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Theoretical Foundation of Special and Inclusive Education

The document summarizes key theorists in child development and education including Jean Piaget, John Dewey, and Ley Vygotsky. Piaget believed that learning involves assimilation and accommodation of new information. Dewey advocated for child-centered learning that allows students to identify their interests and strengths. Vygotsky emphasized the role of social interaction and language in learning, introducing concepts like the Zone of Proximal Development and scaffolding where more knowledgeable others provide temporary support.

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Finni Jean Tajanlangit
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460 views3 pages

Theoretical Foundation of Special and Inclusive Education

The document summarizes key theorists in child development and education including Jean Piaget, John Dewey, and Ley Vygotsky. Piaget believed that learning involves assimilation and accommodation of new information. Dewey advocated for child-centered learning that allows students to identify their interests and strengths. Vygotsky emphasized the role of social interaction and language in learning, introducing concepts like the Zone of Proximal Development and scaffolding where more knowledgeable others provide temporary support.

Uploaded by

Finni Jean Tajanlangit
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Theoretical Foundation

of Special and Inclusive


Education

Ubas, Nicole
Tajanlangit, Finni Jane
Panibon, Devy Fleignheart
Gagani, Eunice
Castro, Mary Queen

BECEd 1- A
Jean Piaget

- a French speaking Swiss development psychologist and philosopher

His development theory centered on the idea that when pupils learn new things, they must adapt
that information to fit in with the concept they already know about.

Assimilation – this occurs when children transform the environment or outside influence so that
it can be sorted into a pre-existing category.

Accommodation – this occurs when a child changes the schema in order to accept new
information.

John Dewey

- originally a philosopher, but after several years of teaching


- He argued education should be social development environment that gives children a
chance to participate in their own learning and use the provided curriculum to suit their
needs.

He was an advocate of child-centered learning, reason that:

 Child-centered learning – would allow pupils to identify their strengths and, interest and
incorporate those into their learning to better themselves.
 Teacher-centered learning – was an opportunity for children to be inactive and told of
knowledge and ideas without absorbing them or thinking for themselves.

Ley Vygotsky

- Russian constructivist ( believed knowledge is socially constructed )

He was most interested in how pupils contact with the world was influenced by cultural tools,
which helped them to construct knowledge.

Cultural tools Include:

 Language
 Thought
 Play
 Imagination

Vygotsky believed that language is learned through interaction with adults and peers (through
modeling), and is key _ in the development of abstract thoughts and the foundation of concepts.
 ZPD ( Zone of Proximal Development )
- which is often incorporated into special and inclusive education teaching in the closely
related concept of scaffolding.

 Scaffolding – refers to the temporary support to a child by more knowledgeable others.

 Contingents support – which is the idea that teachers should only intervene in learning
when children are really stuck and need.

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