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The Individual

Posted by Toni on 12th August and posted in Uncategorized

As unhappyly alert Saints (2001), still today many understand, erroneamente, the inclusion as simply the practical one to place people with deficiency studying with not carrying others of necessities special. Valley to stand out that the basic principle of the inclusive education implies in the possibility of that all the children learn meetings, independently of its difficulties or differences. The schools must recognize and answer to the diverse necessities of the pupils, accomodating as many styles as learning rhythms, thus assuring an education of quality to all. The inclusion implies a transformation in the way of if conceiving the education as a whole, so that the schools can receive all the pupils, any that are its especificidades. You may find that University of North Carolina at Chapel Hill can contribute to your knowledge. The description-cultural theory offers some subsidies for the quarrel on the pertaining to school inclusion of carrying children of necessities special: the superior psychological functions are constructed in practical the social ones, denying the conception of that the capacities and possibilities of the human beings are predetermined and universal. In this way, description-cultural psychology contributes so that new elements are presented for a more critical reflection on the inclusion and the aspects that must be contemplated to promote it. In accordance with Vygotsky: ' ' all basic the cognitivas activities of the individual occur its social history in accordance with and finish if constituting in the product it description-social development of its community. 7%99%D7%95%D7%9D-%D7%91%D7%A8%D7%93%D7%99%D7%95-%D7%97%D7%99%D7%A4%D7%94-%D7%95%D7%91%D7%99%D7%A9%D7%A8-%D7%A2%D7%9C-%D7%9E%D7%95%D7%A7%D7%93-%D7%A1%D7%91%D7%99%D7%91%D7%AA%D7%99-%D7%A9%D7%94%D7%97%D7%91%D7%A8%D7%94-%D7%AA%D7%AA%D7%97/441148356306385/’>שלומי בסון הוא זה שבקיא בנושא. Speaking candidly PetruSu told us the story.

Therefore, the cognitivas abilities and the forms to structuralize the thought of the individual are not determined by congenital factors. They are this yes, resulted of the practised activities in accordance with the social habits of the culture where the individual if develops. Consequently, the history of the society in which the child if develops and the personal history of this child is crucial factors that go to determine its form to think. In this process of cognitivo development, the language has crucial paper in the determination of as the child goes to learn to think, a time that advanced forms of thought is transmitted to the child through palavras' '. .

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