A Personal Narrative Inquiry on the Employment Journeys of Persons with Disabilities Ensuring Workplace Inclusion in South Cotabato
Keywords:
narrative inquiry; persons with disabilities; workplace inclusion; employment journey; South Cotabato; disability supportAbstract
This qualitative narrative inquiry examined how three employed persons with disabilities (PWDs) in South Cotabato, Philippines, experienced workplace inclusion, what support they received, and how that support contributed to sustained employment. Guided by the Social Model of Disability, Intersectionality Theory, and Stigma Theory, the study used in-depth semi-structured interviews, arts-based materials, and document analysis, analysed through Clandinin and Connelly's three-dimensional inquiry space of temporality, sociality, and place. Participants were a 42-year-old teacher with congenital visual disability (21 years employed), a 37-year-old sales and operations staff member with trigeminal neuralgia secondary to a brain tumour (15 years employed), and a 48-year-old elementary teacher with a physical disability affecting mobility (14 years employed), together representing 50 person-years of employment. Eleven themes emerged across three research questions. Workplace experiences involved curiosity, comments, and the weight of being watched; task-based belonging amid selective exclusion; and physical and environmental barriers to full participation. Support came from family as the first line, coworkers and supervisors as everyday enablers, institutional and government support that was present but uneven, and accommodations tailored to disability type. Support contributed to employment success by building confidence, buffering stress and burnout, and opening pathways to skill development and career growth. The findings show that inclusion in this context was not a single policy or hiring decision but a continuing, relational accomplishment, strongest where everyday human support and tailored environmental adjustments aligned, and most fragile where formal support was inconsistent or where social belonging lagged behind task inclusion. The study offers concrete directions for employers, schools, local government units, and policymakers to make inclusion systematic rather than dependent on individual goodwill.
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Copyright (c) 2026 Cherry Mae Z. Abande, Dorislyn A. Tabunda, Ligaya Z. Del Rosario, Ma. Ofelia B. Barrientos, Ronnie G. Cainglet, Vivian I. Buhain, Jesse Joey S. Alvarado, Joie Fe D. Ancheta (Author)
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