Republic of the Philippines

UNIVERSITY OF RIZAL SYSTEM

Angono Campus
College of Education

Subject: Remedial Instruction

Topic: Accommodation and Selection of Pupils
Reporter: Cadacio, Fatima A. BSE ENG 2A
Instructor: Mr. Nelson Sepato
Reported on: August 28, 2019

Overview
Remedial instruction is arranged for students who have temporarily fallen behind in their
studies. Remedial instruction is also offered to students in need of special assistance. Instruction
starts immediately after diagnosing a learning disability to help a student to catch up in the studies.
A teacher usually takes initiative in offering remedial instruction. Instruction can be arranged
either during normal school hours, or after school hours. Before starting instruction, the school
always contacts the guardians.

Discussion
Accommodation
• Intensive Remedial Teaching Programme (IRTP) can be conducted in:
I. Ordinary classrooms; or
II. Special rooms or other places which can be used for teaching purposes, but the
school should provide a proper learning environment (the lighting, hygiene and safety conditions
etc.) for the pupils
Selection of Pupils
• Schools should refer to the two criteria listed below when selecting pupils for IRTP:
I. Those attaining 69 or below in the standard score in at least two of the basic subjects
(Filipino, English and Mathematics) in the Attainment Tests; or
 II. Those attaining 70 to 84 in the standard score in at least two of the basic subjects
(Filipino, English and Mathematics) in the Attainment Tests and failing to achieve two-third of
the passing marks in two or all basic subjects.

• Schools should submit the particulars of the pupils selected to the Special Education
Support and Placement Section of the Department for record by completing Form A at Appendix
3.
• Apart from those selected by the school, pupils who are assessed and recommended by the
Psychological Services (Special Education) Section of the Department may also be included in the
programme.
• Only pupils who meet the two criteria mentioned above or are recommended by the
Psychological Services (Special Education) Section should be admitted.
• Should the number of IRTP places permits, all pupils who meet the two criteria above
should be admitted to the IRTP. If there are still vacant IRTP places, low achievers who cannot
meet the above criteria may be included in the programme to fully utilize the resources, but these
pupils cannot be counted as the pupils of IRTP.
• Schools should avoid admitting repeaters to the programme.

• Republic Act No. 10533 - Enhanced Basic Education Act of 2013

IMPLEMENTING GUIDELINES ON THE CONDUCT OF REMEDIAL AND
ADVANCEMENT CLASSES DURING SUMMER FOR THE K TO 12 BASIC EDUCATION
PROGRAM

The Department of Education (DepEd) adopts the enclosed Implementing Guidelines on

the Conduct of Remedial and Advancement Classes During Summer for the K to 12 Basic
Education Program. This is in line with the implementation of Republic Act No. 10533 otherwise
known as the Enhanced Basic Education Act of 2013.
• There shall be a minimum of ten (10) learners in Grades 4 to 10 and in any of the core
subject areas in the Senior High School (SHS). However, for any of the major subjects under the
SHS, a minimum of eight (8) is allowed.
• Otherwise, learners will be referred to nearby schools offering classes during summer. In
cases, where no school offers classes during summer in any learning area, the SDO must provide
alternative measures to address learners’ need.
• Grades 4 to 10 learners who failed in two (2) or more learning areas at the end of the school
year despite the educational interventions given.
• Senior High School (SHS) learners who failed in any learning area/s at the end of the first
or second semester or those learners who have any deficiency due to change of specialization/track
after a year. Also, those SHS learners who failed a prerequisite subject.
• Learners from Grades 4 to 12 with special educational needs (LSENs) shall be allowed to
attend classes during summer to catch-up with their learning deficiencies.

Analysis
The aim of the remedial education is to raise the competencies of the students to enable them to
participate competently in their university programs. With this done, there are wider and probably
more deep-seated questions about how remediation helps university education in entirety and how
it affects successful completion. To deal with the rigors and quality of the preparation of high
school students, it is important to address the preparedness that students get at that stage instead
of overburdening university education with unnecessary remediation. It would also appear that
working out a curriculum that provides continuity is beneficial. The program that allows
collaborative between instructors at high school and college would also seem to provide strong
transition between these levels so that students may be provided with an anticipatory capacity to
face university education.