Author(s): Louise Bøttcher
Journal: Outlines. Critical Practice Studies
ISSN 1399-5510
Volume: 12;
Issue: 1;
Start page: 3;
Date: 2010;
Original page
Keywords: Disability | Cerebral palsy | Neuropsychology | Child | Development | Cognitive functions | Learning | Brain lesions | Situated cognition
ABSTRACT
Taking children with Cerebral Palsy (CP) as an example, the article seeks an understanding ofchildren with disabilities that connects neuropsychological theories of neural development withthe situated cognition perspective and the child as an active participant in its social practices. Theearly brain lesion of CP is reconceptualised as a neurobiological constraint that exists in therelations between the neural, cognitive and social levels. Through a multi-method study of twochildren with CP, it is analysed how neurobiological constraints arise, evolve and sometimes areresolved through local matches between the child and its social practices. The result is discussedas support of a developmental science approach that includes processes at the social practice levelalong with knowledge of biological processes.
Journal: Outlines. Critical Practice Studies
ISSN 1399-5510
Volume: 12;
Issue: 1;
Start page: 3;
Date: 2010;
Original page
Keywords: Disability | Cerebral palsy | Neuropsychology | Child | Development | Cognitive functions | Learning | Brain lesions | Situated cognition
ABSTRACT
Taking children with Cerebral Palsy (CP) as an example, the article seeks an understanding ofchildren with disabilities that connects neuropsychological theories of neural development withthe situated cognition perspective and the child as an active participant in its social practices. Theearly brain lesion of CP is reconceptualised as a neurobiological constraint that exists in therelations between the neural, cognitive and social levels. Through a multi-method study of twochildren with CP, it is analysed how neurobiological constraints arise, evolve and sometimes areresolved through local matches between the child and its social practices. The result is discussedas support of a developmental science approach that includes processes at the social practice levelalong with knowledge of biological processes.
