We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
The relevance of Vygotsky's theory of the 'zone of proximal development' to the assessment of children with intellectual disabilities.
- Authors
Rutland, A. F.; Campbell, R. N.
- Abstract
This paper reports a study which investigated the relevance of Vygotsky's concept of the ‘zone of proximal development’ (ZPD) to the assessment of children with intellectual disabilities. The ZPD is the difference between a child's actual level of development shown by unassisted performance, and his or her potential level as indicated by assisted performance. This study aimed to test the validity of measuring the ZPD both among children with intellectual disabilities and in the area of map use. The results are discussed in terms of their bearing on the issues of assessment, instruction and the concept of intellectual disability.
- Subjects
CHILDREN with intellectual disabilities; CHILD development; CHILD psychopathology; INTELLECTUAL disabilities; DEVELOPMENTAL disabilities; PATHOLOGICAL psychology; DYNAMIC assessment (Education); EDUCATIONAL tests &; measurements; LEARNING ability testing
- Publication
Journal of Intellectual Disability Research, 1996, Vol 40, Issue 2, p151
- ISSN
0964-2633
- Publication type
Article
- DOI
10.1111/j.1365-2788.1996.tb00616.x