Tuesday, March 29, 2011

Learning Disability

WHAT IS A LEARNING DISABILITY?
A learning disability is a neurological disorder.

A learning disability can't be cured or fixed; it is a lifelong issue.

Parents can help children with learning disabilities achieve such success by encouraging their strengths, knowing their weaknesses, understanding the educational system, working with professionals and learning about strategies
for dealing with specific difficulties.


FACTS ABOUT LEARNING DISABILITIES:

Fifteen percent of the U.S. population, or one in seven Americans, has some type of learning disability, according to the National Institutes of Health.

Difficulty with basic reading and language skills are the most common learning disabilities.

Learning disabilities often run in families.

Learning disabilities should not be confused with other disabilities such as mental retardation, autism, deafness, blindness, and behavioral disorders.

Attention disorders, such as Attention Deficit/Hyperactivity Disorder (ADHD) and learning disabilities often occur at the same time, but the two disorders are not the same.


COMMON SIGNS OF LD:
Speaks later than most children

Pronunciation problems

Slow vocabulary growth, often unable to find the right word

Difficulty rhyming words

Trouble learning numbers, alphabet, days of the week, colors, shapes

Extremely restless and easily distracted

Trouble interacting with peers

Difficulty following directions or routines

Fine motor skills slow to develop

Autism

UNDERSTANDING AUTISM

What is Autism?

A developmental disability that severely hinders the way information is gathered and processed by the brain, causing problems in communication, learning and social behaviors. (Autism Society Philippines)
Keynotes in the definition of Autism:

Not a disease

Pervasive Developmental Disorder

Spectrum disorder (ASD)

Behaviorally-defined


How prevalent is Autism?

*Estimated global figure:

1:166 (TIME MAGAZINE, May 2006)
1:170 (TIME MAGAZINE, October 2006)

*Philippine Situationer:

1 in every 500 Filipino children
- Phil. Advocacy Program for Autism 1997

1.4 million Filipino children affected
- Manila Bulletin, January 1999

Incidence of Autism – PCMC
(Neurodevelopmental Section : 1990-1999)
Total patients evaluated 1040
Total patients with Autism 312



How does Autism rate with other neurological disorders?

Estimated prevalence figures per 10,000 population of various
Neurological disorders

Alzheimer’s disease
100-470

Childhood epilepsy

65

Autistic spectrum disorder

10-50

Down’s syndrome

10-15

Parkinson’s disease

16

Neurofibromatosis I

3

Phenylketonuria

1

Multiple Sclerosis

0.5-3

Childhood brain tumors

0.25

Rapin, 2001



Age/Gender/Racial/Social Distribution:

Age: Autism typically occurs within the first 3 years of life

Gender: Males are 4 times more affected as compared to Females
Race/Social: Autism knows no racial, ethnic and social boundaries
What causes Autism?

Note: There is no known specific cause of Autism at present.

*Psychogenic Theory of Autism (Kanner):

1. Poor parenting causes Autism

2. Autism is caused by a lack of love

3. Autism is an emotional condition that is caused by a child’s withdrawal from his/her parents

4. Certain vaccination causes autism

*The Psychogenic theory of Autism was debunked in the 1970s when several factors have led to another theory which associates symptoms of Autism with specific abnormalities in certain parts of the brain.




*Biological/Neurological Theory of Autism:


-several neural systems in the brain are affected causing complex deficits in social, language, and behavioral areas

-3 main areas of the brain most commonly affected as pointed by current research data:

Amygdala:
- critical in emotional arousal

important in discerning fear in facial expressions
plays a role in pleasure and other emotions
Temporal lobe:

recognizing and discriminating faces

reading facial expressions and social intent thru eye-gaze direction


Frontal lobe:

holds areas critical for “social cognition” i.e.; thinking about other’s thoughts, feelings and intentions (Theory of Mind Ability)


*Genetic Theory:

- currently the most favored assumption

- believes that autism runs in families

- states that Autism is a heritable, complex genetic disorder with a heterogeneous etiology

*Evidences for the role of genetics in Autism:

Family studies:

Autism-like symptoms occur more often in parents and siblings of people with Autism, compared to families with no Autistic relatives.

Close relatives of children with autism are at higher risk (3-5%) chance for developing Autism

A member of the general population has 0.2% chance of having autism.
Twin studies:

Identical twins are more behaviorally similar than other relatives, due to genetic influence
monozygotic twin of a patient with Autism has a 60% chance of having autism, and >90% chance of being in the Autistic spectrum
Dizygotic twin of patient has 3-5% chance of having Autism
What are the Signs and Symptoms of Autism?

*Autism Triad of Impairments:

Impaired reciprocal Social interaction
Impaired reciprocal communication
Restricted, repetitive, interests/activities
*Specific Symptoms of Autism:

*Social:

-displays indifference (acts as if deaf)

-joins only if adult insists and assists

-one-sided interaction

-no eye contact

-does not play with other children

-lack of creative, pretend play


*Language:

-indicates needs by using an adult’s hand

-echolalic-copies words like a parrot

-exhibits pronoun reversals

-absence of speech



*Stims:

-talks incessantly about only one topic

-inappropriate laughing or giggling

-bizarre behavior

-handles or spins objects

-variety is not the spice of life

-some can do things very well, very quickly but not tasks
involving social understanding.



Other symptoms seen in Autism:

a.) Physical:
-is generally goodlooking

-is a picky-eater, tends to smell food/objects and put things in his mouth

-exhibits disturbed sleeping patterns

-does not seek attention when hurt; has high pain threshold and is unable to localize pain


b.) Attentional:
-poor attentional span

-overselectivity/Tunnel vision

c.) Behavioral Patterns:
-is hyperactive

-some may exhibit passive behavior

-others may display self-injurious behaviors

d.) Abnormal responses to sensory stimuli:
-overlysensitive to touch/under responsive to pain

-sight, hearing, touch, pain, smell, taste may be affected to a lesser or greater degree

e.)Cognitive Characteristics:
-splinter/savant skills(memory, music, math, art, geographical, and multiple skills)

-50% of Children with Autism(CWA) have Mental Retardation

DIFFERENTIAL DIAGNOSIS:

PERVASIVE DEVELOPMENTAL DISORDERS

SIGNS AND SYMPTOMS

Autism Spectrum Disorder

Marked impairments in communication, socialization, restricted, repetitive, interests/activities, that typically occurs within the first 3 years of life.
Asperger’s Syndrome

Severe social deficits and restricted, repetitive, interests/activities; language and cognition are normal
Rett’s Disorder

Genetically defined cause for autistic behaviors affecting virtually only girls; with physical manifestations that take place after first 6 months of life
Childhood Disintegrative Disorder

Normal early language development, followed by severe regression in language, social, cognitive, and functional skills, between 2-10 years of life


How is Autism diagnosed?

*No biological marker for Autism

*Diagnosis remains clinical

Demonstration of significant impairments in social interaction and reciprocal communication and restricted, repetitive interest/behaviors USING:

a.) Diagnostic Criteria in DSM-IV or ICD 10 manuals

b.) Childhood Autism Rating Scale (CARS)

c.) Wing Autistic Diagnostic Interview Checklist (WADIC)

d.) Others_



Who are qualified to diagnose?

Neurologists

Pediatricians

Developmental Pediatricians

SPED Diagnosticians/Specialists

Psychiatrists

Psychologists
Available Treatments/Interventions for Autism:

Note: Autism is a life-long developmental disability. There are no known cures for Autism but a wide variety of Interventions are currently available to suit the CWA’s needs:

a.) Occupational Therapy: Focuses on Sensory Integration(SI) techniques to address sensory problems of CWA.

b.) Speech Therapy: Focuses on using Picture Exchange Communication System (PECS) and Facilitated Communication techniques to develop or enhance language among CWA.

c.) Special Education(SPED): Provides wholistic Individual Educational Programs (IEP), done in a center-based one-on-one or group therapy setting.

d.) Behavior Modification:Applied Behavior Analysis(ABA)
A one-on-one, home-based intensive teaching Program designed to eliminate disruptive behaviors and build socially useful ones through carefully task-analyzing behaviors and behavioral processes.

See also : Attention Deficit Hyperactive Disorder (ADHD)

ADHD

What is AD/HD?

ADHD is a common behavioral disorder that affects an estimated 5% to 10% of school-age children.
Boys are three times more affected than girls
Children with ADHD act without thinking, are hyperactive, and have trouble focusing.


WHAT ARE THE SYMPTOMS OF AD/HD?

HYPERACTIVE-IMPULSIVE TYPE

fidgeting or squirming
excessive running or climbing
difficulty remaining seated
always seeming to be "on the go"
difficulty playing quietly
excessive talking
blurting out answers before hearing the full question
difficulty waiting for a turn or in line
problems with interrupting or intruding
INATTENTIVE TYPE

distractibility
inability to pay attention to details or a tendency to make careless errors in schoolwork or other activities
difficulty with sustained attention in tasks or play activities
difficulty following instructions
avoidance or dislike of tasks that require mental effort
problems with organization
tendency to lose things like toys, notebooks, or homework
forgetfulness in daily activities
COMBINED TYPE

involves a combination of the other two types and is the most common
WHAT CAUSES AD/HD?

ADHD is not caused by poor parenting, too much sugar, or vaccines.
Experts have found that certain areas of the brain are about 5% to 10% smaller in size and activity in children with ADHD.
ADHD has biological origins that aren't yet clearly understood.
Recent research also links smoking/alcoholism during pregnancy to later ADHD in a child.
Other risk factors may include premature delivery, very low birth weight, and injuries to the brain at birth.
Some studies have even suggested a link between excessive early television watching and future attention problems.
WHAT ARE SOME RELATED PROBLEMS?

Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD)
Mood Disorders (such as depression)
Anxiety Disorders
Learning Disabilities
HOW IS AD/HD DIAGNOSED?

a child must display behaviors from one of the three subtypes before age 7
these behaviors must be more severe than in other kids the same age
the behaviors must last for at least 6 months
the behaviors must occur in and negatively affect at least two areas of a child's life (such as school, home, day-care settings, or friendships)
The behaviors must also not be linked to stress, depression, or anxiety at home.
How Is AD/HD Treated?

Medications
Stimulants
Nonstimulants
Antidepressants
Behavioral Therapy

Applied Behavior Analysis

ABA
(Applied Behavior Analysis)

History

Applied behavior analysis is the applied side of the experimental analysis of behavior. Its origin can be traced back to Teodoro Ayllon & Jack Michael's 1959 article The psychiatric nurse as a behavioral engineer.[13] The research basis of ABA can be found in the theoretical work of behaviorism and radical behaviorism originating with the work of B. F. Skinner.

Applied Behavior Analysis now encompasses treatments in applied settings in things as varied as leisure skills development, improving sports performance, cigarette smoking cessation, increasing exercise, and other areas.

Definition: "[ABA is] the design, implementation, and evaluation of environmental modifications to produce socially significant improvement in human behavior. ABA includes the use of direct observation, measurement, and functional analysis of the relations between environment and behavior. ABA uses antecedent stimuli and consequences, based on the findings of descriptive and functional analysis, to produce practical changeThis definition places emphasis on socially significant changes, but ABA can be used to alter virtually any behavior irrespective of its social relevance.

The components of any behavior are as follows: A.B.C

Antecedent: a verbal or physical stimulus such as a command or request. This may come from the environment or from another person, or even internal to the subject.
Behavior: the student's response
Consequence: What happens conditional to the behavior. In controlled situations the consequence is that the student receives something motivational to him/her: commonly food, rewards, praise, a toy, etc. Consequence could also include correction (or punishment, but this is rarely used).


The key aspects of ABA are

Observation of current behavior for topography (what the movement looks like), frequency, antecedents and consequences
Breaking down desired skills into steps
Teaching the steps through repeated presentation of discrete trials
Data on performance is tracked to show changes over time


Facts about ABA

ABA is one of the most common, and the only proven, method used to treat autism
Applied Behavior Analysis has been shown to be an effective means of intervention for adults and children with pervasive developmental disorder and is one of the most widely used with this population.
The ABA approach teaches social, motor, and verbal behaviors as well as reasoning skills.
ABA therapy is especially useful in teaching behaviors to children with autism who do not otherwise "pick up" on these behaviors on their own as other children would.
ABA teaches these skills through use of careful behavioral observation and positive reinforcement or prompting to teach each step of a behavior.
Generally ABA involves intensive training of the therapists, extensive time spent in ABA therapy (20-40 hours per week) and weekly supervision by experienced clinical supervisors known as a certified behavior analyst.[10]



An increasing amount of research in the field of ABA is concerned with autism; and it is a common misconception that Behavior Analysts work almost exclusively with individuals with autism and that ABA is synonymous with Discrete Trials teaching. ABA principles can also be used with a range of typical or atypical individuals whose issues vary from demonstrating developmental delays, significant behavioral problems or undesirable habits.

ABA is often confused as a table-only therapy. Properly performed, ABA should be done in the table and natural environments, depending on the student's progress and needs. Once a student has mastered a skill at the table, the ABA team should move the student into a natural environment for further training and generalization of the skills just learned.

Frequently, the Assessment of Basic Language and Learning Skills (ABLLS) is used to create a baseline of the autistic (or otherwise diagnosed) learner's functional skill set. The ABLLS breaks down the learner's strengths and weaknesses to best tailor the ABA curriculum to them. By focusing on the exact skills that need help, the teacher does not waste time teaching a skill the student knows. This can also prevent student frustration at attempting a skill for which he or she is not ready.


Discrete trials

Discrete trials were originally used by B. F. Skinner in his experimental studies with rats and pigeons to demonstrate how learning was influenced by rates of reinforcement. The discrete trials method was adapted as a therapy for developmentally delayed children and children with autism. For example, Ivar Lovaas pioneered the use of discrete trials for autistic children to help them learn skills ranging from making eye contact and following simple instructions to advanced language and social skills. Discrete trials involve breaking a behavior into its most basic functional unit and presenting the units in a series.

A discrete trial usually consists of the following: The antecedent, possibly combined with a prompt (a non-essential element used to assist learning or correct responding), the behavior of the student, and a consequence. If the student's behavior is what is desired, the consequence is something positive: food, candy, a game, praise, etc. If the behavior was not correct, the teacher offers the correct answer, then repeats the trial, possibly with more prompting if needed.

There is usually an inter-trial interval that allows for a few seconds to separate each trial, to allow the student to process the information, teaches the student to wait, and makes the onset of the next trial more discrete. Discrete trials can be used to develop most skills, which includes cognitive, verbal communication, play, social and self-help skills.

Techniques used in Applied Behavior Analysis

1. Chaining

Main article: Chaining
The skill to be learned is broken down into the smallest units for easy learning. For example, a child learning to brush teeth independently may start with learning to unscrew the toothpaste cap. Once the child has learned this, the next step may be squeezing the tube, and so on.

2. Prompting

The parent or therapist provides assistance to encourage the desired response from the child. The aim is to use the least intrusive prompt possible that will still lead to the desired response. Prompts can include:

* Verbal cues ie. "Take the toothpaste cap off" (Used the least as they are the hardest to fade)
* Visual cues ie. pointing at the toothpaste
* Physical guidance ie. moving the child's hands to unscrew the lid
* Demonstration ie. taking the cap off to show the child how it is done.

3. Fading

The overall goal is for a child to eventually not need prompts. This is why the least intrusive prompts are used, so the child does not become overly dependent on them when learning a new behavior or skill. Prompts are gradually faded out as then new behavior is learned. Learning to unscrew the toothpaste lid may start with physically guiding the child's hands, to pointing at the toothpaste, then just a verbal request.

4. Generalization

Once a skill is learned in a controlled environment (usually table-time), the skill is taught in more general settings. Perhaps the skill will be taught in the natural environment. If the student has successfully mastered learning colors at the table, the teacher may take the student around the house or his school and then re-teach the skill in these more natural environments.

5. Shaping

Main article: Reinforcing successive approximations
Shaping involves gradually modifying the existing behavior of a child into the desired behavior. If a child engages with a dog by hitting it, the child could have their behavior shaped by reinforcing interactions in which the child touches the dog more gently. Over many interactions, successful shaping would replace the hitting behavior with patting or other gentler behavior.

6. Differential reinforcement

Reinforcement provides a response to a child’s behavior that will most likely increase that behavior. It is “differential” because the level of reinforcement varies depending on the child’s response. Difficult tasks may be reinforced heavily whereas easy tasks may be reinforced less heavily. We must systematically change our reinforcement so that the child eventually will respond appropriately under natural schedules of reinforcement (occasional) with natural types of reinforcers (social).

7. Video modeling

One teaching technique found to be effective with some children is the use of video modeling (the use of taped sequences as exemplars of behavior). It can be used by therapists to assist in the acquisition of both verbal and motor resoponses, in some cases for long chains of behavior.[11]




Maintaining parental and professional relationships in the ABA approach

An adequate communication and a supportive relationship between educational systems and families allow children to receive a beneficial education. This pertains to typical learners as well as to children who need additional services. It was not until the 1960s that researchers began exploring Applied Behavior Analysis as a method to educate those children who fall somewhere on the autism spectrum. Behavioral analysts agree that consistency in and out of the school classroom is key in order for autistic children to maintain proper standing in school and continue to develop to their greatest potential.

Applied behavior analysis involves an entire team working together to address a child's needs. This team includes professionals such as speech therapists as well as the children's primary caregivers, who are treated as key to the implementation of successful therapy in the ABA model. The ABA method relies on behavior principles and a recommended curriculum that reflects an individual child's needs and abilities. As such, regular meetings with professionals to discuss programming are one way to establish a successful working relationship between a child's family and their school. When a caregiver can be the outlet source for the generalization of skills outside of school, it helps the child's therapy process by catering to the child's individual needs. In the ABA framework, developing and maintaining a structured working relationship between parents and professionals is essential to ensure consistency of thought and practice of behavioral methods.

Criticisms of ABA

Applied behavioral analysis has been criticized for several perceived failings.

Outcomes - The long term outcomes of ABA therapy have not been established, and there have been no investigations of improved quality of life in adulthood, as measured by criteria like the ability to maintain meaningful employment or relationships.[citation needed]. In the case of Auton (Guardian ad litem of) v. British Columbia (Attorney general), the Supreme Court of Canada ruled that since the outcomes of ABA were unproven and the treatment itself is still experimental, it could not be considered a "core treatment" (one for which the province is required to pay). The decision quoted the original trial judge, noting that "the trial judge found only that in “some cases” it may produce 'significant results'" [1]
Language - ABA and discrete trials are seen as less effective for improving 'functional language', the ability to use language to communicate effectively. Best practices for language learning now involve 'naturalized' teaching, mimicking the functions of language - requesting (manding), labeling (tacting) and obeying commands (receptive language).[12]
Objection from the autism rights movement - Autism rights activists oppose ABA for multiple reasons, ranging from its early dependency on aversives (in the original experiments the aversive was a cattle prod) to its goals of "extinguishing" even harmless autistic behavior such as stimming and rendering the child "undistinguishable from peers". Michelle Dawson, an autistic woman, filed an intervener factum in the Auton case challenging ABA on ethical grounds. [2]

Saturday, March 19, 2011

sped school

Private SPED Schools | Public SPED Schools



Legends:

A -Autism CP -Cerebral Palsy MG/FL – Mentally Gifted and
Fast Learner
ADD -Attention Deficit
Disorder DS -Down Syndrome OH -Orthopedically
Handicapped
ADHD -Attention Deficit Hyperactivity Disorder HI – Hearing Impaired SD Speech Defective
BP -Behavior Problem LD -Learning Disabled SL -Slow Learner
CI -Chronically Ill MC/MR -Mentally
Challenged and
Metally Retarded VI -Visually Impaired
SCHOOL ADDRESS TELEPHONE SCHOOL HEAD CLIENTELE
A. Manila
Brother of Charity Ortho-Pedagogical Inst. 2002 Jesus St., Pandacan, City of Manila 564-01-97 / 338-54-99 Bro. Antonio L. Benito MC, A
Granada Educational Foundation Inc., School for the Hearing Impaired 1126 R. Hidalgo St., Quiapo, City of Manila 736-29-38 / 733-99-18 / FX734-31-74 Bro. Romanito N. Salada HI
Sergia G. Esguerra Memorial Foundation, Inc. Girls Scout Headquarters, Nagtahan Bridge, Pandacan, City of Manila 564-0156 / 26 Ms. Julie G.Esguerra HI, DS, SD
St. Teodora School and Tutorial Arts Center 1425 3rd & 4th Flrs., Sanchez Ext., Tondo, City of Manila 251-79-50 / 252-89-72 Ms. Katherine A. Chuabio MC, A, ADD, ADHD
B. Quezon City
Abiertas Radiance School 21 Santolan Rd., Quezon City 415-67-46 / 412-46-96 / 726-97-28fx Ms. Ma. Asuncion Jose MC, ADHD, BP, MC, ADD
Akademia Schools, Inc. 57 Maginhawa St., UP Village, Quezon City
Bridges Foundation, Inc. 22 Scout Limbaga St., Timog Ave., Quezon City 372-07-52 to 53 Ms. Barbra D. Paguia/Ms.Lea Reyes A, MC, ADHD
Center for Developmental Intervention Foundation, Inc. Special School Phil. Children’s Medical Center Compound, Quezon Blvd., Quezon City 924-66-01 to 25 Loc. 264; 929-79-07 Fax Ms. Evelyn B. Caja MC, A, ADHD
Center for Exceptional Children 30 Branches St., GSIS Village, Proj. 8, Quezon City 929-97-65 / 928-07-68 Ms. Amparo C. Magtoto MC, ADHD, ADD, BP, LD
Cupertino Center for Special Children Mangyan Rd., La Vista Subd. Loyola Heights, Quezon City 928-41-15 Fax Dr. Ma. Therese Macapagal MC, A, ADHD
Fairfield School, Inc. 15 Matiaga St., Brgy. Central, Quezon City 926-5911 Dr. Mercedez Adorio MC, A, ADHD
Gentle Minds Learning Center 4 H.I. Ruby St., Cypress Village, Balintawak, Quezon City MC, ADHD, LD, MC, BP
Headway School for Giftedness, Inc. 130 Matahimik St., UP Village, Diliman, Quezon City 926-91-74 / 426-77-39 Ms. Maria Luz B. Estudillo Gifted / Talented
Integrative School of Quezon City Foundation,Inc. 13 Maginhawa St., UP Village, Quezon City 925-51-96 Ms. Rose Imelda P. Garcia MG, MR, A, BP. LD, ADHD
Immaculate Conception Cathedral School, Inc. 39 Lantana St., Cubao, Quezon City 727-27-40 to 44 loc. 404 / 721-7078 Ms. Bienvenida Roxas MR, A, ADHD
Lord Jesus Our Redeemer Christian Acad., Inc. 380 Quirino Highway, Brgy. Talipapa, Sangangdaan, Nov. 455-91-59 MR, A, ADHD
Ma. Lena Buhay Memorial Foundation 25 Starline Rd., cor. Milkyway Drive, Blue Ridge, Quezon City 647-10-76 res. / 647-12-70 Ms. Leticia N. Buhay, MS HI
Miriam Col.- Southeast Asian Institute for the Deaf Miriam College Compound, Katipunan Rd., Loyola Hts, Quezon City 426-01-71Fx / 925-72-57 Ms. Carolyn C. Ui HI
Montessori Children’s House, Inc. Panay Ave., Diliman, Quezon City 372-4413 / 697-4644 Ms. Sylvia Lazo MR, BP
Multiple Intelligence International. School Found., Inc. 4 Escaler St., Loyola Heights, Quezon City 928-01-43 / 433-4949 / 433-4948 Ms. Mary Joy Canon Abaquin HI, A
New Era University St. Joseph St., Milton Hills Subd., Diliman, Quezon City 981-4221 / 981-4240 Loc. 3915 Mr. Orlando Cabigting, Jr. MR, A, ADHD
New Hope SPED Center 14 Kasing-kasing St., East Kamias, Quezon City 921-87-58 Erlinda R. Tejero A, ADHD, ADD
P-M Calamba Learning Center, Inc. 2 Balete Drive, cor. N. Domingo, Quezon City 726-15-49 / 725-99-70 / 413-05-01 Mr. Chares M. Calamba BP
Resources for the Blind, Inc. 3 FCOTI Bldg., 623 EDSA, Cubao, Quezon City Early Intervention
Saints & Angel School Inc. P. Dela Cruz, San Bartolome, Novaliches, Quezon City 419-4798 Ms. Candida Arceo-Corpuz
Siena College Del Monte Ave., Quezon City 414-11-55 / 731-7920 Sr. Estrella T. Tangan, O.P. Ph.D. MR, A, ADHD, MC, LD
St. Anne’s Special School 3 Faith St.,Teresa Village, Brgy. Bahay Toro, Quezon City 9278619 / 926-88-96 Ms. Aurora T. Apuada MC, ADHD, LD
St. Francis K Six-VSA-Arts Philippines , Inc. Balabac St., Kapiligan, North Araneta Subd.,Quezon City 712-3731 Ms. Rebecca Santos HI
St. John Ma. de Vianney Special Education Learning and Resource Center 252 Scout Chuatoco, Roxas District, Quezon City 371-49-13TF / 373-52-20 Ms. Teresita G. de Mesa,ED,D. SL, LD, MC, BP, A. ADHD
St. Joseph College 295 E. Rodriguez Sr. Blvd., Quezon City 723-02-21 Loc. 126 Sis Mercedes Salud MC, A, ADHD, ADD
Sto. Niño Special Education Center Foundation, Inc. 20 M. Cruz St., Brgy. Kaligayahan, Novaliches, Quezon City 939-60-16 / 939-89-23 TF Mrs. Remedios Agahan MC, A, HI, LD
Take the Nations For Jesus Christian Academy 771 Aurora Blvd., Brgy. Mariana, Quezon City 725-2779 / 725-3114 Mrs. Ida W. Matriano MC, A, LD
T. D. & S. Hope Christian Academy Iris St., cor. Dahlia Ave., West Fairview, Quezon City 428-30-23 / 930-8647Fx Mrs. Eleanor L. Pedro MR, A, ADHD, LD, MC
The Child’s World – A Growing Center 732 Amoranto Ave., Sta. Mesa Heights, Quezon City 712-47-22 / 712-48-55 / 783-7586 Ms. Evelina Tan CP, LD, A
Tumble N Touch Special Learning Center 16 P. Tuason St., Proj. 4 , Quezon City 438-83-27 / 438-88-22 / 437-18-39 Ms. Lourdes Lero MC, FL, ADHD, ADD
Wee Care Child Health Development 44 Malingap St., Teachers Village, Quezon City 433-73-70 Dr. Regina Cailao MC, A, DS, HI, CP, ADHD
Wordlab School, Inc. 28 7th St., New Manila, Quezon City 724-38-71 / 727-97-62 Ms. Faye Matea Casis LD, ADHD, ADD, MC
C. Pasay City
Capt. Wilijado P. Abuid- Escuela De La Vida 33 A. Arnaiz Ave.,Cor. Robert St., Libertad, Pasay City 831-15-25 / 551-51-57 Ms. Jenrose Franco MC, A, ADHD
D. Caloocan City
E.M. Castro Sped Learning Center Blk 5, Lot 30, Soldiers Hills III, Caloocan City 961-55-99 / 961-55-92 Dr. Ella M. Castro FL, LD, ADHD
Holy Rosary College Foundation 1427 Fr. Hofstee St., Tala, Caloocan City 962-84-18 Mrs. Dolora D. Loquinarioo A, SL, ADD,, ADHD
Secret of God’s Child Learning Center, Inc. 176 12th Ave. cor. Rosal St., Grace Park, Caloocan City 363-48-92 Mr. Noel L. Beriña II MC, A, ADD
E. Mandaluyong City
Angeli Dei School 449 Malaya St., Plainview, City of Mandaluyong 532-57-95 / 532-63-16TF Ms. Leticia U. Uy MC, HI, A, LD, ADHD
F. Marikina City
Eucharistiana Center for Special Children 5 Russet St.,SSS Village, Concepcion II, Marikina City 941-81-35 Mr. Peter F. Mallonga MC, A, ADHD
Majestic Math for Kids and Special Education Center 2 Diego Silang St., San Roque, Marikina City MC, A, ADHD, LD, ADD
Sta. Clara Learning Center of Marikina City 117 M.H. del Pilar St., Kalumpang, Marikina City 645-49-45 / 645-1232 Dr. Telly S. Cheng MC, A, ADHD, ADD, MD
G. Makati City
Carolina Learning Center 1128 E. Rodriguez Ave., Bangkal, Makati City 843-19-92 TF / 833-83-51 Ms. Ola Del Mundo MC, A, BP, LD, OH, ADHD
Little Kids of I.S.A.A.C. 2697 Rodriguez Ave., Corner Cailles St. Bangkal, Makati City 886-44-58 MR, BP, A, ADD, ADHD
REACH International School Inc. 67 Oaseo de Roxas St., Urd. Vill., Makati City 812-05-77/751-99-52 Ms. Martha Cynthia Tinsay Gonzalez MC, ADHD, LD, MD
Stepping Stone Learning & Resource Center MRTC Bldg., Camia St., Guadalupe Viejo, Makati City 896-02-69 / 899-83-83 Ms. Marissa Labajo MC, A, CP, DS, MH, ADHD
St. Colleta Special School 2118 – L Nuestra Señora cor. Antipolo St., Guadalupe Nuevo, Makati City 750-67-61 Ms. Remedios Mendez MC, ADHD, ADD, LD, SL
Skill Camp Learning Center Philippines, Inc. La Fuerza Plaza II, 2241 Chino Roces, cor. Sabio St., Makati 893-47-33 / 812-50-87 MC, A, ADHD, ADD, SL, MD
H. Pasig City
Guardian Angel Learning Center of Pasig Lot 2,Blk 1 Almon St., Northwest Vill.,Sta. Lucia, Pasig City 401=12-65 / 655-46-18 Dr. Lorenzo E. E. Gamos A, ADD, ADHD
Laro, Lapis at Libro Center for Learners 110 Amang Rodriguez Jr. Ave., De La Paz, Pasig City 915-52-65 / 475-3119 Dr. Rosario Margarita A. Aligada MR, A, ADHD
Mariam Claire Integrated School 106 Hawaii St., Greenpark, De La Paz, Pasig City 916-05-70 / 416-53-78 Ms. Mayumi Dino A, ADHD, MC
Our Lady of Salvation Educ’l. Integration Found. Ctr. 166 D.A. Luna St., Malinao, Pasig City 643-55-16 Ms. Salve S. Labrador A, MC, DS, ADHD, ADD
Shine Special Education Center, Inc. 33 San Rafael cor. San Roque, Brgy., Kapitolyo,Pasig City 635-59-60 Ms. Ma. Rosario G. Joaquin Autism, other related disorders
Westdrive Education Foundation, Inc. 20 West Capitol Drive, Kapitolyo, Pasig City 631-45-36TF Ms. Wilma Viña Luz D. De Leon A, BP, MC, HI
I. San Juan City
Donum Dei Academy 152 F. Blumenttrit Rd., Cor. R. Pascual, Batis, San Juan City 744-40-93 Miss Teresita G. Garica A, BP, CI, LD, ADHD, ADD
Kids World Integrated School, Inc. Johnson Clubhouse, North Greenhills, San Juan City 726-65-70 Ms. Ingrid Yap MR, A, ADHD, ADD, SL
Learning Partners School, Inc. 189 Pilar St., Addition Hills, San Juan City 725-76-10 Ms. Josephine V. Nepomoceno HI. MC
Resalest Educational Center 12 A Allenby St., Maytunas, San Juan City 705-18-42 Mrs. Alicia G. Rea BP, ADHD
Tabernacle of Faith Christian Academy 151 J. Ruiz St., Salapan, San Juan City 723-77-60 / 62, 727-07-50TF Rev. Domingo T. Taniegra, Jr. A, SL, MC, PDD, ADHD
J. Parañaque City
Ann Arbor Montessori Learning Center 390 El Grande Ave., BF Homes, Parañaque City 826-6972 / 826-6028 / 825-0591Fax Dr. Lourdes L. Carpio A, MC, ADHD
Blessed Luisa School 96 San Gabriel St.,San Antonio Valley, San Isidro, Parañaque City 825-27-36TF Mrs. Ma. Luisa E. Shiapno MC, A, ADHD
KC Pre School Tutorial & Review Center,Inc. 252 Aguirre Ave., BF Homes, Parañaque City 809-45-53 Marie Josephine C. Solano MR, A, ADHD, LD, SL
Stone Castle Learning Center 19 Britain St., Betterliving Subd., Parañaque City 823-01-77 Ms. Mary Ann A. Muñoz MR, A, ADHD, ADD
The Learning Center, Inc. 134 Carmelite St., Merville Subd., Parañaque City 824-99-62 / 824-99-64 Ms. Ma. Yolanda Michelle Bautista MC, BP, HI, OH, ADHD
Trust in God Learning School, Inc. 35 Germany St., Ethiopa Better Living, Parañaque City MR A, ADHD, SL, LD
K. Las Piñas City
Academy of Jesus, Inc. V. Guinto St., Manuel V. Pamplona, Las Piñas City 874-25-56 / 874-55-73 / 874-35-31 Ms. Brenda L. Gulapa MR A, ADHD, ADD
ALPHASTAR Educational Centre, Inc. Ph 3 L 4 B. A. Liwanag St. Classic I, BFRV, City of Las Piñas 875-28-36 Ms. Ophelia M. So MC, A, ADHD
Bright Morning Star School St. Joseph Subd., Pulang Lupa, City of Las Piñas 829-94-56 Ms. Marietta Bajamundi ADHD, LD, SL, MC, MR
Center for Autism &Related Disorders 898 Palace Rd., BF Homes, City of Las Piñas 820-8719 Ms. Rebecca S. Esguerra A, ADHD, ADD, MC, MD
De La arese Montessori School, Inc. St. Peter, Pulanlupa 1, Las Piñas City 871-7275 Dr. Nelia Sorvida MR, A, ADHD, BP
H.O.P.E. Development Center for Children, Inc. 41 Mariano Ponce cor. Tropical St., Ph V BF Homes Executive. Village, City of Las Piñas 801-07-94 / 801-79-01TF / 632-37-50 Mrs. Nida Socorro Gusto MC, ADD, A, ADHD
Integrated Movement Academy, Inc. 33 Gloria Diaz St., BF Resort Village, Pamplona, City of Las Piñas 871-21-23 Ms. Glecita Repia MC, A, ADHD
Joseph Gualandi School for Hearing Impaired, Inc. 66-A Periquet St., BF Homes Exec. Village, City of Las Piñas 829-64-50 / 829-6091 Sr. Elena Serafino HI
Kidzone Guided Development Centre Block 1 Lot 4, Garmet St., Manuela Homes, Talon V, LP MR, A, ADHD, ADD, LD, SL
Las Pinas Montessori School Gumamela St.cor. DamadeNoche, Vergonville Vill., City of Las Piñas 871-17-25 / 872-58-08 Ms. Rowena Lorenzo MC, A, OH, HI, LD, ADHD
Mary Immaculate Parish Special School Agro Homes I, Talon 5, City of Las Piñas 805-50-80TF / 806-40-46 Rev. Fr. Fidel G. Fabile MC, SL, HI, A, VI, BP, ADHD
PATUBAES Learning Center (DSWD) 21 Marigold St., Vergonville, Pulang-lupa 2, City of Las Piñas 871-97-40 Ms. Bibiana Q. Basa MC, HI, LD, DS, A, ADHD, CP
Silverdale Learning Resource Center Italia 500, BF Resort Village, Batican Drive 873-82-96 / 873-04-15 / 873-73-73 Dr. Leisa M. Gaviola MH
Skyword Southern Academy(Skyview Learning Center) L1, B5 Venezia cor. Ozaita Sts., BF Resort Vill., Talon 2, City of Las Piñas 871-70-58 / 871-10-14 Ms. Angelita Landrito A, MR, DD. ADHD
Southville International School Luxemburg, BF Homes 842-88-11 / 825-63-74 Dr. Genevie Tan Mentally Gifted
Special Care Development Center Blk 10, Lot 3, Catmon Rd., Pilar Village, City of Las Piñas 801-43-02 / 806-83-34 TF / 871-51-67 Ms. Lolita Serrano MC, HI,, ADHD, A, SD, LD, CP, MH
The Village Plygroup Foundation, Inc. 68 Lalaine Bennet St., BF Resort Village, Pamplona, LP
L. Valenzuela City
Bible Institute for the Deaf Gov. Ignacio Santiago St., Malinta, Valenzuela City 444-19-26 / 294-62-75TF Ms. Ellen Castillo HI
St. Mary’s Angels School of Valenzuela P. Gomez St., Fortune Village 7, Parada, Valenzuela City 291-11-36 / 37 Mrs. Susan C. Ramos A, DS, ADHD, GDD, LD, SD, ,ADHD, BP
M. Malabon and Navotas City
De La Salle – Araneta University Victoneta Ave., Salvador Araneta Campus, Malabon City 330-91-28 to 33 Loc. 118 Dr. Jidith D. Aldaba MR, ADD, ADHD, A, MC
Higher Ground Baptist Academy Foundation, Inc. 6 Maria Clara St.., Acacia, Malabon City
T.A.L.K. Learning Center, Inc. 83 Bronce St., Tugatog, Malabon City 287-18-16 Mrs. Josefina Valeriano HI
N. Taguig City and Pateros
St. Martha’s Development & Learning Center 42 M. Lozada St., Sto. Rosario, Silangan, Pateros 642-53-17TF Ms. Desi Villo OH, A, BP, ADHD, ADD, MC
O. Muntinlupa
Anima Christi for Learning and Human Development #5 St. Mark St., San Jose Village, Alabang, City of Muntinlupa 809-74-45TF / 807-41-69 / 842-64-63 Mrs. Rizalina G. Ochoa ADHD, LD, MC, A, SL, HI, BP
Colegio De Nuestra Señora de Guadalupe Umali Cpd. , Summitville Subd., Putatan Muntinlupa City 861-10-19 / 862-00-57 Ms. Ma. Noli M. Chua
St. Agustine School for the Deaf Blk 18 L-3, Gladiola, Doña Rosario, Bayview, Sucat 837-06-11 / 838-63-91 Ms. Rhodora Pamaran HI
The Birthright Educators Foundation 0348 Beverly St., Park Homes, Tunasan, City of Muntinlupa 850-19-87 Mrs. Miriam Del Rosario A, BP, HI, OH, SD, VI, MC, ADHD