Culture and the Learning and Cognitive Development of Children with Severe Disabilities—Continuities and Discontinuities with Children without Disabilities
Bibliographic Data
| ID | 19005906 |
|---|---|
| Authors | Louise Bottcher (0000-0002-6697-7274, Aarhus University, corresponding author) |
| Year | 2012 |
| Volume | 19 |
| Issue | 2 |
| Pages | 89-106 |
| Publication date | 2012-04-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Mind Culture and Activity (JOURNAL) |
| Journal identifiers | ISSN: 1074-9039 • E-ISSN: 1532-7884 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/10749039.2011.632050 |
| OpenAlex | W1975962820 |
| Language | EN |
| Citations received | 8 |
| References cited | 32 |
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 neurobiological and social conditions. Through empirical examples, the participation of children with severe disabilities is analyzed in relation to different practices and how they afford and develop particular cognitive activities, creating developmental possibilities or constraints that feed back on the child's learning. Distinguishing the different perspectives of children and professional adults increases our awareness of how conflicts between the participants' motives affect both participation and developmental conditions in practice. It is concluded that the learning problems of children with severe neurobiological impairments must be understood in terms of their social moderation and mediation
Cognition · Cognitive psychology · Developmental psychology · Learning disability · Mediation · Moderation · Notice · Sociology · Autism Spectrum Disorder Research · Hearing Impairment and Communication · Language Development and Disorders · Psychology · Social Psychology
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Digital participation and digital education for people with profound and multiple disabilities and complex communication needs
The ambiguity of the transition to primary school
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Transition between home and school in children with severe disabilities — Parents' possibilities for influencing their children's learning environment
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Culture, context, and disability
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The Cultural Nature of Human Development
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Children's Development from a Cultural–Historical Approach
A perspective on thinking
Defending the Social Model
How is disability understood? An examination of sociological approaches
Can Cognitive Neuroscience Ground a Science of Learning
Social neuroscience
Education, Inclusion and Individual Differences
The situativity of knowing, learning, and research
Situated Learning
The fuzzy buzz word
| Unique citing works | 8 |
|---|---|
| Citations per year | 0.67 |
| Citation span | 2014 - 2026 (13) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |