Learner Profile - Student with a Learning Disability

Name: Sarah

Age: 9 years

Grade: 4

Specific Background information: Sarah is a young girl who is an only child. She lives with both her
mother and her father in the area. Sarah has expressed her frustration with friendships and feels left out
most of the time. She has a difficult time during unstructured times during the school day as she feels she
either gets bullied or is left by herself.
Recent Assessment Information: Sarah has been diagnosed with a learning disability in the area of
reading and comprehension of written materials. She is currently reading and comprehending materials at
an approximate grade two level.
Relevant Medical Information: Sarah has been diagnosed with ADHD and generalized anxiety disorder.
A letter is on file from her pediatrician.

Recognition Networks
The What of Learning
Areas of Strength: (What
works for this student to
identify and understand
information, ideas, and
concepts)
Language: Concept
mapping, pairing new
vocabulary with visuals,
graphic organizers,
Comprehension: Concept
mapping, pairing new
vocabulary with visuals,
graphic organizers

Strategic Networks
The "how" of learning
Areas of Strength: What
works for this student to plan
and execute actions so I can
demonstrate my learning)
Physical Action: Task lists, visual
timers, color coded
organization, standing tables,
ball chairs, clear and consistent
routines
Expression & Communication:
Assistive technology (text to
speech and speech to text),
iPad apps to assist with written
production, google chrome apps
(Read and Write), breaking
tasks down into manageable
pieces
Executive Function: frequent
body breaks, fidget toys,
standing tables, zuma rockers,

Affective Networks
The "why" of learning
Areas of Strength: (What
works for this student to
support engagement)

Interest(s): video games,

iPod/iPad, art (specifically
drawing)
Effort & persistence: If there
are opportunities to move and
take breaks, Sarah is able to
sustain her perseverance and
complete tasks
Self-regulation: Sarah is aware
of when she needs t take
breaks and will ask to go for a
walk, or get a drink of water.
She will often move from her
seat, to a standing table or
work on the floor throughout
one work period

Areas of Concern: (What

challenges understanding
of information, ideas and
concepts)
Perception
Language & Symbols:
decoding, phonics
Comprehension
Cognitive Abilities:
Reading for
meaning, ability to
implement
strategies to assist
with
comprehension

Background/experiential
knowledge:

Areas of Concern: (What

challenges ability to act on
things and express what I know)
Physical tasks
Fine motor: pencil and
paper tasks,
printing/handwriting,
keyboarding
Gross motor
Expressing my ideas
In print: generating ideas
and producing them on
paper
Is speech
Organizing my ideas: Structured
writing tasks (paragraphs),
developing short stories with a
beginning, middle and end

Areas of Concern: (What

challenges ability to engage in
learning)
1. Activities where
there are high social
demands
2. Activities where
I have to sit for a long
time
3. Environments
where movement is not
allowed
4. Change in
routine or schedule

Student Preferences:
I like to learn something
new by:
-reading more about it
-seeing pictures of it
-hearing someone tell
about it
-watching a film or
video
-trying it out myself

Student Preferences:
Student Preferences:
To remember something I:
The learning activities I like the
-write about it in my own
best are:
words
-small groups
-use a memory trick for it
-whole class
-draw a picture of it
-working with a partner
-ask someone to test me on
-doing practice papers
it
-working by myself
-explain it to someone
-working on a learning
team
-being in a quiet classroom
-playing a learning game
-being in a classroom with
students talking
-doing new things
-knowing what is coming
next