Inclusive learning: An

epistemology for inclusion

Vagotsky’s Theory & Inclusion
Dr Asmaa Azeem
Defectology
• Vygotsky contributed to the understanding of development of children with special
needs basically on two foundations;
A)- his general cultural-historical theory of human development (Vygotsky 1998),
B)- His special theory of disontogenesis (theory of distorted development).
Theory of disontogenesis is founded upon two main premises
1: The distinction between primary and secondary defects
2: The interfunctional relationship in mental development (Kozulin & Gindis 2007).

According to Vygotsky,
1)- primary defects referring to an actual biological problem, an impairment that
influences the child’s development of the natural functions, such as perceptions,
memory etc.
2) The secondary defect, on the other hand, refers to psychological difficulties acquired
through the process of social interaction (Vygotsky 1995), the social implications of the
biological defect. The interfunctional relationship between the primary and the
secondary defects will influence the ability of the individual.
With this latter theory, Vygotsky made a distinct distance to the
common assumptions of his time that disability is mainly biological in
nature (Kozulin & Gindis 2007)
• Students should be maintained within the regular inclusive social
environment of the school
• Vygotsky advocated the full 'inclusion model' which stated that the
student with special needs should be in regular classroom with
support services delivered to the student.

• The future model of special education which may be called "inclusion

based on positive differentiation".
• Supporters of inclusion maintain that it is a civil rights issue—
recognizing the rights that people with disabilities deserve.

• These rights include equal access and equal opportunity.

The three main concepts of cognitive development that Vygotsky posed
were that
(i) culture is significant in learning,
(ii) language is the root of culture
(iii) individuals learn and develop within their role in the community
The concept of prompts/support
• A simple and concrete example of this is when we help children learn
to ride a bicycle - first with training wheels, then as we hold the
bicycle steady for them (with some verbal coaching as well), and
finally without any help, as children ride independently.
Teacher’s role
• He believed that learning happens in three different
stages: cognitive, motoric, and sociocultural.

• Instructional scaffolding with major focus on teacher practices. He

defined this as, 'the role of teachers and others in supporting the
learner's development and providing support structures to get to that
next stage or level' (Raymond, 2000).
Theory of student involvement
• The theory of student involvement, developed from Vygotsky (1978)
emphasizes the role of the environment in students' learning process
by encouraging their involvement through the introduction of
effective pedagogical practices in the learning process
Reciprocal teaching
• A contemporary educational application of Vygotsky's theory is
“reciprocal teaching,” used to improve students” ability to learn from
text.

• In this method, teachers and students collaborate in learning and

practicing four key skills: summarizing, questioning, clarifying, and
predicting.
Imagine a student has just mastered basic addition. At this point, basic subtraction may enter their zone of proximal development, meaning that they have the ability to learn subtraction and will likely be able to master it with guidance
and support
ZPD in Montessori
• The crux of the zone of proximal development is that a child with
more skills and mastery (the skilled partner), can be used to enhance
the potential level of knowledge and another individual.

• These type of social interactions can be used to enhance educational

outcomes in problem-based learning activities
Why a teacher should conscious
about ZPD?
Teaching at a students' point of need, or their Zone of Proximal
Development (ZPD), is important for;
students' engagement
motivation
growth

If a task is too easy (well below their ZPD), then the student is likely to
become bored and disengaged.
Four Pillars of Inclusion

• Educator Growth: Professional Development, Training, Hiring

Practices.
• Classroom and Climate: Culturally Responsive and Inclusive Practices
and Curriculum.
• Student Belonging: Identity, Empathy, Inclusion.
• Community Cohesion: Parent/Guardian Education and Involvement,
Town Partnerships.
4 stages of Vygotsky's theory
Vygotsky claimed that we are born with four 'elementary mental
functions' :
1. Attention,
2. Sensation,
3. Perception,
4. Memory.
It is our social and cultural environment that allows us to use these
elementary skills to develop and finally gain 'higher mental functions.
Teaching strategies teaching through ZPD
• Modeling,
• Feedback,
• Questioning,
• Instructing,
• Cognitive structuring
Vygotsky's paradigm of special education

Vygotsky's socially, culturally, and developmentally oriented scientific

legacy has the potential to unify, restructure, and promote special and
remedial education as a science, profession, and social institution.