Specific Learning Disabilities of Self – Contained Classroom in Second Year Level Essay Example

reading abilities following the introduction of two reading interventions. Initially, it elaborates that LD entails a wide range of disorders believed to stem from neurological origins and these can manifest in different ways and intensities throughout a person's life (NJCLD, 1980).

Learning disabilities (LD) can manifest differently in various individuals. One may have trouble with reading, known as dyslexia, or writing, referred to as dysgraphia, while another might struggle with understanding mathematical concepts (dyscalculia). Simultaneously, some face difficulties across all these domains and struggle with verbal communication comprehension. Identifying LD at an early stage permits children to get the vital support they require and helps them achieve their maximum potential (Boyse 2008). Gingoog City Comprehensive National High School (GCCNHS), situated in Gingoog City, is the sole secondary institution that caters to students requiring Special Education (SPED).

There is an increasing trend in the annual enrolment of students potentially impacted by learning disabilities (LD). This has resulted in the establishment of Self-Contained classrooms to cater for their educational needs. Nevertheless, numerous challenges arise as it becomes hard for teachers to instruct these learners effectively. These issues primarily stem from undiagnosed specific LDs like dyslexia, dyscalculia, or dysgraphia which individual students may possess. Additionally, educators often lack appropriate training and fail to frequently participate in instructional strategy workshops. The scenario gets more complicated due to the majority of these students experiencing difficulties with reading, writing, spelling and math.

Experts in learning disorders assert that proper education can enable many children diagnosed with unique learning disabilities to become proficient readers. However, due to insufficiently trained teachers, numerous such children fail to get the necessary help

(Lyon and Fletcher 2010). Thus, this research intends to address this issue. The literature review indicates that Specific Learning Disability is characterized by a group of impairments marked by unexpected and significant difficulties in gaining and using reading abilities (dyslexia), writing skills (dysgraphia), or mathematical capabilities (dyscalculia) (Mann 2010).

Seifert and Espin's 2012 research aimed to investigate the impact of diverse reading intervention techniques on high school students with learning disabilities (LD). The findings indicated that strategies emphasizing text-reading or integrating multiple methods successfully improved these LD students' reading fluency and vocabulary abilities. The foundation for this study was Orton's theory, cited by West in 1997, which underscores the importance of hemispheric dominance in LD. It suggests that a deficiency in such dominance could lead to learning difficulties and confusion. Furthermore, the Response to Intervention (RtI) theory advocates for early detection as crucial for special education (SPED) pupils.

The identification of LD was the focus of researchers in the late 1970s, aiming to prevent academic failure (Prasse, 2010). According to the Washington SPED Division (2002) and Seifert ; Espin (2012), effective interventions are crucial in assisting students with LD. These interventions should be timely and tailored to the needs of the students. The consistency in implementing interventions, following their design and duration, maximizes their effectiveness.

Cho (2010) proposes that successful intervention plans could potentially enhance students' reading skills. Such programs must guarantee the appropriate selection of books and incorporate highly skilled teachers.

Specific Learning Disabilities Conceptual Framework

• Dyslexia
• Dyscalculia
• Dysgraphia Reading Levels

• What type of learning disability do the respondents manifest in terms of the following:

1. Dyslexia.
2. Dysgraphia
3. Dyscalculia ?

• What are the reading levels of the students at the beginning of the year?
• What is the format for the reading remediation program to address the specific learning disability among respondents?
• How to implement the Division’s reading program “ The Project LEARN”
• What are the reading levels of the respondents at the end of the two intervention programs within the school year? Key Terms At Risk With LD; Dyscalculia; Dysgraphia; Dyslexia; Learning Disability; Project LEARN; Self-Contained LD Classes. Research Methodology

The research used the descriptive method and was conducted at GCCNHS, Gingoog City. The study focused on the second-year students in section Villar who were identified as at-risk with LD. Identification was done through their I.Q. tests, as well as the Identifying Adult With LD checklist and their REI results, including handwriting skills. The research locale was found between section Yorac and the Resource Room of GCCNHS.

The study employed two tools: the Identifying Specific LD Checklists, a creation of Smyth and Everatt (2001), and the Reading Efficiency Index (REI). The scoring framework for the Identifying Specific LD Checklists operates as follows: a score lower than 48 signals no presence of dyslexia, dysgraphia, or dyscalculia. Scores

ranging from 45 to 60 imply mild signs of these conditions. If scores exceed 60, they indicate moderate to severe instances of dyslexia, dysgraphia, and dyscalculia. The calculation for REI involves multiplying average speed values (1,2 and 3) by average comprehension values(1,2 and 3), with the output then divided by 100%.

The intervention program's reading materials were obtained from the internet website www.super teacher worksheet.com. This study utilized percentages and frequencies. The results and discussion are presented in the order of specific problems.

Problem 1. The respondents show what types of learning disabilities in the following areas:

1. Dyslexia
2. Dysgraphia
3. Dyscalculia

The existence of learning disabilities such as dyslexia, dyscalculia, and dysgraphia in students is disclosed. Dyslexia has a higher prevalence among students compared to other specific disabilities. The studies by Perlstein (1996), Eisenberg (2011), and Aaron (1995) support that dyslexia is indeed the most prevalent learning disability. Some students may show signs of both dyslexia and either dyscalculia or dysgraphia, or they may even manifest symptoms of all three.

Most participants display mild learning disabilities (LD), with only a small number having severe LD. The tool indicates that these students are often baffled when presented with multiple instructions simultaneously, struggle to find appropriate words or structure their thoughts in writing, and have trouble quickly grasping multiplication tables. They also face challenges pronouncing three or four syllable words like "elephant" and experience difficulties while reading out loud. What’s more, almost half of the participants exhibit symptoms of dyscalculia; notably two students find Math particularly challenging and don’t

understand why it is their most difficult subject.

The respondents who have dyscalculia face various challenges. They struggle with remembering multiplication tables, understanding graphs and tables, and cannot hold numbers in their head while doing calculations. These students also have poor long-term memory of concepts and may perform well one day but forget everything the next. Consequently, they consistently fail Math tests and quizzes. However, their dyscalculia is mild, so they rarely have difficulty with abstract concepts of time and direction. They also don't often lose track of time or mix up numbers like 5 and 2 or 6 and 9. However, counting numbers backward is a significant challenge for them. Only two (2) of the respondents show signs of severe dysgraphia, which affects their ability to write and copy long texts or articles without resting their fingers. They also struggle with writing speed.

Problem 2.

The question is about the reading levels of students at the beginning of the school year. The respondents in section Villar all had a reading level classified as Frustration level. This level indicates that learners have difficulty comprehending the given reading materials and struggle with reading words. Additionally, all of them are slow readers. Prior to the intervention, respondents would make excuses before reading time and were observed displaying various mannerisms while reading, indicating low self-esteem.

What is the format for Reading Remediation Program for specific learning disabilities among respondents? Remediation Program Design for Specific Learning Disabilities. Reading Level

• Months of Implementation
• April-May
• June-August

September –October

Instructional Level

1. Utilization of Reading Level 3, 4 Materialsemphasizing reading longer words, spelling and higher order thinking skills and mathematical word problems
2. The Implementation of Students’ Multiple Intelligences to enhance comprehension level

Independent Level

1. The Use of

Reading Level

The text highlights the implementation of a remediation program for LD students in Gannt Chart. The program focuses on higher-order skills and writing activities. The intervention began with an orientation seminar for teachers in self-contained LD classrooms who had not yet been oriented.

Between July and October, all the attendees concentrated on the first two levels of reading as well as a part of level 3. They underlined the importance of correct spelling, syllabication, and detail recognition to minimize reading-related issues. The rest of level 3 and some parts of level 4 were addressed from October through December in 2012. From January to mid-March in 2013, they reviewed resources from reading level 5 that included longer narratives and sections that students found challenging to finish within one day. A special program was also initiated for students who struggled with dysgraphia or dyscalculia.

Furthermore, prizes, support, and nourishment were also provided to the individuals or groups who achieved the highest score during the day.

Problem 4: How can "The Project LEARN," the Division's reading program, be implemented?

1. Titles: There are No Such things as Ghost.

The Ghost ABILITIES:

Vocabulary Building. Noting Details

Titles:

1. The fly b. The Ghost Ship, The Flying Dutchman. The Ghost Ship, M/V JOYITASKILLS a. Noting Details. Inferring

Heading1
Heading2
Heading3

1. Take Your Partner
2. The Greedy Fox.
3. Alice in the Wonderland.
4. Pinocchio.

The Farmer and His Heirs SKILLS:

Observing specific information, forming judgments, and enhancing vocabulary skills.

Titles:

1. The Little Mermaid.
2. The Prince and the Paupers.
3. Patricia of Green Hills

SKILLS:

• Noting Details.
• Making inferences.
• Identify the Mood and Feelings of the character.
• Vocabulary building.
• Identify sensory images or imagery and figure of speech

There was a time when a goat and a wolf cohabited in the same habitat.

The Boy With the Book possesses skills:

The execution of Project Read involved the acquisition of 10 varied stories from the Library Hub. The students in Villar's self-contained LD class significantly profited from the implementation of Project LEARN, as it effectively improved their reading abilities. Having access to books in diverse colors and available in both English and Tagalog languages contributed to a deeper comprehension of the narratives among these students. This exposure ignited their passion for books and honed their competence in interpreting story messages by examining images. Additionally, they had the opportunity to select books

from a Mini-library that appealed to them for exploration or reading.

Since Project LEARN was implemented or scheduled before the start of the class for the day simultaneously, the respondents’ minds were still fresh and ready, not yet exhausted from the whole day’s lessons. This gave Project LEARN an advantage over other intervention programs.

Problem 5. What are the reading levels of the respondents at the end of the remediation?

Following the reading remediation, a noticeable enhancement was observed in the respondents' reading capabilities. Currently, just 24% (six individuals) remain at a frustration level while 20% (five individuals) have escalated their reading proficiency to an instructional level. Further, as many as 56% of them (fourteen individuals) have achieved an independent level. From July to November, there's been a decline in the respondents from thirty down to twenty-seven due to transfers.

During the months of November to January, there was a decrease of two respondents as a result of severe illness and family separation (Stanberry & Swanson, 2009; Necoechea & Swanson, 2003). These studies found that various reading interventions for individuals with learning disabilities, such as one-on-one reading instruction and reading in small groups, were effective in improving reading skills. However, Dr. Swanson emphasizes that there is no miracle cure for reading disabilities and that student and teacher cooperation is essential for any successful reading program (Stanberry & Swanson, 2009; Necoechea & Swanson, 2003).

The research showed that in the Self Contained LD classroom of section Villar, 66. 6% had mild dyslexia, 8% had severe dyslexia, and 6. 67% had profound dyslexia. Some respondents did not have dyscalculia, with only 36.

6% having dyscalculia and 6. 66% having dysgraphia. All participants experienced frustration. The intervention programs used were reading remediation in the afternoon and Project LEARN in the morning, which greatly improved the reading levels of specific LD at-risk students.

Post-testing data revealed that 24% of reading abilities were classified under the frustration level, while 20% fell within the instructional category. The remaining majority, constituting 56%, had reached the independent stage. Such findings imply dyslexia as the most prevalent specialized learning disability amongst individuals susceptible to LDs. Dyslexic children typically exhibit reading skills regarded as falling within the frustration bracket. Nonetheless, substantial enhancements in their reading proficiencies can be achieved if children diagnosed with conditions such as dyslexia, dyscalculia and dysgraphia are provided with proper interventions and educational tools.

Programs designed to intervene in reading difficulties are essential for supporting students who have issues with reading, helping them to attain success. The suggested steps are as follows: English Supervisors should maintain the implementation of Project LEARN, facilitate workshops for English educators on teaching strategies for Learning Disabilities (LD), provide vividly illustrated books to students, and encourage librarians in schools to develop literacy projects. SPED Supervisors, on the other hand, should arrange for SPED teachers to attend specialized seminars or scholarships focusing on Visual and Hearing Impairments.

Learning Disabilities, Multiple Handicapped, and Mental Retardation are the fields in which SPED items specialize. School Administrators should hire an expert to diagnose students with LD, send teachers to seminars and training about SPED, support the reading program PROJECT LEARN, and provide books to all students. Teachers must be vigilant and observant of the signs and symptoms

of LD, coordinate with SPED teachers, integrate readings into their lessons, research LD online, use various strategies, and avoid labeling children. Parents should also be involved in supporting their child with LD by being observant and coordinating with SPED teachers.

It is crucial for parents to be actively involved in their child's education, which could involve attending PTA meetings and SPED workshops. Future research should also aim at identifying effective strategies or treatments for learning difficulties such as dysgraphia, dyscalculia, and dyslexia.

References

1. Boyse, K ( 2008) Specific Learning Disability: dyslexia R. N. Reviewed by faculty at UMHS. available at http://www. med. umich. edu/yourchild/topics/ld. htm Cho, Sheohe et al ( 2010 )
2. Examining English Language Learners’ Motivation of, and Engagement In, Reading: A Qualitative Study.
3. A Journal in Reading. Volume 10, No. 2, College of Mt. St. Vincent and Virginia Commonwealth University, Eisenberge ( 2011 )
4. Dyslexia - Improving Reading And Writing Through Brain Training http://ezinearticles. com/? Dyslexia---Improving-Reading-And-Writing-Through-Brain-Training&id=6558254 Frank, R. ( 2009)
5. What is a specific learning difficulty? Available at http://www. rcpsych. ac. uk/mental health info/mental health and growing up/specific earning difficulties. aspx Lyon, R. ; Fletcher Jack ( 2011 )
6. Early Warning System of Learning Disabilityhttp://www. asponline. org/resources/factsheets/rtiprimer. asp Mann, J. (2010)
7. Specific Learning Disabilities: Key to Achievement. National Center for School Engagement at Colorado Foundation for Children and Parents Necoechea,D. ; Swanson, L. (2003),
8. The Role of Reading Intervention Research in the

Identification of Children With Reading Difficulties: A Meata-analysis of the Literature (ed. ) 16 (Advances in Learning and Behavioral Disabilities, Volume 16), Emerald Group Publishing Limited, pp. 83-161