ELM-200-T3-TypicalAndAtypicalDevelopment_Liz Nylin

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Grand Canyon University *

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200

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Linguistics

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Jan 9, 2024

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Name: Elizabeth Nylin Class: ELM-200 Instructor: Dr. Sheila Damiani Date: 11/19/2023 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? A third grader should have the ability to read, once they reach this grade, with little or no issue. Reading is used as a specific tool to help with inquiring information that is needed for school. Vocabulary at this age should also show signs of development acquired by reading. Additionally, at this stage, the student should be able to recall what the story is, in their own words (Morin, 2023). Strategy 1: The two girls, Ashley and Essmae, are showing signs of reading and writing one grade level behind the rest of the students. It is stated in the scenario, that both students come from different backgrounds, which can rule out any reasoning that this is because of a cultural issue. It could be that both students struggle with reading and writing, due to a lack of confidence in touching base with their teacher about their struggles. An accommodation that a teacher can make to help these students would be a small group setting. This small group setting can allow the students to feel more comfortable addressing their struggles, providing a safer environment for them, with less outside influence. The teacher could choose a book at the level the students are with reading, and open a discussion about the reading to spark a question and answer conversation. This will help the teacher determine if the students are retaining the reading they are doing. The teacher could ask open ended questions, such as “what do you think might happen next,” or “can you tell me about what is happening now in this scenario?” This will allow the teacher to be able to determine the specifics about the struggles the students are having. In this small group setting, the students can be provided with opportunities to work together on how to answer these questions, and allow the teacher to provide an assignment to them to work on with the help of the teacher. Time and discussions with each student can allow them to fully understand the concept and give each student the space to be able to grow with their vocabulary and their reading (Watson, 2018). Strategy 2: In the scenario, Ashley and Essmae show signs of struggle with writing complete sentences, as well as vocabulary. The strategy that would help each student would be scaffolding. Scaffolding will allow each assignment to be broken up into sections, to help grasp the concepts better. Writing assignments can be broken down into smaller sections, so that sentence structure can be done step by step. The teacher can help ask questions to spark this conversation about what they may want to write about, helping them put into words what their sentences will look like, with little guidance. The teacher can then take her small group, and introduce peers into the group, who can help each student. This allows the students to feel like they are a part of the bigger group and be able to check mistakes along the way. Ashley, who struggles with vocabulary, can get help seeing how the word structure flows, and being able to get her points across in her assignment, as both writing and vocabulary go together in learning (Ormrod & Jones, 2022). Atypical Example : What are the atypical linguistic characteristics of the student in the scenario? It is shown that the students are behind on their reading and writing development, based off of the signs they are giving. If the students are one grade level behind, the struggles possessed are that they can understand what they are reading, however, they are not able to write it out in complete sentences. One student is also falling behind in vocabulary. 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?

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Students at this grade level should have handwriting that is clear and understandable. Hand-eye coordination at this grade level is continuing to develop daily, and consistently growing. The students should be able to copy down words and shapes that are shown to them (Morin, 2023) Strategy 1: Steven is struggling with the pencil grip, therefore causing his writing to become messy and unable to be read as easily. Providing Steven with a tool to use on his pencil to help with his grip would be helpful. This tool can be customized to provide multiple types of grips, so that Steven can choose what might feel more comfortable for him when he is writing. This allows for a more manageable way to grip a pencil for students who struggle with this. Once Steven has control over his grip, his writing will change drastically, becoming less messy and more readable. The teacher can also provide Steven with different sizes of pencils. If the teacher provides Steven with multiple different sizing, some shorter than a standard pencil, or wider in width, this may allow Steven to find the grip that best suits him, to allow for better placement of his fingers on the pencil. Tracing assignments can help with the flow of the letters and then below the tracing, allow the opportunity for Steven to write on his own. Muscle memory and hand strength will develop as Steven continues to practice, allowing his writing and pencil grip to improve (Morin, 2023). Strategy 2: While both Steven and Jorge struggle with writing, Jorge’s pencil grip is good. His issue is mainly because he is left-handed, causing his letters to slant down or lean. Using a laptop in the classroom to allow Jorge the opportunity to complete writing assignments, while he works on his letters, might be helpful. This way, the teacher can properly read what is being portrayed in the assignment, and this gives Jorge some time to improve his writing through other tasks. Tracing worksheets or writing assignments to be able to work on in groups, can allow each student to help each other out. This can show Jorge how letters should look on paper, according to his peers. By working together on these writing assignments, with the help of the teacher, they can learn from each other. Steven and Jorge’s issues are unique and not the same as each other. With this being said, they can provide encouragement to one another, through group work assignments. Practicing with one another can help with proper hand grip placement, and how letters should look on paper. Overtime, writing and hand placement will improve, and this will no longer be an issue (Understood, 2023). Atypical Example: What are the atypical physical characteristics of the student in the scenario? Jorge, who is left-handed, is struggling with writing certain letters, causing them to slant downwards or lean. Steven is having a hard time with his pencil grip. He does not have the best control over his grip, and it is making it hard for him to write. 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? At this grade level and age, each student should be able to comprehend and remember information with little to no issues. Vocabulary and grammar at this age should be continuing to grow and development. Noticing mistakes in work assignments, or checking work, should be a non-issue, as well as being able to correct their work when mistakes are made (Morin, 2023). Strategy 1: The student Cam struggles with critical thinking tactics, and will only provide very basic answers to questions that are being given. If a teacher were to put Cam in a group setting, where he would have to complete the assignment with other students, this may help him to think beyond the basic answers, and expand his way of thinking. Additionally, knowing this about Cam, he should be allowed to use notes for the tasks being given, to expand upon what is being asked of him. This way he can refer back to the notes, his and others, and build off of what was being discussed. Using the notes as a guide, could help Cam not feel rushed in completing his assignment, and be able to have the time to come up with a clear, concise answer. To keep Cam motivated, the teacher could provide a timeline in which they need to follow, to complete all assignments timely, allowing for thought-out answers. These tools could help Cam, who likes to Atypical Example : What are the atypical cognitive

characteristics of the student in the scenario? learn, do the best he can with the assignment. Working with others, as well as staying on a schedule, can allow him to grow within his strength and abilities (Watson, 2018). Strategy 2: Peter’s struggles mainly consists of not being able to expand upon a thought or way of solving a problem, that goes beyond one way. Peter also struggles with staying on task, much like his peer, Cam. Group assignments can help Peter, as he listens to his peers solve problems in multiple ways, showing him that there is more than one way. This will expand on his through process, and allow Peter to be able to see multiple angles. Another way to ensure that Peter and Cam stay on task with their assignments, they may be provided with visual cues. These cues could be an attention getter and allow the brain storming process to begin. The teacher can use tools such as these to help build the confidence of the students, as they are able to stay on task, expand their thought process, as well as see the personal growth they have made. Lastly, brain breaks can be provided to the students. If they are feeling overwhelmed with the assignment, or the multiple ways of solving problems, the brain breaks can provide an opportunity for them to regroup and take some time to collect their thoughts. Once this is done, they are easily able to get back to their assignments with little to no disruption (Watson, 2018). Both students are having a hard time with starting the assignment they are given, and then staying on task once the assignment has started. Specifically, Cam is having a hard time with critical thinking and is answering questions with very basic responses. While Peter struggles also struggles with staying on task, he is not thinking outside of the box, only solving problems one way, and not expanding to multiple ways to complete the task given. References Morin, A. (2023, October 5). Common accommodations and modifications in school. Understood, Common accomodations and modifications in school. Retrieved from https://www.understood.org/articles/common-classroom-accommodations-and-modifications Morin, A. (2023, October 5). Developmental milestones for middle-schoolers . Understood. Retrieved from https://www.understood.org/articles/developmental-milestones-for-typical-middle-schoolers Ormrod, J. E., & Jones, B. D. (2022). Essentials of Educational Psychology: Big Ideas to Guide Effective Teaching (6th ed.). Pearson Education. Understood. (2023, May 8). The difference between accommodations and modifications . Understood. Retrieved from https://www.understood.org/articles/the-difference-between-accommodations-and-modifications Watson, S. (2018, July 2). A list of accommodations to support student success . ThoughtCo. Retrieved from https://www.thoughtco.com/accommodations-to-support-student-success-3110984

ELM-200-T3-TypicalAndAtypicalDevelopment_Liz Nylin

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