growing up, especially with today’s
generation where everyone is more
understanding of my brother’s
condition, I am proud and even trying
to be more proud of my brother.”
P2: “No, I feel proud to have him as Normal Human Normal Human Normal
my sibling. Even though he is not like Being Being Human Being
us, I do love him so much. I won’t feel
embarrassed because, for me, he is Normal Child
still a normal human being, like us. If
other people will not be able to
understand him, it’s their problem, not
mine.”

P3: “Of course, I accept him Self- Self- Self-

wholeheartedly. However, there are embarrassment embarrassment embarrassment
times, especially when we are kids,
that I feel embarrassed not because of
him but because of myself, being
incapable of doing things he can do
whenever we are in public places
such as malls. I have this self-
embarrassment in a sense that, instead
of me, as the eldest, he is the one who
has the capability to ask strangers
when we are deciding on something or
when we have been lost in direction.
For instance, when we don’t know
where to eat, he will ask a stranger to
suggest a restaurant to us.”

P4: “Yes, I accept my brother Normal Child Proud Blessing

wholeheartedly. I am not embarrassed
at all because he is still a normal child, Blessing
just with special needs. In fact, we are
always together every step of the way
and I even join in their school
activities.”
P5: “I accept and love my sibling Blessing Taught to Well-guided
wholeheartedly even when there are Behave
times that we don’t understand each Taught to
other (just like everyone else with Behave Guidance
siblings). There is nothing to be
embarrassed about having a sibling Guidance
with special needs. I consider it as a
blessing. When I am with him in a
public place, I don’t feel embarrassed
because he was also taught how to
behave himself when we're outside
with our guidance.”
Fear of Societal Judgment

The first theme that emerged as one of the factors affecting the typically growing sibling’s social

life in having a specially-abled sibling is the fear of societal judgment. As one of the participants

stated, “When I was a child, I felt embarrassed, and sometimes I didn’t want other people to

know that I have a specially-abled brother because I was afraid of the comments and judgments

of other people. But growing up, especially with today’s generation where everyone is more

understanding of my brother’s condition, I am proud and even trying to be more proud of my

brother.” Having a fear of societal judgment can lead to intense social anxiety and even

avoidance of social situations, affecting interpersonal relationships and social interactions

(Molen, et al., 2014). In addition, the pressure to conform to societal expectations in a one-

dimensional society characterized by uniformity and likeness can contribute to feelings of

inadequacy and social anxiety as well. Just as in the case of the participant, societal expectation

in terms of having a typically growing sibling instead of a specially-abled one contributes to the

participant’s social anxiety mainly due to the old society’s lack of acceptance regarding this

matter. Unlike in this modern generation, almost every person has already gained a deeper

understanding and empathy, making the participant feel proud of having a specially-abled sibling

instead of having negative emotions. Overall, the fear of being judged by others indeed

significantly impacts and shapes social life, including social interactions and relationships of

typically growing siblings with a specially-abled brother or sister.

Normal Human Being

Two out of five participants have revealed that having a specially-abled sibling does not affect

their social lives as these individuals are just like us, normal human beings. According to one of

the participants, “Yes, I accept my brother wholeheartedly. I am not embarrassed at all because

he is still a normal child, just with special needs. In fact, we are always together every step of the

way and I even join in their school activities.” This therefore implied that the social life of

typically growing siblings will not be affected if, in the first place, these individuals are able to

accept their specially-abled siblings wholeheartedly and not feel embarrassed when being with

them, especially in public places. An individual’s social life depends on the way of their thinking

patterns, specifically impacting social interactions, as mentioned in the study of Mach, et al.

(2018). Taking and viewing specially-abled individuals as normal human beings can therefore

hold a great contribution in fostering a positive social life of typically growing siblings, offering

them positive perspectives and emotions towards having a specially-abled sibling instead of

being embarrassed.

Self-embarrassment

One of the themes that emerged described that having a specially-abled sibling does not affect

the typically growing sibling’s social life. As expressed by one of the participants, “Of course, I

accept him wholeheartedly. However, there are times, especially when we are kids, that I feel

embarrassed not because of him but because of myself, being incapable of doing things he can

do whenever we are in public places such as malls. I have this self-embarrassment in a sense

that, instead of me, as the eldest, he is the one who has the capability to ask strangers when we

are deciding on something or when we have been lost in direction. For instance, when we don’t

know where to eat, he will ask a stranger to suggest a restaurant to us. ” This therefore implied

that instead of having a feeling of embarrassment for having a specially-abled sibling, it is much
of a source of self-embarrassment in the position of the typically growing sibling in terms of not

being capable of doing the things that their siblings can easily do. Considering the birth order of

the participant, as the specially-abled sibling’s older brother, his sibling’s ability to socialize or

talk to other people without any hesitations and make decisions such as where should they eat or

go, led him to feel embarrassed for himself, as for him, he should be the one to do these things

for his specially-abled sibling. Nonetheless, according to Godara, et al. (2023), typically growing

siblings may experience self-embarrassment as a result of specially-abled siblings’ skills,

contributing to comparison between the siblings. Having a specially-abled sibling can indeed

lead to this specific aspect of typically growing individuals’ emotions due to perceived skill

differences between them and their specially-abled siblings.

Blessing

According to the data gathered, the social lives of typically growing individuals with specially-

abled siblings are not affected as they consider them as a blessing. One of the participants stated,

“I accept and love my sibling wholeheartedly even when there are times that we don’t

understand each other (just like everyone else with siblings). There is nothing to be embarrassed

about having a sibling with special needs. I consider it as a blessing.” Basically, this implied that

specially-abled siblings are a blessing and not someone to be embarrassed of. According to the

study by Simpson (2021), siblings with intellectual disability can be a blessing and should not be

a source of embarrassment. Despite the difficulties and adjustments required with having these

types of individuals as siblings, typically growing siblings can indeed be seen as a blessing,

offering opportunities for personal growth, empathy, and resilience, rather than a source of

embarrassment.

Well-guided
The last theme that emerged contributes to one of the positive factors claiming that having a

specially-abled sibling does not affect the typically growing siblings’ social lives. As expressed

by one participant, “When I am with him in a public place, I don’t feel embarrassed because he

was also taught how to behave himself when we're outside with our guidance.” With these

means, proper guidance is needed in order to control and lessen behavioral problems associated

with having a specially-abled family member. With adequate attention, care, and patience in

guiding and teaching these individuals how to behave and handle themselves, negative impacts

on the well-being and social life of the typically growing sibling will be lessened enough,

preventing them from having a feeling of embarrassment when they are with their specially-

abled siblings, especially in public places. Well-guided specially-abled individuals can reduce

anxiety, specifically embarrassment risk, for the typically growing siblings, as a result of proper

support and guidance as mentioned in the study of Gramiccia and Morsanuto (2020). Overall,

well-guided specially-abled siblings can indeed reduce the likelihood of typically growing

siblings feeling embarrassed about them.

6. Does having a specially-abled sibling limit your freedom in terms of your decisions or choices

in life? If yes, how does this affect your life when it comes to your future endeavors? If not, what

are the factors that contribute to you not feeling limited by having a sibling with special needs?

Freedoms and Limitations in Having a Specially-abled Sibling in terms of Creating

Decisions and Choices in Life

Table 6

Transcription Coding Sorting Themes

P1: “Yes, but not all the time, because I Partially Consideration Selflessness
make consideration of my brother in limited due to:
my decisions in life. I will not feel Setting Aside
limited especially if my decision can Consideration of
affect him. I will just find other ways Own Needs
to make them happen so that they do Seeking Other
not affect my future endeavors as Ways Priority
well.”
P2: “When it comes to freedom and Limited due to: Seeking Other Resourcefulness
choices, yes, there are times when we Ways
set aside our own needs for the sake of Setting Aside
our sibling; We will just think that it is of Own Needs
for him after all. We also take
consideration of his situation, because Consideration
unlike us, we are able to assist
ourselves, but for our brother, can he
do it on his own?”
P3: “No, it does not limit me and I don’t Not limited due Normal Person
feel restricted. Given the times that I to: Person
needed to cancel my planned events Different Perception
and vacation as our mother was not Priority Individuals
available to take care of our sibling, I
stayed and just continued my vacation Normal Person Manageable
with him at home. That is one of the
main factors that contributes to me, not Inspiration
feeling limited by having a specially-
abled sibling. Also, I grew up seeing
him as my sibling who is just like any
other normal person. Rain is the kind of
sibling that is not hard to talk with, if
he needs something or doesn’t like
something, he will say it. The only
difference is you need to know what
are his tendencies to be able to speak to
him.”
P4: “No, because both of our parents are Not limited due Supportive Pillars of
supportive to us” to: Parents Support

Supportive Shared
Parents Responsibilities

Therapy
Sessions

Correct
Guidance
P5: “No, I have my own decisions in Not Limited
life and we are different as an Due To: Own Decisions Personal
 individual. Our sibling is manageable, Choices
hence, thanks to the past therapy Own Decisions
sessions and correct guidance in the
early stages for it didn’t cause me any Different
limitations in my future endeavors. I Individuals
am able to do things even if I have a
specially-abled sibling. For example, Manageable
when I needed to go out, it didn’t limit
my engagement in going outside as the Therapy
responsibilities were shared with the Sessions
people I am living with. However, on
top of everything, the reason why I feel Correct
not limited by having a specially-abled Guidance
child is because my sibling serves as an
inspiration to me in achieving my Shared
aspirations for my future as an architect Responsibilities
student.”
Inspiration

Two (2) out of five (5) participants stated that they felt limited at times they needed to prioritize

their specially-abled siblings. This implies that the typically growing siblings felt restricted

because they had to put their own needs aside and find other ways to make their own decisions

while keeping their specially-abled siblings' conditions and needs in mind. However, the other

three (3) participants answered that they did not feel any limitation by having a specially-abled

sibling because they have supportive parents who manage their children’s needs, with or without

exceptionalities. Additionally, having a manageable specially-abled sibling is also one of the

factors that make typically growing siblings not feel limited as with the help of therapy, they do
not feel any added pressure towards making their own decisions and moving forward to proceed

in life without feeling any setbacks.

Selflessness

According to the data gathered, one of the characteristics that typically growing siblings develop

in growing up with their specially-abled siblings is selflessness. This attribute significantly

contributed to the factors that make them feel limited in creating their decisions and choices in

life. As stated by one of the participants, “Yes, but not all the time, because I make consideration

of my brother in my decisions in life. I will not feel limited especially if my decision can affect

him.” The statement thus asserted how the typically growing sibling's needs were set aside to

make room for their specially-abled sibling's needs. Furthermore, the sibling's decisions and

choices in life are not completely limited in the sense that they feel restricted; rather, they are

more careful because the choices they make may have an impact on their specially-abled sibling.

A study conducted by Park, et al. (2021) stated that through the experiences of typically growing

siblings in growing up with their specially-abled siblings, they may not only develop selflessness

and caring tendencies toward others but also love and gratitude for their presence. At the same

time, they may also develop positive self-awareness, insight, persistence, and more. Hence,

despite the multiple factors, including their experiences, that combine to contribute to the selfless

behavior shown by typically growing siblings as well as to the limited feeling they obtain, there

are still various positive impacts that play a crucial role in terms of fostering sibling relationships

and personal growth.

Resourcefulness

The second theme to emerge focuses on the second characteristic that is also acquired by

typically growing siblings in growing up with their specially-abled siblings. Obtaining

resourcefulness as a trait contributes a significant impact for typically growing siblings not to

feel completely limited in creating their decisions and choices in life. As stated by one of the

participants, “I will just find other ways to make them happen so that they do not affect my

future endeavors as well.” The statement of the participant explained how the situation taught her

to understand and practice the ability to find possible ways that would not interfere with any of

her future endeavors in life while making sure as well that the consideration of her brother's

condition and needs remains her top priority. Having a specially-abled sibling simply taught her

to be resourceful which she can use when she needs it on her own, specifically, in prioritizing

herself and her sibling simultaneously. In a study provided by Mc Adams (2016), typically

growing siblings often develop resourcefulness as they navigate the unique challenges of having

a brother or sister with a disability. Additionally, they developed a range of coping strategies and

learned to be resourceful in managing their sibling's needs, which also helped them develop

resilience and adaptability as stated in the study by Foley (as cited in DSpace, n.d.). The

challenges of having a specially-abled sibling require typically growing siblings to be resourceful

in finding solutions and support. Hence, resourcefulness serves them well in developing

resilience and adaptability, helping them not to feel completely limited in making their decisions

and choices in life as they can find other moves to make these happen amidst having the

responsibility to take consideration of their specially-abled siblings’ needs.

Person Perception

The third theme represents each typically growing sibling participant’s perspective on their

specially-abled siblings. They described how they see their siblings from their viewpoints,

implying how their siblings boost their aspirations in life instead of being limited in making

decisions and choices or seeing them as someone who affects their future endeavors. As
expressed by one of the participants, “Also, I grew up seeing him as my sibling who is just like

any other normal person. Rain is the kind of sibling that is not hard to talk with, if he needs

something or doesn’t like something, he will say it. The only difference is you need to know

what are his tendencies to be able to speak to him.” The participant’s statement revealed a certain

perspective in having a specially-abled sibling which partially indicates as well certain parts of

the typically growing siblings’ lives in terms of making personal decisions and choices in life.

Seeing a specially-abled individual as a normal one can therefore contribute a significant impact

on not feeling limited by having them as a sibling as the feeling of pressure will also lessen with

regards to taking added responsibilities or priorities on making considerations of their conditions

and needs. According to Bhattashali, et al. (2018), viewing specially-able individuals as normal

ones can empower their siblings’ decision-making as the perception of normalcy can reduce

limitations felt by typically growing siblings. Furthermore, this can also foster empathy,

resilience, and a sense of equality. Hence, this therefore empowers typically growing siblings to

pursue their aspirations without feeling constrained by perceived limitations.

Pillar of Support

The fourth theme to emerge depicts the various roots of support dedicated to the specially-abled

individuals as well as to their typically growing siblings and how these existing factors supported

them throughout their struggles and challenges, contributing to typically growing individuals not

feeling limited when it comes to creating of decisions and choices in life. As one of the

participants stated, “Our sibling is manageable, hence, thanks to the past therapy sessions and

correct guidance in the early stages for it didn’t cause me any limitations in my future

endeavors.” This therefore highlighted how important it is for individuals with special needs to

receive early and proper treatments or interventions as these will not only benefit them to help
develop their skills but will also be beneficial for their parents and siblings to gain manageable

situations, providing them time as well for their personal lives. Hence, it is indeed significant to

recognize the significance of support systems in order to meet the particular needs of specially-

abled individuals and other members of the family. However, except for therapies or treatments,

family-mediated intervention also significantly provides a manageable situation for typically

growing siblings as having a structured home environment and parental involvement positively

impacts siblings’ well-being, as explained in the study of Louis and Kumar (2016). Overall,

these pillars of support work together to provide a comprehensive framework for assisting

individuals with special needs, addressing various aspects of their lives, and promoting their

overall well-being which therefore plays a crucial role as well in their typically growing siblings’

lives, especially in the facet of making decisions and choices for themselves.

Personal Choices

The last theme to emerge focuses on both the typically growing sibling and specially-abled

sibling, expressing how each of them has their own decisions in life, which therefore leads to the

typically growing one not feeling limited to do other things in life, specifically, in making

personal decisions and choices. As the fifth participant stated, “No, I have my own decisions in

life and we are different as an individual.” To put simply, the participant implied that she is not

easily persuaded nor distracted by having a specially-abled sibling because she believes that

everyone has their own roles and responsibilities in life. As explained in the study of Castelli, et

al. (2017), personal choices can lead to an “illusion of control” feeling, making children,

especially the typically growing ones, feel less limited in decision-making. Thus, having

personal choices empowers typically growing siblings to navigate decision-making processes

and not feel limited which therefore offers a great contribution in protecting and preventing their

future endeavors from being affected.

7. As a student with specially-abled sibling, what do you think are the programs and/or coping

strategies that will be effective for other people having the same experiences as you?

Programs and/or Coping Strategies Effective for Students with Specially-abled Siblings

Table 7

Transcription Coding Sorting Themes

P1 : “Family day, especially for Family Day Family Day Support and
the students that feel left out” Intervention
Inclusive Seminars
and Programs

Complete and
Supportive Parents

Special Needs
Education (SNEd)

Therapy

Books and Video

Logs
P2 : “Seminars and programs that Inclusive Normal Treatment Normalization
are dedicated for the specially- Seminars and
abled people as well as to their Programs
family (parents), not just the
siblings, for them to have a
wider decision on what is
discussed regarding this topic,
similarly to this research study”

P3: “I cannot speak for all Normal

students who have a specially- Treatment
abled sibling as they are all
different, even if there’s some
people similar to my brother’s
condition, they all have different
tendencies, different experience,
different behavior, and was
raised differently. As much as
you can treat them as a normal
person, treat them as one.
Because if you treat them as
someone different or someone
with special needs, they will
likely feel excluded. That’s how
I see it.”
P4: “I think one of the most Complete and
important factors is that you Supportive
must have complete and Parents
supportive parents who will take
all the responsibilities and will
sacrifice for the well-being of
the children. There are lots of
programs, therapists, strategies,
and more that are out in the
market today, but if you don’t
have a complete and supportive
family, I think it won’t help the
specially-abled child to develop
their full potential.”
P5: “Some people I’ve talked to Special Needs
have no idea that there are
schools that offer SNEd (Special Education
Needs Education). So, as a
student/individual with a (SNEd)
specially-abled sibling, I am able
to suggest schools that offer a Therapy
program like this; for the parents
and siblings of their specially- Books and
abled child/sibling to know that
they have the chance to study Video Logs
like any other students. To add,
there are recommended therapy
centers that may help with the
future development of people
with special needs. There are
also books and video logs
dedicated to the family of the
specially-abled person in order
to deeply understand what they
need to do, to help and guide
their specially-abled family
 member.”

Support and Intervention

The first theme to emerge contains all the programs and possible coping techniques based on the

data gathered. These are the ways that specially-abled individuals and their families may take to

experience beneficial services and resources that aim to give information, inclusion, guidance,

and access to education. As per Participant 5, “Some people I’ve talked to have no idea that there

are schools that offer SNEd (Special Needs Education). So, as a student/individual with a

specially-abled sibling, I am able to suggest schools that offer a program like this; for the parents

and siblings of their specially-abled child/sibling to know that they have the chance to study like

any other students. To add, there are recommended therapy centers that may help with the future

development of people with special needs. There are also books and video logs dedicated to the

family of the specially-abled person in order to deeply understand what they need to do, to help

and guide their specially-abled family member.” The participant stated that there are existing

programs intended to help and assist specially-abled individuals, as well as visual aids that are

recommended to read for their family, as this would give them the idea and deeper understanding

of their specially-abled family member's situation and what possible actions and strategies they

could take to meet their special needs. According to the study of Park, et al. (2021), sibling

support programs can have a positive impact on the mental health outcomes of typically growing

siblings. The combination of group therapy, individual counseling, and social activities appears

to be effective in reducing anxiety, improving self-esteem, and enhancing coping skills. Thus,

support and intervention play a crucial role in the lives of students with specially-abled siblings,

fostering an effective and supportive environment in their way of learning. Furthermore,

supporting specially-abled children requires a collaborative effort between parents and siblings.

By recognizing and addressing specific challenges and possibilities that come with having a

specially-abled family member, we may promote a more inclusive and supportive community.

Normalization

The last theme discusses how the treatment should be demonstrated to all individuals with

special needs. This is one of the effective coping strategies suggested by one of the participants

for other students with specially-abled siblings. As the participant stated, “As much as you can

treat them as a normal person, treat them as one. Because if you treat them as someone different

or someone with special needs, they will likely feel excluded. That’s how I see it.” One thing a

person can do for people with special needs is to merely treat them as normal people, rather than

seeing them as someone who are excluded from society or simply, as outcasts. In a study

conducted by Herman (2019), it is stated how normalization aimed to orchestrate typical rather

than ideal arrangements, however, its appeal was idealistic. Normalization promised to improve

the lives of people with developmental disabilities by making them more visible and familiar

and, consequently, less frightening to people who lacked direct contact with specially-abled

individuals. Advocates conceded that ordinary people in communities rather than disabled

individuals or their families held the key to positive change. Hence, normalization is indeed an

important concept that aims to enable people with disabilities to live and excel in society as

normally as possible. Furthermore, their families, especially the typically growing siblings, can

foster manageable situations and an inclusive environment within the family. Handling their

unique circumstances as students with specially-abled siblings will be much easier for them as
this provides them a framework for understanding and navigating the complexities of having a

sibling with special needs within society.

8. What does having a specially-abled sibling mean to you?

The Sentimental Value of Having a Specially-abled Sibling

Table 8

Transcription Coding Sorting Themes

P1: “Having a specially-abled Experiencing Experiencing Resilience and

sibling means experiencing Challenges Challenges Personal
challenges while growing; It Growth
includes taking on Taking on Taking on
responsibilities, a lot of Responsibilities Responsibilities
understanding of their
perspective, and patience, but it
Understanding Understanding
can also help develop your
Perspective Perspective
personality to be a better
person.”
Having Having
Patience Patience

Personality Personality
Development Development

Being
Responsible

Being
Disciplined

Being
Adaptable

Being
Observant

Requires
Courage

Requires
 Kindness

Requires
Patience

Requires
Acceptance

Requires
Discipline

Requires
Maturity

Requires
adaptability
P2: “Having a disabled sibling Being Normal Sibling Normalization
builds my aspects of being Responsible
responsible and disciplined. In and Equality
addition, my sibling became a Being
large aspect of contributing to Disciplined
the personality I have right
now.”
Personality
Development
P3: “For me, having a disabled Normal Sibling
sibling is like having a normal
sibling. There are times when Being Blessing Gratitude and
you must be adaptable and Adaptable Appreciation
recognize the patterns of your
sibling’s actions, especially at Being
their moody moments. Also, I
Observant
tend to be responsible and
disciplined to aid their wants
and needs, especially because Being
there are times when they don’t Responsible
want to answer and times when
they will frequently ask random Being
questions.” Disciplined

P4: “I think it is a ‘blessing’.” Blessing

P5: “Having a disabled sibling is Blessing
a blessing and a big
responsibility. It requires a lot Big Responsibility
 of courage, kindness, patience,
and acceptance. You need to be Requires
emotionally, physically, Courage
mentally, and spiritually ready
at all times.” Requires
Kindness

Requires
Patience

Requires
Acceptance

Requires
Discipline

Requires
Maturity

Requires
Adaptability

Resilience and Personal Growth

The data gathered suggests that having a specially-abled sibling is a significant factor in

developing resilience and personal growth for many participants, just as Participant 1 eloquently

expressed, “Having a disabled sibling means experiencing challenges while growing; it includes

taking on responsibilities, a lot of understanding of their perspective, and patience, but it can also

help develop your personality to be a better person.” The participant remarked that it would be a

challenging environment for growth. In addition, these challenges would aid their personality to

develop, leading them to be a better person. Based on an existing study, Luijkx (as cited in

Milevsky & Singer, 2022) underscores how growing up with a specially-abled sibling offers

circumstances that contribute to the resiliency and personality strength of typically growing

siblings. These individuals with special needs dominate the roles and responsibilities of helping
their siblings, resulting in an enhanced sense of obligation and empathy. This experience can

foster empathy, patience, and understanding, ultimately shaping the typically growing individual

into a more compassionate and resilient person. In essence, some research accentuated that the

situation of living with specially-abled siblings provides a rich environment open for growth and

improvement, enabling people to navigate challenges with compassion and resilience.

Normalization and Equality

Based on the data gathered, having a specially-abled sibling serves as a reminder of the

importance of normalization and equality. In connection with this, Participant 3 shared their

thoughts, “For me, having a disabled sibling is like having a normal sibling. There are times

when you must be adaptable and recognize the patterns of your sibling’s actions, especially at

their moody moments. Also, I tend to be responsible and disciplined to aid their wants and needs,

especially that there are times that they don’t want to answer, and times when they will

frequently ask random questions.” The participant remarked that having a sibling with special

needs feels nothing out of normal and that it serves as a reminder that no discrimination must

occur between the parties of disabled and non-disabled individuals. Moreover, the research by

Ouellette (as cited in Crossley, 2015) highlights the need to change the culture surrounding

prenatal selection decisions to promote greater acceptance and inclusion of people with

disabilities. Additionally, the study by Crossley, (2015) proposes normalizing and valorizing

disability within families to foster equality, emphasizing the importance of support for disability

and reproductive rights. In summary, the experiences of individuals with siblings with

disabilities, combined with research insights, underscore the significance of normalization and

equality in promoting a more inclusive and accepting society.

Gratitude and Appreciation

The third theme to emerge states that having a specially-abled sibling contributes to one’s

gratitude and appreciation. As per Participant 5’s statement, “Having a disabled sibling is a

blessing and a big responsibility. It requires a lot of courage, kindness, patience, and acceptance.

You need to be emotionally, physically, mentally, and spiritually ready at all times.” The

participant remarked that a disabled sibling is both a responsibility and a blessing. However, he

implied that he learned to be resilient and emotionally wise upon his growth with his sibling.

Drawing from the existing literature, per Wilson (as cited in Nurdin et al., 2021), gratitude and

appreciation are associated with social support. A low level of social assistance was

interconnected with individuals who are most likely to blame themselves for illness. On the other

hand, the relationship of social support to individuals with disabilities affects the gratitude when

they are faced with the fact that there are limitations in carrying out their activities. However, in

the study of Nurdin, et al. (2021), the researchers ascertained that people with disabilities will

face limitations in carrying out movement activities. Nonetheless, with the aid of an environment

that can provide social support, disabled individuals can become resilient and resume their lives.

In conclusion, it is significant to appreciate and be grateful for a person with a disability, these

two are interconnected concepts that can contribute to the well-being and resilience of

individuals with physical disabilities and their families, appreciating the specially-abled

individual.
9. Based on your experiences, what advice would you give to other students or individuals who

also have specially-abled siblings? To the parents in ensuring that they give equal attention and

care to their children with and without exceptionalities?

Advised Practices for Siblings and Parents of Specially-abled Individuals

Table 9

Transcription Coding Sorting Themes

P1: “Learn to love and Learn to Love Learn to Love Love and
understand your sibling because Acceptance
if you can't do it, other people Learn to Learn to
will not accept or understand Understand Understand
your sibling. For the parents,
it’s time for a heart-to-heart Learn to Accept Learn to Accept
talk.”
Parent-child Heart- Care
to-heart Talk
Love
P2: “Starting from the Care
beginning, always take care of Support
your sibling, since you are one Love
of the only people he can run to Acceptance
for you are his family. The love Support
and support should start within Do Not be
the family. For the parents, they Acceptance Embarrassed
must have acceptance from the
start to find solutions like Equally Divide Do Not be
therapies and to equally divide Attention Annoyed
their attention for their
children.”

P3: “As much as possible, if you Expose to Normal Parent-child Heart-

can, expose the disabled Environment to-heart Talk
individual to an environment
where he won’t be tolerated or Treat Normally Equally Divide Parental
feel like an outcast. Treat them Attention Responsibilities
like how you will treat a normal and Sacrifices
sibling since that is how they Know Limits on
 build their sociability. For the Know Limits on Giving Extra
parents, it is okay to give them Giving Extra Parental Care
a bit more extra care and Parental Care
attention, but know your limit.” Sacrifice Career

Provider

P4: “My advice is ‘acceptance’. Acceptance Expose to Normal Inclusion and

For the parents, I think it is Environment
better that one of them will Sacrifice Career Normalization
sacrifice their career and one is Treat Normally
to be the provider.” Provider

P5: “My advice is do not be Do Not be

embarrassed if you have a Embarrassed
disabled sibling since it will
affect your mindset. For the Do Not be
parents, do not be annoyed if Annoyed
their child with a disability
needs more special care,
because on my side, as the elder
sibling, I can handle myself.”

Love and Acceptance

Based on the data gathered, some of the advised practices for siblings and parents of specially-

abled individuals are love and acceptance. As one of the participants stated, “Learn to love and

understand your sibling because if you can't do it, other people will not accept or understand

your sibling. For the parents, it’s time for a heart-to-heart talk.” The participant advised that

people must learn to accept their specially-abled siblings, as they know them the best than other

people. In addition, the statement implies how crucial it is to have a gentle discussion between

the parents and their children, with or without exceptionalities, as they must be the ones who

comprehend the family status. Additionally, love is knowledge and skills refer to cognitive

abilities necessary for maintaining love. These elements are shaped by cultural norms and

expectations, which specially-abled individuals form through actions (Matilla, et al., 2016).
Moreover, the study of Hewitt (as cited in Matilla, et al., 2016) emphasizes the significance of

attention and support in enhancing an individual’s well-being, highlighting that positive

supporting interactions within the family are critical for each of the member’s well-being and

self-esteem. In connection with this, support may vary in different forms; attention, caring, and

empathy. It was proven that specially-abled individuals’ self-esteem will be higher when support

from their friends and family is directly obtained (Lesatri and Fajar, 2020). In conclusion,

accepting and supporting specially-abled individuals can significantly boost their self-esteem.

When a close relationship genuinely cares for them, it creates a positive environment that fosters

a sense of belonging and well-being.

Parental Responsibilities and Sacrifices

The data gathered suggests that having a sense in terms of parental responsibilities and sacrifices

are some of the advised practices for the parents of specially-abled children. As one of the

participants stated, “Starting from the beginning, always take care of your sibling, since you are

one of the only people he can run to for you are his family. The love and support should start

within the family. For the parents, they must have acceptance from the start, to find solutions like

therapies and to equally divide their attention for their children.” The participant advised that

acceptance and care for specially-abled children are one of the crucial things to do, especially for

the parents, in order to seek solutions in helping and providing for their children’s needs,

enabling them as well to give equal and adequate parental care for all their children, with or

without exceptionalities. Grounded in the current findings, a study by Raley (as cited in Morales,

et al., 2021) emphasizes mothers’ sacrifices in their careers to be the main caregivers of children

with disabilities. On the other hand, the fathers who are involved in raising the well-being of

their specially-abled children sacrifice their working time to join the bonding time of the family.
As has been demonstrated, some events are complicated. Nonetheless, it is concluded that

parental responsibilities and sacrifices play a crucial role not only in supporting the specially-

abled children but also in showing and providing equal love, care, and attention to the typically

growing siblings.

Inclusion and Normalization

In accordance with the data gathered, inclusion and normalization are some of the advised

practices for siblings and parents of specially-abled individuals. As Participant 3 stated, “As

much as possible, if you can expose the disabled individual to an environment where he won’t be

tolerated or feel like an outcast. Treat them like how you will treat a normal sibling since that is

how they build their sociability. For the parents, it is okay to give them a bit more extra care and

attention, but know your limit.” The third participant advised that normalization must start within

the family, stating that individuals should not hesitate to expose themselves to reality when

opportunities arise in order to treat their specially-abled siblings like normal people. The study

by Reeves, et al. (2023) stated that people labeled with developmental and intellectual disability

have higher rates of social isolation, boredom, and frequent anxiety. In connection with this,

humans have fundamental a need for belonging, causing loneliness and social isolation to

negatively impact health and well-being. In summary, by fostering environments that are

accommodating and inclusive, we can therefore address the specially-abled individuals’ needs

for assistance and integration, ultimately promoting a sense of belonging and enhancing the

quality of life for everyone involved.

10. As you continue growing up facing these unique life experiences, what lessons did you learn

from your sibling or from being the sibling who takes care of your specially-abled sister/brother

that helped you shape into who you are today?

Lessons Learned with Having a Specially-abled Sibling

Table 10

Transcription Coding Sorting Themes

P1: “It helps me to be more Improved Empathy Improved Empathy Maturity

understanding of special people
and the people around them Improved Improved
because I know how hard it is Understanding Understanding
growing up.”
More Disciplined

More Responsible

Learning to be
Empathetic
Became Resilient

Learned to Take
Responsibility
P2: “I became a more caring, More Caring More Caring Compassion
disciplined, and responsible
older brother, as well as a More Disciplined Became
person, because from the Sentimental
beginning, that's what I was More Responsible
giving to my sibling." Learned to be
Caring

P3: “It helped me learn to have Learned Patience Learned Patience Emotional
patience. I used to be impatient Regulation
and would take out my anger on Learned to Tame Learned to Tame
everyone, including my sibling. Temper Temper
I learned that if I remained Learning to be
patient through anything, there
Empathetic
was nothing to be mad about.
I’d constantly ask my sibling Became
 about their day. Although I Sentimental
haven’t completely changed, I
still try and will continue to
change for the sake of my dear
sibling.”

P4: “It has been a wonderful More Responsible More Courage Courage
experience for me to grow up
with a sibling who has special Became Resilient Became
needs. It has made me a more Determined
responsible, strong, and caring More caring
person. I am a better person as a
result of the things I have More Courage
learned from my sibling's
strength and courage, and I am Became
more ready to face the world Determined
with a determined spirit and a
caring heart.”

P5: “One of the things I learned Learned to be

is that regardless of the Caring
disabilities they are
experiencing, if they truly need Learned to Take
help, we have to lend them a Responsibility
hand. Of course, as the more
mature person, we should just
help them. As I mentioned, let’s
not dwell on why or how it
happened; let’s just focus on the
fact that they are here and help
them with their needs.”

Maturity

The first theme to emerge points out that maturity is one of the learned lessons that typically

growing individuals obtain in growing up with their specially-abled siblings. As one of the

participants revealed, “One of the things I learned is that regardless of the disabilities they are

experiencing if they truly need help, we have to lend them a hand. Of course, as the more mature

person, we should just help them. As I mentioned, let’s not dwell on why or how it happened;
let’s just focus on the fact that they are here and help them with their needs.” The participant’s

answer emphasizes the importance of helping specially-abled siblings regardless of the reasons

behind their needs. Additionally, it is implied that as more mature individuals, the typically

growing siblings’ main responsibility is to assist them, focusing on their needs rather than

dwelling on the causes of their disabilities. In the discipline of this, siblings of specially-abled

individuals often grow up being mature and having a high tolerance for those who exert

difference as they understand that differences are celebrated. The people are the ones to develop

as well their high levels of patience and emotional intelligence with a strong sense of perspective

for a specially-abled individual (Jedan, n.d.). Hence, to conclude, siblings who grew up with

specially-abled individuals tend to be shaped by the environment, forming them into a person of

maturity and profoundness.

Compassion

The second theme presents that compassion is also one of the learned lessons of typically

growing individuals in growing up with their specially-abled siblings. As shared by the second

participant, “I became a more caring, disciplined, and responsible older brother, as well as a

person, because, from the beginning, that's what I was giving to my sibling." It is alluded that the

participant’s qualities improved, developing compassion, self-control, and accountability as they

grew up with their specially-abled sibling. In the scope of this, practicing compassion offers aid

in the intricate process of averting the sources of pain and blame. Compassion is underscored as

the knowledge and comprehension that humans experience emotions as part of their lives and the

skill of connecting oneself and the environment, making compassion an important factor in

living with specially-abled individuals (Stuntzner, 2014). Hence, the significance of compassion
exists within various contexts, including disability support, understanding invisible disabilities,

and promoting social connection to improve one’s well-being.

Emotional Regulation

The third theme proposes that emotional regulation is one of the learned lessons acquired by

typically growing individuals in growing up with their specially-abled siblings. As the third

participant expressed, “It helped me learn to have patience. I used to be impatient and would take

out my anger on everyone, including my sibling. I learned that if I remained patient through

anything, there was nothing to be mad about. I’d constantly ask my sibling about their day.

Although I haven’t completely changed, I still try and will continue to change for the sake of my

dear sibling.” The statement implies that having a specially-abled sibling helps develop self-

control, boundaries, respect, and determination to refine the current state of attitude, in

straightforward terms, emotional regulation. Emotions play an important role in shaping a

person’s feelings and thinking, and in managing emotions that might lead to behavioral problems

in mentally retarded children (Zulfah, et al., 2020). In conclusion, the data suggests that growing

up with a specially-abled sibling can be a transformative experience that teaches emotional

regulation. Having emotional regulation is therefore crucial in shaping a person's feelings and

thinking, and it can be particularly beneficial as well for specially-abled individuals who often

struggle with managing their emotions.

Courage

The last theme to emerge indicates that having courage is one of the significant lessons that

typically growing individuals obtain in growing up with their specially-abled siblings. According

to one of the participants, “It has been a wonderful experience for me to grow up with a sibling
who has special needs. It has made me a more responsible, strong, and caring person. I am a

better person as a result of the things I have learned from my sibling's strength and courage, and I

am more ready to face the world with a determined spirit and a caring heart.” The fourth

participant articulated that having a specially-abled sibling brought out a room for influencing

their sense of responsibility, compassion, resilience, and determination to face reality and

stereotypes. This participant mentioned facing reality with the lessons learned from having a

specially-abled sibling. The study of Braaten (n.d.) suggests that courageous individuals who

grew up with specially-abled individuals will break down the barriers stymieing their way,

especially if it is associated with their sibling by promoting understanding and acceptance. This

can lead to a more inclusive and supportive environment for specially-abled individuals, as

courageous siblings can serve as role models and advocates for people like them. By breaking

down stigmas and stereotypes, courageous individuals can foster a culture of acceptance and

understanding, ultimately promoting greater social awareness and support for individuals with

disabilities. In summary, breaking the stigmas and barriers of social norms with courage can

enhance the quality of social awareness and support for specially-abled individuals.

In conclusion, this chapter thoroughly explores the challenges and learning opportunities of

typically developing siblings in growing up with their specially-abled siblings. Through a

thorough presentation and discussion of findings, it was revealed that responsibilities, behavioral

issues, inadequate parental care, and communication challenges significantly impact academic

achievements, sibling relationships, and personal growth. However, amidst these challenges, the

key themes of resilience, maturity, compassion, emotional regulation, and courage have emerged

in navigating the complexities of having a specially-abled sibling. Moreover, love, acceptance,

inclusion, normalization, gratitude, as well as support and interventions, such as inclusive

seminars and programs and Special Needs Education (SNEd), are highlighted as essential

elements in fostering positive relationships and overall well-being within the family. Hence,

these findings can therefore contribute to moving forward to Chapter 5, aiming to provide a

comprehensive summary of findings that offer solutions to research problems, draw meaningful

conclusions, and distill actionable recommendations.