The Knowledge and Perceptions On Learnin

HOLY CROSS OF DAVAO COLLEGE, INC.
Sta. Ana Avenue, Davao City, Philippines
THE KNOWLEDGE AND PERCEPTIONS ON LEARNING DISABILITIES

IN THE CITIES OF REGION XI OF THE PHILIPPINES AND
A REGION OF NEW YORK CITY, N.Y., U.S.A.
A Thesis
Presented To
The Faculty of the Graduate School
Holy Cross of Davao College
Davao City
In Partial Fulfillment
of the Requirements for the
Degree of Master of Arts in Education
Major in Special Education
by
Artenita Palijo Dante

Marlyn Cuenca Saludes
October 2006
Te l. No s. (082) 221-9071 to 78 lo c a l 26/ 42; Fa x 221-9077 lo c a l 26; Dire c t line 221-3008 (PLDT)
Me m b e r: A NTEP, A PC A S, C EA P, C O C O PEA , C O ME, PA A SC U, PA C SB, PA G E, PA FTE, PERA A , PA C UC O A

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Sta. An a Ave n u e , D avao City, Ph ilip p in e s
APPROVAL SHEET
This thesis entitled, “The Knowledge and Perceptions on Learning

Disabilities in the Cities of Region XI of the Philippines and a Region in
New York City, N.Y., U.S.A.” prepared and submitted by Artenita P. Dante
and Marlyn C. Saludes in partial fulfillment of the requirements for the
degree of Master of Arts in Education, Major in Special Education has been
examined and recommended for ORAL EXAMINATION, ACCEPTANCE
AND APPROVAL.
THESIS COMMITTEE
DOROTEO O. AMORA, Ed. D.

Chairperson
MA. IRIS A. MELLIZA, Ed. D. NIEVES A. CAMUS

Member Member
DANILO L. MEJICA, Ph. D. HERMINIA A. UGAY, Ph. D.

Member Adviser
PANEL OF EXAMINERS
Approved by the Committee on Oral Examination with a grade of PASSED.

Chairperson
MA. IRIS A. MELLIZA, Ed. D. NIEVES A. CAMUS

Member Member
DANILO L. MEJICA, Ph. D. HERMINIA A. UGAY, Ph. D.

Member Adviser
Accept and approved in partial fulfillment for the degree of Master of Arts in
Education major in Special Education.

Dean, Graduate School
Comprehensive Examination
Written and Oral: Passed

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Abstract
This descriptive study of knowledge and awareness on Learning Disabilities
(LD) as well as the perception of remediation program and treatment
services for children with LD aimed to establish evidence to support a claim
of the existence of the problem besetting our society.
The investigators used the descriptive-survey method in its baseline data, to
determine the general perspective of 1,097 parents, educators and members
of the local school board in the cities of Region XI of the Philippines and a
region of New York City, NY, U.S.A. from November 2005 to October 2006.
In the cities of Region XI, Filipino parents registered slight knowledge and
awareness on learning disabilities while the educators and the members of
the local school board showed partial knowledge and awareness. In a region
of New York, U.S.A., parents exhibited partial knowledge and awareness
while the educators showed moderate knowledge and awareness about
learning disabilities.
Knowledge and awareness is the key element. Short of this, it jeopardizes
the necessary changes required of the situation. It is a welcome relief,
however, that despite the respondents’ partial knowledge and awareness,
people showed compassion as they expressed strong agreement on the
remediation programs and treatment services for children learning
disabilities.

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Based on the foregoing, the researchers hereafter recommend importantly
the need to promptly increase everyone’s knowledge and awareness of the
issue at hand. There is a seed to transform the positive perception into action
so these problems are appropriately answered in the sense that every
respondent of this study virtually represents each sector of the society.
Finally, the researchers strongly believe that further studies of the subject be
conducted to open the eyes of people who have the capacity to help in the
changes the researchers sought after.

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Acknowledgment
There were a few great people who deserved our gratitude.
To the panel of examiners namely: Dr. Doroteo O. Amora (Chair), Dr.
Ma. Iris A. Melliza, Holy Cross of Davao College President; Dr. Danilo L.
Mejica, HCDC Planning Officer; and Mrs. Nieves A. Camus, College
Professor for their invaluable contribution during the appraisal of this book.
To Dr. Herminia A. Ugay, adviser, for her wisdom and proficiency in
special education.
To Dr. Henry Solomon, chair of Proposal Review Committee in New
York City, Department of Education for his suggestions to improve the
research tool.
To Lawrence Pendergast, principal of Urban Assembly for
Construction and Design in Manhattan, New York City; and Program
Director; Anna Tuazon for their support during the distribution of the
questionnaire.
To Marsha Bernstein, Director of Regional Recruitment Managers in
the New York City Department of Education for granting the permit to
conduct study in the schools in a region in New York City.
To Terencio T. Naparan for the help extended during the consolidation
and refinement of the data.

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To Julina S. Audan (Philippines), Engr. Winston Suaybaguio (New
Jersey) and Ma. Arlyn A. Aquino (New York City) for their technical
assistance during the process of the teleconferencing.
To Mrs. Doris Giron, Dr. Cristina Pendor, Mrs. Nelia B. Aga for their
expertise in editing the manuscript.
Furthermore, to our respondents: parents, teachers, principals,
supervisors, superintendents, friends of the different cities in Region XI of the
Philippines as well as In New York City, Mayor Rey Gavina of Panabo City,
Mayor Rodrigo Duterte of Davao City, Mayor Rey Uy of Tagum City, Mayor
Rogelio P. Antalan of IGACOS, and members of the local school board for
their kindness and compassion during the survey.
Above all, to God Almighty for making all avenues achievable.
Our deepest thanks!
The Researchers

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Special Acknowledgment
The writer
owes a debt of gratitude to her family,
her husband, Rey Mateo;
her children: Anjeli and Gianne Andrea,
her mother,
and her only brother
for the untiring assistance during the process of writing.
MCS

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Special Acknowledgment
deep gratitude
to the writer’s children:
Rennix and wife Leah;
Ritchie, Muppet, Boodz, Junjun,
her grandchildren Lexi and Louise,
to her parents and her siblings,
to CARE Schoolhouse Foundation’s Staff
for all their gentle nature and unconditional support.
APD

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Table of Contents
Page
Approval Sheet ii
Abstract iii
Acknowledgment v
Special Acknowledgment vii
Table of Contents ix
List of Tables xi
List of Figures xiii
List of Maps xv
CHAPTER
1 The Problem And A Review Of Related Literature
Introduction 1
Review of Related Literature 2
Theoretical and Conceptual Framework 60
Statement of the Problem 66
2 Method
Research Design 68
Selection of Respondents 69
Sampling Procedure 73
Validity and Reliability of Instrument 82

x
Data Gathering Procedure 84
Data Analysis 90
3 Results and Discussions 91
4 Summary, Conclusions and Recommendations 116
References 121
Appendices
Appendix A A Letter to New York City Department

Of Education Asking Permission to
Conduct Study 129
Appendix B Letter from New York City Department of

Education Granting the Researchers to
Conduct Study 130
Appendix C Letter to the DepEd Regional Director,

Region XI, Philippines 131
Appendix D Letter to the Dean of Graduate School

Requesting Teleconferencing 132
Appendix E Letter sent to the Principal of the Schools

of New York City, Likewise to the Head
of the School in the Philippines 133
Appendix F Letter to the Mayor of Davao City,

Panabo City, Digos City, IGACOS and
Tagum City 134
Appendix G The Cover Letter of the Research Tool 135
Appendix H Letter Sent to the Thesis Review Panel

Submitting the Edited Title Proposal 136
Appendix I Map Exhibiting the Areas of Study in


xi
Appendix J Map of Instructional Divisions of

New York 138
Appendix K Sampling Procedure 139
Appendix L Distribution of Respondents 142
Appendix M A Copy of the Reliability Test Result

Of the Research Tool Conducted by
The Holy Cross of Davao College
Research Department 147
Appendix N The Research Tool 148
Curriculum Vitae 153

xii
List of Tables
Table Page
1 Disabled Person by Type of Disability and Sex 57
2 Distribution of Respondents 71
3 The Summary of Respondents in the Cities of

4 Distribution of Teacher-Respondents in
5 Distribution of Parent-Respondents of
6 Distribution of Teacher-Respondents in
New York City, USA 144
7 Distribution of Parent-Respondents in a Region,

New York City 144
8 Distribution of Respondents in Panabo City 146
9 Distribution of Respondents in Tagum City 146
10 Distribution of Respondents in Digos City 147
11 Distribution of Parent-Respondents in Davao City 147
12 The Scale, Mean Range and Interpretations on

Knowledge and Awareness 88
13 The Intensity of Agreement 89
14 Knowledge and Awareness on LD among Parents,

Educators, Members of the LSB (Philippines only)
in the cities off Region XI, Philippines and New
York City, N.Y., U.S.A. 91

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15 The Perception on Remediation Programs among

Parents, Educators, Members of the LSB
(Philippines only) in the cities of Region XI,
Philippines and New York City, N.Y., U.S.A. 104
16 Perception on the Treatment Services among

Parents, Educators and LSB Members in the cities
of Region XI of the Philippines & a Region
of New York City, N.Y., U.S.A. 110

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List of Figures
Figure Page
1 IDEA Part B Grants to States 32
2 Increasing Enrollment Trends in Florida

Learning Disability Classes 46
3 Age First Diagnosed 48
4 Postsecondary Education 48
5 Income Distribution 49
6 Job Satisfaction 49
7 Areas of Difficulty 49
8 Distribution of Population by Type of Disability

Philippines 2000 56
9 Conceptual Paradigm of the Study 65

xv
List of Maps
Map Page
1 Map Exhibiting the Areas of Study in Region XI

Philippines 137
2 Map of Instructional Divisions in New York 138

CHAPTER I
The Problem and a Review of Related Literature
The problem in education besetting persons with special needs seems
unsolvable. Nevertheless, the insatiable desire of civilization for perfection
and comfort always seek to provide total if not partial answers to whatever
problem – including Special Education. It is of great gratitude that the
advanced societies of the western world continue to pave the way to new
realities; providing greater understanding and support to the less fortunate
members of society.
In the United States, almost 2.9 million school-aged children are
classified as having specific learning disabilities and receive some kind of
special education support (Garfinkel, 2005).
In the Philippines, the Department of Education (DepED) has recorded
136,523 children with various disabilities both in public and private schools for
elementary and secondary levels combined (Committee Affairs Department,
2005).
The report is not conclusive as to the inclusion of learning disabilities
(LD) because a conservative estimate of between 5 to 7% of any given
population has LD, which means there are about 49,000 students with
learning disabilities alone representing 6% or 6 in every 100 students of the
total 817,339 enrollees in Region XI (DepED Regional Office Bulletin, 2005).

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In Davao City, a particular school in Buhangin District assessed and
evaluated the students and found out that there were about 150 students
categorized as having learning disabilities out of the 2,500 student population
– representing 6% (BDCNHS Annual Progress Report, 2004).
Reasonably, knowledge and awareness of this situation is still in its
early stage in the Philippines and the rest of Asia, including the advanced
country of Japan. This investigation is desired to benefit the principal groups
whose lives or career are directly involved – the children special needs, the
educators, the educational institutions, and the steward of our government –
the Department of Education.
These conditions prompted the researchers to zero-in on learning
disability. The study proposed to find out the extent of perception regarding
learning disabilities among parents, teachers and other constituent of the
society.
Through this study, the awareness of the parents, the education
professionals both in private and public schools, as well as the local school
board in Region XI of the Philippines will be amplified.
Review of Related Literature
This section explored relative studies and other researches with similar
objectives to guide people with concern for LD towards realistic perspective.
Studies from abroad may likewise be true in the Philippines. Unknowingly, the
problem might be given less regard by sectors in our society; hence it was

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worth the investigation. This research study opened the door to a new
perspective in education to positively address the ills of our society.
Just like a cancer, learning disabilities have phases of treatment.
Phase 1 is the knowledge and awareness of the medical condition and
outlying background that must be known first. Phase 2 is the remediation
where any or all alternative programs must be applied to abate the condition,
since, the real cure is still not known. Phase 3 is the treatment. Treatment
may not be the complete eradication of the disease but it provides necessary
solutions to compensate and sustain life.
It is apparent that the United States and United Kingdom have
substantial remedial programs and available resource materials including
websites to answer this pressing social problem, except for human resources,
which the researchers assume to be critical since they have to outsource from
other countries including the Philippines.
Learning Disabilities
SPED and Children with Special Needs. Special education refers
to the education of students who have academic, behavioral, or
physical needs that cannot be adequately met in a regular classroom.
This may include students with disabilities, students with serious health
problems, students with behavioral disorders, and more. Gifted

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students are also sometimes classified as special education students,
but the more common term is gifted education.
Special education shall aim to develop the maximum potential of the
child with special needs to enable him to become self-reliant and shall be
geared towards providing him with the opportunities for a full and happy life
(Policies and Guidelines for Special Education, 1997).
Learning Disabilities Defined. The term “learning disabilities” was
first used in the United States in the early 1960’s and first appeared in print in
Educating Exceptional Children (Kirk, 1972). Kirk defined Learning Disabilities
(LD) as children with specific disorder in one or more of the basic
psychological processes involved in understanding or in using spoken and
written language. These may be manifested in disorders of listening, thinking,
talking, reading, writing, spelling, or arithmetic.
Learning disabilities include conditions that have been referred to as
perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia and
developmental aphasia. They do not include learning problems that are due
primarily to visual, hearing or motor handicaps, to mental retardation,
emotional disturbance, or to environmental disadvantage.
A learning disability is a neurological disorder. It affects the brain’s
ability to receive, process, store and respond to information. The researchers
also, use the term learning disability to describe the seeming unexplained
difficulty of a person of at least average intelligence in acquiring basic


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academic skills. These skills are essential for success at school and work,
and for coping with life in general. LD is not a single disorder. It is a term that
refers to a group disorder – dyslexia, dysgraphia, dyscalculia, dypraxia,
dysmapia and attention deficit hyperactive disorder (ADHD).
Causes and Origin of Learning Disabilities
About 2-10% of learning disabilities is likely hereditary in many cases.
Perinatal injuries, medical disorders, lead poisoning, fetal alcohol syndrome
and chromosomal abnormalities have also been identified as causes of
learning disabilities. Dyslexia is frequently found in families, and is often
accompanied by left-handedness somewhere in the family. This does not
mean to say that a dyslexic parent will automatically have a dyslexic child, or
that a left-handed child will necessarily be dyslexic. But of the children and
adults diagnosed dyslexia, more than 80% percent has history of learning
difficulties in their family, and more than 60% percent have a family member
who is left-handed (Dyslexia On-line Magazine, 2005).
Types of Learning Disabilities
Dyslexia. Dyslexia is a developmental language disorder whose
defining characteristic is a life-long difficulty in processing phonological
information (Quivey, 2002). It refers to a cluster of symptoms, which result in
people having difficulties with specific language skills, particularly reading.
Students with dyslexia may experience difficulties in other language skills
such as spelling, writing, and speaking. Dyslexia is a life-long status;


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however, its impact can change at different stages in a person’s life. It is
referred to as a learning disability because dyslexia can make it very difficult
for a student to succeed academically in the typical instructional environment.
Dyslexia was introduced in 1884 by a German ophthalmologist, R.
Berlin. He coined it from the Greek words “dys” meaning “ill or difficult” and
“lexis”, meaning words or language (Opp, 1994). As more cases were
described and studied a myriad of terms were coined to describe reading and
writing difficulties. Agraphia is the loss of the ability to write. Alexia is the loss
of the ability to read. Aphasia is the absence or impairment of the ability to
communicate through speech, written or sign language due to the dysfunction
of brain centers (Quivey, 2002).
Distinct Characteristics of Dyslexia
Word/Letter Reversal. One of the most obvious and a common
telltale signs is reversal. People with this kind of problem often confuse letters
like b and d, either when reading or when writing or they sometimes read or
write words like “rat” for “tar” or “won” for “now”.
Elision or Omission. Another sure sign, which needs no confirmation
by means of any form of testing, is elisions when a person sometimes reads
or writes “cat” when the word is actually “cart.”
Absence of Fluency. The person who reads very slowly and
hesitantly, who reads without fluency, word by word, or who constantly loses

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his place, leaving out whole chunks or reading the same passage twice, has a
reading problem.
Substitution. The person may try to sound out the letters of the word,
but then he is unable to say the correct word. For example, he may sound the
letters “c-a-t” but then say “cold.”
Confusion over Left or Right. He may read or write the letters of a
word in the wrong order, like “left” for “felt” or the syllables in the wrong order,
like “emeny” for “enemy” or words in the wrong order, like “are there” for
“there are.”
Poor in Spelling. The person may have a poor spelling, or may be
slow in spelling. He may spell words as the sound, for example “rite” for
“right”. But, if the person cannot really spell nor has difficulty in gathering
letters to form a word, then, he may have dysorthographia.
Poor Comprehension. He may read with poor comprehension or he
remembers little of what he reads. Dyssymbolia or Dyslogia is inability to
comprehend (Selikowitz, 1993).
Sub-Classification of Dyslexia
Dysphonetia. This is a condition of a person who has difficulty in
recognizing symbol and sound association.
Dyseidetia. This is a condition of a person who has poor visual
recognition.

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Linear Dyslexia. This is a condition of a person who has poor visual
tracking skills.
Surface Dyslexia. This is inability to read words by sight, reading
words only by sounding them out phonologically.
Phonological Dyslexia. This is inability to pronounce a written word
that has never been seen, even if it corresponds to a spoken word that the
individual has already known (Padilla, 2005).
Hyperlexia is a condition of learning disorder in which some children
who appear to have taught themselves to read sometime between the ages of
18 months and two years but are unable to understand what they read. They
may exhibit unusual language learning disorders, such as marked impairment
in the ability to initiate or sustain conversations and problems in social
development. Hyperlexia is often associated with autism (Winebrenner, 1996).
Dysgraphia. Dysgraphia is a neurological-based writing disability in
which a person finds it hard to form letters or writes within a defined space.
Individuals with dysgraphia can have difficulty organizing letters, numbers and
words on a line or page. It leads to visual-spatial difficulties that result in a
person having trouble processing what the eye sees. It leads also to a
language processing difficulty - which results in a person having trouble
processing and making sense of what the ear hears. (National Center for
Learning Disabilities, Inc., 2005).

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Characteristics of Dysgraphia. A child with dysgraphia has a tight,
awkward pencil grip and body position. He avoids writing or drawing tasks. He
has difficulty in forming letters and shapes. He has inconsistent spacing
between letters/words. He has poor understanding of upper and lowercase
letters. He has inability to write or draw in a line or within margins. He feels
tired quickly while writing.
A young student with dysgraphia has illegible handwriting. He has a
mixture of cursive and print writing. He is saying the words out loud while
writing. He concentrates on writing so much that he does not comprehend
what has been written. He has difficulty thinking of words to write. He has
unfinished or omitted words in sentences.
A teenager or adult with dysgraphia has difficulty organizing thoughts
on paper. He has trouble in keeping track of thoughts already written down.
He has difficulty with syntax structure and grammar. He has a large gap
between written ideas and understanding demonstrated through speech
(National Center for Learning Disabilities, Inc. 2005).
Dyscalculia. Dyscalculia is simply called the learning disabilities in
mathematics. It is a mathematical disability in which a person has unusual
difficulty solving arithmetic problems and grasping math concepts.
Since mathematical disabilities are varied, the signs that a person may
have a difficulty in this area can be just as varied. However, having difficulty

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learning mathematics skills does not necessarily mean a person has a
learning disability. All students learn at different paces, and particularly
among young people, it takes time and practice for formal math procedures to
make practical sense.
Characteristics of Dyscalculia. A young child has difficulty learning
to count. He has trouble recognizing printed numbers. He has difficulty tying
together the idea of a number and how it exists in the world, say example:
four horses, four cars, and four children. He has poor memory for numbers.
He has trouble organizing things in a logical way - putting round objects in
one place and square ones in another.
A school –aged child has trouble learning mathematical facts (addition,
subtraction, multiplication, division). He has difficulty developing mathematical
problem-solving skills. He has poor long-term memory for mathematical
functions. He is not familiar with mathematical vocabulary. He has difficulty in
measuring things. He avoids games that require mathematical strategy.
Teenagers and adults have difficulty estimating costs like grocery bills.
They have difficulty learning mathematical concepts beyond the basic
mathematics facts. They have poor ability to budget or balance a checkbook.
They have trouble with concepts of time, such as sticking to a schedule or
approximating time. They have trouble with mental mathematics. They have
difficulty finding different approaches to one problem (National Center for
Learning Disabilities, Inc., 2001).


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Dyspraxia. Dyspraxia is a neurological–based motor coordination
disability in which a person finds it hard to grasp, grab or hold things or
objects. He has inability to catch a ball and clap while the ball is in the air. It
sometimes accompanies dyslexia. It is from the Greek word, duspraxia,
literally ‘ill success’, from praxis ‘action’ (Microsoft Encarta, 2005).
Characteristics of Dyspraxia. A person with dyspraxia has the
difficulty learning to walk, jump and skip. He has trouble pronouncing words
and being understood. He has slow ability to establish left- or right-
handedness. He frequently bumps into things. He is easily irritated by touch -
clothing on skin, hair brushing, etc.
A child between the age of seven to nine years old has trouble with
activities that require fine motor skills, like holding a pencil, buttoning, cutting
with scissors. He has poor coordination - trouble with sports activities. He has
slow or difficult-to-understand speech. His speech difficulties can cause
severe social awkwardness and unwillingness to attempt social interactions.
The child who suffers dyspraxia has trouble with speech control -
volume, pitch, and articulation. He has difficulty writing. He has extreme
sensitivity to light, touch, space, taste, and smell. He has difficulty with
personal grooming. He has difficulty driving. He is very clumsy.
Dysmapia. Dysmapia is a disability in which a person finds it hard to
locate areas or location. He has difficulty to follow direction. Actually, little is

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known about this disability but still it affects the child’s performance in the
school.
Attention Deficit Disorder (ADD) and Attention Deficit Hyperactive
Disorder (ADHD). ADD and ADHD are not learning disabilities but behavioral
disorders. An individual can have more than one learning or behavioral
disability. In various studies, as many as 50% of those diagnosed with
learning or reading difference has also been diagnosed with ADHD. Although
disabilities may co-occur, one is not the cause of the other
Learning disability particularly dyslexia is a relatively common disorder-
presumed to be around 80 to 85 percent among learning disabilities, the
reason why much of the studies and concern are directed towards this
specific disability (National Center for Learning Disabilities, 2001).
Cure for Learning Disabilities
There is no cure at the moment that completely eradicates the problem
or rectifies the disorder. However, there are alternative treatments being
applied like technology-aided learning, therapies and medical interventions
especially for attention-deficit hyperactive disorder but somehow a relative
number of cases cause some undesirable side effects (National Center for
Learning Disabilities, 2001).

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Experiences and Consequences
Based on the reports of the articles of Learning Disability Quarterly
(San Miguel, 1996), White Paper (2000) issue and the Annual Report to
Congress on the Implementation of the Individuals with Disabilities Education
Act (2002) cited the following possible outcome of a person with learning
disabilities:
Social Exclusion. Learning disabled people live isolated lives.
Excerpts from Tony Blair, Prime Minister of England in his foreword to Valuing
People, is truly sad, to say that, “Learning disabled people can be among the
most isolated groups in our society. Almost all encounter prejudice, bullying,
insensitive treatment and discrimination at some time in their lives. It leads to
a world becoming smaller, opportunities more limited, and a withdrawal from
wider society”.
Psychiatric Problem and Suicide. Lack of success in recognizing
that there is a problem can lead to; frustration, which could lead to behavioral
problems, lack of self-confidence, low self-esteem fear of isolation, of being
different, bullying by peers inappropriate demands by parents and school
personnel resulting to ridicule of the student engaging inappropriate or
harmful activities to compensate for lack of success in school, at home and
eventually in life. The high rate of learning disabilities found among children
who commit suicide is reflected in a study that found that in a three-year

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period, 50% of the children who had committed suicide in Los Angeles
County had been identified as learning disabled (Morgan, 1999).
Dropping out of School. In the US, 24th Annual Report to Congress
on the Implementation of the Individuals with Disabilities Education Act, 2002
(Doherty, 2005) more than 27% of children with learning disabilities drop out
of high school compared to 11% of the general student population. On the
other hand, in the report of Washington Summit on Learning Disabilities on
1994, 35% of students identified with learning disabilities drop out of high
school. This is twice the rate of non-disabled peers and does not include
students who are not identified and drop out. In Canada, the Conference
Board determined that drop-outs from high school class of 1987 costs more
than 1.7 billion US dollars in lost of taxes.
Unemployment. On the report of Paul E. Garfinkel (2005), Director of
National Statistics, U.S.A. that 48% of those with LD are out of the workforce
or unemployed.
Imprisonment. Dyslexia occurs at a high rate among criminals, a new
Swedish study suggests that dyslexic prison inmates are more impaired
behaviorally than other inmates. J. Jensen et al. (1999) studied 63 prison
inmates between ages of 19 and 57. They found that 26, or 41%, were
dyslexic. Jensen said, “As expected, the dyslexic group performed more
poorly on verbal tests as compared to the normal readers among the prison
inmates, but they also performed more poorly on tests measuring non-verbal

15

abilities. While the rate of dyslexia among Jensen et al’s sample of prisoners
seems high, other recent studies revealed even higher. A 1998 study in
Britain found out that more than half of 150 prison inmates showed signs of
Dyslexia, and a 1995 study, Puerto Rico identified 78% of a group of juvenile
delinquents as dyslexic.
Sustaining Hope and Outcomes. Even though learning disabilities
can not be cured, there is still cause for hope. Since certain learning problems
reflect delayed development, many children do eventually catch up. Of the
speech and language disorders, children who have an articulation or an
expressive language disorder are the least likely to have long term problems.
Despite initial delays, most children do learn to speak. In many cases, an
adult with dyslexia can learn to read.
Although most people do not outgrow their brain dysfunction, people
do learn to adapt and live fulfilling lives -not by being cured, but by developing
their personal strengths. Given the right types of educational experiences,
people have a remarkable ability to learn. The brain’s flexibility to learn new
skills is probably greatest in young children and may diminish somewhat after
puberty. This is why early intervention is so important.
Excellent Abilities. The researchers did not discount the fact that
many great and famous people are known to have learning disability, but, this
does not limit them to achieve their full potential. People with dyslexia are

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unique, each having individual strengths and weaknesses. Many dyslexics
are creative and have unusual talent in areas such as art, athletics,
architecture, graphics, electronics, mechanics, drama, music, or engineering.
Dyslexics often show special talent in areas that require visual, spatial and
motor integration.
Allegedly, over 50% of NASA employees are dyslexics. They are
deliberately sought after because they have superb problem solving skills and
excellent 3D and spatial awareness (Garfinkel, 2005)
The list of famous people with learning disabilities is long and their
talents diverse. Among them are Charles Schwab, Magic Johnson, Tom
Cruise, Thomas Edison, Whoopi Goldberg, Jay Leno, Albert Einstein, Cher,
Muhammad Ali, Robin Williams, Harrison Ford, Sylvester Stallone just to
name a few. As shown by the following three examples, many successful
people are dyslexic, and many dyslexic people are successful.
George S. Patton Jr. did not learn to read at all until he was 12-years-
old and continued having difficulty reading all his life. He got through school
by memorizing his teachers’ entire lectures. But not being able to read did not
stop him. He is thought to be one of the greatest strategists in military history
and gained fame as a four-star general in World War II (Sagmiller, 1999).
Albert Einstein was thought to be “simple-minded.” He did not speak
until the age of 3, and even as an adult found searching for words laborious

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and was unable to express himself in written language. He discovered that he
could achieve through visualizing rather than using oral language. His theory
of relativity was developed in his spare time. Time magazine named him the
most important person of the 20th century (Sagmiller, 1999).
Tom Cruise has never learned to read due to severe dyslexia and was
unable to finish high school. As one of today’s most accomplished actors, he
memorizes his lines from an auditory source, such as a cassette tape or
someone reading to him (Sagmiller, 1999).
Remediation Programs for LD
Remediation programs for LD can never be realized unless there is a
special education teacher primarily for LD. Educating children with LD
requires a specialization in this field to appropriately address the problem. It
also requires substantial coordination effort with parents and other specialists
to come up with a desirable learning synopsis in particular and developmental
program as a whole for children with LD.
Special Education Teachers. A Special Education teacher works
with children and youths who have variety of disabilities. He uses various
techniques to promote learning. Depending on the disability, teaching
methods can include individualized instruction, problem solving assignments,
and small group work. He helps in the development of the Individualized
Education Plan (IEP) for each special education student. The IEP set

18

personalize goals for each student and is tailored to student’s individual
learning style and ability. Teachers review the IEP with student’s parents,
school administrators, and, often, the student’s general education teacher.
They work closely with parents, school administrators, social workers, teacher
assistants, psychologists, speech-language pathologist and audiologist,
counselors, occupational therapists, recreational therapists, teachers-
preschool, kindergarten, elementary, middle, and secondary and other related
personnel such as therapist and psychologist, to meet the requirements of
inclusive special education programs.
Training, Advancement and Licenses. Special education teachers
are required a bachelor’s degree and the completion of an approved teacher
preparation program with a prescribed number of subject and education
credits and supervised practice teaching. Many states require a master’s
degree in special education, involving at least one year of additional course
work, including specialization, beyond the bachelor’s degree.
Special education teachers usually undergo longer periods of training
than do general education teachers. Among the courses offered are
educational psychology, legal issues of special education, and child growth
and development; courses imparting knowledge and skills needed for
students with disabilities are also given.
In the U.S.A., alternative licenses are designed to bring college
graduates and those changing careers into teaching quickly. Emergency


19

licenses are granted when States have difficulty finding licensed SPED
teachers to fill the position (Occupational Outlook Handbook, 2005).
Essential Traits and Skills. Special education teachers must be
patient, able to motivate students, understanding of their students’ special
needs, and accepting of differences in others. Teachers must be creative and
apply different types of teaching methods to reach students who are having
difficulty in learning. Communication and cooperation are essential traits,
because special education teachers spend a great deal of time interacting
with others (Occupational Outlook Handbook, 2005).
Assessment and Evaluation
Classroom Assessment. The classroom is the very best place to start
in making the assessment. Teachers should be child-centered. He identifies
not only the weaknesses, but strengths too. The results are not meant to label
and judge but to help.
Informal Assessment tools. These are tools which are used in the
process of collecting information to make specific instructional decisions,
using procedures largely designed by teachers and based on the current
instructional situation (Spear-Swerling and Lavote, 2006).
School Assessment. The guidance counselor, trained special
education teacher or a clinically trained specialist on LD in a school must time
to time identify, assess, evaluate and diagnose the learners who have the
symptoms of learning difficulties (Padilla, 2005).


20

Curriculum-based Assessment. This is a type of informal
assessment in which the procedures directly assess the student’s
performance in learning-targeted content in order to make decisions about
how to better address his instructional needs (Spear-Swerling and Lavote,
2006).
Specialists’ Assessment. Each type of LD is diagnosed in slightly
different ways. To diagnose speech and language disorders, a speech
therapist tests the child’s pronunciation, vocabulary, and grammar and
compares them to the developmental abilities seen in most children of that
age. A psychologist tests the child’s intelligence. A physician checks for any
ear infections. An audiologist may be consulted to rule out auditory problems.
If the problem involves articulation, a doctor examines the child’s vocal cords
and throat.
Early Intervention. Unlike other neurological disorder, learning
disability is hard to notice since it does not affect the physical appearance of
the individual. His specific disability may just be regarded as dumb or slow in
a particular cognitive area. It takes an expert or a professional to really
determine and confirm the validity of the diagnosis. Early identification of a
child with special needs is an important part of a special education teacher’s
job. Early intervention is essential in educating the children with disabilities.

21

Teaching Strategies
Accommodation. These are techniques and materials that allow
individuals with LD to complete school or work tasks with greater ease and
effectiveness. Examples include spellcheckers, tape recorders, and expanded
time for completing assignments. Accommodation in the classroom, used on
a day-to-day basis, can include: taped textbooks; tutoring; use of a note taker,
for students who have trouble listening in class and taking notes; use of a
scribe during test taking, for students who have trouble writing but who can
express their answers verbally to the scribe, who writes down the responses;
use of a reader during test taking, for students who have trouble reading test
questions; tape recording of class lectures; testing in a quiet place, for
students who are easily distracted (Richards, 2000).
Accommodations provide different ways for children to take in
information or communicate their knowledge back to the person. The changes
basically do not alter or lower the standards or expectations for a subject or
test. Through the child's Individualized Education Program (IEP), classroom
accommodations are developed formally. In addition, some general education
teachers agree informally to make accommodations for students in their
classes (Occupational Outlook Handbook, 2005).
Modifications are changes in the delivery, content, or instructional
level of subject matter or tests. They result in changing or lowering

22

expectations and create a different standard for students with disabilities than
for those without disabilities. Curriculum modifications are developed formally
through the IEP process.
Modifications, in other words, mean that the curriculum is changed
quite a bit. When modifications are made, children with disabilities are not
expected to meet the same standards as others in the classroom.
Accommodations and modifications can be a student’s lifeline to
success in the high-stakes arena but these provisions must be tailored to the
needs of individual students in ways that do not compromise the purpose of
integrity of the testing.
Reading Remediation. There are several methods and approaches
but in summary reading remediation is an intensive instruction undertaken to
enable children experiencing weaknesses in reading performance to catch up
or develop in appropriate ways. Those children who do not benefit from the
instruction given in the regular classroom environment, whose educational
needs are different from most, and those who are developing differently from
other children are the children who need reading remediation. It can be
conducted depending on the type of difficulties the child experiences,
availability of resources, competencies of teachers, commitment of the school
to the child and the education philosophy of the school and teachers (Padilla,
2005).

23

Classroom Instruction and Management. Accommodations are
adjustments to make sure kids have equal access to curriculum and a way to
be successful. But once accommodations are made, children with learning
disabilities (LD) or Attention-Deficit/Hyperactivity Disorder are expected to
meet the same standards set for all kids. The children with LD can learn the
same material as others in the class but in a different way. For example: A
child with delayed reading skills can participate in class discussions about a
novel if the child has listened to the audiotape version of the book. A child
with poor writing and spelling skills may use assistive technology — tape
recorder or word processor — rather than struggle with pencil and paper to
do his report about a famous person in history. A child who cannot learn the
twenty-word spelling list every week may learn only ten words. These result in
different standards for mastery — half the number of words as children
without a disability learns weekly.
A child with AD/HD can improve his ability to pay attention. If he is
easily distracted by background noise, he may be seated away from the
window and heater or close to the teacher for prompting.
A fifth grade child with a severe math disability who is not ready to
learn fractions and decimals may still be working on addition and subtraction.
This means that his instructional level has changed significantly — second,

24

not fifth, grade instruction — from other kids in his classroom (Occupational
Outlook Handbook, 2005).
Individualized, Skill-Based Approach. Therapy approach for
speech and language disorders focuses on providing a stimulating but
structured environment for hearing and practicing language patterns. The
therapist in this manner may help the child who has articulation disorder to
produce specific speech sounds. During the engaging activity, the therapist
may talk about his toys, and then encourage the child to use the same
sounds or words (Occupational Outlook Handbook, 2005).
Create Learning Style Compatible Conditions. These interventions focus
on the student’s learning style strengths involving all parts of the brain in all
activities: physical, movement, visualization, music, rhythm and emotion.
Almost all students with LD do extremely well when a learning task is
something they can actually get their hands on and when it is connected to
something they are interested in or curious about (Occupational Outlook
Handbook, 2005).
Instructional Placement
Mainstreaming. Generally, mainstreaming has been used to refer to
the selective placement of special education students in one or more "regular"
education classes. Proponents of mainstreaming generally assume that a

25

student must "earn" his or her opportunity to be placed in regular classes by
demonstrating an ability to "keep up" with the work assigned by the regular
classroom teacher. This concept is closely linked to traditional forms of
special education service delivery.
Inclusion. Inclusion is a term, which expresses commitment to
educate each child, to the maximum extent appropriate, in the school and
classroom. It involves bringing the support services to the child (rather than
moving the child to the services) and requires only that the child will benefit
from being in the class (rather than having to keep up with the other
students). Full inclusion means that all students, regardless of handicapping
condition or severity, will be in a regular classroom/program full time. All
services must be taken to the child in that setting (Handbook on Special
Education, 1997).
In addition to problems related to definition, it also should be
understood that there often is a philosophical or conceptual distinction made
between mainstreaming and inclusion. Those who support the idea of
mainstreaming believe that a child with disabilities first belongs in the special
education environment and that the child must earn his/her way into the
regular education environment.

26

In contrast, those who support inclusion believe that the child always
should begin in the regular environment and be removed only when
appropriate services cannot be provided in the regular classroom.
Resource Room. This refers to a classroom to which many students
with learning disabilities come for less than 50% of the school day to receive
special education. The resource room teacher in the school works closely
with the general education teachers to coordinate the instructional programs
of the students. A resource teacher is trained in methods not used by the
regular teacher. She also has access to special equipment not available in a
regular classroom. According to survey results, the resource room is the
most frequently used alternative to the regular classroom for serving the mild
to moderately handicapped (Occupational Outlook Handbook, 2005).
Curriculum
Section 1 of Article V on Policies and Guidelines for Special Education
of the Philippines states that, “The curriculum for Special Needs Education
shall be based on the curriculum prescribed for the regular schools by the
Department of Education, Culture and Sports and designed to respond to the
special needs of the learners”. Children with special needs are admitted into
different types of special education program. These programs are either
government –owned or initiated by non-government organizations. Included
in the set up are:

27

Special Classes. This is the most prevalent type of special education
program. This is consonance with provision cited in the Presidential Decree
(PD) 603 known as, “The Child and Youth Welfare Code” which provisions
are intended for the welfare of exceptional children. Equally important is
Article 74 which provision is for the creation of special classes.
Special Schools. These schools serve specific types of disabilities.
They offer a range of trained special educators and other support personnel.
Private corporations or foundations own most special schools in the
Philippines.
Pull-out Program. Under this scheme, the gifted are pulled out from
their classes to attend enrichment classes under a teacher who has expertise
in the particular subject (DECS Service Manual, 2000).
Individualized Education Program (IEP). The IEP is a written
document that is developed for each child who is eligible for special
education. The IEP is created through a team effort and reviewed at least
once a year. It is a document that is designed to meet the child's unique
educational needs. It is not a contract, but it does guarantee the necessary
supports and services that are agreed upon and written for the child.
Before an IEP can be written, the child must be eligible for special
education. A multidisciplinary team must determine that 1) a child with a

28

disability and 2) a child requires special education and related services to
benefit from the general education program. (SchwabLearning.org, 2006).
IEP Multidisciplinary Team Members. The members of the
multidisciplinary team who write the child's IEP include: The parent of the
child is one of the members of the multidisciplinary team because he has the
full valuable insights and information about the child’s strengths, needs and
ideas for enhancing the education. The regular education teacher(s) is (are)
another member of the team because they can share information about
classroom expectations and the child's performance. A special education
teacher is another member of the team because he has the training and
experience in educating children with disabilities and in working with other
educators to plan accommodations. A specialist is another member of the
team who has the expertise in interpreting the results of the child's evaluation
and uses the results to help plan an appropriate instructional program. A
representative of the school system, usually the principal, is another member
of the team who knows about special education services and has the
authority to commit resources. The individuals with knowledge or special
expertise about the child who are invited by the school district may be another
member of the team. The representatives from transition services agencies
are present only when such services are being discussed. The child when

29

appropriate can be a member of the team whenever transition is discussed.
(SchwabLearning.org, 2006).
Contents of the IEP. At the least, the IEP must contain these pieces
of information. Information about the child's strengths and needs is
presented by teachers, parents, and the school staff who evaluated the child.
Comments will be made about how the child is doing in the classroom.
Observations and results of state and district-wide tests and the special
education evaluation, including individually administered standardized tests,
are reviewed. The next step is to write measurable goals that can be
reasonably accomplished in one year. Goals are based on what was
discussed and documented in present levels of educational performance and
focused on the needs that result from the disability. Goals should help the
child with LD be involved and progress in the general curriculum and may be
academic, social, behavioral, self-help, or address other educational needs.
Goals are not written to maintain skills or help the child to achieve above
grade level (SchwabLearning.org, 2006).
The requirement for objectives and benchmarks — with which to
measure progress toward goals — was eliminated from IEP requirements
with the 2004 reauthorization of Individuals with Disabilities Education Act
(IDEA) 2004. However, the law now states that the child’s IEP must include “a
description of how the child’s progress toward the annual goals … will be

30

measured and when periodic reports on the progress the child is making
toward annual goals will be provided” (SchwabLearning.org, 2006).
Behavior Intervention Plan (BIP)
Behavior Intervention Plan (BIP) is a plan that includes positive
strategies, program modifications, and supplementary aids and supports that
address a student’s disruptive behaviors and allows the child to be educated
in the least restrictive environment (LRE) (Spear-Swerling and Lavote, 2006).
Counseling
Counseling can be very helpful to children with LD and their families.
It can help affected children, teenagers, and adults develop greater self-
control and more positive attitude toward their own abilities. Talking with a
counselor or psychologists also allows the family members to air feelings as
well as get support and reassurance (Occupational Outlook Handbook, 2005).
Government Programs
In the Philippines, there are legal mandates based on the 1935
Commonwealth Act No. 3203, a provision in the care and protection of
disabled children. Republic Act Nos. 3562 and 5250 approved on June 1963
and June 1968 respectively provided that teachers, administrators, and the
supervisors of special education should be trained by the Department of
Education and Culture. Republic Act 7277 approved on January 22, 1992,
known as Magna Carta for Disabled Persons affirms the full force

31

participation and integration of persons with disabilities in the mainstream of
society and the provision of education for people with disabilities (Handbook on
Special Education, 1997).
The latest is the proposed Special Education Act of 2004 by two
Southern Mindanao Representatives, Congressmen Arthur Pingoy, 2nd
District, South Cotabato and Suharto Mangudadatu of Sultan Kudarat which
was approved and endorsed by Senator M.A. “Jambie” Madrigal as Special
Education Act 2004 under S.B. 1096 but still on its first reading.
Special Education Act of 2004. This is an Act establishing at least
one special education (SPED) center for each school division and at least
three SPED centers in big school divisions for children with special needs,
creating the implementing machinery thereof, providing guidelines for
government financial assistance and other incentives and support, and other
purposes (Committee Affairs Dept., 2005).
Individuals with Disabilities Education Act of 2004 (IDEA 2004).
This is the United States law that guarantees all children with disabilities
access to a free and appropriate public education. Under this act, public
schools are required to design and implement an Individualized Educational
Program (IEP) tailored to each child’s specific needs.
The Individuals with Disabilities Education Act (IDEA) IDEA 2004 is the
federal law that secures special education services for children with
disabilities from the time they are born until they graduate from high school.

32

The law was reauthorized by Congress in 2004, prompting a series of
changes in the way special education services are implemented (Spear-
Swerling and Lavote, 2006).
Americans with Disabilities Act Of 1990 (ADA 1990). This act
guarantees equal employment opportunity for people with learning disabilities
and protects disabled workers against job discrimination (National Institute of
Mental Health, 2005).
United States 2005 Special Education Budget
Figure 1 shows the graph on IDEA part B grants to the United States.
Figure1 IDEA Part B Grants to States Appropriations History from 1997-2005
Grants for Infants and Families –$ 440.8 million. This program
makes formula grants to help States implement statewide systems of early
intervention services for all eligible children with disabilities from birth through

33

age 2 and their families. The Grants for Infants and Families program helps
State and local agencies identify and serve children with disabilities early in
life when interventions can be most effective in improving educational
outcomes. The budget request will provide support to 57 State agencies
serving approximately 300,400 infants and toddlers with disabilities and their
families (Hager, 2006).
Special Education National Activities programs support United States
efforts to improve early intervention and educational results for children with
disabilities. The total request for national activities is $203 million (Hager,
2006).
State Personnel Development – $50.7 million. This program
provides competitive grants to help States reform and improve their systems
for personnel preparation and professional development in the areas of early
intervention, educational, and transition services to improve results for
children with disabilities. At least 90 percent of the funds must be spent on
professional development activities and no more than 10 percent on State
activities, such as reforming special education and regular education teacher
certification (including recertification) or licensing requirements and carrying
out programs that establish, expand, or improve alternative routes for State
certification of special education teachers.

34

Technical Assistance and Dissemination - $52.4 million. This
program provides technical assistance and disseminates materials based on
knowledge gained through research and practice.
Personnel Preparation – $90.6 million. This program helps ensure
that there are adequate numbers of personnel with the skills and knowledge
necessary to help children with disabilities succeed educationally. Program
activities focus on both meeting the demand for personnel to serve children
with disabilities and improving the qualifications of these personnel, with
particular emphasis on incorporating knowledge gained from research and
practice into training programs.
Parent Information Centers – $26.0 million. Parent Information
Centers provide parents with the training and information they need to work
with professionals in meeting the early intervention and special education
needs of their children with disabilities.
Technology and Media Services - $38.8 million. This program
supports research, development, and other activities that promote the use of
technologies in providing special education and early intervention services.
Client Assistance State Grants -$11.9 million. This program makes
formula grants to States for activities to inform and advise clients of benefits
available to them under the Rehabilitation Act, to assist them in their
relationships with service providers, and to ensure the protection of their
rights under the Act.


35

Protection and Advocacy of Individual Rights -$16.7 million. This
program supports systems in each State to protect and advocate for the legal
and human rights of individuals with disabilities. These systems pursue legal
and administrative remedies to ensure the protection of the rights of
individuals with disabilities under Federal law and provide information on, and
referrals to, programs and services for individuals with disabilities.
Assistive Technology - $25.7 million. The request includes $15
million for the Alternative Financing Program (AFP), which provides grants to
States to establish or expand loan programs that help individuals with
disabilities purchase assistive technology devices and services (Hager,
2006).
Treatment Services for Learning Disabilities
Over the last decade, a number of research studies have
demonstrated the efficacy of assistive technology for individuals with learning
disabilities.
Technology Aided Instructions
Assistive Technology (AT) for kids with LD is defined as any device,
piece of equipment, or system that helps bypass, work around, or
compensate for an individual’s specific learning deficits. AT does not cure or
eliminate learning difficulties, but it can help the child reach his potential
because it allows him to capitalize on his strengths and bypass areas of

36

difficulty. For example, a student who struggles with reading but who has
good listening skills might benefit from listening to books on tape.
In general, assistive technology compensates for a student’s skills
deficits or area(s) of challenge. However, utilizing AT does not mean that a
child cannot also receive remedial instruction. AT and remedial instruction are
not mutually exclusive. In fact, research has shown that AT can serve to
improve certain skill deficits (e.g., reading and spelling).
AT can increase a child's self-reliance and sense of independence.
Children who struggle in school are often overly dependent on parents,
siblings, friends, and teachers for help with assignments. By using AT, kids
can experience success at working independently (SchwabLearning.org, 2006).
What Types of Learning Problems Does Assistive Technology
Address? AT can address many types of learning difficulties. A student who
has difficulty writing can compose a school report by dictating it and having it
converted to text by special computer software. A child who struggles with
mathematics can use a hand-held calculator to keep score while playing a
game with a friend. A teenager with dyslexia may benefit from AT that will
read aloud his employer’s online training manual. There are AT tools to help
students who struggle with: listening, mathematical organization, memory,
reading and writing (SchwabLearning.org, 2006).

37

What Kind of Assistive Technology Tools Are Available? The term
assistive technology usually applies to computer hardware and software, as
well as other electronic devices. AT tools that support kids with learning
disabilities include: abbreviation expanders, alternative keyboards, audio
books and publications , electronic math worksheets, free-form database
software graphic organizers and outlining, information/data managers, optical
character recognition, personal fm listening systems, portable word
processors, proofreading programs, speech recognition programs, speech
synthesizers, screen reader, talking calculators, talking spell-checkers and
electronic dictionaries ,variable speed tape recorders and word prediction
programs (SchwabLearning.org, 2006).
Lexiphone Method. The Lexiphone method as described by French
psychiatrists Dr. Isi Beller and Dr. Bernard Auriel (2005) in a Dyslexia
Teacher Publication, overcomes the obstacle in treating dyslexia. It is an
audio-feedback device. It uses different artificial means to re-educate
fundamental language processing without the awareness of the student.
The device allows the child’s voice to be played back through
headphones equipped with a closer microphone creating an auditory
feedback loop. It also allows the child to hear on-line voice and pre-recorded
texts. The Lexiphone works directly on the auditory feedback loop by

38

enhancing prosodic and segmental (speech sound) and features of the
acoustic signal.
Therapy
Physical Therapy (PT). Physical therapy is an instructional support
and treatment of physical disabilities, under a doctor’s prescriptions, that
helps a child with LD improve the use of bones, muscles, joints and nerves.
This is of great use for Dyspraxia.
There are other physical therapy that claims to reverse the condition of
learning disabilities, but somehow fail to support their claim with scientific
base studies.
Occupational Therapy. Occupational therapy is a rehabilitative
service to people with mental, physical, emotional, or developmental
impairments. The services can include helping LD students with pencil grip,
physical exercises that may be used to increase strength and dexterity, or
exercises to improve hand-eye coordination (Spear-Swerling and Lavote, 2006).
Medical Treatment
The studies by National Institute of Mental Health (NIMH) scientists
and other researchers have shown that at least 90% of hyperactive children
can be helped by either Retalin or Dexedrine. Retalin (methylphenidate) and
Dexedrine (dextroamphetamine) have been used successfully to control
impulsiveness and other hyperactive behaviors. It reduces distractibility
among children and impulsivity in adults. The drugs are effective for three to

39

four hours and move out of the body within 12 hours. These medications have
made possible for many severely disordered adults to organize their lives,
hold jobs, and care for themselves. Although scientists hope that brain
research will lead to new medical interventions and drugs, at present there
are no medicines for speech, language or academic disabilities (Occupational
Outlook Handbook, 2005).
Medical intervention, however, must be resorted with caution as there
are reported cases of undesirable side effects after prolonged usage
(Occupational Outlook Handbook, 2005).
Coping
The effects of learning disabilities can ripple outward from the disabled
child or adult to family, friends, and peers at school or work. Children with LD
often absorb what others thoughtlessly say about them. They may define
themselves in light of their disabilities, as "behind," "slow," or "different."
Sometimes they do not know how they are different, but they know how awful
they feel. Their tension or shame can lead them to act out in various ways--
from withdrawal to belligerence. LD children may get into fights. They may
stop trying to learn and achieve and eventually drop out of school. Or, they
may become isolated and depressed.
Children with learning disabilities and attention disorders may have
trouble making friends with peers. For children with ADHD, this may be due to
their impulsive, hostile, or withdrawn behavior. Some children with delays

40

may be more comfortable with younger children who play at their level. Social
problems may also be a product of their disability. Some people with LD seem
unable to interpret tone of voice or facial expressions. Misunderstanding the
situation, they act inappropriately, turning people away.
Without professional help, the situation can spiral out of control. The
more children or teenagers fail, the more they may act out their frustration
and damage their self-esteem. The more they act out, the more trouble and
punishment it brings, further lowering their self-esteem (Occupational Outlook
Handbook, 2005)
Having a child with a learning disability may also be an emotional
burden for the family. Parents often sweep through a range of emotions:
denial, guilt, blame, frustration, anger, and despair. Brothers and sisters may
be annoyed or embarrassed by their sibling, or jealous of all the attention the
child with LD gets.
Many parents find that joining a support group also makes a
difference. Support groups can be a source of information, practical
suggestions, and mutual understanding. Self-help books written by educators
and mental health professionals can also be helpful.
Parents and teachers can help by structuring tasks and environments
for the child in ways that allow the child to succeed. They can find ways to

41

help children build on their strengths and work around their disabilities. This
may mean deliberately making eye contact before speaking to a child with an
attention disorder. For a teenager with a language problem, it may mean
providing pictures and diagrams for performing a task. For students with
handwriting or spelling problems, a solution may be to provide a word
processor and software that checks spelling. A counselor or school
psychologist can help identify practical solutions that make it easier for the
child and family to cope day by day.
Every child needs to grow up feeling competent and loved. When
children have learning disabilities, parents may need to work harder at
developing their children's self-esteem and relationship-building skills. But
self-esteem and good relationships are as worth developing as any academic
skill (Occupational Outlook Handbook, 2005).
Learning Disabilities Specialists
Speech Language Pathologist (SLP). A speech language pathologist
is an expert who can help children and adolescents who have language
disorders to understand and give directions, ask and answer questions,
convey ideas, and improve the language skills that lead to better academic
performance. An SLP can also counsel individuals and families to understand
and deal with speech and language disorders (Spear-Swerling and Lavote,
2006).

42

Speech-language pathologists help individuals to overcome and
prevent communication problems in language, speech, voice, and fluency.
These difficulties may be caused by accidents, genetic disorders such as cleft
palate, or by delayed development.
While speech-language pathologists can help people of all ages, the
pre-school years are the most critical for speech and language development.
Referrals to a speech-language pathologist are made by family doctors,
public health nurses, infant development specialists, preschool teachers or
social workers. Self-referrals can also be made (SchwabLearning.org, 2006).
Audiologist. Audiologist is an expert who assesses hearing acuity and
provides services for auditory training; advises on devices for hearing
amplification (Microsoft Encarta, 2005).
School Psychologist. A school psychologist is a person who
specializes in problems manifested in and associated with educational
systems and who uses psychological concepts and methods in programs that
attempt to improve learning conditions for students (Microsoft Encarta, 2005).
He administers and interprets psychological and educational tests; assists
with behavior management; provides counseling; consults with parents, staff,
and community agencies about educational issues.

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Knowledge and Awareness of LD in Different Countries
International Arena. The International Academy for Research in
Learning Disabilities (IARLD) is an international professional organization
dedicated to conducting and sharing research about individuals who have
learning disabilities. IARLD members come from many nations. Members
represent: 1) distinguished researchers, 2) distinguished practitioner or
clinicians, 3) young researchers, and 4) promising doctoral students. The
Academy was formed in 1976 by Dr. William Cruickshank of United States of
America and Dr. Jacob Valk of Netherlands. Since its inception, the Academy
has realized its mission of being a professional, international, interdisciplinary
consortium of scientists. The Academy currently (2002 census) has a
membership of nearly 250 distinguished scholars, representing 29 different
countries and 23 disciplines (Heath, 2006).
In its history as an association, IARLD has encouraged international
research in the field of learning disabilities, developed a Research Monograph
Series in Learning Disabilities, maintained an exclusive in-house publication,
Thalamus, which is published bi-annually, and has convened international
colloquia aimed at concerns in the study of research on learning disabilities.
The International Academy for Research in Learning Disabilities, in its first 25
years, has already imparted significantly the field of learning disabilities.

44

The Academy's specific goals include: 1) To encourage its
membership to engage in active research and writing in the fields of learning
disabilities; 2)To share writings, as well as pre-publication ideas with others in
the Academy through the exchange of papers, correspondence, books,
electronic and other methods of communication; 3) To encourage and
stimulate the international exchange of students in the area of learning
disabilities between countries and facilities; 4) To foster the establishment of
a clearinghouse of information in the area of learning disabilities; 5) To
undertake surveys of the development of the field of learning disabilities and
bring to the attention of its members and governments those problems on
which major attention should be directed; 6) To provide on an occasional
basis, a review of the literature in the several areas of learning disabilities
highlighting new developments in the field, stimulating promising research
and emphasizing new theoretical concepts; 7) To publish regularly, a
professional journal, newsletter, or other form of professional stimulation in
the field; 8) To engage in contracts with governments, research agencies,
publication houses, or with individuals in achieving their professional goals; 9)
To provide a mechanism for the exchange of persons where appropriate; and
10) To co-sponsor public forums with other appropriate research-oriented
organizations.

45

Current members of the Academy represent various cultures and
national backgrounds. Countries which are presently involved in the Academy
include: Australia, Belgium, Brazil, Canada, Chile, China, Cuba,
Czechoslovakia, Denmark, England (United Kingdom), Finland, Germany,
Greece, Hong Kong, Israel, Italy, Japan, Mexico. The Netherlands, New
Zealand, Norway, Poland, Portugal, Republic of South Africa, Russia,
Scotland, Spain, Sweden, Switzerland, Taiwan (Republic of China), United
States of America, and Yugoslavia (Heath, 2006).
In the United States. In 1995, the Emily Hall Tremaine Foundation
commissioned a survey by Roper-Starch to ascertain American public
knowledge and attitudes concerning learning disabilities. When people were
asked where they would go for information on learning disabilities, three
sources were mentioned. The first was family. The second source of
information was the family physician. And 51% of those responding said they
would go to a public library.
The Tremaine Foundation approached the American Library
Association about doing a project to ensure that libraries were informed and
able to meet this need, especially in light of recent research. Roads To
Learning, The Public Libraries’ Learning Disabilities Initiative, came into
being.

46

Roads To Learning (RTL) encourages linkages among libraries,
community organizations, and service providers to improve service to learning
disabled people, their families, professionals, and other interested people.
The initiative's goal is to bring information about learning disabilities to the
general public through libraries while increasing libraries' capacity to serve
their communities in this area. The Roads To Learning Web page was
mounted in 1998. Elements include links to other Web sites, a descriptive list
of national learning disabilities organizations and basic information about LD.
The library staff and volunteers work together to ensure that the library
is meeting the information needs of the community on LD. To date, groups
have identified collection needs, conducted public programs on LD and
related topics, bought videos, and even raised funds (American Library
Association, 2006).
Figure 2. Increasing Enrollment Trends in Florida Learning Disability Classes
The data are the result of a 1997 Graduate Student Research Project
conducted through the Special Education Department at the University of

47

South Florida. The graph above, shows the percentage of Florida students
diagnosed with learning disabilities which had risen from .50% in 1971 - to
2.40% in 1977 - to 3.38% in 1980 to 4.04% in 1986 to 5.16% in 1996 and will
be over 6% in 1998 (Pressinger, 1997).
They Speak for Themselves: A Survey on Adults with Learning
Disabilities states that for years, organizations, professionals, parents and
others have spoken for adults with learning disabilities. Of the few programs
and support services provided for adults with learning disabilities, only a small
percentage demonstrates a true understanding of the needs of this
population. In order to provide a format for adults with learning disabilities to
communicate, Learning Disabilities Association of America published in the
Newsbriefs, a survey questionnaire in the spring, 1994. The results of this
survey have been published in, They Speak For Themselves.
The survey was designed to obtain a complete description of the
impact of learning disabilities on the lives of these adults. It asked about age,
education, vocational history, mental and physical health, income, living
arrangements, and interactions with the justice system. It also included
questions concerning the incidence of learning disabilities or other disabilities
in other members of the family. Participants had the option of remaining
anonymous and of providing additional comments. These comments, which
provided insight into the concerns of adults with learning disabilities and their
parents, added an unexpected dimension to the survey.


48

It must be noted that the survey was not a random sample of the
population of adults with learning disabilities. The survey was distributed
through the Learning Disabilities Association of America’s (LDA) national
publication, Newsbriefs. The respondents were knowledgeable about learning
disabilities and were motivated enough to belong to a national organization
concerned with learning disabilities. It is not possible to know to what extent
these responses reflect the total population of adults with learning disabilities.
Some of these results are presented in the graphs.
Figure 3. Age First Diagnosed
Figure 4. Postsecondary Education

49

Figure 5. Income Distribution
Figure 6. Job Satisfaction
Figure 7. Areas of Difficulty

50

In England: Increased Funding for Learning Disabilities.
Services for people with learning disabilities are set to receive over £41
million in government funding. Stephen Ladyman, Minister of England
announced, that these funds are intended to support the implementation of
the Government White Paper ‘Valuing People’, which sets out a wide
ranging programme of action to improve services for people with learning
disabilities based on four key principles – rights, independence, choice and
inclusion.
Priority areas earmarked for funding in previous years have been: 1)
Advocacy – developing and expanding services to support people to speak
up, 2) Person Centered Planning – a way of helping people get what they
want in their life, starting with the person, their wishes and aspirations, and
3) Leadership – developing and supporting leadership, including people
with learning disabilities, families and others providing support.
Other highlights include: 1) Over £3bn a year spent on health and
social services for people with learning disabilities. 2) The White Paper
Valuing People: A New Strategy for Learning Disability for the 21st Century
was published in March 2001 is the first White Paper on learning disability for
30 years and will take a minimum of five years to implement. 3) There are an
estimated 1.2 million people with mild or moderate learning disabilities in
England and some 210,000 people with severe and profound learning

51

disabilities – 65,000 children, 120,000 adults of working age, 25,000 older
people.
In Canada: October is LD Awareness Month. Learning
Disabilities Association of Canada (LDAC) was founded in 1963 and
incorporated in 1971 (Larocque, 2005). In the early years, a specific week
during the month of March was chosen. Over time, the LD Awareness
campaign moved to a specific week in November and then to a specific week
in October. In 1987, the whole month of March was officially designated
‘Learning Disabilities Awareness Month’.
Over the years, it has been endorsed by Governors General Sauvé,
Schwyer and Prime Minister Jean Chrétien. On March 1, 1996, a
proclamation was read by the federal Speaker of the House of Commons
declaring March as LD Awareness Month.
Why Move from March to October. Many factors influenced the
decision of the LDAC Board of Directors in moving the celebrations from
March to October. Organizing events and activities in March that rely on a
volunteer base proved difficult for many Provincial/Territorial LDAs and
chapters. The school March break interfered with the planning, especially with
school closures and the reduced number of available volunteers and public
participation. Moreover, the weather was always questionable when
organizing events at that time of year.


52

October was decided upon for several reasons. It is the beginning of a
new school year when principals and teachers are more open to include
awareness activities in the schools. Provincial and Territorial LDAs, are
planning for fundraising activities and the publicity generated during October
is a good introduction to the Association. Moreover, it is now aligned with the
USA – which celebrates LD Awareness month in October.
LD Awareness Month 2005
LD Awareness Month is not about making a political statement. The
goal of the LD Awareness Month campaign is to generate grassroots
activities that will raise Canadian awareness of learning disabilities and the
challenges faced by these individuals and their families. The campaign also
aims to encourage everyone in the learning disabilities community to make
time during October to share with the public what it is they do and how it
contributes to the overall well-being of the community. It is that simple.
Ultimately, it is hoped to increase support for research, identification,
education, training, and access to equitable services for individuals with
learning disabilities (Larocque, 2005).
In Romania. In 1990, at the fall of Communism in Romania, western
cameras exposed the neglect of a system that considered infants with
disabilities as an irrelevance in their impoverished society. According to the
article, orphanages scattered the lengths and breadth of Romania where

53

scraps of humanity existed rather than thrived. Within the institutions children
are shielded from the world outside; when they leave they have acquired very
few skills. They have never cooked a meal, been shopping, had a bank
account, or even used the telephone.
The Arc is a “half-way house” rehabilitation centre for those being
moved on from the orphanages. The house itself accommodates up to six
young people. It is a huge step for young people to leave state care and start
living and working in the outside world. By helping them find a job, open a
bank account, manage their money, and the small things we take for granted
like making a cup of tea, the Arc and its caretakers aim to rehabilitate the
young adults so they can happily cope with the pressures of every-day life.
The Arc is a home for four young people with learning disabilities that
opened in September 2005. These teenagers have lived most of their young
lives in an orphanage in Lugoj, in the northwest of the country, where they
were abandoned as babies. At the age of 18 they now have to leave the
security of the orphanage (Morosan, 2006).
In Japan. In Japan, learning disability was introduced in the early
1970’s. The concept first caught the attention of concerned educators.
However, not much has changed in Japan since the introduction of this new
terminology, mainly due to society’s lack of understanding. After all, it is

54

difficult to be supportive of something not easily visible to the human eye
(Hattori, 1997).
According to Eiko Todo (Kenrick, 2001) there are “thousands of children
in Japan suffering from unrecognized dyslexia. Even after it is recognized,
the children have practically no support from teachers, or local education
authorities.” Eiko established the Japan Dyslexic Society. After considerable
effort, she has succeeded in receiving certification for the society. Eiko is
planning to have a caravan that will tour Japan and present relevant dramas.
“My son suffered a lot at school because of the unawareness of teachers and
others.”
In Malaysia. In Malaysia, approximately 400 parents, volunteers and
service providers from across the country gathered in the beginning of April
2000 for the first ever national forum on the needs of people with learning
disabilities. It was the first time that support groups for families of learning
disabled people came to the forefront in such an active way, not only
organizing but also taking part in the forum.
According to Peter Young (Thanasayan,2000), director of Dignity and
Services in an interview with Wheel Power, Klang Valley-based advocacy
group which sponsored the forum explained that the forum was not about
solving problems. The main aim was to get parents and families of people
with learning disabilities to realize that something has to be done collectively
as a national support group.


55

In Indonesia. In Indonesia, Yayasan Pantara Elementary School
teaches only students with learning disabilities. The foundation was
established in 1994. Yayasan Pantara began its activities by working with the
education ministry to train two teachers from each province to recognize
children with LD and how to teach and work with these children. The program
ended in 2000, but for the past two years 50 teachers from South Jakarta
have undergone training and the program for teachers from other places in
the country will be restarting again in a few months.
Since 1997, the foundation has been able to demonstrate to teachers
how children with learning disabilities are succeeding, and how they are
taught at its elementary school. The school follows the national curriculum
but modifies teaching strategies and has two teachers for each class of about
ten students.
Unfortunately all the hard work that the students and the teachers at
SD Khusus Pantara put in is often fruitless because of the discriminatory
admission policies of some junior high schools. Many parents of graduates of
special elementary schools have found that middle schools are unwilling to
accept their children when they find out where their child went to elementary
(Paul, 2003).
In The Philippines: Close To One Million Persons With Disability.
There were about 942,098 persons or 1.23 percent of the total population
reported to have some types of disability. Persons with low vision constituted

56

the highest percentage (37.41 percent), followed by partial blindness (8.14
percent), mental illness (7.14 percent), mental retardation (7.02 percent) and
quadriplegic (5.93 percent) (Philippine Government Census, 2000).
Figure 8 and table 1 show the type of disabilities taken from the
National Statistics Office report in 2000.
Source: NSO, 2000 Census of Population and Housing
Figure 8. Distribution of population by type of disability, Philippines: 2000

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Table 1 Disabled Person by Type of Disability and Sex: Philippines, 2000
Type of Disability Both Sexes Male Female

Philippines 942,098 468,766 473,332
Low vision 352,398 154,053 198,345
Oral defect 50,862 27,100 23,762
Partial blindness 76,731 38,157 38,574
Mentally ill 67,294 34,818 32,476
Mentally retarded 66,113 35,194 30,919
Quadriplegic 55,889 31,297 24,592
Hard of hearing 44,725 22,251 22,474
Others 228,086 125,896 102,190
Source: NSO, 2000 Census of Population and Housing Page last revised: July 18, 2003
This table on Disabled Person by Type of Disability and Sex:
Philippines 2000 (Philippine Government Census, 2000) clearly shows that
learning disabilities were not yet appropriately categorized in the Philippines.
On December 19, 2005 the researchers had the chance to interview
the principal of one of the schools offering the LD program in Davao City,
Philippines. They learned that the principal had no idea whether or not the LD
program was incorporated in the curriculum.
It was quite worthy to note that no enrollees among undergraduates
took special education as their major course at Holy Cross of Davao College
(HCDC), Davao City for the year 2005-2006 forcing the institution to dissolve
the SPED subject offered (HCDC Registrar’s Office Bulletin, 2nd Semester,
October 2005).

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Oprah Spotlights Learning Disabilities Documentary. Participants
in the award-winning documentary, A Celebration of Differences appeared on
the Oprah Winfrey Show (2006) to talk about living with learning disabilities.
The film highlights the strategies people with learning disabilities develop and
the inner strengths they possess. It aims to educate those who deny this
reality and to inspire those who live it every day.
An unscripted, 22-minute, award-winning documentary, A Celebration
of Differences, offers a window into the world of people who live with learning
disabilities. Children and adults talk about their academic and ongoing
struggles and how they found strength and empowerment in disability. The
video makers created the documentary to encourage people who have
learning disabilities. It also offers educators an insight into the emotional and
difficult challenges people who have disabilities face every day. A Celebration
of Differences has been a project of devotion, created by a group of
volunteers who know that living with a learning disability is not easy.
A group of six mothers began the project. They were all members of an
outreach group affiliated with Rush Neurobehavioral Center [RNBC] which
diagnoses and treats children who have a variety of brain-based learning and
behavioral disorders. Bobbi Zabel (2006), a co-producer of the documentary
observed that as the person who has learning disabilities relate their
experiences, common threads emerge: feelings of anger, frustration, and

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isolation in a world designed for standardized minds; the empowerment that
arises from self-knowledge; the value of cultivating one's strengths and the
gifts that are embodied in 'thinking differently”.
Sally L. Smith (2006), professor of education at the American
University School and head of the school's graduate program in learning
disabilities, it is a big battle for those with learning disabilities because so
much of their life is spent in school. Smith started the, The Lab School of
Washington in 1967, when she discovered a complete lack of services in the
Washington area for the intelligent child who is learning disabled.
Furthermore, Sally L. Smith mentioned that providing students with
individualized instruction early in their school careers and allowing students to
shine in areas in which they do well are among the solutions that can help
people who have learning disabilities not to think of themselves as stupid.
The Lab School boasts that 90 percent of its students go on to college,
a significantly higher percentage than the national average. A recently
released NCES report Postsecondary Students with Disabilities: Enrollment,
Services and Persistence shows that students with disabilities who enrolled in
post-secondary education for the first time in 1989-1990 had a similar rate of
overall persistence in continuing their studies or earning degrees as students
without disabilities. About 53 percent of students with disabilities persisted in
their programs compared with 64 percent without disabilities. That same

60

report found, however, that students with disabilities were less likely to have
earned a bachelor's degree from a public, four-year institution within the five
years of the study.
Ceil Rothbart (Dunne, 2000), co-producer of the documentary, A
Celebration of Differences and a mother of children who have learning
disabilities, suggested that the film is a way of mentoring people who have
learning disabilities. The owner of a small editing and video business,
Rothbart volunteered her time to film and edit the documentary.
Rothbart said further that her own motivation stemmed from years of
frustration with individuals and systems that hurt rather than helped her
children, with teachers who did not understand learning disabilities or believe
her children had learning disabilities. There seemed to be a lack of
awareness that a child with learning differences came into the classroom at a
disadvantage to begin with.
Theoretical and Conceptual Framework
Orton Theory. For nearly a century, scientists had speculated that
there was a brain-related basis for dyslexia and that an inability to learn to
read was caused by abnormal brain functioning. In the 1920s, Samuel T.
Orton, an American neuro-pathologist suggested a theory that the brain is
divided into two hemispheres. He said that in most people, the left
hemisphere regulates language functions. A few people have language

61

functions dominated by right hemisphere. Orton suggested that in dyslexics
neither hemisphere dominates language functions.
CV –based Dyslexia Theory. This is the study of Dysmetric Dyslexia
and Dyspraxia: Hypothesis and Study, Frank and Levinson, H. N. Journal of
American Academy of Child Psychiatry, 1973. An inner-ear (Cerebellar-
Vestibular [CV]) dysfunction was found by Drs. Frank and Levinson to
characterize over 96% of a large dyslexic sample. By contrast, there was a
complete absence of cerebral cortical signs. These data clearly suggested
that dyslexia was a CV rather than a cortical origin as believed for over the
past 100 years.
All these data together with a variety of other findings definitely proved
for the first time that dyslexia was characterized by a CV dysfunction.
Because of CV dysfunction results in Dysmetria and Dyspraxia, Dyslexia was
redefined and called Dysmetric Dyslexia and Dyspraxia- leaving open the
possibility that there were other minority causes of the dyslexic syndrome.
(Frank and Levinson, 2005)
A controversy erupted, however, that while the Orton Society has long
espoused learning disability as cerebral cortical right and left hemispheres or
brains in origin, a theory that strongly supported, Dr. Harold Levinson (New
York Magazine, 1996) exposed otherwise. In his book, A Scientific Watergate-
Dyslexia, a provocative and important work as New York Magazine noticeably
acclaimed, clearly demonstrates and analyzes the ignorance, bias, and denial

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characterizing the conventional concepts of dyslexia, wherein he presented
scientific evidences that dyslexia is an inner-ear (Cerebellar-Vestibular [CV])
dysfunction; thus simply explaining the otherwise unexplainable 100- year old
diagnostic-therapeutic medical void.
In his abstract, he exposes and analyzes how and why countless
millions of dyslexics have been needlessly deprived of breakthrough medical
diagnostic and therapeutic insights by self-serving personalities – obviously a
cover-up. In his conclusion, he questioned The Orton Society and other
special interest groups in denying the obvious, “Clearly, their self-serving
reasons were anything, except altruistic”.
Some organizations that strongly advocated the LD program have
been founded in United States and United Kingdom but the awareness level
of the populace is far from satisfactory even among professionals. This can
be viewed from the research work of Gladys Burke (2002) quoting the
comments of students with LD who were outspoken about many of their high
school teachers who lacked awareness in the area of learning disabilities -
the deficiency contributed negatively to student’s feelings regarding self-
esteem and hope for the future. She recommended that every school should
have a pamphlet for every teacher, every year. In this way, the teachers
would be made more aware of learning disabilities and would recognize their
presence in their students. There should be a student support program
provided by the Center for Students with Disabilities. This program would give

63

students with LD the opportunity to meet other students with LD. As a result,
there would be greater awareness of the extent of LD on campus. This should
promote greater openness rather than isolation, which has a tendency to
disguise the disability.
It is of great importance to get to the bottom of the predicament, which
is the knowledge and awareness of the problem. Like any other illnesses,
how will anyone know he is sick when one is not aware of it? How can
anyone administer the right treatment when a disease is not known but are
already prevalent?
Input
This study discusses the knowledge and awareness attached with
theories and findings sought by the researchers for the realization of learning
disabilities among parents, educators; specifically teachers, principals,
supervisors and the members of the local school board particularly, the
school superintendent, the non- academic personnel officer of public school,
the city mayor.
Process
Survey on knowledge and awareness was conducted on: A) Learning
disabilities in terms of: special education and children with special needs;
concepts of learning disabilities; cause and origin of LD; types of learning

64

disabilities; cure; experiences and consequences; B) Remediation program in
terms of: SPED program and the teachers; assessment and evaluation;
intervention; teaching strategies; instructional placement; curriculum; IEP;
Behavioral Intervention Plan (BIP); and government programs; C) Treatment
services in terms of: technology aided instructions; therapy; medical
treatment; coping and expertise of the LD specialists.
Output
Just like a mathematical equation, input plus the process equals the
output or simply said the outcome, where the implication of the outcome
produced respective perceptions about LD, remediation programs and the
treatment services in the cities of Region XI of the Philippines and a region of
New York City, N.Y., U.S.A.

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INPUT
Respondents of the Five

Cities of Region XI,
Philippines & a Region of
New York City, NY, USA
Parents
Educators
OUTPUT
LSB Members
PROCESS
The Extent of
Knowledge and Perception on
Learning Disabilities
DESCRIPTIVE-SURVEY
I. Knowledge & Awareness
a. Learning Disabilities
II. Perception
a. Remediation Program
b. Treatment Services
Figure 9. Conceptual paradigm of the study

66

Statement of the Problem
The objective of the study is to determine the extent of knowledge and
awareness on learning disabilities as well as the level of perception on
remediation program and treatment services in the five cities of Region XI of
the Philippines and a region of New York City, N. Y., U.S.A.
Specifically, the study answered the following questions:
1. To what extent is the knowledge and awareness on learning disabilities
among parents, educators, and members of the local school board in the
cities of Region XI of the Philippines and a region of New York City in terms
of
1.1 special education and children with special needs;
1.2 learning disabilities
1.3 causes and origin;
1.4 types of learning disabilities;
1.5 cure; and
1.6 experiences and consequences
2. To what extent is the perception on the remediation program given to
children with learning disabilities in the cities of Region XI of the Philippines
and a region of New York City as to;
2.1 SPED programs and teachers;
2.2 assessment and evaluation;
2.3 intervention;

67

2.4 teaching strategies;
2.5 instructional placement;
2.6 curriculum;
2.7 individualized educational program (IEP);
2.8 behavioral intervention plan (BIP); and
2.9 government programs
3. To what extent is the perception on the treatment services of the
children with learning disabilities in the cities of Region XI of the
Philippines and a region of New York as to;
3.1 technology aided instructions;
3.2 therapy;
3.3 medical treatment;
3.4 coping; and
3.5 LD specialists

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CHAPTER 2
Method
This chapter presents the methodology used by the researchers. This
includes the specification of the research design, selection of the
participants, process in the formulation and finalization of the instrument,
data gathering, which includes the administration of the questionnaire and
lastly the simplification of data. This study attempted to find the extent of
knowledge and awareness on learning disabilities as well as the perception
on the remediation program and treatment services of children with LD
among parents, educators and members of the local school board.
Research Design
The investigators used the descriptive-survey method in its baseline
data, which is to see the general picture of the targeted population and the
nature of its existing condition.
The descriptive method is basically a technique of qualitative as well
as quantitative description of general characteristics of the group. Moreover,
it is equivalent to a survey because it gathers data regarding the current
conditions of identifying normal or typical practices with accepted norms or
models (Good, 1987).

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Participants
Selection of Respondents and Sampling Techniques
Region XI is found in the southern part of Mindanao, the second
largest island of the Philippines. It is composed of five provinces, namely;
Compostela Valley, Davao del Norte, Davao del Sur, Davao Oriental, and
Island Garden City of Samal. The researchers specially selected five cities
from those provinces, namely; Panabo City, Davao City, Digos City, Island
Garden City of Samal and Tagum City (Appendix I p 137). Based on the
Department of Education statistical data of enrollees in the school year 2005-
2006, these five cities have a total of 362,629 enrollees representing 44.37%
of the total enrollees of Region XI.
Region 9, New York, on the other hand, is composed of 169 schools
with a total of 106, 737 enrollees in academic year 2005-2006 based on the
data of New York City Department of Education, Instructional Divisions
(Appendix J p 138).
Due to the difficulty in conducting study in obtaining permission to
conduct investigation covering the entire region of New York, the researchers
opted to randomly pick nine schools representing 2% of enrollees to produce
adequate sample size and representation.
The study mainly wanted to compare the extent of knowledge and
awareness on learning disabilities and the level of perception on remediation
program and treatment services of children with LD among the five cities of

70

Region XI and a region of New York City where Manhattan as the premier city of
the world is located.
The study is about knowledge and awareness of learning disability among
the following sectors as respondents, namely: parents, educators, and the
members of the local school board of the cities of Panabo, Tagum, Island Garden
City of Samal (IGACOS) Digos and Davao of Region XI of the Philippines and a
region of New York City, New York, USA. Educators were specifically composed
of the teachers and principal of the school, and the supervisor of the district. The
members of the local school board, based on DECS Service Manual 2000
(p249), were the school superintendent, city non- academic personnel officer of
the public school and city mayor.
The investigation assumed the technique of selecting schools by random
from both regular schools and schools with Special Education instructions. Each
key city in Region XI was well represented by selected schools. Panabo City had
2 participating schools. Tagum City had three participating schools. Island
Garden City of Samal (IGACOS) had two participating schools. Digos City had
two participating schools. Davao City had nine participating schools. There were
18 participating schools in Region XI, Philippines, while in New York was
represented by one school only in each area. There were nine participating
schools in Region 9 of New York City.
The respondents of the study were 312 teachers, 322 parents and 20
members of the local school board. There were a total of 654 respondents in

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Region XI of the Philippines, while in Region 9 of New York City, U.S.A.,
there were 161 teachers and 282 parents, a total of 443 respondents. The
grand total of respondents was 1,097. Table 2 shows the distribution of
respondents.
Table 2. Distribution of Respondents
REGION XI OF A REGION
THE OF NEW GRAND
PHILIPPINES YORK TOTAL OF
CITY
Areas/ P E LSB Total Participating P E Total Respondents
Participating Schools In the
Schools Phil. & USA
Panabo City (2) 29 24 4 57 School A (1) 27 9 36 93
Tagum City (3) 35 34 4 73 School B (1) 26 13 39 112
IGACOS (2) 17 18 4 39 School C (1) 40 12 52 91
Digos City (2) 32 30 4 66 School D (1) 14 10 24 990
Davao City (9) 209 206 4 419 School E (1) 28 37 65 484
School F (1) 6 10 16 16
School G (1) 27 10 37 37
School H (1) 63 30 93 93
School I (1) 15 30 45 45
Total (18) 322 312 20 654 TOTAL (9) 282 161 443 1,097
Legend:
P - Parents
E - Educators
LSB – Local School Board

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Table 3. The Summary of Respondents in the Cities of Region XI, Philippines
Respondents/ Digos City Davao Panabo Tagum IGACOS Total

Percentage City City City
Parents 32 209 29 35 17 322
F=322
Percentage 9.94% 64.91% 9.00% 10.87% 5.28% 100%
Educators 30 206 24 34 18 312

F= 312
Percentage 9.612% 66.03% 7.69% 10.90% 5.77% 100%
LSB 4 4 4 4 4 20
F= 20
Percentage 20% 20% 20% 20% 20% 100%
The summary of respondents in the cities of Region XI, Philippines
is presented in Table 3. The parent-respondents in Digos City had a total
number of 32 cases representing 64.91%. Davao City had a total number of
209 cases representing 64.91%.Panabo City had a total number of 29
cases representing 9.00%. Tagum City had 35 cases representing 10.87%.
IGACOS had 17 cases representing 5.28%. The total number of the parent-
respondents was 322 cases or 100%.
The teacher-respondents in Digos City had 30 cases representing
9.612%. Davao City had 206 cases representing 66.03%. Panabo City had 24
cases representing 7.69%. Tagum City had 34 cases representing 10.90%.
IGACOS had 18 cases representing 5.77%. The total number of the teacher-
respondents was 312 cases or 100%. The local school board had 4

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respondents in every city. There were 20 members of the local school board -
respondents.
Sampling Procedure
One of the most important issues in sampling is determining the
adequacy of the sample size. In finding adequate sample size, the
researchers adopted the formula by Lynch and others (Ardales, 2001). Since
the study focused on social issues rather than on scientific concern, the
researchers believed that the appropriate confidence level (alpha: α) must be
95% with margin of error (e) of 5% and the target population is set at 30%
(please see Appendix K p139).
Distribution of Parent- Respondents of Region XI, Philippines
Parent-respondent was determined by the number of enrollees in
secondary and elementary schools regardless of occupation, status and
educational attainment assuming that there was one parent for every
enrollee.
The five key cities in Region XI, namely; Panabo City with its total
population of secondary and elementary schools as 31,159, a percentage of
9%, and respondents of 29 parents; Tagum City with 39,543 total
population, a percentage of 11%, and respondents of 35 parents; Island
Garden City of Samal (IGACOS) with 18,270 total population, a percentage
of 05%, respondents of 17 teachers; Digos City with 32,064 total population,
a percentage of 10% and respondents of 32 parents; Davao City with

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241,593 total population, a percentage of 65% and respondents of 209
parents. There was a total of 322 parent-respondents. Table 4 shows the
distribution of parent-respondents in Region XI (please see Appendix L p
142).
Distribution of Parent – Respondents in New York
Parent-respondents were determined by the total number of enrollees
in secondary and elementary schools assuming that there could be one
parent for every student, regardless of occupation, status, race, ethnicity,
religion, sex and educational attainment.
High School of Hospitality and Management is located in the
highest concentration of hotel and hospitality establishments in New York
City. The school prepares the student for exciting career in hospitality
management and post secondary education. It has 212 total population of
enrollees, a percentage of 9.5%, with 27 respondents.
Food and Finance High School. Its focus is the rigorous career and
technical education program on culinary arts and finance. The vision,
resources and expertise of the lead partner, Food Change, is instrumental to
the mission of the school which is to teach students to have a sustainable
future and to help them understand that food is a personal, social, economic
and ecological health. It has 205 enrollees, a percentage of 9.2%, with 27
respondents.

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Manhattan Bridges High School. The mission of the school is to
assist students in maintaining the richness of their native language and
culture, celebrating their individual differences while providing them with a
sense of their place in the greater community and a democratic society. The
classes observe an interdisciplinary, thematic, and experiential curriculum
focused on literacy, technology integration, college preparation and
community service. It has 314 enrollees, a percentage of 14.2%, with 40
respondents.
The Facing High School. The mission of the school is to graduate
students who are lifelong partners of skills and knowledge for academic and
professional success. Courses and program highlights are: habits and
learning Portfolio, project-based learning, cooperative learning,
interdisciplinary classes, community service, and New York City writing
project. It has 111 enrollees, a percentage of 5.0%, with 14 respondents.
Park West Educational Campus with 225 enrollees, a percentage of
10.1%, with 28 respondents.
P-35 Self- contained Elementary School. The school is dedicated to
the nurturing of students with various physical handicaps and those with
learning disability associated with other neuro-biological impairments. It is a
special school that is highly restrictive. The school has occupational,
physical, and language therapists to handle students as to their field of
expertise. It has 45 enrollees, a percentage of 2.0%, with six respondents.

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Urban Assembly School for Design and Construction. This
institution is a school that prepares students for college and beyond through
rigorous academic program with the emphasis on engineering and
architecture. It has 212 enrollees, a percentage of 9.5%, with 27
respondents.
High School Graphic Communication Arts Visual Art. This school
focuses in typography and desktop publishing on Mackintosh computers
using state-of-the-art facilities. It has 500 enrollees, a percentage of 22.5%,
with 63 respondents.
High School of Communication Arts in Journalism. The school
belongs to a group of five small learning communities, which are semi-
autonomous dedicated to specific career themes. The school is following the
trend of Manhattan in the creation of small schools catering specializations. It
has 400 enrollees, a percentage of 18.0%, with 51 respondents.
There were 282 parent-respondents. Table 5 shows the distribution of
the parent-respondents in a region of New York City (please see the
Appendix, p 142).
Distribution of Teacher- Respondents of Region XI
Teacher-respondents were determined through the total number of
teachers in secondary and elementary schools irrespective of sex, age and
area of specialization.

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There were five key cities in Region XI, namely; Panabo City with a
total of secondary and elementary school teachers having a population of
719, a percentage of 7.8%, and 24 teacher-respondents; Tagum City with
1, 007 total population, a percentage of 10.9%, and of 34 teacher-
respondents; Island Garden City of Samal (IGACOS) with 520 population,
a percentage of 5.6%, and of 18 teacher-respondents; Digos City with 895
total population, a percentage of 9.7% and 30 teacher-respondents; Davao
City with 6,131 total population, a percentage of 66% and 206 teacher-
respondents. There were a total of 312 teacher-respondents. Table 6 shows
the distribution of teacher-respondents in Region XI, Philippines (please see
the Appendix, p 143).
Distribution of Teacher- Respondents in New York
Teacher-respondents in New York City were determined through the
total number of teachers in either secondary or elementary schools
irrespective of sex, status, race, ethnicity, religion and area of teaching
specialization.
School A was represented by High School of Hospitality Management
with 18 teachers, 5.6% and nine teacher-respondents. School B was
represented by Food and Finance High School with 25 teachers, 7.8% and 13
teacher-respondents. School C was represented by Manhattan Bridges High
School with 24 teachers, 7.5% and 12 teacher-respondents. School D was
represented by The Facing High School with 20 teachers, 6.2% and ten

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teacher-respondents. School E was represented by Park West Educational
Campus with 75 teachers, 23.3% and 37 teacher-respondents. School F was
represented by P35 Self Contained Elementary School with 20 teachers, 6.2%
and ten teacher-respondents. School G was represented by Urban Assembly
School for Design and Construction with 20 teachers, 6.2% and ten teacher-
respondents. School H was represented by High School of Graphic
Communication Arts in Visual Art with 60 teachers, population, 18.6% and 30
teacher-respondents. School I was represented by High School of
Communication Arts in Journalism with 60 teachers, 18.6% and 30 teacher-
respondents. There was a total of 161 teacher-respondents. Table 7 is shows
the distribution of teacher -respondents in New York City, U.S.A. (please see
the Appendix, p 143).
Distribution of Respondents in Panabo City, Philippines
There were two participating schools within the vicinity of Panabo City,
namely; Panabo National High School located within the business area of
Panabo City with 12 teacher-respondents, 15 parent-respondents, and a total
of 27 respondents. Panabo Central Elementary School is offering primary
education to regular students in San Francisco, with 12 teacher-respondents,
14 parent-respondents, and a total 26 respondents.
Four members of the local school board represented the city. Table 8
shows the distribution of respondents in Panabo City (please see the Appendix,
p 144).

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Distribution of Respondents in Tagum City, Philippines
Magugpo Pilot Elementary School is the oldest primary school of
Tagum City (formerly known as Magugpo) which caters to most of the children
in the business area of Tagum City. It had 13 teacher-respondents, twelve (12)
parent-respondents, and a total of 25 respondents.
Lyceo High School (formerly Saint Mary’s College for Boys) is a school
about five kilometers away from the heart of the municipality of Tagum City. It is
managed by a congregation with 13 teacher-respondents, 12 parent-
respondents, and a total of 25 respondents.
CARE Schoolhouse Foundation, Inc. is serving special children in the
pre-school level. The school is located in Santo Domingo Subdivision with eight
teacher-respondents, 11 parent-respondents, and a total of 19 respondents.
Members of the local school board were four. Table 9 shows the
distribution of respondents in Tagum City (please see the Appendix, p 144).
Distribution of Respondents in IGACOS, Philippines
Holy Cross of Babak is a private school run by a congregation located
within the business area of Babak. There were nine teacher-respondents, nine
parent-respondents, and a total of 18 respondents.
A. Villarica Central Elementary School is a school about 15 kilometers
away from the heart of the municipality of Island Garden City of Samal with
nine teacher-respondents, eight parent-respondents, and a total of 17
respondents.

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distribution of respondents in IGACOS (please see the Appendix, p 145).
Distribution of Respondents in Digos City, Philippines
Don Mariano Marcos Elementary School is located within the
business area of Digos City. There were 15 teacher-respondents, 16 parent-
Ramon Magsaysay Central Elementary School is in Zone III catering
to regular students. It had 15 teacher-respondents, 16 parent-respondents, and
a total of 31 respondents.
There were four members of the local school board. Table 11 shows the
distribution of respondents in Digos City (please see the Appendix, p 145).
Distribution of Parent-Respondents in Davao City, Philippines
Dizon Elementary School is situated in Barangay 19-B Garcia Heights
in Davao City. There were 23 teacher-respondents, 24 parent-respondents,
and a total of 47 respondents.
Bernardo D. Carpio National High School is a pilot school of the
region to observe the Bridge Program to address the complexity of students in
reading. The school curriculum highlights are pre-high school program offering
three basic subjects -Mathematics, Science, and English; Team Teaching in
Makabayan subjects and computer-assisted instructions for Mathematics,
Science and English. The school had 23 teacher-respondents, 24 parent-

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Davao Central High School is serving grade school to high school
students of the Chinese community in Davao City. There were 23 teacher-
respondents, 23 parent-respondents, and a total of 46 respondents.
Kapitan Tomas Monteverde Central Elementary School is a pilot
school serving regular students in the downtown area of the city. There were 23
teacher-respondents, 23 parent-respondents, and a total of 46 respondents.
Sta. Ana Central Elementary School is one of the oldest schools in
Davao City. The school is serving learners from Muslims and Badjao tribes. It
had 23 teacher-respondents, 23 parent-respondents, and a total of 46
respondents.
Matina Central Elementary School caters to learners from the
southern part of Davao City. There were 23 teacher-respondents, 23 parent-
Ateneo de Davao Grade School is run by a congregation catering to
the children of prominent people in Davao City. There were 23 teacher-
respondents, 23 parent-respondents, and a total of 46 respondents.
San Roque Central Elementary School caters to learners from the
northern part of Davao City. There were 23 teacher-respondents, 23 parent-
distribution of respondents in Davao City (please see the Appendix, p 146).

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Instrument
Validity and Reliability of Instrument
Preparation. In the absence of a standardized instrument to be used in
gathering the necessary data, the researchers prepared a self-made instrument
based on the readings from the related literature and unpublished materials.
The draft was submitted to the Thesis Committee of the Holy Cross of Davao
College, Inc., Philippines. The same draft was sent to the chair of the Review
Board Committee in New York City via electronic mail (e-mail) for necessary
corrections.
Validation and Reliability. The research tool was subjected to a try-out
in another city among the ten teachers, ten parents, and four members of the
local school board. The results were collected and were submitted to the
Thesis Committee for corrections and validation. The items were analyzed and
the index of difficulty was considered. Items with an index of difficulty from 20
to 80 percent were the ones included in the final form of the questionnaire.
Likewise, ten accomplished questionnaires were submitted to the Research
Department of Holy Cross of Davao College, Inc. to test its reliability. Using the
Reliability Analysis-Scale, the questionnaire got an alpha result of .8813
(please see Appendix M p147).
Revision. The Thesis Committee looked into the items in terms of their
validity, reliability, acceptability, usability and applicability. The weak items
were improved and strengthened while the indistinct ones were omitted.

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Reproduction. The Thesis Committee approved its final reproduction
after the revision and refinement of the questionnaire were put into its final
form. The Thesis Committee Chair of the Holy Cross of Davao College, Inc., in
the Philippines gave his approval as shown in the front cover of the
questionnaire (Appendix G p135).
Likewise, the chair of the Thesis Review Board of New York City granted
the permit allowing the researcher based in New York City to distribute the
questionnaire to different schools. The chair personally sent the copy of the
researchers’ book, chapters 1 and 2, to the principal of the New York City
public schools via e-mail.
Content of the Research Tool
Part 1 of the questionnaire determined the demographic information.
The check mark (√) was placed in the box provided before each category to
answer the data being inquired.
Part 2 determined the extent of the respondent’s knowledge and
awareness about learning disabilities among parents, teachers, principals,
supervisor and members of the school board in the cities of Region XI of the
Philippines and a region of New York City, USA. There were six questions.
Boxes could be found at the end of every statement. Placing the check mark
(√) signified the answer.
Part 3 tackled the extent of perception on the remediation program given
to children with learning disabilities in the five cities of Region XI of the

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Philippines and the nine schools in a region of New York City, U.S.A. There
were eight questions. Boxes were supplied at the end of every statement.
Placing the check mark (√) signified the answer.
Part 4 covered the extent of perception on the treatment services given
to children with learning disabilities in the five cities of Region XI of the
Philippines and the nine schools in a region of New York City, U.S.A. There
were five questions asked. The categories were marked with a check (√).
Boxes were supplied after each category (please see Appendix N p148).
Data Gathering Procedures
The researchers sought permission from the New York City Department
of Education (Appendix A p129). The director of the Regional Recruitment
Managers of the New York City Department of Education granted approval to
the researcher based in New York City to conduct the study while teaching in
the public school of New York City (Appendix B p130). The permit from New
York City Department of Education was presented to the Graduate School of
Holy Cross of Davao College, Inc., Philippines.
On the other hand, the permit that was given by DepEd Regional
Director in Region XI of the Philippines was channeled through the Division of
City Schools Superintendent and was presented to the principal of the school
or school head for the administration of the survey for principal and teachers
(Appendix C p131).

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A teleconferencing was requested from the office of the thesis review
panel for the title proposal and to commence the distribution of the research
tool (Appendix D p132).
Administration and Handling. The researchers deployed two
assistants who personally conducted the survey in Digos City and Island
Garden City of Samal. The other one conducted the survey in Tagum City and
Panabo City. The researcher based in the Philippines personally administered
the survey-questionnaires in Davao City. The school guidance coordinator also
assisted the researcher in handling the questionnaire to the teachers. A letter
including the questionnaire was sent to the head of the identified schools in the
cities of Region XI and in New York City (Appendix E p133).
Among parents, there was a face-to-face interview translated into the
vernacular. Among members of the local school board, a personalized cover
letter was attached to the questionnaire. An appointment was set first before
the investigation. The survey was done through a personal interview (Appendix
F p134).
On the other hand, the researcher based in New York handed the
survey individually to the respondents from one school to the other. The
investigation was done during lunchtime only so as not to disrupt classes. The
help of an interpreter was utilized to interview Spanish-speaking parents.
All respondents were given the appropriate orientation on the research
instrument and likewise were reminded to answer the items carefully and

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honestly in accordance with actual observation in order to elicit valid and
reliable data. The survey-questionnaire was retrieved immediately to insure a
100% retrieval.
In the middle of June, the accomplished survey-questionnaires of the
New York respondents were transported to the Philippines.
Scoring. The completed questionnaires were hand scored personally by
the researchers to avoid prejudice. After the tabulation, the data were
submitted to the statistician for treatment and refinement.
Criterion Continuum. This tool was established arbitrarily by Rensis
Likert in 1932 (Ardales, 2001). It uses the method of “summated ratings.”
Statements of opinions are presented with degree of agreement or
disagreement.
The scale point is one to five (1-5) in a continuum or ordered series of
categories; each scale point has numerical value found in the mean range
column and interpretations at the end column.
Full Knowledge and Awareness (FKA). This means that the value of
“Full Knowledge and Awareness” is scale point five and it is in the mean range
of 4.50 - 5.00. The respondent has the fullest knowledge; observation,
information, understanding, and comprehension in the same way. He has the
full intellectual capacity on the categories indicated. He also has the fullest
awareness and consciousness to implement the categories.
Moderate Knowledge and Awareness (MKA). This means that the

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value of “Moderate Knowledge and Awareness” is scale point four and it is in
the mean range of 3.50 – 4.49. The respondent has practical, controlled, and
sensible knowledge on the categories indicated. He has realistic and no-
nonsense awareness.
Partial Knowledge and Awareness(PKA). This means that the value
of “Partial Knowledge and Awareness” is scale point three and has the mean
range of 2.50-3.49. The respondent has incomplete facts and data of
information on the categories indicated. He also has limited and restricted
awareness.
Slight Knowledge and Awareness (SKA). This means that the value of
“Slight Knowledge and Awareness” is scale point two and it is in the mean
range of 1.50 – 2.49. The respondent has insignificant knowledge and
undefined awareness on the categories indicated.
No Knowledge and Awareness (NKA). This means that the value of
“No Knowledge and Awareness” is scale point one and it is in the mean range
of 1.00 – 1.49. The respondent has totally no idea and no definite awareness
on the categories indicated.
Table 12 shows the point scale, mean range, interpretations and the
description. These are as follows:

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Table 12. The Scale, Mean Range, I nterpretations and Description on

Know ledge and Aw areness
Point Mean Range I nterpretations Description

Scale
Have full intellectual

5 4.50 -5.00 Full Knowledge and capacity and
Awareness (FKA) consciousness on the
category
Have practical,
4 3.50 -4.49 Moderate Knowledge controlled and sensible
and Awareness (MKA) knowledge on the
category
Have incomplete facts
3 2.50 -3.49 Partial Knowledge and or data of information
Awareness (PKA) on the category
I nsignificant knowledge
2 1.50 -2.49 Slight Knowledge and and undefined
Awareness (SKA) awareness on the
category
Have totally no idea and
1 1.00 -1.49 No Knowledge and no definite awareness
Awareness (NKA) on the category
Part 3 and 4 of the research tool have the scale of 1-5, mean range of
1.00 to 5.00 with corresponding interpretation of the following: Strongly Agree,
Agree, Undecided, Disagree, and Strongly Disagree utilizing the Likert Scale in
determining the attitude responses of the respondents.
Strongly Agree (SA). This means that the value of “Strongly Agree” is
scale point five and it is in the mean range of 4.50 – 5.00. This signifies greater
intensity of perception.
Agree (A). This means that the value of “Agree” is scale point four and
it is in the mean range of 3.50 – 4.49. This signifies normal intensity of

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perception.
Undecided (U). This means that the value of “Undecided” is scale point
three and it is in the mean range of 2.50-3.49. This signifies doubt or lack of
perception.
Disagree (D). This means that the value of “Disagree” is scale point two
and it is in the mean range of 1.50 – 2.49. This signifies normal intensity of
negative perception.
Strongly Disagree (SD). This means that the value of “Strongly
Disagree” is scale point one and it is in the mean range of 1.00 – 1.49. This
signifies great intensity of negative perception.
The scale, mean range, interpretations and the description on the
intensity of agreement are described in Table 13.
Table 13. The I ntensity of Agreement
Scale Mean Range I nterpretations Description
Great intensity of
5 4.50 -5.00 Strongly Agree (SA) perception
Normal intensity of
4 3.50 -4.49 Agree (A) perception
Doubt or lack of
3 2.50 -3.49 Undecided (U) perception
Normal intensity of
2 1.50 -2.49 Disagree (D) Negative perception
Great intensity of
1 1.00 -1.49 Strongly Disagree (SD) negative perception

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Data Analysis
Three statistical tools were utilized in the treatment of the data in order
to answer the major as well as specific sub-problems. The data gathered from
the profile of the respondents were interpreted using frequency, weighted mean
and percentage.

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CHAPTER 3
Results and Discussions
The analysis of results and the interpretation of data are presented in
this chapter according to the problems posed in the study.
Table 14. Knowledge and Awareness on LD among Parents, Educators,

Members of the LSB in the cities of Region XI,
Philippines and a region in New York City, N.Y., U.S.A.
Region XI, Philippines New York, USA
Par Educ LSB Par Educ

No Categories f=322
Int
f=312 Int f=20
Int
f=282
Int
f=161
Int
Special education and

1 children with special 3.17 PKA 3.83 MKA 2.85 PKA 4.82 FKA 4.76 FKA
needs.
2 Learning disabilities. 2.26 SKA 2.38 SKA 2.3 SKA 3.82 MKA 4.35 FKA
Cause and origin of

3 learning disabilities is 2.03 SKA 2.42 SKA 2.2 SKA 3.23 PKA 3.96 MKA
neurological.
Different types of learning

4 2.10 SKA 2.46 SKA 1.9 SKA 2.36 PKA 3.61 MKA
disabilities.
Learning disabilities have

5 no cure as of the moment 2.43 PKA 2.32 SKA 1.9 SKA 3.13 PKA 3.83 MKA
depending on the disability.
Learning disabilities may
lead to undesirable
6 2.89 PKA 3.30 PKA 2.25 SKA 3.57 MKA 4.41 MKA
consequences if not
treated.
Over all Weighted

2.48 PKA 2.79 PKA 2.23 SKA 3.49 MKA 4.15 MKA
Mean
Legend: No. = Number 4.50-5.00 =Full Knowledge and Awareness (FKA)

f = frequency 3.50-4.49 =Partial Knowledge & Awareness (PKA)
Par = Parents 2.50-3.49 =Moderate Knowledge & Awareness (MKA)
Int = Interpretation 1.50-2.49 =Slight Knowledge & Awareness (SKA)
Educ = Educators 1.00-1.49 =No Knowledge & Awareness(NKA)
LSB= Local School Board

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Table 14 illustrates the level of knowledge and awareness on learning
disabilities among parents, educators and members of the local school board
(Philippines only) in the cities of Region XI, Philippines and a region of New York
City, NY, U.S.A.
Parents. Most of the parents in the cities of RXI, Philippines scored high
in the special education and children with special needs category with a weighted
mean of 3.17, which means that they had partial knowledge and awareness on
this item. They scored least on the cause and origin of LD with a weighted mean
of 2.03, which means they had a slight knowledge and awareness on this
category.
Over all, the data yielded a weighted mean of 2.48, which means that the
parents in Region XI had slight knowledge and awareness about learning
disabilities.
The results suggested that while parents registered partial knowledge on
special education, they showed lower degree of awareness on learning
disabilities. The results also pictured their ineptness in other characteristics
surrounding the nature and background of LD. Most of them, however, partially
perceived that LD led to undesirable consequences if not treated.
This was supported by the Emily Hall Tremaine Foundation Survey on
American public knowledge and attitude concerning learning disabilities that
they are only three sources of information mentioned, which is quite limited.

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Educators. The 312 educators in the cities of Region XI, Philippines,
scored high in their level of knowledge and awareness on special education at
3.83 weighted mean scaled at moderate knowledge and awareness (MKA)
followed by undesirable consequences of LD if not treated at 3.30 weighted
mean scaled at partial knowledge and awareness (PKA). They scored least on
the cure for LD at 2.32 weighted mean which is slight knowledge and awareness
(SKA).
The data presented an overall weighted mean of 2.79, which means that
the educators in Region XI, Philippines had partial knowledge and awareness
(PKA).
The results demonstrated that Filipino educators showed incomplete
facts or data of information about special education and children with special
needs, but had partial knowledge that LD may lead to undesirable consequences
if not treated.
This supported the issue that LD was not taken seriously by the education
professionals in the Philippines because there was confusion as to the correct
definition and criteria about LD. Weiderholt wrote, in his 1974 historical review of
the field of LD, “despite the rapid growth during the 1960s and 70’s, or perhaps
because the LD field is currently confronted with several major problems. These
include problems of definition, territorial rights and an adequate data base”.
These problems that Weiderholt identified continued and intensified in the

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following years, although the research conducted in the Turbulent Period.
(Hallahan and Mock, 2003).
In Australia, the lack of clarity in definitions and uncertainty about the
criteria for identification of the condition resulted in unreliable Australian
statistics. In Australian schools, statistics for students with LD are unreliable
because the criteria applied for learning disabilities vary from State to State and
include intellectual disability and/or learning difficulties (The Australian National
University, 1994) .
In Japan, LD is still not appropriately categorized. Eiko Todo, a mother
of a dyslexic child in an article on the NPO’ Japan Times, stated, “I was
surprised that there was not a single page mentioning the word dyslexia on
Japanese Web sites, whereas there were many helpful American and British
pages. Through a friend, I discovered that in Japan this condition is called
learning disability. The Ministry of Education has just begun a survey to find out
how many LD’s there may be in Japan, giving LD and dyslexia the same
definition.” That in the long run prompted her to establish the Japan Dyslexic
Society (Eiko Todo, 2001).
Learning disabilities is just one of the various fields of specialization in
special education. In the cities of Region XI, Philippines only Holy Cross of
Davao College, Inc. and University of Southeastern Philippines, both in Davao
City, offer graduate studies in special education, which started just a few years
ago. To date, there are just a handful of full-pledged masters in special


95

education who specialized in learning disabilities. The researchers themselves,
despite having been educators for quite a long time knew LD only when they
took graduate studies in special education.
Local School Board. The 20 members of the local school board (LSB)
in the cities of Region XI, Philippines, manifested the highest weighted mean of
2.85 on special education and children with special needs with a scale
interpretation of partial knowledge and awareness (PKA) scored least on types of
LD and cure of LD both at 1.9 weighted mean scaled as slight knowledge and
awareness (SKA).
The survey result had an over all weighted mean of 2.23 which means
that the members of the local school board in Region XI had partial knowledge
and awareness (PKA) on learning disabilities.
The result was affected by so many factors: First, while attention to
learning disabilities has a long historical background dating back in the 1890’s,
this particular learning disability was only earlier recognized and studied mostly in
the western world especially by the Europeans and the Americans ( Hallahan and
Mock, 2003).
Second, the International Academy for Research in Learning Disabilities
(IARLD) is an international professional organization dedicated to conducting
and sharing research about individuals who have learning disabilities. It is an
elected group of premier scientists, educators and clinicians in the field of
learning disabilities throughout the world and was established in 1976. The

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Academy currently (2002) has a membership of nearly 250 distinguished
scholars, representing 29 different countries and 23 disciplines and the
Philippines is not one among them (http://www.iarld.net/index.htm).
Third, the public knowledge and awareness is low because just like in
other countries or even in America, LD is not easily recognizable physically and
more often than not, learning disabilities have always been associated with
other disabilities. In 1995, the Emily Hall Tremaine Foundation undertook
groundbreaking research to measure public awareness and understanding of
learning disabilities. The results of the first benchmark study revealed that,
although Americans recognize that learning disabilities are prevalent, these
disabilities are widely misunderstood (Roper Starch Worldwide Inc., 1999).
Fourth, the Philippine Laws for the protection and welfare of people with
disabilities were already established beginning 1927 but there was no explicit
provision for people with LD. As of the present, the Department of Education
Region XI, Philippines does not have any educational program for LD. The
Education Act 2004 of Senator Jambie Madrigal includes LD but it is still on its
final reading.
The catch is that out of the 2,240 bills filed, only 16 had been passed by
the Senate, with only nine of them eventually passed into law. In the last two
years, only six out of 20 measures certified as urgent by the president were
passed. While the Lower House had passed and transmitted 750 bills to the
Senate, with 50 of those bills of national importance, the political gridlock had

97

doomed a lot of these proposed legislations that have been extensively
debated in the House of Representatives (Romualdez, 2006).
This is the same thing in Japan where support for LD is somewhat
delayed. According to The Asahi Shimbum of August 18, 2004 issue the plight
of such people has until now been largely ignored by the current welfare
system, and legislation is long overdue.
Fifth, there is only one private institution that caters to students with LD
in Region XI, Philippines where the cost of education understandably is not for
everybody.
Sixth, access to information is limited. Most information about LD is
available only in the internet. As to Zheng Jian, professor in Chiongging Normal
University in China states that the internet is a great resource for learning what
America is doing in the special education area. The Internet is a great teaching
tool for students with special needs, and online education can reduce
educational costs.
(http://www.unitedspinal.org/publications/action/2004/08/26/china-a-giant-awakens-to-
disability-awareness/Retrieved September 2, 2006).
Internet user penetration is now in the 65% to 75% range for the leading
countries and future growth is limited. Internet user penetration for the populous
and developing countries is in the 10% to 20% range. (Computer Industry
Almanac, http://www.c-i-a.com/pr1202.htm Retrieved September 2, 2006).

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Seventh, as of the present, there is no advocacy organization for LD in
Region XI, Philippines (Philippine Government Census, 2000)
Finally, while the field has not quite reached consensus on definitions of
LD, there are professionals as well as public leaders who do not understand
them or believe they exist. In Rocco’s (1997) research, the faculty “questioned
the existence of certain conditions or if they existed, the appropriateness of
classifying the condition as a disability”.
Parents. Most of the 282 parents in a region of New York City, U.S.A.
exhibited their highest weighted mean of 4.82 on special education and children
with special needs which is interpreted as full knowledge and awareness (FKA).
They scored the least on the types of LD at 2.36 weighted mean with a scale
equivalent of slight knowledge and awareness (SKA).
Overall, there was a weighted mean of 3.49, which means that the
parents in a region of New York, USA had partial knowledge and awareness
(PKA) on the general issue about LD.
The result revealed that most parents in a region of New York, USA
displayed a high level of knowledge about special education. However, while
they showed high level of awareness on the issue about LD, they were
apparently low on the knowledge about the inherent facts surrounding its nature
and background.
On April 6, 1963, a resourceful group of parents convened in Chicago.
Parents and Professionals from various disciplines shared a common concern.

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The conference articulated the cornerstones on which the field of learning
disabilities is based. Legislation was passed among them, “The children with
specific Learning Disabilities Act of 1969.” The focus was on the mandate for
remedial education designed to address the unique needs of children with
learning disabilities. Other pieces of legislation were followed: the Elementary
and Secondary Amendments of 1969; the Vocational Rehabilitation Act 1973;
the Education for All Handicapped Children Act of 1974; the Juvenile Justice
and Prevention of Delinquency Act; and the Americans with Disabilities Act.
(Crawford, 2003). These federal legislations were widespread in dealing the
needs of children with LD. Thus, awareness of parents on special education is in
the high level.
Educators. Among the 161 educators in a region of New York City,
USA, the data showed a high weighted mean of 4.76 on special education and
children with special needs, which means that educators have full knowledge
and awareness (FKA) however, they registered a low weighted mean of 3.61 on
the types of LD which is interpreted as moderate knowledge and awareness
(MKA).
The data presented an overall weighted mean of 4.15, which means that
the educators in the region of New York, USA had moderate knowledge and
awareness (MKA) on learning disabilities.
The results showed that most educators in New York, USA showcased
high level of knowledge and awareness on special education and learning

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disabilities. The figures also showed consistent high score on the cause and
origin, types, cure and consequences of LD backing up their score on the issue
of LD.
The following may have an impact on their level of knowledge and
awareness about LD: First, there are many research works for LD –medical as
well as in the field of education. The studies lead to graduated knowledge and
awareness about learning disabilities. Much of the work in the field over the last
20 years has focused on understanding and identifying learning disabilities.
Second, there are laws of the United States that provide support on the
rights, protection and welfare of persons with disabilities. Out of the 16.7 billion
dollars allocated for special education for 2005, 26 million dollars is earmarked
for parent information centers, 16.7 million dollars to protect and advocate for
the legal and human rights of individuals with disabilities, 90.6 million dollars for
personnel preparation, 203 million dollars for special education national
activities and 38.8 million dollars for technology and media services (Hager,
2006).These government support programs had in one way or another helped in
the improvement of knowledge and awareness about LD.
Third, there are learning remediation programs. Federal officials began
to take notice of the rising tide of public concern for students with this disability
Experts and researchers fashioned interventions that would later set standards
for practice. As a result, this period from 1960 to 1975, is characterized by the
efforts of numerous individuals and groups to put forward comprehensive

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definitions and effective educational programming. As members of the multi-
disciplinary team, the parents are involved in the Individualized Educational
Program (IEP) of their children (Hallahan and Mercer, 2001).
Fourth, there is availability and access to technology. Personal computers
(PC) in-use topped 900 million units worldwide in 2005. The U.S. has a large PC
usage lead with over three times as many PCs as the second place, Japan. The
U.S. accounts for over 25% of all PCs in-use compared to 4.6% of worldwide
population. PCs in-use growth is slowing, but the U.S. is on track to have more
PCs in-use than people in five or six years. In 1965 there was only one
computer for each 10,000 people in the United States. The United States now
has two computers for every five people.
The U.S. continues to lead with nearly 200 million Internet users at year-
end 2005. The two most populous countries—China and India—are now in
second and fourth place in Internet users. Other populous countries such as
Brazil, Russia and Indonesia have also moved into this ranking. (Computer
Industry Almanac, http://www.c-i-a.com/pr1202.htm).
Fifth, there are advocacies. During the period spanning 1960 to 1975,
parentsand teachers became acquainted with the notion of LD and founded
organizations to advocate for children with this disability (Hallahan and Mock,
2003). There are a lot of advocacy groups/efforts in America which increased
the level of knowledge and awareness about LD – either through websites
awareness campaigns. For one, a national public awareness effort on learning


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disabilities was launched by the Coordinated Campaign for LD and the Ad
Council in March 1998. National TV, radio, and print ads are now in 1000 key
media markets with the tag line “There is no reason to be held back”. The
campaign will increase interest in LD and spur parents, teachers and others to
seek more information.
The 1995 Roper-Starch national survey result showed that 51% of the
respondents said that they would go to their public library for information about
LD, Roads to Learning. Another advocacy organization funded by the Emily Hall
Tremaine Foundation sent partnership packets containing valuable LD resource
information to state and local chapters of the Learning Disabilities Association
(LDA) and the International Dyslexia Association (IDA). They were asked to
approach local libraries, use the packet resources, and create partnership to
improve library collections and services for their areas.
Likewise, the 1999 Roper Starch follow-up survey, New Measures of
Awareness and Parental Understanding of Learning Disabilities revealed that
three out of four adult Americans said they had at least some familiarity with
learning disabilities. Three-fourths (75%) of the public said they had heard or
read some about the topic. About one-third (34%) said they had heard or read
some information about this issue.
Public understanding of learning disabilities has improved since 1995.
More people now can correctly identify possible indicators of learning
disabilities. There have been marked declines in the proportions of people who

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erroneously attribute LD to physical disabilities such as deafness (45%, down
21% points) and blindness (38%, down 22 points). People are also less likely
than in the past to mistakenly associate mental retardation (65%, down 20
points), emotional disorders (59% down 18 points), and Attention Deficit
Disorder (66%, down 15 points).

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Table 15. The Perception on Remediation Programs among Parents, Educators,

Members of the LSB (Philippines only) in the cities of Region XI,
Philippines and New York City, N.Y., U.S.A.
Region XI, Philippines New York, U. S. A.

No. Categories Int Int Int Int Int
f=322 F=312 F=20 F=282 F=161
A special education program and
special education teachers trained to
1 handle students with learning
4.02 A 4.31 A 4.33 A 4.85 SA 4.86 SA
disabilities.
An assessment and evaluation
conducted using either formal or
2 informal testing tools to identify
3.98 A 4.33 A 4.22 A 4.36 A 4.88 SA
students with learning disabilities.
An early identification and
intervention programs as essential
3 preliminary procedure in educating
3.89 A 4.16 A 4.29 A 4.01 A 4.84 SA
children with disabilities.
Teaching strategies like reading
remediation, modification,
4 accommodation undertaken to 4.05 A 4.27 A 4.26 A 2.91 U 3.88 A
ensure learners develop
appropriately.
Instructional placements like
inclusion, mainstreaming, self
5 contained or resource room
3.98 A 4.37 A 4.32 A 3.89 A 4.71 SA
accommodation.
An appropriate curriculum tailored to
6 the needs of students with learning 3.99 A 4.30 A 4.37 A 3.36 U 4.69 SA
disabilities.
A Multidisciplinary team to outline
and decide the Individual
7 Educational Plan (IEP) of the 3.96 A 4.24 A 4.26 A 3.94 A 4.94 SA
learners with learning disabilities
which will be reviewed periodically.
Behavior Intervention Plan (BIP) to
address students’ disruptive
8 behaviors and allow the children to 4.08 A 4.21 A 4.10 A 3.99 A 4.71 SA
be educated in the least restrictive
environment (LRE).
Funding and government programs

that provide and support the
9 educational needs of children with
4.15 A 4.33 A 4.06 A 4.55 SA 4.68 SA
Over All Weighted Mean 4.03 A 4.28 A 4.25 A 3.98 A 4.89 SA
Legend: No. = Number 4.50-5.00 =Strongly Agree (SA)

f = frequency 3.50-4.49 =Agree (A)
Int = Interpretation 2.50-3.49 =Undecided (U)
LSB= Local School Board 1.50-2.49 =Disagree (D)
Educ= Educators 1.00-1.49 =Strongly Disagree (SD)
LSB= Local School Board

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Table 15 illustrates the perception on remediation programs among
parents, educators and members of the local school board (Philippines only) in
the cities of Region XI, Philippines and a region of New York City, N.Y., U.S.A.
Parents. The 322 parents in the cities of Region XI, Philippines
expressed favorably on funding and government support programs among the
nine remediation programs for LD, registering the highest 4.15 weighted mean
while early identification and intervention program scored the least at 3.89
weighted mean.
The data showed an overall weighted mean of 4.03 which means that
parents agreed (A) on the remediation programs of learning disabilities.
The differences in scoring are comparably very insignificant to consider
as an issue since both fall on the same scale level of agreement. What is
apparent is that most of them showed positive response, though not strongly on
all the remediation programs for people with LD.
Educators. Most of the 312 educators in the cities of Region XI,
Philippines strongly agreed (SA) on the instructional placements like inclusion,
mainstreaming, self-contained or resource room. The score showed 4.37
weighted mean followed closely by funding and government support programs
and by early assessment and evaluation both at 4.33 weighted mean while early
identification and intervention programs at 4.16 weighted mean scored the least.

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The general perspective reflected an overall weighted mean of 4.28
indicating that most educators in the cities of RXI, Philippines agreed (A) over
all the remediation programs for LD.
Local School Board. Most of the 20 members of the local school board
in the cities of Region XI, Philippines agreed on the remediation programs for
LD. Among the nine categories, appropriate curriculum led in the scoring at
4.37 weighted mean but exhibited funding and government support programs
showed the least at 4.06 weighted mean.
The data showed an over all weighted mean of 4.25 which means that
the members of the local school board agreed (A) to have a remediation
program to address the learning disability problem in schools.
Parents. Most parents in a region of New York, U.S.A. strongly agreed
(SA) to have a special education program and special education teachers
trained to handle students with learning disabilities with a weighted mean of
4.85 It is followed by funding and government support programs at 4.55
weighted mean; assessment and evaluation at 4.36 weighted mean; early
identification and intervention programs at 4.01 weighted mean; behavior
intervention plan at 3.99 weighted mean; individualized educational plan (IEP)
at 3.94 weighted mean; then by instructional placement at 3.89 weighted mean
and finally the least was the teaching strategies at 2.91 weighted mean.

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The data exhibited an over all weighted mean of 4.03 which means that
the parent-respondents in New York City, USA agreed (A) to have a
remediation program to address the learning disability problem in schools.
This was supported by the interview of the National Center for Learning
Disabilities (2005). According to Julie from Indiana, not a day goes by that
parents do not breathe a sigh of relief, and feel grateful due to the early
identification of his severely dyslexic, dysgraphic, and having a significant
visual perceptual difficulties child. Intensive intervention was recommended.
Tutoring is entirely Orton-Gillingham based. Getting the right kind of help, at the
right time, and with the right people, is essential to seeing progress.
According to Monica from New York, the multidisciplinary team
determines a student's abilities and needs and implements an appropriate IEP
for eligible students. Attending subsequent meetings allowed him to see how
the system worked, find out who was on his "team" and learn how the
committee decided on the specific IEP and accommodations. Her son, over
the years, has benefited from a number of accommodations and program
modifications.

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According to Elise from New Jersey, she owed a great thanks to
successful early intervention. As a parent, she felt that her son needed to
attend every IEP meeting to understand what is happening in his education.
This should to be part of the process. IEP is not successful without his buy-in.
He had a far better understanding of what was really going on because he was
in the classroom.
These remarks are from parents who are way ahead of their intervention
programs among these types of special children because of funding support.
While the Filipino parents and educators agree of these programs, the lack of
funds affects the score obtained in this area.
Educators. Among the 161 educators in the Region of New York City,
USA, strongly agreed (SA) in almost all the nine categories, except on teaching
strategies in the remediation programs on LD – with multi-disciplinary team and
individualized educational plan (IEP) getting the highest score at 4.94 weighted
mean; special education and SPED teachers at 4.86 weighted mean; early
identification and intervention programs at 4.84 weighted mean; instructional
placement and behavior intervention plan both at 4.71 weighted mean;
appropriate curriculum at 4.69 weighted mean; then funding and government
support programs at 4.68 weighted mean and the very least teaching strategies
at 3.88 weighted mean.

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These findings pointed out that much of the work in the field over the last
20 years has focused on understanding and identifying learning disabilities.
Further progress depends upon funding for research into effective remedial
interventions and compensatory strategies that can help children with LD
enhance their reading, writing, spelling and math skills.
There is a profound disparity between what research has revealed and
what is taught in educator development. Support is needed for teacher training
in research-based interventions in learning disabilities and in classroom
strategies that recognize and accommodate differences in learning for all
students.
One of the specialists that should be employed to render treatment services is
a Special Education teacher who works with children and youths who have a
variety of disabilities. He uses various techniques to promote learning.
Depending on the disability, teaching methods can include individualized
instruction, problem solving assignments, and small group work. He helps in
the development of the Individualized Education Plan (IEP)
for each special education student.
Life skills research and curricula are also needed to address the social,
emotional and psychological ramifications of learning disabilities, which can
be even more devastating than academic failure. And yet, only a handful of
foundations actually fund researchers on learning disabilities; perhaps

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because there is a lack of understanding that improving teaching,
curriculum and classroom strategies for children with learning disabilities will
benefit all students at every level of education
Table 16. Perception on the Treatment Services among Parents, Educators

And LSB Members in the cities of Region XI of the Philippines & a
Region of New York City, N.Y., U.S.A.
Region XI, Philippines New York, U.S. A.

No. Categories Int Int Int Int Int
F=322 F=312 F=20 F=282 F=161
Technology-aided
instructions and other
1 related devices purposely 3.98 A 4.27 A 4.00 A 4.32 A 4.58 SA
for students with learning
disabilities.
Therapies for speech and
language refinement, audio
improvement, and reading
2 enhancement to improve
4.01 A 4.45 A 4.06 A 4.85 SA 4.65 SA
the condition of children with
Medical treatment for

3 children with learning 3.91 A 4.36 A 4.00 A 4.75 SA 4.43 A
disabilities.
Coping-mechanism
approaches like counseling
4 and behavior modification to 4.06 A 4.37 A 4.06 A 4.85 SA 4.76 SA
develop control and self-
esteem.
Specialists for children with
learning disabilities such as;
speech-language
pathologist, audiologist and
5 psychologist help in the 4.13 A 4.33 A 4.06 A 4.89 SA 4.64 SA
diagnosis and prescription
of appropriate educational
treatment.
Over All Weighted

4.02 A 4.36 A 4.04 A 4.73 SA 4.61 SA
Mean

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Legend: No. = Number 4.50-5.00 =Strongly Agree (SA)

f = frequency 3.50-4.49 =Agree (A)
Int = Interpretation 2.50-3.49 =Undecided (U)
LSB= Local School Board 1.50-2.49 =Disagree (D)
Par = Parents 1.00-1.49 =Strongly Disagree (SD)
Educ = Educators
Table 16 illustrates the level of perception on the treatment services for
children with LD among parents, educators and members of the local school
board (Philippines only) in the cities of Region XI, Philippines and a region of
New York City, N.Y., U.S.A.
Parents. Most of the parents in the cities of Region XI, Philippines
agreed (A) on all the categories in the treatment services for children with LD.
The result showed that specialists for children with LD hold the highest score
among the five categories in the treatment of LD at 4.13 weighted mean.
Parents believed that the experts on the LD field can help children with
language disorders to improve learning skills rather than medical treatment at
3.91 weighted mean which both interpreted as agree, followed by coping
mechanism approaches like counseling and behavior modification at 4.06
weighted mean; therapies at 4.01 weighted mean; then technology-aided
instructions at 3.98 weighted mean.
Overall, most parents agreed (A) on all the categories in the treatment
services for LD giving a 4.02-weighted mean.
The result suggested that although most parents gave more weight on
the physiological and psychological improvement for persons with LD, they least

112

scored on medical treatment which means that parents were so cautious as
there were reported cases of undesirable side-effects.
Educators. Most educators in the cities of Region XI, Philippines
showed the highest weighted mean score of 4.45 on therapies for LD and score
the least on technology-aided instructions with a weighted mean of 4.27. Both
had a scale interpretation of agree.
Moreover, the study showed high hopes to have coping-mechanism
approaches like counseling and behavior modification to develop control and
self-esteem as presented by the weighted mean of 4.37, to have medical
treatment for children with learning disabilities presented by the weighted mean
of 4.36, to have specialists for children with learning disabilities such as;
speech-language pathologist, audiologist and psychologist help in the diagnosis
and prescription of appropriate educational treatment presented by the weighted
mean of 4.33.
The data presented an over all weighted mean of 4.36 which means that
the educators in cities of Region XI, Philippines agreed (A) to have treatment
services for children with learning disability made available for the enhancement
of academic skills.
The result revealed that most educators preferred physiological and
psychological development to other support systems in the treatment of
students with LD which means that educators firmly believed that the

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instructional support and treatment of physical therapist may help a child with
LD improve his physical conditions.
Local School Board. The members of the LSB in the cities of Region
XI, Philippines on Treatment Services on the other hand agreed (A) on all
categories, though not strongly, to improve the condition of children with
learning disabilities. Three among the five categories tied –up for the highest
score of 4.06 weighted mean and the rest at 4.0-weighted mean. The difference
is not significant enough as an issue of concern.
the members of the local school board in Region XI, Philippines agreed (A) to
have treatment services to address the learning disability problem in school.
Parents. Except for technology-aided instructions, most parents in a
region of New York City, U.S.A. strongly agreed (SA) on all other categories on
the treatment services for students with learning disabilities. Specialists for
children with LD led the scoring order at 4.89 weighted mean, followed equally by
both coping mechanism approaches and therapies at 4.85 weighted mean, then
by medical treatment 4.75 weighted mean and lastly by technology-aided
instructions with the weighted mean of 4.32.
The table showed an overall weighted mean of 4.73 which means that the
parents in the region of New York, USA strongly agreed (SA) on the treatment
services of learning disabilities.

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It is interpreted that most parents gave more preference on the
physiological and psychological developments over other support systems to
enhance the learning development of people with LD.
Parents of New York pointed out that specialists for children with LD are a
help in diagnosing and prescribing appropriate educational treatment. To support
this claim, the International Academy for Research in Learning Disabilities
(IARLD) is organizing an international professional organization composed of
elected group of premier scientists, educators and clinicians in the field of
learning disabilities throughout the world dedicated to conducting and sharing
research about individuals who have learning disabilities.
Educators. Most educators strongly scored on coping-mechanism
approaches among other categories at 4.76 weighted mean followed almost
equally by therapies at 4.65 weighted mean and specialists at 4.64 weighted
mean; then by technology–aided instructions at 4.56 weighted mean and lastly
by medical treatment at 4.43 weighted mean.
the educators in New York City, USA strongly agreed (SA) to have treatment
services for children with learning disability.
The results suggested that most educators gave more weight on the
development of behavior and attitude followed by physiological improvement,
then by support systems to enhance learning and lastly the application of medical
treatment.

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The data upheld the idea that Assistive Technology (AT) can increase a
child's self-reliance and sense of independence. Children who struggle in school
are often overly dependent on parents, siblings, friends, and teachers for help
with assignments. By using AT, children with special needs can experience
success at working independently (SchwabLearning.org, 2006).
The federal government of America, Technology and Media Services
has a budget of $38.8 million. This program supports research, development,
and other activities that promote the use of technologies in providing special
education and early intervention services.
Ceil Rothbart, co-producer of the documentary, A Celebration of
Differences on Oprah Winfrey Show, and a mother of children who have
learning disabilities. She suggested that the film is a way of mentoring people
who have learning disabilities. She explained further that, she knew that her
children would be able to learn, and that she could find tutors or teachers and
specialists who would provide them with remediation and treatment.
Parents and educators can help by structuring tasks and environments
for the child in ways that allow the child to have an independent life

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CHAPTER 4
Summary, Conclusions and Recommendations
Knowledge and awareness on special education by the parents, educators,
city and the state officials is a critical component in achieving financial, moral,
physical and social support to students with learning disabilities whether at home,
school, or in the society. These are the people who collaborate to provide the
necessary tool and progress for efficient and effective special education particularly
to learning disabled students.
The respondents of the study were carefully chosen by random from the
five cities of Region XI, Philippines and a region of New York City, U.S.A. These
were the parents, educators, and government officials affiliated with local
education programs. The study focused on 1) the extent of knowledge and
awareness on learning disability, 2) the level of perception on the remediation
program for children with learning disabilities, 3) the level of perception on the
treatment services for children with learning disabilities.
The data were gathered through a descriptive survey using a questionnaire
and a personal interview, using vernacular for parents in the cities of Region XI,
Philippines. In New York City, the help of an interpreter was employed to interview
Spanish-speaking parents.
This study was envisioned to serve as an important tool in bringing about
more awareness and more intensive response to special education to enhance

117

decision-making and implementation of more appropriate and updated programs
and tools such as technology resources. Likewise, the result of the study
hopefully serves as a guiding tool for people planners in special education. This
assessment can provide necessary information to all people engaged in special
education to strengthens efforts, provide more resources, improve or change
practices in special schools in the education of children with exceptional needs
and to create stronger linkages and advocacies for special education particularly
for learning disabled students.
Likewise, this study would serve as a baseline and a point of reference of
future further studies that would benefit not only other researchers and
educational institutions but also similarly our society.
Here are the findings:
1. In the cities of Region XI, Philippines, parents registered slight
knowledge and awareness (SKA) on learning disabilities while the educators and
the members of the local school board showed partial knowledge and awareness
(PKA).
In a region of New York, U.S.A., American parents exhibited partial
knowledge and awareness (PKA) while the educators showed moderate
knowledge and awareness (MKA) about learning disabilities.
2. The parents, educators and the members of the local school board in the
cities of Region XI, Philippines and the parents in a region of New York,

118

U.S.A. all agreed (A) on the remediation programs of learning disabilities.
Apparently, the educators in New York, USA strongly agreed (SA) on the same
category.
3. The parents, educators and the members of the local school board in
the cities of Region XI, Philippines agreed (A) on the treatment services for
learning disabilities. On the other hand, parents and educators in New York, USA
strongly agreed (SA) on the issue.
Conclusion
Based on the preceding findings, most of the parents, educators and the
members of the local school board in the cities of Region XI of the Philippines had
low knowledge and awareness on learning disabilities. Even their level of
knowledge in special education was likewise unimpressive. Furthermore, the
local school board overseeing the local education programs registered the lowest
score among the group. This predicament if not abated is continuously
detrimental both to the individual with LD; for their self-worth and productivity and
to the society for its cost and safety. Moreover, parents in the region of New
York, U.S.A. registered only partial knowledge, which is still short of what is best
desired. On the positive side however, most of their educators were
knowledgeable enough to respond to the needs of the students with LD.
With regard to perception, the remediation programs for LD are welcomed
by virtually all the respondents in the cities of Region XI, Philippines

119

and in the region of New York, U.S.A. Nevertheless, most of the educators in
New York, U.S.A. stressed a stronger sense of agreement. This manifested that
the higher level of knowledge and awareness about LD is, the stronger the
agreement.
The parents, educators and the members of the local school board in the
cities of Region XI, Philippines agreed, the parents and educators in New York,
USA strongly agreed to the treatment services for LD.
It must be concluded that all groups regardless of their level of knowledge
and awareness desire the need to help persons suffering from learning
disabilities. Nonetheless, it calls for greater understanding of the subject matter to
strongly agree and believe on the benefits derived from the remediation programs
and treatment services as enumerated in the preceding chapters.
Recommendations
Thus, the researchers hereby suggest the following recommendations:
1. Parents, educators and members of the local school board in the cities
of Region XI, Philippines and the parents in the region of New York City, N.Y.,
U.S.A., must promptly increase their knowledge on the issue of learning
disabilities through various means appropriately possible. Though armed with
adequate knowledge, educators in New York, U.S.A. must continue to improve
their understanding of LD without let-up and be the forerunners of new learning
for the others to follow.

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2. Findings on the perception about remediation programs and treatment
services of learning disabilities were not negative; hence, not a problem literally.
But, perception is just a state of mind. It must be transformed into energy – thru
action. Therefore, as all the respondents embody virtually all the sectors of
society, it is everyone’s duty to voice out these concerns and act decisively so
these perceptions may be responded immediately.
3. Though this study may provide a baseline reference, its scope is very
limited. The researchers suggest further studies surrounding the issue of learning
disabilities particularly on the availability of programs for LD, resources,
demographic profile, health, and present economic status of aged persons with
LD in the Philippines.
Studies about this issue of concern will not only awaken many of us but
likewise strengthen the resolve of our leaders and intellectuals in shaping the
necessary improvements required by the situation.

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128


129

Letter to New York City Asking Permission to Conduct Study
34-23, 83rd St., Jackson Heights

New York, NY 11372
January 16, 2006
MR. LAWRENCE PENDERGAST

Principal
Urban Assembly School of Design and Construction
Region 9, Manhattan, New York
Dear Sir:
Greetings!
I would like to inform you that I am currently enrolled in thesis writing at the
Holy Cross of Davao College in Davao City, Philippines. I have yet to submit my
proposed topic, “The Knowledge and Perceptions on Learning Disabilities in the
Cities of Region XI of the Philippines and a Region of New York City, N.Y.,
U.S.A.” for approval.
I am writing the thesis with a partner in the Philippines; hence the choice of the
topic should suit such arrangement. If this pushes through and be finished till June, I
will go home in July to co-defend the thesis with my co-writer.
Our adviser instructed me to ask your permission and your written permit. In
connection thereof to such endeavor, I will be sending questionnaires to my co-
teachers as to accommodations, learning instruction, strategies, the extent of IEP
awareness, and other pertinent issues relevant to my studies.
In anticipation, I am thanking you for your approval and support regarding the
above mentioned matter.
Truly yours,
ARTENITA P. DANTE

130

Appendix B
Letter from New York City Department of Education Granting the Researchers to
Conduct Study

131

Appendix C
Letter to the DepEd Regional Director, Region XI, Philippines
March 3, 2006
DIAMAR P. KADON
Regional Director, Region XI
Department of Education
Davao City, Philippines
Thru: GLORIA P. LABOR
Division of City Schools Superintendent
Davao City
Dear Sir/Madam:
Mrs. Artenita P. Dante (base in New York City) and I are working on our Master’s
thesis in special education at Holy Cross of Davao College, Davao City, Philippines entitled,
“THE KNOWLEDGE AND PERCEPTIONS ON LEARNING DISABILITIES IN THE CITIES OF REGION
XI OF THE PHILIPPINES AND THE REGION IN NEW YORK CITY, N.Y., U.S.A.”. Unlike other
disorders and disabilities which only somehow compound the responsibilities of immediate
families, learning disability not only creates emotional and psychological dilemma to an
individual but also may pose a potential threat to the society as well.
Even then, while other countries are vigorously confronting this problem, there is still
not much information about it in this country. As a starting point, we shall be presenting a
comparative awareness study that will serve as a reference point for other future studies.
In this regard, we are asking permission from your office to allow us to conduct a
research survey to selected public school educators in Region XI. It is understood that the
administration of the activity should not, in any way, disrupt the school program.
We are, therefore, very grateful to your favorable response on this matter.
GOD BLESS THE PHILIPPINES!
Respectfully,
MARLYN C. SALUDES
Researcher
Contents noted by:


132

Appendix D
Letter to the Dean of Graduate School Requesting Teleconferencing
March 3, 2006
MR. DOROTEO O. AMORA

Dean , Graduate School
Holy Cross of Davao College
Sta. Ana Ave., Davao City
Dear Sir:
Mrs. Artenita Dante and I are slated to present the study proposal of our Masteral thesis
on March 25, 2006. Our research is about the extent of knowledge and perceptions between
Region XI of the Philippines and a region of New York City, N.Y., U.S.A. regarding learning
disability.
In this context, we would like to present a study that would serve as a baseline and a
point of reference of future further studies that would benefit not only our educational
institutions but likewise our society.
Mrs. A. Dante is currently working as a special education teacher in one of the

government schools in New York City, thus apparently it is quite difficult for her to physically
co-present with me in the defense of our title proposal. In light of the situation, we are
requesting permission to utilize a modern technology-, which is teleconferencing – setting past
the barriers of global accessibility – the first in Davao City.
We do not wish to fail on this opportunity; hence, we request your approval about the
fashion of our presentation but also our involvement in the necessary preparation and assistance
of needed technologies.
Looking forward to your favorable and prompt response.
Thank you very much.
Respectfully,
MARLYN C. SALUDES
Researcher
Contents noted by:

(Sgd) HERMINIA A. UGAY, Ph. D.
Adviser

133

Appendix E
Letter Sent to the Principal in the Schools of New York City, Likewise to the
Head of the Schools in the Philippines
May 22, 2006
THE PRINCIPAL
New York City Department of Education
Manhattan, Region 9, New York City,
N.Y., U.S.A.
Dear SIR/MADAM:
The researchers are gathering data for the completion of their thesis entitled,
“The Knowledge and Perceptions on Learning Disabilities in the Cities of Region
XI of the Philippines and a Region New York City, NY, U.S.A.”
This survey is intended to determine the extent of knowledge and awareness

and the level of perception on learning disabilities among parents and educators.
In this regard, we are asking permission from your office to conduct a research
survey from about _____ (____) educators in your institution. It is understood that the
administration of the activity should not, in any way, disrupt the school program.
Attached are copies of the questionnaire.
We are, therefore, very grateful to your favorable accommodation on this

matter.
Respectfully yours,
ARTENITA P. DANTE MARLYN C. SALUDES

Researcher Researcher
Contents noted by:


134

Appendix F
Letter to the Mayor of Davao City, Panabo City, Digos City,
IGACOS, & Tagum City
May 20, 2006
THE HONORABLE MAYOR

_______________________
_______________________
Dear Sir:
The researchers are gathering data for the completion of their thesis entitled,
“The Knowledge and Perceptions on Learning Disabilities in the Cities of Region
XI of the Philippines and a Region of New York City, NY, U.S.A.” This survey is
intended to determine the extent of knowledge and awareness and the level of
perception on learning disabilities.
In this connection, we would like to set an appointment for a short interview.

We will appreciate if you could spare a little of your time on _______________ at
____________. You can contact us through mobile phone number 09157743995 for
your available time.
Thank you. God bless the Philippines.
Respectfully yours,

Contents noted by:


135

Appendix G
The Cover Letter of the Research Tool
May 9, 2006
Dear Sir/Madam:
The researchers are gathering data for the completion of their thesis entitled, “The
Knowledge and Perceptions on Learning Disabilities in the Cities of Region XI of the
Philippines and a Region of New York City, New York, U.S.A.” This survey is intended to
determine the extent of knowledge and awareness and the level of perception on learning
disabilities among parents, educators particularly the teachers, principal, supervisor, and
members of the local school board specifically city schools superintendent, non-personnel
officer in the public school, city mayor and chair of the education committee in the city
council.
There is no right or wrong answer. We assure you that your responses will be respected
and kept highly confidential.
Thank you for taking time to answer this survey.
Respectfully yours,

Contents noted by:


136

Appendix H
Letter Sent to the Thesis Review Panel Submitting the Edited Title Proposal
May 19, 2006
THE THESIS REVIEW PANEL

Holy Cross of Davao College, Inc.
Graduate School
Present
Dear SIRS/MESDAMES:
This is to submit the revised Thesis Proposal of Ms. Artenita P. Dante and
Mrs. Marlyn C. Saludes entitled: “The Knowledge and Perceptions on Learning
Disabilities in the Cities of Region XI of the Philippines and a Region of New York City,
NY, U.S.A.”
Attached herewith are the Summary of Suggestions and Action Taken and the
copy of documentation record of the Proposal Defense via teleconferencing for the
Master of Arts in Education major in Special Education taken last March 25, 2006 at
the Graduate School Conference Room, Davao City duly signed by Mary Richelle J.
Lao, documenter and Dr. Doroteo O. Amora, Dean of Graduate School.
We are sincerely very grateful to your favorable and helpful gesture on this
matter.
Truly yours,

Endorsed by:
(Sgd) HERMINIA A. UGAY, Ph.D.

Adviser

137

Appendix I
Map Exhibiting the Areas of Study in Region XI, Philippines

138

Appendix J
Map of Instructional Divisions in New York

139

Appendix K
Sampling Procedure
The following is the formula;
N Z² α/2 · p (1 – p)
n=
N e² + Z² α/2 p (1 ‫־‬p)
where: Z² α/2 is the confidence level value as follows:
at 99% confidence level Z² α/2 = 2.58
p is the largest possible proportion = 0.50
(assumed preliminary estimate)
e is the sampling error which normally assumes the
following values on the basis of the confidence
level:
at 99% confidence level E = 0.01
N is the population size
n is the sample size .The sample size is computed as follows;
Teacher-Respondent Region XI of the Philippines
N Z² α/2 · p (1 – p)
n=
N e² + Z² α/2 p (1 ‫־‬p)

140

Sampling procedure continued
9,272 (1.96) ² · 0.30 (1-.30)

n=
9,272 (.05) ² + (1.96) ²· 0.30 (1-.30)
9,272 (3.84) (.21)

n=
9,272 (.0025) + (3.84) (.21)
7,476.94
n=
23.18 + .80
7,476.94
n=
23.98
n= 311.8 or 312 -Teacher-respondent Philippines;
Parent- Respondent Region XI of the Philippines
N Z² α/2 · p (1 – p)
n=
N e² + Z² α/2 p (1 ‫־‬p)
362,629 (1.96) ² · 0.30 (1-.30)

n=
362,629 (.05) ² + (1.96) ²· 0.30 (1-.30)
362,629 (3.84) ² · 0.30 (.70)

=
362,629 (.0025) + (3.84) · 0.30 (.70)
1392,495.3 (.21)
=
906.58 + 3.84 (.21)
1392,495.3 (.21) = 292,424

=
906.58 + 80 907.38
= 322.27 or 322 - Parent-respondent Philippines;

141

Sampling procedure continued
Teacher-Respondent District 9 New York
N Z² α/2 · p (1 – p)
n=
N e² + Z² α/2 p (1 ‫־‬p)
322 (1.96) ² · 0.30 (1-.30)

n =
322 (.05) ² + (1.96) ²· 0.30 (1-.30)
322 (3.84) (-.21)

=
.805 + (3.84) (-.21)
259.66
=
.805 + .81
259.66 n =161 – Teacher-respondent New York;

=
1.61
Parent-Respondent District 9 New York
N Z² α/2 · p (1 – p)
n=
N e² + Z² α/2 p (1 ‫־‬p)
2224 (1.96) ² · 0.30 (1-.30)

n=
2224 (.05) ² + (1.96) ² · 0.30 (1-.30)
2224 (3.84) (.21)

=
5.56 + 3.84 (.21)
1793.43 1793.43
= =
5.56 + .81 6.37
n= 281.54 or 282 - Parent-respondent New York

142

Appendix L
Distribution of Respondents
Table 4. Distribution of Parent-Respondents of Region XI , Philippines
Number of Enrollees
Key Cities High Elementary Total Parent-

%tage
School Respondents
Panabo City 9,306 21,853 31,159 9% 29
Tagum City 12,665 26,878 39,543 11% 35
IGACOS 4,947 13,323 18,270 05% 17
Digos City 12,683 19,381 32,064 10% 32
Davao City 74,523 167,070 241,593 65% 209
Total 114,124 248,505 362,629 100% 322

Source: DepED Regional Office Bulletin
Table 5. Distribution of Parent-Respondents in New York
Number of Enrollees
Institutions High Elem. Total %tage Respondents
School
High School of Hospitality 212 212 9.5% 27

Management
Food and Finance High School 205 205 9.2% 26
Manhattan Bridges High School 314 314 14.2% 40
The Facing High School 111 111 5.0% 14
Park West Educational Campus 225 225 10.1% 28
P35 Self Contained ES 45 45 2.0% 6

Urban Assembly School for
Design and Construction 212 212 9.5% 27
High School Graphic
Communication Arts in Visual Art 500 500 22.5% 63
High School of Communication
Arts in Journalism 400 400 18.0% 51
1,742
Total Respondents of Parents 482 2,224 100% 282

143

Distribution of respondents continued
Table 6. Distribution of Teacher-Respondent in Region XI , Philippines
Number of Teachers
Key Cities High Elementary Total %tage
School Respondents
Panabo City 158 561 719 7.8% 24
Tagum City 339 668 1,007 10.9% 34
IGACOS 135 385 520 5.6% 18
Digos City 289 606 895 9.7% 30
Davao City 1,921 4,210 6,131 66% 206
TOTAL 2,842 6,430 9,272 100% 312

Source: DepED Regional Office Bulletin
Table 7. Distribution of Teacher-Respondents in New York City, USA
Number of Teachers
High Elem. Total %tage Respondents

Institutions School
High School of Hospitality 18 18 5.6% 9

Management
Food and Finance High 25 25 7.8% 13

School
Manhattan Bridges High 24 24 7.5% 12

School
The Facing High School 20 20 6.2% 10
Park West Educational 75 75 23.3% 37

Campus
Self Contained ES 20 20 6.2% 10

144

Urban Assembly School for 20 20 6.2% 10

Design and Construction
High School Graphic
Communication Arts in Visual 60 60 18.6% 30
Art
High School of
Communication Arts in 60 60 18.6% 30
Journalism
Total Respondents of
Teachers 302 20 322 100% 161
Table 8. Distribution of Respondents in Panabo City
Institutions Location/ Teachers Parents LSB No. of

Address Respondents
Local School Board
of Panabo City 4 4
Panabo National
High School Panabo City 12 15 27
Panabo Central San Francisco,
Elementary School Panabo City 12 14 26
Total Respondents 24 29 4 57
Table 9. Distribution of Respondents in Tagum City
Institutions Location Teachers Parents LSB No. of

Respondents
Local School Board of
Tagum City 4 4
Magugpo Imelda Pilot

Elem. School Tagum City 13 12 25
Lyceo High School Tagum City 13 12 25
CARE Schoolhouse Tagum City

Foundation, Inc., 8 11 19
34 35 4 73
Total Respondents

145

Table10. Distribution of Respondents in I GACOS
No. of
Institutions Location Teachers Parents LSB Respondents
Local School Board of

IGACOS 4 4
Holy Cross of Babak Babak 9 9 18
A. Villarica Central ES Miranda 9 8 17
Table11. Distribution of Respondents in Digos City

Respondents
Local School Board of 4 4

Digos City
Don Mariano Marcos Zone II 15 16 31

ES
Ramon Magsaysay Zone III 15 16 31

Central ES

146

Table 12. Distribution of Parent-Respondents of Davao City

Respondents
Local School Board
of Davao City 4 4
Dizon Elementary Brgy. 19-B,
School Garcia Heights 23 24 47
Bernardo D. Carpio Buhangin,
National HS Davao City 23 24 47
Davao Central High JLaurel Ave.,
School Davao City 23 23 46
Tomas Monteverde Ponciano St.,
Central ES Davao City 23 23 46
Sta. Ana R.Magsaysay
Elementary School St., Davao City 23 23 46
Matina Central Matina, Davao
Elementary School City 23 23 46
Ateneo De Davao Matina, Davao
Grade School City 23 23 46
San Roque Central Bo. Obrero,
Elementary Sch. Davao City 23 23 46
Assumption School Cabaguio Ave.,
Davao City 22 23 45
Total Parent-
Respondents 206 209 4 419

147

Appendix M
A Copy of the Reliability Test Result of the Research Tool Conducted by the
Holy Cross of Davao College Research Department
Reliability
****** Method 1 (space saver) will be used for this analysis ******
RELIABILITY ANALYSIS –SCALE (ALPHA)
*** WARNING * * * Zero variance items
Reliability Coefficients:
N of Cases = 10.0 No of Items = 20

Alpha = .8813

148

Appendix N
The Research Tool
Part I. Demographic Information (Please check box when appropriate)
1. Age: __________ (as of last birthday)
2. Position: Parent Teacher Principal Supervisor
Member of the Local School Board, please specify:
City Schools Superintendent
Non-personnel Officer of Public School
City Mayor
City Council Official
3. Years in teaching/working service: ____________

4. If you are a parent, please check the type of school your child is in:
If you are an educator/teacher, please check the type of school you are handling:
Private: Regular SPED
Public: Regular SPED
5. Type of course offered by the school: Elementary
High School
6. Country: Philippines
United States of America
7. District: 1st Congressional 2nd Congressional Region 9, NY
Others, please specify ________________________________
8. City: __________________________________________________________
9. Name of the school: ______________________________________________
10. Address of the school: ____________________________________________

149

Questionnaire continued
Part II. Knowledge and Awareness on Learning Disability
Please indicate the extent of your knowledge and awareness on the following statements
by placing a check mark (√ ) inside the box of your choice based on the rating scale found
below.
RATING SCALE
5 Full Knowledge and Awareness
4 Moderate Knowledge and Awareness
3 Partial Knowledge and Awareness
2 Slight Knowledge and Awareness
1 No Knowledge and Awareness
1 2 3 4 5
1. I am aware of special education and children with

special needs.
2. I am aware of learning disabilities.
3. I am aware that the cause and origin of learning

disabilities is neurological.
4. I am aware of the different types of learning

disabilities.
5. I am aware that learning disabilities have no cure as

of the moment depending on the disability.
6. I am aware that learning disabilities may lead to

undesirable consequences if not treated.

150

Part III. Perception of the Remediation Program for Children with Learning Disabilities
Please indicate the extent of agreement of remediation program by writing a
check mark (√ ) inside the box of your choice. Use on the rating scale found below.
RATING SCALE
5 Strongly Agree 3 Undecided 1 Strongly Disagree
4 Agree 2 Disagree
1 2 3 4 5
1. A special education program and special education

teachers trained to handle students with learning
disabilities.
2. An assessment and evaluation conducted using either

formal or informal testing tools to identify students with
3. An early identification and intervention programs as

essential preliminary procedure in educating children with
disabilities.
4. Teaching strategies like reading remediation,

modification, accommodation undertaken to ensure
learners develop appropriately.
5. Instructional placements like inclusion, mainstreaming,

self-contained or resource room accommodation.
6. An appropriate curriculum tailored to the needs of

students with learning disabilities.

151

1 2 3 4 5
7. A Multidisciplinary team to outline and decide the

Individual Educational Plan (IEP) of the learners with
learning disabilities which will be reviewed
periodically.
8. Behavior Intervention Plan (BIP) to address

students’ disruptive behaviors and allow the children to
be educated in the least restrictive environment (LRE).
9. Funding and government programs that provide and

support the educational needs of children with learning
disabilities.

152

Part IV. The Perception of the Treatment Services for Children with Learning Disabilities
Please indicate the extent of the treatment services for children with learning
disabilities in the following statements by placing a check mark (√ ) inside the box of your
choice based on the rating scale found below.
RATING SCALE
5 Strongly Agree 3 Undecided 1 Strongly Disagree
4 Agree 2 Disagree
1 2 3 4 5
1. Technology-aided instructions and other related devices

purposely for students with learning disabilities.
2. Therapies for speech and language refinement, audio

improvement, and reading enhancement to improve the
condition of children with learning disabilities.
3. Medical treatment for children with learning disabilities.
4. Coping-mechanism approaches like counseling and

behavior modification to develop control and self-esteem.
5. Specialists for children with learning disabilities such as;

speech-language pathologist, audiologist and psychologist
help in the diagnosis and prescription of appropriate
educational treatment.
Thank you for participating in the survey.

153

CURRICULUM VITAE
ARTENITA PALIJO DANTE

179 Domingo Village, Tagum City, Davao del Norte, Philippines
Mobile Phone No: (+63) 9187848883 E-mail Address: tenetdante@yahoo.com
EDUCATION
Graduate Studies : Holy Cross of Davao College, Davao City, Philippines

Master of Arts in Education Major in Special Education
Area: Teaching Learners with Intellectual and Learning Disabilities
: Ateneo de Davao University, Davao City, Philippines

Master of Arts in Education in English (Units earned)
College : Divine Word College, Tagbilaran City, Philippines

Bachelor of Arts in English
: St. Mary’s College, Tagum City, Philippines
CIVIL SERVICE ELIGIBILITIES
Professional Board Examination for Teachers

Licensure Examination for Teachers To Teach in America
WORK EXPERIENCES
SPED Teacher - Urban Assembly for Construction and Design,

New York City, U.S.A. (2005-present)
Teacher/Proprietor – CARE Schoolhouse Foundation, Inc., Tagum City,

Philippines (1988-present)

154

Teacher – Queen of Apostles College Seminary, Tagum City,

Philippines (1982-1992)
Teacher/School Publication Moderator - St. Mary’s College, Tagum City,

Philippines (1972-1982)
TRAININGS:
Inclusive Education, June 2004

Effective Parenting Holy Cross of Davao College, October 2004
Discipline with Dignity, March 2004
Guidance and Counseling, Ateneo de Davao, 199

155

CURRICULUM VITAE
MARLYN CUENCA SALUDES

L1 Blk. 7 Champaca St., El Rio Vista Village, Bacaca Road, Davao City, Philippines
Mobile Phone No: (+63) 9157743995 E-mail Address: saludesmarlyn@yahoo.com
EDUCATION
2006 Holy Cross of Davao College, Davao City, Philippines
Master of Arts in Education Major in Special Education
Area: Teaching Learners with Intellectual and Learning Disabilities
2000 University of Southeastern Philippines, Davao City, Philippines

Master of Public Administration (Earned Units)
1987 Capitol University, Cagayan de Oro City, Philippines
Master of Arts in Education (Earned Units)
1985 Philippine Normal University, Manila, Philippines
Master of Arts in Education –SPED (Earned units)
1983 Holy Cross of Davao College, Davao City, Philippines
Bachelor of Arts in English
CIVIL SERVICE ELIGIBILITIES
Professional Board Examination for Teachers (PBET)

Licensure Examination for Teachers (LET)
WORK EXPERIENCES
Special Education Coordinator on Reading Remediation Program and a Regular

School Teacher handling Fourth Year Students - Bernardo D. Carpio National
High School, Davao City, Philippines (1990–Present)
Teacher –Capitol University, Cagayan de Oro City, Philippines (1987-1990)

Teacher - Davao School and Rehabilitation Center for the Visually Impaired,

156

Davao City, Philippines (1983-1987)
TRAININGS:
September 17, 2005 Seminar on “Knowing and Understanding Children With

Developmental Disabilities” held at Davao City, Philippines.
February 26, 2005 Seminar on “Dyslexia and Other Learning Disabilities” and
in the Workshop on “Effective Reading Instruction And
Remediation” held at University of the Philippines, Davao City.
February 28, 2004 Informative Seminar on Attention Deficit/Hyperactivity Disorder:

What Parents, Teachers, and Caregivers need To Know! Held at
Regency Inn, Villa Abrille St., Davao City Philippines.
September 18-19, 2004 “I Can Do It”, a simulated group dynamics seminar-

Workshop in Multiple Intelligences, Neuro-Behavioral
Management, And Classroom Management- An Overview Of
The Curriculum Mapping And Thematic Approach held at
Buhangin, Davao City, Philippines..

157

Index
ADHD - Attention deficit hyperactive disorder
BIP - Behavioral Intervention Plan
CV - Cerebellar-Vestibular
DepEd - Department of Education
IARLD - International Academy for Research in Learning Disabilities
LDA -Learning Disabilities Association of America
LD – Learning Disabilities
IEP -Individualized Education Plan
RNBC -Rush Neurobehavioral Center (http://www.rush.edu.com)
RTL -Roads To Learning
NCLD - National Center for Learning Disabilities

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HOLY CROSS OF DAVAO COLLEGE, INC.

Sta. Ana Avenue, Davao City, Philippines

THE KNOWLEDGE AND PERCEPTIONS ON LEARNING DISABILITIES

Artenita Palijo Dante

Me m b e r: A NTEP, A PC A S, C EA P, C O C O PEA , C O ME, PA A SC U, PA C SB, PA G E, PA FTE, PERA A , PA C UC O A

This thesis entitled, “The Knowledge and Perceptions on Learning

DOROTEO O. AMORA, Ed. D.

MA. IRIS A. MELLIZA, Ed. D. NIEVES A. CAMUS

DANILO L. MEJICA, Ph. D. HERMINIA A. UGAY, Ph. D.

DOROTEO O. AMORA, Ed. D.

MA. IRIS A. MELLIZA, Ed. D. NIEVES A. CAMUS

DANILO L. MEJICA, Ph. D. HERMINIA A. UGAY, Ph. D.

DOROTEO O. AMORA, Ed. D.

Me m b e r: A NTEP, A PC A S, C EA P, C O C O PEA , C O ME, PA A SC U, PA C SB, PA G E, PA FTE, PERA A , PA C UC O A

This descriptive study of knowledge and awareness on Learning Disabilities

(LD) as well as the perception of remediation program and treatment

services for children with LD aimed to establish evidence to support a claim

of the existence of the problem besetting our society.

The investigators used the descriptive-survey method in its baseline data, to

determine the general perspective of 1,097 parents, educators and members

awareness on learning disabilities while the educators and the members of

of New York, U.S.A., parents exhibited partial knowledge and awareness

while the educators showed moderate knowledge and awareness about

Knowledge and awareness is the key element. Short of this, it jeopardizes

the necessary changes required of the situation. It is a welcome relief,

however, that despite the respondents’ partial knowledge and awareness,

people showed compassion as they expressed strong agreement on the

remediation programs and treatment services for children learning

Me m b e r: A NTEP, A PC A S, C EA P, C O C O PEA , C O ME, PA A SC U, PA C SB, PA G E, PA FTE, PERA A , PA C UC O A

Based on the foregoing, the researchers hereafter recommend importantly

the need to promptly increase everyone’s knowledge and awareness of the

so these problems are appropriately answered in the sense that every

respondent of this study virtually represents each sector of the society.

changes the researchers sought after.

Me m b e r: A NTEP, A PC A S, C EA P, C O C O PEA , C O ME, PA A SC U, PA C SB, PA G E, PA FTE, PERA A , PA C UC O A

There were a few great people who deserved our gratitude.

To the panel of examiners namely: Dr. Doroteo O. Amora (Chair), Dr.

Mejica, HCDC Planning Officer; and Mrs. Nieves A. Camus, College

To Dr. Herminia A. Ugay, adviser, for her wisdom and proficiency in

To Dr. Henry Solomon, chair of Proposal Review Committee in New

York City, Department of Education for his suggestions to improve the

To Lawrence Pendergast, principal of Urban Assembly for

Construction and Design in Manhattan, New York City; and Program

To Marsha Bernstein, Director of Regional Recruitment Managers in

conduct study in the schools in a region in New York City.

To Terencio T. Naparan for the help extended during the consolidation

and refinement of the data.

Me m b e r: A NTEP, A PC A S, C EA P, C O C O PEA , C O ME, PA A SC U, PA C SB, PA G E, PA FTE, PERA A , PA C UC O A

To Julina S. Audan (Philippines), Engr. Winston Suaybaguio (New

assistance during the process of the teleconferencing.

expertise in editing the manuscript.

Furthermore, to our respondents: parents, teachers, principals,

supervisors, superintendents, friends of the different cities in Region XI of the

their kindness and compassion during the survey.

Above all, to God Almighty for making all avenues achievable.

Our deepest thanks!

Me m b e r: A NTEP, A PC A S, C EA P, C O C O PEA , C O ME, PA A SC U, PA C SB, PA G E, PA FTE, PERA A , PA C UC O A

owes a debt of gratitude to her family,

her husband, Rey Mateo;

her children: Anjeli and Gianne Andrea,

and her only brother

for the untiring assistance during the process of writing.