Vygodskaya, G. L. (1999). Vygotsky and Problems of Special Education.

Remedial & Special Education, 20(6), 330-332.

Synopsis
The article outlines how Vygotskys theories translated into practices
which contributed immensely to the development of the field of special
education. Vygodskaya works to explain the importance of Vygotskys work
by providing a brief introduction of Vygotskys entrance into the field of
special education in Moscow during the 1920s.
Vygodskaya explains in the first part of her article, in 1924 Vygotsky
began his work at the Moscow Institute of Psychology. His purpose was
solving the problems with the education of mentally retarded children
(1999). Shortly thereafter, Vygotsky led the First Congress of Special
Education. Here he first presented his ideas on solving the problems
hindering the education of disabled children. His solution posited utilizing
teachers, parents, and society as a whole to address the social component of
the issues (1999). Vygodskaya explains, the traditional approach at the that
time towards trying to find solutions to special education problems was
wholly biological, and Vygotsky posited a new view which looked to explain
the problem in terms of social relationships (1999).
Vygodskayas article continues to follow Vygotskys work as it
transcended international boundaries. Vygotsky traveled to numerous
Western European countries to share his ideas and work. He also, according
to Vygodskaya, criticized the system in place in Moscow and proposed a new

model which he considered a social education (1999). This required making

the learning experience for disabled children as natural as possible and
treating disabled children the same as normal ones to eliminate the social
distortions hindering their education (1999). Vygotsky continued to publish
works on dealing with retardation and children with impaired health and
disabilities, such as deafness, as to educate teachers, doctors, and parents
(1999).
The article moves to explain the development of Vygotskys research
institute and the wide effect it had over Moscows special education problem.
The establishment of a laboratory for studying children with mental and
physical disabilities allowed for Vygotsky to make many empirical findings
supporting his theories over special education. Vygotsky, according to
Vygodskaya, conducted clinical analyses of children with disabilities at
special conferences which drew audiences filled with teachers, doctors,
psychiatrists, and students from all over Moscow (1999). Here, Vygotsky
modeled his process of analyzing children with disabilities and addressing
their learning needs. Vygodskaya explains the process included finding the
nature of the disability, singling out the deviation in the childs development,
creating a plan to teach the student considering the needs, and emphasizing
the positive attributes of the child as to work off of them (1999).
Vygodskaya concludes her article by listing the problems which
Vygotsky posited solutions for including: recognizing the primary disability

and relating problems hindering children in special education, effects caused

by social compensation, finding different methods to aid the cognitive
development of disabled children, creating properly structured methods for
teaching disabled children from an early stage, and creating better methods
of questioning and methods towards the diagnosis of disabilities as early as
possible in children (1999).
Theory
Vygotskys theories are central to the article. Throughout the article,
Vygodskaya makes Vygotskys theories evident in his examination of special
education and capabilities of children with disabilities. Vygodskaya
introduces Vygotskys views on children with disabilities. The perception she
describes he had of these children follow his theories. According to
Vygodskaya, Vygotsky looked at disability as social dislocation; he claimed
disabilities simply distorted a childs ability to respond to his physical world
and develop relationships with people (1999). Vygotskys theory posits social
interaction is necessary for the development of higher mental functioning
and the development of psychological tools.
The article also presents Vygotskys proposal of a necessary concerted
effort by all members of society including teachers, parents, and doctors in
order to eliminate social dislocation and distortion and help these children
effectively learn (1999). This abides by his theorys component which posits
when we interact with others who are more capable and have higher mental

functioning, we develop better cognitive tools, and it also follows the part of
his theory which proposes the importance of culture and its vital role in the
development of psychological tools and cognitive potential.
When describing the process which Vygotsky would follow when
clinically examining children, Vygodskaya also brings in the part of
Vygotskys theory which determines what a learners zone of proximal
development is. Vygodskaya explains, Vygotkys process was thorough in its
analysis of the child; it included: A) a comprehensive study of the child by
doctors, psychologists, and teachers; B) a session in which tasks and
questions are posed to the child to witness behavior, responses, and thought
processes; C) speaking with the parents and the teachers; and D) a
theoretical approach which took scientific literature and existing notions
combined with empirical findings to diagnose or determine a childs disability
and zone of development.
Analysis
The article definitely supports Vygotskys theory as it is an almost
biographical piece on his work in the field of special education. Being that
the author is his daughter, one could expect a certain bias, but as the
authors biography explains, Vygodskaya is also an accomplished scholar in
the field of special education and an authority on the subject giving the
article authenticity and her writing credibility (1999).

Vygodskayas article thoroughly supports Vygotskys theory, and her

research, inquiring from students, teachers, and others present at his special
conferences, all support his positions. In her explanation of his analysis
process, she clearly points out how his methods, the practice, supported and
bolstered his theory. Also, Vygodskayas explanation of Vygotskys definitions
of disability, social education, and social dislocation all correlate with what
his theory posits reinforcing his beliefs and ideas of human cognition and
acquisition of knowledge.
Evaluation
This article holds great utility. For those in the field of teaching,
parenting, medicine, and psychology, this article is essential towards the
understanding of special education, the diagnosis of child learning
disabilities, and preparation for dealing with a child exhibiting disabilities.
The current criteria utilized by the public education system in the United
States in dealing with special education, student diagnosis, and teaching
methods are based on Vygotskys theory. Currently, students with disabilities
are mainstreamed into the regular classroom and learning environment, as
Vygostky proposed, in order eliminate social dislocation (Vygodskaya, 1999).
Perceiving Vygotskys work in special education through the lens which
Vygodskaya has provided in this article also allows the reader to understand
what process children currently undergo in the U.S. public education system
when brought into the special education program making this article quite
useful to those who either teach, treat, or parent students with disabilities.