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ABSTRACT
Lev S. Vygotsky formulated a unique theoretical framework for perhaps the most comprehensive, inclusive, and humane practice of special education in the 20th century The following topics germane to contemporary special education are discussed: the application of Vygotsky's Cultural-Historical Activity Theory to the domain of special education; Vygotsky's views on the nature of handicapping conditions in children; the principles of psycho-educational evaluation of the disabled; the issue of compensation, rehabilitation, and education of children with sensory and cognitive impairments, and the concept of inclusion as a prospect for development In special education. This article includes some discussion on International experiences by scientists/practitioners working within Vygotsky's paradigm of special education. It is suggested that 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.
THE LAST TWO DECADES OF THE 20TH CENTURY IN the United States have been marked by an upsurge of interest in Lev S. Vygotsky's ideas. Several volumes of new translations of Vygotsky's writings have appeared recently, the most prominent among them being The Collected Works of L. S. Vygotsky (Vygotsky, 1987-1998) and The Vygotsky Reader (Valsiner & Vanderveer, 1994). Since the late 1980s, dozens of books, articles, and book chapters have been published by professionals in different fields interpreting, elaborating, and expanding Vygotsky's scientific legacy. Numerous web sites and electronic discussion forums on the Internet have emerged to discuss ideas written by a fountain pen. Within the past 2 decades, an "invisible college" of enthusiastic and inspired Vygotskians has formed in the United States. Vygotsky has emerged as one of the major psychologists in the 20th century (Wertsch, 1985, 1998), the icon of the "cognitive revolution" (Haywood & Tzuriel, 1992), postmodern educational progressivism (Newman & Holzman, 1993), and cultural pluralism (Rogoff, 1990). He is rightfully considered to be the founder of cultural psychology, a psychological theory in which the human being is the subject of cultural, rather than natural, processes (Ratner, 1991).
What is it in Vygotsky's works that invites scientists from different fields to scrutinize his writings as if he were our contemporary? Indeed, many factors created the stage for the selection of Vygotsky's work as a promising alternative to existing...