Form LP-H2

Stage 3 – 6: Learner Self-Profile

(To be completed by the Learner)

Please complete this form with your family and return it to school as
soon as possible.

Your 19
Teko Kitso Age
Names
Best subject is Religious Education
Worst subject is Mathematics

Best Skill /talent Football

Something new I would like to do this year is To improve

my accademics performance

My family can help me most this year by

Encourage me to follow the tips that I have given by my
teachers

My teacher can help most this year by

Giving me tips on how to study for the final examination

Please list 3 plausible career pathways you believe you
are most suited for
1___________________________________________________

2___________________________________________________

3___________________________________________________

LP-LS2

Stage 5: Learning Styles & Preferences

The modality (learning channel preference) questionnaire reproduced

here is by O’Brien (1985). To complete, read each sentence carefully
and consider if it applies to you. On the line in front of each
statement, indicate how often the sentence applies to you, according
to the chart below. Please respond to all questions.
1 2 3
Never applies to me. Sometimes applies Often applies to me.
to me.

SECTION ONE:
 1. _____I enjoy doodling and even my notes have lots of pictures
and arrows in them.
2. _____I remember something better if I write it down.
3. _____I get lost or am late if someone tells me how to get to a
new place, and I don’t write down the directions.
4. _____When trying to remember someone’s telephone number,
or something new like that, it helps me to get a picture of it
in my mind.
5. _____If I am taking a test, I can “see” the textbook page and
where the answer is located.
6. _____It helps me to look at the person while listening; it keeps
me focused.
7. _____Using flashcards helps me to retain material for tests.
8. _____It’s hard for me to understand what a person is saying
when there are people talking or music playing.
9. _____It’s hard for me to understand a joke when someone tells
me.
10. _____It is better for me to get work done in a quiet place.

Total______
SECTION TWO:
1. _____ My written work doesn’t look neat to me. My papers have
crossed-out words and erasures.
2. _____ It helps to use my finger as a pointer when reading to
keep my place.
3. _____ Papers with very small print, blotchy dittos or poor copies
are tough on me.
4. _____ I understand how to do something if someone tells me,
rather than having to read the same thing to myself.
5. _____ I remember things that I hear, rather than things that I
see or read.
6. _____ Writing is tiring. I press down too hard with my pen or
pencil.
 7. _____ My eyes get tired fast, even though the eye doctor says
that my eyes are ok.
8. _____ When I read, I mix up words that look alike, such as
“them” and “then,” “bad” and “dad.”
9. _____ It’s hard for me to read another people’s handwriting.
10. _____ If I had the choice to learn new information through
a lecture or textbook, I would choose to hear it rather than
read it.

Total______
SECTION THREE:
1. _____ I don’t like to read directions; I would rather just start
doing.
2. _____ I learn best when I am shown how to do something, and
I have the opportunity to do it.
3. _____ Studying at a desk is not for me.
4. _____ I tend to solve problems through a more trial-and-error
approach, rather than from a step-by-step method.
5. _____ Before I follow directions, it helps me to see someone
else do it first.
6. _____ I find myself needing frequent breaks while studying.
7. _____ I am not skilled in giving verbal explanations or directions.
8. _____ I do not become easily lost, even in strange surroundings.
9. _____ I think better when I have the freedom to move around.
10. _____ When I can’t think of a specific word, I’ll use my
hands a lot and call something a “what-cha-ma-call-it” or a
“thing-a-ma-jig.”

Total______
SCORING:
Now, add up the scores for each of the three sections and record
below. The maximum score in any section is 30 and the minimum
score is 10. Note the preference next to each section.
Section One score: _____(Visual)
Section Two score: ______(Auditory)
Section Three score: ______(Kinesthetic/ Tactile)
EVALUATING THE LEARNING STYLE QUESTIONNAIRE
The modality type with the highest score indicates your preferred
learning channel. The higher the score, the stronger the preference. If
you have relatively high scores in two or more sections, you probably
have more than one strength. If the scores in the sections are roughly
equal, you probably do not have a preferred learning channel; you are
a multi-sensory learner.
The following table summarizes the observable characteristic
indicative of the three learning styles. It provides an informal means
of assessing your preferred approach to learning.
MODALITY VISUAL AUDITORY KINESTHETIC
(Hands-on,
movement)
PREFERRED Learns by Learns Learns by doing
LEARNING STYLE seeing or through and direct
watching verbal involvement.
demonstrations instructions
from self or
others.
SPELLING Recognizes Uses a Often is a poor
words by sight; phonics speller; writes
relies on approach, words to
configurations has auditory determine if
of words. word attack they “feel”
skills. right.
READING Likes Enjoys Prefers stories
description; dialogue and where action
sometimes plays; avoids occurs early;
stops reading lengthy fidgets while
to stare into descriptions; reading; not an
space and unaware of avid reader.
imagine scene; illustrations;
 intense moves lips or
concentration. sub-
vocalizes.
HANDWRITING Tends to be a Has more Good initially,
good, difficulty but deteriorates
particularly learning in when space
when young; initial stages;becomes
spacing and tends to smaller; pushes
size are good; write lightly. harder on
appearance is writing
important. instrument.
MEMORY Remember Remembers Remembers
faces, but names, but best what was
forgets names; forgets faces; done, but not
writes things remembers what was seen
down; takes by auditory or talked about.
notes. repetition.
IMAGERY Vivid Sub- Imagery not
imagination; vocalizes; important;
thinks in imagines images that do
pictures; things in occur are
visualizes in sounds; accompanied
detail. details are by movement.
less
important.
DISTRACTABILITY Unaware of Easily Not attentive to
sounds; distracted by visual or
distracted by sounds. auditory
movement. presentation so
may seem
distracted.
PROBLEM Deliberate; Talks Attacks
SOLVING plans in problems problem
 advance; out; tries physically;
organizes solutions impulsive; often
thoughts by verbally or selects solution
writing them; sub-vocally; involving
lists problems. talks self greatest
through activity.
problems.
RESPONSE TO Stares or Hums, talks Fidgets or finds
PERIODS OF doodles; finds to self, or reasons to
INACTIVITY something. talks to move.
others.
RESPONSE TO Looks around Talks about Tries things
NEW SITUATIONS or examines situation; out; touches,
structure. discusses feels or
pros and manipulates.
cons of what
to do.
 Form LP-CP2

Stage 5: LEARNER CONSENT FORM

(To be completed by the Learner)

As you are about to complete Form 3, it is important that you choose

a carrier pathway most suited to you. We have over the years profiled
your interests.
We, therefore, hope you will be able to choose a career pathway best
suited for you.
PROVIDER
BASED
PROFILING TOOLS:
ASSESSME
NT
Parent/
Learning Guardian/ Learner Assessment
Best
preferenc Caretaker Interes Recommendati
Subjects
es Recommendati ts on
ons
1) 1) 1)
2) 2) 2)
3) 3) 3)
4)
5)

I _________________________________ choose to be placed in a:

1. Vocational Pathway ⌂
2. Academic Pathway ⌂
Parent/ Guardian/ Caretaker names
_______________________________
Parent’s/ Guardian’s/ Caretaker’s ID#___________________
Signature ________________________________ Date
____________________________
 Section IV:
To be completed by Allied Professionals

The aim of Section IV is to provide SPED schools with a

comprehensive analysis of the child’s psycho-educational needs.
Evidence can be drawn from multiple sources, including the
psychologist’s interviews, observations, standardised tests, checklists,
teachers’ and caregivers’ views, and reports from other professionals
who have worked with the child. The psychologist should base his/her
conclusions and recommendations on the triangulation of
comprehensive evidence.
 DIAGNOSTIC ASSESSMENT REPORT
When using standardised tests or rating scales, please ensure that the
names of instruments are accurately stated, and all scores obtained
(including sub-test scores) are included as appendices. Please attach
all other relevant reports as appendices, including reports by other
professionals who have worked with the student, (e.g. other
psychologists, psychiatrists, and therapists).

CHILD’S PARTICULARS
Full name
Sex
Date of birth Age
School (if Class /
applicable) Level

DIAGNOSTIC INFORMATION (attach supporting documents if any)

Diagnosis Diagnosis/diagnoses:
relevant Date of diagnosis:
to referral Agency / Professional:
Diagnosis/diagnoses:
Other
Date of diagnosis:
diagnoses
(if any) Agency / Professional:

BACKGROUND INFORMATION
Summary of details of relevant information about the child’s medical
history, past assessments or family background in this section.

TEST BEHAVIOUR
Please provide qualitative descriptions of the child’s test behaviours
during the testing session(s) which may have implications for the
interpretations of the tests results, e.g. child’s level of engagement and
compliance during testing, reactions to challenges, and understanding of
instruction and language used. Any accommodations and adaptations of
the standardised administration protocol should also be documented
here. If any of the tests were discontinued, please provide your reasons
for doing so.

COGNITIVE FUNCTIONING

Date of Assessment: ________________

Level of Nonverbal cognitive Overall cognitive functioning

cognitiv functioning Please tick one of the
e Please tick one of the following:
functio following: Above Functioning
ning Above functioning Adequate functioning
Adequate functioning Mild impairment
Mild impairment Moderate to severe
Moderate to severe impairment
impairment Profound impairment

Verbal cognitive functioning

Please tick one of the
following:
 Above functioning
Adequate functioning
Mild impairment
Moderate to severe
impairment

Please provide details of the child’s cognitive functioning below.

Cognitive functioning refers to intellectual processes by which the
student becomes aware of, perceives, or comprehends ideas. It involves
his/her perception, thinking, reasoning and memory.

ADAPTIVE FUNCTIONING

Date of Assessment: ________________

Please tick one of the following:

Above communication skills
Communicati
Adequate communication skills
on Skills
Mild deficit in communication skills
Moderate to severe deficit in communication skills

Please provide details of the child’s communication skills below.

Communication skills refer to the child’s ability to listen, understand and
attend to messages, follow instructions, use interactive speech and
express his/her ideas).
 Please tick one of the following:
Daily Living Adequate daily living skills 
Skills Mild deficit in daily living skills 
Moderate to severe deficit in daily living skills

Please provide details of the child’s daily living skills below.

Daily living skills refer to aspects of the child’s self-care, home-living,
motor, self-direction, safety, health and leisure skills.

Please tick one of the following:

Socialisati Adequate socialisation skills
on Skills Mild deficit in socialisation skills 
Moderate to severe deficit in socialisation skills
Please provide details of the child’s socialisation skills, i.e. responding to
others, expressing and recognizing emotions, social communication,
maintaining friendship, recognizing social cues, leisure skills, etc.

LITERACY AND NUMERACY SKILLS

Litera Please tick one of the Numera Please tick one of the
cy following: cy following:
Skills Above literacy skills Skills Above numeracy
Adequate literacy skills Adequate
skills numeracy skills
Mild deficit in literacy Mild deficit in
skills numeracy skills
Moderate to severe Moderate to severe
difficulties in literacy skills difficulties in numeracy
Profound difficulties skills
 Profound difficulties in
in literacy skills
numeracy skills
Please provide details of the student’s literacy and numeracy skills below.
The child’s literacy and numeracy skills can be determined from multiple
sources such as observations, work samples and parent / teacher’s
reports.

OTHER ASSESSMENT INFORMATION (if available)

Please include details and information on other assessments that you
have conducted here.
(e.g., hearing screening assessments, eye tests)
Date of Assessment: ________________

DAILY CLASSROOM FUNCTIONING

Please provide details of the student’s daily classroom functioning (e.g.
level of on-task behaviour, degree of supervision needed, low student-
teacher ratio required, behaviour support to address challenging
behaviours). For teacher move this information to the teacher section.
VOCATIONAL SKILLS (if applicable)
This section should be completed for students qualifying who are
applying to a SPED school that offers vocational certification.

Date of Assessment:

Name of instrument used for vocational assessment:

Level of ____________________________
work Level of work readiness:
readiness ________________________________________________
__
Please provide details of the child’s previous vocational training and work
experience, and indicate the child’s level of work readiness, e.g. work
attitude, work habits, work safety, interpersonal, communication and
self-management skills

OTHER COMMENTS
Please provide details of any other relevant needs, child’s views, interests
and strengths.
For children with sensory and/or physical impairments, please include
information about developmental prognosis, if available.

CONCLUSIONS & RECOMMENDATIONS

In this section, please make a clear statement of the child’s
diagnosis/diagnoses. The allied professional is required to integrate all
the evidence which provides the bases for recommending special
education for the child.
In addition, appropriate educational recommendations that will meet the
child’s needs in the short and long term should also be included here.

RECOMMENDED EDUCATIONAL PLACEMENT

Based on my professional assessment and information presented in this

report, this child’s special educational needs can be met in the following
educational provision:

Examples of Support
Categories of SPED schools
Interventions
SPED schools that support students with
sensory impairments.
SPED schools that support students with
a diagnosis of Mild Intellectual Disability.
SPED schools that support students with
Moderate to Severe Intellectual Disability.
SPED schools that offer Autism-specific
programmes for students with Autism
Spectrum Disorders.
 SPED schools that offer the mainstream
curriculum to students with Autism Spectrum
Disorders.
SPED schools that support students with
multiple disabilities and significant sensory or
physical impairments.
SPED schools that offer vocational
certification to students with Mild Intellectual
Disability (aged 16 to 18 years old).

ASSESSORS MUST COMMENT ON PLACEMENT AND SUPPORT

FOR LEARNERS

COMPLETED BY:
Assessor’s
Signature
name
Contact
Designation
No.
Organisation Date
Email
BHPC Reg
Supervised
by (if Signature
applicable)

Form LP-V

The Vanderbilt is a behaviour assessment commonly used to diagnose

attention deficit hyperactivity disorder / Attention Deficit Disorder in
children. The Guidance Teacher may disperse the necessary forms to
parents and teachers for thorough assessment and correct diagnosis,
and the forms must be submitted to an Allied professional or a
Paediatrician.
 Summary Tools by Stage
Stage 5 Forms 1 – 3
When to
Who to
Form Duratio be
Profiling Tools Complete /
Code n Administ
Administer
ered
Form 1
Well-Being (For Sale) 30-40 Term 2 G&C Teacher
LP-WB
mins
Form 2
LP-H1 Learner self-profile: Learner 30mins Term 1 Learner
LP-H2 Learner Self Profile: Parent 30mins Term 1 Parent
Finding your Career Fit / IGA See Term 2 Guidance
LP-FYC
guide Teacher
Cultural Awareness 40-
LP-G5
60mins
Provider Based Assessment Ongoing Term 2 Class
teacher/
subject
teacher
Learner summary Profile Term 2 Class teacher
LP-LR2 report Guidance
teacher
S SAIS, WISC or LINKS See As needed Educational
LP-
(Screening, Cognitive, guide Psychologist
COG
Reading and Maths Skills)
Vanderbilt (Concentration See As needed Guidance
LP-V
and Behaviour) guide Teacher
Form 3
Background Form 15- Term 1 Parent/
LP-A2 30mins Guardian/
Caretaker
LP-H1 Learner self-profile: Learner 30mins Term 1 Learner
 Learner Self Profile: Parent 30mins Term 1 Parent/
LP-H2 Guardian/
Caretaker
Career Interest Profile (CIP) See Term 2 Guidance
(for sale) guide Teacher
Strong Interest Inventory – See Term 2 Guidance
Strong (for sale) guide Teacher
Cultural Awareness 40- Term 2 Class
60mins Teacher /
LP-G5
Subject
teacher
Provider Based Assessment Ongoing Term 2 Class
Teacher /
Subject
teacher
Career Pathway consent form 60 mins End of Parent/
LP-CP1 Term 2 Guardian/
Caretaker
Career Pathway consent form 60 mins End of Learner
LP-CP2
Term 2
Learner summary Profile 60mins Term 2 G&C teacher
LP-LR2
report
SPED form 15-30 As needed Parents/
min Guardian/
Caretaker,
LP-SA
Psychologists
, Doctors,
teachers
S SAIS, WISC or LINKS See As needed Educational
LP-
(Screening, Cognitive, guide Psychologist
COG
Reading and Maths Skills)
Vanderbilt (Concentration See As needed Guidance
LP-V
and Behaviour) guide Teacher
 Stage 6: Form 4
When to
Who to
Form be
Profiling Tools Duration Complete /
Code Administ
Administer
ered
LP-A2 Background Form 15-30mins Term 1 Parent
Learner self-profile form 30mins Learner
LP-H1 Term 1
Learner & Parent 15mins Parent
LP-H2
Murphy – Meisgeier Type G&C Teacher
Indicator (MMTIC) (for See guide Term 1
sale)
Class
Teacher /
Camuson Career 60 mins (3
Term 1 Subject
Assessment weeks)
teacher G&C
Teacher
Class
Teacher /
LP-G6 Cultural Awareness 40-60 mins Term 2
Subject
teacher
LP- G&C Teacher
Well-Being (For sale) 40-60 mins Term 2
WB
Provider Based Class
Ongoing Term 3
Assessment Teacher
LP- Learner summary Profile G&C teacher
60mins Term 3
LR2 report
Parents/
Guardian/
Caretaker,
LP-SA SPED form 15-30 min As needed
Psychologists
, Doctors,
teachers
LP- J SAIS, WISC or LINKS See guide As needed Educational
 (Screening, Cognitive, Psychologist
COG Reading and Maths
Skills)
Vanderbilt G&C Teacher
LP-V (Concentration and See guide As needed
Behaviour)
 Glossary of terms used in the Guidelines

The Learner Profiling Guidelines are written with certain terms and
phrases that may not be in common use, and or are used in a context
that is not its common interpretation. All terms used shall adopt the
definition and interpretation that it carries in the different legislative and
regulatory instruments that affect anyone aspect of the learner profiling
system. Where this is not so interpretations and usage as intended is
provided in the table T 4.

No Terms used Functional definition in context of LPF

1 Learner Profile Information about learner capacities,
responsibilities, behaviours and goals for
academic achievement and career
orientation
2 Learner Profiling A model - structure that depicts the
Framework standards or levels education system in
Botswana and examines personal
attributes of learners within their
learning environment.
3 Learner Profiling A process of examining how individual
learner’s behaviours and capacities and
how they influence their educational and
career goals.
4 Learner Profiling A battery of psychometric tests and
Assessments other assessment tools to measure a
learner psychological attributes and
academic achievement through
provider-based systems.
5 Learner Profiling A file or collection of evidence about the
Portfolio learner’s performance, achievement and
career path
6 Multi-pathways System Two streams of educational or career
achievement, which are either
ACADEMIC or TECHNICAL.
ACTIVITY SHEETS
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Form Code Profiling Duration When to be Who to
Tools Administere Complete /
d Administer
Form 1
LP-WB Well-Being 30-40 mins Term 2 G&C Teacher
(For Sale)
Form 2
LP-H1 Learner self- 30mins Term 1 Learner
profile:
Learner
LP-H2 Learner Self 30mins Term 1 Parent
Profile:
Parent
LP-FYC Finding your See guide Term 2 Guidance
Career Fit / Teacher
IGA
LP-G5 Cultural Awareness 40-60mins
Provider Based Ongoing Term 2 Class teacher
Assessment
LP-LR2 Learner summary Term 2 Class teacher
Profile report Guidance teacher
LP-COG S SAIS, WISC See guide As needed Educational
or LINKS Psychologist
(Screening,
Cognitive,
Reading and
Maths Skills)
LP-V Vanderbilt See guide As needed Guidance
(Concentratio Teacher
n and
Behaviour)
Form 3
LP-A2 Background 15-30mins Term 1 Parent
Form
LP-H1 Learner self- 30mins Term 1 Learner
profile:
Learner
LP-H2 Learner Self 30mins Term 1 Parent
 Profile:
Parent
Career Interest See guide Term 2 Guidance
Profile (CIP) (for Teacher
sale)
 Department of Special Support Services
Learner Profiling Framework
Learner Profile Summary Report – Teacher Form
Stage 5 LEARNER PROFILE SUMMARY REPORT

Stage 5: This form is to be filled by the Teacher before the Learner starts Form 3
going through the learner’s previous profiling portfolio.

Learner Bio data

Name of Student Birth date

Gender Omang
Name of School Class (Standard /
Form)
Class or standard
repeated
Learners values are
Learner
behavioural /
emotional
challenges
Learner’s preferred
learning style
learning style
questionnaire
Learner
behavioural
Learner’s future
career preference
Leaner Parent Profile

Teacher Observations & Recommendations

Please indicate if the Learner will need help from the Special Education Teacher, Class Teacher,
 learning disabilities : a guide for educators

Jubi Doyme Phalaagae