Running Header: Individual Differences Student Profile IDP 1

Individual Differences Student Profile

Jacqueline Klimes
Instructor: Dr.Tracey Meyerhoffer
EDUC205 Developmental/ Individual Differences
Fall 2012











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Individual Differences Student Profile

We all learn in different ways. Some of us are tactile learners; some are visual learners,
while others learn by hearing. As teachers we are expected to watch the children that we have in
class and try and distinguish exactly how each of these children learns. But what about the child
that doesnt quite fit into any of these categories because of a physical or learning disability? It is
extremely important as an educator to be aware of the disabilities that are common and on the
DSM-IV and there are also a few that are not classified as DSM-IV but should be. This is where
I had the privilege of introducing Jack. I will discuss his family background, socio-emotional
development, and his cognitive development. I will then summarize my findings.
General Information
Jack is a 6 year old 1
st
grader. He goes to school a full day and arrives at home at about
3:30 p.m. on most days. He lives with both parents. His father is an engineer and was diagnosed
at an early age with dyslexia. His mother is a professor. He is the middle child. He has an older
brother who is 12 years old and a younger sister who is 4 years old. Jack has his own bedroom
and until recently had quite a collection of dump trucks. He likes to be with his dad go camping,
hunting, and fishing. Jack is also quite a pumpkin salesman; he planted and sold pumpkins this
fall. He looks up to his older brother and wishes that he could be old enough to play with his
brother and his brothers friends.


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Physical Development
Jack is about 40-44 inches tall and weighs approximately 42 lbs. He has brown hair, and
big hazel eyes. And compared to other kids in his class he is a little on the smaller side. He is
right handed. According to mom though he was the biggest of the children in his family, his birth
weight was 9 lbs 8 ounces. Jacks mother had a normal pregnancy however there were
complications during birth. He was bottom end up and when his labor didnt progress an
emergency Caesarian section was performed. During this procedure mom started hemorrhaging
and Jack was whisked away to the NICU, because the medical team could not stabilize his blood
glucose and he remained in this condition for 4 days. After Jack seemed to develop normally
until about the age of 3 and then things started to change for the family, Jack started to become
physical violent with his siblings, loud noises would put him into a tantrum. Mom stated that she
was at her wits end and did not know what to do she asked several friends and colleagues and
finally their pediatrician recommended a behavioral specialist. Jack was diagnosed with Sensory
Integration Disorder. This disorder is where the brain cannot integrate certain information
received from the bodys five basic sensory system. So it can cause the child to go into a
primitive survival technique of fight, fright or flight or completely withdraw.
Cognitive Development
Jack is a very bright young man even with his disorder. He doesnt like to be touched and
if accidently bumped he believes that it was intentional, so he retaliates. Mostly he screams and
hits his older brother and younger sister and continues the rant for quite a few hours. He is very
defiant when it comes to dealing with adults. He on several occasions has told his mother that he
was going to shoot her. Occupational therapy was tried once a week for nine months. He
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doesnt like to put his head in a downward position and does not like to put his head underwater.
He is very anxious when it comes to school. During kindergarten he did not want to go and if he
was late getting to school then he absolutely refused to go inside. Mom states however this year
she can still feel that he is anxious about going but it is not as difficult getting him into class. He
has some trouble with reading but does not qualify for special education classes. His teacher
states that she actually considers Jack a good example for the rest of the class because he will
sound out his words and is not rushing through the passage. While observing, Jack he tends to
not stay focused with the task at hand, and tends to be getting up out of his sit quite a bit. His
teacher has had a phone conversation with mom to state her concerns. Mom has also stated that
while reading with Jack in the evening he reverses his ds and bs and some other letters and she
is afraid that maybe Jack may have inherited his fathers dyslexia.
According to Piagets Theory of Cognitive Development he is operating in the second
stage, which is the pre-operational stage. This stage is where symbolic function emerges,
which means to represent objects or events. Piagets also theorizes at this stage the childs
thinking is egocentric; meaning the child at this age cannot put or see themselves in someone
elses shoes.
Socio-emotional Development
Jack tends to be very quiet and withdrawn or shy when you first meet him. He tends to
stick close to his little sister until he gets to know you and then he warms up. His main
contention seems to be with his older brother. Jack very much wants to be included in playing
with his older brother and his brothers friends but the age difference between them leads to quite
a few violent outbreaks where Jack will physical attack his brother or his brothers friends. This
does not happen at school though where Jack does have one very close friend.
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Ericksons theory of psycho-social development, shows that Jack is in stage four. This
stage is Industry vs. Inferiority. It is a stage is where the child learns a sense of competence or
industry. In watching Jack at play with his brother, one can see that he feels inadequate at the
fact that he really wants to be like his brother, however, he cant and it is this that frustrates him.
Summary, Conclusion, and Implications
Overall, Jack is a bright, intelligent young man. He will have a few obstacles to
overcome with the Sensory Integration Disorder. But as of right now DSM-IV does not
classify this as a learning disability, even though some of the signs and symptoms would be
considered on the Autism Spectrum. As of right now Jack does not have a 504 accommodation
or an Individualized Education Plan. His teacher does not think there is a need for one at this
time. However as Jack advances in grades, this might change and further testing may be done
especially to rule out dyslexia. His parents further commitment to continue occupational
therapy will greatly help him find other pathways to vent his anger. Also, the fact that the school
and his teacher understand what is going on and are willing to help him succeed right now
without accommodations or IEP has been very helpful but as stated before this may change as
Jack continue to grow and advance. It was a great pleasure to work with Jack. I hope that I can
once again meet Jack to see how much he has accomplished.




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References

Berns, R. (2010). Child, Family, School, Community: Socialization and Support. Belmont , CA: Wadsworth,
Cengage Learning.
Taylor, R. L. (2009). Exceptional Students: Preparing Teachers for the 21st Century. Boston: Mcgraw-
Higher Education.