Student Ability Profile: Alan

Student Abilities Profile 

Narrative:

Alan is a 16-year-old sophomore who has a mild learning disability. He has extreme short-term memory loss and cannot handle complex assignments. He has difficulty processing mathematical concepts (Dyscalculia). Alan is very popular and is a class leader. He demonstrates responsibility and good judgment. He hates to acknowledge that he has a disability. He can get angry when his disability affects his learning, and he does not like to receive special services or be singled out in any way. He will need some special assistance to pass the class.

Task/Assignment:

Actively participating in science classroom and lab experiences,including lab manipulations, field trips.

Equipment: (lab equipment, furniture, protective clothing, chemicals, etc.)

A wide range of science equipment and materials are used in the science lab. Pencils, paper, textbook, chalk, and chalkboard are the primary materials used in the classroom.

Environment: (facility, fumes, odors, dust, temperature, noise, lighting, etc.)

Typical science lab. There is much group work.

Physical Challenges

None.

Potential Strategies / Accommodations

None.

Resources

Not applicable.

Sensory Challenges

None.

Potential Strategies / Accommodations

None.

Resources

Not applicable.

Cognitive Challenges

  1. Short-term memory difficulty.
  2. Long-term memory difficulty.
  3. Difficulty working through complex tasks.
  4. Low reading skills.
  5. Poor writing skills.
  6. Poor spelling skills.
  7. String of numbers (math).
  8. Exhibits anger at times.

Potential Strategies / Accommodations

  • Choose groups carefully. A supportive peer group can prevent some outbursts and hostility. Check progress frequently.
  • Have him take notes on each lesson.
  • Write down all assignments.
  • Encourage use of a electronic day planner.
  • Verbalize carefully and repeat instructions.
  • Provide peer tutoring.
  • Use multimodal teaching techniques.
  • Highlight important vocabulary.
  • Test individually and possibly orally.
  • Use alternate grade reporting.

Resources

  • Explore the AccessSTEM website to find suggestions for accommodations and learning strategies.

Physical, Sensory, and Cognitive Issues and Challenges 

Physical Issues

Think of the required physical aspects of the task. What will make the environment accessible, keep the student safe and allow them to be an active participant? What lab equipment must be manipulated?

Physical Challenges

  1. lift / carry
  2. stamina / endurance
  3. push / pull
  4. kneel / squat
  5. reach
  6. repetitive tasks
  7. fine motor: pinch / grasp
  8. fine motor: manipulate / maneuver
  9. gross motor
  10. sit in chair
  11. walk / stand
  12. balance
  13. bend / twist
  14. stoop / crouch
  15. other

Sensory Issues

Think of room temperature, noise, fumes, dust, odors, and allergies. Also consider the ability to speak and/or communicate, and the visual aspects of the task or assignment.

Sensory Issues

  1. vision
  2. hearing
  3. touch
  4. smell
  5. taste
  6. oral communication
  7. temperature
  8. fumes
  9. external stimuli
  10. lighting
  11. other

Cognitive Issues

Is the assignment done with a group, partner or individually? What memory and communication skills are needed? What is the level of complexity of the task.

Cognitive Challenges

  1. short term memory
  2. long term memory
  3. task complexity
  4. reading
  5. writing
  6. spelling
  7. string of numbers (math)
  8. paying attention
  9. visual, auditory, or kinesthetic learner.
  10. self-esteem / advocacy issues
  11. behavior issues / acting out
  12. other