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  • Student Profi Le (Confi Dential)

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    Leonardo Celis Romet
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    Vanessa is an 11-year-old sixth grade student with an IEP. She receives special education instruction for English and history, as well as consultation for science. Vanessa struggles with reading, writing, and organization but excels in math. Teaching strategies that have helped Vanessa include visual organizers, guided notes, electronic text readers, and previews of content and vocabulary. Strategies that have not worked include lectures without visuals and assignments without models.

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    Vanessa is an 11-year-old sixth grade student with an IEP. She receives special education instruction for English and history, as well as consultation for science. Vanessa struggles with reading, writing, and organization but excels in math. Teaching strategies that have helped Vanessa include visual organizers, guided notes, electronic text readers, and previews of content and vocabulary. Strategies that have not worked include lectures without visuals and assignments without models.

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    © All Rights Reserved
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    5 views1 page

    Student Profi Le (Confi Dential)

    Uploaded by

    Leonardo Celis Romet
    Vanessa is an 11-year-old sixth grade student with an IEP. She receives special education instruction for English and history, as well as consultation for science. Vanessa struggles with reading, writing, and organization but excels in math. Teaching strategies that have helped Vanessa include visual organizers, guided notes, electronic text readers, and previews of content and vocabulary. Strategies that have not worked include lectures without visuals and assignments without models.

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    © All Rights Reserved
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    Student Profile (Confidential)

    Vanessa (11 years)


    Student ______________________ 6
    Grade ____ 2012–2013
    School year ________________

    Classroom teacher Patterson IEP Manager Bosc

    Team meetings Conduct core team meeting once per marking period; conduct whole-team meetings ap-
    proximately once per semester.

    Special education and related services Learning and behavioral strengths

     Special education instruction 60 minutes x • Math: She loves it and excels in all types of
    5 days for English and history computations and mathematical reasoning.
     Special education consultation 15 minutes x • She is generally eager to please and friendly.
    3 days for science
     Aide support 30 minutes x 5 days to moni-
    Learning and behavioral challenges
    tor and support arrival and departure
     Speech or language • Reading: She reads at lower fourth-grade
    level, is very hesitant to read orally, and gets
     Occupational therapy discouraged when faced with more than a few
     Physical therapy paragraphs of text.
     Other Counseling from community services • Writing: She has good ideas but lacks strate-
    school system liaison, 30 minutes per week gies.
    • Organization: She has difculty managing her
    belongings, and her assignments are often late
    or incomplete.
    • Low frustration tolerance: She shuts down
    when stressed.

    Learns best by Likes and interests

     Visual (words, pictures, videos, graphics) • Math, computers


     Verbal or linguistic experience • Music, music, and more music
     Teacher or peer modeling • Drawing and painting
     Hands-on work, labs, projects
     Movement
     Multisensory approach (all of the
    above) Dislikes

    • Attention called to her special needs

    Teaching strategies that HAVE worked Teaching strategies that have NOT worked

    • Visual organizers and checklists • Lectures with no visuals added


    • Guided notes or slot notes • Reading supports and adaptations that call
    • Electronic text reader or option to have parents attention to her reading level
    read with her at home • Written assignments with no model provided
    • Previewing of content and vocabulary

    Figure 2.12.  Student Profile for Vanessa, a middle school student. (Key: IEP, individualized education program.) (See
    Appendix A for a blank, photocopiable version of this form.

    In Teachers’ Guides to Inclusive Practices: Modifying Schoolwork, Third Edition by Rachel Janney and Martha E. Snell (2013, Paul H. Brookes Publishing Co.).

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