ELM-200-T3-Typical and Aypical Development.docx - Jessica...

Jessica Dial
Typical and Atypical Development
Scenarios
In the following scenarios, students exhibit 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.
Scenario 1: Linguistic
Ashley and Essmae are third graders. Ashley is an English language learner 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. 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 work to form complete sentences while writing, but Ashley does a better job sounding out words she does not know.
Scenario 2: Physical
Steven and Jorge are six-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 being unreadable.
Scenario 3: Cognitive

Peter and Cam are both seventh-grade students. Cam struggles with critical thinking skills and consistently gives only primary responses to questions
in class. Peter works to problem solve and gets set on one method that he will not deviate from. Both enjoy learning when an activity is involved but
need assistance getting started and keeping motivated during complex moving parts.

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?
Students in the third grade typically have
developed verbal solid and writing expression
skills. They can go beyond "learning to read" and
into "reading to learn," which means they can
understand, extract meaning, and draw
conclusions from the text ( Ehara, 2022).
Students should be able to recognize and employ
letter sounds accurately by the end of the third
grade. They are developing into skilled storytellers
with extensive lexical knowledge. With more
reading, students can better analyze and synthesize
material and expand their vocabulary for use in
daily speech (Ormrod & Jones, 2018).