Disabled child's "ingrowth to culture"

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Abstract

The article is dedicated to the theoretical foundations of psychology of disability that were laid by G.Ya. Troshin and L.S. Vygotsky. It especially focuses on the idea of general and specific logic of mental development in children with psychophysical impairments, on the idea of primary and secondary (social) impairments, and on the problems of diagnostics. The author gives a brief analysis of psychodiagnostics' development in the process of selecting children that were to study in special schools, and formulates the main methodological problems and difficulties associated with diagnosing children with disabilities. These problems are mostly connected with the necessity of differentiated assessment of mental development. The task of diagnostics is to detect the presence and the level of psychological mechanisms' development that provide full acquisition of culture. That is why the leading tendencies in diagnostics are: studying mental activity, speech, and communicative abilities of a child, his actual and potential levels of development. The author also describes the principles of choosing diagnostic techniques.

General Information

Keywords: psychology of disability, normal and impaired development, logic of mental development, primary and secondary impairment of development, methodological problems of diagnosing impaired development

Journal rubric: Theory and Methodology

Article type: scientific article

For citation: Lubovsky V.I. Disabled child's "ingrowth to culture". Kul'turno-istoricheskaya psikhologiya = Cultural-Historical Psychology, 2006. Vol. 2, no. 3, pp. 3–7. (In Russ., аbstr. in Engl.)

References

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  5. Lubovskii V.I. L.S. Vygotskii i special'naya psihologiya // Voprosy psihologii. 1996. № 6.
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Information About the Authors

Vladimir I. Lubovsky, Doctor of Psychology, Professor, Full Member of RAE, Professor of the Department of Rapid Psychology and Rehabilitation, Faculty of Clinical and Rapid Psychology, Member of the dissertation council, Member of the editorial board of the journals “Cultural-Historical Psychology”, “Clinical and Special Psychology”, Moscow State University of psychology and education (MSUPE), Professor of the defectology faculty of the Moscow City Pedagogical University, leading researcher at the Institute of Special Education and Complex Rehabilitation of Moscow State Pedagogical University, Moscow, Russia

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