ELM 200 T3 Typical And Atypical Development PDF

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Klaryssa Smith Mccown ELM-200 John Biba 8/18/2021

Typical and Atypical Development Scenarios In the following scenarios, students are exhibiting one of the three types of atypical development: linguistic, physical, or cognitive. Students have not been diagnosed as needing special accommodations, so they do not have an IEP or 504 plan in place. Scenario 1: Linguistic Ashley and Essmae are third graders. Ashley is an English language learner who is one year below grade level in reading and writing. The only language spoken in her home is Spanish. Essmae’s native language is English. She is also one year below grade level in reading and writing. Both Ashley and Essmae struggle with reading comprehension, but while Ashley is behind in vocabulary development, Essmae’s vocabulary is advanced for her age. Both girls struggle to form complete sentences while writing, but Ashley does a better job sounding out words she is unfamiliar with. Scenario 2: Physical Steven and Jorge are 6-year-olds in first grade. Steven is having trouble gripping and holding his pencil and creating accurate marks. He does not have sufficient control over holding his writing utensil. Jorge is proficient in using a pencil correctly and accurately making marks on his paper; however, he is left-handed and sometimes his hand gets in the way and his letters lean to the left to the point of unreadable. Scenario 3: Cognitive Peter and Cam are both seventh grade students. Cam struggles with using critical thinking skills and consistently gives only basic responses to questions in class. Peter struggles to problem solve and gets set on one method that he will not deviate from. Both enjoy learning when there is activity involved but need assistance in getting started and keeping motivated during difficult parts of the activity.

Typical and Atypical Development Chart Scenario 1 Linguistic

Typical Milestones: Research typical linguistic milestones of a student in the grade level scenario and add them below.

At this grade level for reading comprehension, students are moving past simply reading to learn and beginning to read for pleasure (Morin., n.d). Morin also states that all letter sounds are spoken correctly, and student is able to read out loud. Paragraphs can also be written at this grade level. Students should also be able to pull out word meanings from word roots. A typical reading level for the third grade are books 2.2 – 3.9, and Lexile 400-650 (Gorden, 2020). Atypical Example: What are the atypical linguistic characteristics of the student in the scenario?

Proposed Strategies: How would you address this issue in your classroom?

Strategy 1: The first accommodation for both students would be to provide books that have the same content, but at their reading levels (Stripling., 2016). Another tactic to improve comprehension would be to pre teach the vocabulary words before reading new material (Bailey, 2019).

Strategy 2: A piece of writing could be created and then cut into chunks where both students must put it back together (Cox, 2019). This would assist in learning to form complete sentences for both students. A paragraph could be used with missing words where the students fill in the blanks. Both would improve sentence structure and writing skills.

The first atypical characteristic is Ashley who is capable of two different languages at the third-grade level. Ashley is behind common grade requirements on word vocabulary development and word recognition. Both children are not typical for reading comprehension and writing. Neither one of the students can form complete sentences. This would prevent paragraph writing. Essmae is not meeting typical development for sounding out words and possibly all letter sounds. Scenario 2 Physical

Typical Milestones: Research typical physical milestones of a student in the grade level scenario and add them below. Children at this age have handwriting that is getting neater and easier to read (Morin, 2016). This includes hand eye coordination. Students should have a concept on how to hold utensil even if it isn’t always done right.

Proposed Strategies: How would you address this issue in your classroom?

Strategy 1: A pencil grip may be required in order to help Steven hold his pencil correctly (Kelly, 2021). This can assist in creating better marks and lines on the paper. Additionally, Kelly also suggests using a slanted board to assist in grip by extending the wrists in order to create better lines and marks.

Morin also states that children are able to copy shapes and letters by this time. Writing is not perfected but is beginning to take shape.

Strategy 2: Jorge can be assisted with left handwriting. Positioning the paper left to the student’s midline and position the top right corner closer to the student than the left corner (Holder, n.d). Holders research also finds that teaching the child to hold their pencil 2.5 inches from the point assists in preventing crooked writing or smudge.

Atypical Example: What are the atypical physical characteristics of the student in the scenario? Steven is displaying slight Atypical physical signs due to difficulty with grip on writing utensil. He is also showing atypical development with inability to create accurate marks on paper. Jorge is atypical in that he is left-handed. This causes his letters and quite possibly shapes to lean too far and are thus unreadable. This is atypical because letters, tracings and shapes should be neater.

Scenario 3 Cognitive

Typical Milestones: Research typical cognitive milestones of a student in the grade level scenario and add them below. At the seventh-grade level, students are typically capable of flexible thinking and problem solving (Morin, 2016). Students should be able to check their work and change thinking approaches. Memorization skills are also developed at this grade level. Morin also states that skills such as decision making, organization of ideas, and time are developed at this time.

Atypical Example: What are the atypical cognitive characteristics of the student in the scenario? Cam is displaying atypical behavior for their age in problem solving. The student is not displaying decision making and critical thinking skills. This is displayed in general answers that are given to questions in class. Peter is displaying atypical behavior in problem solving.

Proposed Strategies: How would you address this issue in your classroom?

Strategy 1: Cam can be assisted in problem solving with a few tactics. The first being to make sure the student understands the problem and give them enough time to complete it (University of Waterloo, 2019). The student then needs to be taught to learn how to identify parts to the problem and find a solution.

Strategy 2: Peter can be helped with his single answer problems. The student can be taught to use errors as evidence of misconceptions, and not to only on guessing (University of Waterloo,2019). Both students can be assisted in motivation to begin work and staying on task. This can be accomplished through a set time limit so cognitive overload does not occur. A reward system for beginning and completing the task may also help in motivation for both students.

The student will not deviate from one answer that they believe too always be correct. This shows a lack of problem solving, and decision-making skills. Both demonstrate a hardship in being motivated during an activity.

References: Bailey, E. (2019, April 5). Prior Knowledge Improves Reading Comprehension. ThoughtCo. https://www.thoughtco.com/prior-knowledge-improvesreading-comprehension-3111202

Cox, J. (2019, October 23). 6 Traits of Writing. ThoughtCo. https://www.thoughtco.com/six-traits-of-writing-2081681

Gorden, B. (2020). Making Sense of Reading Levels. 123homeschool4me. https://www.123homeschool4me.com/making-sense-of-readinglevels_70/.

Holder, M. K. (n.d.). Handedness Research Institute | Teaching Left-Handers to Write. Handedness Research Institute. Retrieved August 19, 2021, from http://handedness.org/action/leftwrite.html

Kelly, K. (2021, January 22). 8 Tools for Kids with Dysgraphia. Understood. https://www.understood.org/articles/en/8-tools-for-kids-with-dysgraphia

Morin, A. (2021a, July 28). Developmental milestones for middle-schoolers. Understood. https://www.understood.org/articles/en/developmentalmilestones-for-typical-middle-schoolers

Morin, A. (2021, July 28). Developmental milestones for second and third graders. Understood. https://www.understood.org/articles/en/developmental-milestones-for-typical-second-and-third-graders

Robin Stripling. Arkansas department of public education [Idea data and research ULAR]. (2016, December 6). Accommodations and Modifications [Video]. YouTube. https://www.youtube.com/watch?v=w3znfsNBSuw

University of Waterloo. (2019, March 4). Teaching problem-solving skills. Centre for Teaching Excellence. https://uwaterloo.ca/centre-for-teachingexcellence/teaching-resources/teaching-tips/developing-assignments/cross-discipline-skills/teaching-problem-solving-skills...