It is important for educators to understand the importance of brain development and growth. Understanding the effects of genetic disorders or atypical development on learning is crucial for supporting the development of all students.
The “Biological and Physical Development Scenarios” address common exceptionalities that influence the development of children. Choose two (2 different) scenarios from those provided. In 250-500 words for each scenario, respond to the following:
- Describe the parts or structures of the brain that cause or are affected by the exceptionality described in the scenario.
- Explain the genetic disorder or atypical development described in the scenario.
- Outline the environmental factors surrounding the biological and physical development of the child. Explain how they support or impede development.
- Discuss the effect the exceptionality described is likely to have on classroom learning.
- Identify specific strategies that could be utilized in the classroom to support this specific child.
- Describe strategies or techniques that could be shared with the family to support the child at home.
Support your findings with 2-3 scholarly resources.
Biological and Physical Developmental Scenarios
Scenario 1 (2-year-old):
Abigail is 2 years old and has started attending daycare. She has shown struggles with developmentally appropriate skills, such as walking (not climbing) up a few stairs with limited assistance, running, and kicking a ball. At her annual well-check with her pediatrician, she is considered below average on the CDC’s Stature-for-age and Weight-for-age percentiles (CDC, 2017). Her pediatrician has diagnosed her with low muscle tone (hypotonia). She is currently living with a foster family who has noted she seems to be a “picky eater” and sensitive to food textures. They have asked for input on how best to support her motor development at home.
Scenario 2 (first grade):
Charlie, a first grader, shows atypical difficulty in using words to verbally communicate with you and his peers. He also struggles to form relationships and bonds with others. Upon his parents’ request and thanks to his parents’ support, he was tested for a disability. The tests show that Charlie is likely on the autism spectrum. Charlie is now on an IEP.
Scenario 3 (second grade):
Perinatal depression affects women during pregnancy, around childbirth, and/or during the first-year post-partum and can have negative psychological and medical effects on mother and child (Muzik & Borovska, 2010). Because of her mother’s perinatal depression, a second grader in your classroom named Hailey has a difficult temperament and testing by the school psychologist shows signs of cognitive developmental delay. Hailey’s parents regularly attend meetings and conferences addressing Hailey’s progress in school.
Scenario 4 (fourth grade):
Babies of low birth weight often face certain health conditions later in life (March of Dimes, 2016). Marc, a fourth grader in your class, was born prematurely. Testing suggests that Marc shows signs of low academic performance and ADHD. His parents are not active in his life, and he is largely raised by his grandmother.
Scenario 5 (seventh grade):
Sebastian, a seventh grader, was diagnosed with ADHD in second grade and has been on medication. In fifth grade his mother, who was his primary caretaker, passed away suddenly. Each year since his mother’s passing, teachers have reported that he is often alone and mocks his peers during classroom discussions. They have also noticed he is easily upset and have called for support from administrators on several occasions when he has flipped chairs and thrown classroom objects. Academically, his grades have progressively gotten worse. At home, Sebastian’s dad has said he is uncooperative and argumentative. The school psychologist believes Sebastian has oppositional defiance disorder and has referred the father to their pediatrician for further guidance.
Scenario 6 (sophomore):
Russell is a sophomore in high school who is performing below grade level in his academic classes but is at grade level in his elective classes. He has been raised in a single-family household and has been primarily responsible for his basic needs (i.e., meals and hygiene) since early elementary school. He is frequently late for school and fails to turn in assignments. His teachers report that his participation is unpredictable. His custodial parent is currently awaiting a diagnosis for depression and anxiety but is not home often and is unsure how to best support him at home and at school. There is a diagnosed family history of mental illness.
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