Remediation Through Education: Sociocultural Theory and Children with Special Needs  

Oleh:

Gindis, Boris

Jenis: Article from Books - E-Book
Dalam koleksi: Vygotsky’s Educational Theory in Cultural Context, page 200-222.
Topik: Social and Cultural Phenomenon; Developmental Prospective; Qualitatively Specific Way of Development; Psychoeducational Assessment
Fulltext: Remediation Through Education Sociocultural Theory and Children with Special Needs.pdf (171.15KB)

Isi artikel

It is mygoal to demonstrate that in spite of some obvious lack of congruence between the ?elds of Vygotsky’s defectology and contemporary North American special education, Vygotsky’s theoretical and methodological ?ndings could serve as a powerful source of professional inspiration for current and coming generations of special education professionals. There are two perfectly compatible ways of applying Vygotsky’s theories to contemporary special education: his general cultural–historical theory (known in the West as cultural-historical activity theory [CHAT]) and his special theory (less knownoutside Russia), which Vygotsky himself called the “theory of disontogenesis” (meaning the “theory of distorted development”). I will brie?y outline the major tenets of Vygotsky’s writings relevant to special education, discuss the remedial methodologies developed on this theoretical basis, and point to possible directions in advancing Vygotsky’s legacy in remediation through education of children with special needs.

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