The Academic Performance of Intermediate Learners with Special Needs (LSENs) As Assessed By Teachers in the Division of Lucena City: A Basis for Intervention Program

Abstract

This thesis discussed how learners with special needs, specifically those children with hyperactive-like behavior or probable hyperactive, affects their academic performance in class. This study uses a quantitative method of research, wherein the researcher used a validated questionnaire to gather necessary data. The locale of the study is the Division of Lucena City, and the respondents are the randomly selected 94 intermediate teachers. It was found out that majority of the respondents were 41 and above of age with units in the master’sProgram on their chosen fields of expertise and servicing Department of Education for 6 to 10 years. The teachers also perceived that their learners are doing or exhibiting excessive movements/fidgeting and even restlessness. The academic performance of the learners as observed by the teachers based on their permanent records, their general averages ranged from 76-80% as its highest indicator which indicates Developing states, or the learners are achieving grades that are below average. The problems encountered by the teachers in dealing with learners with special needs specifically those with hyperactive-like learners are the learners that are exhibiting excessive or too much talking, and the learners roam around the room during class hours. Based on the findings, an intervention program has been made to address the problem somehow and to provide professional help to those children who need such.