Zone of Proximal Development (ZPD) is defined as “between what a child can do alone and what he or she can do in collaboration with adults and older children” (Vygotsuky, 1934 AU31: The in-text citation "Vygotsuky, 1934" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. /2001 AU32: The in-text citation "Vygotsuky 2001" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. , p. 298). This is very famous term especially in the Education field. He stated that a good teaching works to evoke a set of functions in that place. In this chapter, the author is trying to explore the meaning of it in the practice for children with disabilities.
Published in Chapter:
Cognitive Developmental Approaches Toward Inclusive Education: Informal Assessments in Individual Practice
Copyright: © 2023
|Pages: 23
DOI: 10.4018/979-8-3693-0664-2.ch005
Abstract
Informal assessments were conducted in individualized learning settings, and its significance was examined from a cognitive developmental perspective. First, three students aged 8-9 who had no or few words were given the learning by after-school day service staff. They showed qualitatively different attitudes to the educational materials according to each cognitive development. Second, once-a-month homebound intervention was performed by author for a 5-year-old boy without intellectual disability, who had strong behavior disturbance and drawing difficulty. When learning refusal was strong, it was effective to adjust the approach going back to the early cognitive developmental stage shown by above three cases with few words. After one year and five months, he enrolled in a regular school. Now, at the end of the first grade, he still enjoys going to school and has begun writing some essays with a little support. It is suggested that focusing on early cognitive development affected his motivation to learn.