L.S. Vygotsky’s Theory of the Development of Higher Mental Functions and Defectology – A Challenge or Support for the Contemporary Notions of “Inclusion” and “Inclusive Education” in South Africa?

Abstract

Vygotsky’s explanation of the cultural-historical development of higher mental functionsis generally known but his ideas on “defectology” is less well-known and not usuallydiscussed in the context of his overall theory. To address this shortcoming this researchreport provides a detailed exposition of Vygotsky’s theory of the cultural-historicaldevelopment of higher mental functions and then shows how his thinking aboutdefectology extends on the general theory. Following this exposition, the reportestablishes the extent to which Vygotsky’s ideas on defectology is consonant with, or achallenge to, the contemporary ideas of Inclusion and Inclusive education as it isunderstood and “implemented” in South African educational thinking and practice. Basedon this analysis, the report argues that Vygotsky provided a nuanced, and “moreinclusive” understanding of developmentally “normative” and “non-normative” childrenthan that provided in the South African policy on Inclusion and Inclusive Education.