DIFFICULTIES ENCOUNTERED BY THE GRADE SCHOOL NEURODIVERGENT STUDENTS OF SAN ANTONIO CENTRAL SCHOOL TOWARDS THEIR LEARNING AND THEIR COPING MECHANISM

Abstract

Neurodiversity is a scientific concept rooted in brain research, which recognizes that individuals with learning or thinking differences have brains wired differently from their peers. Neurodivergent students often experience challenges related to learning due to these differences. For this reason, the researchers conducted the study titled Difficulties Encountered by the Grade School Neurodivergent Students of San Antonio Central School Toward Their Learning and Their Coping Mechanisms. This study employed a qualitative research method using a phenomenological research design to focus on the lived experiences of the respondents. Semi-structured interviews were conducted to allow participants to express their responses freely. Face-to-face interviews were also used to observe respondents’ behaviors and body language. Audio recordings were utilized to ensure accurate documentation of responses. The results showed that all respondents experienced difficulties related to learning. Despite being on the same neurodivergent spectrum, each respondent demonstrated unique characteristics and individual differences. Attention-Deficit/Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) were identified as the most common types of neurodivergence among the respondents in the school. Most participants experienced difficulties in social interaction and communication. The findings also indicated that physical exercise played a significant role in helping children cope with their learning challenges. The findings demonstrated that difficulties in social interaction and communication were prevalent among the neurodivergent students. To cope with these challenges, physical exercise emerged as the most effective and efficient strategy for supporting their learning and overall development.