The main objective of this study was to determine the specific learning disabilities, the level of self-efficacy, self-esteem, multiple intelligences, the participation of parents and teachers of students at risk with learning disabilities and their relationships with the academic performance of students. high school students at risk with learning. disabilities in order to design a supportive classroom environment for these children.

This study was based on the theory that the academic performance of at-risk students with learning difficulties depends on self-efficacy, self-esteem, multiple intelligences, and the participation of parents and teachers. Self-efficacy includes general self-efficacy and social self-efficacy. Multiple intelligences include linguistic intelligence, logical-mathematical intelligence, body kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, spatial intelligence, and nature intelligence. This study hypothesized that there is a significant relationship between self-efficacy, self-esteem, multiple intelligence, parent and teacher involvement with the academic performance of at-risk students with learning disabilities.

The research design was descriptive using the cross-tabulation technique. The study was conducted at Gingoog City Comprehensive National High School, Gingoog City Division, Region X. Philippines. Study respondents included thirty-four (34) at-risk students with AD. Five (5) sets of questionnaires were being administered to collect the necessary data, such as the Self-Efficacy Scale, the Barksdale Self-Esteem Assessment Index (SEI), the Developmental Multiple Intelligence Assessment (MIDAS), and the Assessment Checklist. parental involvement. Each questionnaire has passed the validity and reliability test. The statistical tool used was the analysis of frequency, percentage, weighted average and cross tabulation.

It is concluded that the majority of at-risk second-year students with learning disabilities have mild dyslexia, mild dyscalculia, and mild dysgraphia. These students have suffered from low general, low self-efficacy and lack of social self-efficacy and all of them have a lack of self-esteem. Each of these students has different types of intelligences and although these intelligences are still low, none of them have linguistic and logical intelligences and most of them have a medium general academic performance. General self-efficacy and social self-efficacy, self-esteem, multiple intelligences do not significantly affect the academic performance of students. However, teacher support plays an important role in the academic performance of at-risk ADs. Although there is a low correlation between parental involvement and general self-efficacy and between parental involvement and multiple intelligences, the type of parental involvement of students does not affect social self-efficacy, self-esteem, and academic performance. of the students.

Building on this conclusion, the supportive classroom environment for at-risk students with learning disabilities consists of the following; knowledge about LD, establishment of learning centers such as reading centers, writing / spelling centers, multiple intelligence centers, parent involvement corner, teacher attitude, academic performance update, reading recovery intervention, adaptations and classroom size. With appropriate reading interventions with the support of parents, teachers, and administrators, these children with AD can be successful in their lives and become valuable people in the community and the country at large.