About Specific Learning Disability

1. In Partial Fulfillment of the Requirements in
EDSP 230
(Learning Disabilities)
Presented to:
Rosalio B. Conturno Jr. Ed.D.
Presented by:
Raymond Rogie M. Pagayonan
Zoraida F. Angeles
Wilhemina C. Hajan
Jeff Rovin N. Francisco
MAED – SPED

2. Table of Contents
Pages
A. Acknowledgement ………………………………………1
B. Chapter I – Introduction………………………………….2
C. Chapter II. Brief History of the Case Study……………3
1. Family Background ……………………………………….4
2. Problems of the Study…………………………………….5
D. Chapter III. Review of Related Literature …… 7
1. Foreign Studies ……………………………….. 12
2. Local Studies ………………………………….. 15
E. Chapter IV. Methodology …………………….. 16
A. Data Gathering Procedure………………… 17
B. Purpose of the Study………………………… 18
C. Instrument ……………………………………. 19
F. Chapter V. Result and Discussion…………… 20
G. Chapter VI. Findings and Conclusion… 21
H. Chapter VII. Recommendations………….. 23
I. Chapter VIII. Areas of Agreement and Disagreement 26
J. Chapter IX. References and Bibliography 28
K. Supplementary Documents ………………………….. 30

3. A. Acknowledgement
For all the learners with Learning Disabilities who strive to learn each
passing day.

4. B. CHAPTER I: INTRODUCTION
Jericho Kent or Jeicho is a 10 – years 5 – month old boy from Padacan
Manila who was seen by our team for this case study.
We had 40 – minutes assessment with Jericho together with our group. We
used the Multi Factor Assessment Tool. Jericho is very pleasant and cute
boy seen well-kempt sitting beside his grandmother Zenaida when the
virtual evaluation began. He easily responded with a bright smile when
asked but has difficulty in understanding the questions such as “Where do
you live?” But he was able to respond his full name.
He was very cooperative in the tasks and sat down for the entire duration of
the assessment. Jericho would always try to generate a response even when
encountering difficulties. He would volunteer information about what he
likes from time to time when answering standardized open-ended
questions.

5. Jericho spoke in phrases and sentences with good articulation. He spoke
only in English, with proper intonation and volume. We may have noticed
that every time he gives his answers he looks in front of him or seemed he
is being coached.
C. CHAPTER II. BRIEF HISTORY OF THE CASE STUDY
Jericho was on the 2nd
Grade in Justo Lukban Elementary School, Paco
Manila when they rule out that he can’t consistently recognized the
alphabet, give phonetic sound, count numbers 1 – 20, addition without
regrouping and regrouping. And even the sight words such as Dolch Sight
Words and some basic sight words in MTB.
Jericho also manifests a short attention span. He easily become distracted
and there are episodes of space out during the class. Furthermore, his class
adviser recommended other teachers to see him and to conduct a direct
and indirect observation focusing his manifested behavior and academic
struggles inside the classroom.
1. Family Background
Jericho is the second of the 2 children of John Kennedy and Jessica Lasaca.
Most of the time he is with his grandmother Zenaida Garlan and can follow
up any lesson from school. During this quarantine period, all the
interventions were discontinued and only a maximum of 60 minutes 4 times
a week. At home, there is no specific learning structure is followed but his
mom Jessica tries to teach him. He only follows when his mother
encourages him and would not finish a task when his mother is not
supervising him.

6. 2. Problems of the Study
The problem of the study may qualify Jericho to have some manifestations
or symptoms of a learner with learning disability. The observable behavior
are as follows:
 poor attention span
 easily distracted
 inversion of small letters b, d, p and q.
 difficulty in familiarizing small and big letters such as “m” and
“n”.
 no mastery for any sight reading words.
 No elicit of phonetic sounds even using the jolly phonics as its
spring board to learning the skill.
 Numeracy – couldn’t count numbers (rote and finger counting)
 Simple Addition, Subtraction, Skip Counting by 2’s, 3’s, and 5’s
D. CHAPTER III. REVIEW OF RELATED LITERATURE
1. Foreign Studies
This study examines the direct and indirect effects of home numeracy and
literacy environment, and parental factors (parental reading and math
difficulties, and parental education) on the development of several early
numeracy and literacy skills. The 265 participating Finnish children were
assessed four times between ages 2.5 and 6.5. Children’s skills in counting
objects, number production, number sequence knowledge, number symbol
knowledge, number naming, vocabulary, print knowledge, and letter
knowledge were assessed individually. Parents (N = 202) reported on their

7. education level, learning difficulties in math and reading (familial risk, FR),
and home learning environment separately for numeracy (HNE) and literacy
(HLE) while their children were 2.5 years old and again while they were 5.5
years old. The results revealed both within-domain and cross-domain
associations. Parents’ mathematical difficulties (MD) and reading difficulties
(RD) and home numeracy environment predicted children’s numeracy and
literacy skill development within and across domains. An evocative effect
was found as well; children’s skills in counting, number sequence
knowledge, number symbol identification, and letter knowledge negatively
predicted later home numeracy and literacy activities. There were no
significant indirect effects from parents’ RD, MD, or educational level on
children’s skills via HLE or HNE. Our study highlights that parental RD and
MD, parental education, and the home learning environment form a
complex pattern of associations with children’s numeracy and literacy skills
starting already in toddlerhood. From the publication : Department of
Teacher Education, University of Jyväskylä, Jyväskylä, Finland
- In this study shows that parental and home intervention are vital and
indeed needed to sustain learning adequacy. Just like the case of our
learner for this case study , Jericho is less learning structure at home
and he can follow with task under strict supervision by his mom.
2. Local Studies

8. This was a study by titled: EDUCATION OF CHILDREN WITH MULTIPLE
DISABILITIES IN THE PHILIPPINES
By Maria Melissa Rossana C. Sta. Ana. As you could see there are many
cases already in a sampling school OB Montessori School 11 enrolled pupils
a total of 15.0%. We must try to be more creative and extend help to our
pupils who have been detected with learning disabilities specifically
dyslexia, dyscalculia and dysgraphia.
E. CHAPTER IV. METHODOLOGY
This part covers about the methods and instruments that will be utilized and present each
aspect of the process by which the study will be completed that includes the delimitations
and purpose of this study, and tackles more about how the data will be collected.
A. Data Gathering Procedure
Data collection is the most important aspect of any research endeavor
since the accuracy of the data determines whether the project succeeds or
fails. Any misuse of these techniques, or any error in data collection, can
have a substantial impact on a study's outcomes, perhaps leading to invalid

9. results. There are a variety of data collection strategies along a continuum,
and the researchers choose to use interview and observation to gather
sufficient data for this study.
As the term implies, observation refers to situations in which people
are observed from a safe distance and their activities are meticulously
recorded. It is a time-consuming way of data collecting since you may not
be able to obtain the right conditions for your study and may have to wait
until participants are in the position you desire.
Prior to using this procedure, the youngster was given a series of
assessment exercises to complete while the researchers recorded significant
points while watching the child perform the activity.
Another excellent data collection strategy is interviewing, which is
asking questions and receiving direct replies. These interviews could be
done one-on-one, using questionnaires, or more recently, using the
internet to solicit comments.
In our situation, the interview was conducted in collaboration with the
parents and was used to gather information for their child's profile.
B. Purpose of the Study
The details that will be obtained in this study will indicate on how to
evaluate a child who has been manifesting learning difficulties such as in
numbers or doing simple math, basic sight reading, and letter recognition.
Specifically, this study is for:
Children with Suspected LD

10. Through this case study using the collected observations, interviews
as well as activities conducted to identify the child’s learning difficulties, we
can be able to determine the specific needs of the child in terms of the
academic areas where he is really struggling. In addition, using the
information gathered from the tools used, immediate action and
appropriate intervention can be given to those who see difficulties in a few
specific learning areas such as reading and numeracy.
Special Education and Regular Teachers
It is undeniable that it is not only in the special education setting that
children with LD can be found. Most of them are in the regular setting.
Therefore, both special education and regular teachers can benefit from it
to give them enough knowledge on how to handle children like them. Not
only that, but they will be even more knowledgeable about the tools that
can be used in identifying a child’s learning needs academically. Teachers
will also be given more awareness regarding the situation the child is
experiencing. Hence, they will have better understanding on the importance
of conducting a series of observations as a form of assessment for the
proper identification of a child suspected of having LD.
School Head (Principal)
Awareness about Learning Disability is indispensable. In order to
further achieve its advancement, the participation of school heads is
important since they are the ones assigned to lead and must first establish
good relations with each member within the school. With the collaboration
of our educators both in special education and regular setting, children
with learning disabilities will be provided with better educational
accommodation services.

11. Non-Teaching Personnel
It is important that they will fully understand and also see the
existence of children with learning disorders. They play a vital role in our
educational system. The foundation of the school cannot be formed
without them. Therefore, it is also appropriate to give those like them a
proper orientation to better identify children with specific learning needs.
They are also involved in promoting the acceptance of children with LD and
other children with different exceptionalities.
Students (Classmates/Schoolmates/Peers)
We know that bullying is rampant in schools, but if treated with a
proper orientation and guidance that teachers and other school personnel
can provide for our students⁠ — awareness, acceptance, and respect for
their diversity can be spread.
Would-Become Professionals (PSTs and other College Students)
College students and other prospective special education
professionals will be able to utilize this study as a reference for their future
studies as a result of this research. This can help them understand the
nature of the child's disability.
C. Delimitations of the Study
This project will look at ways to assess a suspected child who has
been exhibiting learning issues. This research project took place in Justo
Lukban Elementary School, Paco Manila with the participation of one (1)

12. suspected pupil with learning disability, as the target respondent for this
case study.
D. Instruments
In the learning process, assessment is crucial. Many aspects of
education are affected, including student grades, placement, and
advancement, as well as curriculum, instructional requirements, and school
funding. Assessment, on the other hand, benefits both students and
teachers. Teachers can analyze their own teaching effectiveness on a
regular basis. Teachers can use assessment to ensure that students
understand what they need to know to satisfy the course's learning
objectives. Therefore, in order for the researchers to obtain substantial
results, they decided to harness the use of Multi-Factored Assessment
Instrument (MFAT).
It is a screening tool that collects data on a learner's strengths, needs,
learning styles, and other educational difficulties. Its goal is to help teachers
with instructional planning and learner placement. As such, it is an activity-
based assessment covering the five domains of learning.
The central office of the Department of Education (DepEd) issued
DepEd Order No. 29, s. 2018 captioned Policy on the Implementation of
Multi-Factored Assessment Tool to test Grade 1 learners enrolled in normal
schools who may have developmental advancement or delays or
indications of learning disability.