This chapter summarizes the findings, conclusions, and recommendations of the research study. Key findings include: as grade level increases, the number of male and female students with learning disabilities also increases; the most common types of learning disabilities are dyslexia and dysgraphia; common characteristics of students with learning disabilities are messy papers, poor letter formation, and difficulty processing language; and response-to-intervention is commonly used to help students with learning disabilities. The conclusion is that classrooms should have appropriate student-teacher ratios and facilities to support students with special needs. Recommendations include training teachers, considering different learning strategies, and raising community awareness of special needs.

1. CHAPTER V
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION
This chapter presents the summary, conclusion, and recommendations of the research
study titled, “Cases of Learning Disability/Difficulty in Primary Grade Levels”.
Summary
The problem looked into this research study titled “Cases of Learning
Disability/Difficulty in Primary Grade Levels” merely concentrate in defining learning disability;
enumerating the characteristics of a learning disabled learner; listing and describing the types of
learning disability; citing and explaining the methods, strategies and techniques used to handle
children with learning disability and; citing the case of learning disability. The research titled
targets to broaden the knowledge, widen the awareness and extend the intervention of
individuals. This is conducted in Lagui-Sail Elementary School in Laoag City, Academic Year
2014-2015, and first semester from August to October.
The study used the descriptive analytic method that is designed for the investigator to
gather information about the present existing conditions. She utilized library or research,
observation and survey as ways to obtain descriptive and analytic information using Lagui-Sail
Elementary School Primary Grade Levels as the center for the researcher. To determine the cases
of learning disability in primary grade levels in Lagui-Sail Elementary school, as well as to
define learning disability; enumerate the characteristics of a learning disabled learner; list and
describe the types of learning disability; cite and explain the methods, strategies and techniques
used to handle children with learning disability- observation or anecdotal records, questionnaires
and checklists were used.
Findings
After carefully examining and investigating the data and information gathered the
following are the salient findings the researcher came up.
The number of female and male clients is increasing as the grade level gets high. And
also the number of pupils increases as the grade level goes up. When the grade level goes high
there is an increase of number of learning disability/difficulty cases among primary grade level

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pupils. Moreover, the number of pupils increased in per grade level, the number of learning
disability/difficulty cases will also increase.
The types of learning disability are as follows: dyslexia, dyspraxia, dyscalculia and
dysgraphia as Dittrich, Winnand and Tutt said. However, there are also more types of learning
disability as Acero, Javier and Castro as stated and they are the following: dysarthria (stuttering),
motor aphasia (speaking), visual aphasia (sight), auditory agnosia (hearing) and olfactory
agnosia (smelling). There is a greater number of pupils having difficulty reading or dyslexic than
the number of pupils with dysgraphia. Furthermore, almost all of the pupils who are learning
disabled are having the common disorder which is dyslexia. Second to this is dysgraphia.
Characteristics of LD are also observed. Needs time to process spoken language is the
characteristic that is always observed among pupils with LD. The most often observed a
characteristic among learning-disabled learners is that the letters are poorly formed. The
following are the characteristics that are always observed among learners with learning
disability: papers are messy and incomplete; many cross-outs and erasures, uneven spacing
between letters and words, and inaccurate copying. Data also suggests that almost all the
characteristics of a learner with LD are acquired among learners in primary grade level. Most of
the learning disabled pupils have messy papers either torn and crumples with many cross-outs
smudges or incomplete erasures. Moreover, learners with LD mark slowness, exceptional effort
and frustrated writing tasks. The visual motor characteristics of LD among primary grade level
are: the written letters of the learners are mixed (lower case and upper case) and the learners
have also poor posture, slumps on desk when working and fidgets sitting on the floor.
Inattentiveness and easily get distracted are the frequent concentration characteristics of LD
learners in primary grade level.
There are a lot of methods, strategies, techniques and approaches that can be used in
handling LD. The most common technique they use is the remediation. The response-to-
intervention approach or the RTI approach is commonly used in regular schools in handling
pupils who learning disabled. Environmental strategies, organization strategies, motivational
strategies, presentation strategies and curriculum strategies are also forwarded for the benefits of
the pupils with LD.

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Conclusion
Based on the findings, the researcher concluded the following statements in accordance
with her research titled “Cases of Learning Disability/Difficulty in Primary Grade Levels”.
Usually pupils with learning disability are more often seen with boys. And as the number
of population of pupils in the classroom increases, there is more possibility that there are more
cases of learning disability.
The types of learning disability are as follows: dyslexia, dyspraxia, dyscalculia,
dysgraphia, dysarthria, motor aphasia, visual aphasia, auditory agnosia and olfactory agnosia.
Yet the most common type of learning disability is dyslexia then dysgraphia.
The common characteristics of learning disability among learners in the primary grade
level are the following: papers are messy and incomplete; many cross-outs and erasures, uneven
spacing between letters and words; inaccurate copying; needs time to process spoken language;
pupils have messy papers either torn and crumples with many cross-outs smudges or incomplete
erasures; learners with LD mark slowness, exceptional effort and frustrated writing tasks; written
letters of the learners are mixed (lower case and upper case); learners have also poor posture,
slumps on desk when working and fidgets sitting on the floor; inattentiveness and; easily get
distracted.
The most common technique they use is the remediation. The response-to-intervention
approach or the RTI approach is commonly used in regular schools in handling pupils who
learning disabled. Moreover, environmental, organization, motivational, presentation and
curriculum must observed and appropriate to learners with LD.
Recommendation
In the light of the findings and conclusions, the following are recommended and
forwarded:
In classroom regular setting, authorities should consider the population in each room.
There must be an appropriate proportion of number of teacher to pupils. Moreover, to make the
room more conducive to learning, facilities and equipment needed in assisting learning must be

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in good condition and number, in fitting age level and exceptionality and danger free.
Nevertheless, not only the four corners of the learning area are to be furnished but all of the
facets of the school for pupils consider the school as a second home. To holistically develop the
child, every area must be adapted in function and in purpose.
There must be also seminars, workshops and trainings of teachers so that they can
understand the various needs of learners especially those learners who are exceptional. This can
also widens their knowledge in proper handling of learners. Moreover, whenever possible, study
trips or field trips can also be beneficial to the development of the learners and the teachers or
authorities themselves. Learning strategies, methods, techniques and approaches not only for
learning-disabled children but all kinds of exceptionalities must be considered.
Assuming authorities are all equipped with everything they need to know, sharing the
ideas and advocacy to community’s stakeholders are very important because it is one way of
spreading awareness and acceptance to all children with special needs.