Case Study: Learning Disabilities Program Plan and Development

This case study analyzes a child with learning disabilities, focusing on program planning within an educational setting. The student addresses the case using the Developmental Approach to Programming (DAP), considering the child's interests and preferences, such as cooking-related activities and book reading with adult assistance. The response includes specific interventions, like rewarding the child for completing physical activities, using objects like utensils and dollhouses to motivate engagement. The analysis incorporates Piaget's cognitive development theory, specifically the preoperational stage, and discusses how to tailor activities to the child's symbolic thinking abilities. The assignment provides a detailed understanding of the child's developmental stage and suggests appropriate strategies for facilitating learning and growth, referencing relevant academic sources to support the analysis.

Running Head: LEARNING DISABILITIES
LEARNING DISABILITIES
Name of the Student
Name of the University
Author Note:

1LEARNING DISABILITIES
Response to question 1:
The development approach of programming is an object oriented procedure. As the
therapist suggested for physical activities including walking on blocks, balancing, lifting, and
coordination, all the activities must incorporate some objects of her interest. It is mentioned that
her favorite activities are performing cooking role in the area of dramatic play. Hence, she bears
the traits of femininity (Huang et al., 2016). She also prefers book reading with the assistance of
an adult. Hence, the activities must include objects from cookery such as utensils and baby
feeding equipments. On the other hand, the activities must be aided by an adult assistance of her
preference.
Response to question 2:
For example, the educator can offer her some reward after completing 5 minutes’ walk on
the blocks. The tutor can use some utensils or dollhouse for rewarding after completing the walk.
The reason behind offering her a doll house as she prefers the dramatic play area and assumes
the role of cooking and feeding the babies. It will motivate her to complete the walking activity
that will increase her strength as mentioned by the therapist.
Response to question 3:
According to Piaget’s cognitive development theory, she is now dwelling at the
preoperational stage (2 – 7 years). According to the characteristics of this stage, she is able to
think symbolically and able to learn words with the use of pictures and preferable objects. There
are four stages of cognitive development and she is at the second stage (Hanfstingl, Benke &
Zhang, 2019). The next stages of the cognitive development are Concrete operational stage and
Formal operational stage.

2LEARNING DISABILITIES
Concrete operational stage (7 – 11 years) – students will be able to think logically about the
concrete events (Bormanaki & Khoshhal, 2017).
Formal operational stage (12 – continues) – Students will be able think abstractly and provide
solutions about hypothetical issues.

3LEARNING DISABILITIES
References
Bormanaki, H. B., & Khoshhal, Y. (2017). The role of equilibration in Piaget’s theory of
cognitive development and its implication for receptive skills: A theoretical
study. Journal of Language Teaching and Research, 8(5), 996-1005.
Hanfstingl, B., Benke, G., & Zhang, Y. (2019). Comparing variation theory with Piaget’s theory
of cognitive development: more similarities than differences?. Educational Action
Research, 27(4), 511-526.
Huang, C. S., Yang, S. J., Chiang, T. H., & Su, A. Y. (2016). Effects of situated mobile learning
approach on learning motivation and performance of EFL students. Journal of
Educational Technology & Society, 19(1), 263-276.