Student Learning Profile: Student with ADHD & a Student with Articulation Disorder

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American College of Education *

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5363

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Aerospace Engineering

Date

Apr 3, 2024

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pdf

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8

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Student Learning Profile: Student with ADHD & a Student with Articulation Disorder Rachel Bassingthwaite Department of Teaching and Learning, American College of Education LIT5363: Literacy for Exceptional Learners Dr. Kelly J. Roberts July 13, 2023
Student Learning Profile: Student with ADHD & a Student with Articulation Disorder Introduction Classrooms are filled with exceptional learners, and there is no one-size-fits-all approach to helping these students thrive in a school environment. About 6.5 million students in the United States of America receive special education services (American College of Education, 2017) and this is only part of the exceptional learner population. That number does not include exceptional learners not receiving special education services. It is important that classroom teachers, other school staff, families, and students work together to create an environment where students can be successful. This team of people, often with the classroom teacher leading, makes sure a student has everything they need (The IRIS Center, 2012). All the teammates need to understand the student, both their strengths and weaknesses. Special education has had a troubled history of only focusing on the weakness of a student; which does not give you a whole picture of the student (American College of Education, 2017). Knowing a student's strengths can help the teacher and the rest of the student's team utilize techniques to best help the student. The best way to get to know a student is to combine formal and informal observations of students to find what works best for them. This can be called creating a student learner profile. This profile should have input from the whole team. A student learner profile should include basic facts about a student such as age and any diagnoses as well as the student's preferences, strengths, weaknesses, likes/dislikes, and any other information the teacher can gather to get a whole picture. This profile should then inform all aspects of instruction from how the student sits to the actual academic tasks the student performs.
Ben’s Learner Profile Ben is a 5-year-old student in Ms. Peter’s kindergarten classroom. Ben has an outside diagnosis of ADHD and has been given an IEP to support him at school. Prior to attending kindergarten Ben attended a private preschool for one year; there he struggled to follow directions and was often given negative reports sent home. His parents are frustrated by these negative reports and come into the school environment with a low level of trust as they do not see similar problems at home. They report he is an energetic boy who is kind, athletic, enjoys being outside, cars, and using his iPad. When reaching out to the preschool they report he often refuses to do craft projects, has troubles interacting with peers, specifically sharing, and wanders the classroom during story times and nap time, but does well one on one. Ms. Peter has taken all of this into consideration after learning about it during the beginning of the year conferences. Her own observations include strengths in large motor skills, mathematics, along with an excitement to try new things. As for weaknesses, she has noticed a lack of small motor skills (holding a pencil, cutting with scissors, playing with Legos), trouble with the arts, and low scores in literacy assessments. To help with the wandering that was reported by the preschool teacher Ms. Peter has offered differentiated seating for Ben during learning times (The IRIS Center, 2012). During lessons on the rug, he prefers to stand so he has a small taped-in box on the floor that he needs to stand in during this learning time; during these lessons, he can grab a fidget of his choice from a bin, access to fidgets is listed in his IEP (The IRIS Center, 2012). During times when some type of solid surface is needed Ben switches between a standing desk and a clipboard (The IRIS Center, 2012). According to his IEP, he is allowed to go to the resource room to do his work so that he has a quiet learning environment, Ms. Peters has given him a pass he has to hand her before leaving the classroom (The IRIS
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