EDUCATION 450 CREATING A LEARNER PROFILE AND A LEARNING PLAN BY: MELISSA PIWOWARCZYK Fictitious Student Name: Harry

Potter Diversity: Autism LEARNER PROFILE: Learning Style Learns best through video/audio clips Repeats the steps verbally before carrying out the task Prefers interactive learning activities on the computer, such as games Able to carry out repetitive tasks after direct instruction. Learning Strengths Very strong ability to memorize facts and details (For example, able to recite facts about animals in the zoo) Able to use technology proficiently (For example, knows how to find YouTube videos online) Strong ability to write letters and draw images. Student frequently writes letters to his family members. Very strong social skills. Is friendly and outgoing around friends and strangers Has a good sense of humour Interests/Sparks Thoroughly enjoys Disney Movies and Elmo Listens to country music in her free time Takes very good care of the family dog Enjoys activities such as bowling, swimming and dancing Learner Needs May become frustrated when things do not go as planned. Does not deal well changes in the schedule. Becomes very difficult to calm down once angry Does not accept criticism or feedback from others Is easily distracted and can get off topic Grade: 12

LEARNING PLAN: Environmental Implications: Provide Harry with a straight-forward schedule to follow, make sure he is aware of the daily class routine. (Routines could include putting his homework away or getting his snack during break) Prepare the student for any schedule changes that may occur in the classroom. For example, let Harry know if there is going to be a pep-rally in the gym after lunch. Eliminate any stimuli in the classroom that may be distracting to the student (This could include loud noises or bright lights)

 Allow Harry to visit the supervised sensory room when he is frustrated. This provides a quiet space where he can be alone until he calms down. Could implement iPads into the classroom (to be used with discretion). Beyond simply a distraction or calming device, the iPad has application in teaching skills For example, you could provide apps that develop vocabulary and comprehension skills (Autism Speaks, 2012, p. 77) Instructional Implications: Provide Harry with visual support. Pictures and short written cues often help students learn, communicate and develop self-control (Alberta Education, 2003, p. 1) Provide Harry with specific positive praise. Be sure to celebrate the students strengths. For example, You are doing a very good job at sitting quietly at your desk Choose meaningful reinforcement. Ensure that the reward is an activity that is of interest to the student or it will not be effective. For example, you could give the student ten minutes of computer time. (Alberta Education, 2003, p. 12) Ensure that the lesson is not too difficult for Harry. Difficult tasks may make the student frustrated and disengaged in the learning Break down large, difficult tasks into smaller more simple steps. Give positive reinforcement when the student has completed each task (Alberta Education, 2011, p. 1) Whenever possible, use an area of interest to teach student new skills (Alberta Education, 2011, p. 1) For example, you could use songs or videos to teach math skills. Social Emotional Implications: Demonstrate model positive social skills to the student. Give students direct instruction in social skills such as changing the topic, being flexible and sharing (Alberta Education, 2003, p. 37) Use involvement in clubs and extracurricular activities to develop positive social skills. For example, the student could help out with the school play or join choir. Teach Harry self-monitoring skills so that he able to make changes to his behaviour when necessary. For example, help the student monitor whether he is on-task. (Alberta Education, 2003, p. 39) You could create social scripts for the student so that he has a better understanding of how to react in certain situations. Social scripts could also be displayed on the wall so that the student can look at them when necessary. For example, you could have a poster that outlines what the student should do if he gets lost. (Alberta Education, 2003, 69) Allow the student to become more independent over time. For instance, this can be done by providing the students with choices or teaching functional life skills (Alberta Education, 2011, p.1) Create ways to help the student deal with their frustration. For example, you could teach calming strategies such as listening to music or breathing deeply (Alberta Education, 2003, p. 57)

REFERENCES Alberta Education (2011). Autism Spectrum Disorders (ASD). In Alberta Education (Eds.), Medical/disability information for classroom teachers. Edmonton, AB: Author. Alberta Education (2010). Chapter 3: Developing learner profiles. In Alberta Education (Ed.), Making a difference: Meeting diverse learning needs with differentiated instruction (pp. 23-44). Edmonton, AB: Author. Retrieved from http://education.alberta.ca/media/1233960/6_ch3%20learner.pdf Alberta Education (2003). Chapter 5: Classroom instruction. In Alberta Education (Eds.), Teaching students with Autism Spectrum Disorders (pp. 39-82). Edmonton, AB: Author. Retrieved from http://education.alberta.ca/media/512925/autism3.pdf Autism Speaks Inc. (2012). Autism Speaks Its Time to Listen & Design, Educating Students with Autism (pp. 71-79). Toronto, ON: Author. Retrieved from http://www.autismspeaks.org/sites/default/files/sctk_educating_students_with_autism.pdf