Prepared by:

I. Introduction
Academically challenged are children with learning difficulties. They fail to learn at the same rate as the majority of other pupils learn. They also lag to learn, in academic setting, what teachers feel they should learn. These children are lagging behind in learning the basic skills required of their grade level. These deficiencies are compounded as they move up the educational ladder and compounded too are their frustrations in life so they become prone to behavior problems in our classes. Others become at-risk of dropping out from the formal stream of education.

As teachers, we may have encountered academically challenged in a class or may have had the entire class in which they are grouped accordingly. In any case, these children must be treated with respect to be able to accept learning from us. Let us remember that there is no such thing as competence without love. Many schools have instituted remedial measures to help the academically challenged. Among them are: 1. Pull-out Program 2. Peer tutoring (Each one, Teach one) 3. Class I, Class II 4. Self-contained classes for academically challenged.

The Self-Paced Learners Program(SPL) was conceptualized by the SPED Unit, Elementary Education Division, Region out of felt need to assist the children with learning difficulties. It is an acquisition of learning through special program designed to help non-readers and academically challenged afford the regular school programming with sufficient opportunities to gain complete mastery of the fundamental academic skills at their own pace. The pupils are not rushed into assimilating the Philippine Elementary Learning Competencies (PELC) in their respective grade levels since they are exempted from taking the regular achievement tests given at the end of the school year.

II. Participating Schools

Any public Elementary School in Region with potential non-readers/ non-computers in each of the grade levels starting from grades two to six.

IV. Genaral Features A. Assessment

1. Assessment is individualized. 2. Potential academically challenged will be subjected to: a. Academic Assessment * English- Administer the Visual Recognition VR the test of Dolch Basic Sight Vocabulary Test. * Filipino- Administer the Batayang Talasalitaan * Math- Math Window Cards involving the four fundamental operations. * Writing- Correct writing of letter/number forms.

b. Physical Assessment- for special cases only. * Audiometric Test * Vision Test c. Mental/Psychological Assessment * IQ Test * Personality Test * Sociogram B. Program/Schedule 1. Time for each learning area is flexible. Focus of instruction is on recognition of printed words, number forms, number concept and mastery of the four fundamental operations and correct writing letter forms. 2. The teacher prepares a remedial instruction lesson based on identified needs of pupils and uses own technique and methods found effective for specific cases. Individual appraisal of pupils follow.

3. Each child has a logbook/notebook one each for English, Filipino, Writing and Mathematics for recording of childs progress. 4. On class schedule, generally, there are no scheduled time blocks prescribed for specific subject areas, except in subjects with SPL pupils have to take with special teachers. The length of time devoted by the teachers to the teaching of the 3Rs is largely dependent on the assessed deficiences of the pupils.

C. Administration 1. Each class is a self-contained class under one teacher. It will be administered like regular classes accomplishing all forms required for reporting.

D. Supervision 1. Direct supervision shall be in the hands of the principal and the District Supervisor. Focus shall be on organization, assessment, instruction, teaching aids, evaluation and mainstreaming. 2. SPED supervisors from the Division and Region shall monitor and evaluate all stages of the plan for program refinement or program revision.

E. Evaluation of Learning Outcomes 1. All pupils will be rated on all the subject areas in the curriculum. 2. 75% proficiency level is expected for each skill evaluated. 3. Classes shall not be subjected to any school/district/division regional testing programs.

4. Individual logbook of pupils shall be accomplished by the teachers to show individual progress of identified skills.

F. Mainstreaming 1. Mainstreaming may be done in any of the targeted subjects areas if the child is capable of achieving formal classroom requirements. 2. Final mainstreaming shall be done at the end of the school year.