Identifying unique needs of a student by the name Nina
Added on 2021-04-16
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Running Head: DATA ANALYSIS SHEET1DATA ANALYSIS SHEET Name:Institution:Course Code:
DATA ANALYSIS SHEET21.0Background of Nina 1.1 The purpose of this section is to critically analyze a student by the name Nina. In that connection, we will assess her personal characteristics and unique needs that need to be identified. To start with, Nina is a 7-year old 1rst grade student. She attends Dos Rios Elementary School in Fort Collins, CO. Her parents are Tim and Jess who take care of all her needs along with other siblings. Nina has an older brother called Max aged 11 years. Max is currently in his 6th grade. The most amazing thing about Nina’s family is her twin sister Autumn. Most twin children tend to have similar characteristics. However, Nina and her twin sister autumn have different characteristics and different abilities to execute ideas both at home and school. Her father operates a major corporation in Denver. He also has the ability to deal with issues on special education. His possess vast knowledge of special practice and law (Marylene, 2014). Thisis a great advantage to Nina and her Siblings. Another aspect the favors Nina is her mother Jess. She is a licensed special educator will experience from many schools dealing with special education. Nina is a child with a disability. In that connection, her education system is different from that of normal children. She receives special education services from special education facilities such as primary disability of a specific learning disability. She also receives services from the secondary disability of speech or language disability. These two facilities are very important to Nina and other children living with a disability. For this reason, her parents decided to enlighten themselves with knowledge and expertise in special education so that they can take care of Nina (Maslow, 2013). In addition to her education, Nina’s primary language is English. 1.2 Parents with normal children may not bother to identify changes that occur in theirchildren simply because their children are healthy and normal. For the case of Nina, her parents have shared with us that she has behaved as a little adult from the moment she started walking. Just like her brother Max and her twin sister Autumn, Nina receives special education services soas to enable her to comprehend issues in the education system that the currently the key to success in life (Northouse, 2015). One of the mysterious character portrayed by Nina is her ability to make friends. She like caring for other children and especially from neighboring homes. According to her mother Jess, Nina has a mature disposition that propels her to help her
DATA ANALYSIS SHEET3family members whenever she finds it necessary. This also motivates her brother and twin sister. Nina possesses several characteristic and strengths which motivates her to achieve her very best in her education. First, Nina is a friendly girl and she enjoys being a helper. Her parentsasserted to the team that she enjoys helping family members with activities at home. He also enjoys helping other children at school and at home. Majority of neighboring children like being associated with Nina due to her friendship and desire to assist them (Puttee, Vitale & Laing, 2011). This fact proves that Nina is much responsible as compared to her peers. Being responsible beyond her peers make her peers to have trust in her. They tend to strengthen friendship with her so as to benefit from her responsible traits. 1.3 Another important trait that Nina display is her devotion to her studies. Her parents told the team that she spends much of her time in education programs and studies. Everything she attempts is based on knowledge achieved through education (Richard, 2013). Nina enjoys reading and computing mathematical problems. She also requested her parents to invite a tutor who would assist her in her studies. This is a clear indicator that Nina is devoted to her studies. As much as she knows much than her peers, Nina is always ready to learn new ideas in her education system. The desire to learn propel her in discovering new information. She may end up innovating new skills in her educational journey. Again, Nina has a special talent for promoting love and compassion. She enjoys helping others out of a sense of love and compassion. This characteristic is a clear indicator that she is motivated intrinsically. Through intrinsic motivation, Nina is propelled towards assisting other children at home and in school. She doesn’t bother on extrinsic motivation when extending her service of love and compassion. Her parents told the team that doesn’t annoy adults. She respects adults just like the wayshe respects her parents. Therefore, her desire to please adults maintain a very interpersonal relationship between Nina and adults. In her education, Nina will not shy away from her inabilityto comprehend concepts taught. She will seek out assistance in case she fails to understand concepts taught, assignments and directions (Kanungo & Manuel, 2014). Nina acts as a team player at home. She takes care of her learning exercise. She also assists her twin sister with her
DATA ANALYSIS SHEET4studies at home. This makes her sister feel motivated towards achieving more in her education. 1.4 The last concept about Nina is her ability to organize her belongings. In that connection, her belonging is well presented, arranged and stored. This makes her very presentable to people. A lot of people say that her way of doing things is much greater than the majority of her peers. Again, her memory is the school is remarkable (Shapiro & Stefkovich, 2016). She remembers much of the content well lesson to lesson. In addition to her ability to comprehend contents, Nina has remarkable observation skills such that, she identifies clues in the text and can use them to make conclusions. Despite her remarkable strengths and characteristics, Nina has unique needs that need to be identified and addressed. First, we realize that she was referred to the RTI/MTSS (STAR) process by her first grade (current) homeroom teacher. Her teacher realized that Nina had the inability to comprehend mathematical problems. In her studies, her teacher identified that Nina has a delay process in solving a math problem. Her skills in math are not good as compared to other strengths. To prove this assertion, Nina has been receiving daily intensive Tier 2 and Tier 3 (Hughes, 2008). These Tires are based on reading and math interventions. This was spotted by her teacher since the start of her first-grade year. 1.5 However, other skills in reading other disciples in her education tend to be similaras compared to other peers. The only discrepancy arises in her math skills as compared to her peers. Her peers demonstrate remarkable progress in math skill, unlike Nina who demonstrates an inability to process math problems. Her delays in math skills is a clear indicator that she requires special education despite the access to the research-based interventions. In that connection, her teacher found it relevant to refer Nina for assessment so as to determine eligibility for special education services in the areas of Math Calculation and Problem Solving(Harland, 2014). This will enable Nina to achieve more in her education system if she will be able to improve her mathematical skills. Lastly, Nina displays socializing behavior. This particular behavior is causing others to be off-task during individual and group instruction. The problem is much discovered when carrying out math problems. According to general education, Mrs. Braxton, the rate at which Nina distracts her peers is alarming. Mrs. Braxton doesn’t know how to address Nina’s behavior.
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