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The main principles of neuropsychological remediating education of children with learning disabilities

Publication date: 11.03.2015

Developmental Psychology, 2014, Volume 19, Issue 4, pp. 9 - 14

https://doi.org/10.4467/20843879PR.14.021.2960

Authors

Janna M. Glozman
Lomonosov Moscow State University
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Titles

The main principles of neuropsychological remediating education of children with learning disabilities

Abstract

The paper discusses the differences between remediating education and general education and its main tasks and principles based on the cultural-historical theory by L.S. Vygotsky. Basic functional systems formed during remediation are analyzed. Individual, group and dyadic methods of remediation are described with regard to their potential for mediating child’s activity.

References

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Luria A.R. (1973), The Working Brain. An Introduction to Neuropsychology. London: Penguin Books.

Vygotsky L.S. (1925/1982), Soznaniye kak problema psykhologii povedeniya [Consciousness as Subject of Psychology of Behaviour]. In: L.S. Vygotsky, Sobranie sochineniy, T.1. [Collected works], v. 1. Moscow: Pedagogika, p. 78–99.

Vygotsky L.S. (1930/1982), Psychika, soznatel’noye, bessoznatelnoye [Mind, conscience, unconscience]. In: L.S. Vygotsky Sobranie sochineniy, T.1. [Collected works], v. 1. Moscow: Pedagogika, p. 132–149.

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Information

Information: Developmental Psychology, 2014, Volume 19, Issue 4, pp. 9 - 14

Article type: Original article

Titles:

Polish:
The main principles of neuropsychological remediating education of children with learning disabilities
English:
The main principles of neuropsychological remediating education of children with learning disabilities

Authors

Lomonosov Moscow State University

Published at: 11.03.2015

Article status: Open

Licence: None

Percentage share of authors:

Janna M. Glozman (Author) - 100%

Article corrections:

-

Publication languages:

Polish