This book offers theoretical and practical discussion on the inclusion of students with disabilities and learning impairments within the learning environments and beyond. It explores how social relations and social activities can support the personal and social transitions of children, young people and adults in need of specialized support. Written by academics based in Australia, Canada, Denmark, the Netherlands and the UK, the contributors take a cultural-historical and dialectical approach as a starting point for special pedagogy. This approach enables special pedagogy to rise above biological-essentialist, environmental-social-training and purely sociological approaches and to focusing on development as a psychological as well as a social phenomenon. The chapters cover a range topics including deaf education, primary and secondary disabilities, play, mediation, incarcerated youth and mental illness. The contributors draw heavily on psychologist Lev Vygotsky’s work and his notion of the zone of proximal development.
Introduction: Dialectic Special Pedagogy, Louise Bøttcher and Charlotte Mathiassen (Aarhus University, Denmark)
Part I: Fundamental Issues in Dialectic Special Pedagogy
1. Deaf Education Controversies: A History of Special Education, Jesper Dammeyer (University of Copenhagen, Denmark) and Madeleine Chapman (University of Westminster, UK)
2. Mediation, Remediation and Prolepsis in Dialectical Special Pedagogy, Louise Bøttcher (Aarhus University, Denmark)
3. Addressing Secondary Disability: Special Pedagogy for Children with Disabilities and their Inclusion in Mainstream Settings, Fatema Taj Johora, Marilyn Fleer and Marie Hammer (Monash University, Australia)
Part II: Special Pedagogy in Schools
4. How the Ideology, Organization and Layout of the School Create Different Opportunities for Special Pedagogy with Children and Young People, Harry Daniels (Oxford University, UK)
5, Transitions Through and From Alternative Programs: Expanding Chronotopes as Frames for Social Futures, Jennifer A. Vadeboncoeur and Natalia Panina-Beard (University of British Columbia, Canada) and Kristiina Kumpulainen (Simon Fraser University, Canada)
6. A Play-Based Curriculum for Emancipation and Cultural Competence, Bert van Oers (VU University Amsterdam, the Netherlands)
Part III: Special Pedagogy in Relation to Particular Groups
7. Special Pedagogy in Relation to Incarcerated Youth and Adults Having Committed Criminal Acts, Charlotte Mathiassen (Aarhus University, Denmark)
8. Pedagogies of Agency in Families of Young Children Affected by Adversity, Nick Hopwood (University of Technology Sydney, Australia)
9. The Necessity of Community in Mental Illness Recovery, Sofie Pedersen, (Roskilde University, Denmark)
10. Special Pedagogy with Vulnerable Youth, Kirsten Elisa Petersen (Aarhus University, Denmark)
Conclusion, Louise Bøttcher and Charlotte Mathiassen (Aarhus University, Denmark)
References
Index
Height:
Width:
Spine:
Weight:0.00