Running head: INDIVIDUAL DIFFERENCES STUDENT PROFILE IDSP

Individual Difference Student Prfile

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In#tructr: $urt Scheffler
EDUCATION %&': Devel()ent*Individual Difference#
S(ring %&+,
Individual Difference Student Prfile
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Running head: INDIVIDUAL DIFFERENCES STUDENT PROFILE IDSP
There are )an- different t-(e# f #tudent# in the A)erica tda-. #uch a diver#e
at)#(here i# /hat )a0e# it a great (lace t live1 "/ever2 (rviding a fair and e3ual educatin
t all i# the hard (art fr the educatr# f tda-1 Such a diver#e at)#(here re3uire# a diver#e
teaching a((rach1 Thugh it )a- 4e a difficult ta#02 the re/ard fr ding a great 54 educating
each and ever- individual #tudent /ill 4e great1 In the e##a- that fll/#2 I /ill de#cri4e and
(rfile a #tudent that I have )et in )- c))unit- at a lcal #chl /hile 4#erving1 6ithin the
e##a-2 I /ill tuch n general infr)atin2 (h-#ical development2 #ci7e)tinal devel()ent2
cgnitive devel()ent2 and then #u))ari8e and cnclude n )- finding#1
General Information
Landn i# a little 4- /h i# #i9 -ear# ld and live# /ith 4th hi# )ther and father1 "e
ha# a little 4rther /h i# a4ut furteen )nth# ld a# /ell1 Landn and hi# fa)il- are all
Cauca#ian1 Landn li0e# t (la- hi# favrite ga)e at #chl /hich i# tag and he al# li0e# t
(la- n the (la-grund1 "e #ee)# t have ne cl#e friend2 anther 4- in the cla## na)ed
!rdan1 The#e t/ #tudent# li0e t u#e the buddy system2 /henever (##i4le2 r /henever the
teacher tell# the cla## that the- can (air u( fr an a##ign)ent1 Landn ge# t #chl in the
general educatin cla##r) fr) eight thirt- in the )rning2 until three thirt- in the afternn1
Landn i# e9cu#ed fr) cla## fr te#ting fr a4ut an hur in the afternn at a4ut ne :clc0
in the afternn and then return# t the cla##r)1 Landn li0e# t (la- vide ga)e# /ith hi#
friend# and (la- /ith hi# dg /hen he get# h)e fr) #chl1
Physical Development
Landn i# a Cauca#ian 4- /ith 4lnde hair and 4r/n e-e#1 "e ha# a #lightl- #)aller
head than )#t f hi# ther (eer# and i# a little 4it taller than the ther# a# /ell1 "i# visual
activity i# nr)al a# /ell a# hi# hearing and hi# visual field1 Landn al# ha# a gd u#e f
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Running head: INDIVIDUAL DIFFERENCES STUDENT PROFILE IDSP
speech1 Overall Landn i# health- thi# -ear and ha# nt )i##ed #chl fr #ic0ne## t date thi#
-ear1 Landn u#e# hi# right hand /hen /riting in hi# 4e#t cur#ive and (rint /riting and he en5-#
#(ending ti)e t )a0e thing# l0 a# (erfect a# he can1
Landn li0e# t (artici(ate /hen it c)e# t #uch thing# a# hi# Ph-#ical Educatin cla##
and (la-ing ut#ide at rece##1 "i# favrite #(rt i# 0ic04all2 /hich the tea) he i# u#uall- n i#
victriu#1 "i# large )u#cle devel()ent #ee)# t 4e fine a# /ell a# hi# #)all )u#cle
devel()ent1 "e en5-# t cut thing# ut in cla##2 4ut he ta0e# a lng ti)e t d the#e #)all
)u#cle ta#0#1 "e #ee)# t /ant t )a0e the) l0 (erfect2 4ut thi# culd al# 4e relating t hi#
disorder a# /ell1 It i# hard t tell /hich ne it i# at thi# (int in hi# earl- educatin1
Cognitive Development
1 Landn i# in the fir#t grade at Sa/tth Ele)entar- and hi# teacher i# na)ed ;inn-
<rri#n1 La#t -ear2 Landn received a )ar0# f =)eeting e9(ectatin#> in hi# $indergarten
cla##1 Landn ha# recentl- 4egan ging t the re#urce r) fr special education ever-da- fr
a4ut an hur1 Landn ge# t the re#urce r) t /r0 n additnal #0ill# that he need# hel(
/ith1 The additinal a##i#tance include hel( in <ath2 6riting2 S(elling2 and 6rd Pr4le)#1
Landn cn#tantl- fall# 4ehind hi# (eer# in nearl- ever- #u45ect and i# n cl#e /atc4eing
4#erved t #ee if he ha# a (##i4le Learning Disability1 Landn cn#tantl- need# hel( fr)
anther teacher r vlunteer1
A# far a# acade)ic 4ehavir# are cncerned2 Landn i# nt u( t (ar1 Landn ha#
Attention Deficit/Hyperactivity Disorder2 # he cannt cncentrate n a certain thing fr )re
than a4ut a )inute1 "e cn#tantl- need# #)ene right 4- hi# #ide t 0ee( hi) n trac01
Massed trial teaching #ee)# t /r0 ver- /ell /ith Landn2 and i# the 4e#t rute fr hi)1
Landn ha# great communication 4et/een hi)#elf2 hi# (eer#2 and the teacher in cla##2 and he
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Running head: INDIVIDUAL DIFFERENCES STUDENT PROFILE IDSP
/r0# reall- hard t 4e n the #a)e (age a# the ther children1 Landn ha# high )tivatin /ith
l/ utc)e#2 4ut he de# tr- hi# harde#t1
Accrding t Piagets cognitive stages of development2 Landn i# in the
preoperational stage2 in /hich Landn )a0e# 5udg)ent# 4a#ed n a((earance and he al#
thin0# ever-ne ha# the #a)e vie/(int# a# hi)#elf @Aern#2 %&+&B1 Landn i# a little 4ehind the
ther# in hi# cognitive strategies2 4ut he i# getting 4etter the )re he ge# t the re#urce r)
t (ractice1 <ath and Science are hi# /r#t #u45ect#1 "e get# # far 4ehind n #)e a##ign)ent#
that he ha# t #ta- in fr rece## t fini#h the) #)eti)e#1 "i# language and literac- #0ill# are hi#
4e#t #0ill#1
Socio-emotional Development
Landn de# nt have ver- )an- friend#1 "e ha# hi# ne cl#e friend2 anther 4- fr)
cla##2 and that i# a4ut it1 The t/ are ver- cl#e and lve (la-ing at rece##1 "e de# /r0 /ell
/ith the ther #tudent# in hi# cla## and he chat# a 4it /ith hi# neigh4r2 #)eti)e#1 Landn
#ee)# li0e he i# a 4it )re #h- than the re#t f the #tudent# in hi# cla##2 4ut he de# nt #ee) t
)ind thi#1
Adult# #ee) ea#ier t tal0 t /hen it c)e# t Landn1 "e tal0# /ell /ith hi# teacher
and the ther vlunteer# that g t hi# cla##r)1 "e chat# /ith hi# teacher al)#t )re than he
de# /ith hi# 4e#t friend in the cla##1 Landn i# al# ver- cl#e t hi# )ther2 and it #ee)# th#e
t/ relate t each ther )re than an-ne el#e1 Landn #ee)# t li0e adult interactin and adult
hel( )re than he de# /ith hi# (eer#1
Landn i# ver- gd at self-regulation2 4ut hi# #elf7e#tee) #ee)# a little l/1 "e i#
al/a-# the la#t t line u( /hen the #tudent# are leaving the cla## and he i# hard n hi)#elf /hen
he cannt figure ut a (r4le)1 Landn fre3uentl- #a-# =I cannt d thi#C> and give# u( ver-
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Running head: INDIVIDUAL DIFFERENCES STUDENT PROFILE IDSP
ea#il- n thing#1 "e de# nt thin0 he i# ver- #)art1 6hen a#0ed he #a-# thing# li0e =I a) t
du)4 fr thi#2> and a variet- f ther an#/er# that are a4ut the #a)e1 "i# #elf7cnce(t i# l/ a#
/ell and he de# nt (lace a ver- high value n hi)#elf1 "e i# ften c)(aring ther# t hi)#elf
and get# fru#trated ften1
Accrding t Erisons !tages on Psychosocial Development2 Landn i# n the !chool
Age" #ndustry versus #nferiority stage1 Thi# #tage i# /here Landn #h/# hi# effrt fr
(rducing thing#1 Thi# i# #een /hen he de# art (r5ect# that he i# ver- (rud f1 Landn i# ver-
creative and thi# i# #een thrugh hi# art/r0 and /ith the #trie# he )a0e# u( n cca#in
@Aern#2 %&+&B1
Summary, Conclusions, and Implications
Landn2 in #u))ar-2 i# a regular fir#t grade 4- /ith an attentin (r4le)1 There )a-
4e )re ging n2 a# #tated 4efre2 and he )ight have a Learning Disorder that need# t 4e
l0ed at further1 Since he i# # -ung and i# nl- in hi# #ecnd -ear f #chl2 he i# #till in the
(rce## f getting n an #ndividuali$ed Education Plan1 If he cntinue# t /r0 /ith the
#(ecial educatin teacher2 he /ill 4e u( n hi# grade level in n ti)e1 There are high
e9(ectatin# f Landn and if he gain# a little )re #elf7e#tee)2 he /ill g far in #chl and in
life in general1
At the general level2 Landn i# at a t-(ical level /ith hi# (eer# and li0e# t e9ceed1 "e
de# the nr)al thing# that hi# (eer# are ding1 At a (h-#ical level2 Landn i# al# n trac01 "e
lve# t (la- 0ic04all and u#uall- 4eat# hi# cla##)ate# /hen the- g int (h-#ical educatin
cla##1 At the cgnitive level2 h/ever2 Landn i# a 4it 4ehind1 "e de#n:t fini#h hi# /r0 n
ti)e and ha# a hard ti)e cncentrating n /hat the teacher i# #a-ing2 # he de# nt learn a# /ell
a# he #huld and ften need# thing# re(eated t hi)1 Landn i# n a t-(ical level /hen it c)e#
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Running head: INDIVIDUAL DIFFERENCES STUDENT PROFILE IDSP
t #ci7e)tinal thing#1 "e li0e# t hang ut /ith hi# friend and he #ee)# t 4e a fairl-
chi((er #tudent1 "e i# never #ad r )ad a4ut an-thing1
Landn i# a great arti#t2 4ut 4ad at (a-ing attentin1 "i# AD"D de# get in the /a- f
)#t thing# he learn#2 4ut after the- are re(eated t hi) a nu)4er f ti)e#2 he get# it1 Landn
li#ten# t the in#tructin# 4etter if it i# tld t hi) in a ne7n7ne #etting1 One thing that can
hel( ut Landn i# if2 in the cla##r)2 the teacher u#ed #)e #trategie# li0e %ithin-class
grouping2 # that Landn can have 4etter ne7n7ne ti)e and hi# (eer# that he i# gru(ed /ith
can hel( hi) a# /ell1 Since the #tudent# are in fir#t grade2 it i# hard fr the) t gra#( that
Landn need# a little )re ti)e2 4ut if he i# (aired u( /ith ne f the gifted and talented
#tudent#2 he /ill e9ceed and learn a lt )re1 6ith ti)e2 and if the right #trategie# are u#ed2
Landn can e9ceed and achieve great thing#1
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Running head: INDIVIDUAL DIFFERENCES STUDENT PROFILE IDSP
Reference#
Aern#2 R4erta <1 @%&+?B1 Child, Family, School, Community: Socialization and Support1 @Eth
Ed1B1 Ael)nt2 CA: 6ad#/rth2 Cengage Learning1 Print1
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