It is critical for educational practices to take into consideration the strengths, needs, and learning preferences of each student (Foreman, 2011). That means they should be flexible and adjustable to meet the diverse needs of their students. Doing so creates an inclusive learning environment that enables a student to reach their full potential. It is appreciative that all students do not possess equal strengths, needs, and preferences, whereas some can thrive well under specific learning practices, others may not. It is thus the responsibility of educational experts to ensure that measures are always in place to address the needs of every student.

In this case study, we explore a student with diverse learning needs. The essence is to examine the strengths, needs and learning preferences of the student, evaluate such needs and see how best to adjust them to meet his goals. Notably, the focus shall be how as an educationalist you can adapt learning practices to develop the student’s language, literary and emotional skills, to reach his full potential, or highest level any scientific study can explain.

Student Profile

James is a 7-year old preparatory school student. The student had had a slow move over the past few years of admission and looked to lag behind others in the same level. The student is often jovial, but his learning progress doesn’t seem to be so good. There are several characteristics he exhibits, and that is instrumental in diagnosing his educational needs. To diagnose his diverse needs, we need to review both social, psychological and more importantly, the traits he exhibits while he is studying.

 Psychologically, James doesn’t have the perception of self-concept. That is to mean he does not hold strong beliefs about himself or his abilities. James struggles to rhyme with other students since he looks like just following what they do, and when they don't agree, he often leaves his fellow student. He shows the same behavior in class. Other than that psychological observations, physically it is not easy to detect a difference with other students. He is not physically disabled in any way.

An extended observation and interrogation have shown that James enjoys more time outside of school, and often while in isolation. He would, in fact, understand things faster and better while in isolation than when with fellow students, or when others are around. That time, he can attempt even challenging tasks, and even seek help if confident there are no group of people around. He is primarily someone who experiences friction with fellow students, and also thought he rarely expresses it, it is the reason for withdrawal and lack of confidence before crowds. That trait has made others to stereotype him, a situation which aggravates the issues. Compared to when he was enrolled, several students avoid him, and rarely would others suggest doing school work together jointly. Such social characteristics have extended to his educational traits.

There is an evident lack of interest in school work, and in infrequent occasions would he, on his move initiate an action to perform any school work. He has to be instructed or work under instruction. Whenever the class involves abstracts lessons, he is noticeably absent from class. In fact, a question of an abstract experience exposes that he never listens. His listening skills seem to be at their lowest point. Even though he does better in concrete lessons, like mathematics and other literary classes where contribution is mandatory, he doesn’t show traits that he does his bests. He continually shows room for further improvement, if only his psychological and social complications would be addressed.