I.

Objectives
At the end of the lesson, the students should be able to:
A. Understands the characteristics of learners with difficulty remembering
and focusing;
B. Identifies the principles, strategies teaching, trends, issue in teaching
learners; and
C. Develops precession and realize the importance characteristics of
learners with learning disability.

II. Subject Matter

Topic: Section 5: Learners with Difficulty Remembering and Focusing
 Chapter 12 - Types, Characteristics, and Identification of Learners with
Difficulty Remembering and Focusing
 Chapter 13 – Principles and Strategies of Teaching and Designing IEP for
Learners with Difficulty Remembering and Focusing
 Chapter 14 – Trends and Issues in Teaching Learners with Difficulty
Remembering and Focusing

Materials: Cartolina, Marker, Scotch Tape

References:

III. Learning Process/Procedure Rationally/ Introductionary Activities

- Prayer
- Motivation
- Brain Teaser (Word Scramble)

A. Stimulating Activity

The teacher will mix up the letters of a word, and then the two chosen
students will unscramble them to form the correct word. The first one to
form the correct word is the winner.
B. Actual Activity

Chapter 12: Types, Characteristics, and Identification of Learners

with Difficulty Remembering and Focusing

This chapter provides an overview of learning disabilities and attention-

deficit hyperactivity disorder (ADHD), which pose challenges for academic
performance despite average intelligence and appropriate instruction. It
discusses the definitions, types, characteristics and causes of these
disabilities. Additionally, common methods for identifying and assessing
learners with difficulty remembering and focusing are explored, including
practical tools for teachers to use in identifying students who may be
affected by these disabilities.

 ENGAGE: LEARNING DISABILITIES

Definition by IDEA (Individuals with Disabilities Education

Act):

- Disability in basic psychological processes

involved in language understanding or usage.
- Includes perceptual disabilities, dyslexia, brain
injury, etc.
- Excludes disabilities like visual impairment or
emotional disturbance.
- Criteria: Severe discrepancy between intellectual
ability and academic achievement, not caused by
other conditions, need for special education
services (Heward, Alber-Morgan, & Konrad, 2017).

Definition by NJCLD (National Joint Commission on

Learning Disabilities):

- Refers to significant difficulties in various abilities

like listening, speaking, reasoning, etc.
- Caused by dysfunction in the central nervous
system.
- May also affect self-regulation and social
interaction.
 - Can coexist with other conditions but not caused
by them (Heward et al., 2017).

APA (American Psychiatric Association) Definition

(Learning Disorders):

- Neurodevelopmental disorder hindering academic

skill acquisition.
- Manifests as below-average performance in
reading, writing, or math (Heward et al., 2017).

 Characteristics and Types of Learning Disabilities

- Individuals with learning disabilities struggle with:

o Listening, reasoning, and focusing on relevant stimuli
o Perceiving and processing visual and auditory
information

- Characteristics of Learners with Learning Disability

Reading Problems (Dyslexia)
- Learners have difficulties with accurate and/or fluent
word recognition and by poor spelling and decoding
abilities.
Written Language Deficits
- Learners' ability in terms of mechanics of writing (e.g.,
spelling, punctuating) is way below what is expected
of their age. They also have difficulty communicating
their ideas through writing.
Math Underachievement
- Learners perform poorly than their peers in every type
of math problem. They have significant difficulty in
terms of retrieving number facts and solving story
problems.
Poor Social Skills
- They are prone to interpersonal problems, which often
lead to rejection, low social status, unpleasant
interaction with teachers, difficulty making friends, and
loneliness.
 Attention Deficit and Hyperactivity
- They have difficulty paying attention to a particular
task or become overly active. It is possible that a
learner who exhibits this may have attention deficit
hyperactivity disorder (ADHD).
Behavior Problems
- Incidences of behavior problems among those with
learning disability are higher than usual. Upon
adolescence, those with learning disabilities are more
likely to show risk taking behaviors such as smoking,
marijuana use, delinquency, aggressiveness, and
gambling.
Low Self-Esteem or Self-Efficacy
- Learners with learning disability are more likely to
have low self- efficacy, mood, effort, and hope than
their peers.

 According to the APA (2013) diagnostic criteria, learning

disorders can be specified as:

With impairment in reading (dyslexia):

- Word reading accuracy
- Reading rate or fluency
- Reading comprehension

With impairment in written expression:

- Spelling accuracy
- Grammar and punctuation accuracy
- Clarity or organization of written expression

With impairment in mathematics (dyscalculia):

- Number sense
- Memorization of arithmetic facts
- Accurate or fluent calculations
- Accurate math reasoning

 Severity of learning disorders may be classified as:

 - Mild: Some difficulties in learning skills in one or two
domains but can compensate with appropriate
accommodations or support services.
- Moderate: Marked difficulties in learning skills in one or more
academic domains, requiring intervals of intensive and
specialized teaching in school.
- Severe: Difficulties in learning skills in several academic
domains, necessitating ongoing intensive individualized and
specialized teaching in school.

 Causes of Learning Disabilities

o The following are possible causes of learning disabilities.

Heredity
- Learning disabilities often run in the family. It is
not uncommon for one with learning disabilities
to have parents or other relatives with the
same condition.

Problems During Pregnancy and Birth

- Learning disabilities could be due to illness or
injury before birth. Also, it could be caused by
low birthweight, lack of oxygen, drug and
alcohol use during pregnancy, and premature
or prolonged labor.

Incidents After Birth

- It could also be due to head injuries, nutritional
deprivation, and exposure to toxic substances
such as lead.

It is to be noted, however, that learning disabilities are NOT

caused by economic disadvantage, environmental factors, or
cultural differences. In fact, there is no apparent cause for
learning disabilities.

 Identification and Assessment of Learners with Learning

Disabilities

1. Intelligence and Achievement Tests:

 o Standardized IQ tests and individual achievement
tests are utilized during the referral process.
Examples include:
- Iowa Tests of Basic Skills (Hoover, Dunbar, &
Frisbie, 2007)
- Woodcock-Johnson III Tests of Achievement
(Woodcock, Shrank, McGrew, & Mather, 2007)
- Wechsler Individual Achievement Test III
(Wechscler, 2009)

o Reading achievement tests:

- Gates-MacGinitie Reading Tests (MacGinītie et
al., 2006)
- Gray Oral Reading Tests (Wiederholt & Bryant,
2001)
- Tests of Reading Comprehension (Brown,
Wiederholt, & Hammil, 2008)
- Woodcock Reading Mastery Test (Woodcock,
2011)

o Mathematics achievement tests:

- KeyMath---3: A Diagnostic Inventory of Essential
Skills (Connolly, 2007)
- Stanford Diagnostic Mathematics Test (Beatty et
al., 2003)
- Test of Mathematical Abilities (Brown, Cronin, &
McEntire, 1994)

2. Criterion-Referenced Tests:
o Unlike norm-referenced tests, these compare scores to
predetermined criteria.
o Example: Brigance Comprehensive Inventory of Basic Skills
(Brigance, 2010).

3. Curriculum-Based Measurement (CBM):

o Also known as progress monitoring, it tracks students'
growth in core skills over time.
o A formative assessment method providing ongoing feedback
on student learning during instruction.
 ATTENTION-DEFICIT HYPERACTIVITY DISORDER (ADHD)

- ADHD is characterized by persistent patterns of inattention

and/or hyperactivity-impulsivity that interfere with functioning or
development (American Psychiatric Association, 2013).

- Difficulty sustaining attention, following through on tasks,

adhering to instructions, and controlling impulses (Heward et al.,
2017).

- Characteristics of Learners with ADHD

Inattention
o Having trouble staying focused; easily gets
distracted or gets bored with a task before it is
completed
o Appearing to not listen when spoken to
o Having difficulty remembering things and following
instructions; not paying attention to details or
making careless mistakes
o Having trouble staying organized, planning ahead,
and finishing projects
o Frequently losing or misplacing homework, books,
toys, or other items

Hyperactivity
o Constant fidgeting or squirming
o Having difficulty sitting still, playing quietly, or
relaxing
o Moving around constantly, often running or
climbing inappropriately
o Talking excessively
o Talking excessively
o Having a quick temper or "short fuse"

Impulsivity
o Acting without thinking
 o Guessing rather than taking time to solve a
problem or blurting out answers in class without
waiting to be called on or hearing the whole
question
o Intruding other people's conversations or games
o Often interrupting others; saying the wrong thing at
the wrong time
o Inability keeping powerful emotions in check,
resulting in angry outbursts or temper tantrums

 Usual Comorbidity of ADHD

- ADHD is usually comorbid with intellectual disability and

learning disability. Many children with ADHD also has other
disorders, including autism spectrum disorders, the disorders,
and obsessive-compulsive disorder.

 Causes of ADHD

- ADHD's exact causes remain unclear, with behaviors possibly

stemming from various factors:

o While ADHD is neurologically based, no clear evidence

links it to brain damage or dysfunction.
o Studies show structural or biochemical differences in
some ADHD brains, but not all, highlighting research
inconsistencies.
o Genetic factors play a role, with ADHD running in
families.
o Symptoms overlap with other genetically linked disorders
like fragile X syndrome and Turner syndrome.
o ADHD shares traits with conditions such as fetal alcohol
syndrome, prenatal cocaine exposure, and lead
poisoning.

 Identification and Treatment of ADHD

- The Vanderbilt ADHD Diagnostic Teacher Rating Scale is a tool

used by teachers to identify learners with ADHD. It measures
ADHD symptoms and associated behaviors, such as
oppositional defiant and conduct disorders, and symptoms of
 anxiety or depression. Here are some key points about the
scale:

o Behaviors are counted if they are scored two (often) or

three (very often).
o Inattention: Requires six or more counted behaviors from
questions 1-9 for indication of the predominantly
inattentive subtype.
o Hyperactivity/Impulsivity: Requires six or more counted
behaviors from questions 10-18 for indication of the
predominantly hyperactive/impulsive subtype.
o Combined subtype: Requires six or more counted
behaviors each on both the inattention and
hyperactivity/impulsivity dimensions.

- ADHD can be managed through medication or behaviorally-

based instructional interventions. Common treatments include
stimulant medications for children, alongside behaviorally-based
strategies. Here are practical strategies for teachers and
parents:
o Restructure the environment: Seat the child near the
teacher and break assignments into manageable chunks.
o Modify assignments and tasks: Adapt tasks to suit the
child's needs and abilities.
o Use positive reinforcement: Provide praise or tokens for
appropriate behaviors.
o Teach self-control: Systematically teach strategies for
managing behavior.
o Conduct functional assessments: Identify triggers for off-
task, disruptive, or distracting behavior.
- These interventions, derived from behavior analysis, have been
found effective in managing ADHD symptoms.

 Typical and Atypical Development

- Understanding typical development can aid in identifying
potential delays in attention.
- Development of Attention
o 0 to 1 year: Extremely distractible.
o 1 to 2 years: Concentrates on tasks of own choosing.
o 2 to 3 years: Can shift attention with adult's help.
o 3 to 4 years: Can switch attention without adult's help.
o 4 to 5 years: Attention becomes two-way.
 o 5 to 6 years: Attention is established and sustained.
- Comparing a child's attention behaviors against these
milestones can help determine if intervention is needed.

Chapter 13: Principles and Strategies of Teaching and Designing IEP

for Learners with Difficulty Remembering and Focusing

Chapter 13 focuses on principles and strategies for teaching and

designing Individualized Education Plans (IEPs) for learners with difficulty
remembering and focusing. Key points include:
- Learners with these difficulties require intensive and frequent
individualized interventions.
- IEPs specify present levels of performance, annual goals,
and special education services.
- Not all learners with difficulties require IEPs; a pre-referral
process like Response to Intervention (RtI) may be used.
- An evaluation team determines IEP eligibility, with a
multidisciplinary team developing and reviewing the IEP
annually.
- Educational approaches and strategies for specific learning
disabilities are suggested for both special education and
regular classroom settings.

 ENGAGE: EDUCATIONAL APPROACHES

Below are general educational approaches intended to learners

with difficulty remembering and focusing.

Universal Design for Learning (UDL)

- Universal Design for Learning (UDL) is an educational

approach that maximizes learning opportunities for all
learners. It incorporates three principles:

1. Multiple means of representation: Presenting

information in various ways to accommodate diverse
learning styles.
2. Multiple means of action and expression: Allowing
students to demonstrate knowledge in different ways.
 3. Multiple means of engagement: Tailoring learning
experiences to stimulate interest, offer challenges,
and increase motivation.
- UDL ensures that curriculum and instruction are flexible and
inclusive, benefiting learners with various needs, including
those with severe learning disabilities. Unlike differentiated
instruction, which responds to disclosed disabilities, UDL is
designed proactively to address diversity in the classroom.

Direct Instruction (DI)

- Direct Instruction (DI) is an evidence-based practice
effective in enhancing learners' achievement across
various skills and content areas. It involves active
responding and systematic error correction. Key
strategies include:
o A. Response Cards: Students respond to
questions using coded index cards, allowing for
quick assessment and feedback.
o B. Self-monitoring: Promotes self-regulation
by systematically observing and recording
behavior.

Explicit Instruction
- Explicit Instruction is a direct and systematic approach to
teaching, involving:
o Lesson Opener: Engages learners by
posing questions related to the topic.
o Explanation and Modeling: Provides clear
step-by-step instructions with examples.
o Guided Practice: Offers opportunities for
practice with feedback.
o Independent Practice: Assigns activities
for independent application of learned skills.

 TEACHING STRATEGIES

Reading Instruction

- The strategies below are recommended for learners with

problems in reading acquisition and reading difficulties.
 Teaching reading to learners with difficulties can benefit
from various strategies:

a. Language Experience Approach:

Integrates reading with listening, speaking, and
writing skills, starting from thoughts to reading.
b. Kinesthetic-Auditory Visual Emphasis
Methods: Combines touch, hearing, and sight
to facilitate learning and reading, progressing
from tracing to recognizing words.
c. Directed Reading-Thinking Activity:
Encourages metacognition by asking questions
to guide comprehension and reasoning,
emphasizing cognitive learning strategies.

o Using advance organizers: Linking

general concepts with learner
schema.
o Verbal-rehearsal: Teacher
modeling, self-verbalization, and
silent reading.
o Question strategies: Asking
comprehension and interpretation
questions.
d. Miscue Analysis of Oral Reading:
Identifies reading strategies used by learners,
focusing on what they are doing right to build
on existing skills rather than on errors.

Writing Instruction
- For learners struggling with writing, explicit instruction
supplemented with practice and feedback is
recommended. Technology can also be beneficial.
Strategies include:
 a. Study Test Technique: Pretests at the start
of each unit help identify misspelled words,
which become study lists. Posttests assess
mastery.

b. Cognitive Strategy Instruction in Writing

(CSIW): Developed by Englert and colleagues,
CSIW aims to improve expository writing skills
by guiding learners to describe their writing
plans and internalize various text organization
methods.

c. Self-regulation: Writers continuously

monitor and correct errors. Graham and Harris'
instructional procedures involve pre-skill
development, review of current performance,
strategy discussion and modeling, mastery,
collaborative practice, and independent
performance.

Mathematics Instruction
- In mathematics instruction, explicit instruction is also
recommended. Additional strategies include:

a. Motivational Approach: Teaching

mathematics should be contextual and
problem-solving-oriented, using real-life
examples rather than solely focusing on
computational skills.

b. Error Analysis: Understanding reasons for

errors in mathematical computations provides
insights into specific learner challenges.
Common errors include conceptual
misunderstandings, computational mistakes,
and problems with calculation strategies.
Identifying and addressing these errors can
help remedy math difficulties.
Chapter 14: Trends and Issues in Teaching Learners with Difficulty
Remembering and Focusing

Chapter 14 discusses the prevalence of learning disabilities and ADHD in

the Philippines, highlighting their significance among learners with
difficulty remembering and focusing. Additionally, it addresses the
importance of school support services beyond classroom instruction in
inclusive education programs. The chapter presents research findings on
the impact of support services on college students with learning disabilities
and ADHD, emphasizing the broader scope of assistance needed for their
success.

 ENGAGE: Prevalence of Learning Disabilities and ADHD In the

Philippines

- Learning disabilities and ADHD are common among

students receiving inclusive education in the Philippines.
- Estimated prevalence: 1,458,499 cases of learning
disabilities and 1,046,314 cases of ADHD.
- Importance of effective strategies and support services for
inclusive education.

Support Services for Students with Learning Disabilities and

ADHD
- Educational accommodations support reading, writing, math,
time management, and exam completion.
- Psychosocial treatments address emotional and behavioral
difficulties, including cognitive-behavior therapy and
counseling.
- Educational interventions focus on academic skills,
organization, studying, note-taking, and ongoing support.
- Effectiveness of Support Services: Study by DuPaul et al.
(2017)
o Examined efficacy of support services on academic
performance of college students with learning
disabilities and ADHD.
o Investigated tutoring and coaching services:
  Tutoring: Customized sessions for writing,
organization, reading, test preparation, etc.
 Coaching: One-on-one sessions with trained
coaches, aiming for self-determination and
academic enhancement.
 Academic Advising: Weekly meetings with
assigned advisors for students to reflect on
academic progress.
- Advisors assist in goal setting and
accessing additional supports like
counseling and tutoring.
- Advisors involve parents and maintain
communication with classroom faculty to
monitor progress.
- Effectiveness of Support Services
o Investigated the impact of advising, coaching, and
tutoring on students' GPA.
o Usage of support services over a 5-year period
examined.
o Results showed:
 Coaching most beneficial for students with
ADHD.
 Tutoring beneficial for all, but significant GPA
gains observed only in students with learning
disabilities.
o Highlights the need for targeted support based on
students' specific disabilities.

C. Follow Up Activity

 Chapter 12 - Activity 1: Understanding Dyslexia

Choose a partner. Then, each of the pair would prepare a
number of different sentences with words written backwards
on a piece of paper. Each would then have a turn in reading
the sentences with backward words while being distracted
by the other, such as persistently being asked to hurry
reading the sentence, or being told statements such as “this
should be easy for you” or “you should already know how to
read by now.” The following is an example of sentences the
students can prepare:
 “yM etirovaf seitivitca era gniward dna gnignis."
(“My favorite activities are drawing and singing.")

Each pair would then reflect on the following questions:

1. What difficulties did you encounter while reading the

sentences?
2. Did statements asking you to hurry or that you should
already know how to read by now help or make it
more difficult for you to read the sentences?
3. 3.What would have helped you in being able to do the
task?

 Chapter 14 - Activity 1: Support Services in Inclusive Schools

Form groups of five members each. Interview teachers or

administrative personnel of a school that provides inclusive
education regarding support services they have for students
with disabilities, especially those with learning disabilities
and ADHD. You may use the following chart to guide you
with the information you need to gather. Then, share your
findings with the class.

Type of Description Aim of Reception/Usage

Support Support of Students of
Services Services Support
Provided Services

D. Evaluation
 Chapter 12 - Activity 2: Reflection Paper on Falling Letters

(URL:https://youtu,be/EQ71vgRzCA4) is a short animated

video about the struggles of a kid with attention issues.
Watch the video and write a two-page reflection paper on it
from the perspective of a future teacher. Include your
thoughts on what you think would be the challenge of
handling such students and how you plan to help them. Use
the space provided for below to draft your initial thoughts
about the video before writing the full reflection paper. Some
of you may be called in class the following meeting to share
what you have written in your reflection paper. (Note: the
teacher may also make use. of other similarly themed video.)

My Initial Thoughts About the Video Falling Letters

 Chapter 14 - Activity 2: Research on Support Services

With the same group as in the last activity, review at least

five journal articles published in the last 5 years regarding
support services provided by schools for learners with
disabilities, especially those with learning disabilities and
ADHD. 'Then, write a two- page brief report describing the
kind of services available for learners with disabilities. You
may use the following to guide you in reviewing the articles.

1. Identify and describe the type of support

services the article covers.
2. Who are the recipients of these services?
Describe the population and how these support
services intend to help them.
 3. What about the support services and the target
population does the study want to find out
(research question)?
4. How do the researchers intend to answer the
research question (methodology)?
5. What did the researchers find out in the study
(results and discussion)?
6. Synthesize all the information you got from the
articles you reviewed and come up with your
own conclusion about what you learned from
these articles.

E. Assignment
Study the next topic.