Vygotsky and Special Needs Education

Mariane Hedegaard is Professor of Developmental Psychology and the Head of the Person, Practice, Development, and Culture Research Centre at the University of Copenhagen, Denmark. She is also Associate of the Department of Education, University of Oxford, UK. Harry Daniels is Professor of Education: Culture and Pedagogy and Director of Centre for Sociocultural and Activity Research Theory at the University of Bath, UK.

• Introduction; Part I: Children with Special Needs; 1. Cognitive Impairments and Cultural-Historical Practices for Learning. Children with Cerebral Palsy in School Louise Bottcher; 2. The Challenge of Using Multiple Methods to Gather the Views of Children Jill Porter; 3. Failing to learn or learning to fail?: The case of young writers Ros Fisher; Part II: Educational Psychological Pedagogical Practice; 4. Cooperation Between Professionals in Educational Psychology: Children's specific problems are connected to general dilemmas in relation to taking part Charlotte Hojholt; 5. Supporting Children and Schools: A development and practice centred approach for professional practice and research Marianne Hedegaard and Seth Chaiklin; 6. Developing Educational Psychological Consultative Practice in Schools Framed within Cultural Historical Theory of Child Development Christine Vassing; 7. Change and Development in the Professional Practice of Educational Psychologists in the UK Jane Leadbetter; Part III: Support that Transcends Borders; 8. Support for Children and Schools through Cultural Intervention Harry Daniels; 9. Relational Agency in Collaborations for the Wellbeing of Children and Young People Anne Edwards; 10. Tables and Figures Out of Manuscript and Into the End Jan Georgeson; 11. X Young people Not in Education, Employment or Training Geoff Hayward; Index.

‘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