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Abstract
The desire to ensure that all children should be provided with adequate services and
resources that are necessary for them to succeed within and beyond the educational system
motivates the researchers to do this study, the OPLAN Search for ChiSpeN ( Children with
Special Needs) as a prerequisite to open SPED class in Mansabay Bajo ES. And it has to be
extended miles away from the regular classes, but most definitely to the children with special
needs. But along their way of searching those who are identified children with special needs,
a recent school-scenario diverted the researchers’ focus. And it has something to do with
children with learning disabilities. This might reflect irrelevance to the study at first
judgment but hopefully, it would imply something significant to the department’s vision.
Thus, this study sought to answer the following questions: How does the researcher’s focus
get diverted? What are the interventions initiated to sustain the recent needs? Is there an
evident progress after the interventions are done?
Keywords: SPED, ChisPeN, children with special needs, learning disabilities, OPLAN
Search
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Acknowledgment
this endeavor, we the researchers wish to take this opportunity to express our gratitude and
thanks to the following, who in one way or another contributed much in the realization of this
study:
sharing his valuable inputs during our district Coaching & Mentoring session;
To our Public Schools District Supervisor, Luzviminda G. Tactacon, for her untiring
the same time the division’s designated Research focal person for her unwavering
To the parents, Purok officials, teachers and pupils of Mansabay Bajo ES, for their
And to our families & friends who supported us all the way through with open minds
& hearts in every endeavor we make and in every time spent beyond school hours;
Above all, to the Almighty Creator for giving us the soundness of mind, body and
spirit for us to endure and persevere until this study is finally done.
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It is not easy to detect learning disabilities in kids and many times, the condition may
not be diagnosed due to lack of awareness. However, if we know the signs and symptoms of
learning disabilities in them, we will be able to note the problem and find the right solution.
In line with the Department’s thrust in providing quality education for all Filipino
children and the Global movement led by UNESCO, the Education for All (EFA 2015)
including those children with different cultures, disabilities and those who have special needs
and more, Mansabay Bajo ES wishes to continue to provide the necessary educational
interventions to best aid the department goals specially for learners with special needs
This initiative aims to cater the children with special needs. A Random Informal
Interview to parents whose children are sent to neighboring SPED centers is religiously done
by the researchers. And also a Community Mapping Form is used. Secondly, a Teacher-made
Referral Checklist is distributed to each teacher in order to get the numerical data of their
pupils who has learning disability symptoms. And lastly, an Online Learning Disability test
is done by advisers in order to validate their perceptions about their pupils’ learning
disability.
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disability per class are provided by their respective teachers a developmentally- appropriate
reading & instructional materials and aided with remedial sessions. The Phil-IRI results were
also utilized. Secondly, the Mama Ko, Titser Ko program is religiously done from Grade One
to Grade Three. And lastly, a “Merit System” (Magsayo et.al, 2017) is exercised in order to
reward their progress, if any. Here, the teachers closely monitored also the attendance of the
respondents. Whenever they missed classes, the teachers do a home visitation in order to
know the causes of the child’s absenteeism and get acquainted with the parents also.
Research Questions
This study sought to answer the following questions: How does the researcher’s focus
get diverted? What are the interventions initiated to sustain the recent needs? Is there an
a. Participants
The respondents of the study are the identified frustration and non-readers in
Mansabay Bajo Elementary School, Lopez Jaena District for the school year 2018-2019.
In order to prevent the occurring of the concept about the discrimination of the pupils,
the researchers called series of GPTA (General Parents Teachers Association) meetings and
orientations prior to the conduct of the study. And also a series of appearances during
barangay Assembly meetings whom the researchers ask help to every Purok officials to help
search and scout the children with specials needs in their area. Here, the parents are
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thoroughly explained how their child is diagnosed by the authorized SPED examiners, and
what are the parameters and or symptoms that there child has special needs or learning
disabilities.
To officially gather the data, the researchers do a Community mapping in which the
accounting of parents who have children with special needs is reflected. A Random Informal
Interview is done to the parents whose children are sent to neighboring SPED centers. And
lastly, a Teacher-made Referral Checklists are given to teachers for them to refer who are
The researchers then collected the Pre-test & Post-test results on Phil-IRI. And every
grading period, the respondents’ Progress Report Card is closely monitored whether a
remarkable progress is evident or not. And a tracking of the respondent’s Form 137-E is also
utilized. All the data gathered is presented through tables and graph with discussions below
on it.
The following are the results presented in graphs with discussions below in every
figure.
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There are only six (6) identified children with special needs in the barangay. Two (2)
of them are boys and four (4) are girls. All of them are enrolled in a neighboring school
Parents' Responses
Willing to transfer at MBES SPED Center 80%
Not Willing to Transfer at MBES SPED Center 20%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
Eighty percent (80%) of the parents whose children are sent to neighboring SPED
centers agreed and are willing to transfer their children to Mansabay Bajo SPED class. And
Reflection
The number of identified children with special needs is just minimal. Even though
majority of the parents would allow their children to be transferred if ever SPED class will
formally open, but still, it won’t suffice. The focus of the researchers is then diverted to the
prospected learners with learning disability because it was quite alarming. Thus, the
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There are seven (7) Grade Two pupils who are prospected to have a learning
disability. There are four (4) in Grade three, nine (9) in Grade four, and there are eight (8) in
Grade five. It has the total of twenty-eight (28) pupils who are prospected to have learning
disabilities.
Reading Level
Despite the interventions given, the reading levels of the respondents remain
frustrating. And the range of their grades signifies something that they might really have
learning disabilities.
It is not easy to detect learning disabilities in kids and many times, the condition may
not be diagnosed due to lack of awareness. However, if we know the signs and symptoms of
learning disabilities in them, we will be able to note the problem and find the right solution.
(Pramod Kerkar, MD, FFARCSI).
In order to give the benefit of the doubts in the perception of the teachers about their
learners, they underwent an online Learning Disability Test to check if their learners have the
same signs and symptoms of those children with learning disabilities. Some of the symptoms
are trouble in making words by blending sounds, make frequent errors in spelling the words
correctly, seem to tire easily in doing school work, difficulty comparing the relative size of
whole numbers and/or fractions, difficulty in understanding spoken language, and have
difficulty maintaining attention for more than 15 minutes. Those are just some of the
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In Learning Disability symptoms under Reading, there are twenty-four (24) or 86%
out of twenty-eight (28) respondents has the symptoms. Twenty-five (25) or 89% show
learning disability symptoms in Spelling & Writing. In Math & Logic, there are twenty (20)
or 71 %. Nineteen (19) or 68% of the respondents show learning disability symptoms in
Emotion and Self-Control as well as in Attention. And there are only fifteen (15) or 54%
show learning disability symptoms in Listening.
The researchers understood that only an authorized authority can verify the reliability
of the initial results of the test used by this study. However, they wishes to pursue their goal
to initiate a preparatory learning center for the future opening of SPED class and it would be
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VIII. References
Lugatiman, et.al, 2017. NBSS (Need-Based Sectioning System): Addressing the Non-
Readers in Grade One. Unpublished Action Research
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https://www.epainassist.com/mental-health/learning-disabilities-in-kids
https://www.learningsuccesssystem.com/micro-skill/child-reading
https://www.lexercise.com/tests/learning-disability-test
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