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.
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
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.
Reviews for Dialectic Special Pedagogy: Supporting the Transitions of People with Disabilities and Atypical Development
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
