ELM-200-T3-TypicalAndAtypicalDevelopment

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Name: Ashley Englert Course: ELM-200 Date: 6-8-2023 Instructor: Rob Bjork 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. Proposed Strategies : How would you address this issue in your classroom? One of the linguistic milestones for a third grade are that they should be no longer learning to read but beginning to read to learn (Morin, 2019). By third grade the student should be able to correctly make all letter sounds and should be sounding out harder words that they may not know the meaning of as well as learning new vocabulary through their reading. Students at a typical level should be writing to express themselves and also be able to write a story by the time that they are in third grade (Morin, 2019). Strategy 1: For Ashley, her family primarily speaks Spanish at home and this is something to be considered since she has fallen behind in reading and writing. Ashley is behind in her vocabulary so the more exposure that she gets to new words or even words she may know but not fluently will help her build it up. In a situation like this I would consider making flash cards for her to work on reading and sounding out since she does a better job at sounding the words out so that she could make them become more blended and fluent. I would make sure to pull her out for small groups to work on reading short stories. To help and encourage her writing I would try making cards with one word on each and have her put them into a sentence to build practice at forming sentences then have her write them out to get more practice at writing complete sentences (Wallach, 2014). I would also send materials home visual and even videos or apps to help her get a bigger English vocabulary. Strategy 2: Essmae is a third-grade student who is behind in both reading and writing but is advanced for her age in her vocabulary. To help improve her writing I would also have her arrange words into a full sentence and then have her write them out but with more advanced words then I would for Ashley (Wallach, 2014). I would also write out the beginning of sentences and have her fill in the rest of the sentence to help her learn to complete full sentences and since her vocabulary is stronger, I think this would help. For reading I would send home extra reading material and have open communication with the parents and encourage them to work through some of the short stories that I send home with her at home. I would work in small groups with her on reading and have flash cards ready to work with her and even another classmate to work on high frequency words. Atypical Example : What are the atypical linguistic characteristics of the student in the scenario? Language typically develops very steady between second and third grade and you can notice atypical learners during this time if they start to fall behind or out of the normal range of development (Morin, 2019). In this scenario Ashley is behind in both reading and write, she struggles with reading comprehension, her vocabulary development is behind, and she struggles writing full sentences. Also, in this scenario Essmae is behind in both reading and writing, she has a hard time with reading comprehension, and writing full sentences. Both of the girls in this scenario are a year behind in reading and writing. Scenario 2 Physical 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? Typical milestones for someone in first grade would be that they are starting to write neater and their Strategy 1: For Steven not being able to correctly hold or grip a pencil or make accurate lines on his paper can be very frustrating and uncomfortable for him. I would start by trying to work with

penmanship should be improving, they should be able to copy letters, numbers, and shapes, they should have improved hand eye coordination strong enough to be able to do thins such as lacing a shoe (Mornin, 2019). They should be able to hold a pencil, crayon, or marker and be able to use the utensil for coloring and writing. him on how to correctly holding his writing utensil and working with him on just the holding part so he was not focusing on his writing. I would consider getting a grip to put on his pencil to help show the placement of his fingers or getting a larger pencil that would be easier to grip for him until he became more comfortable. Only after working with him getting the correct grip on his pencil would, I then start working with him on making marks on his paper. Strategy 2: Jorge who is left-handed and sometimes struggles with his writing leaning to the left to where you can not read what he has written. I would double check the position and grip that he has on his writing utensil to confirm that he is holding it correctly. I would then try making accommodations for Jorge to be able to turn his paper in a different way or moving it over to the left to try to correct the lean in his writing. I would also try to underline the current work he is writing or the line that he will be writing on to try to draw his focus there instead of on the writing its self (YouTube, 2016). Drawing the focus off of his trying so hard to write straight could help him fix the problem without any other alterations. Atypical Example: What are the atypical physical characteristics of the student in the scenario? Physical atypical characteristics of Steven would be that he struggles to hold and grip a pencil by the time he reaches first grade. Not being able to hold or grip the pencil correctly could be part of the reason he struggles to make marks correctly on his paper. He does not have control over his writing utensil which will make him not have control over his writing. Jorge does not show many atypical characteristics other that he struggles to keep his letters from leaning on his paper when writing due to the fact that he is left- handed. Scenario 3 Cognitive 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? This is the age that problem solving skills really start to form as well as thinking skills (Morin, 2019). At this age they being to start memorizing more quickly, and start to use more flexible, double-checking things and correcting their own work (Morin, 2019). Strategy 1: Cam struggles to use his critical thinking and always give basic answers for questions, so I would approach this situation by trying to find other activities or structures to help him get more engaged in the classroom and also what we are working one. Keeping him more engaged and stimulated could help him start to use his critical thinking and could help him stay more motivated in the classroom. Sometimes when students do not have interest in the topic you need to find ways to make them get interested and focus in on harder activities. Adding a simple game or a partner activity to your lesson will help the student stay focused and interacting with other which will stimulate their cognitive skills. Strategy 2: Peter has trouble with problem solving and using other methods for problem solving. I would first work on modeling new or different problem-solving skills even if we have used them before but to help encourage him to try it (Centre for Teaching Excellence, 2012). Making sure to a good amount of time to really explain what you are looking for and being clear Atypical Example : What are the atypical cognitive characteristics of the student in the scenario? An atypical characteristic that Cam has is that he struggles to use critical thinking and staying focused during difficult parts of assignments and lessons. Peter on the other hand struggles with using other methods other than on specific one. Peter also struggles to stay

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