ELM-200-T3-TypicalAndAtypicalDevelopment
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Grand Canyon University *
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ELM-200
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Linguistics
Date
Jan 9, 2024
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docx
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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?
When you thank a third-grade student you think they should be able to read with little issues. They will be using reading as a tool to help with other topics to be able to understand the information. As they are now getting older and better with reading their vocabulary will improve with as they improve with their reading. For example, at this age the students should be able to summarize or retail a story with their own words after they finish the story. (Morin, 2023).
Strategy 1: Once you look at both girls’ situations you will see that they come from different homes and backgrounds, but they are both behind. That can be seen as its not a cultural issue with this situation. They can be struggling with how to ask for help from the people around them. One thing that can be done in the classroom is that as the teacher can put the girls in the same small group and start reading a book in their grade level. You would want to stop after a couple pages and have them each tell you something about the story and what is going on. Do this till the story is finished and then have them each tell you about the book in their own words one at a time by themselves so that way they just don’t repeat each other or feel pressure. Having the breaks to talk about the story will allow the girls to understand and grasp the concept which will make for growth with their reading and vocabulary. (Watson, 2018).
Strategy 2: Both Essmae and Ashley struggle with forming and writing a complete sentence. Ashely is also struggling and falling behind on her vocabulary also. What
we can do is have a sentence already formed and printed out, we then will cut it up and have them form the correct sentence by putting it back together. (Cox, 2019). Once they are completing that and with larger sentence what can be done next is have a paragraph with words missing and they need to place the right word in the blank spot, this will help improve there writing skills and also structure of a sentence. Atypical Example
: What are the atypical linguistic characteristics of the student in the scenario?
Both Ashley and Essmae are a year behind in reading and writing. What they are struggling with could be comprehending the reading material that they have read; they are also having trouble making complete sentences. Ashley is also struggling with vocabulary and is starting to fall behind with that as well. 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?
As students come into the first grade their handwriting at this stage is getting better and Strategy 1: Steven has an issue with how to hold his pencil properly, this is making his writing hard to read. An accommodation that could help is a larger pencil that
neater, which makes it easier to read. (Morin, 2023). So, as they progress their hand and eye coordination will also improve. The students should know the basic concepts of how to hold their pencil or utensils even if it is not done right all the time. Knowing how to copy different letters and shapes is also expected. Their writing is not perfect, but it is starting to
take shape for the better. way he could get a better grip on it. Could also give him a pencil grip that will make it wider at the end and also show him where his fingers should go. Having both of those will give him better control over his pencil and will improve his writing.
Strategy 2: Jorge is struggling with his writing not because of his grip on pencil or how he holds it, it is do to him being a lefty and how he holds his hand to write it is making his letters lean and then hard to read. Something can show him to help is
how to position like position the upper right corner closer to him then the left corner. (Holder, n.d.). He can also angle his wrist so that his hand will not run over the lettering and smudge it.
Atypical Example:
What are the atypical physical characteristics of the student in the scenario?
Steven is showing atypical signs due to him having problems being able to grip his pencil and also having atypical development due to the reason of making inaccurate marks on the paper. Jorge is showing atypical signs due to him being a left-handed writer, with this is making his letters lean to wear its hard to read.
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?
Seventh graders should have the flexibility to thank and solve problems. (Morin, 2023). As a
seventh-grade student they should be able to double check their own work and make any changes that need to be made changed. Strategy 1: There are a couple tactics that can help Cam with his problem solving. One of them can be giving them extra time to be able to understand it fully and complete it. (Centre for Teaching Excellence,2023) Cam needs to be taught how to break down a problem and find the parts that will help him solve the problem and get the solution.
Strategy 2: What can help Pere is having him do single answer problems. Both of the
students can learn from their mistakes when it comes to problem solving. Being Atypical Example
: What are the atypical cognitive characteristics of the student in the scenario?
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The behavior that Cam is showing for his age of problem solving. He is not able to show decision making and critical thinking skills. Peter is also showing behavior for problem solving by not deviate to one answer. Both of show problems with being motivated.
motivated to do work and stay on task. Doing this can be done by setting a time so that they do not get overwhelmed, then having a reward when it is done will help motivate them.
References
Cox, J. (2019, October 23). 6 traits of writing
. ThoughtCo. https://www.thoughtco.com/six-traits-of-writing-2081681
Morin, A. (2023a, June 15). Common classroom accommodations and modifications
. Understood. https://www.understood.org/en/articles/common-
classroom-accommodations-and-modifications?_sp=e544bb08-59a2-4195-952e-a863544caaf1.1647811114549
Watson, S. (2018, July 2). 28 suggested accommodations for students with special needs
. ThoughtCo. https://www.thoughtco.com/accommodations-
to-support-student-success-3110984
Morin, A. (2023c, June 15). Grades 2 and 3 developmental milestones
. Understood. https://www.understood.org/en/articles/developmental-
milestones-for-typical-second-and-third-graders
Holder, M. K. (n.d.). Handedness Research Institute: Teaching left-handers to write
. Handedness Research Institute | Teaching Left-Handers to Write.
http://handedness.org/action/leftwrite.html
Morin, A. (2023b, June 15). Developmental milestones in middle school
. Understood. https://www.understood.org/en/articles/developmental-
milestones-for-typical-middle-schoolers
Teaching problem-solving skills
. Centre for Teaching Excellence. (2023, June 21). https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-
sheets/teaching-problem-solving-skills