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Specific learning disability in written expression and an executive functioning disorder.

Larissa is a female third grade student with a specific learning disability in written expression and an executive functioning disorder. She is originally from El Salvador and moved to the U.S. with her mother, father, older sister, and newborn brother when she was 14 months old. In first grade, she was assessed for special education services and was found eligible in the areas of written expression and executive functioning due to a diagnosis of dyslexia and ADHD by an outside psychologist referred by her primary care physician. Larissa’s verbal expression is close to grade level, but when asked to express her thoughts on paper, she often uses lower level vocabulary and fragmented sentences, and her writing lacks organization. This could be due to her inability to focus on longer tasks as well as her difficulty with spelling, written expression, and multiple languages spoken in the home. Larissa also struggles with starting tasks independently, staying on task, and with task completion. She often cannot find her materials when needed such as pencils, paper, assignments, books, etc.

Recently, her mother and father separated. Her mother has since moved the children out of their home and in with family friends. The family friends have three children and two adults living in the home already, so the three bedroom, one bath home is very crowded. Their new home is within walking distance of Rosewood Elementary, where Larissa has recently transferred.

Larissa’s mother, Rita, has a job in which she works long hours and is currently struggling to establish her own line of credit. At home, Larissa’s family speaks both English and Spanish. Rita considers English her primary language; however, Spanish is her first language and she sometimes has difficulty understanding written English, despite speaking it well.

At a recent parent-teacher conference with Larissa’s teacher, Mr. Fleming, Rita shared that she obtained an order of protection against her husband after they separated. Because the order of protection extends to the children, she provided Mr. Fleming legal documentation of the order. The day after the conference, Mr. Fleming notified the office and gave them the documentation in the event that Larissa’s father should come to the school.

Using the information from the case study, address the following in a 1,000-1,200

Discuss how the Christian worldview perspective can be demonstrated in professional practice by explaining why teachers need to be committed to respecting students’ individual strengths, interests, and needs to promote each student’s growth and potential.
Explain how language, culture, and family background influence the student’s student’ learning.
Describe three research-based, specially designed instructional strategies that can be used to respond to the developmental differences and individual needs of the student.
Cite research to provide justification for how the selected strategies provide specially designed instruction and access to the general education curriculum and standards as required by IDEA.
Support the assignment with at least three scholarly resources.

Sample Answer

A Christian worldview emphasizes the inherent dignity and worth of every individual as a creation of God (Genesis 1:27). This translates to the classroom through a commitment to respecting students’ strengths, interests, and needs. Teachers who embrace this perspective view themselves as facilitators of learning, fostering an environment where all students can grow and reach their full potential.

Here’s why respecting individual differences is crucial:

Fulfilling Potential: Each student has unique talents and abilities. Recognizing these differences allows teachers to tailor instruction to unlock individual potential and empower students to become their best selves.

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Promoting Equity: A “one-size-fits-all” approach can disadvantage students with learning disabilities or cultural backgrounds that differ from the mainstream. Respecting individual differences ensures equitable learning opportunities for all.
Building Relationships: Students thrive in environments where they feel valued and understood. Respect fosters trust and a positive classroom climate, leading to better engagement and learning outcomes.

Language, Culture, and Family Background’s Influence on Learning

Larissa’s case highlights the significant influence of language, culture, and family background on learning:

Language: Larissa is navigating two languages at home and English at school. This bilingualism can be an asset, but it can also present challenges in written expression, especially for students with dyslexia.
Culture: Cultural norms and expectations can influence learning styles and approaches. Understanding Larissa’s Salvadoran background might reveal different learning preferences that can be incorporated into instruction.
Family Background: The recent family separation and crowded living situation create significant stressors that can impact Larissa’s ability to focus and complete tasks.

Instructional Strategies for Larissa

Here are three research-based instructional strategies to address Larissa’s needs:

Universal Design for Learning (UDL): UDL emphasizes a flexible and varied approach to instruction, providing multiple means of engagement, representation, and action & expression [CAST].

Engagement: Provide Larissa with a variety of activities to access content, including visuals, manipulatives, and technology tools like audiobooks.
Representation: Offer information in different formats like graphic organizers, concept maps, and audio recordings to cater to her learning style.
Action & Expression: Allow Larissa to demonstrate her understanding in ways that don’t solely rely on writing, such as oral presentations, drawings, or projects.

Multisensory Instruction: This approach integrates auditory, visual, and kinesthetic modalities to enhance learning [Edyburn, 2010].

Kinesthetic Activities: Incorporate movement breaks and activities that involve movement like acting out concepts or building models.
Visual Aids: Use graphic organizers, pictures, and diagrams to support her written expression and understanding.
Auditory Learning: Provide audiobooks, recordings of lessons, and opportunities for verbal participation.

Executive Functioning Supports: Strategies to address Larissa’s difficulties with organization, focus, and task completion:

Structured Routines: Provide clear schedules, daily routines, and checklists to help Larissa stay organized and on track.
Chunking: Break down tasks into smaller, manageable steps to improve focus and completion.
Assistive Technology: Utilize timers, organizational apps, and other tools to support her executive functioning skills.

Research Justification:

UDL: Research shows UDL improves learning outcomes for all students, including those with learning disabilities [CAST]. A 2018 study by Meyer et al. found UDL implementation led to significant gains in reading comprehension for students with dyslexia.
Multisensory Instruction: A 2009 study by Reid found that multisensory instruction significantly improved reading fluency and comprehension for students with dyslexia.
Executive Functioning Supports: A 2011 study by Wehby et al. demonstrated the effectiveness of using checklists and organizational tools to improve task completion in students with ADHD.

Conclusion

By embracing a Christian worldview that values individual differences and incorporating research-based strategies, teachers can create inclusive learning environments where students like Larissa can thrive. Understanding her language, culture, and family background allows for a more holistic approach to education, fostering her academic and personal growth.

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