Module 3: Focus Learners
IMPORTANT: Use self-checklist before you submit this assignment:
Checklist for Focus Learner Profile
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Complete |
Incomplete |
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Focus learner’s primary classification per IEP |
Focus learner’s classification as identified in the IEP is described. |
Focus learner’s classification as identified in the IEP is not described. |
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Focus learner’s strengths and challenges and their potential impact on learning instruction and the learning targets. |
Focus learner’s strengths and challenges and their potential impact on learning instruction and the learning targets are described. |
Focus learner’s strengths and challenges and their potential impact on learning instruction and the learning targets are not described. |
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Focus learner’s interests, aspirations and passions |
Focus learner’s interests, aspirations and passions are described with examples. |
Focus learner’s interests, aspirations and passions are not described. |
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Focus learner’s likes and dislikes |
Focus learner’s likes and dislikes are described with examples. |
Focus learner’s likes and dislikes are not described. |
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Anything else the teacher deems important |
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Review these references in order to complete this assessment
1. Avallone, A. (2017, September 08). Getting to Know You: Learner Profiles for Personalization (Opinion). Retrieved January 01, 2021, from
2. Kanaan, R. (2019, February 15). What Are Learner Profiles and Why Are They Important? Retrieved January 01, 2021, from
3. Lynch, M. (2018, April 25). Here's Everything You Need to Know About Learner Profiles. Retrieved January 01, 2021, from
4. Weber, K. B., & Cole, V. (n.d.). Special Education. Retrieved January 01, 2021, from
5. Ell Language portraits. Purdue English Language Learners Language Portraits. (n.d.). Retrieved J from
EXAMPLE:
Student B– Age 8 (Male)
RE: Visual Impairment (myopia), autistic disorder and anxiety.
Student B is an eight years old, second-grade student in the inclusive classroom. The student’s primary language is Russian. However, the student B understands and can express his thoughts in English. Student B is diagnosed with myopia that allows focusing on objects close but not at a distance. The visual impairment occurs with an autistic disorder, such as difficulties socializing, organization, and planning problems. Moreover, the student suffers from anxiety.
(1)
Student B also receives therapy with a psychologist (one time per week) to work on his anxiety problems. Student B has an IEP plan that promotes educational advancement. Student B wear two pair of glasses: one for close work and another for work on the distance. The student has also been diagnosed with a mild form of autism. He (Student B) is having a hard time communicating appropriately with his peers and also experiencing anxiety.
(2)
Student B is experiencing problems reading the dashboard's notes and anything that is on distance, such as a projector or bulletin boards that interfere with his learning. He (Student B) is unable to focus on the last lasting writing and reading activities. The doctor has recommended taking breaks every thirty minutes to release the pressure that Student B is experiencing by wearing glasses. Student B constantly could not finish his task on time, needs additional – individualized instructions, enlarged printed worksheets, and a place where he (Student B) can feel safe and not distracted. Student B struggles with copying, have bad handwriting, weak spelling and punctuation. Moreover, he reads very slowly. Student B has difficulties following the classroom routine and prefers to work on activities alone rather than in the group. He does not like to interact with his peers a lot but never acts aggressively or not appropriate towards peers and teachers. Student B is suffering from general anxiety; he is worried when he is facing something new and things that he never experienced before. He (Student B) has trouble managing his stress, so it manifests itself in an uncontrollable emotional state. For example, Student B can start crying, screaming, or run away. He is frustrated when it comes to an activity that requires a lot of movement. He worries about losing the glasses or being unable to see something while actively moving.
Student B is an auditory and kinesthetic learner. He tends to assimilate information when he can hear the information. Also, Student B feels more confident when he has all the materials on hand. Using copies of all the information listed on boards and projectors are very helpful. He learns by physically absorbing during activities and actively exploring things around him.
(3)
Student B is passionate about music. He is a very talented boy who enjoys playing the piano. He attends piano classes once a week. Student B likes to go on different musical shows. He likes the books, but due to his impairment, he is mostly using the audio versions. The parents are spending time with Student B to develop his reading skills during the weekends. Moreover, he loves the read-aloud time.
(4)
Student B comes from a middle-class family. The family had moved from Russia – Sankt Petersburg to the United States five years ago. Student B has an older sister who is now begun middle school; both parents are working and have very warm and supportive relationships in the family.
The parents speak English and trying to put all their strength to help their child in development. The family went through a hard time when Student B was born, the doctors associating the birth difficulties with the current child’s condition.
Questions:
1. How can I implement the student’s passion for music to teach him reading skills?
2. What strategies can I use to lower the student’s frustration when it comes to new activities?
3. How can I help Student B to socialize and find friends in the classroom?
Answer to Classmate:
Hi Teona,
Question #3: What are some useful tips about how to give her instructions?
Thank you for sharing with us your focus learner profile and bringing up interesting questions. It might be challenging to create an appropriate and productive learning environment for a child with an intellectual disability. Therefore, we should always consider the accommodations the child may need to succeed. You may find it helpful to break down each learning task into small, manageable steps and actions. Many students with intellectual disabilities learn better with hands-on activities. In your post, you mentioned Student A likes to cook with her mother. You may incorporate kinesthetic activities in your lessons. Also, students with intellectual disabilities live in the visual world. They need to have visual support. The use of pictures and charts may assist Student A throughout the day. You may want to facilitate her learning by arranging a distraction-free area to keep Student A focused on the work and take breaks between the tasks.
