Description: 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.
Brief description: Marilyn Fleer is Professor and Foundation Chair of Early Childhood Education and Development at Monash University, Australia.
Review Quotes:
"As someone who has spent many years researching young children's transitions, this book brings something new in terms of considering children who have additional needs. Transitions for all children need to be approached with care, as each child's transition is unique to their own specific circumstances, this book opens up opportunities to view children through a wider lens." --Lynn. J. McNair, University of Edinburgh, UK
"I would recommend this book to anyone working with disability, but also, any teacher who works in even neurotypical spaces. The pedagogy outlined here is not solely applicable to those with developmental delays or disabilities but is also a practical pedagogy for teaching in general." --Joanne Hardman, University of Cape Town, South Africa