The Theoretical Foundations of Professional Development in Special Education

Abstract

The purpose of this article is to consider the relevance and contributions of sociocultural theory and multicultural and critical pedagogies to professional development in special education. To this end, a brief review of the major tenets of sociocultural theory is presented. The position taken in this article is that an adequate and a sufficient theoretical framework for professional development in special education must explicitly and directly address the issues of power, discrimination, and relative status that, we argue, underlie many dilemmas of application of practice. Vignettes illustrating such dilemmas, with reference to the 1998 Council for Exceptional Children professional standards, are presented. Multicultural pedagogy and critical theory are suggested as potentially complementary and important additions to sociocultural theory, as applied to the professional development of special educators.