Atypical Development

Atypical Development sys gillie’s A thirteen year-old seventh grader who daydreams in class has a hard time focusing While learning. Causes Of his/her lack Of focus he/she may have a hard time working through the lesson and not able to follow directions. The student’s reading level is on a second grade level & he/she has hard time With reading comprehension. This is a major concern because reading problems can affect a student in the classroom and outside the classroom. The student will not want to participate in class activities or assignments.

It would be hard for he student to keep up with his,’ her classmates. When a student is sleeping or daydreaming in class, first I would quietly approach the student to see If he/she Is feeling okay. Along with that, I would have a talk with the student to tint out what may be cause;Eng him to daydream. Secondly, I would group the students together to work on assignments. This way the student be Involved and participate in discussions and activities. Another way to engage the student Is b)’ getting him/her to help with little things around the lassoer: passing out papers. Electing assignments. Keeping classroom organized, etc… This is important because the student v. “al participate in class. The first intervention to address the students reading problem is to provide some time helping with assignments. I can ask the student to summarize what he/she is reading throughout the story & help with difficult vocabulary words. Eventually. The student will participate with answering questions and reading aloud. Also, would provide the student with class work that is geared to. Tarts his/her reading level that is within the classroom learning plan.

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An example. Choosing story books with less difficult words. Use flashcards or pictures with helpful illustrations. A third intervention is to provide the student with extra reading material to practice at home. This Will help the student develop self-esteem & increase his/her reading strengths & With parental involvement it can help enforce what is being taught in the classroom, Pairing the student With a team in the classroom Will allow him/her to interact wrought conversation and learn things about each Other.

Pairing the students encourages conversation and promotes a stronger participation from all students in the group A second intervention; “Incorporating some of the current interests of the students in class to the subject being taught would bring the student more into their circle of interest. ” (Launch 2006). The students would discuss their topic or Interest along with work as a group to problem solve. A third intervention In encouraging participation ;s having a fun group session.

Such as working on rosewood puzzles or some sort of game-like activity to promote the learning to vocabulary words or a particular subject being studied. References Joy (p Child Study Center (200 )- Problem behaviors in the classroom what they mean and how to help. Volume 7, No. 2; November/December. Retrieved from June 5, 2013 http://www. Obituaries. Org/files/articles/novo_DCE_2. PDF Joseph, Launch M. (2006). In Understanding Assessing and Intervening on Reading Problems. (up. 803). National Association of School Psychologists. Retrieved June 5, 2013 from http://www. Transduction. Net/