Session 1 (July 3). Topic:
Major tenets of Social-Cultural Activity Theory as applied to
special education assessment and remediation. (This will be a
brief introduction of the key paradigms. Details and practical
implications of each concept listed below will be considered in
the appropriate sections of the course)
- Theory of dis-ontogenesis
(distorted development): "natural" and "cultural"
lines of development and the notion of "primary" and
- Dynamic nature of disability,
"disability-specific psycho-educational profile,"
and the issue of proper remedial methodology ("compensatory
- Cultural aspect of remedial
education: cultural difference and cultural deprivation.
- Concept of leading activity,
internalization (appropriation) of psychological tools and the
notion of "mediated learning experience" in the context
of remedial education.
- Vygotsky's idea of "positive
differentiation" and "inclusion" in the framework
of contemporary practice of "least restrictive environment"
for children with educational handicaps.
- Zone of Proximal Development
(ZPD) in assessment and remedial education.
- Dynamic assessment vs.
Session 2 (July 4). Topic:
Developmental and social history of the student in the context
of theory of dis-ontogenesis and primary vs. secondary disability.
Bilingual issue, types and levels of bilingualism, "subtractive"
model of second language learning in the circumstances of educational
and mental health disabilities.
Session 3 (July 5). Topic:
Tests and clinical procedures - adaptive behavior and social/emotional
functioning in family, school, and community at large.
Session 4 (July 6). Topic:
Tests and clinical procedures - cognitive functioning.
Session 5 (July 9). Topic:
Tests and clinical procedures - academic and pre-academic
Session 6 (July 10). Topic:
Tests and clinical procedures - "dynamic assessment".
Session 7 (July 11). Topic:
Interpretation of clinical data in the context of developmental
history of the student: appropriation of "psychological tools",
"mediated learning experience", and the notion of "literacy".
Session 8 (July 12). Topic:
Interpretation of the clinical data - "cultural difference"
and "cultural deprivation" in psychological and educational
Session 9 (July 13). Topic:
Interpretation of the clinical data - "leading activity,"
"disability-specific psycho-educational profile," and
the dynamic nature of disability.
Session 10 (July 16). Topic:
Interpretation of the clinical data - native language attrition
("subtractive" bilingualism), cumulative cognitive deficit,
and developmental trauma disorder in children with "atypical"
Session 11 (July 17). Topic:
Zone of Proximal Development (ZPD) in remedial education and the
issue of proper remedial methodology applied to specific educational
handicapping conditions (high-incident disabilities only).
Session 12 (July 18). Topic:
Notion of "positive differentiation/inclusion" and
contemporary practice of "the least restrictive environment"
for children with educational handicaps in North America.
Session 13 (July 19). Topic:
Recommendations for the school (educational classification, school
placement, level of instruction for specific subjects, teaching/remedial
methodologies, school-based supportive services, classroom accommodations,
test taking modifications, extended school year option, transitional
plan, training/support for school personnel, counseling goals/methods,
behavior modification programming, and disability manifestation
determination clause) and for the family (parental techniques,
parental counseling, self-education, individual and family psychotherapy,
medical monitoring if needed).
Session 14 (July 20). Topic:
Individual case presentations during a "mock" Educational