Running Head: INDIVIDUAL DIFFERENCES STUDENT PROFILE

Individual Differences Student Profile

Blick, Seth
Instructor: Dr. Meyerhoeffer
EDUC 205: Development/Individual Differences
Spring 2015

INDIVIDUAL DIFFERENCES STUDENT PROFILE

Individual Differences Student Profile

During my three years at Buhl High School, I had the opportunity to observe an
inspirational young lady who has had a large impact on both the student body and faculty at Buhl
High School. Sara is an eighteen year old senior who suffers from both a learning disability and
a physical disability. For this profile, I hope to apply developmental theories from influential
education theorists to Saras educational experience. Additionally, I will discuss Saras physical,
cognitive, and socio-emotional developmental levels and summarize those findings.
General Information
Sara is an 18 year 3 months old senior at Buhl High school. Sara is a female of Asian
descent who was adopted by two white parents in infancy. Sara comes from a family of four.
Both children are adopted and of Asian descent. Sara attends full school days provided she does
not suffer an epileptic episode throughout that day. She attends regular required classes during
the day combined with access to all resources provided by the special education department at
Buhl High School. Being mainstreamed has allowed Sara to experience interaction with her
peers in the classroom while being monitored by her the special education department who has
developed her IEP (Individual Education Plan).
Physical Development
Sara is a young Asian girl. She wears glasses that often ride crooked upon her nose. She
is about 53 tall and walks with a noticeable limp. She is of a thin build due to the fact that she
does not participate in many physical activities. Her reduced motor function makes it difficult for
her to participate in physical education classes. Physical stressors are also a concern for

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triggering Saras epilepsy. Saras epilepsy medication is known to suppress her appetite. As a
consequence, she maintains a weight of around 105 lbs.
While Saras motor cortex has obviously been effected by her epilepsy, she does not
require any assistance in major motor functions. She is often the first to volunteer for games
during pep assemblies. She is able to participate but her performance compared to her peers is
obviously affected. Her gross motor skills such as walking have been obviously affected. Her
posture is slightly hunched, and her walking is lacking in rhythm.
Cognitive Development
Sara is a senior in high school and takes all the necessary courses required for graduation.
She even is on track to complete her senior project. She has access to special education resources
during the periods that would be considered her elective courses. Sara operates at Piagets
Formal Operational Stage of development which is Piagets final stage of development. This
stage of development is characterized by a childrens increasing ability to employ logical
thought processes (Parsons, Hinson, Sardo-Brown, 2001, p.49). Though Sara operates at a low
level of the Formal Operational Stage. I do believe that she no longer fits in the Concrete
Operational Stage which is characterized by applying logical thought but only to concrete
problems and/or objects. Currently, Saras favorite class is science. She has a love for animals,
especially her collection of exotic fish; this interest is nurtured by animal science classrooms.
Saras instructors use two different types of instructional strategies. Her classroom
teachers use primarily mnemonics which is defined as cognitive structuring memory devices
that facilitate recall vial elaboration and chunking (Parsons, Hinson, Sardo-Brown, 2001,
p.489). While in the special education classroom, the paraprofessionals and special education

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director use a combination of mnemonics and rehearsal to satisfy Saras learning needs. Even
though Saras cognitive development is obviously below her peers, her parents have requested
that the school district make her schedule as close to a reflection of a typical peers schedule as
possible. One of the most important elements of Saras IEP (Individual Education Plan) is the
determination of Saras zone of proximal development. Additionally, each of Shans instructors
have been asked to make interventions that will best serve Saras educational needs.
Socio-emotional Development
As previously stated, Sara has had a huge impact on both students and faculty at Buhl
High School over the last three years. Sara has a strong self-concept which is the way in which
one an individual perceives or thinks about him or herself (Parsons, Hinson, Sardo-Brown,
2001, p.96). At every school pep assembly or school program, Sara is the first to volunteer to
ask a question, play a game, or assist any presenter who asks for an assistant. Sara has a very
intoxicating personality that has made her a well-liked student in the high school. Her outgoing
personality is very noticeable when interacting with students, parents, and faculty at athletic
events and she is a well-known young lady in the community of Buhl.
Sara is very cognizant of her physical limitations. Additionally, she is very
knowledgeable about the triggers that she should avoid because of her epilepsy. This is a great
example of Saras self-efficacy which is beliefs about ones competence within a particular
situation (Parsons, Hinson, Sardo-Brown, 2001, p.492). Saras interaction with both her
instructors and peers make it apparent that Sara is in Eriksons Identity vs Role Confusion
which is characterized by a feeling of knowing where one is going and a value of recognition by
those who count (Parsons, Hinson, Sardo-Brown, 2001, p.90).

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Summary of Major Findings

Sara has a very strong support system at home and school. Her parents have played an
active role in both her cognitive and socio-emotional development. They have worked well
with special education instructors and classroom teachers to develop an IEP that will best serve
Saras educational needs. School has become a huge part of Saras life. The relationships she has
developed with faculty and students are obviously very important to Sara.
Sara definitely faces considerable developmental hurdles to overcome in her life. She is
physically and cognitively behind her peers. However, she is ahead of many of her peers in
socio-emotional development. She is very aware of her surroundings and has developed many of
the life skills that she will need later on. Her parents have ensured that she has worked on
developing life skills not only at school but at home as well. Sara does a lot of charity work that
has also helped her develop these skills in a safe learning environment.
Sara has weaknesses and strengths that need to be taken into consideration when
developing interventions to best address the educational needs that are outlined in her IEP. It is
crucial that her parents and school officials continue to work together to meet Saras needs.
Saras learning styles do not match those of many of her peers, which makes it even
more important that each of her instructors communicates with the special education director to
determine if given interventions are effective. Furthermore, it is important that her instructors
support and nurture Saras socio-emotional strengths to ensure her continued progress in the
classroom.
Through my observations, I have become increasingly aware of developmental stages.
These observations have brought the theories of Piaget, Vygotsky, and Erikson to life. Sara has

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shown me that regardless of a students shortcomings, it is the responsibility of every instructor
to identify the different learning styles of his/her students.

INDIVIDUAL DIFFERENCES STUDENT PROFILE

References
Parsons/Hinson/Sardo-Brown. (2008). Educational psychology. Mason, Ohio: Cengage
Learning.
Sousa, D. (2007). How the special needs brain learns (2nd Ed.). Thousand Oaks, California:
Corwin Press.