EDUC 450 Student Name: David Erickson Student Name: John Smith Diversity: Emotional Behavioral (anxiety) Grade:

10 Code: 53 Emotional/ Behavioral Disability

Learner Profile:
Learning Style Visual Kinesthetic/ tactile enjoys doing/ moving/ creating Enjoys viewing info graphics, photo and video documents Prefers to create and submit visual assignments vs. written assignments Interests/ Sparks Enjoys arts Creates photo and video slide shows/ productions Enjoys the outdoors and issues (as reflected in his photography and art) Very interested in his Indigenous culture/ history/ traditions etc.

Learner Strengths Very good at interpreting visual representations of concepts and ideas Creative Creates strong visual representations (drawings/ photography slideshows/ videos) that convey understanding Skilled in technology and photo/ video production Self directed Enjoys the class and subject Driven with high expectations from self Takes feedback well Speaks Indigenous language fluently -

Learner Needs Has trouble expressing thoughts and understandings in oral and written form Very hard on himself when struggling or when mark doesnt achieve what he hoped Difficulty dealing with changes in routine/ classroom set up etc. Works well with others, but finds it difficult to find partners or groups When out of comfort zone, student feels threatened and shuts down At times feels overwhelmed and confined Often needs English oral instructions repeated numerous times and written instructions further explained

Learning Plan:
Environmental Implications: - Provide student with an overall safe classroom learning environment, and a personal learning area (desk or table) that the student knows is his and in an area of the classroom where he is comfortable - Put up posters, charts, maps and info graphics that convey concepts and key words with a visual representation - Provide student with advanced warning of the next class schedule so student can mentally prepare (no surprises) - Allow student time to get up and move (within classroom or go for walks if necessary) Instructional Implications: - Give student the option of creating a visual representation of knowledge rather than a verbal or written representation - Use visuals during instruction - Provide instructions with visual prompts along with oral and written instructions - Provide student with help to organize learning and daily activities reducing stress - Set up visual/ non verbal cues for teacher/ student communication - Break up work into smaller segments - Change environments (rooms) so student isnt confined to the same room all the time (provide advanced notice of change) - Allow extra time/ considerations on exams and assignments - Provide distractions (humor/ physical activity etc) when student is worried/ anxious - Set up groups/ partners (either choose groups, or put students into pairs and then have the pairs choose one other group of two to work with, creating groups of 4) Social/ Emotional Implications: - Continue communication with student and parents - Maintain classroom routine, and provide advanced notice when there may be changes to schedule - Work with student to come up with strategies to reduce anxiety (relaxation/ breathing exercise, sensory input, visual/ nonverbal cues, humor etc) - Teach student positive self talk - Work with student to set and achieve realistic expectations - Allow student time to get up and move to reduce feelings of confinement - Student can listen to personal music when preferred

References Alberta Education (2003). Key 9: Instruction. In Alberta Education (Eds.), Unlocking potential: Key components of programming for students with disabilities (pp. 5372). Edmonton, AB: Author. Retrieved from http://www.education.alberta.ca/media/513303/unlock_9a.pdf Alberta Education (2011a). Anxiety Disorders. In Alberta Education (Eds.), Medical/disability information for classroom teachers. Edmonton, AB: Author. Retrieved from http://www.learnalberta.ca/content/inmdict/html/index.html Alberta Education. (2011b). What school administrators need to know about English language learners and ESL programming. Retrieved from http://education.alberta.ca/media/6550092/eslstudents.pdf