Concept of inclusion on the section of Vygotskian socio-cultural theory and neuropsychology

english

2012

volume 23, issue 1/2

inclusion    Vygotsky    special needs    children with special needs   socio-cultural theory   neuropsychology    brain plasticity    education 

Slovensko društvo raziskovalcev šolskega polja
(Obvezni izvod spletne publikacije)

This paper discusses the concept of inclusion of children with special needs from the context of contemporary fi ndings in neuropsychology as well as from the context of the psychology of L.S. Vygotsky and his theory of socio- cultural development. In contrast to the classical physiological models that treated deficits and defects in brain functioning as final and "non-serviceable", the contemporary neuropsychological advancements show the significance of brain plastic changes, which enable the development of new and integrated responses in the cortex centres that allow compensatory functioning of an individual. The socio-cultural theory of Vygotsky underlines the social roots of higher mental functions. It hypothesised that only within inclusive settings would children with special needs develop all the necessary compensatory strategies for their everyday life functioning as a consequence of the development of brain plasticity changes.

18.03.2014