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Development and Learning of Young Children with Disabilities

A Vygotskian Perspective

  • Book
  • © 2016

Overview

Authors:
  1. Louise Boettcher

    1. Aarhus University, Danish School of Education, Copenhagen, Denmark

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  2. Jesper Dammeyer

    1. Department of Psychology, University of Copenhagen, Copenhagen, Denmark

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  • Overcomes the limitations of medical and social models of disability
  • Introduces Vygotsky’s cultural-historical ideas of developmental incongruence and uses it to reinterpret recent research
  • Uses Vygotsky’s defectology to disentangle developmental psychology themes for children with and without disabilities

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Table of contents (9 chapters)

  1. Front Matter

    Pages i-xiii
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  2. The Theoretical Frame

    1. Front Matter

      Pages 1-1
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    2. Beyond a Biomedical and Social Model of Disability: A Cultural-Historical Approach

      • Louise Bøttcher, Jesper Dammeyer
      Pages 3-23

    3. Unfolding Time in the Cultural-Historical Model of Disability

      • Louise Bøttcher, Jesper Dammeyer
      Pages 25-45

  3. Development and Disability

    1. Front Matter

      Pages 47-47
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    2. Development of the Infant with Disability

      • Louise Bøttcher, Jesper Dammeyer
      Pages 49-66

    3. The Toddler and Preschool Child with Disabilities: Becoming a Social Agent

      • Louise Bøttcher, Jesper Dammeyer
      Pages 67-91

    4. Development in Primary School Age for Children with Disabilities

      • Louise Bøttcher, Jesper Dammeyer
      Pages 93-109

  4. Developmental and Educational Themes During Early Childhood

    1. Front Matter

      Pages 111-111
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    2. Mental Health and Children with Disabilities

      • Louise Bøttcher, Jesper Dammeyer
      Pages 113-129

    3. Learning and Teaching When the Child Has Special Educational Needs

      • Louise Bøttcher, Jesper Dammeyer
      Pages 131-153

    4. Communication and Communicative Aids

      • Louise Bøttcher, Jesper Dammeyer
      Pages 155-169

  5. Creating a Future Together

    1. Front Matter

      Pages 171-171
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    2. Developmental Time and Parent’s Future Imaginations: Overcoming the Incongruence

      • Louise Bøttcher, Jesper Dammeyer
      Pages 173-190

  6. Back Matter

    Pages 191-212
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Keywords

About this book

This book introduces current theories and research on disability, and builds on the premise that disability has to be understood from the dialectical dynamics of biology, psychology, and culture over time. Based on the newest empirical research on children with disabilities, the book overcomes the limitations of the medical and social models of disability by arguing for a dialectical biopsychosocial model. The proposed model builds on Vygotsky’s cultural-historical ideas of developmental incongruence, implying that the disability emerges from the misfit between individual abilities and the cultural-historical activity settings in which the child with impairments participates. The book is a theoretical contribution to an updated understanding of disability from a psychological and educational perspective. It focuses on the first years of the life of the child with impairment, and travels through infancy, toddler, preschool and early school age, to track the developmental trajectories ofdisability through the dialectical processes of cultural, social, individual, and biological processes. It discusses a number of themes that are relevant for the early development and support for children with various types and degrees of disability through the lens of Vygotsky’s cultural-historical developmental theories. Some of the themes discussed are inclusion, mental health, communication, aids and family life.

Authors and Affiliations

  • Aarhus University, Danish School of Education, Copenhagen, Denmark

    Louise Boettcher

  • Department of Psychology, University of Copenhagen, Copenhagen, Denmark

    Jesper Dammeyer

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