An Eye for Possibilities in the Development of Children with Cerebral Palsy: Neurobiology and Neuropsychology in a Cultural-Historical Dynamic Understanding
Keywords:Disability, Cerebral palsy, Neuropsychology, Child, Development, Cognitive functions, Learning, Brain lesions, Situated cognition
Taking children with Cerebral Palsy (CP) as an example, the article seeks an understanding of
children with disabilities that connects neuropsychological theories of neural development with
the situated cognition perspective and the child as an active participant in its social practices. The
early brain lesion of CP is reconceptualised as a neurobiological constraint that exists in the
relations between the neural, cognitive and social levels. Through a multi-method study of two
children with CP, it is analysed how neurobiological constraints arise, evolve and sometimes are
resolved through local matches between the child and its social practices. The result is discussed
as support of a developmental science approach that includes processes at the social practice level
along with knowledge of biological processes.
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