Part I--45 points
Directions:
- Begin by describing typical characteristics of physical, behavioral/emotional*, social, language and cognitive development in your chosen developmental level (early childhood, middle childhood, early adolescence, late adolescence). (15 pts)
- Then use examples from your observation to describe your student in each developmental area (physical, behavioral/emotional*, social, language and cognitive), describe your target student in each one. (15 pts)
- After you have described your student, compare/contrast your student with the typical characteristics in each area*. Explain and support why you think your student is typical or atypical in each area. (15 pts)
* When you discuss the behavioral/emotional area, include a brief description of the implications of a student’s on/off-task behavior. (Use your student’s observed behavior for item #2.)
Part II--45 points
After you have written the CASE STUDY of your target student, use the exceptionality that you researched this semester.
Describe the characteristics of your chosen exceptionality. Then, describe how having this exceptionality would/would not affect the five characteristics (physical, behavioral/emotional, social, language and cognitive) of your target student.
PART III--15 points
In terms of the environment in which you’ve been immersed this past semester, describe, with examples, how that environment was, or COULD HAVE BEEN, impacted by Diversity, Democracy, and Technology. Be specific.
- Diversity: (e.g. cultural, socioeconomic, ethnic)
- Democracy: (e.g. access to knowledge, nurturing pedagogy, enculturation, stewardship)
- Technology: how the technology relates to child growth and development (e.g. assistive technology accommodating a child) and one of the four moral dimensions.
PART IV--15 points
Use good writing skills.
IMPORTANT:
Because the Case Study is one of Teacher Education’s Common Assessments, you must score at least 90 points. If you do not, and you have scored at least a “C” average for the rest of the assessments of this course; you will receive a grade of “Incomplete” and you must redo it according to the Teacher Education “Common Assessment Remediation Plan.”
Case Study Assignment
Name________________________________
As you develop your case study, provide examples that serve to inform and demonstrate the various characteristics, examples, and comparisons you observed during the semester. If you weren’t able to observe these personally, you are still responsible for discussing them in your paper.
Case Study Summary Point Sheet
(Possible 120 total points)
| PART I: Typical Development (discussed each) |
Total
(45 points)
|
|
| Physical: (9 points) |
|
|
| State 3 characteristics typical of children in your target developmental level |
3
|
|
| State 2 characteristics |
2
|
|
| State1 characteristic |
1
|
|
| List 0-3 characteristics, but don’t describe |
0
|
|
| |
|
|
| Describe what you observed about each of these 3 characteristics in your target student |
3
|
|
| Describe 2 characteristics |
2
|
|
| Describe 1 characteristic |
1
|
|
| List 0-3 characteristics, but don’t describe |
0
|
|
| |
|
|
| Tell how typical your student’s development is in the 3 characteristics you’ve identified |
3
|
|
| Connect 2 characteristics to student’s developmental level |
2
|
|
| Connect 1 characteristics to student’s developmental level |
1
|
|
| List 0-3 characteristics, but don’t connect to developmental level |
0
|
_____ |
| |
|
|
| Behavioral/Emotional: (9 points) |
|
|
| State 3 characteristics typical of children in your target developmental level |
3
|
|
| State 2 characteristics |
2
|
|
| State 1 characteristic |
1
|
|
| List 0-3 characteristics, but don’t describe |
0
|
|
| |
|
|
| Describe what you observed about each of these 3 characteristics in your target student |
3
|
|
| Describe 2 characteristics |
2
|
|
| Describe 1 characteristic |
1
|
|
| List 0-3 characteristics, but don’t describe |
0
|
|
| |
|
|
Tell how typical your student’s development is in the characteristics you’ve identified
|
|
|
| Connect 2 characteristics to student’s developmental level |
2
|
|
| Connect 1 characteristics to student’s developmental level |
1
|
|
| List 0-3 characteristics, but don’t connect to developmental level |
0
|
|
| |
|
|
Describe the implications of your student’s on/off task behavior
|
1
|
_____ |
| |
|
|
| Social: (9 points) |
|
|
| State 3 characteristics typical of children in your target developmental level |
3
|
|
| State 2 characteristics |
2
|
|
| State 1 characteristic |
1
|
|
| List 0-3 characteristics, but don’t describe |
0
|
|
| |
|
|
Describe what you observed about each of these 3 characteristics in your target student
|
3
|
|
| Describe 2 characteristics |
2
|
|
| Describe 1 characteristic |
1
|
|
| List 0-3 characteristics, but don’t describe |
0
|
|
| |
|
|
| Tell how typical your student’s development is in the characteristics you’ve identified |
3
|
|
| Connect 2 characteristics to student’s developmental level |
2
|
|
| Connect 1 characteristics to student’s developmental level |
1
|
|
| List 0-3 characteristics, but don’t connect to developmental level |
0
|
_____ |
| |
|
|
| Language: (9 points) |
|
|
| State 3 characteristics typical of children in your target developmental level |
3
|
|
| State 2 characteristics |
2
|
|
| State 1 characteristic |
1
|
|
| List 0-3 characteristics, but don’t describe |
0
|
|
| |
|
|
| Describe what you observed about each of these 3 characteristics in your target student |
3
|
|
| Describe 2 characteristics |
2
|
|
| Describe 1 characteristic |
1
|
|
| List 0-3 characteristics, but don’t describe |
0
|
|
| |
|
|
| Tell how typical your student’s development is in the characteristics you’ve identified |
3
|
|
| Connect 2 characteristics to student’s developmental level |
2
|
|
| Connect 1 characteristics to student’s developmental level |
1
|
|
| List 0-3 characteristics, but don’t connect to developmental level |
0
|
_____ |
| |
|
|
| Cognitive: (9 points) |
|
|
| State 3 characteristics typical of children in your target developmental level |
3 |
|
| State 2 characteristics |
2 |
|
| State 1 characteristic |
1 |
|
| List 0-3 characteristics, but don’t describe |
0 |
|
| |
|
|
| Describe what you observed about each of these 3 characteristics in your target student |
3 |
|
| Describe 2 characteristics |
2 |
|
| Describe 1 characteristic |
1 |
|
| List 0-3 characteristics, but don’t describe |
0 |
|
| |
|
|
Tell how typical your student’s development is in the characteristics you’ve identified
|
3
|
|
| Connect 2 characteristics to student’s developmental level |
2 |
|
| Connect 1 characteristics to student’s developmental level |
1 |
|
| List 0-3 characteristics, but don’t connect to developmental level |
0 |
_____ |
| |
|
|
Typical Development Total
|
_____
|
|
| PART II: Atypical Development (discussed each) |
Total
(45 points)
|
| Introduction: |
|
| Write the IDEA (Rule 51 or Rule 3) definition that addresses the chosen exceptionality. |
5
|
| Describe the major characteristics of your chosen exceptionality |
10
|
| Describe how that exceptionality would/would not impact your atypical student in each of the following: |
| |
| Physical Development: (appearance, fine and gross motor ability, activity level, classroom mobility) |
|
| Describe impact in 3 of the 4 areas in physical development |
6
|
| Describe impact in 2 of the 4 areas |
4
|
| Describe impact in 1 of the 4 areas |
2
|
| List 0-4 characteristics, but don’t describe |
0
|
| |
|
| Behavioral/Emotional Development: (on/off task behavior, internalizing/externalizing behavior, relationship development, self-efficacy) |
|
| Describe impact in 3 of the 4 areas in behavioral/emotional development |
6
|
| Describe impact in 2 of the 4 areas |
4
|
| Describe impact in 1 of the 4 areas |
2
|
| List 0-4 characteristics, but don’t describe |
0
|
| |
|
| Social Development: (the use of socialization opportunities, negotiation of the hidden curriculum, impulsivity, learned helplessness) |
|
| Describe impact in 3 of the 4 areas in social development |
6
|
| Describe impact in 2 of the 4 areas |
4
|
| Describe impact in 1 of the 4 areas |
2
|
| List 0-4 characteristics, but don’t describe |
0
|
| |
|
| Language Development: (listening, speaking, reading and writing) |
|
| Describe impact in 3 of the 4 areas in language development |
6
|
| Describe impact in 2 of the 4 areas |
4
|
| Describe impact in 1 of the 4 areas |
2
|
| List 0-4 characteristics, but don’t describe |
0
|
| |
|
| Cognitive Development (leadership ability, attention span, basic skill development, problem solving skills) |
|
| Describe impact in 3 of the 4 areas in cognitive development |
6
|
| Describe impact in 2 of the 4 areas |
4
|
| Describe impact in 1 of the 4 areas |
2
|
| List 0-4 characteristics, but don’t describe |
0
|
Atypical Development Total
|
______ |
| PART III: Diversity, Democracy, and Technology (discussed each) |
Total
(15 points)
|
| In looking at the classroom environment where you observed this semester, how was child growth and development affected (impacted) by the following (Be specific and give examples) |
| |
|
Diversity: (e.g. cultural, socioeconomic)
|
4 Points
|
| Describe an example AND impact in both areas |
4
|
| Describe an example in both areas but impact in one area only |
2
|
| Describe an example in both areas but no impact, or one area with impact |
1
|
| Describe an example in one area but no impact |
0
|
| |
_________
|
Democracy: (access to knowledge, nurturing pedagogy, enculturation, stewardship)
|
8 Points
|
| Describe an example AND impact in all 4 areas |
8
|
| Describe an example in 4 areas but impact in three or fewer |
6
|
| Describe an example in less than 4 areas with impact in two areas only |
4
|
| Describe an example in less than 4 areas with impact in one area |
2
|
| Describe an example in less than 4 areas with impact no impact discussed |
0
|
| |
_________
|
| Technology: how technology observed enhanced, or COULD HAVE ENHANCED, the learning environment in a way that promoted child/student development (give two examples) |
3 Points
|
| Describe two examples with effect of each on development |
3
|
| Describe one example with effect on development |
2
|
| Describe one example but no effect |
1
|
| List, but don’t describe or give effect |
0
|
| |
_________
|
PART III TOTAL
|
_______
|
| Writing Skills |
Total(15 points)
|
| Syntax (Good) |
3
|
| Adequate |
2
|
| Progressing |
1
|
| |
|
| Word choice (Good) |
3
|
| Adequate |
2
|
| Progressing |
1
|
| |
|
| Grammar (Good) |
3
|
| Adequate |
2
|
| Progressing |
1
|
| |
|
| Spelling (Good) |
3
|
| Adequate |
2
|
| Progressing |
1
|
| |
|
| Organization (Good) |
3
|
| Adequate |
2
|
| Progressing |
1
|
WRITING TOTAL:
|
_____
|
Total Score
|
_____ /120 points
|
Previous Instrument, Replaced Fall 2007