Developmental Disability Characteristics
****Please read the directions carefully, must use original work!!!!*** Please read the rubric as well. This is due within 28 hours.
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Educators should understand the learning and behavioral characteristics of students with moderate to severe disabilities when providing direct services and supports within the school setting. In turn, teachers can use such knowledge to collaborate with general educators and other professional colleagues when planning meaningful learning activities and social interactions with peers and adults. Expected student progress is made more viable when the selection, development, and adaptation of learning experiences for individuals with moderate to severe disabilities consider individual abilities and other related factors.
Developmental Disability Characteristics
Create a matrix to compare and contrast the typical and atypical cognitive, linguistic, and social-emotional development of K-8 students without disabilities, with dyslexia, with mild disabilities, and those with moderate to severe disabilities. Include 3-5 characteristics per student disability type and developmental criteria.
Additionally, write a 250-500 word summary in which you:
Explain how understanding typical and atypical development of K-8 students can be used by all educators to respond to the learning and behavioral needs of students with moderate to severe disabilities.
Explain how collaboration between special educators, general educators, and related service providers regarding learning and behavioral characteristics of students can help create safe, inclusive, culturally responsive learning environments that engage students with disabilities in meaningful learning activities and social interactions.
Support your matrix and summary with a minimum of three scholarly resources.
Summary (250-500 Words)
Understanding the typical and atypical development of K-8 students is essential for educators when designing responsive and inclusive learning environments. Awareness of how students with and without disabilities develop cognitively, linguistically, and socially allows educators to tailor instruction and interactions to individual student needs. Specifically, students with moderate to severe disabilities require differentiated instruction and behavioral supports that reflect a deep understanding of their developmental profile.
For example, while a typically developing student may learn through independent exploration and abstract reasoning, a student with a moderate disability might require step-by-step instruction and hands-on activities. Recognizing these differences allows educators to proactively plan
