Running Head: INDIVIDUAL DIFFERENCES STUDENT PROFILE

Individual Differences Student Profile

Corissa Johns
Professor LueLinda Egbert
EDUC 205 Development and Individual Differences
Spring 2014

INDIVIDUAL DIFFERENCES STUDENT PROFILE

Abstract
This paper explores the individual differences of a child with Autism Spectrum Disorder. It
discusses the general, physical, cognitive, and socio-emotional development of the child. The
paper determines the strengths and weaknesses of this child. It also develops strategies to help
support the child's learning and development.
Keywords: Autism, Autistic, Autism Spectrum Disorder, growth and development,
differences, individual

INDIVIDUAL DIFFERENCES STUDENT PROFILE

Individual Differences Student Profile

Special needs student have not always been allowed to be a part of the public school
system. For a long time, they were discriminated against for several reasons. Some people feared
them, some hated them, and other simply didn't understand how to communicate with them.
Today's school system is vastly superior in its support for and support of individuals with
disabilities and other needs. With continual medical technology advancement, there will be an
even greater need for the school of tomorrow to have strategies to effectively assist those in need.
This paper examines one such student that has barely begun her journey in education.
General Information
Ellie was born on March 8th, 2004. Her parents did not realize it at the time, but Ellie was
born with Autism Spectrum Disorder, a disorder that affects an individuals ability to
communicate, form relationships with other, and relate appropriately to the environment. Ellie
had her first seizure at the age of four months old. Ellie's seizure at four months was the first of
many signs to her parents that she was developmentally delayed.. Ellie's mother stated that she
became concerned that Ellie was developmentally delayed, when a person is two standard
deviations below the standard, when Ellie did not begin to try walking when she was eight
months old. Ellie did eventually start walking, but not until she was 18 months old. Ellie's family
consists of her parents and six siblings. Out of those six siblings, only one has no physical or
mental health problems. Two of Ellie's other siblings also have seizures.
On a typical school day, Ellie is woken by her mother at 7:30 A.M. Ellie then eats a
breakfast that she has prepared, helps prepare breakfast, or eats one cooked by her mom. Ellie's

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favorite meal is cheese on potatoes. Ellie then gets dress and gets on the school bus at 8:30 A.M.
Ellie goes to school at Oregon Trail Elementary in Twin Falls, Idaho. Ellie is entitled to attend a
public school under Section 504 Vocational Act of 1973, which is an act that prevents
discrimination of individuals with disabilities through federally funded programs in the public
school system. When Ellie gets home, she does her homework and then plays with her siblings
until dinner time. After dinner, Ellie is allowed to play for a little bit longer and then goes to bed
around 8:30 P.M.
Physical Development
Ellie is Caucasian and both of her parents are, as well. She has blond hair and blue-green
eyes. In physical appearance, Ellie is no different from other children and you would not know
that she has Autism. Ellie's main problem is with communication. Ellie is also slower to move
and act than other children. Other than Ellie's slow movements, she is physically healthy except
for occasional seizures. Ellie's mother says that Ellie did not start to talk until Ellie had already
been at school for a while. Ellie started to say full sentences when she was in fourth grade. Ellie's
mother is very thankful that Ellie can talk because she says it much easier to understand what
Ellie's needs and wants are now. Ellie will now verbally respond when asked questions and she
will also verbally ask when she needs something.
Ellie is right handed and she has been writing for about two years. She can zip her coat by
herself, but she still has trouble using buttons. Her mother adapts, modifying or making
something suitable for a specific purpose, by mostly buying clothing with zippers instead of
buttons. Although Ellie can use fine motor skills, she still has trouble with large motor skills.

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Ellie still has difficulty walking, but her mother said that she has improved in this area. Ellie has
been seeing a physical therapist for her large motor skills, but Ellie is still not very keen about
using large playthings such as bouncy balls or basketballs.
Cognitive Development
Ellie was put into preschool at an early age for response to intervention. This is an
academic system that provides systematic help to those who will struggle academically. Her
parents recognized that she was going to need this extra help to succeed. With the Free
Appropriate Education Act, that states disabled students are entitled to receive appropriate
education in public schools without additional cost to parents, Ellie can be a member of a regular
school. Ellie has never been in a regular classroom so she has never experienced inclusion.
Which is the process of integrating disabled students into regular classrooms. Ellie is better off to
be placed in a special education; a customized instructional program designed to meet her
unique needs, because it provides the least restrictive environment for her. A least restrictive
environment is a principle under FAPE that makes provision for disabled students to be educated
alongside peers for maximal learning. Ellie behaves very well at school and Ellie's mother stated
that she often gets good notes coming home from Ellie's teachers. Ellie participates in all of her
classes and she is very motivated to learn new things. Her favorite classes are Music and
Physical Education. However, Ellie does struggle with transitions from activity to activity and
class to class.
According to Erickson's (1959) Psychosocial Stages, Ellie should be in the stage of
industry versus inferiority. She should be trying to cope with new academic and social demands,

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but she is currently at the autonomy versus shame and doubt. She is developing a sense of
personal control over herself. In that respect, she is far behind her peers.
Socio-emotional Development
Ellie does not interact with her peers very much. She does not understand personal
boundaries, so she tends to get closer to others than they are comfortable with. Does does like to
play with her sisters but she does not like them to boss her. Ellie is much more comfortable
around adults. Her mother said that Ellie interacts much better with adults than she does with
children. Ellie is very confident and her mother said that is a happy child.
Jean Piaget's theory states children cannot undertake certain tasks until they are
psychologically mature enough to do so (as cited in Atherton, 2013). Ellie's education will have
to have some accommodations made for her to be successful in her educational experience.
Making accommodations is the process of adapting or adjusting something to suit a particular
purpose. In this way Ellie will learn and experience things that are developmentally
appropriate. The approach to teaching grounded in the research on how young children develop
and learn.
Summary, Conclusion, and Implications
I found Ellie to be a very friendly little girl that just needs some extra help and attention.
I did not know that Autistic children could talk or learn to read and write so that was very
surprising. Ellie tries very hard at school, but she will probably never be in a regular classroom.
She is too far behind her peers and she has too much trouble communicating to be included in a
regular classroom. Ellie is like most other children in general aspects of play and interests. Ellie

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does have health issues, but that does not prevent her from doing any activities. She has trouble
relating to others but that typically goes with Autism. Ellie will probably never live on her own
because of all the help she needs.
Ellie's strengths are her willingness to do well in school, that she has learned to
articulate, making speech sounds, words, but needs to work on her fluency, the rhythm and flow
of speech. Ellie's weaknesses are that she tends to play dumb", as her mother calls it, to get
more help. Her mother sees this as a weaknesses and would like Ellie not to do this so that her
teachers can help Ellie more. Ellie also struggles in math and reading.
Specific strategies to help support Ellie's learning and development should be to put Ellie
in classes that are much slower paced. Pacing is the rate at which new information and learning
take place in a classroom than regular classes. Ellie will also need her own IEP, Individual
Educational Plan created with specific goals for Ellie to meet. Ellie's teachers also need to ensure
that all the materials for assignments are sent home with Ellie. Perhaps the school could even
send home textbooks for Ellie to keep at her house so that nobody will have to worry whether or
not the materials have made it home.
Conclusion
There are many such unique individuals such as Ellie that require additional help from the
school system. As the knowledge of these disabilities increase teachers can become more and
more competent at helping disabled students. Ellie will continue to have growth and
development not only in her schooling but also in other parts of her life. The most important
thing to remember is that developing strategies to assist these types of students will not only help

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them in their current situation but prepare them for the future, as well.

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References
Erikson's Psychosocial Stages Summary Chart. Retrieved May 1, 2014, from
http://psychology.about.com/library/bl_psychosocial_summary.htm
Atherton, J. S. (2013). Piaget's developmental theory. Retrieved May 1, 2014, from
http://www.learningandteaching.info/learning/piaget.htm#ixzz1ySaFC2G9