Placement Criteria At SMA, the child’s individual learning needs define the nature of their educational program. To cater to varying learning needs, SMA implements three types of curricula:

The Regular Program is used for the general student population. It follows the curriculum prescribed by the Department of Education, which is currently the K-12 Program. This program is applied to the regular Kindergarten, Elementary and Junior High School. In addition to the Basic Education Program, SMA also offers a Pre-School for children aged 3 to 5 years.

Under the K – 12 Curriculum, Elementary and Junior High School students complete the requirements defined by the DepEd for each of the following subjects:

Languages: Mother Tongue ( Grades 1-3), English, Filipino
Content: Araling Panlipunan, Mathematics, Science, Edukasyon sa Pagpapakatao
Skills : Music, Arts, Physical Education and Health, Edukasyong Pantahanan at Pangkabuhayan ( for Elementary), Technology and Livelihood Education (for High School)

As evidence of performance and achievement under this program, the students are marked for Written Works, Performance Tasks, and Quarterly Examinations. Grades are reported in the Report Card and presented to parents every quarter. Passing grades by the end of the school year mean promotion to the next grade level.

Summary:

• Designed for students with conditions such as ADHD, Dyslexia, or Asperger’s Syndrome.
• Includes classroom accommodations like:
  • Modified tests (e.g., reduced writing tasks, additional time for exams).
  • Behavior management techniques to assist students with focus.
  • After-school tutorials or therapies to reinforce lessons.

The Modified program is given to students who are diagnosed or suspected with neurological difficulties that may cause exceptional hindrances to learning. Students with the following conditions are included in the regular classroom. Attention Deficit Disorder (Add), Attention Deficit/Hyperactivity Disorder (ADHD), Asperger’s Syndrome, Specific Learning Disability (SLD).

Under the Modified Program, students are sub classified under the Graded and the Non-Graded group. Students under the Non Graded Program attend the classes as part of the regular group and are allowed to perform much as they could with their peers. By including them in the regular classroom, this program aims to gradually increase their abilities in managing age – appropriate work.

As part of the Regular Program, students under the Graded group are expected to fulfil the requirements of the grade curriculum. To make this possible, they are allowed accommodations and modifications in the classroom. In addition to completing the expectation of the grade level, these modifications aim to enable these students to answer at least 75% of the teacher-made tests. Students with spelling difficulties are allowed to commit errors in non-spelling tasks. Writing requirements are reduced for those with writing and fine-motor difficulties. When necessary, a modified version of the Periodical Test is also given to them. This version is shorter, includes bigger writing spaces, and contains choices or options from which students can choose or copy. The exams for these students are also administered on a separate schedule, such that distractions are lessened, and that their proctor can monitor them closely. This way, the necessary reading or writing assistance may be provided.

Junior High School students under the inclusion program take the same exam as the rest of the class. To assist them, additional testing time is allowed, without penalties. For those with dyslexia or learning disabilities, spelling errors are allowed, except for Spelling tasks. Moreover, students with handwriting problems are only expected to do minimal writing work, and are given assistance by having them recite explanations orally. As needed and when allowable, these students may also be given reading (decoding) assistance.

In addition, Behavior Management Techniques are implemented to help those with attending concerns. Personal goals are drafted for students who need further reminders to monitor their behavior. To facilitate success in academics, included students are also recommended for after-school tutorials or therapies to supplement and reinforce the lessons in the classroom or develop their academic and life skills.

Furthermore, SMA also envisions to help the Junior High School Students understand the nature of their difficulties better, in order for them to be able to manage their behaviors, and handle themselves accordingly in various situations. Aside from the individual counseling, the school has prepared a training module for the students.

Summary:

• Tailored for children with specific conditions, such as Autism, Global Developmental Delay (GDD), or Pervasive Developmental Disorder.
• EPs are created in collaboration with specialists (e.g., therapists, developmental pediatricians).
• Focus areas include:
  • Social-communication skills
  • Psychomotor skills (fine and gross motor)
  • Self-help skills
  • Pre-academic and functional academics

Specialized programs have been designed to develop the skills and empower children diagnosed with Autism, Asperger’s Syndrome, Global Developmental Delay (GDD), Hearing Impairment, Mental Retardation, and Pervasive Developmental Disorder – Not Otherwise Specified (PDD-NOS), among others. For each of these students, an Individualized Education Plan (IEP) is designed according to the nature of their conditions and their needs.

The individual profiles of these students determine the nature of the program that is designed for them. The child’s profile is drafted from assessment results, diagnosis, reports, and recommendations of the professionals working with the child, in and outside the school. These professionals include the Pediatrician, Developmental Pediatrician, Speech-Language Pathologist / Therapist, Occupational Therapist, Reading Specialist, and Special Education Tutors. The child’s assigned SpEd teacher designs the IEP, in coordination with the SpEd Team, which is under the supervision of the school’s Guidance Counselor. The team conducts conferences about the students under this program before the start of the school year, after the school year, and as needed for the team to determine the kind of program to be given to the child.

A child’s program includes a combination of SpEd classes and tutorials, Occupational Therapy, Speech Therapy, and Socialization. SpEd classes are provided for the child’s Literacy, Numeracy, and other functional skills. Individual tutorials or dyads are given to reinforce the particular needs of a child. The frequency of a child’s classes and tutorials depends on the nature of his or her condition and the level of his or her skills. This may change over a period, when a child has gained milestones and becomes ready for a different set of skills.

To ensure that a child gets appropriate intervention and training, the IEP is designed to contain specific priority goals that are attainable within a school year.

The IEPs contain the following areas of development:

Along with the objectives presented under each area, activities and materials are also defined. Various visual, auditory, and manipulative materials are employed in these classes. The periodic conferences done by the team facilitate monitoring and updating.

In addition to this, close coordination with the parents is also done. As the primary authorities for the child, they are constantly updated by the school. In addition to Parent Teacher Conferences, periodic Parent Education Promotions or PEP-Talks, are also conducted by the school.