1

Chapter I

INTRODUCTION

Background of the Study

All children, including those with disabilities, have the right to

education. Republic Act No. 10533, Sec. 2. A (2012) stated that all

schools should give every child an opportunity to receive quality

education that is globally competitive based on a pedagogically sound

curriculum that is at par with international standard. Although students

with learning disabilities were given a school, this doesn’t satisfy their

needs in learning due to lack of scaffolding or support from people

around them.

Globally, over 1 billion people, or approximately 15% of the world’s

population, have some form of disability. About 110 to 190 million

people, 15 years and older have significant difficulties in functioning.

Moreover, the rapid spread of chronic diseases and population ageing

contribute to the increasing rates of disability. About 80% of the world’s

PWDs live in low-income countries, wherein majority are poor and

cannot access basic services (WHO, 2012). According to the research,

learning disability has taken all over the world which means it speeded
 2

globally. According to WHO (2011), learning disability have more than a

billion people,
 3

approximately 15 percent, of the world’s population have some type of

disability including sensory disabilities (such as blindness and deafness),

intellectual disabilities, developmental disabilities, physical disabilities,

and psychosocial disabilities. Although some individuals may acquire a

disability as adults, many are born with a disability or acquire a

disability in childhood. The United Nations Children’s Fund (UNICEF)

estimates that 150 million children under the age of 18 have a disability.

Such children often require special education services in school

(UNICEF, 2005).

Nationally, the students with learning disabilities constitute by far

the largest group of students with special needs. According to the U.S.

Department of Education, in 2010 there were more than 2,400,000

students from ages 6 to 21 served in federally supported programs for

learning disability. Although LD is by far the largest category of

disability, the number of new students identified as having learning

disability has shown a slight decrease over the last 4 years. U.S.

Department of Education, 2008 also stated that students with learning

difficulties constitute 44.6% of the special education population and 4%

of the total school enrollment.

In the Philippines, the results of the 2010 Census of Population

and Housing (CPH, 2010) shows that of the household population of 92.1

million, 1.443 million Filipinos or 1.57% have a disability. Region IV-A,

 4

with 193 thousand PWDs, was recorded to have the highest number of

persons with disability (PWD) among the 17 regions, while the Cordillera

Administrative Region (CAR) had the lowest number with 26 thousand

PWDs. There were more males, who accounted for 50.9% of the total

PWD in 2010, compared to females, with 49.1% with disability. For every

five (5) PWD, one (18.9%) was aged 0 to 14 years, three (59.0%) were in

the working age group (15-64 years old), and one (22.1%) was aged 65

years and above (NSO,2013). Based on the latest Department of

Education 2000 report, out of 80 million Filipinos, 50% are children and

youth (0-24 years old). The SPED Division of the Department of

Education estimates that 12% of the children population in the country

have special needs; 2% are gifted while 10% are those with persons with

disabilities. On the projected population of 43,303,145 children and

youth (0-24 years old) for the year 2000, there were 5,196,377 children

with special needs.

PhilHealth estimates that one out of seven or around 5.1 million

Filipino children are living with disabilities. The Situation of Children

with Disabilities in the Philippines study addresses the information gap

and provides data that will support the development of responsive

national programs and services for children with disabilities. Supported

by the Australian Embassy, UNICEF, the Department of Social Welfare

and Development (DSWD), the report underlined that children with

disabilities continue to experience barriers to access basic social

 5

services. This is compounded by poverty, lack of data, weak governance

and discriminatory attitudes related to disability in general.

Teaching students with learning disabilities (SLD) in inclusive

classroom is a challenging task for teachers as the numbers of SLD has

increased. The Individuals with Disabilities Education Act (IDEA) and the

No Child Left Behind (NCLB) are federal laws in the United States which

stated that schools are accountable for the success of students with

special needs. They also stated that school responsibilities must be

demonstrated through Individualized Education Program (IEP), which

outlines specific instructional accommodations, modifications, and

effective evaluations. Historically, students with learning disabilities

(SLD) received services either in a resource room, a self-contained special

education classroom, or inclusive settings where they received special

education services within the general education classroom. Even though

federal laws shifted the focus on how to effectively educate students with

learning disabilities, it appears that these students continue to fall

behind their non-disabled peers in regular education classrooms in many

subjects, including science. However, collaboration among teachers,

setting high learning goals, effective teaching strategies, and providing

some basic modifications can help SLD be more engaged in learning and

be successful in the classroom.

 6

The term learning disability refers to delays, deviations and

performances discrepancies in the basic academic subject such as

arithmetic, reading, writing, spelling, as well as speech and cannot be

attributed to mental retardation, sensory deficits, or emotional

disturbance (Sawhney et al. 2014). The child, thus can be considered as

learning disabled if, he/she has considerable difficulty in understanding

or using spoken language, reading, writing, spelling, and arithmetic,

during the developmental period (before 16 years of age) and if he/she

has adequate facilities, interest and motivation to learn.

Students with learning difficulties manifest a number of different

problems in academic, behavioral, and social-emotional areas. Moreover,

students with LD may exhibit vastly different profiles both within and

across these areas. For example, some students may have serious

problem with reading but will excel in mathematics. Others may have

difficulties in mathematics, but not in reading. The problems of students

with LD are not limited to academics. Some students will have serious

problems with self-esteem or depression, whereas others have little or no

problem in these areas but may exhibit serious behavior problems.

Attention-deficit or hyperactivity disorder (ADHD) also occurs in around

25% of students with LD (Reid & Johnson, 2012).

Learning disabilities (LD) vary with each student, and teaching

strategies for learners with LD must be responsive to individual

 7

differences. Teaching strategies refer to methods used to help students

learn the desired course contents and be able to develop achievable goals

in the future. It identifies the different available learning methods to

enable them to develop the right strategy to deal with the target group

identified. Assessment of the learning capabilities of students provides a

key pillar in development of a successful teaching strategy (Armstrong,

2020).

Teaching strategy is a generalized plan for a lesson which includes

structure, instructional objectives and an outline of planned tactics,

necessary to implement the strategies (Issac et al, 2010). Furthermore,

Issac (2010) explains that teaching tactics are that behavior of the

teacher which he or she manifests in the class, example is the

developments of the teaching strategies, giving proper stimulus for timely

responses, drilling the learnt responses, increasing the responses by

extra activities and so on. The term strategy is used to imply thoughtful

planning to do something, the term method implies some orderly way of

doing something. Thus, the terms techniques and procedure were

synonyms to signify a series of steps that one takes to employ any

general model being used in the classroom. Each of this aspect emanate

from a broader and more encompassing model (Orlich et al, 2010).

Students with learning disabilities varies from average to high,

their behaviors can create a distraction to their engagement and

 8

performance in the school. Depending on the type of disorders they have,

SLD with visual disorders can have difficulty understanding visual

displays, PowerPoint slides, data tables, or graphs (Lerner & Kline,

2006). SLD with auditory disorders can have difficulty with lectures,

discussions, and group work. SLD with memory disorders can have

difficulty with recalling pre-knowledge, solving problems, and engaging in

higher-order tasks in the classroom (McNamara, 2007).

SLD have at least one low basic skill, either in reading and writing

or math. Having a low basic skill in one of these courses may interfere

with their learning (McNamara, 2007). A science unit that incorporates

vocabulary terms about rocks, such as igneous, metamorphic, and

sedimentary, may be challenging for students with reading problems.

SLD that have problems associated with writing skills may have difficulty

completing projects and assignments that require the use of science

terminology. SLD who have trouble with math calculations may have

difficulty solving problems involving science formulas such as Ohm’s law

and density. SLD who have difficulty with organization and attention

may have challenges tracking in class work and brining home

appropriate materials needed to study for assignments and assessments

(Lerner & Kline, 2006; McNamara, 2007).

The association of multiple disorders with students with learning

disabilities may create problems in retaining science knowledge and

 9

maintaining motivation and engagement during class time, and in

inquiry-based learning tasks. These challenges can make learning

difficult for students with learning disabilities. That is why effective

teaching strategies for students with learning disabilities needs

collaboration among teachers and special education teachers. Taking a

science teacher and a special education teacher for example would be a

beneficial starting point. Science teachers can provide information on

science content, and special education teachers can provide information

on modifications, as outlined in the Individualized Education Program

(IEP) for SLD. An IEP is a legal written for each child with disability

(IDEA, 2004). Collaboration among teachers is important as science

teachers might have difficulty to have adequate skills in individualizing

instruction for students with all types of disabilities and needs. On the

other hand, it might be quite challenging for special education teachers

to be experts in science contents. Students with learning difficulties

(SLD) can improve their motivation and achievements by setting goals in

their class. These goals include effective study strategies to improve test

grades and learning for SLD. Focusing on these goals will help SLD to

progress towards their goals and have a feeling of control in their

learning (DeBacker & Nelson, 2000). Setting up goals may lead to other

educational goals which increase the student’s achievement and

motivation in the class. These goals may help SLD increase their

performance and continue to strive for strong learning and academic

 10

achievement. However, it is crucial for educators to reconsider the ability

of mixed groups when setting classroom goals. The abilities of the

students may differ based on home influences, prior experiences, and

differential treatments by teachers. SLD benefit from different learning

and teaching styles in the classrooms as these styles help the teachers to

differentiate and individualize their instruction. Individualized attention

to students with learning difficulties allow teachers to provide more

choices that are based on SLD’s learning styles in order to make

instruction and evaluation more meaningful (Goodnough, 2001). The

richness of the teaching methods is likely to make the new teaching

items more attainable and interesting for students with learning

difficulties. Some of the effective teaching methods for SLD include

inquiry-based learning and cooperative learning. Inquiry-based learning

involves problem solving and critical thinking skills to arrive to

conclusions. This teaching strategy is student-centered. By using the

method, SLD can improve their skills of observing, measuring,

classifying, interfering, engaging in controlled investigation, predicting,

explaining, and communicating (Wild & Trundle, 2010). In addition,

research shows that inquiry-based learning promotes cooperative

learning among students with learning differences (Jimenez, Browder,

Spooner, & Dibiase, 2012). Often school is called the primary place of

learning. Necessarily, school has to be the place where students learn

how to learn and thus successfully acquire learning strategies. In order

 11

to address the needs of students with learning disabilities in learning,

the educators teaching strategies are very important. With the data

collected above, it is a need to conduct this study for it benefits not just

the teacher but also the students. With this study, it helps identify the

most effective teaching strategies for pupils with the full range of children

with learning disabilities at different phases of their learning. This is also

important for it helps children with learning disabilities benefit from

mainstream education with additional support mechanisms.

Figure 1. Paradigm of the Study

Input Process Output

The teaching Interview Possible interventions

strategies for students or strategies to help
with learning students with
disabilities in learning disabilities
Mountain Province

Problems or issues of
the teachers
regarding their
teaching strategies
concerning those
students with
learning disabilities.
 12

Statement of the Problem

This study aims to find an answer to the following:

1. What are the teaching strategies for students with learning

disabilities in Mountain Province.

2. What are the challenges encountered by the teachers in Mountain

Province regarding their teaching strategies concerning those students

with learning disabilities?

3. What are the possible interventions or strategies to help students

with learning disabilities?

13
 14

Chapter II

DESIGN AND METHODOLOGY

Research Design

This study will be using the qualitative method to collect

information, opinions, knowledge, and experiences of people. Qualitative

research helps explain how people interpret their environment and

experiences and what meaning they place on those experiences

(Merriam, 2009).

The aspects of this qualitative study focus on the phenomenon of

human experience by exploring the respondent’s general notion on

teaching strategies for students with learning disabilities in SPED.

It specifically determines the general notions of the teachers, their

problems and issues regarding teaching strategies concerning the

students with learning disabilities.

Locale and Population

In this research, the respondents are consisting of all special

education teachers in Mountain Province.

 15

Data Gathering Tool

The study will use interview to gather the data. Interview guide

questions are prepared by the researchers to use during the interview

paper. In order for the research to move forward, researchers will use the

primary tool in gathering the data which is by the use of Interview. The

questions will be adopted and revised by the researchers and validated

by the adviser to produce qualitative questions. Using this method,

researchers are inquired to include the perception of the respondents

towards the topic, their attitudes, beliefs and opinions.

Data Gathering Procedure

The researchers will ask permission prior to the conduct of the

study from the school authorities: Adviser, Subject Teacher and Sped

School Head in Mountain Province. The approved request letter from the

school authorities will be used to set appointments and to conduct

interviews to the respondents upon getting their consent.

The interview will be facilitated individually depending on the

available time of the interviewee. Interviews will then be scheduled at a

mutually convenient time and place for the participant to feel

comfortable and free to give honest answers. The researchers will call or

message the respondents to know their availability before they conduct

the interview. Most of the time, researchers will take down their answers
 16

and summarize it afterwards although some of the interviews will be

done through social media for those respondents whom the researches

cannot reach personally. Each interview will take at least 20-30 minutes

and will remain confidential. The follow-up questions will be used to

further elaborate the given answers.

Data Analysis

The data that will be gathered from the interviews will be

summarized and presented in narrative form. The researchers will reflect

on the interview data and field notes and then “categorize, synthesize,

search for patterns and interpret the data that will be collected” (Glesne,

2006).
17
 18

References

Armstrong, (2020). Learning Differences for Students with Learning

Disabilities. https://www.institute4learning.com/tag/learning-
differences
CPH, (2010). Persons with Disability in the Philippines (Result from the
2010 Census)
https://psa.gov.ph/content/persons-disability-philippines-results-
2010-census

DeBacker & Nelson, (2000). Effective Teaching Strategies: Science

Learning and Students with Learning Disabilities
https://www.researchgate.net/publication/263580452_Effective_T
eaching_Strategies_Science_Learning_and_Students_with_Learning
_Disabilities

DepEd, (2000). Recognized Special Education Centers in the Philippines

https://www.deped.gov.ph/2000-recognized-special-education-
sped-centers-in-the-
philippines/&ved=2ahUKEwi1y_S7he7wAhWV_WEKHZnkBI0QFjA
BegQIBBAC&usg=AOvVaw0CdsE0PICx5oKV2lxCiT

Goodnough, (2001). Multiple Intelligences Theory: A Framework for

Personalizing Science Curricula.
https://ww.researchgate.net/publication/263580452_Effective_Te
aching_Strategies_Science_Learning_and_Students_with_Learning_
Disabilities

Glesne (2006). Becoming Oualitative Researchers: An Introduction.

https://www.researchgate.net/publication/290989627_Becoming_
Qualitative_Researchers_An_Introduction

IDEA, (2004). 10 Tips: How to Use IDEA 2004 to Improve Education for
Children with Disabilities.
https://www.wrightslaw.com/idea/art/10.tips.steedman.pdf
 19

Issac, (2010). Investigating the Teacher’s Strategies.

https://www.gloogle.com/url?
sa=t&source=web&rct=j&url=http://www.jim.unsyiah.ac.id/READ
/article/viewfile

Jimenez, Browder, Spooner, & Dibiase, (2012). Evidence-Based Practices

for Students with Severe Disabilities.
https://granite.pressbooks.pub/understanding-and-supporting-
learners-with-disabilities/chapter/multiple-disabilities

Lambino, (2020). Implementation of Inclusive Education in Buguias,

Benguet. Unpublished Thesis. Mountain Province State Polytechnic
College
Lerner & Kline, (2006). Learning Disabilities and Related Disorders.
https://books.google.com/books/about/Learning_Disabilities_and
_Related_Disord.html

McNamara, (2007). Reading Comprehension Strategies: Theories,

Interventions, and Technologies
https://psycnet.apa.org/record/2007
NSO, (2013). Persons with Disability: Philippine Statistic Authority
https://psa.gov.ph/tags/persons-
disability&ved=2ahUKEwjLrMPtxOzwAhUtyosBHRYuCJoQFjABegQ
IBBAC&usg=AOvVaw2h5DJGcOY8uv_g%vO9A-XR

Orlich, Harder, Callahan, Trevisan & Brown, (2010). Teaching Strategies

https://www.researchgate.net/publication/327433965_TEACHIN
G_STRATEGIES
Reid & Johnson, (2012). Improving the reading recall of high school
students with ADHD. https://www.researchgate.net
Republic Act No. 10533, Sec. 2. a (2012). An act enhancing the Philippine
basic education system by strengthening its curriculum and
increasing the number of years for basic education, appropriating
funds therefor and for other purposes.
https://www.senate.gov.ph/lisdata/1417511918!.pdf
Stone, Morris, & Isaac, (2010). Investigating the Teacher’s Strategies
 20

https://www.researchgate.net/publication/327433965_TEACHIN
G_STRATEGIES

Sawhney et al, 2014. Study of Awareness of Learning Disabilities Among

Elementary School Teachers
https://www.researchgate.net/publication/278029676_STUDY_OF
_AWARENESS_OF_LEARNING_DISABILITIES_AMONG_ELEMENTA
RY_SCHOOL_TEACHERS

UNICEF, (2005). Children with disabilities-UNICEF Data

https://data.unicef.org/wpcontent/uploads/2015/12/SOWC_201
3_75.pdf

U.S Department of Education, (2008). The condition of education 2008-

NCES. https://nces.ed.gov/pubs2008/2008031.pdf

Wild & Trundle, (2010). Teaching Strategies and Student Engagement:

Students with Learning Disabilities.
https://scholarworks.rit.edu/cgi.viewcontent.cgi

WHO, (2012). World report on disability.

https://www.who.int>reportPDF
 21

Appendix A
Letter to the Principal
Republic of the Philippines
Mountain Province State Polytechnic College
TEACHER EDUCATION DEPARTMENT

May 17, 2021

MR. MARIO KOLNOG

School Head
Mountain Province Special Education Center

Sir:
Good day!

In partial fulfillment of our requirement on thesis writing, we the

students of Mountain Province State Polytechnic College, would like to
conduct an interview on your respective school.

We are currently working on our research entitled “Teaching Strategies

for Students with Learning Disabilities” and we would like to ask for your
permission to allow us to conduct an interview with the teachers
handling students with learning disabilities. Rest assured that all the
data gathered will be strictly confidential and for educational purposes
only.

We are looking forward to your positive response on this humble matter.

Sincerely yours,

RONNIE ANGKAWAY ADELINE BANGANAN JONA CHADYA-AS

Researcher Researcher Researcher

KRICHELLE FORAYANG FEBE-AN LUMABAS MELODY MANGSI

Researcher Researcher Researcher

RHENDA PANGANIBAN
Researcher

Approved by: Noted by:

FATIMA JOY T. BUKONG GERALDINE L. MADJACO

 22

Adviser Course Facilitator

Appendix B

Interview Guide Questions

1. What teaching strategies do you use to meet the needs of learners with
special needs in a given group or class?
2. What strategies do you use to maintain discipline in your classroom?
3. What challenges do you encounter in teaching students with special
needs?
4. What interventions do you give to students with special needs in your
class?
 23

Appendix C
Curriculum Vitae

Ronnie Jack J. Angkaway

Address: Belwang, Sadanga, Mountain Province
Contact Number: 0909-113-2970
Email: [email protected]

A. PERSONAL DATA
Age: 23
Date of Birth: April 29, 1998
Place of Birth: La Suerte Ammulong Cagayan
Gender: Male
Civil Status: Single

B. Educational Background

Tertiary: Mountain Province State Polytechnic College

Secondary: Belwang National High School
Sadanga National Technical Vocational and Skill
Training High School-SHS
Elementary: Maledda Elementary School
 24

Jona M Chadya-as
Address: Belwang, Sadanga, Mountain Province
Contact Number: 0907-016-2002
Email: [email protected]

A. PERSONAL DATA

Age: 23
Date of Birth: June 27, 1998
Place of Birth: Belwang, Sadanga, Mountain Province
Gender: Female
Civil Status: Single

B. Educational Background

Tertiary: Mountain Province State Polytechnic College

Secondary: Belwang National High School
Sadanga National Technical Vocational
and Skill Training High School
Elementary: Belwang National High School
 25

Adeline Banganan
Address: Dalican, Bontoc, Mountain Province
Contact Number: 0956-559-7524
Email: [email protected]

A. PERSONAL DATA
Age: 21
Date of Birth: December 14, 1999
Place of Birth: Dalican, Bontoc, Mountain Province
Gender: Female
Civil Status: Single

B. Educational Background
Tertiary: Mountain Province State Polytechnic College
Secondary: Dalican Elementary School
Mountain Province General Comprehensive High
School-SHS
Elementary: What the Bible Says Christian Academy School
 26

Krichelle Mae C. Forayang

Address: Maligcong, Bontoc, Mountain Province
Contact Number: 0956-559-7524
Email: [email protected]

A. PERSONAL DATA

Age: 22
Date of Birth: May 6, 1999
Place of Birth: Maligcong, Bontov, Mountain Province
Gender: Female
Civil Status: Single

B. Educational Background

Tertiary: Mountain Province State Polytechnic College

Secondary: Mountain Province General Comprehensive
Highschool-JHS
Mountain Province General Comprehensive
Highschool-SHS
Elementary: Maligcong Elementary School
 27

Melody Danggoec Mangsi

Address: Sadsadan, Bauko,
Mountain Province; 2621
Contact Number: 0939-789-3343
Email: [email protected]

A. PERSONAL DATA

Age: 28
Date of Birth: January 22, 1993
Place of Birth: Otucan Sur, Bauko Mountain Province
Gender: Female
Civil Status: Married

B. Educational Background

Tertiary: Informatics Baguio

Kings College of the Philippines
Secondary: Bansa National High School
Elementary: Sadsadan Trail Elementary School
 28

Rhenda Panganiban
Address: Madepdeppas, Data Sabangan,
Mountain Province
Contact Number: 0963-026-2981
Email: [email protected]

A. PERSONAL DATA

Age: 21
Date of Birth: October 23, 1999
Place of Birth: Madepdeppas, Data Sabangan Mountain Province
Gender: Female
Civil Status: Single

B. Educational Background

Tertiary: Mountain Province State Polytechnic College

Secondary: San Alfonso High School-JHS
Otucan-Bila National High School - SHS
Elementary: Madepdeppas Elementary School
 29

Febe-an T. Lumabas
Address: Sebang, Bugias Benguet
Contact Number: 0966-917-6315
Email: [email protected]

A. PERSONAL DATA

Age: 21
Date of Birth: Febraury 21, 2000
Place of Birth: Sebang, Bugias Benguet
Gender: Female
Civil Status: Single

B. Educational Background

Tertiary: Mountain Province State Polytechnic College

Secondary: Otucan-Bila National High School-JHS
Otucan-Bila National High School-SHS
Elementary: Alapang Elementary School