Vygotsky and special needs education

rethinking support for children and schools
A guide to using Vygotsky's theories to support children and schools in special needs education. It pursues issues raised by a post-Vygotskian approach and which make important contributions to the development of the fields of policy and practice
Note: 
Introduction; Part I: Children with Special Needs; 1. Cognitive Impairments and Cultural-Historical Practices for Learning. Children with Cerebral Palsy in School Louise Bottcher; 2. The Challenge of Using Multiple Methods to Gather the Views of Children Jill Porter; 3. Failing to learn or learning to fail?: The case of young writers Ros Fisher; Part II: Educational Psychological Pedagogical Practice; 4. Cooperation Between Professionals in Educational Psychology: Children's specific problems are connected to general dilemmas in relation to taking part Charlotte Hojholt; 5. Supporting Children and Schools: A development and practice centred approach for professional practice and research Marianne Hedegaard and Seth Chaiklin; 6. Developing Educational Psychological Consultative Practice in Schools Framed within Cultural Historical Theory of Child Development Christine Vassing; 7. Change and Development in the Professional Practice of Educational Psychologists in the UK Jane Leadbetter; Part III: Support that Transcends Borders; 8. Support for Children and Schools through Cultural Intervention Harry Daniels; 9. Relational Agency in Collaborations for the Wellbeing of Children and Young People Anne Edwards; 10. Tables and Figures Out of Manuscript and Into the End Jan Georgeson; 11. X Young people Not in Education, Employment or Training Geoff Hayward; Index.

Vygotsky and special needs education (Engelsk)

Grundigt bearbejdet (Engelsk)
Bognummer: 
638566
Nota udgivelsesår: 
2018
Redaktion: 
Harry Daniels og Mariane Hedegaard
Udgave: 
Continuum, 2011
ISBN: 
9781441191724