{"title":"维果斯基的历史-文化理论对特殊教育和全纳教育的贡献","authors":"Cirlene Benvindo de Souza, Ivone Antonia da Silva","doi":"10.51249/gei.v5i03.2047","DOIUrl":null,"url":null,"abstract":"This article examines how Lev Vygotsky's historical-cultural theory can be applied to the education of children with Autism Spectrum Disorder (ASD). With an emphasis on concepts such as the Zone of Proximal Development (ZPD), mediated learning, social interaction, adaptation of teaching material and a focus on children's abilities and individuality, the study proposes methodological adaptations that can significantly benefit the inclusion and educational development of these children. students","PeriodicalId":504187,"journal":{"name":"Revista Gênero e Interdisciplinaridade","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"CONTRIBUTIONS OF VYGOTSKY'S HISTORICAL-CULTURAL THEORY TO SPECIAL AND INCLUSIVE EDUCATION\",\"authors\":\"Cirlene Benvindo de Souza, Ivone Antonia da Silva\",\"doi\":\"10.51249/gei.v5i03.2047\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This article examines how Lev Vygotsky's historical-cultural theory can be applied to the education of children with Autism Spectrum Disorder (ASD). With an emphasis on concepts such as the Zone of Proximal Development (ZPD), mediated learning, social interaction, adaptation of teaching material and a focus on children's abilities and individuality, the study proposes methodological adaptations that can significantly benefit the inclusion and educational development of these children. students\",\"PeriodicalId\":504187,\"journal\":{\"name\":\"Revista Gênero e Interdisciplinaridade\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-05-11\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Revista Gênero e Interdisciplinaridade\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.51249/gei.v5i03.2047\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Revista Gênero e Interdisciplinaridade","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.51249/gei.v5i03.2047","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
CONTRIBUTIONS OF VYGOTSKY'S HISTORICAL-CULTURAL THEORY TO SPECIAL AND INCLUSIVE EDUCATION
This article examines how Lev Vygotsky's historical-cultural theory can be applied to the education of children with Autism Spectrum Disorder (ASD). With an emphasis on concepts such as the Zone of Proximal Development (ZPD), mediated learning, social interaction, adaptation of teaching material and a focus on children's abilities and individuality, the study proposes methodological adaptations that can significantly benefit the inclusion and educational development of these children. students
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