Journal Table 4
Column 1
Discuss Annotated Bibliography
requirement C (3-5 clear concise concrete
suggestions offered by this source) in
another 2 of the 6 resources that help you
identify/build on the assets, strengths,
resources possessed by your learner(s).
Chalfant, L., Rose, K., & Whalon, K. (2017).
Supporting Students with Autism. Science
Teacher, 84(4), pp. 36-41.
For students with ASD (autism
spectrum disorder) capitalize on their
strengths: (1) priming, (2) peer
supports, (3) schedules, and (4) visual
supports (Chalfant, L., Rose, K., &
Whalon, K. 2017).
Priming involves preparing the
student for a lesson prior to
instruction in a relaxed context
(Koegel et al. 2003)
Peer supports should be students
interested in working with the learner
with ASD and who demonstrate
effective social communication skills
(Chalfant, L., Rose, K., & Whalon, K.
2017).
Many learners with ASD benefit from
written schedules that list steps
needed to complete an activity
(Knight Sartini, and Spriggs 2015).
Visual processing is generally
considered a strength for learners
with ASD (Tsatsanis and Powell 2014).
Visual supports can include pictures
or words. Examples are graphic
organizers and diagrams (Chalfant, L.,
Rose, K., & Whalon, K. 2017).
Column 2
A) What have you now learned about
your learner(s) or profiled student
group when it comes to any of the
categories listed in the document:
Identifying Funds of Knowledge Dr.
Nicholas Wysocki
The document Identifying funds of
knowledge is categorized into six parts:
knowledge bases, skill sets, experiences,
activities, household labor histories, and
social networks. My specific learners have
many different knowledge bases, specifically
ranging from card games, to basketball, and
even physics. When looking at the skill sets
the individual learners bring to the table they
range from auditory learners to kinesthetic.
They each have a unique skill set of their
own, however at times it can be tasking to
see the students as assets to a classroom
with their skillsets opposed to a hindrance. I
have learned the vast differences between
the learners life experiences. An example
would be a learner being adopted and him
explaining to me the struggle of his peers
knowing that and teasing him for that.
Additionally, many students come from
homes where the parental units are divorced
and that takes an emotional toll on the
learners not only at home but at school. One
of my learners especially loves basketball and
ties it in with his learning as much as
possible. His passion for the game of
basketball has carried his work ethic on the
court over to the classroom and when he has
extra time in class will work on assignments
for the future instead of wasting the time
and goofing off. As far as the household roles
and labor histories I have not gotten much
information on what the responsibilities are
of the students at home. The social networks
Dr. Danneker
Understand the Learners strengths as
well as any triggers specific to an
individual with autism
Utilize inclusion whenever possible so
that general education students see
the assists of learners with
exceptionalities.
Be aware of constant changes in the
students behavior and daily routine.
of the students are quite interesting, one
may say that there is of course Cliques
created, however this class likes to Transend
those boundaries and include individuals
they normally would not engage with. I have
learned that this group of learners does have
preferred cliques but do not limit
themselves just because an individual might
be different.
B) How can any of your Human
Development and Learning
theories/theorists (EDFD 400/401) be
used to explain HOW your learner(s)
or profiled student group MAKES USE
OF THEIR POSSESSED ASSETS,
STRENGTHS, AND RESOURCES TO
HELP THEM LEARN ACADEMIC
CONTENT
The Cognitive Learning theory of
Constructivism can best explain these
learnings strengths because it centers around
individuals creating their own knowledge and
believes that, one cannot be give
knowledge, but must build that knowledge
base themselves. This theory goes hand and
hand with the AVID class where you do not
tell the student the answer but ask critical
questions, so they may use the knowledge
they have already build to asses the question
they may not know. I feel that constructivism
and the Funds of Knowledge approach go
hand and hand because they both deal with
seeing the students as valuable and with
each own individual strength. This helps
them learn and study their content through
being able to build their own knowledge
verses having something lectured to them
where they would traditionally write down
notes or someone would give them the
correct answer when they could not solve a
problem.