An Eye for Possibilities in the Development of Children with Cerebral Palsy: Neurobiology and Neuropsychology in a Cultural-Historical Dynamic Understanding

  • Louise Bøttcher Department of Learning, The Danish School of Education, University of Aarhus
Keywords: Disability, Cerebral palsy, Neuropsychology, Child, Development, Cognitive functions, Learning, Brain lesions, Situated cognition

Abstract

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.

How to Cite
Bøttcher, L. (1). An Eye for Possibilities in the Development of Children with Cerebral Palsy: Neurobiology and Neuropsychology in a Cultural-Historical Dynamic Understanding. Outlines. Critical Practice Studies, 12(1), 3-23. Retrieved from https://tidsskrift.dk/outlines/article/view/2841