INTERVENTION PROGRAM FOR STUDENTS WITH LEARNING DIFFICULTIES

RATIONALE

Education is the right of all people, children, adolescents, and adults, both men and women,
normal children and children with special needs. Everyone has the right to develop the potential of
humanity to be fully human through education. This is consistent with the concept of education for all.

Education for all can be achieved by organizing inclusive education in early childhood education,
primary education, secondary education and higher education. Inclusive education is an education
system that accommodates all children including the slow learners. Student’s slow learner is one of the
students that have learning difficulties who require special education services in school inclusion. Special
education services are needed for students slowly learn to face some learning problems such as: 1)
difficulty understanding abstract concepts; 2) have a limited vocabulary; 3) has a low learning
motivation; 4) require more time to understand a material than a normal child of his age; and 5)
requires repetition in the explanation of the material.

The study conducted by Simone Doolard [Link] shows that the combination of both education
standards and a teacher improvement program would provide better results than the standards-based
education on its own. This implies the need to create a program that is standardized and contextualized.
The teachers anchor the program with the given set of standards. Then, transcribe these standards in
the context of the type of learners enrolled in the school.

With the education in the New Normal, teachers and students including the school systems are
still adapting to the type of modality engaged with to continuously deliver quality instruction.
Considering the risks, the school modifies some of the approaches to cater the needs of the students
and enhance the knowledge and skills that were not fully achieved by the students.

Thus, this intervention program is purposely promulgated in timely and relevant manner so that
no students may remain in the grade level enrolled because of failing grades. In line with DepEd slogan
“Education for all” and the ANDSC PVMGO, the school exerted effort and support so that whenever
possible no failure and no drop out happen within the school year which is attributed by the student
with learning difficulties. Also, this prepares the learners for the summative examinations which is
recorded and graded. So, to avoid these learners obtain below the satisfactory rating. To be able the
school is ready to combat the anticipated problem that may arise in the future. This intervention
program is now made.

SMART GOALS

1. With the use of varied intervention approaches, students with learning difficulties across all
subject areas are minimize up to 80% of its total population if not totally eradicated.
2. To let students be promoted to next level and no conditionally promoted within the Academic
Year
 3. To minimize drop-outs and transferred-outs due to any academic-related reasons
4. To give a timely feedforward to encourage an on-time submission of students’ answer sheets
5. To make the stakeholders confident of enrolling their students in the school by giving them a
monthly conference about the students’ performance.

Targeted Participants

1. All students with difficulty across all subject areas.

2. All students with chronic absenteeism(operationally define as failure to submit the LM’s on-
time)
3. And other identified students incurring critical dropouts within the semester
4. All students who did not answer the given activities in the module.
5. All students with an average score of below 80% of the total activities/formative assessments
taken

Intervention Strategies

Experience tells us that most students from remote barangays elementary schools had difficulty
in basic skill such as in arithmetic, reading and writing and etc. It is maybe because public school
teachers had a little time to teach considering the distance from home to working station, especially the
concern teachers has no personal transportation. Teacher in public school misses to intervene and
remediate pupil with learning difficulty in reading and writing due to the above-mentioned problem that
attributed by the teacher’s attendance. This students when proceeds for Junior High School in private
schools the burden is shouldered by the high school teacher. This is why intervention program is
adopted by the school to remedy the risk of the students. The following strategies are hereto below
presented to wit;

1. Enclosure of intervention activities in the lesson planning and in the learning modules.
2. Identification of the students with difficulty in the lessons through assessment from the learning
modules during the PLC Meeting.
3. Giving of intervention classes to the identified students who fail to obtain the target proficiency
set in each vertical group to the given formative assessment.
4. Assignment of teacher to handle the students with learning difficulties done by the PLC vertical
groups.
5. Intervention approaches to be used in addressing the students who fail to obtain the target
proficiency will be obtained from the PLC – interdisciplinary and vertical groups.
6. Scheduling the intervention classes at least once in every 2 weeks
7. Monitor and evaluate student’s performance through an intervention plan.
8. Parents of students with learning difficulties are obliged to take part and support the program,
particularly regarding their students attendance to classes.
9. Teachers handling the intervention classes are given orientation and training of the purpose.
Expected Output

1. No students left in the same year level

2. No dropout and no absenteeism
3. All students were able to obtain below the satisfactory rating in their report cards.
4. Quality education prescribed by the school is perfectly met and achieved

APPENDIX

Sample Intervention Plan

Teacher/Team: _______________________ Target Group(s): _________________________
Target Area(s): _______________________ Strand: _________________________________
Implementation Date: _________________
1st Review Date: ________________ 3rd Review Date: ____________________
nd
2 Review Date: _______________ 4th Review Date: ____________________
Goal Intervention/Strategies Interventionist & Time Measurement of Progress Monitoring
(Based on (What are you going to do (When, Where, Student Progress Results from
identified differently?) Frequency) (How will you Assessments
weaknesses) (Who is responsible?) measure progress & (Is it working, should
how often we revise or continue)
o Goal has
been met
o Goal not met,
making
progress
o Goal not met,
no progress

Comments/Next Steps:

o Goal has
been met
o Goal not met,
making
progress
o Goal not met,
no progress

Comments/Next Steps:

*G. Walter, 2013