02646nam 22005293u 450 991079187840332120230725021017.01-4411-6969-51-283-01579-X97866130157921-4411-4168-5(CKB)2560000000060837(EBL)661028(OCoLC)705538252(MiAaPQ)EBC661028(MiAaPQ)EBC6163679(EXLCZ)99256000000006083720130418d2011|||| u|| |engur|n|---|||||Vygotsky and Special Needs Education[electronic resource] Rethinking Support for Children and SchoolsLondon Continuum International Publishing20111 online resource (247 p.)Description based upon print version of record.1-4411-9172-0 Contents; Notes on Contributors; Introduction; Part I: CHILDREN WITH SPECIAL NEEDS; Part II: EDUCATIONAL PSYCHOLOGICAL PEDAGOGICAL PRACTICE; Part III: SUPPORT THAT TRANSCENDS BORDERS; IndexAfter Piaget, Vygotsky is perhaps the most important educational theorist of the twentieth century. Support for schools and pupils with additional needs has been theorised in a number of ways over the last 100 years and much interest has been shown in the development and relevance of Vygotsky's ideas. It is ironic, therefore, that so little has been written about the practical application of such a perspective to the field. This book brings together researchers working in the UK and Denmark to reflect on the benefits to be had from taking such a stance on support for children and schools. AllEarly childhood education -- PhilosophySpecial education -- PhilosophyVygotskii?, L. S. (Lev Semenovich), 1896-1934 -- Criticism and interpretationVygotskii?, L. SVygotskii?, L. S. --(Lev Semenovich), --1896-1934 --Criticism and interpretationEarly childhood education -- Philosophy.Special education -- Philosophy.Vygotskii?, L. S. (Lev Semenovich), 1896-1934 -- Criticism and interpretation.Vygotskii?, L. S.Vygotskii?, L. S. --(Lev Semenovich), --1896-1934 --Criticism and interpretation.371.901Daniels Harry1085288Hedegaard Mariane1082753AU-PeELAU-PeELAU-PeELBOOK9910791878403321Vygotsky and Special Needs Education3697266UNINA