Running head: INDIVIDUAL DIFFERENCES STUDENT PROFILE

Individual Differences Student Profile

Brianna Semonchuk
Instructor: Natalie Raas
EDUC 205: Development / Individual Differences
Spring 2015

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Individual Differences Student Profile
I recently had the opportunity to meet an extraordinary little boy whom I will refer to as
Alex. I was fortunate enough to observe Alex in his classroom at a local public elementary
school. Alex is seven years old, and in the first grade. He is an intelligent, caring, fun-loving
first grader with cognitive disabilities that make him eligible for placement in the special
education program. Throughout the following exposition, I will discuss Alexs general
information, cognitive development, physical development, socio-emotional development, and
provide a summary of major findings from my observations with Alex.
General Information
Alex is a Caucasian boy in the first grade, who is 7 years and 5 months old. He attends
regular school hours from 9am to 4pm, Monday through Friday. Alex typically spends the
remainder of his time at home with his family. He lives with his mother and father, as well as a
brother who is in his early 20s. He does not attend day care of any sort. Alexs mother usually
takes him to school and takes him home after school. On occasion, his brother will take him to
and from school.
Physical Development
Alex looks like a typical first grade boy. He has brown hair, blue eyes, and a big smile
most of the time. He has no obvious characteristics of any impairment. There is a scar on his
chest from a previous surgery. Alex is on the larger side for a first grade boy, but he is not off the
scale of normalcy. He has normal vision and hearing, but tends to become ill more often than
most students. He struggles with acid reflux which causes him to vomit infrequently. Due to his
disability, he is also unable to get all the necessary vaccines for public school at this time.

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Alex uses his right hand to write, cut, and color; although he attempts to use his left hand
on occasion. His handwriting skills are slightly below average for first grade students, but he
shows improvement on a regular basis. Like most first grade boys, Alex loves to get outside and
play. His favorite recess activity is soccer, but his short attention span usually leads Alex to play
a variety of games throughout a single recess period. He uses his right arm for gross motor
skills like throwing a ball. Alex has relatively good physical fitness, although he does tend to eat
a little more sugar than his peers. (Then again, what first grade student doesnt enjoy sugary
treats?) He does receive occupational therapy services to help with his development,
especially his core. Alex also performs special duties at the beginning of each day. It is his job
to deliver the list of lunch choices of all of the students in his class. He pushes a cart with a large
bag of rice to weigh it down, and delivers the lunch choices to the cafeteria staff every morning.
It is easy to see that Alex really enjoys having an exclusive responsibility like this.
Cognitive Development
Alex is assigned to a first grade classroom, but he spends the majority of the day in the
Extended Resource Room (ERR). The ERR is an appropriate Least Restrictive Environment
(LRE) for Alex because, while he cannot reach the same academic goals for his grade level, he
thrives on the peer interaction he receives from participation in the general education setting. He
does attend regular specials classes such as computer lab, music, health, and P.E. with his general
education peers and a paraprofessional. He works towards Individualized Education Plan
(IEP) goals and objectives and is not able to complete any tasks at the first grade level at this
time. He needs curriculum modified to his instructional level that includes individual and small
group instruction. Alex is a very intelligent young boy who has improved tremendously
throughout this school year. He began the school year nearly entirely nonverbal. He would use

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adaptive devices, typically a tablet, to communicate with his teachers and peers. He now
chooses to speak without the help of his tablet, and he likes to vocalize his requests instead of
typing them. Alex does have a mild speech impairment that can make it difficult for others to
fully understand what he says at times. Alex uses very expressive language when he
communicates through facial expressions, tone of voice, and gestures. The more time you spend
with him, the easier it becomes to fully understand his dialect.
Alex has a short attention span for things that are difficult for him, and can become easily
frustrated on occasion. His paraprofessional provides Alex with a visual timer at his desk to help
keep him focused, and aware of his time management. This works most of the time if Alex is
struggling to stay on task. At this point he does get tasks done that are required of him, but he
usually needs some sort of reward at the end to get the task completed. He really enjoys using
the computer and likes to earn computer time when he completes his work quickly. Alex has
responded very well to Positive Behavioral Support (PBS). The best strategy used to direct
Alex is a daily behavior tracking chart that correlates with his visual schedule. He receives Xs
and Os according to his behavior throughout his day. This really holds value to Alex, and he
really strives to earn Os for good behavior. His parents support this behavior plan by rewarding
Alex accordingly at home, based on his performance at school. This system is a great way for
Alex to practice self-monitoring by reviewing his behaviors on a daily basis.
Based on my observations, I believe Alex is in Jean Piagets preoperational stage, in
which thinking is based on intuition and still not completely logical. During this stage, children
cannot yet grasp more complex concepts such as cause and effect, time, and comparison. Alex
does not compare his own thoughts and abilities to those around him, and he somewhat struggles
with time management skills.

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Socio-Emotional Development
Alex interacts well with peers. He is a little more touchy with them than typical
students, and that tends to repel many of them. He is not hostile by any means; he just wants to
play with his peers. In the classroom or at recess, Alex just wants to do what the rest of his peers
are doing. He tries his best to participate with his peers. At recess, Alex loves to play hide-andseek with his friends in the general education class. The rest of the students are really good
about including Alex in whatever activity he chooses to participate. When Alex spends time in
the general education classroom, he is accompanied by a paraprofessional. His school uses
inclusion practices to promote interactions between students in the special education program
and the general education program. Many of his teachers will practice partial participation to
include Alex in the same activities as the general education students.
Alex interacts well with adults. Again, he is touchy, and he is learning to always ask
permission to hug or touch an adult. It is tough for adults who do not spend time with him
regularly to fully understand what he is saying, and that can become frustrating for Alex.
Alex has positive self-concept and self-esteem. He does not notice any difference
between himself and his peers. When Alex participates in the general education class, his peers
welcome him with open arms. His teachers try to keep him involved in class discussions as
much as he is willing to participate. Due to his speech impairment, it can be difficult for some of
his teachers to fully understand what he says. He often gets help translating from his
paraprofessional aide, or through the use of the speech program on his tablet.
Alex has effectively built a foundation of purpose through his success in Erik Ericksons
initiative vs. guilt stage: he loves taking on responsibilities (when he wants to) and completing
tasks without help from adults. Now, Alex is experiencing Erik Eriksons industry vs.

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inferiority stage of psychosocial development. It is at this stage that the childs peer group gains
greater significance and becomes a major source of the childs self-esteem. Alex interacts well
with his peers, and seeks their approval.
Summary of Findings and Implications
Alex is an exceptional young boy. His positive self-esteem and strong family support
system keeps allows his to overcome many obstacles he faces through his cognitive disabilities.
Alex will continue to progress in a least restrictive environment in the special education setting
with time spent in the general education setting, as well. He benefits greatly from interacting
with his peers in a general education setting and during play at recess. Alex can best develop his
academic skills such as reading and mathematics in a special education setting. Because of his
cognitive impairments, Alex will most likely not reach the same academic achievements
presented in the Common Core Standards at the same pace of peers his age.
Alex shows promise of growth in his cognitive and physical development. By working
on gross motor skills such as core development, he will be able to continue to fully participate
in physical activities with his general education peers. Alex loves spending time interacting with
his peers. By using strategies involving inclusion and continuing to make accommodations for
Alex, he will develop social life skills throughout his education. At a young age, Alex does not
yet see any difference between himself and his peers. As he gets older, his self-esteem and selfconcept may begin to adapt in accordance with Eriksons psychosocial development stages.
Again, Alex will greatly benefit from peer interactions in order to build a strong foundation for a
positive self-concept throughout his lifetime.
Alex is a caring young boy who shows promise of a bright future. I believe the positive
environment his school harbors in regards to the inclusion of children with special needs will

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help Alex in his transition to young-adulthood. Alex does struggle with various academic feats
such as complex mathematical operations, and critical thinking. I believe if Alex maintains a
Positive Behavioral Support system, his academic development will continue to excel. As long
as his family and his teachers continue to provide him with a strong support system, Alex will
certainly experience successes in the growth of his academic and life skills.

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References
Benaroch, R. (Ed.). (2014, October 26). Piaget cognitive stages of development. Retrieved April
30, 2015, from http://www.webmd.com/children/piaget-stages-of-development
Hallahan, D. P., Kauffman, J. M., Pullen, P. C. (2014). Exceptional learners: an introduction to
special education. (13th Ed.) Boston: Pearson.
McLeod, S. (2008). Erik Erikson psychosocial stages. Retrieved April 30, 2015, from
http://www.simplypsychology.org/Erik-Erikson.html