Individual difference student profile

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  • 1. IDP 1Running head: INDIVIDUAL DIFFERENCES PROFILE Individual Difference Student Profile Essay Bree Hohnbaum Instructor: Kae Hamilton EDUCATION 205: Development/Individual Differences Tuesday, Thursday, 1:00pm-2:15pm, Fall 2011
  • 2. IDP 2 Individual Difference Student Profile Essay There are many different types of students in the America today; such a diverseatmosphere is what makes it a great place to live. However, providing a fair and equal educationto all is the hard part for the educators of today. Such a diverse atmosphere requires a diverseteaching approach. Though it may be a difficult task, the reward for doing a great job educatingeach and every individual student will be great. In the following essay I will describe and profilea student that I have met in my studies and I will touch on general information, physicaldevelopment, socio-emotional development, cognitive development, and then summarize andconclude on my findings.General Information Jackson (changed name) is a little boy who is six years old and lives with both his motherand father. He has a little brother who is about thirteen months old as well. Jackson and hisfamily are all Caucasian. Jackson likes to play tag at recess (it is his favorite) and he also likes toplay on the playground. He seems to have one close friend, another boy in the class named Jason(changed name). These two students like to use the buddy system, whenever possible, orwhenever the teacher tells the class that they can pair up for an assignment. Jackson goes toschool in the general education classroom from eight forty-five in the morning, until three fifteenin the afternoon. Jackson is taken out of class, for testing for about an hour in the afternoon atabout one o’clock in the afternoon and then returns to the classroom. Jackson likes to play videogames with his friends and play with his kitten when he gets home from school.Physical Development Jackson is a Caucasian boy with blonde hair and brown eyes. He has a slightly largerhead than most of his other peers and is a little bit shorter than the others as well. His visual
  • 3. IDP 3activity is normal as well as his hearing and his visual field. Jackson also has a good use ofspeech. Overall Jackson is healthy this year and has not been out of school for sickness as todate. Jackson likes to use his right hand when he is using his best cursive and print writing andhe enjoys spending time to make things look pretty. Jackson likes to participate when it comes to such things as his Physical Education classand playing outside at recess. His favorite sport is kickball, which his team usually wins at. Hislarge muscle development seems to be fine as well as his small muscle development. He likes tocut things out in class, but he takes a long time to do these small muscle tasks. He seems to wantto make them look perfect, but this could also be relating to his disorder as well. It is hard totell which one it is at this point in his student careerCognitive Development. Jackson is in the first grade at Maple Grove Elementary and his teacher is named AllisonMessersmith. Last year, Jackson received a “Meets Expectations” grade in his Kindergartenclass. Jackson has just started going to the resource room for special education everyday forabout an hour. Jackson goes to the resource room to work on his skills that he needs help with.These include: Math, Writing, Spelling, and Word Problems. Jackson constantly falls behind hispeers in just about every subject and is on close watch to see if he has something like a LearningDisability. Jackson constantly needs help from another teacher or volunteer. As far as academic behaviors are concerned, Jackson is not up to par. Jackson hasAttention Deficit/Hyperactivity Disorder, so he cannot concentrate on a certain thing for morethan about a minute. He constantly needs someone right by his side to keep him on track.Massed trial teaching seems to work very well with Jackson, and is the best route for him.Jackson has great communication between himself, his peers, and the teacher in class, and he
  • 4. IDP 4works really hard to be on the same page as the other children. Jackson has high motivation withlow outcomes, but he does try his hardest. According to Piaget’s cognitive stages of development, Jackson is in thepreoperational stage, in which Jackson makes judgments based on appearance and he alsothinks everyone has the same viewpoints as himself (Berns, 2010). Jackson is a little behind theothers in his cognitive strategies, but he is getting better the more he goes to the resource roomto practice. Math and Science are his worst subjects. He gets so far behind on some assignmentsthat he has to stay in for recess to finish them sometimes. His language and literacy skills are hisbest skills.Socio-emotional Development Jackson does not have very many friends. He has his one close friend, another boy fromclass, and that is about it. The two are very close and love playing at recess. He does work wellwith the other students in his class and he chats a bit with his neighbor, sometimes. Jacksonseems like he is a bit more shy than the rest of the students in his class, but he does not seem tomind this. Adults seem easier to talk to when it comes to Jackson. He talks well with his teacherand the other volunteers that go to his classroom. He chats with his teacher almost more than hedoes with his best friend in the class. Jackson is also very close to his mother, and it seems thosetwo relate to each other more than anyone else. Jackson seems to like adult interaction and adulthelp more than he does with his peers. Jackson is very good at self-regulation, but his self-esteem seems a little low. He isalways the last to line up when the students are leaving the class and he is hard on himself whenhe cannot figure out a problem. Jackson frequently says “I cannot do this!” and gives up very
  • 5. IDP 5easily on things. He does not think he is very smart. When asked he says things like “I am toodumb for this,” and a variety of other answers that are about the same. His self-concept is low aswell and he does not place a very high value on himself. He is often comparing others to himselfand gets frustrated often. According to Erikson’s Stages on Psychosocial Development, Jackson is on the SchoolAge: Industry versus Inferiority stage. This stage is where Jackson shows his effort forproducing things. This is seen when he does art projects that he is very proud of. Jackson isvery creative and this is seen through his artwork and with the stories he makes up on occasion(Berns, 2010).Summary, Conclusions, and Implications Jackson, in summary, is a regular first grade boy with an attention problem. There maybe more going on, as stated before, and he might have a Learning Disorder that needs to belooked at further. Since he is so young and is only in his second year of school, he is still in theprocess of getting on an Individualized Education Plan. If he continues to work with thespecial education teacher, he will be up on his grade level in no time. There are highexpectations of Jackson and if he gains a little more self-esteem, he will go far in school and inlife in general. At the general level, Jackson is at a typical level with his peers and likes to exceed. Hedoes the normal things that his peers are doing. At a physical level, Jackson is also on track. Heloves to play kickball and usually beats his classmates when they go into physical educationclass. At the cognitive level, however, Jackson is a bit behind. He doesn’t finish his work ontime and has a hard time concentrating on what the teacher is saying, so he does not learn as wellas he should and often needs things repeated to him. Jackson is on a typical level when it comes
  • 6. IDP 6to socio-emotional things. He likes to hang out with his friend and he seems to be a fairlychipper student. He is never sad or mad about anything. Jackson is a great artist, but bad at paying attention. His ADHD does get in the way ofmost things he learns, but after they are repeated to him a number of times, he gets it. Jacksonlistens to the instructions better if it is told to him in a one-on-one setting. One thing that canhelp out Jackson is if, in the classroom, the teacher used some strategies like within-classgrouping, so that Jackson can have better one-on-one time and his peers that he is grouped withcan help him as well. Since the students are in first grade, it is hard for them to grasp thatJackson needs a little more time, but if he is paired up with one of the gifted and talentedstudents, he will exceed and learn a lot more. With time, and if the right strategies are used,Jackson can exceed and achieve great things.
  • 7. IDP 7 ReferencesBerns, Roberta M. (2010). Child, Family, School, Community: Socialization and Support. (8th Ed.). Belmont, CA: Wadsworth, Cengage Learning. Print.Taylor, Ronald L., Lydia Ruffner Smiley, and Steve Richards. (2009). Exceptional Students: Preparing Teachers for the 21st Century. Boston: McGraw-Hill Higher Education. Print.