Theory of Piaget and Vygotsky and its implication to understanding the cognitive functioning of learners with intellectual disabilities.
Jean Piaget's theory centered on the stages of cognitive development. He perceived cognitive development as a progressive shift, and its growth varies from individual to individual. He believed that a fixed sequence follows, which he described in his four cognitive development stages, namely the sensorimotor stage, pre-operational stage (2 to 7 Years), concrete operational stage (7 to 11 years), formal operational stage (11 & above). Each has distinct ways of thinking and perceiving that shows how one's cognitive abilities develop.
Piaget also believed that humans adapt to their physical and social environments in which they live. This process of adaptation begins at birth. He saw this adaptation in terms of two basic processes: (1) Assimilation, which refers to the process of grasping or integrating new objects and activities into the scope of existing schemes or structures. (2) Accommodation, the process through which the existing schemes or structure is altered to meet the resistance to assimilate a new object or event.
Piaget's theory assumes that all children, disabled and nondisabled, goes through the same invariant sequence of stages using the same processes of schema, assimilation, accommodation, and equilibration. Therefore the teacher's role in facilitating learning in learners with disabilities provides various experiences that contribute to building a schema or new knowledge. Provide opportunities that allow learners of different cognitive levels to collaborate, motivating less-developed students to progress towards a higher understanding of the subject. To regularly repeat given information for a period of time for them to remember effectively. "Discovery Learning" also encourages learners to explore and experiment while fostering new understandings and taking in new information into their existing schemas instead of just providing laid out information.
Lev Vygotsky Social Constructivism theory emphasized the role of social interaction in learning and development. He refers to a systematic manner of assisting the learner that helps the learner to acquire a skill effectively, which he called scaffolding. He believed that guidance from a more knowledgeable other would lead the learner to a higher performance level than alone. His concept of the zone of proximal development (ZPD) illustrates that individuals learn best when working together with others during collaboration. Through such collaborative efforts with a more knowledgeable person, learners learn and internalize new concepts, psychological tools, and skills. Proximal development consists of two significant components: the child's potential growth and the role of interaction with others.
Vygotsky emphasized the importance of the complex socio-cultural nature of inclusive education methods. Even if the child is not active in the learning process, his/her social interactions play a critical role in his/her cognitive development. In the field of education and the upbringing of disabled children, Vygotsky proposed that the most appropriate compensation for the loss or weakness of natural functions can be achieved by improving higher mental functions. In Vygotsky's special education, teachers' role is to incorporate a "positive differential approach" that may help improve higher mental functions among the overall personality of disabled children. To provide students with the appropriate social interactions in standard settings, teachers must consider the "least restrictive climate" for students with disabilities as an individual's biological make-up only become "abnormal" when brought into the social context. He purposely emphasized the importance of social learning for children with disabilities in upbringing and education.
Implications of Bandura's Social Learning Theory and Lave's Situated Learning for understanding the emotional and behavioral development of learners with disabilities
Albert Bandura's Social Learning theory focuses on the learning that occurs within a social context. It considers that learners learn by observing, imitation, and modeling. He theorized that people learn by watching the actions of others and the consequences of those behaviors. Also, learning is based on the positive and negative effects of our direct experiences. New behavior patterns are the product of these observations and experiences. At the same time, Jean Lave's Situated learning theory assumes that knowledge should be portrayed in an authentic context that involves its application. Learning is influenced and directly affected by the context in which it takes place. Social interaction and collaboration with others are essential components in situated learning — learners become active in a "community of practice" that embodies those beliefs and behaviors to be acquired.
Bandura emphasized that in understanding the behavior of a child with a disability, it is important to assess how the parent's or teacher model behavior as children only imitate actions from what they have observed in their environment. What a child sees in his/her environment is likely to be adopted as his own behavior. Thoughtful modeling can promote positive social relationships. Whereas for Lave, she stated that a child would likely develop if the knowledge is presented at hand. In teaching the children with disabilities, It is important that he/she experienced or mimic the real-life situation to comprehend further. For instance, if he/she is taught, Activities must be done in a manner that is close to actual situations for the child to learn effectively.
Both theories emphasized that learning happens in the real world, social and happens through human interaction, and stresses the importance of learning from others through modeling and mentorships. However, the concept of learning transfer differs between the two theories. In situated learning theory, learning does not occur if it is not situated in its authentic context. In contrast, for social learning theory, learning occurs when the child remembers and model the behavior they were observing.
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