Dialectic Special Pedagogy

Supporting the Transitions of People with Disabilities and Atypical Development

Louise Bøttcher, Charlotte Mathiassen (Herausgeber)

Buch | Hardcover

232 Seiten

2024
Bloomsbury Academic (Verlag)
978-1-350-36057-0 (ISBN)

Noch nicht erschienen (ca. Dezember 2024)
Versandkostenfrei
Auch auf Rechnung

Artikel merken

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.

Louise Bøttcher is Associate Professor of Neuropsychology at Aarhus University, Denmark. Charlotte Mathiassen is Associate Professor and Head of Department of Educational Psychology at Aarhus University, Denmark.

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

Erscheint lt. Verlag	26.12.2024
Reihe/Serie	Transitions in Childhood and Youth
Zusatzinfo	10 bw illus
Verlagsort	London
Sprache	englisch
Maße	156 x 234 mm
Themenwelt	Geisteswissenschaften ► Psychologie ► Entwicklungspsychologie
	Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika
	Sozialwissenschaften ► Pädagogik ► Bildungstheorie
	Sozialwissenschaften ► Pädagogik ► Sonder-, Heil- und Förderpädagogik
ISBN-10	1-350-36057-0 / 1350360570
ISBN-13	978-1-350-36057-0 / 9781350360570
Zustand	Neuware