Development and Learning of Young Children with Disabilities (eBook)

Preface 6
Contents 8
Introduction 12
Part I: The Theoretical Frame 15
Chapter 1: Beyond a Biomedical and Social Model of Disability: A Cultural-Historical Approach 16
Impairment and Disability 17
The Impact of the Biomedical Model 17
The Social Model Alternative 19
Transcending the Dichotomy Between Medical and Social Models – A Dialectical Approach 22
Incongruence – A Fundamental Concept 22
Development of Incongruence 26
Developmental Trajectories 28
The Zone of Proximal Development 29
Social Practices 30
The Child as Social Agent in His/Her Social Situation of Development 31
Age Periods and Demands 33
Affordance 35
The Inclusion of Impairments as Central to Understand the Emergence of Disabilities 36
Chapter 2: Unfolding Time in the Cultural-Historical Model of Disability 37
An Introduction to Developmental Time 37
Micro-Level Ontogenesis – Neurobiological Developmental Time 39
Elaborating the Dialectic Between Cultural-Historical Conditions of Disability and Developmental Opportunities of Young Children with Disabilities 43
Value Positions, Practices and Developmental Opportunities I: Euthanasia and Eugenics 44
Value Positions, Practices and Developmental Opportunities II: Institutionalised Upbringing 46
Value Positions, Practices and Developmental Opportunities III: Intensive Treatment Programmes 49
Value Positions, Practices and Developmental Opportunities IV: Normalisation and Inclusion 52
Values, Institutional Practices and Developmental Opportunities in Current Disability Trends 54
Summing Up: Using the Dialectical Disability Model to Analyse Early Child Development 56
Part II: Development and Disability 58
Chapter 3: Development of the Infant with Disability 59
The Social Situation of Development of Infants with Disabilities 59
Parental Grief or Reaction to the Emerging Incongruence 61
Development of Early Intersubjectivity and Communicational Skills 65
Development of Triadic Joint Attention 68
Parent’s Part of the Incongruence 72
Children with Congenital Deafblindness – Double Incongruence 73
Development Beyond the Age of Infancy 74
Summing Up: From Intersubjectivity to Social Agency as a Dominating Motive 75
Chapter 4: The Toddler and Preschool Child with Disabilities: Becoming a Social Agent 77
Cultural-Historical Understandings of Play 78
The Emergence of Affordances 79
To Play and Not to Play with and Without Disabilities 80
How to Support? 82
Supporting the Child’s “What-If” Exploration of the Cultural-Historical Environment 83
The Landscape Experiment 85
A Societal Level Perspective on the Child’s Development as a Social Agent 87
Parents as Supportive Systems: Play and Development of Social Agency from the Parents’ Perspective 91
Case Studies of Play 92
The Challenge of Playing with Peers 94
Sharing Activities and Minds 97
“The Integrating Background” 100
Summing Up: The Challenges of the Development of Social Agency 100
Chapter 5: Development in Primary School Age for Children with Disabilities 102
Learning as the Central Value Position in School 102
The Question of Special Educational Needs 104
The Transition to School 105
Motives for Learning 107
Affordances and Social Agency in School 110
Social Life 111
Supporting Peer Interaction 113
Teachers’ Role 114
Developing Positive and Negative Social Affordances 115
Summing Up: Consequences of ‘Cultural Deprivation’ in the School Years to Come 117
Part III: Developmental and Educational Themes During Early Childhood 119
Chapter 6: Mental Health and Children with Disabilities 120
Attachment Behaviour and Problems of Attachment 121
Disability as a Risk Factor for Development of Mental Health Problems 124
Psychopathology in the Early Life of Children with Disability 127
Development of Challenging Behaviour 130
Reducing Stress and Overcoming Difficult Behaviour 132
Approaching and Addressing the Risk of Developing Mental Health Problems 135
Summing Up: The Developmental Complexity of Disability and Mental Health 136
Chapter 7: Learning and Teaching When the Child Has Special Educational Needs 137
Cultural-Historical Practices of Inclusion 137
Special Educational Needs in a Cultural-Historical Understanding 139
Identification and Measurement of Cognitive Impairments 142
The Methodological Challenge of Psychometric Measurement in a Cultural-Historical Perspective 144
A Case Study: Oliver with Cerebral Palsy and Cortical Visual Impairment 148
A Cultural-Historical Dynamic Assessment Approach 151
The Role of Motives in the Learning of Children with Special Educational Needs 153
Special Educational Needs in Cultural-Historical Practices of Inclusion 155
Summing Up: The Challenge of Teaching 158
Chapter 8: Communication and Communicative Aids 160
Cultural-Historical Understanding of Communication and Language Development and Impairment 161
Deaf Children: The Complexity of Social Participation, Communication and Language Development 162
Communication, Language and Theory of Mind Development 163
Augmented and Alternative Communication 165
Oliver’s Rolltalk – Communicative Aids 166
Language and Culture and the Development of Disability Minority Cultures 168
Cultural Conflicts About Deaf Children’s Language Development 170
PECS – Picture Exchange Communication System 172
Pre-Symbolic Communication, Social Interaction, and Musicality 173
Summing Up: The Mediation of Cultural-Historical Processes of Development 174
Part IV: Creating a Future Together 175
Chapter 9: Developmental Time and Parent’s Future Imaginations: Overcoming the Incongruence 176
Typical and Alternative Developmental Trajectories 177
Understanding Developmental Delay 181
Loss of Developmental Time 183
Creation of Alternative Developmental Trajectories: Time as a Developmental Resource 186
Future Imaginations and Creation of Local Congruence: Children and Parents as Social Agents in Time 188
Summing Up: Negotiation and Arrangement of Congruence 192
References 194
Index 212