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Lev S. Vygotsky formulated a unique theoretical framework for perhaps the most comprehensive, inclusive, and humane practice of special education in the 20th century. The following topics germane to contemporary special education are discussed: the application of Vygotsky's Cultural-Historical Activity Theory to the domain of special education; Vygotsky's views on the nature of handicapping conditions in children; the principles of psycho-educational evaluation of the disabled; the issue of compensation, rehabilitation, and education of children with sensory and cognitive impairments; and the concept of inclusion as a prospect for development in special education. This article includes some discussion on international experiences by scientists/practitioners working within Vygotsky's paradigm of special education. It is suggested that Vygotsky's socially, culturally, and developmentally oriented scientific legacy has the potential to unify, restructure, and promote special and remedial education as a science, profession, and social institution.
Boris Gindis (Mon,) studied this question.