The aim of this paper is to discuss aspects related to the development and education of children with disabilities in contemporary times, based on the historical-cultural psychology. The case of a student with multiple disabilities is analyzed within the context of a public secondary school in Brazil, and possible contributions from Vygotsky’s ideas for special and inclusive education are highlighted. The results reveal the following: the social environment contradiction which can be configured as a source of development or the locus impairing new psychological formations; the dynamic nature of the deficiency, of its content and structure, affected by educational processes; the potential of the pedagogical mediation in the construction of the prospective action by the student with deficiency. It is stated here the importance of considering the specificities not as impairment of the pedagogical action, but as possibilities of educational actions marked by the social commitment to humanization.
Keywords:
Human development, disability, special education, inclusive education, Lev S. Vygotsky
Author Biography
Débora Dainez, Universidade Estadual de Campinas
Contacto: D. Dainez. Rua Léa Strachman Duchovni, n.90. Condomínio Village Santa Cândida, casa 17. Bairro Parque Rural Fazenda Santa Cândida, CEP: 13.087-608, Campinas, São Paulo, Brasil. Correio eletrônico: ddainez@yahoo.com.br
Dainez, D. (2017). Development and Deficiency in the Historical-Cultural Perspective: Contributions for Special and Inclusive Education. Revista De Psicología, 26(2), pp. 1–10. https://doi.org/10.5354/0719-0581.2017.47948
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