Learning and Socio-cultural Theory: Exploring Modern Vygotskian Perspectives International Workshop 2007
The purpose of this paper is to consider the relevance and consistency of socio-cultural theory to inclusive practices and the implementation of current government policy on inclusion. The policies of the NSW DET for the development of inclusive schooling will be examined. The implications of recent legislation as well as the recent initiatives such as Special Education initiative, curriculum changes, and collaborative processes will be analysed. A brief review of the major tenets of social cultural theory that relate to special education is presented. An analysis is made as to how socio-cultural theory can serve as a theoretical framework to address the needs of teachers and students and enhance the development of inclusive schools in New South Wales. The discussion will centre on the implications of this synthesis for policy, practice in special education and theory, which may then be fed back into further development of the policy.
Recommended CitationDixon, R. M. and Verenikina, I., Towards Inclusive Schools: An Examination of Socio-cultural Theory and Inclusive Practices and Policy in New South Wales DET Schools, Learning and Socio-cultural Theory: Exploring Modern Vygotskian Perspectives International Workshop 2007, 1(1), 2007.