Research Paper On Sera 8

| * Likes to be praised * Plays along with everyone of all ages * Very calm, not too demanding * Very chatty during meal times * Gets very upset and moody when very tired while being out of house * Can be very shy or embarrassed when asked to show and tell in front of group of family or friends/teachers * No more tantrums

Since she has some mispronunciations with some words, I would continue to encourage her to speak clearly. I would continue to introduce new words and their meanings. She already listens tentatively to stories being read and already is telling the stories in her own way. This is something I would continue to encourage and begin introducing her to beginning reading skills. I would then go on to introduce writing skills to her. I also believe that the plan for her personal and social development aligns with the things that she has already been doing. I did observe her saying her first name and expressing herself appropriately to her teacher and other students. She already interacts well with her teachers and other children. She likes to take initiatives at doing things. I feel that the plans for her personal and social skills will just add to the things that she is already displaying. I think that if Camden’s teacher builds her portfolio around these developmental areas that she will be ready to go on to the next steps in her learning and development in

| 3 – 5 Years: * Begins to use language to express feelings and wishes. * Still has emotional outbursts, especially when tired, stressed or frustrated.

I know a 16 years old girl whose name is Jennifer Jaiyeola. She lives in Garland, Texas with her mother, father, and my two brothers, Jonathan, age 12 and Jeremy, age 8. Jennifer is in the eleventh grade and goes to North Garland High School in Garland, Texas. Last year, it was very up and down for her, her grades were improved but Jennifer's social life died, but it is kinda good because she needs to focus on her schoolwork so she can get into her number one college and have her dream career in oncology. I think I can describe her as a spontaneous, driven, fashionable girl who gets what she works for. She spends her free time watching action and thriller movies. She is in AVID and in HOSA along with Clinical Rotation.

Natalie is a 9 years old girl, lives in my neighborhood in Fairfax County. She is 4th grade student andsuffers from Attention Deficient Disorder (ADD/ADHD).She lived in Egypt for 5 years and has academic learning disability. Her mother, who is American, works as nurse, and her father,who is from Korea, works as an engineer. When they lived in Egypt, Natalie used to studying an international school with kids from different countrieswhere her academic disability initiated. In addition to her academic disability started in Egyptian International School, she hasbeen identified with ADD (Attention Deficient Disorder) by her current teacher in the US school, which makes her case more complicated to develop her academics. Natalie’s

Sue is a respectful, caring, generous, and practical little girl. She acts as a mother figure towards her peers. Her warm demeanor allows her to play well with others. She is also patient and supportive towards her peers and teachers. However, she does not take interest in her work. During my observations, I noticed that Sue is often not on task and gets distracted easily. During centers, she would often have no idea of what to do in the center. Her partner would get frustrated at times because she could not grasp the concept of whatever the activity was about. During read-to-self she either flips through the pages of the books, plays with her hair and stare into space, or play around with whatever object she can put her hands on. As I read with her she had no connection between letters and sounds. She would

Raneem our child speaks fluent English as a second language for children in her age. Speaking of her personality, she’s very talkative, confident, jumping from topic to another, and she likes showing off so much and talking about herself. For example; in the middle of our conversation, she said that her favorite color is purple; her bed sheets are purple and purple is a love forever. She keeps jumping from a place to another showing us that almost everything she owns is purple. Furthermore, she showed evidence of joint attention, whenever we asked her about something, she interacts very fast with the subject, shows her interest of the subject and take over and talk about it. One thing we noticed, she has a problem with taking turns that when

She started to become clingy, hesitant, and uncooperative. I did not force her to be in environments where she was shy and allowed her to slowly become comfortable with other kids. She eventually got used to children and her vocabulary was growing by imitating words other people said. By the age of three, I had another daughter and Katherine began to show signs of jealousy. This was resolved by allowing her to get involved with taking care of the baby and show affection. She also joined preschool and her behavior was still hesitant towards other kids. I tried to expand her social experiences by joining different group play dates with kids from her preschool. By age four, her vocabulary became more advanced and her language comprehension improved as well. She started to become more outgoing as she interacted with other children. However, she began to show aggressiveness at times. By five, she started kindergarten where she learned letters and their sounds. Her personality has changed constantly from the way she interacted with others to the way she treats her sister. Now, she is six years old and already in first grade. Overall, Katherine is not popular in her first grade class but has enough friends to play with. She is also showing an interest in things having to do with art and science. Her temperament has remained to be slow-to-warm-up since she was a

Although, it’s safe to say that she has learned so much within the last year. She participates in everything that’s included in her IEP. Most of the objectives the school has come up with them, to help increase her social skills. The most difficult part was her being a regular child, also not having that social aspect of being around children without special needs. Jane is on a limited diet, she only likes certain things for example, and she likes fruits and vegetables. Mom is also a part of many support groups that advocate for children with special needs. For example, Nami (National Alliance on Mental Health) also Stamford Hospital and Positive Parenting classes at the YMCA in Wilton. Jane is a part of many programs that help with special needs children. She gets Occupational Therapy, Physical Therapy, Speech Pathologist, After School Programs and Lunch brunch with a psychologist which they monitor her social skills. Jane is a member of the YMCA, which made a huge impact on her social skills and interacting with other children her

Particularly, she performs stereotyped or repetitive motor movements. She waves her hands and grimaces when she feels anxious. She also has a restricted interest in 50’s music, knowing all the musical groups of that period and their songs. Being in an early adolescent stage, friendships are based on compatibility and shared interests and Maggie is struggling to have that type of relationship with her peers because of a difference in interests (Eccles, 1999). The third criterion explains that symptoms must be present in early developmental period, and Maggie has displayed these symptoms since beginning Kindergarten. It would be beneficial to know more about her early development before entering school to see if these symptoms were present in her early

After observing Caroline, the first thing that came to mind is that she did not interact with her peers that often. This could be because she is shy and is okay with doing things on her own and developmentally benefits even though she is shy. On the other hand, has she been rejected by her peers. If she has I would want to work with her and some other children to make her feel comfortable. If she feels comfortable around the other children she may begin to branch out and do things with them. Even if she is shy, some of these strategies could still work. As the teacher, you could have her explain or be the leader of something that she enjoys doing in the classroom. She seemed to really enjoy cutting the stems and dipping the strawberries, so

While watching her, it was clear to see that she is withdrawn from people around her. She would rather sit by herself on a tablet or phone that play with her sisters. Also, does not share well or at all. When asked to play with others she wants to be in charge, if she is not then she is very quick to start acting out or becomes very angry. She has very little control of herself and does not think things through before she acts. The child also shows a strong

Skyler has had an IEP for Speech since the age of three. Although, she has come a long way she still struggles with communication and the ability to convey fully what she means. Not being able to explain and express yourself can be very frustrating. Sadly we have struggled with bullies and classmates in the past not being nice towards her because of the communication bearer.

This is Melody and she is my twice exceptional learner. Melody has Dyslexia, but is a piano prodigy she has been playing the piano since she was six years old. Melody has trouble reading from the board or out of the books so I give her the assignments early and the notes in an Audio file so she won’t get distracted by the words/Melody lives with her parents, Mark and Macy and their dog Bay. Melody and Bay love to sing songs together and even have their own YouTube channel. Melody goes to band with the high school students where she gets one on one lesions from Mrs. Olsen the piano teacher. She loves to play piano, but her favorite thing is writing her own songs she sings in our choir and helps Mrs. Patterson the elementary music teacher with

When Finley did her developmental testing for 19 months, she scored at about the 12-15 month old range in terms of communication skill, language comprehension, and language production. This indicated that she was below average in these developmental categories. The doctor recommended that I should work on asking Finley questions that have an extended answer and require more than a “yes” or “no” answer. The doctor also suggested that I should read books with Finley and look at and name the things in picture books.