LEARNER PROFILE AND LEARNING PLAN EDUC 450 Student Name: Marcelle de Repentigny Lizotte Fictitious Student Name:

Marc-Olivier Blanger Grade: 11

Diversity: Learning Disability (ADHD)

Code 54: Learning Disability

LEARNER PROFILE: Learning Style - Kinesthetic learner - Needs opportunities to move around or doodle while listening in order to stay focused - Assignments that allow concepts to be acted out, modeled or experimented aid in learning - Prefers to learn by manipulating materials and imagining himself in the situation - Benefits from a multi-modal approach Learner Strengths -Very creative - Good imagination of science models - Very involved in classroom discussions - Voices his opinion very easily - Chooses performance over writing - Speaks French and English - Works best in pairs - Passionate about the subject matter - Good cognitive skills in both French and English Interests/Sparks - Loves bugs - Part of the drama club - Enjoys baking - Works at Rona

Learner Needs - Low self-esteem - Poor organization of assignments and materials - Weak scientific language - Difficulty with focusing attention during class - Compulsive talker - Difficulty following directions - Very slow worker

LEARNING PLAN: Environmental Implications: Provide a quiet working area Provide a clear outline of the daily agenda for student to follow Provide easy access to science journal and headphones for individual work Provide stress ball to keep student focused Provide access to science models (eg. Heart puzzle, element kit, etc.) Provide assigned seating Instructional Implications: Provide clear and brief directions (oral and visual) Break assignments down into short, easy-to-understand steps Help student make a plan to complete an assignment by: (1) identifying the goal, (2) dividing the assignment into steps, and (3) identifying the start and end of the assignment Design activities that foster high rates of responses by providing student with a writing tool to express himself during group work (eg. Paper pad) Reduce distractions (sit student close to teacher desk, allow student to listen to music with headphones while working, provide non-verbal cues) Encourage student to keep a science journal where he can write the scientific terms he learns in French and English, and associate these terms with a drawing Provide extra time to finish tasks, and give warnings before transitioning into another task Provide opportunities for physical activity during the class Make appropriate groups based on how the student interacts with other students in the class (eg. Pair student with organized, bilingual student that can keep him on track and explain concepts in his native language) Provide word banks to learn scientific language Provide direct instruction on note taking and binder organization Provide multi-modal choices for assignment completion (eg. Create a play, make a movie, create a comic strip, etc.) Provide many opportunities for hands-on learning Provide paper to tape to desk, which allows for doodling during direct instruction Social/Emotional Implications: Provide clear expectations, keep to routines and stay organized for the entire class Provide cues during transitions between activities to keep student focused and on task Provide positive reinforcement and acknowledge student strengths Allow the student to move around the room while working by providing the student with small tasks around the classroom, such as handing out assignments to each student Remind student of self-regulation strategies with a non-verbal cue Allow student to speak in his native language when discussing concepts in small groups

 Help student master his role during group work, making sure his social skills are being developed (eg. Making sure he can wait his turn to speak) Monitor for signs of anxiety or depression Keep constant communication with the student and his parents/guardians

REFERENCES
Alberta Education (2006). Chapter 4: Creating supportive classroom environments. In Alberta Education (Eds.), Focusing on success: Teaching students with attention deficit hyperactivity disorder (pp. 43-61). Edmonton, AB: Author. Retrieved from http://education.alberta.ca/media/511987/focus.pdf Alberta Education (2011). Attention Deficit/Hyperactivity Disorder. In Alberta Education (Eds.), Medical/disability information for classroom teachers. Edmonton, AB: Author. Retrieved from http://www.learnalberta.ca/content/inmdict/html/adhd.html Alberta Education. (2011b). What school administrators need to know about English language learners and ESL programming. Retrieved from http://education.alberta.ca/media/6550092/eslstudents.pdf Alberta Education (2012). Special education coding criteria. Edmonton, AB: Author. Retrieved from http://education.alberta.ca/media/825847/spedcodingcriteria.pdf