Learner Profile - Complex Student - Non-Verbal

Name: John

Age: 9 years

Grade: 4

Specific Background information: John moved with his family from Boston, Massachusetts
when he was six years old. He was born in Nigeria. John has three siblings. A younger brother
who is in grade 2 attends the same elementary school. He has a younger sister who is
beginning kindergarten in the year 2015-2016. He has an older brother who is currently
attending the middle school, in grade 6. Johns parents are both working. His mother is a doctor
and his father is an engineer. Johns aunt stays at home to care for the children before and
after school.
Recent Assessment Information: John has developed his receptive language skills. He is able
to follow through on requests and enjoys completing these tasks. John is currently learning to
develop his expressive language skills. He has complex communication needs and uses a
variety of low-tech and mid-tech communication tools.
Relevant Medical Information: John is diagnosed with Autism Spectrum Disorder.
Recognition Networks
The What of Learning
Areas of Strength: (What works for this
student to identify and understand
information, ideas, and concepts)
Vision: good
Hearing: good
Perception: Concrete and visual learning
experiences, rehearsal and routine where
he is able to anticipate nexts steps in order
to promote independence

Strategic Networks
The "how" of learning
Areas of Strength: What works for
this student to plan and execute
actions so I can demonstrate my
learning)
Physical Action: Visual schedules, If-Then
task sequences, frequent breaks

Affective Networks
The "why" of learning
Areas of Strength: (What works for
this student to support engagement)
Interest(s): iPad as a tool for listening to
stories and playing educational games,
rocking chair, strips of paper, completing
meaningful tasks (making waffles)
physical activity

Expression & Communication: Choosing

preferred tasks through use of visuals or
actual objects, being able to access selfregulation tools (rocking chair and
weighted vest) when necessary

Effort & persistence: Positive feedback,

encouragement, independence, choice
and ownership of learning

Areas of Concern: (What challenges

understanding of information, ideas and
concepts)

Areas of Concern: (What challenges

ability to act on things and express what I
know)

Areas of Concern: (What challenges

ability to engage in learning)

Language: working toward building

receptive and expressive language skills

Physical tasks
Fine motor: with continued work
to embed fine motor tasks in
everyday learning
Gross motor:
Expressing my ideas

Language: Picture prompts, developing

sight word vocabulary, high-interest taskbased activities.
Comprehension: See above

Comprehension: continued area to develop

Self-regulation: Frequent body breaks,

preferred activities when tasks are
complete, a balance of working in groups
and working on his own,

Self-regulation: There are days when

John needs a lot of support with
regulation. He would require increased
movement, a weighted vest and access to
strips of paper or string (these are special
interests for John)

In print - iPad for literacy

activities
In speech - uses an array of lowtech and mid-tech
communication devices
Student Preferences:
I like to learn something
new by:
-reading more about
it
-seeing pictures of it
-hearing someone tell about it
-watching a film or video
-trying it out myself

Student Preferences:
To remember something
I:
-write about it in my own words
-use a memory trick
for it
-draw a picture of it/find a picture of it
-rehearse it
-ask someone to test me on it
-explain it to someone

Physical Health: Coming to school when

not feeling well with a cold or flu. He tires
easily.
Student Preferences:
The learning activities I like
the best are:
-working on a learning small
groups
-whole class
-working with a partner
-doing practice papers
-working by myself
team
-being in a quiet classroom
-playing a learning game
-being in a classroom with students
talking
-doing new things
-knowing what is coming next