Student Learning Profile

CARDINAL MCGUIGAN HIGH SCHOOL RESOURCE DEPARTMENT
STUDENT LEARNING PROFILE

DATE:



STUDENT NAME: STUDENT #:


EXCEPTIONALITY:

BEHAVIOUR


MULTIPLE
Multiple Exceptionalities

COMMUNICATION
Autism

INTELLECTUAL
Developmental Disability

Deaf & Hard of Hearing

Mild Intellectual Disability

Language Impairment

UNDETERMINED
Non-Specific Special Education

Speech Impairment

PHYSICAL
Physical Disability

Learning Disability

Blind and Low Vision



Student’s Strengths:









Student’s Weaknesses:









Additional Comments and Concerns:








Please see over for suggested accommodations, modifications and evaluation strategies

STUDENT NAME:

Please note: The best suggestions have been recommended. All other accommodations and evaluation techniques could be considered.


POSSIBLE ACCOMMODATIONS FOR PROGRAM DELIVERY

[ ] Preferential seating and/or small group setting
[ ] Team with a peer tutor/classroom buddy/E.A. to restate instructions, edit work, keep student focused
[ ] Emphasis on functional literacy and numeracy
[ ] Advance organizers / structured content
[ ] Establish home/school communication system and/or homework sheet
[ ] Reading aloud of notes and questions to student
[ ] Continuous cross-referencing of key concepts and details
[ ] Constant repetition of material in different modalities
[ ] Labelling, dating and numbering of notes and handouts
[ ] Use of photocopies or audio-visual for text and notes
[ ] Highlighting and colour-coding of notes and text
[ ] Use of models and manipulative materials to teach concepts
[ ] Breaking down of teacher presentations and student assignments into smaller units (chunking)
[ ] Opportunities for problem-solving
[ ] Relate material to real-life whenever possible
[ ] Cover material at a pace required by student – Mastery Learning Approach
[ ] Use of computer and/or scribing and/or oral answers for student’s work
[ ] Encourage regular use of calculator and dictionary
[ ] Extra time after asking questions to allow student to process request
[ ] Clarification of questions, instructions and expectations to ensure understanding
[ ] Extra time to complete notes and assignments
[ ] Provide opportunities for practice (sample tests)
[ ] Monitor assignments and notes at frequent intervals
[ ] Co-operative learning opportunities
[ ] Opportunities for positive experiences in self-expression
[ ] Teach that risk-taking and making mistakes are normal and not to be feared
[ ] Opportunities for ‘time-out’ when student is anxious or frustrated
[ ] Give immediate feedback and provide positive reinforcement


POSSIBLE ACCOMMODATIONS FOR PROGRAM EVALUATION

[ ] Extra time to complete tests and exams
[ ] Short quizzes vs. major tests
[ ] Reduced number of assignments or reduced content in each assignment
[ ] Alternative kinds of assignments and projects
[ ] Increased weight to oral answers or substitute oral presentation for written assignments
[ ] Exam written in resource room
[ ] Questions read to student as written on tests and exams
[ ] Paraphrasing and clarification of instructions and questions
[ ] Use of review sheets
[ ] Open-book tests and exams
[ ] Answers scribed by teacher, E.A. or peer helper
[ ] Use of computer by student to record answers
[ ] Varied format for tests and exams [ short answer; multiple–choice (with 3 distractors); T/F; fill in the
blanks; matching; word banks (clusters of 5 choices) ]
[ ] Avoid use of negatives and double-negatives in multiple choice and T/F
[ ] Keep questions brief
[ ] Reduce number of questions that test for the same skill
[ ] Ample workspace on all worksheets, tests and exams
[ ] Ample white space on all handouts, tests and exams
[ ] Use number cues to tell students how many answers are expected
[ ] Show marks per question
[ ] Grading shift (content vs. spelling)
[ ] Rewrite failed/poorly written tests