Part 1: Case Study Evaluation
Family, cultural and language background may influence Larissa’s learning. Cultural background shapes cognitive development by shaping the way a person organizes themselves within a certain social setting (Darder, 2015). Larissa ’s El Salvadorian culture may make her conservative and more self restrained, hence restraining the teaching style which is influenced by American cultural background. The recent instability in Larissa’s family could have made her symptoms of dyslexia and ADHD worse. Larissa uses both Spanish and English to communicate verbally. As a result, the use of both languages may make it difficult for her to distinguish between them when writing. Language, family and culture affect Larissa’s cognitive development, response to learning style and the ability to present ideas in writing.
Understanding Larissa’s developmental levels and home environment will enable the teachers to understand her better. The developmental levels will further enable teachers tailor day to day lessons and make the most out of both the lesson plans and curriculum. With the right development levels, the teachers can set attainable and realistic developmental goals for Larissa. Teachers could also enroll Larissa in a special class, or adjust her assessment to reflect her needs.
Delegate your assignment to our experts and they will do the rest.
The first step a teacher can use in creating a mutual relationship is to have one on one meeting the parent . After which both the parent and the teacher can decide on the most appropriate mode of communication to use and also set key purpose for having the mutual relationship (Daniel, 2017). The final step is implementing the purpose that has been laid out. The collaboration will enable the parent to share any extra/ important information that the teacher may need. The caregiver may be required to provide additional attention to the student. This will help her bridge the gap between her and other learners. The resolutions of the collaboration will also help her excel despite her development and learning challenges.
Larissa could benefit from a high tech assistive device known as a Text to Speech electronic reading software. This would help Larissa make a clear connection between spoken English and written English. Text to Speech software will also make it easier for Larissa to make distinctions between words in Spanish and in English. An example is the Windows Built In Text reader. An example of a useful Low Tech Assistive Technology is the Reader (Assistive Technology, 2019). This technology could help Larissa spell out words through the reading guide and the tracker. The cover overlays distinguish letters and the enlarged text enhances clarity. The Special Fonts assistive technology also provides reading aids such as highlighting pens and highlighting tape.
Learning Larissa’s El Salvadorian background is possible through the parent teacher collaborative meetings. Both parties can make it a part of the agenda. Learning the cultural backgrounds of the students is important for the teacher as it enhances better understanding. The cultural backgrounds further create an alignment that helps a teacher adopt a teaching style acceptable to all students. A teacher can become more culturally responsible by doing online research on a given group. The teacher will then examine their behavior and identify which aspects are not in alignment. The teacher should thus embrace the entire classroom as a group of unique individuals who should celebrate their diversity. With this in mind, it becomes easy to adjust to the new adopted culturally diverse teaching practice to enhance diversity in the student’s outlook.
Part 2: Reflection
Human issues such as transition can affect the implementation of special education programs. For instance, the separation of Larissa’s parents and her relocation to a new home has negatively impacted her. The loss of continuity and sense of instability in the family can make additional transition in the school setting difficult for Larissa. Such adjustments destabilize a child’s concentration and make it harder for them to concentrate on their studies. Transitions such as those experienced by Larissa can limit the child’s ability to maintain their progress due to different life dynamics. An example is the space and room that Larissa was accustomed to while living in their home. Unfortunately this is not the case anymore as Larissa is currently living in an overcrowded home. Larissa has also been forced to start over in a new school believed to be closer to the new home.
Teachers need to approach each child separately paying attention to their distinct personal issues and level of understanding. The Grand Canyon University’s Statement on the Integration of Faith and Work explains that our work should promote hum bean flourishing. Examining Larissa’s background and circumstances will help in maximizing her potential. For instance, the teacher’s insistence on knowing the reason as to why Larissa acquired an order of protection will go a long way in shedding more light as why Larissa acts the way she does. With this knowledge, the teachers will gain a holistic view of the situation that necessitated the uprooting of Larissa’s life. With this in mind, the school counseling unit can determine the best way possible to assist her during the transition. The counselor could be dealing with separation anxiety that may be as a result of losing her father or relief after an episode of abuse.
Either of these circumstances makes it possible for the teaching fraternity to create systems that can help Larissa flourish academically, physically and emotionally. This will fulfill the statement that seeks for human flourishing. Finally, it will honor God as it will be a form of service to others. The holistic development of Larissa and other student with similar challenges can be tackled through the united efforts of her teachers and family.
References
Assistive Technology for Dyslexia and Reading Disabilities. (2019). Learning Abled Kids. Retrieved from http://learningabledkids.info/assistive-technology/assistive_technology_reading/assistive-technology-for-dyslexia-and-reading-disabilities
Daniel, J. (2017) Strong Collaborative Relationships for Strong Community Schools. Retrieved from https://nepc.colorado.edu/publication/leadership
Darder, A. (2015). Culture and power in the classroom: Educational foundations for the schooling of bicultural students . Routledge.
