Formazione & insegnamento
ISSN: 2279-7505 | Published: 2013-09-30
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Title: Vygotsky and neurodiversity.Reformulate problems for children with special educational needs (BES)
Abstract: The adoption of the concept of neurodiversity must be read as a differentiation declaration which includes a range of specific learning differences.In collecting the challenges of neurodiversity, Vygotskij did not do its time, on the contrary, reformulating the problems for children's special educational needs (BES) based on the concept of neurodetality leads us back to some stopped points of the Vygotskiane theories, in particular: development paths, institutional practices, return of the practical-institution relationship.Neurodiversity imposes a focal reflection on the communication models between institutions, the adoption of practices that become more collaborative, the processing of tools and models that allow researchers to compare the various communication models between the institutions with the implications on the individual development of the neurodiverse student. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Vygotskij e la Neurodiversità. Riformulare i problemi per i bambini con Bisogni Educativi Speciali (BES)
Abstract: L'adozione del concetto di neurodiversità va letto come una dichiarazionepositiva di differenziazione che comprende una gamma di differenze di apprendimento specifiche. Nel raccogliere le sfide della neurodiversità, Vygotskij non ha fatto il suo tempo, anzi, riformulare i problemi per i bambinicon Bisogni Educativi Speciali (BES) in base al concetto di neurodiversità ci riconduce ad alcuni punti fermi delle teorie vygotskiane, in particolare: percorsi di sviluppo, pratiche istituzionali, ricontestualizzazione del rapporto pratica-istituzione. La neurodiversità impone una riflessione focale sui modelli di comunicazione tra istituzioni, l'adozione di pratiche che diventino via via più collaborative, l'elaborazione di strumenti e modelli che consentano ai ricercatori di confrontare i vari modelli di comunicazione tra le istituzioni con le implicazioni sullo sviluppo individuale dello studente neurodiverso.
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Title: Vygotsky et neurodiversité.Reformuler les problèmes pour les enfants ayant des besoins éducatifs spéciaux (BES)
Abstract: L'adoption du concept de neurodiversité doit être lue comme une déclaration de différenciation qui comprend une gamme de différences d'apprentissage spécifiques.Lors de la collecte des défis de la neurodiversité, Vygotskij n'a pas fait son temps, au contraire, la reformulation des problèmes pour les besoins éducatifs spéciaux des enfants (BES) basés sur le concept de neurodétalité nous ramène à certains points arrêtés des théories de Vygotskiane, en particulier: des chemins de développement, des pratiques institutionnelles, le retour de la relation pratique-institution.La neurodiversité impose une réflexion focale aux modèles de communication entre les institutions, l'adoption de pratiques qui deviennent plus collaboratives, le traitement des outils et des modèles qui permettent aux chercheurs de comparer les différents modèles de communication entre les institutions ayant des implications sur le développement individuel de l'étudiant neurodiverse. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Vygotsky y neurodiversidad.Reformular problemas para niños con necesidades educativas especiales (BES)
Abstract: La adopción del concepto de neurodiversidad debe leerse como una declaración de diferenciación que incluye una variedad de diferencias de aprendizaje específicas.Al recopilar los desafíos de la neurodiversidad, Vygotskij no hizo su tiempo, por el contrario, la reformulación de los problemas para las necesidades educativas especiales de los niños (BES) basadas en el concepto de neurodetalidad nos lleva a volver a algunos puntos detenidos de las teorías de Vygotskiane, en particular: rutas de desarrollo, prácticas institucionales, retorno de la relación de institución.La neurodiversidad impone una reflexión focal sobre los modelos de comunicación entre las instituciones, la adopción de prácticas que se vuelven más colaborativas, el procesamiento de herramientas y modelos que permiten a los investigadores comparar los diversos modelos de comunicación entre las instituciones con las implicaciones en el desarrollo individual del estudiante neurodiverse. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Vygotsky e neurodiversidade.Reformular problemas para crianças com necessidades educacionais especiais (BES)
Abstract: A adoção do conceito de neurodiversidade deve ser lida como uma declaração de diferenciação, que inclui uma série de diferenças específicas de aprendizado.Ao coletar os desafios da neurodiversidade, Vygotskij não fez seu tempo, pelo contrário, reformulando os problemas para as necessidades educacionais especiais das crianças (BES) com base no conceito de neurodetalidade nos leva de volta a alguns pontos parados das teorias de vygotskiane, em particular: caminhos de desenvolvimento, práticas institucionais, retorno da prática das práticas das práticas da prática.A neurodiversidade impõe uma reflexão focal sobre os modelos de comunicação entre instituições, a adoção de práticas que se tornam mais colaborativas, o processamento de ferramentas e modelos que permitem aos pesquisadores comparar os vários modelos de comunicação entre as instituições com as implicações no desenvolvimento individual do aluno do neurodiverso. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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