INDIVIDUAL DIFFERENCES STUDENT PROFILE

Individual Difference Student Profile

Martha Bernabe
EDUC 205: Developmental/ Individual Differences
Spring 2014

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Individual Difference Student Profile
As I did my required observation hours for this course, I had the chance of focusing my
observation hours in a particular child whom I will refer to as Bella. My observations took place
in a third grade classroom in one of our local school districts. Bella is an eight year old and 11
month girl who suffers from a Developmental Delay. Throughout this essay I will review some
of Bellas general information, her physical, socio-emotional, and cognitive development as well
as discuss some implications after I draw the conclusions.
General Information
Bella is an eight and 11 months year old joyful girl of Caucasian ethnicity. She has some
difficulties compared to the rest of her peers and youngsters who are the same age due to her
exceptionality. Currently, Bella is in third grade and receives special education and related
services. After school Bella does not go to day care; instead, she goes with her family. In her
home, she lives with her parents and a few siblings. Although she mentioned some of her family
interactions in class, I was unable to witness them. In some of her conversations with teachers
she mentioned the type of relationships she has with her older and younger siblings. Her case
manager and special education teacher mentioned that Bella has an extended family and was
adopted by family relatives at a very young age.
In some of Bellas conversations she often mentioned her mom and siblings. Although
she never specified names or ages, Bella mentioned having younger and older siblings. She
seemed excited to go home every day when the school day was about to be over. Also, she
showed her concern for family situations such as baby sitting for her younger siblings. She
seemed glad to help out with the house work although it often kept her from her assigned

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readings for practice. One particular time, when given a book to read at home, she suggested
reading to her dog because mom was too busy and tired and would probably need to rest.
Physical Development
Bella has medium height compared to the rest of her peers. She has hazel eyes that match
perfectly her long brown hair along with her light skin. Among her classroom peers Bella seems
to fit perfectly in the physical condition. The motor skills are just as developed as those of any
third grader. When Bella writes she uses her right hand and she has no trouble in any physical
aspects.
Bella is an active girl, she waits every day for recess and lunch in order to share time with
her peers and run around. During lunch, Bella likes the school meals which she enjoys every day.
In one of our conversations she mentioned that her mom does not prepare her lunch because she
has too many kids. Despite these, Bella has no fitness or muscle development troubles.
Cognitive Development
Besides being in the general third grade classroom, Bella also receives Special
Education and Related Services. Most of the school day is spent in her LRE which is her
classroom. The additional services and specialized instruction are usually delivered outside her
classroom in the Resource Room and with the Speech Pathologist. During regular class
instruction and work, her attention span is clearly shorter if compared to her peers although she
is very good at listening for instructions and following them. She presents a passive behavior in
most of the settings that does not distract her classmates and does not interrupt the teachers
instruction delivery.
From observing Bellas actions in class and with her peers I would place her in Piagets
Preoperational stage. This is different than ordinary because children between ages 2 to 7 are

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normally placed in this stage. However, due to Bellas exceptionality her cognitive development
is not at the same level of the rest of her third grade peers. When assigned to read for
comprehension for an in class activity she assumes the content of the reading based on the
pictures and images shown. It is common for her to create her perspective and understanding of
the reading and feel confident to share it with her teacher.
Socio- Emotional Development
During Bellas social interactions I noted some differences depending on the setting, the
situation, and the people she interacted with. In her classroom, Bella is able to participate in
ordinary conversations with her peers. These conversations however, are usually very simple and
are most of the times based on personal point of view, likes, and dislikes. Based on these
observations and according to Ericksons Stages of Psychosocial Development Bella is in the
Play Stage. The Play Stage is characterized by imagination being the prompter of a conversation
and activities. Sometimes, while coloring or decorating she would start and follow conversations
by making up funny stories that could happen.
On the other hand, when socializing with adults, Bella could be placed on the School Age
Stage. Recognition and motivation are two key characteristics of this stage. Just like any other
child her age, Bella seeks for recognition and praising. She tries her hardest to be praised by her
teachers and other adults, especially during small group and one on one interaction. When
talking to adults, Bella seems confident to start conversations and take the lead on them. On my
observation days, Bella would be friendly with me as a guest in her classrooms. She showed
more empathy and interest for adults rather than her peers. In fact, I was invited by her to join
her table during lunch and play with her during recess. Also, Bella would show respect and
curiosity when being around an adult figure.

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Summary of Findings and Implications
Bella needs more instruction and accommodations than those stated on her IEP. Even
though she receives some type of special instruction in her general ed. classroom she seems to do
better and learn faster when the instruction is delivered in smaller groups. Every time Bella is
assigned the same in class work than her peers she falls behind. Her general ed. teacher along
with her case manager and her special ed. teachers are in agreement that Bella is eligible for
spending her school day in the extended room rather than her general ed. room. Although the
services and resources are available for Bella, she has not been able to receive them due to her
moms opposition.
When Bella is pulled out of her general ed. classroom she goes to specials and is grouped
with students from first and second grade. Even when being with younger students, Bella has
noticeable trouble trying to keep up during math, reading, and writing instructions. Her
evaluation team has gathered to discuss her case and monitor her progress and they have, in
several times, suggested the parents the idea of placing her in the extended room; idea that the
parents have refused to each time. According to them, Bella has no visible exceptionality and
should be able to overcome her struggles with the accommodations she already has.
In conclusion, Bellas Developmental Delay has had an impact on her cognitive and
social development, affecting her education and her social progress. Her current
accommodations and instructions have not yet helped Bella enough to be at the same school
level of her third grade peers. She has slowly been falling behind her class; even when put with
younger peers, Bella ha trouble retaining the information and participating fully in the activities.
The IEP team that focuses on Bella has been trying their best to reach this child; however, they
have helped in all possible ways and the progress is yet not sufficient. They agree that in order to

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be able to provide the best support for Bella, her IEP and accommodations need to be changed
which will not be possible unless the parents agree with those changes.

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References
Berns, Roberta M. (2006). Child, Family, School, Community: Socialization and Support. (8th
Ed.) S.l.: Wadsworth.
Daniel P. Hallahan., James M. Kauffman, Paige C. Pullen., (2012). Exceptional Learners: An
Introducion to Special Education. (12 Ed.) Upper Saddle River, New Jersey. Pearson.