Individual Differences

Running Head: INDIVIDUAL DIFFERENCES STUDENT PROFILE

Individual Differences Student Profile

Meaghan K. Spurgin
Instructor: Kae Hamilton
EDUC 205: Development/ Individual Differences
Spring Semester 2012

Individual Differences

Individual Differences Student Profile

While doing my observations in the special education room of a local elementary school,
I came across a truly exceptional child I will not soon forget. For the sake of anonymity, I will
refer to him as Larry. Larry is an at risk youth who faces multiple challenges, both in and out of
the classroom. This essay will present information regarding Larrys general information and
relevant history. I will also discuss his physical, cognitive, and socio-emotional development,
and close with a summarized conclusion of my findings.
General Information
Larry is currently a third grade student, aged nine years, and two months. He suffers
from a mild learning disability, which may include dyslexia, in addition to having AD/HD and
displaying severe behavioral problems. He is Caucasian, and America is his familys country of
origin.
Larrys home life has been tumultuous at best, and is the primary source of his social
maladjustment and emotional disturbances. Larry has been the witness and victim of abuse for
years, ranging from neglect to domestic violence. Last year he was present during a gang related
shooting in his mothers home. Just recently he was removed from his fathers home due to a
drug fueled physical attack upon his stepmother.
His home time is divided between his divorced parents and their blended families, which
includes a biological brother who is one year younger. His parents in their ongoing custody
disputes often use Larry to hurt one another. They rarely participate in the management of his
IEP. His school and schedule vary depending on which parent has custody at the moment,
making a stable and consistent learning environment impossible at this time.

Individual Differences

On my last day of observation, Larrys father called midday to report he was on his way
to remove Larry from class. The protective order resulting from the latest assault had been
dropped and he was resuming custody and intended to return Larry to his previous school.
Physical Development
Larry is well developed for his age, and appears to be in good health. He seems slightly
taller than his peers. He has light brown hair, and blue-gray eyes. His skin is somewhat pale
with no visible distinguishing characteristics.
While watching Larry work on a written assignment, I noticed he has some trouble with
his small muscle development. He had to pick up the pencil with his left hand and place it in his
right hand, positioning it between his fingers rather than just picking it up with his dominant
hand from the start.
Larry has an affinity for athletics and displays excellent large muscle development and
physical fitness. I have very little information regarding his nutrition other than he eats school
lunch every day, likes to talk about food quite a bit, and candy is his favorite.
Personal hygiene and physical appearance are reported as a problem area for Larry.
From what I observed, this seems to be an issue of embarrassment for him. He tried to wear his
hood in class one day because his hair was sticking up on one side from having slept on it.
Cognitive Development
Larry is currently testing at 1.5 grade levels below where he should be. He rates at 1%
for reading, 10% for writing, and 40% for math. His goal for reading is an increase to 75 words
per minute with 80% at a third grade level which would put him in the 18th percentile.
Larrys attention span is limited. He does well when he is given one on one attention, or
is asked to help instruct the younger students in class. He lacks the metacognitive ability to

Individual Differences

apply knowledge to multiple situations. I believe Larry often plays dumb in order to garner
more personal attention and praise upon getting it right. His issues with learning are more about
a lack of desire and focus than the lack of ability. Using motivators such as candy, positive
affirmations, or more time on the computer seem to be affective in encouraging appropriate
behaviors.
Larrys age would suggest he is in Piagets concrete-operational stage of development.
On most levels, this is true, but he is still very egocentric and often struggles with logical thought
processes. He lacks impulse control and the ability to associate his actions with consequences
until its too late. Larry now spends most of his school day in the special education room after
having an outburst in his general education classroom when he was denied recess for hitting
another student on the playground the day before.
Socio-emotional Development
As described in previous sections, Larrys secondary issue is behavioral. His IEP binder
also includes a response to intervention plan for his behavior. Hes presently working on
replacement behaviors, self-control, and managing feelings. Due to his increase in challenging
authority, Larry is most likely in Stage 2 of Kohlbergs Pre-conventional Moral Development.
He very clearly knows right from wrong, but due to poor role modeling, is socially maladjusted.
He has very poor self-esteem that he hides with false bravado and by lashing out. He
usually targets his peers when upset. He seems uncomfortable around children his own age, but
does well relating to younger children. Around adults and authority figures, he tends to simply
shut down, becoming completely despondent when frustrated or angry. On more than one
occasion, Larry has left the classroom without permission having to be found and returned to
class.

Individual Differences

Summary
Larry is at risk. Hes living in a volatile environment. Hes forced to change schools
several times a year. He has no stability. He has a learning disability that causes him to feel
insecure and frustrated. These feelings overwhelm him and he acts out.
Conclusions
In spite of all hes been through, in spite of all his bad behavior, Larry is one of the
sweetest boys I've met. He is a child in desperate need of help. Hes desperate for attention, of
any kind. With the slightest bit of caring and positive interaction, he morphs into a young man
with amazing potential. He is incredibly perceptive of people and responds best to honesty since
its very hard for him to trust anyone.
His home life is a waking nightmare. He has almost no ability to form healthy
attachments due to the trauma he has suffered at home. He can't even rely on school as a safe
haven because as soon as he starts acclimating, hes uprooted and sent to a new school. This
process of starting over constantly has left him unwilling, or unable to open himself to the full
experience of school, and life in general. He has no friends, not because he doesnt want them,
but because he knows it wont last long, so its just easier to push people away.
Other than physical attributes, Larry is considered below average in all aspects of
development. While Larrys plan focuses primarily on his learning abilities, I believe this is
secondary to his emotional disturbances. I think the overwhelming feelings of sadness and
impermanence he feels completely overshadow his ability to think and focus like other children
might. Instead of worrying about doing well in school that day, hes worried about who might
be shot in his living room that night.

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Watching him do his math, I saw very quickly that he is capable of so much more than he
is doing. As I stated before, its a matter of desire, not ability. If given a stable learning
environment, and proper support at home, Larry would quickly catch up to his peers, if not
exceed them.
Implications
Without immediate intervention, Larry will go from at risk to at large. Drastic changes in
his personally life must take place in order for him to stand a chance. Thus far, the legal system
has not seen fit to remove him from his parents care. I hope for Larrys sake that is the right
decision. His situation is heartbreaking. Students like Larry are one of the main reasons I want
to teach. While I may not be able to control what he experiences at home, as his teacher I could
create a happy, healthy place for him to learn how to save himself.

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References
Taylor, Ronald L., Smiley, Lydia R., Richards, Stephen B. (2009). Exceptional Students:
Preparing Teachers for the 21st Century. New York: McGraw-Hill Companies.
Crain, W.C. (1985). Theories of Development. Prentice-Hall.