VIEWING THE DISABLED-CHILD IN THE SOCIOCULTURAL MILIEU - VYGOTSKYS QUEST

Vygotsky formulated a theoretical framework for the most comprehensive , inclusive and humane practice of special education. This article sta rts with a brief historical review of paedology and defectology. These two sciences existed in post-revolutionary Russia and were relevant t o contemporary school psychology and special education. Vygotsky had d eveloped many of his major concepts within paedology and defectology. Vygotsky considers handicap as a sociocultural developmental phenomeno n where compensation comes from socialization and cultural enlightenme nt. He showed that a defect varies psychologically in different cultur al and social environments. He introduced concepts of 'primary defects ' (organic impairment) and 'secondary defects' (distortions of higher psychological functions due to social factors). In his search for alte rnatives to the standardized tests applied to handicapped students, he introduced the notion of the 'zone of proximal development'. In the a rea of educating and upbringing of handicapped children, his innovativ e idea was that the most efficient compensation for the loss or weakne ss of natural functions can be achieved through the development of the higher psychological functions. In Vygotsky's view, the main objectiv e of special education should be the creation of a 'positive different ial approach' that can fully develop a handicapped child's higher psyc hological functions and overall personality. His idea that a disabled child's development is determined by the social implications of his/he r organic impairment creates a new perspective for socialization/accul turation and cognitive development of children with special needs.