Running head: IDIVIDUAL DIFFERENCES PROFILE

Individual Differences Profile Essay

Wesley Naylor
CSI

Author Note
This paper was prepared for Education 205: Developmental Differences, taught by Dr.
Egbert

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Individual Differences Profile Essay

Student Profile
Children come in all shapes and sizes with many different backgrounds. Unfortunately
some children come into this world with major disadvantages, Braden is one of those children.
He was born with what Bryant, Smith, and Bryant describe as a, High Incidence Disability,
called Down syndrome (2011, p. 74). Luckily he has a great support system to help him develop
throughout life. This essay will describe Bradens Physical, cognitive, and socio-emotional
development as well as provide a summary, conclusion, and Implications of his education.
General Information
Braden is a six year and four month old boy who lives at home with his parents. He has
one half sibling and two full siblings who have all graduated from high school and moved out.
His closest sibling in age is 13 years older than he is. Due to his disability he started school for
the first time this school year. His mom gets him ready and takes him to school in the morning.
He spends a full school day there in the special education program. His mom picks him up from
school and takes him home where he usually spends the rest of his day. Due to his disability and
young age he doesnt have any extracurricular activities at this time.
Physical Development
Braden has white pale skin with lots of freckles and red hair. He has average physical
maturation with an average height, weight, and good physical strength. He is in good general
health. He is right handed. He is in good physical condition and would not be considered over
weight. He gets a good amount of nutrition even though his parents have a hard time getting him
to eat. He has good large muscle development and can run and play with no physical limitations.
His small muscle development is below average and shows when he draws or colors.

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Cognitive Development
Academically Braden has just begun. He is in a special education program at the local k12 school. Due to his level of disability and lack of academic knowledge he doesnt meet the
requirements of Individuals with Disabilities Education Act (IDEA) for inclusion (Bryant, 2011,
p. 34). He is taught in a classroom separate from his peers. His parents and the teachers worked
together to develop an Individualized Education Program (IEP) under Section 504 that serves
as a guide line for his education (Bryant, 2011, pp. 25-26). His IEP mainly consists of picture
identification, listening to books and stories, drawing, and coloring. His academic behavior is
acceptable even for his age. He enjoys being at school and doing the activities with his teacher.
Sometimes getting him to start something can be difficult but once he begins he can stay on task
until completion of the assignment. He does have a hard time following simple instructions if he
doesnt agree with them. For example: if he wants something colored blue, getting him to color it
green is very difficult.
He is in Piagets Preoperational stage of cognitive development as described by
Parsons, Hinson, and Sardo-Brown (2010, pp. 42-45). His use of symbolic function shows with
his actions of imitation while hearing stories in class. He displayed egocentrism while talking
about the stories by making them about him. He displayed animism thinking while drawing by
putting faces on inanimate objects. He is only able to think about one aspect of his activities at a
time which displays his centration.
Socio-emotional Development
Braden likes to interact with his peers. Hes very social and likes to be a part of
everyones conversations. He especially likes seeing and talking to babies. He is able to hold
conversations with people. He doesnt like to interact with adults as much as he does with

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children. He is more reserved when talking with an adult. Due to his egocentric thinking he still
has a good self esteem. His support system is great at not breaking him down and giving him lots
of praise. Hes in Eriksons stage three of psychosocial development Initiative versus Guilt
(Parsons, 2010, pp. 89-90). He likes to pick out and put on his own clothes. Hes really starting
to develop a sense of initiative. Hes also going through Kohlbergs stage of Preconventional
Morality (Parsons, 2010, pp. 76-77). He still doesnt understand the rules of school so they use a
lot of punishment versus reward to persuade positive moral behavior.
Assessment
Summary of Major Findings
At home Braden has a great support system. He lives in a secure environment that is
consistent when regarding rules, boundaries, and punishments. He gets plenty of attention from
his parents now that hes the only child living at home.
Physically he is growing and maturing as any average child. Hes average in height and
average in weight. Hes also much stronger than your average six year old but lacks in his ability
to control his movements.
Braden is definitely behind the average curve when compared to his peers regarding
cognitive and social development. Though he is right on track for where he should be
considering his disability. He has recently begun school in a special education program where he
enjoys learning. The school is providing him with adequate services.
Conclusion
Cognitively Braden is below average in development. Most six year olds are in Piagets
Concrete Operational Stage (Parsons, 2010, pp. 45-49). Physically he is developing normally
in height, weight, and large muscle control. His small muscle control is below average. He isnt

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able to color within the lines as good as the average six year old. Socially he is well developed
but converses at a lower level than his peers. He is still very egocentric compared to his peers
who are beginning to think more about the people around them. Hes much more socially and
emotionally unpredictable than most children.
His major strengths are his physical developments, positive attitude toward socializing
with others, his sense of initiative, attitude toward school work, and his ability to focus on a
project. His weaknesses are his level of cognitive thinking, social and emotional unpredictability,
and his ability to think about more than one perspective.
Braden needs to constantly be in Vygotskys Zone of Proximal Development (Parsons,
2010, p.54). Braden, like all individuals with Down syndrome, must be challenged to do and
learn more. To get him to slowly take on more responsibilities, this will greatly help him later on
in life. Teaching him things outside his Zone of Actual Development will keep him excited
about learning and motivated for more (Parson, 2010, p.54). He needs to be learning using
Concrete concepts taught in a step-by-step way with constant reinforcement and consistent
feedback.
Braden and his family have a tough disability to live with. He is going to have to live
with his parents for the rest of his life. Theyre doing the best they can and are off to a good start
so far. Little Bradens just beginning his long road of education but seems to be getting a good
education so far. If they continue to give him the proper education it will help them immensely
later in life.

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References
Bryant, D. P., Smith, D. D., & Bryant, B. R. (2011). Pearson Custom Education: Teaching
Students with Special Needs in Inclusive Classrooms Custom Edition for College of
Southern Idaho EDUC 205. (N. Danner, A. Briggs, & J. Johnson, Eds.). Boston, MA:
Pearson Learning Solutions.
Parsons, Hinson, & Sardo-Brown. (2010). Educational Psychology: College of Southern Idaho.
(M. Staudt & M. Stranz, Eds.). Mason, OH: Cengage Learning.