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Running Head: THOUGHT PAPER

Thought Paper
Tamara Quran
University of British Columbia

THOUGHT PAPER

Throughout the progression of this course I have become more interested in

understanding how the different developmental theories can be applied when referring to
children with Autism Spectrum Disorder (ASD). In this thought paper I will be taking a deeper
look into Vygotskys theory of development, whilst also drawing upon Fischer's theory on
cognitive learning and its connection to brain activity, to attempt to understand some of the
implications they might have on the development and learning of children with ASD. In order to
do so, I will start by outlining Vygotskys theory, move on to discussing Fischer's theory, refer to
ASD and the autistic mind, and finally end with a discussion on how they affect the development
of children with ASD.
Vygotsky believed social interaction to be the basis of development for children; more so
for those with special needs (Vygotskaya, 1999). He argued that all children have a Zone of
Proximal Development (ZPD); which is an area located between the level of independent
performance of a child and the level of assisted performance (viewing). Although all children
have a ZPD that does not mean that they are all the same. Each child has a different ZPD at
different stages in their life and in different aspects of life (Zuckerman, 2007). It is the teacher's
job to understand the developmental level at which the child is, and provide the appropriate 'help'
in order to take them a step forward (Gindis, 1999). Vygotsky was adamant in his belief that with
the right kind of support [help] all children can learn (Gindis, 1999; Vygotskaya, 1999; &
Zuckerman, 2007).
Fischer's work focuses around connecting cognitive development to brain activity. He
argues that periodic spurts detected in the cortex occur at the same time as new skills emerge.
Accordingly, learning can be measured and monitored by documenting the amount and strength
of connections between the parts of the cortex. Through this monitoring system, Fischer found

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that a child's ability in skills can differ depending on the support given. He found that in order to
reach the highest level of performance supported by the brain it takes practice and help from
others (Fischer & Rose, 1998). Through neuroscience, Fischer has been able to prove, in a way,
that which Vygotsy believed to be the basic construct of child development and learning; social
interaction and getting the right kind of help, to be true.
Here I ask the question; how does this affect children with ASD?
It has now been proven that the autistic mind operates differently to a typical mind
(Grandin, 2010). Different parts of the mind are either utilized more or less in an autistic mind,
which leads to different observations, processing and thinking. These patterns of thought are now
being better understood through neuroscience, although there is still much to learn.
I believe that if we take Vygotskys theory and offer support to a child with ASD and
then utilize Fischers work in order to monitor the progress, we should, in theory, be able to
determine the areas in which a certain child excels, the level of support needed in different areas,
and which support is successful. The new found technology in neuroscience should enable us to
better understand the autistic mind and how it operates, and in return we should be able to offer
more appropriate support, by utilizing the strengths of the child.
In conclusion, there is no conclusion! This thought paper has only raised more questions
than I had before starting it. How can we monitor changes in the autistic mind? How long would
it take for intervention to be placed using this collaboration of ideas? How feasible or possible is
this?
What I take away from this, is that all children can learn, and it is our job as teachers to
pave the path to success for them. Children with ASD have the power to learn like any other

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child, we just need to find that one thing which sparks the flame and become their mentors
(Grandin, 2010).

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References:
Fischer, K. W., & Rose, S. P. (1998). Growth cycles of brain and mind. Educational Leadership,
56(3), 56-60

Gindis, B. (1999). Vygotskys vision: Reshaping the practice of special education for the 21st
century. Remedial and Special Education, 20, 333-340.

Grandin, T. (2010) TED talks: The world needs all kinds of minds.
http://www.youtube.com/watch?v=fn_9f5x0f1Q

Vygodskaya, G. L. (1999). Vygotsky and problems of special education. Remedial and Special
Education, 20, 330-332.

Zuckerman, G. (2007). Child-adult interaction that creates a zone of proximal development.

Journal of Russian and East European Psychology, 45, 43-69.