Running head: INDIVIDUAL DIFFERENCES STUDENT PROFILE

Individual Differences Student Profile Essay

Sweat, Tianah
Instructor: Dr. Egbert
Education 205: Developmental Differences

Abstract
To be able to fulfill students learning needs the teacher needs to understand the way they learn
and their needs. Every student is different and their differences in physical, cognitive, and socioemotional development affect the way they learn. Understanding and acknowledging where the
student is placed in these areas will give information to the teacher on how a student is different
and how they can learn. It is the teachers job to ensure that the students are provided with the
correct strategies to learn curriculum. Making accommodations for the students that are not up to
their average age group or are above in development will help the students in their education and
be able to fulfill their learning needs.

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Individual Differences Student Profile Essay

Classrooms are filled with differentiating students. Students have physical, cognitive and
diverse differences. All students have their own specific needs, and characteristics. A suitable
classroom environment for all students to learn in could be difficult to maintain. It is a teachers
job to find what their students needs are, so they can provide the accommodations and sources
for the students to be successful. I will discuss a students profile about their physical, cognitive,
and social-emotional developments and how they affect learning in the classroom.
General Information
Ethan is a male, Caucasian, who is 14 years old and 9 months, with a language based
learning disability. Ethan lives with his parents and his five siblings. His five siblings consist of 1
sister and 4 brothers. The oldest is the sister who is 20 years old. The second child is his brother
who is 17 years old. Ethan is the third oldest. The fourth child is 12 years old. The fifth child is
11 and the sixth child is 7 years old. Ethans family is very family oriented.
Ethans daily routine starts off with waking up at 6 a.m. to go to seminary in the
morning. After seminary he eats breakfast at home and then attends a full day of school starting
from 8:30 a.m. to 3:30 p.m. After school Ethan attends extracurricular activities throughout the
school year which consist of trombone lessons, football or track practice, boy scouts, and church
activities. Around 7 p.m. he returns home and has dinner with his family. He will then spend the
rest of his night doing homework or doing family activities like reading scriptures. Then
finishing his day around 10 p.m. to go to bed.
Physical Development

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Ethan has brown hair, blue eyes, and is 6 feet tall. He also wears glasses, because he does
have some minor vision problems. His level of maturity compared to his classmates is higher
than most students. He actually acts more mature than his peers.
Ethans general physical health is in good condition. He does not have any major health
problems. Ethan is physically active every day and exercises regularly. He participates in many
sports such as football and track. Ethans large muscle motor skills are developed fully and he
has full use of them. However, his coordination is a little delayed. Its like a puppy with paws too
big for its body, explained his mom. He is right handed and his small motor skills are also fully
developed and he has full use of them. Since he has full use of his motor skills he does not have a
problem with being physically active with things that require running, jumping, and throwing.
He does not pay attention to his diet, but he doesnt eat poorly or have bad nutrition.
Cognitive Development
Ethan is a freshman in high school and is placed in regular classes that are required for
freshmen. He is in algebra, english, earth science, and band. His academic strength is in math
and he struggles with reading and writing. Ethan is able to stay focused in class and has a good
attention span. Do to his language based learning disability he is on an individualized education
program (IEP), which means he does have accommodations available to him. If he needs extra
help with his assignments he is able to go to the resource room. When he takes test he goes to the
resource room where he can have the test read to him as he takes the test. Ethan is an
independent student that does well in class and uses the accommodations when needed, but tries
to do his best by himself. Ethan struggled in elementary school, because of trying to find ways to
overcome his disability. Now he still struggles, but he adapts and finds ways to overcome the
disability and he advocates for himself. He behaves well in class with participating and getting
good grades. Ethan is one to never complain and he keeps himself motivated.

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In Piagets stages of cognitive development Ethan fits in the formal operational stage
where he is able to logically use symbols related to abstract concepts, such as algebra and
science (as cited in Shroff, 2015). This stage is usually reached at the age of 11 (Shroff, 2015).
In this stage of cognitive development the use of formulas, and thinking of other possibilities is
noticeable (Shroff, 2015). Through observation I was able to see his strong academic methods
that he used in his algebra class. He learned the curriculum by writing down the formulas and
visually formulating his problem into the correct formula so he could see them as he solved the
problem. In elementary school Ethan learned math using buttons, tiles, etc., he liked things being
tangible. In English when he is assigned a book to read him and his mother will both read the
books and then discuss what happens in the book before he goes to class. Ethan buys the audio
versions of the book because of his disability and really understands the story that way.
Socio-emotional Development
Ethans social development does not lack and can easily talk to friends, and family. He
has good socializing skills and interacts in the circle that his friends are in. Ethan socializes well
with adults and teachers. When Ethan was in elementary school he would get very upset with
himself about school work, and learning that he became emotionally distressed. His self-esteem
was low starting at a young age. It has gotten better, but he still cant take a compliment. When
he was put on medication, because the school diagnosed him falsely with attention deficit
hyperactivity disorder (ADHD) he became suicidal in the 2nd grade. He felt dumb and
discouraged at school. Since then his self-concept has positively changed since he has received
the help he needs and was correctly diagnosed with a language barrier. He struggles with
phonemic awareness, which is the understanding of blending sounds together to make words.
After observing Ethan I think he is in the identity vs. role confusion stage in Eriksons
psychosocial stages. This stage is the transition from childhood to adulthood, were becoming
independent and thinking about the future is thought about (McLeod, 2013). Also finding the

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best fit for identity and becoming the person wanted to fit into society (McLeod, 2013). This
stage is usually reached at the age of 12 and grown out of by the age of 18 (McLeod, 2013). I
know this is the right stage for Ethan, because he is becoming more independent in school and
thinking about his future. He knows that he has to work harder to get good grades, because of his
disability but he is finding ways to make his disability not overcome him. He is finding himself
while overcoming his disability. He is identifying himself and not letting his language barrier
identify him. He is becoming a strong independent learner and hopes to take college courses his
sophomore year. He knows education is a way of making a great future for himself.
Summary, Conclusion, and Implication
The summary of major findings throughout this observation is that Ethan has welladjusted to his lack of phonemic awareness, and is at a normal physical, cognitive, and socioemotional development for his age. He has learned to overcome his disability and has formed a
better self-concept for himself.
The conclusion of this observation is that Ethan is at the level he needs to be in school
and is where he should be in physical, cognitive, and socio-emotional development. His physical
development is good and his use of large and small motor skills are not affected in any way. In
cognitive development he is in the average area for his age group. He knows how to formulate
equations and think hypothetically. His socio-emotional development is good. He socializes
well with his teachers and other adults. Since he comes from a big family he is not shy when it
comes to meeting others. He socializes well with friends, and avoids drama. Ethan is at identity
vs. role confusion in Eriksons stage of development.
Ethan does very well making sure he gets the assistance when he needs it and working
independently. He has needed mom to go to the school to complain and work things out, because
some teachers where not giving accommodations to Ethan when needed. An example is he failed
his final exam in woodshop, because he couldnt write his name in cursive. Ethans emotional

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needs have decreased since he does not get overwhelmed when he doesnt understand the
instructions printed on the paper, because he knows to ask for help. Ethan does get overwhelmed
when he reads, because he doesnt comprehend what he is reading. His strengths are in math,
because he is able to interpret formulas and solve the problems.
To help Ethan in the classroom there are many learning strategies that he has already used
and can use. Speaking to Ethan is very important when giving instructions and teaching lessons.
Lessons should not be given just visually to Ethan, but most importantly in an auditory learning
type of way. Since he struggles with comprehending what he reads a helpful thing for him is
hearing what is to be done. Explaining word problems in math and breaking them into pieces can
help him understand that word problems are not hard. He just needs to make sense of the
numbers in the problem. A strong schedule should be given to Ethan and followed. Giving
something to Ethan that is his own, so he feels a place in his surroundings. Being called the
golden child in his family gives Ethan a sense of belonging. Giving him a reason to read and
understand what is being read should be applied to his English classes. Being able to do origami
was worth reading to Ethan when he was in elementary school, so he learned to read so he could
do origami. A spelling strategy he could use is being taught grade appropriate spelling words so
he can broaden his vocabulary and practice his spelling. Using these strategies could help Ethan
succeed in his education.
After getting experience through this observation I now know more about how students
differentiate in learning styles and needs. As a soon to be teacher I now know that getting to
know your students individually is important. Knowing the students physical, cognitive, and
socio-emotional development will provide information about the way they learn, so I can provide
multiple strategies, so they are able to learn to their full potential.

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References
McLeod, S. (2013). Erik Erikson. Retrieved May 04, 2016, from
http://www.simplypsychology.org/Erik-Erikson.html
Shroff, A., MD. (2015, July 7). Piaget Cognitive Stages of Development. Retrieved May 04,
2016, from http://www.webmd.com/children/piaget-stages-of-development?page=2