02302nam 2200505Ia 450 991082685690332120200520144314.01-4411-6969-51-283-01579-X97866130157921-4411-4168-5(CKB)2560000000060837(EBL)661028(OCoLC)705538252(MiAaPQ)EBC661028(MiAaPQ)EBC6163679(EXLCZ)99256000000006083720100614d2011 uy 0engur|n|---|||||txtrdacontentcrdamediacrrdacarrierVygotsky and special needs education rethinking support for children and schools /edited by Harry Daniels and Mariane Hedegaard1st ed.London ;New York Continuum International Pub. Groupc20111 online resource (247 p.)Includes index.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. AllSpecial educationPhilosophyEarly childhood educationPhilosophySpecial educationPhilosophy.Early childhood educationPhilosophy.371.901Daniels Harry1085288Hedegaard Mariane1082753MiAaPQMiAaPQMiAaPQBOOK9910826856903321Vygotsky and Special Needs Education3926861UNINA