Compensation of Intellectual Disability in a Relational Dialogue on Down Syndrome
DOI:
https://doi.org/10.7146/ocps.v21i1.111267Keywords:
Down syndrome, compensation, behavioural profile, Intellectual Disabilities DevelopmentAbstract
The historical-cultural theory of Intellectual Disability (DI) overcompensation/compensation is referenced in several studies, but little empirical evidence is presented to corroborate this thesis. In this work, 13 current studies were analysed about the behavioural profile of people with Down syndrome (DS), a case of neurobiological ID, published in the last 15 years, in order to verify the possibility of dialogue with the theorizing about compensation. Despite contributing to an up to date understanding of DS, the results point to similarities between different scientific traditions allowing discussions regarding methodologies, data interpretation, language comprehension, and the impact of the studies for school inclusion and the development of people with ID/DS. It is concluded that the theorization in question is pertinent to developmental studies, dialogues with other perspectives and that its progress depends on investigations directed to the affective motivators/emotions of the person with ID/DS by means of more interpretative methodologies.
Keywords: Down syndrome, compensation, behavioural profile, Intellectual Disabilities Development
References
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Bottcher, L. (2012). Culture and the learning and cognitive development of children with severe disabilities – continuities and discontinuities with children without disabilities. Mind, Culture, and Activity: An International Journal, 19(2), 889-106.
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Jarrold, C., Nadel, L., & Vicari, S. (2008). Memory and neuropsychology in Down syndrome. Advance Online Publication. Down Syndrome Educational On Line. Retrieved from https://www.down-syndrome.org/reviews/2068/ doi:10.3104/reviews.2068
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Kozulin, A., & Gindis, B. (2007). Sociocultural Theory and Education of Children with Special Needs: From Defectology to Remedial Pedagogy. In: H. Daniels, M. Cole, & J. Wertsch (Eds). The Cambridge Companion to Vygotsky (pp. 332-363). Cambridge University Press.
Lazarus, R. (2006a). Emotions and Interpersonal Relationships: Toward a Person-Centered Conceptualization of Emotions and Coping. Journal of Personality, 74, 9-46. doi: 10.1111/j.1467-6494.2005.00368.x
Lazarus, R. (2006b). Emotion narratives: A radical new research Approach. In: R. Lazarus (org). Stress and Emotion: A new synthesis (pp. 193-215). New York: Springer Publishing Company.
Lee, N.R., Fidler, D.J., Blakeley-Smith, A., Daunhauer, L., Robinson, C., & Hepurns, S.L. (2011). Caregiver report of executive runctioning in a Population-Based Sample of Young Children with Down syndrome. Am J Intellect Dev Disabil, 116(4), 290-304. doi: 10.1352/1944-7558-116.4.290
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Leite, G.A., & Monteiro, M. I. B. (2008). A construção da identidade de sujeitos deficientes no grupo terapêutico-fonoaudiológico. Revista Brasileira de Educação Especial, 14(2), 189-200. Retrieved from http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1413-65382008000200004&lng=en&tlng=pt
Luria, A.R. (1961). The role of speech in the regulation of normal and abnormal behavious. Pergamon Press: London.
Martin, G. E., Klusek, J., Estigarribia, B., & Roberts, J. E. (2009). Language Characteristics of Individuals with Down Syndrome. Topics in Language Disorders, 29(2), 112-132. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2860304/
Moors, A., Ellsworth, P.C; Scherer, K. & and Frijda, N.H. ( 2013). Appraisal Theories of Emotion: State of the Art and Future Development. Emotion Review 5, (2),119-125. DOI: 10.1177/1754073912468165. Retrieved from: http://emr.sagepub.com/content/5/2/119
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Roberts, L.V., & Richmond, J.L. (2015). Preschoolers with Down syndrome do not yet show the learning and memory impairments seen in adults with Down syndrome. Developmental Science, 18(3), 404-419. doi: 10.1111/desc.12225
Rossato, S.P.M., & Leonardo, N.S.T. (2011). A deficiência intelectual na concepção de educadores da educação especial: contribuições da psicologia histórico cultural. Revista Brasileira de Educação Especial, 17(1), 71-86.
Scherer, K. (2005). What are emotions and how can they be measured? Social Science information, 44(4), 695-729.
Skotko, B.G., Levine, S.P., & Goldstein, R. (2011). Self-perceptions from People with Down Syndrome. Am J Med Genet A., 0(10): 2360–2369. doi: 10.1002/ajmg.a.34235
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Veltrone, A. A, &, Mendes, E. G. (2009). Inclusão e fracasso escolar: o que pensam os alunos com deficiência mental? Revista Educação Especial, 59-71.
Veltrone, A. A., & Mendes, E. G. (2011b). Percepções dos alunos com deficiência intelectual sobre sua matrícula na classe especial e comum. Revista Eletrônica de Educação, 5(2), 59-81.
Vianello, R., & Lanfranchi, S. (2009). Genetic syndromes causing mental retardation: deficit and surplus in school performance and social adaptability compared to cognitive functioning. Life Span and Disability, 12(1), 41-52.
Vianello, R., & Lanfranchi, S. (2011). Positive effects of the placement of students with intellectual developmental disabilities in typical class. Life Span and Disability, 14(1), 75-84
Vygotsky, L.S. (1934). Thinking and Speaking. Retrieved from www.marxist.org.
Vygotsky, L. S. (1978). Interaction between learning and development. In M.Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Mind in society: The development of higher psychological processes (pp. 79-91). Cambridge, MA: Harvard University Press. Retrieved from http://ouleft.org/wp-content/uploads/Vygotsky-Mind-in-Society.pdf
Vigotsky, L.S. (1984). A formação social da Mente. São Paulo: USP.
Vigotsky, L. S. (1997). Los problemas fundamentales de la Defectología contemporánea. (Vol. V). Madrid: Visor.
Vigotsky, L. S. (2001). A Construção do Pensamento e da Linguagem. São Paulo: Martins
Vygotsky, L.S., & Luria, A. (1930). Tool and symbol in child development. Retrieved from tps://www.marxists.org/archive/vygotsky/works/1934/tool-symbol.htm
Wertsch, J. (2007). Mediation. In: H. Daniels, M. Cole, J. Wertsch (Eds.). The Cambridge Companion to Vygotsky (pp. 178-192). Cambridge University Press.
Wright, I., Lewis, V., & Collins, G.M. (2006). Imitation and representational development in young children with Down syndrome. British Journal of Developmental Psychology, 24, 429-450.
Akhutina, T. V., & Pylaeva, N. M. (2012). Overcoming learning disabilities: A Vygotskian-Lurian neuropsychological approach. Cambridge: Cambridge University Press.
Alony, S., & Kozulin, A. (2007). Dynamic assessment of receptive language in children with Down syndrome. Advances in Speech Language Pathology, 9(4), 323-331. Retrieved from http://dx.doi.org/10.1080/14417040701291415
Bennett, S. J., Holmes, J., & Buckley, S. (2013). Computerized memory training leads to sustained improvement in visuospatial short-term memory skills in children with Down syndrome. American Journal on Intellectual and Developmental Disabilities, 118(3), 179-192.
Bodrova, E., & Leong, D.J. (2007). Tools of the mind: The Vygotskian approach to early childhood education. New York: Merrill/Prentice-Hall.
Bottcher, L. (2012). Culture and the learning and cognitive development of children with severe disabilities – continuities and discontinuities with children without disabilities. Mind, Culture, and Activity: An International Journal, 19(2), 889-106.
Buckley, S., Bird, G., Sacks, B., & Archer, T. (2006). A comparison of mainstream and special education for teenagers with Down syndrome: Implications for parents and teachers. Down Syndrome Research and Practice, 9(3), 54-67.
Cowan, N. (2008). What are the differences between long-term, short-term, and working memory? Prog Brain Res., 169, 323-338. doi: 10.1016/S0079-6123(07)00020-9.
Dainez, D. (2013). The concept of social compensation in Vygotsky: Inquiring about human development and disability. Cultural Historical Psychology, 3, 74/81. Retrieved from http://psyjournals.ru/en/kip/2013/n3/63013.shtml
Dainez, D., & Smolka, A. L. B. (2014). O conceito de compensação no diálogo de Vigotski com Adler: Desenvolvimento humano, educação e deficiência. Educação e Pesquisa, 40(4), 1093-1108. Retrieved from https://dx.doi.org/10.1590/S1517-97022014071545
Daunhauer, L.A., & Fidler, D.J. (2012). Executive Functioning in Students with Down Syndrome. NDSS Webseminar Series, Colorado State. Retrieved from http://www.ndss.org/Global/executive%20functioning%20webinar.pdf
Daunhauer, L.A., Fidler, D.J., Hahn, L., Will, E., Lee, N.R., & Hepburn, S. (2014). Profiles of Everyday Executive Functioning in Young Children With Down Syndrome. American Journal on Intellectual and Developmental Disabilities, 119(4), 303-318. doi: 10.1352/1944-7558-119.4.303
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135-168. doi: 10.1146/annurev-psych-113011-143750
Dias, S. de S., & Oliveira, M. C. S. L. de. (2013). Deficiência intelectual na perspectiva histórico-cultural: contribuições ao estudo do desenvolvimento adulto. Revista Brasileira de Educação Especial, 19(2), 169-182. Retrieved from https://dx.doi.org/10.1590/S1413-65382013000200003
Feuerstein, R., Feuerstein, R. S., & Feuerstein, A. (2003). Learning Potential Assessment Device-Basic. Jerusalem: ICELP Press.
Fidler, D.J., Most, D.E., & Philofsky, A.D. (2008). The Down syndrome behavioural phenotype: Taking a developmental approach. Advance Online Publication Down syndrome Research and Practice. 1, 37-44. doi: 10.3104/reviews.2069. Retrieved from https://www.down-syndrome.org/reviews/2069/reviews-2069.pdf
Freitas, A.P. de, & Castro, G. (2006). A constituição de processos dialógicos em um grupo de jovens com deficiência mental. Revista Brasileira de Educação Especial, 12(1), 49-64.
Gould, S. J. (2014). A falsa Medida do Homem (V. L. Siqueira, Trad.). Sao Paulo: Martins Fontes
Harré, R. (2012). Positioning theory: Moral dimensions of Social-Cultural Psychology. In J. Valsiner (Ed). The Oxford Handbook of Culture and Psychology (pp.191-206). Oxford University Press: UK.
Jarrold, C., Nadel, L., & Vicari, S. (2008). Memory and neuropsychology in Down syndrome. Advance Online Publication. Down Syndrome Educational On Line. Retrieved from https://www.down-syndrome.org/reviews/2068/ doi:10.3104/reviews.2068
Jonas, P., & Lisman, J. (2014). Structure, function and plasticity of hippocampal dentate gyrus microcircuits. Frontiers in Neural Circuits, 8(107), 1-2.
Knapp, K., & Morton, M.J.B. (2013). Desenvolvimento do Cérebro e Funcionamento Executivo. Enciclopédia sobre o desenvolvimento na primeira infância. Retrieved from http://www.enciclopedia-crianca.com/funcoes-executivas/segundo-especialistas/desenvolvimento-do-cerebro-e-funcionamento-executivo.
Kozulin, A., Lebeer, J., Madella-Noja, A., Gonzalez, F., Jeffrey, I., Rosenthal, N., & Koslowsky, M. (2010). Cognitive modifiability of children with developmental disabilities: A multicentre study using Feuerstein’s Instrumental Enrichment -Basic program. Developmental Disabilities. doi: 10.1016/j.ridd.2009.12.001
Kozulin, A., & Gindis, B. (2007). Sociocultural Theory and Education of Children with Special Needs: From Defectology to Remedial Pedagogy. In: H. Daniels, M. Cole, & J. Wertsch (Eds). The Cambridge Companion to Vygotsky (pp. 332-363). Cambridge University Press.
Lazarus, R. (2006a). Emotions and Interpersonal Relationships: Toward a Person-Centered Conceptualization of Emotions and Coping. Journal of Personality, 74, 9-46. doi: 10.1111/j.1467-6494.2005.00368.x
Lazarus, R. (2006b). Emotion narratives: A radical new research Approach. In: R. Lazarus (org). Stress and Emotion: A new synthesis (pp. 193-215). New York: Springer Publishing Company.
Lee, N.R., Fidler, D.J., Blakeley-Smith, A., Daunhauer, L., Robinson, C., & Hepurns, S.L. (2011). Caregiver report of executive runctioning in a Population-Based Sample of Young Children with Down syndrome. Am J Intellect Dev Disabil, 116(4), 290-304. doi: 10.1352/1944-7558-116.4.290
Lewin, K. (1945). A Dynamic Theory of Personality. McGraw-Hill: New York.
Leite, G.A., & Monteiro, M. I. B. (2008). A construção da identidade de sujeitos deficientes no grupo terapêutico-fonoaudiológico. Revista Brasileira de Educação Especial, 14(2), 189-200. Retrieved from http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1413-65382008000200004&lng=en&tlng=pt
Luria, A.R. (1961). The role of speech in the regulation of normal and abnormal behavious. Pergamon Press: London.
Martin, G. E., Klusek, J., Estigarribia, B., & Roberts, J. E. (2009). Language Characteristics of Individuals with Down Syndrome. Topics in Language Disorders, 29(2), 112-132. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2860304/
Moors, A., Ellsworth, P.C; Scherer, K. & and Frijda, N.H. ( 2013). Appraisal Theories of Emotion: State of the Art and Future Development. Emotion Review 5, (2),119-125. DOI: 10.1177/1754073912468165. Retrieved from: http://emr.sagepub.com/content/5/2/119
Overton, P.C.M., Molenaar & Lerner, R.M. (2015). Processes, Relations and Relational- Developmental- Systems. Wiley: New Jersey
Roberts, L.V., & Richmond, J.L. (2015). Preschoolers with Down syndrome do not yet show the learning and memory impairments seen in adults with Down syndrome. Developmental Science, 18(3), 404-419. doi: 10.1111/desc.12225
Rossato, S.P.M., & Leonardo, N.S.T. (2011). A deficiência intelectual na concepção de educadores da educação especial: contribuições da psicologia histórico cultural. Revista Brasileira de Educação Especial, 17(1), 71-86.
Scherer, K. (2005). What are emotions and how can they be measured? Social Science information, 44(4), 695-729.
Skotko, B.G., Levine, S.P., & Goldstein, R. (2011). Self-perceptions from People with Down Syndrome. Am J Med Genet A., 0(10): 2360–2369. doi: 10.1002/ajmg.a.34235
Valsiner, J. (2005). Soziale und emotionale Entwicklungsaufgaben im Kulturellen Kontext. In. J. Asendorpf, & H.Rauh (Eds), Enziklpadie der Psychologie: Vol.3. Gottingen: Hogrefe.
Veltrone, A. A, &, Mendes, E. G. (2009). Inclusão e fracasso escolar: o que pensam os alunos com deficiência mental? Revista Educação Especial, 59-71.
Veltrone, A. A., & Mendes, E. G. (2011b). Percepções dos alunos com deficiência intelectual sobre sua matrícula na classe especial e comum. Revista Eletrônica de Educação, 5(2), 59-81.
Vianello, R., & Lanfranchi, S. (2009). Genetic syndromes causing mental retardation: deficit and surplus in school performance and social adaptability compared to cognitive functioning. Life Span and Disability, 12(1), 41-52.
Vianello, R., & Lanfranchi, S. (2011). Positive effects of the placement of students with intellectual developmental disabilities in typical class. Life Span and Disability, 14(1), 75-84
Vygotsky, L.S. (1934). Thinking and Speaking. Retrieved from www.marxist.org.
Vygotsky, L. S. (1978). Interaction between learning and development. In M.Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Mind in society: The development of higher psychological processes (pp. 79-91). Cambridge, MA: Harvard University Press. Retrieved from http://ouleft.org/wp-content/uploads/Vygotsky-Mind-in-Society.pdf
Vigotsky, L.S. (1984). A formação social da Mente. São Paulo: USP.
Vigotsky, L. S. (1997). Los problemas fundamentales de la Defectología contemporánea. (Vol. V). Madrid: Visor.
Vigotsky, L. S. (2001). A Construção do Pensamento e da Linguagem. São Paulo: Martins
Vygotsky, L.S., & Luria, A. (1930). Tool and symbol in child development. Retrieved from tps://www.marxists.org/archive/vygotsky/works/1934/tool-symbol.htm
Wertsch, J. (2007). Mediation. In: H. Daniels, M. Cole, J. Wertsch (Eds.). The Cambridge Companion to Vygotsky (pp. 178-192). Cambridge University Press.
Wright, I., Lewis, V., & Collins, G.M. (2006). Imitation and representational development in young children with Down syndrome. British Journal of Developmental Psychology, 24, 429-450.
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2020-04-23
How to Cite
Souza, F. R. de, Souza, F. R. de, & Barbato, S. B. (2020). Compensation of Intellectual Disability in a Relational Dialogue on Down Syndrome. Outlines. Critical Practice Studies, 21(1), 49–68. https://doi.org/10.7146/ocps.v21i1.111267
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