EDUC. 104 Chapter 14

CHAPTER 14: TRENDS AND ISSUES IN TEACHING LEARNERS WITH DIFFICULTY
REMEMBERING AND FOCUSING
This chapter provides information on the prevalence of learning disabilities and

ADHD in the Philippines, which are among the common disabilities of learners with
difficulty remembering and focusing in the country. Moreover, in acknowledgement that
aside from classroom instruction, other school support services are crucial as well in the
success of an inclusive education program, a research on the effect of support services
to college students with learning disabilities and ADHD is presented.
Intended Learning Outcome

The students are expected to plan appropriate instructional actions based on
trends and issues in teaching learners with difficulty remembering and focusing.
Prevalence of Learning Disabilities and ADHD in the Philippines

Learning disabilities and ADHD are among the common disabilities of students
who receive inclusive education in the Philippines. Based on the extrapolated statistics,
there is an estimatedn1,458,499 cases of learning disabilities in the Philippines (right
Diagnosis, 2018). Due 10 the large number of learners. On the other hand, the
extrapolated statistics estimates for ADHD prevalence in the Philippines is 1,046,314
cases (MIndMed. 2018). Due to large number of learners with these conditions, it is
important to pay attention to strategies and techniques that can be used in order to
provide effective inclusive education 8- flamers with learning disabilities and ADD.
Moreover, support services are important as well in order to provide them with holistic
inclusive education.
Support Services for Students with Learning Disabilities and ADHD

Aside from providing learners with disabilities proper techniques and strategies in
inclusive education, support services are crucial as well for the success of the program.
Among the support services typically provided to students with disabilities are
educational accommodations to support performance in reading, writing, mathematics,
line management, and completing exams. Psychosocial treatment in order to help
students with emotional and behavior difficulties is given as well. Among these services
are: cognitive-behavior therapy, individual counseling, stress reduction strategies, anger
management, and self-care promotion (e.g., teaching them about getting proper sleep
and adequate nutrition). There are also educational interventions that aim to provide
instruction in specific academic content area skills; training in methods to organize
course materials and tasks; how to study for tests; how to take class notes; and
providing support or educating in implementing strategies newly learned academic skills
(DuPaul et al., 2017).
Very few studies focused on testing the efficacy and effectives of educational
intervention support services such as providing supplemental instruction in specific
academic skills and executive function coaching, especially among college students
with learning disorders and ADHD. In a study by DuPaul and colleagues (2017), the
electiveness of various support services on academic performance of college students
with learning disabilities and ADHD was examined. Specifically, they looked at three
kinds of support services:
 Tutoring. The students were given an opportunity to avail of individual e small-
group tutoring services on an as-needed basis. The tutoring service provided
customized sessions intended to help students with writing organization, reading,
notetaking, preparation for tests, content-specific tutoring, and other related
topics.
 Coaching. The students were given an access to a coaching center on an as
needed basis. Professional faculty and staff who were trained and certified
coaches provided the coaching services. A non-directive approach was used by
coaches, aiming to foster meta-cognitive thinking and self-determination among
the students. Coaching was done on one-on-one sessions, with the goal of
enhancing the students' academic functioning and self-determination.
 Academic Advising. The students were invited to attend weekly academic
advising with their assigned advisors, During the meetings, students were
expected to reflect on their academic progress (e.g., assignments completed,
assessment results) since their previous meeting. The role of the advisors is to
assist students in setting future goals and help them access additional supports
(e.g., counseling and tutoring). Students were helped to adjust to a 4-year-
college and parents were involved as well. Advisors also continuously remained
in contact with the classroom faculty and monitor and provide reports of students’
progress or signs of trouble, thus serving as a critical central link for the students
and their classroom teachers.
The effect of these support services on students' grade point average (GPA) was
investigated in order to find out whether students with learning disabilities and ADHD
would benefit most through services such as advising, coaching, and tutoring. They
looked at the usage of these support Services de, Number of hours spent in these
Services) on a 5-year period and whether these have an effect on their grades. Results
showed that although most students who availed of the coaching support services
increased their academic performance, it was students with ADHD who benefited the
most from this form of support. On the other hand, tutoring benefited all students but
only those who have learning disabilities experienced significant gains in their GPA This
indicates that there is a need to provide targeted supports in accordance to the type of
disabilities the students have (DuPaul et al., 2017).

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CHAPTER 14: TRENDS AND ISSUES IN TEACHING LEARNERS WITH DIFFICULTY

REMEMBERING AND FOCUSING

This chapter provides information on the prevalence of learning disabilities and

Intended Learning Outcome

Prevalence of Learning Disabilities and ADHD in the Philippines

Support Services for Students with Learning Disabilities and ADHD

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