THE RELEVANCE OF VYGOTSKYS THEORY OF THE ZONE OF PROXIMAL DEVELOPMENTTO THE ASSESSMENT OF CHILDREN WITH INTELLECTUAL DISABILITIES

This paper reports a study which investigated the relevance of Vygotsk y's concept of the 'zone of proximal development' (ZPD) to the assessm ent of children with intellectual disabilities. The ZPD is the differe nce between a child's actual level of development shown by unassisted performance, and his or her potential level as indicated by assisted p erformance. This study aimed to test the validity of measuring the ZPD both among children with intellectual disabilities and in the area of map use. The results are discussed in terms of their bearing on the i ssues of assessment, instruction and the concept of intellectual disab ility.