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Learning Contexts for Children and Young People With Learning Differences


by Harry Daniels — 2014

This chapter sketches some possibilities for the development of learning contexts for children and young people with learning differences that may be derived from the influence of Russian psychologist L. S. Vygotsky. It argues that these pedagogic possibilities should be implemented alongside the development of a curriculum that prepares all young people to participate in a rapidly developing knowledge society


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This article originally appeared as NSSE Yearbook Vol 113. No. 2.


Cite This Article as: Teachers College Record Volume 116 Number 14, 2014, p. 515-534
http://www.tcrecord.org ID Number: 18304, Date Accessed: 3/22/2017 6:13:37 PM

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About the Author
  • Harry Daniels
    University of Oxford
    E-mail Author
    HARRY DANIELS took up the Professorship of Education at the University of Oxford in February 2013. He has directed more than 40 research projects funded by the Economic and Social Research Council (ESRC), various central and local government sources, and the European Union. A current project is concerned with the design of school buildings, entitled Design Matters? The Effects of New Schools on Students’, Teachers’ and Parents’ Actions and Perceptions, funded for three years by The Arts and Humanities Research Council. He has contributed extensively to the literature, including a series of internationally acclaimed books concerned with sociocultural psychology.
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