Name: Angelica A.
Mamugay
Grade Level: Non-Graded
Diagnosis/Impression: Multiple Disabilities
PRE-ASSESSMENT
The learner’s performance is
delayed due to her disabilities---
locomotor, vision, communication
and speech problems. At first she is
having a hard time to use or
manipulate objects because she is
just using her one hand. Her right
hand is deformed and can’t hold or
grasps things. She has difficulty in
using scissors, opening the bottle
cap, inserting beads, builds Lego
and blocks, shoe lacing, hook and
eye, zipper, tying a bow, buttoning,
paper folding and the like. On the
other hand, her right eye is totally
blind that makes her difficult to see.
Oftentimes, her writings on the
paper are misaligned or when I ask
her to copy from the board or
laptop, she will miss some words.
Furthermore, her speech is also
affected that is why I’m using Picture
Exchange Communication System
(PECS) and teaching her simple sign
language to communicate. She
can’t utter a single word but she is
trying to express herself by babbling.
Though she is having a lot of
difficulty, she is a very happy child
and can understand the lessons little
by little.
POST-ASSESSMENT
At the end of the school year, she
was able to:
-hold pencil and write legibly
-trace properly
-use her right hand to manipulate
objects
-can un/zip, un/button her skirt or
pants
-put shoelace and tie it
-transfers object from a container to
another
-open/close bottle cap
-insert beads on laces
-cut different lines and shapes using
scissors
-do some simple origami
-clips or releases clothespin
-sweep the floor
-follow 2-3 step directions
-respond to cues
-sign simple words
I focus on teaching her self-help skills
and employ more eye-hand
coordination activities to become
independent.
Name: Josh Andrei C. Dimaandal
Grade Level: Non-Graded
Diagnosis/Impression: Hearing Impairment

PRE-ASSESSMENT POST-ASSESSMENT
The learner was diagnosed with At the end of the school year, he
hearing impairment due to his illness was able to:
after birth. Being deaf before
acquisition of language makes it -sign simple words
difficult for the child to understand -recognizes colors, shapes and
that he has a hearing impairment. objects
He is playful, always roams around, -paint
has a short attention span, clumsy, -trace
jealous and hit or hurt anyone. He is -cut and paste
messy and bosses around. -behave when reprimanded
-cooperate and go along with other
He can’t: -throw his garbage on trash bin
-grasp pencil or crayon -returns chairs, trays & materials,
-write simple lines toys after use
-trace -rolls and unrolls area rug or mat
-cut lines -pours liquid into glass with less or no
-mold clay spillage
-tear and fold paper -go to CR independently
-recognize shapes, colors, numbers -put on socks
and letters -put shoe lace and tie it
-go to CR independently -un/button clothes
-put on/off clothes, un/zip,
un/button
-transfers objects from a container to Because he is playful, I integrated
another more games and socialization in the
lesson.
Name: Neil John Q. Dela Merced
Grade Level: Non-Graded
Diagnosis/Impression: Hearing Impairment
PRE-ASSESSMENT
The learner’s behavior and hearing
impairment hinders him to learn well
at school though he is a bright child.
He is easily distracted and has a
short attention span. During the first
few months, he always hides under
the table, roam around, scribble
and tear his worksheets, get away
the toys of others, destroy things
around the classroom, display
tantrums, do not finish his tasks and
hurt anyone. Oftentimes, he has no
interest in learning but when it
comes to the lesson, he can
understand well if he is focused. At
first, he can’t trace, write simple line
and shapes, recognize colors and
shapes, shades or colors within the
boundaries, pick objects,
discriminate sizes, shapes and colors,
and throw his waste. He has no
interest in studying.
POST-ASSESSMENT
At the end of the school year, he
was able to:
-sign: shapes, colors, numbers
animals, fruits, vegetables,
community helpers and places,
objects
-trace
-finish all his tasks
-write lines
-shade or color within the
boundaries
-socialize with others
-write letters
-behave well
-throw his trash
-fix things before going home
-count numbers
In order for him to sit and do his task,
I let him watch first before the lesson.
Time comes when he is already
interested in learning, I integrate
games to prolong his attention. He
started to behave and mature as
we go along. He stopped hiding
under the table, hurting anyone,
and destroying things in the
classroom. He is also starting to be
friends to others by sharing his snacks
to them.
Name: Keith Joseph B. Garcia
Grade Level: Non-Graded
Diagnosis/Impression: Learning Disability
PRE-ASSESSMENT
The learner has difficulty in learning
due to his misbehaviors and lack of
interest in learning. He is always
absent and when he is present, he
will not do or finish his tasks.
Oftentimes, he will display great
deal of tantrums. He will kick
cabinets, chairs and tables and
punch walls. He is also very sensitive
and attention seeker. He will do
anything even if it is destructive or
disruptive in order to get attention
from you. Moreover, he has difficulty
in writing, tracing, recognizing letters
and its sound, counting and solving
addition and subtraction equations.
On the other hand, if he is in good
mood he performs some tasks such
as sweeping the floor, cleaning the
CR, watering the plants and dusting
the window.
POST-ASSESSMENT
At the end of the school year, he
was able to:
-finish his tasks
-control his temper
-trace
-write
-solve addition and subtraction
-count
-recognizes colors, shapes, numbers
and letters
-recognizes the letter sounds
-read some simple Tagalog Words
-can perform tasks willingly
-get along with others
-color/shade pictures
-cut and paste
The learner matured as time passed
by. He can now control his temper
and get along with others. I’ll always
give group activity so he can be
able to learn to cooperate to others.
I let him fix and clean his mess when
he tantrums and reprimanded him
privately. Oftentimes, gave him
Php5.00 as a reward when he
finished his tasks because he always
complains that his mother is not
giving him money. From then on, he
was motivated to go to school and
eager to learn. He will not go home
until he finishes his tasks and always
asking me to give him an
assignment.
Name: June V. Valdez
Grade Level: Grade 1
Diagnosis/Impression: Learning Disability
PRE-ASSESSMENT
The learner has difficulty in learning
and understanding concepts. He
has trouble learning numbers,
alphabet, letter sounds, and days of
the week, months, time, colors,
shapes, writing, and the like. Also,
following directions or routines is
difficult for him. He is slow in
remembering facts, learning new
skills, difficulty planning and
deciding. Socializing with peers also
is one of his problems. He doesn’t
like to cooperate with others and
always sit on the corner where no
one can disturb him. Oftentimes, he
is unaware of physical surrounding
that is why he is prone to accident.
On the other hand, though he has
learning disability he is eager to
learn. He will not go home until he is
not done with his activity. He is also
cleaning the room without any
given command.
POST-ASSESSMENT
At the end of the school year, he
was able to:
-trace
-recognize shapes, colors, numbers
and letters
-write letters, numbers and other
figures
-identify letter sound
-socialize with others
-add and subtract numbers using
counters
-cut and paste
-read some simple Tagalog Words
Though he is slow in grasping lessons,
he learns little by little with his intrinsic
motivation. He really tried so hard so
he can be able to read and write. I
always gave him worksheets for
writing and his handwriting is now
improving.
Name: Renz Jake T. De Ramos
Grade Level: Grade 1
Diagnosis/Impression: Learning Disability

PRE-ASSESSMENT POST-ASSESSMENT
The learner is having difficulty in At the end of the school year, he
writing, reading, arithmetic, learning was able to:
new concept, and dealing with his
anger. He has trouble recognizing -trace
numbers, letters, colors, shapes, and -recognize shapes, colors, numbers
the like. At first, he is always absent and letters
and when he is present, he will not -write letters, numbers and other
do or finish his tasks. He loves to play figures
and roams around and answers his -identify letter sound
activity sheet when he feels doing it. -socialize with others
Oftentimes, he has no interest in -add and subtract numbers using
learning but when it comes to the counters
lesson, he can understand well if he -cut and paste
is focused. -read some simple Tagalog Words

He learns well in one on one

teaching method and more
comprehensive type of teaching. I
used a lot of instructional materials in
introducing new concept. He can
grasps ideas easily when
manipulative objects are being
used. Now, he has an interest in
learning.
Name: John Mark D. Zapra
Grade Level: Grade 1
Diagnosis/Impression: Learning Disability
PRE-ASSESSMENT
The learner is super hyper, active
and inquisitive. Oftentimes, he
disrupts and distracts his classmates
while answering their worksheet. He
is also clumsy and impulsive child. He
is having difficulty in recognizing
letters, letter sounds, numbers,
writing, solving addition and
subtraction equation, counting,
time, days, months, rhyming words,
and the like. He is always absent
and untidy. Despite of being hyper,
he knows how to help his classmates
and clean our surroundings.
Oftentimes, he takes the initiative
and led his classmates to clean our
area.
POST-ASSESSMENT
At the end of the school year, he
was able to:
-trace
-write letters, numbers and other
figures
-count
-read Tagalog words
-add and subtract
-color/shade within the boundaries
of the picture
-recognize letters, letter sound,
numbers, colors, shapes
-discriminate size, color, texture, etc.
His playfulness hinders him to finish
his tasks but later on he developed
a long sitting span. He will finish his
works before having a snack. I
strongly implemented, “NO WORK,
NO RECESS”. Moreover, he likes to
dance and this make him lead his
classmates to dance when I play
Zumba video clips. His activeness in
the class is contagious that is why his
classmates also participates during
discussion or group activities.
Name: Princess Joan T. Alojado
Grade Level: Grade 1
Diagnosis/Impression: Hearing Impairment
PRE-ASSESSMENT
The learner is shy and timid at first.
She is sensitive and always crying
even in petty things. When you did
not give her demands, she will throw
a fit. Sometimes, she will tear or
scribble his notebook to pacify
herself. Her performance is affected
due to her hearing impairment and
communication problem. She can
hear a little bit but the sound she is
receiving is fluctuated that is why
you can’t understand what she is
saying. When I started to handle her,
she can already write but cannot
recognize letters and its sound. I
started in basic knowledge---
alphabets, numbers, colors, shapes,
etc. and integrated sign language
so we can be able to
communicate. Later on, I started to
teach her the letter sound and little
by little she can be able to
pronounce letters correctly. Also,
she is good at Mathematics. She
can understand easily the topic I
discussed. Furthermore, in order for
her to overcome her timidity, I allow
her to join school pageants and
dance contest.
POST-ASSESSMENT
At the end of the school year, she
was able to:
-copy and write
-write in cursive
-recognize letters, numbers, colors,
shapes, etc.
-add, subtract, multiply
-sign letters, numbers, colors, shapes,
vegetables, fruits, animals, some
things around her, etc.
-letter spell
-tell/pronounce letters or numbers
correctly
-communicate using sign language
-read Tagalog words
-work independently
-finish tasks
-overcome her timidity
She progress a lot and I’m hoping
that her eagerness to learn will
continue.
Name: Aginaldo F. Aquino
Grade Level: Grade 1
Diagnosis/Impression: Learning Disability

PRE-ASSESSMENT POST-ASSESSMENT
The learner is having difficulty in At the end of the school year, he
writing, reading, and arithmetic. He was able to:
has trouble recognizing numbers,
letters, colors, shapes, and the like. -trace
At first, he is always absent and -write letters, numbers and other
when he is present, he will not do or figures
finish his tasks. Oftentimes, he has no -count
interest in learning because he will -read Tagalog words
go to school with an empty -add and subtract
stomach. He is always suffering from -color/shade within the boundaries
severe stomachache. Moreover, he of the picture
can understand lesson well and -recognize letters, letter sound,
focused more on one on one numbers, colors, shapes
session. Little by little he becomes -discriminate size, color, texture, etc.
motivated in going school.

Though he is slow in grasping lessons,

he learns step by step with his
eagerness. He really tried so hard so
he can be able to read and write.
Name: John Carlo A. Mangawang
Grade Level: Grade 3
Diagnosis/Impression: Hearing Impairment

PRE-ASSESSMENT POST-ASSESSMENT
The learner is having difficulty in At the end of the school year, he
communication because of lack of was able to:
knowledge on sign language. He
relies heavily in natural sign -copy and write
language. When I handle him he -write in cursive
already knows how to write, color -recognize letters, numbers, colors,
and do some simple tasks. I started shapes, etc.
in the basic and use sign language -add, and subtract
as a medium of instruction. When it -sign letters, numbers, colors, shapes,
comes to academic, he can vegetables, fruits, animals, some
understand lesson well but in more things around her, etc.
comprehensive type of teaching. I -letter spell
used variety of Instructional
materials so he can understand the He progress a lot and I’m hoping
lesson. Moreover, he can go along that her eagerness to learn will
well to his classmates and peers. He continue.
also takes initiative to clean our
room or our surroundings.
Name: Charvey C. Peñano
Grade Level: Grade 3
Diagnosis/Impression: Learning Disability

PRE-ASSESSMENT
The learner is displaying bad
behavior. He is attention seeker,
bully, disruptive and always starts
fight with his classmates. He is
difficult to handle because of his
physical restlessness, activeness and
playfulness. He is always on the go
and hard to keep still. He is also gets
easily frustrated with games or
activities that need patience.
He seems sorry for wrongdoing but
does the same thing again a few
minutes later. When it comes to his
tasks, he is clumsy and oftentimes
doesn’t finish his work. Due to his
misbehaviors he is having difficulty in
learning. He was slow to learn the
link between sounds and letters,
adding and subtracting numbers,
recognizing numbers. He has
difficulties with sustained writing and
hand gets tired very quickly. He
does poor bookwork: is untidy, slow,
messy and has poor posture; slumps
on desk when working; fidgets sitting
on the floor.
POST-ASSESSMENT
At the end of the school year, he
was able to:
-trace
-write letters, numbers and other
figures
-count
-read some Tagalog words
-add and subtract
-color/shade within the boundaries
of the picture
-recognize some of the letters and its
sound, numbers, colors, shapes
-discriminate size, color, texture, etc.
Still, some of his misbehavior is
present especially his attitude
towards learning.
Name: Rowana F. Aquino
Grade Level: Grade 3
Diagnosis/Impression: Learning Disability
PRE-ASSESSMENT
The learner is having difficulty in
writing, reading, and arithmetic. She
has trouble recognizing numbers,
letters, colors, shapes, and the like.
At first, she is always because of
laziness. Oftentimes, he has no
interest in learning because she will
go to school with an empty stomach
together with her brother. He is
always suffering from severe
stomachache. Moreover, she can
understand lesson well and focused
more on one on one session. Little by
little she becomes motivated in
going school because there is a
feeding program. She is also
industrious girl. She takes the
initiative to clean our room and
offers help not only to me but also to
her classmates. She is sharing what
she have and act as an elder sister
to her classmates.
POST-ASSESSMENT
At the end of the school year, he
was able to:
-trace
-write letters, numbers and other
figures
-count
-read Tagalog words
-add and subtract
-color/shade within the boundaries
of the picture
-recognize letters, letter sound,
numbers, colors, shapes
-discriminate size, color, texture, etc.
Though she is slow in grasping
lessons, she learns step by step with
his eagerness. She really tried so
hard so he can be able to read and
write.
Name: Jexcyl P. Jeruz
Grade Level: Grade 3
Diagnosis/Impression: Speech Defect
PRE-ASSESSMENT
The learner is reluctant to talk to
does not usually volunteer to speak
in class. He has difficulties saying or
expressing what he means and
wants. Oftentimes, he watches
others for cues as to what to do in
answering their worksheet and
always asks me to repeat or clarify
instructions. He does not use facial
expression or eye contact
appropriately and not good at turn
taking in conversation. Moreover, he
is easily distracted and often restless
and fidgety. He does not finish his
tasks all the time because he has
low self- esteem with regard to
schoolwork .
POST-ASSESSMENT
At the end of the school year, he
was able to:
-trace
-write letters, numbers and other
figures
-count
-add and subtract
-color/shade within the boundaries
of the picture
-recognize some of the letters and its
sound, numbers, colors, shapes
-discriminate size, color, texture, etc.
He started to talk and engage in
conversation to me and to his
classmates. He also learned how to
respond and follow instructions. He
can already work independently.
Name: Jay Christopher B. Viernes
Grade Level: Grade 4
Diagnosis/Impression: Learning Disability

PRE-ASSESSMENT POST-ASSESSMENT
The learner is having difficulty in At the end of the school year, he
reading, recognition of letters and its was able to:
sound and solving simple
mathematical equation. Despite of -write in standard and cursive form
having learning disability, he is very -add and subtract 3 digit numbers
artistic. He can draw, paint and -multiply
create objects with his -read Tagalog words
resourcefulness and creativity. I -read CVC
allow him to participate in poster- -spell simple words
making contests in order for him to -finish his tasks on time
develop his talent. Moreover, he is
also an industrious child. He takes
initiative in cleaning the room and
surrounding. Whenever I ask him to
do something, he will do it right
away.
Name: Mark Sam M. Luna
Grade Level: Grade 4
Diagnosis/Impression: Learning Disability
PRE-ASSESSMENT
The learner has no interest in
learning and very playful. He is often
absent and when he comes to
school, he skips classes. He doesn’t
finish his activity and complains a lot.
Moreover, he is bully and always
starts fight with his classmates. He is
very disruptive and impatient. He is
easily distracted and often restless
and fidgety. But when he is in good
mood, he will ask for more activities
and motivated to read.
POST-ASSESSMENT
At the end of the school year, he
was able to:
-write in standard and cursive form
-add and subtract 3 digit numbers
-multiply
-read Tagalog words
-read CVC
-spell simple words
-finish his tasks on time
He became a little bit matured as
compared before. Lately, he is so
hard-headed but now I can able to
handle him and manage his
misbehaviors. Picking up fights is
lessened and he can work
independently. Sometimes, he is
sharing his knowledge to others. He
is also resourceful and can create
different things.
Name: Lloyd Gabriel C. Ulanday
Grade Level: Grade 4
Diagnosis/Impression: Learning Disability
PRE-ASSESSMENT
The learner can easily understand
the lesson but due to lack of interest
and motivation in learning, his
learning performance is affected.
Oftentimes, he is absent and skips
classes together with his peers. He is
easily bored and impatient in doing
or answering his worksheets. On the
other hand, he also takes initiative to
clean the room and help his
classmates. He can run errands
when asked to.
POST-ASSESSMENT
At the end of the school year, he
was able to:
-write in standard and cursive form
-add and subtract 3 digit numbers
-multiply
-read Tagalog words
-read Basic Sight Words
-read short stories and poems
-spell simple words
He progressed especially in reading.
Before, he can just read Tagalog
words and now he can read some
short English stories. He can also
answer and re-tell stories that he is
reading.
Name: April Kaye A. Taroma
Grade Level: Grade 5
Diagnosis/Impression: Learning Disability
PRE-ASSESSMENT
The learner is shy and timid at first.
She is reluctant in speaking and
expressing herself. She always sits
around the corner and do not
participate in group activities. She is
having difficulty in reading and
solving simple mathematical
equations.
POST-ASSESSMENT
At the end of the school year, he
was able to:
-write in standard and cursive form
-add and subtract 3 digit numbers
-multiply
-read Tagalog words
-read Basic Sight Words
-read short stories and poems
-spell simple words
She started to talk and engage in
conversation. Her timidity is lessened
by playing with others. Now, she can
freely express herself. Also, she
learned to take the initiative and
responsible to take care of the
things I entrusted her.
ACCOMPLISHMENT REPORT
IN
SPECIAL EDUCATION
SY. 2018-2019