Pletsch and Braun (2008) state that

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According to Vygotski, children are born with only biological aspects controlling their relationships, but contact with culture and society awakens them to a humanized process that directly interferes with learning and development. When we currently refer to Intellectual Disability (ID) we can refer to what Vygotsky called Mental Disability. According to Pletsch and Braun (2008), his vision was clinical and disability was not part of a process, thus, the person with disability was limited and stagnant and this situation was largely combated by him. Each person is different from the other, therefore, particularities need to be respected and it needs to be understood that the environment makes all the difference in the construction of your identity.

In order to better understand defectology, we also need to understand the phenomena that constitute the person's transformation process, thus, according to Valdés (2002), we can consider that humanity lives in constant change in several of its aspects and such changes affect our life in society. Vygotsky's defectology Phone Number List criticized the way special schools acted with their children. For him, these schools were not a channel for enabling social interaction and thus did not contribute to the psychosocial development of students. Therapeutic aspects were a priority and schools were based on clinical information to conduct pedagogical aspects in relation to the child. This greatly contributed to the stigmatization of children, leading them to be seen as someone limited in relation to others in some aspects.



The focus was not on overcoming or developing potential, but on only doing what she could. According to Vigotski (1997), the issue was related to the separation or selection of those who could attend normal school and those who could not be part of it. This attitude only caused separation and discrimination in the lives of children with disabilities. It was possible to notice a change of vision in relation to such approaches when clinical guidelines became insufficient to offer educational guidelines to the student. For Vigotski (1997), the transformation of pedagogical attitude, focusing on the child's abilities, brought better quality care. With this change, another focus became the attempt to unravel the child development of people with disabilities and what drives this development.