Louise Bottcher
Biographic Data
| ID | 641193 |
|---|---|
| NAME | Louise Bottcher |
| GIVEN NAMES | Louise |
| FAMILY NAME | Bottcher |
| SIGNATURE | BOTTCHER L |
| AFFILIATIONS | Aarhus University |
| ORCID | 0000-0002-6697-7274 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Vygotsky, disability and the problem of age
The environment’s role in child development is central in all of Vygotsky’s theoretical works. This article explores the role of the environment in the production of developmental problems in children with disabilities. Using children with the genetic condition 22q11.2 DS syndrome as a concrete example, our aim is to advance the theoretical articulation by analyzing developmental incongruence in light of the pedological concept of periodization a…
Development of a standardized social service pathway for children with complex cerebral palsy
From a cultural-historical perspective, the impairments of a child with a condition like cerebral palsy (CP) have biological origins, but the disability evolves from the mismatch between the child and his/her social conditions for development (Vygotsky, 1993). One example of this dialectical production of disability can be seen in the challenge of the 21st-century welfare state: How to provide economically feasible health and educational services…
Moral imagination
Supporting unusual development through moral imagination
Vygotsky's Defectology offers a strong approach to analyse the social embedment of development with a disability. One particular theoretical and practical challenge is how to understand and arrange developmental support in situations of unusual development, when practices for how to support development is undetermined. This article will explore the role of relationships and imagination in supporting unusual development and the use of adapted medi…
Creating relevant and supportive developmental conditions for children and youth with disabilities
This article aims to conceptualize how young people with severe disabilities can be supported in their development as social participants. Hedegaard assigned a pivotal role to the concepts of value positions, demands and motives in her wholeness approach. This conceptual approach guides the analysis of a study of young people with severe disability and highlights how parents develop their motives from the societal value position of inclusion and …
Cultural-Historical Approaches to Studying Learning and Development
Systematic cognitive monitoring of children with cerebral palsy – the development of an assessment and follow-up protocol
Cerebral palsy (CP) is associated with cognitive impairments, learning difficulties and reduced social participation. Individual assessment is necessary for individually tailored interventions. This paper describes the development of a systematic follow-up programme of cognition, and the challenges of integrating it into the regular follow-up of children with CP. Initiated by the Nordic users‘ organisations, a group of psychologists proposed a pr…
Transition between home and school in children with severe disabilities — Parents' possibilities for influencing their children's learning environment
Culture and the Learning and Cognitive Development of Children with Severe Disabilities—Continuities and Discontinuities with Children without Disabilities
The dominant approach to children with disabilities is grounded in a biomedical model that assumes a direct relationship between the biological defect and the disability. From a cultural-historical point of view, this approach fails to notice how a child with a biological defect has to act in social institutions adapted to typical children. The aim of this article is to show how impairments arise from a developmental dynamic that includes both ne…
No prominent works on this page.
Culture and the Learning and Cognitive Development of Children with Severe Disabilities—Continuities and Discontinuities with Children without Disabilities
The dominant approach to children with disabilities is grounded in a biomedical model that assumes a direct relationship between the biological defect and the disability. From a cultural-historical point of view, this approach fails to notice how a child with a biological defect has to act in social institutions adapted to typical children. The aim of this article is to show how impairments arise from a developmental dynamic that includes both ne…
Transition between home and school in children with severe disabilities — Parents' possibilities for influencing their children's learning environment
Systematic cognitive monitoring of children with cerebral palsy – the development of an assessment and follow-up protocol
Cerebral palsy (CP) is associated with cognitive impairments, learning difficulties and reduced social participation. Individual assessment is necessary for individually tailored interventions. This paper describes the development of a systematic follow-up programme of cognition, and the challenges of integrating it into the regular follow-up of children with CP. Initiated by the Nordic users‘ organisations, a group of psychologists proposed a pr…
Cultural-Historical Approaches to Studying Learning and Development
Creating relevant and supportive developmental conditions for children and youth with disabilities
This article aims to conceptualize how young people with severe disabilities can be supported in their development as social participants. Hedegaard assigned a pivotal role to the concepts of value positions, demands and motives in her wholeness approach. This conceptual approach guides the analysis of a study of young people with severe disability and highlights how parents develop their motives from the societal value position of inclusion and …
Development of a standardized social service pathway for children with complex cerebral palsy
From a cultural-historical perspective, the impairments of a child with a condition like cerebral palsy (CP) have biological origins, but the disability evolves from the mismatch between the child and his/her social conditions for development (Vygotsky, 1993). One example of this dialectical production of disability can be seen in the challenge of the 21st-century welfare state: How to provide economically feasible health and educational services…
Moral imagination
Supporting unusual development through moral imagination
Vygotsky's Defectology offers a strong approach to analyse the social embedment of development with a disability. One particular theoretical and practical challenge is how to understand and arrange developmental support in situations of unusual development, when practices for how to support development is undetermined. This article will explore the role of relationships and imagination in supporting unusual development and the use of adapted medi…
Vygotsky, disability and the problem of age
The environment’s role in child development is central in all of Vygotsky’s theoretical works. This article explores the role of the environment in the production of developmental problems in children with disabilities. Using children with the genetic condition 22q11.2 DS syndrome as a concrete example, our aim is to advance the theoretical articulation by analyzing developmental incongruence in light of the pedological concept of periodization a…
Psychology (8 works) · Family and Disability Support Research (5 works) · Sociology (5 works) · Developmental psychology (4 works) · Epistemology (3 works) · Medicine (3 works) · Philosophy (3 works) · Autism Spectrum Disorder Research (2 works) · Cerebral Palsy and Movement Disorders (2 works) · Cognition (2 works)