Vygotsky and Special Needs Education: Rethinking Support for Children and Schools
'This is a book that people in educational politics, policy and provision need to read because it clarifies how we understand young people's educational needs and what we can do to make practical and institutional changes: it shines a light forward. The authors are all academic researchers who come from practitioner backgrounds and so they draw on and apply theoretical perspectives in the Vygotskian tradition that seek to guide intervention towards a person in a specific situation. You hear young people talking in this book and you know they are being listened to.'Malcolm Reed, Senior Lecturer in Education, University of Bristol, UK'Daniels and Hedegaard's edited collection is a significant contribution to an important field and will serve as a valuable resource for researchers and educational practitioners who aim to move beyond the limitations of simple biological and social dualism, take up the challenge of seeing cognition as always embedded in activity and trace the practical and theoretical implications of this for the area currently defined as special needs.'Jan Derry, Senior Lecturer in Philosophy of Education, Institute of Education, University of London, UK'Daniels and Hedegaard's edited collection is a significant contribution to an important field and will serve as a valuable resource for researchers and educational practitioners who aim to move beyond the limitations of simple biological and social dualism, take up the challenge of seeing cognition as always embedded in activity and trace the practical and theoretical implications of this for the area currently defined as special needs.’Jan Derry, Senior Lecturer in Philosophy of Education, Institute of Education, University of London, UK