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Student Profile Example - Andrew: Andrew The Student Andrew's Learning Environment Teaching Andrew English

Andrew is a Year 10 student who attends college and has developmental dyspraxia. He struggles with organization, navigation around the school, and coordination during physical activities. While interested in computers and science, Andrew has difficulty with tasks requiring extensive writing or handling lab equipment. Teachers can support Andrew by providing alternative formats for learning, movement breaks, assistance during experiments, and organizational strategies using technology.

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Mary Grace Untalan
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92 views

Student Profile Example - Andrew: Andrew The Student Andrew's Learning Environment Teaching Andrew English

Andrew is a Year 10 student who attends college and has developmental dyspraxia. He struggles with organization, navigation around the school, and coordination during physical activities. While interested in computers and science, Andrew has difficulty with tasks requiring extensive writing or handling lab equipment. Teachers can support Andrew by providing alternative formats for learning, movement breaks, assistance during experiments, and organizational strategies using technology.

Uploaded by

Mary Grace Untalan
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Student profile example - Andrew

Andrew is a Year 10 student who attends his local college. He has developmental dyspraxia.
He is friendly, easy-going and gets on well with his peers. Andrew is extremely confident and competent with computers and is knowledgeable
about anything to do with digital technology. Transition to a large secondary school has been difficult for Andrew. He becomes disoriented at
school and struggles to choose the most direct route to his next class. Andrew also finds it difficult to remember his weekly timetable, so he
often arrives at the wrong class or arrives late to class, which frustrates his teachers. Andrew’s teachers say he often hasn’t got the correct
books or equipment with him or has lost work from the previous lesson.
Andrew does not enjoy subjects that require a lot of writing. He finds handwriting takes too much concentration and coordination. He gets
frustrated that he can’t keep up with the class when working on a written task, so gets annoyed and angry with those around him.
While Andrew enjoys science, he gets embarrassed handling the lab equipment and has broken a number of things by dropping them. He finds
co-ordinating both sitting on the high stools in the science lab and handling lab equipment even more difficult.

Andrew the student Andrew’s learning environment Teaching Andrew


 Develop strategies that support Andrew  Think about any modifications you could English
to manage his own learning goals. make to your class or school environment Allow Andrew extra time for completing
that would benefit Andrew, as well as academic tasks that require writing or
 Use Andrew’s interest in computer
other students. consider allowing Andrew to record his work
technology and mathematics to support
and motivate him.  For example, could you give students a in an alternative format, eg as a digital
range of seating options suited to recording or visual display.
 Encourage Andrew to monitor and
students with different physical needs?
manage his own frustration levels, Science
Could you provide written copies of
discuss strategies available to him if he Create a whole-class buddy system so that
lessons that repeat your instructions and
feels he needs to take a break during a Andrew can work with another student to
aim to help students recall specific tasks?
lesson. complete science activities and experiments
Andrew the student Andrew’s learning environment Teaching Andrew
as a shared task. Allow students to stand at
 Whenever possible, involve Andrew in  Think about how you could do the same
the science tables while doing experiments if
discussions about his progress and his for your teaching programme.
they choose to and provide planned
preferences for additional classroom
 For example, you could give students movement breaks.
supports.
alternative methods for demonstrating
 Keep Andrew’s future aspirations and what they know and can do, eg, they Health and physical education
career pathways in mind when supporting could present their work orally, visually, or Provide Andrew with opportunities to practice
him to select subject choices for NCEA by using digital technology. skills before he is required to participate in a
Level 1. class game or activity or provide alternative
 Intentionally model the use of a school responsibilities during sport activities that are
 Provide Andrew with an electronic version diary or digital planner to teach Andrew particularly challenging eg recording the
of the school diary or planner and map and his peers organisational strategies score or resetting equipment. Acknowledge
that he can upload on his iPad to remind and timekeeping skills. that Andrew’s co-ordination and skills may
him of his timetable, class location, vary from one day to the next depending on
homework tasks and additional school his energy levels and confidence.
requirements, eg the fact he needs a
permission slip for the school visit to the
planetarium.
 Consider a reader writer for exams, in
preparation for NCEA

May 2014 Page 2

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