The Theoretical Foundations of Professional Development in Special Education Is Sociocultural Theory Enough?

Authors

J.S. De Valenzuela
M. Cathrene Connery
Sandra I. Musanti, The University of Texas Rio Grande ValleyFollow

Document Type

Article

Publication Date

3-2000

Abstract

The purpose of this article is to consider the relevance and contributions of sociocultural theory and multicultural and critical pedagogies to professional development in special education. To this end, a brief review of the major tenets of sociocultural theory is presented. The position taken in this article is that an adequate and a sufficient theoretical framework for professional development in special education must explicitly and directly address the issues of power, discrimination, and relative status that, we argue, underlie many dilemmas of application of practice. Vignettes illustrating such dilemmas, with reference to the 1998 Council for Exceptional Children professional standards, are presented. Multicultural pedagogy and critical theory are suggested as potentially complementary and important additions to sociocultural theory, as applied to the professional development of special educators.

Comments

Copyright © 2000, Sage Publications

Recommended Citation

De Valenzuela, J. S., Cathrene Connery, M., & Musanti, S. I. (2000). The Theoretical Foundations of Professional Development in Special Education: Is Sociocultural Theory Enough? Remedial and Special Education, 21(2), 111-120. https://doi.org/10.1177/074193250002100206

Publication Title

Remedial and Special Education

DOI

http://doi.org/10.1177/074193250002100206