1. W5 | Education homework help
Part of a special educator’s responsibilities include understanding the characteristics of the
major disability categories and how the characteristics affect typical development. When
conducting observations and consulting with staff who work with students with disabilities,
teachers must be able to articulate the differences in development and prescribe
appropriate interventions. Understanding the effect of culture and language development
must also be considered in meeting student needs.Tomas, KindergartenTomas entered Mrs.
Richards’ kindergarten classroom at the beginning of the school year with great excitement!
He showed great interest in learning and being in the classroom with other students. As the
school year progressed, however, Tomas’ excitement quickly turned into frustration. He
struggled with recognizing the letters in his name, identifying different shapes, and
consistently could not follow two-part instructions. He also was dramatically less able than
his peers to focus on a task. His frustrations have led to impulsive actions. Mrs. Richards has
called a meeting with his parents to address her concerns.Harper, 3rd GradeHarper attends
Sunset Elementary School and is in a class with 25 other third graders. Harper loves her
teacher Mrs. Hernandez and struggles when a substitute takes her place. She excels in math
and tends to get bored when the other kids in her class struggle. Harper also loves reading
about the weather, somewhat obsessively, and can share weather facts and details for
hours. She enjoys going to school, but does struggle with the loud noises a school brings. In
school assemblies, for instance, she becomes overly upset about the noise level and tends to
rock back and forth to calm herself. She also does not like fire drills and has refused to leave
the classroom because of the sound of the fire alarm. Instead, she will flop to the ground,
kick, and cover her ears.Austin, 5th GradeAustin was 9 years old when he was hit by a car
while riding his bike on the sidewalk. He broke his arm and leg and hit his head very hard.
When he came home from the hospital he looked just fine, but he needed help. Now back at
school, there are changes in Austin that are hard to understand. It takes Austin longer to do
things, and he has trouble remembering. He cannot always find the words he wants to use.
Math is hard for him now, but it was his strongest academic area before the accident.Mary,
9th GradeMary and her mother recently moved to the school district from Mexico after
divorcing her father, who still lives in Mexico. Mary and her mother now live with Mary’s
uncle, his wife, and five kids. Mom is working two part-time jobs to make ends meet so they
can eventually afford to move to an apartment nearby. Mom can speak and read English, but
is often working during times when Mary is home from school. Mary speaks some English,
but only reads and writes in Spanish. She is reading at the third grade level in Spanish and
2. has difficulty writing paragraphs. Writing is limited to simple sentences. Mary likes
mathematics and can complete simple algebraic expressions, and is close to grade level in
geometry. She does struggle with word problems. EssaySelecting one of the student
scenarios above address the following prompts in a 750-1,000 word essay:Explain how
language, culture, and family background influence your student of choice.Summarize the
cognitive, linguistic, social, and emotional development of the student described within the
scenario.Identify three instructional approaches that respond to the needs of the student
described within the scenario.Explain why teachers need to be committed to respecting
students’ individual strengths, interests, and needs to promote each student’s growth and
potential.Support your response with at least three scholarly resources.Prepare this
assignment according to the guidelines found in the APA Style Guide, located in the Student
Success Center. An abstract is not required.
