Typical And Atypical Development PDF

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3 scenarios of Typical and Atypical Development lkj...

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ELM-200 08/29/2021 Professor Sell

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.

According to Morin (N.d.) language continues to develop at this grade although by third grade most students understand what they read; vocabulary is developed through reading. At this grade level students write to express their feelings, tell stories, and summarize information they learn. Students should be using all letter sounds correctly as they are trying out words they’ve read. Atypical Example: What are the atypical linguistic characteristics of the student in the scenario?

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  Scenario 2 Physical

Ashley and Essmae struggle with reading comprehension at this age children should understand what they read. Ashley is behind in vocabulary development which she should develop through reading. Both girls struggle to form complete sentences while writing.

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

Strategy 1:

To help Ashley with vocabulary development flashcards with the words for the week can be created the words can also be translated to Spanish or find cues to help her remember and understand the word. According to Ormrod & Jones (2018), re-trieval cues are often helpful if a student asks how the word liquida-tion is spelled, the teacher might say, “Liquidation means to make something liquid. How do you spell liquid?” Additionally tutoring can be provided to discuss in depth what a book is about helping her with reading comprehension and writing. Strategy 2:

Essmae’s vocabulary is advance therefore in tutoring the teacher can help her form complete sentences. When reading a book during tutoring the teacher can ask her questions such as “Who is the main character?” Ormrod & Jones (2018) state asking questions offers a challenge to students.

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

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

Morin (N.d.) explains majority of students gain stamina and coordination during first grade. At this age handwriting getting neater and easier to read. At the beginning of the year, they may start a little uncoordinated, due to the big muscles in their arms and legs are

Strategy 1:

To help Steven with having a better grip to create accurate marks the teacher can create hand exercises for the whole class including a stress ball. Climbing, playing with toys, and drawing can benefit Steven to have better grip. During his free time coloring and tracing numbers, the alphabet including shapes can be encouraged.

better developed than the small muscles they use for smaller movements. Atypical Example: What are the atypical physical characteristics of the student in the scenario?

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Scenario 3 Cognitive

Jorge is left-handed and his hand gets in the way making his assignments and unreadable. Steven has trouble gripping and holding his pencil and creating accurate marks.

Strategy 2:

Jorge knows how to use a pencil correctly although he is left-handed during his assignments that is an issue as his hand gets in the way. To help with this issue the teacher can help Jorge by demonstrating to place his paper to the left of his body so he can see what he is writing. Additionally, to accommodate Jorge his assignments can be done on the computer.

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

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

Morin (N.d.) states problem-solving and thinking skills develop a lot at this age. Students are more aware of making decisions, organizing ideas, and time. Use flexible thinking, like checking work and changing approaches as needed.

Strategy 1:

Atypical Example: What are the atypical cognitive characteristics of the student in the scenario?

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Cam struggles with using critical thinking skills and gives basic responses in class. Peter struggles to problem solve and gets set on one method that he will not deviate from.

Cam struggles with using critical thinking skills which leads to him giving basic responses to questions in class. Ormrod & Jones (2018) explain teachers need to help students understand the logic behind the procedures they’re learning. Having one-on-one with him and demonstrating steps to create full responses can help. Such as analyzing, creativity and reflect. He also need assistance in getting started brainstorming ideas and writing them down can motivate him as he is one step closer to finishing an assignment. Strategy 2:

Peter struggles to problem solve and gets set on one method that he will not deviate from. To help him several methods can be provided to remember a sequence of steps. Additionally giving students opportunities to practice new skills and providing an explanation of the feedback helps them improve (Ormrod & Jones, 2018).

References

Morin, A. (n.d.). Developmental milestones for middle-schoolers. Understood. https://www.understood.org/articles/en/developmental-milestones-fortypical-middle-schoolers. Morin, A. (n.d.). Typical developmental milestones for grade-schoolers. Understood. https://www.understood.org/articles/en/developmentalmilestones-for-grade-schoolers. Ormrod, J. E., & Jones, B. D. (2018). Learning, Cognition, and Memory. Essentials of educational psychology: Big ideas to guide effective teaching (5th ed.). U ISBN-13: 9780134523330. https://viewer.gcu.edu/HqjecT...