The Grove School for Learning Disability

#7 Parker Oaks Dr., Redwoods, Caloocan City

SCHOOL PHILOSOPHY
The school believes that every child is a unique individual who has
the right to receive quality education and should be given equal
opportunities.
Even children with difficulties can learn and excel academically that
will develop their social and emotional skills to become self-reliant
and geared into a productive life.

PRELIMINARIES

A. GOALS
At the end of the program the child is expected/ be able
to:
Organize his thoughts (working memory).
Learn the connection between letters and sounds.
Blend sounds to make words and identify basic words in
reading.
Distinguish numbers and number sequence;
Understand simple mathematical symbols and figures;
Perform basic mathematical operations.
Understand the use of team building and cooperative learning
in the accomplishment of group tasks.
Coordinate facial expressions into body language;
Recognize the relation of time in his daily routine or activities.
B. CLIENTELE
DEFINITION OF LEARNING DISABILITY
Learning Disability is a disorder that affects the ability to
understand, or use spoken or written language, do

mathematical calculations, coordinate movements, or direct

attention. Learning disabilities (LDs) are real. They affect the
brain's ability to receive process, store, respond to and
communicate information. LDs are actually a group of
disorders, not a single disorder.
Learning disabilities are not the same as intellectual disabilities
(formerly known as mental retardation), sensory impairments
(vision or hearing) or autism spectrum disorders. People with LD are
of average or above-average intelligence but still struggle to
acquire skills that impact their performance in school, at home, in
the community and in the workplace. Learning disabilities are
lifelong, and the sooner they are recognized and identified, the
sooner steps can be taken to circumvent or overcome the
challenges they present.
REFERENCE:
National Center for Learning Disabilities. (2013)Washington
D.C.http://www.ncld.org/types-learning-disabilities/what-isld/what-are-learning-disabilities
Response to Intervention Leadership Network (RTI).
(2007)ldaamerica.org/support/new-told/www.nhs.uk/.../Childrenwithalearningdisability/

TRAITS:
COGNITIVE
Reading

Confusion of similar words, difficulty using phonics, problems reading

multi-syllable words.

Slow reading rate and/or difficulty adjusting speed to the nature of the
reading task.

Difficulty with comprehension and retention of material that is read,

but not with material presented orally.

Oral Language

Difficulty memorizing basic facts.

Difficulty expressing ideas orally which the student seems to

understand.

Problems describing events or stories in proper sequence.

Residual problems with grammar, difficulty with inflectional or

derivational endings.

Math

Difficulty memorizing basic facts.

Confusion or reversal of numbers, number sequence, or operational

symbols.

Difficulty reading or comprehending word problems.

Problems with reasoning and abstract concepts.

Study Skills

Poor organization and time management.

Difficulty following directions.

Poor organization of notes and other written materials.

Need more time to complete assignments.

AFFECTIVE
Social Skills

Difficulty "reading" facial expressions, body language.

Problems interpreting subtle messages such as sarcasm.

Confusion in spatial orientation, getting lost easily, difficulty following

directions.

Disorientation in time, difficulty telling time.

PSYCHOMOTOR

Poor coordination, unaware of physical surroundings, prone to

accidents

Trouble with buttons, zippers, snaps, learning to tie shoes

Writing

Difficulty with sentence structure, poor grammar, omitted words.

Frequent spelling errors, inconsistent spelling, letter reversals.

Difficulty copying from board or overhead.

Poorly formed letters, difficulty with spacing, capitals, and punctuation.

REFERENCE:
PepperdineUniversity.(2007) Portland,
Oregonhttp://www.pepperdine.edu/disabilityservices/students/l
dcharacter.htm
AREAS OF CONCERN:
Language and reading skills
Mathematical skills
Social skills
C. SCHOOL DESCRIPTION
(Special Education School Grade 1-6, ages 6-12 years old)
The Grove School for Learning Disability is a school that
provides equal opportunity to all students especially for children
with learning disability. The school offers academic programs
such as Language and Reading, Mathematics and Social and
Emotional Development.
The school also values open communication between
parents, students which fosters a spirit of lifelong learning and
establish a community of productive citizens.
Our commitment is to educate children despite of their
differences and difficulties in learning. Our school also aims to
prove that even children with exceptionalities can become

problem solvers, critical thinkers, and compassionate

contributors to the betterment of our environment and society.

BASES IN ACCEPTING ENROLLEES WITH LEARNING DISABILITY (LD)

Professionals referral
Previous School records
Personal Records (Birth Certificate)
The age of the child. (elementary school age- 6 to 12 years old)
How well the child is coping with ordinary everyday tasks at school and
at home such as using money, home-work, dressing, feeding and so on
Whether the child is making friends with their peer-group and is able to
take part appropriately in games & other activities
How well the child performs on tests of intellectual reading and
numeracy
The childs ability to use and understand language.

D. PROGRAMS OFFERED
We offer a variety of programming to all students, such as
Positive Behavior Intervention SystemsPBIS (Positive Behavioral Intervention System)-Positive Behavioral
Intervention System (PBIS) is a systemic approach to proactive, school-wide
behavior based on a Response to Intervention model. PBIS applies evidencebased programs, practices and strategies for all students to increase
academic performance, improve safety, decrease problem behavior, and
establish a positive school culture.
Adjunctive Therapy (music therapy, art therapy,
bibliotherapy)

An additional or secondary therapy combined with a primary treatment

that increases effectiveness in treating a condition. Our school will offer
Bibliotherapy which is an expressive therapy that uses an individual's
relationship to the content of books and poetry and other written words
as therapy; Art therapy which is facilitated by the art therapist, use art
media, the creative process, and the resulting artwork to explore their
feelings, reconcile emotional conflicts, foster self-awareness, manage
behavior and addictions, develop social skills, improve reality orientation,
reduce anxiety, and increase self-esteem; and Music therapy which is the
use of interventions to accomplish individual goals within a therapeutic
relationship by a professional who has completed an approved
music therapy program.
Music therapy is an allied health profession and one of the expressive
therapies, consisting of a process in which a music therapist uses music and
all of its facetsphysical, emotional, mental, social, aesthetic, and spiritual
to help clients improve their physical and mental health.
Cooperative Learning (team buildings, group activities,
peer teaching)
The educational approach which aims to organize classroom activities
into academic and social learning experiences. There is much more to
Cooperative Learning than merely arranging students into groups, and it has
been described as "structuring positive interdependence." Students must
work in groups to complete tasks collectively toward academic goals.
Language and Reading tutorials
A program which aims to develop and practice oral and written skills of
children in the field of Language and Reading.

M-TAP Saturday Sessions (Mathematics Teachers

Association of the Philippines)
The Mathematics Teachers Association of the Philippines, Inc. (MTAP),
was organized to serve as an appropriate venue where mathematics
teachers can come together, interact with one another and share each
other's expertise in the pursuit of excellence in mathematics education.

In TGSLD, we offer M-TAP Sessions every Saturday for all especially for
our students who need to improve their mathematical skills.
Parents-Teachers CouncilThe formal organization composed of parents, teachers and staff that
are intended to facilitate parental participation in the school. Due to the
schools value of open communication to parents, PTC envisions to inform
and involve parents to all the school activities as well as to the academic
performance of their child.

CONCEPTUAL FRAMEWORK DESCRIPTION:

The main target and focus of the school is the student

achievement. Communication Skills, Problem-solving skills,
Operational Knowledge and Instructional Knowledge are some of
the components which are to be improved by the teachers.
Emotional Intelligence helps build stronger relationships, success at
work, and achieve personal goals. By performing proper standards
of practice, such as reflecting the skills and knowledge of students,
providing equal opportunity to all especially for children with
learning disability, and valuing open communication between
parents, student achievement and success can be attained.