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Concept of inclusion on the section of Vygotskian socio-cultural theory and neuropsychology
Kobal Grum, Darja (Author)

URLURL - Presentation file, Visit http://www.pei.si/Sifranti/StaticPage.aspx?id=119 This link opens in a new window

Abstract
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.

Language:English
Keywords:inclusion, Vygotsky, special needs, children with special needs, socio-cultural theory, neuropsychology, brain plasticity, education
Work type:Not categorized (r6)
Tipology:1.02 - Review Article
Organization:FF - Faculty of Arts
Year:2012
Number of pages:str. 109-122, 270
Numbering:Letn. 23, št. 1/2
UDC:37.015:376
ISSN on article:1581-6036
COBISS.SI-ID:2407511 Link is opened in a new window
Views:2067
Downloads:183
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Record is a part of a journal

Title:Šolsko polje
Shortened title:Šol. polje
Publisher:Slovensko društvo raziskovalcev šolskega polja
ISSN:1581-6036
COBISS.SI-ID:122842112 This link opens in a new window

Secondary language

Language:Slovenian
Title:Koncept inkluzije v socio-kulturni teoriji Vygotskega in neuropsihologiji
Abstract:
Prispevek obravnava koncept inkluzije otrok s posebnimi potrebami v vsakdanje življenjsko okolje z vidika sodobnih znanstvenih spoznanj na področju nevropsihogije in jo umešča v kontekst psihologije L.S. Vygotskega in njegove teorije socio-kulturnega razvoja posameznika. Ugotavlja, da za razliko od dotrajanih in preseženih fizioloških modelov, ki so okvare ali primanjkljaje v možganskem delovanju predpostavljali kot dokončne in "neuporabne", sodobne nevropsihološke raziskave kažejo, da se v možganskih centrih, ki so primarno namenjeni za porajanje povsem specifi čnih funkcij, razvijajo zaznavne in kognitivne funkcije, katerih izvor je sicer drugje, in s tem okrepijo delovanje teh možganskih centrov. V skladu s kompleksnim razumevanjem psihologije Vygotskega, iz katere vejeta poudarek na socialnih izvorih kognitivnih funkcij in pomen kulturnih procesov pri razvoju kognitivnih sposobnostih, sklepamo, da je za optimalen psihosocialni razvoj otrok s posebnimi potrebami ključnega pomena prav učinkovita inkluzija, ki temelji na premisah individualiziranega učečega se okolja.

Keywords:inkluzija, otroci s posebnimi potrebami, socialno-kulturna teorija, nevropsihologija, možgani, vzgoja in izobraževanje

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