Abstract
What is exceptional in one culture may not be considered so in another. What is considered “problem” behavior in one context may not be considered so in another. Problems are defined by their context, especially behavior in the psychosocial domain. Our response to exceptional conditions, be they mental retardation or giftedness, is a function of our values and our frames of reference. Exceptionality is a matter of culture and perception (Noblit, Paul, & Schlechty, 1991). Thus, it is important to consider social and cultural perspectives in the study of exceptionality. This chapter provides an overview of the theory and research underlying an understanding of the psychosocial correlates of exceptionality from both a social and a cultural perspective. The topics to be addressed are: the meaning of a social-cultural perspective; the arguments for a social-cultural perspective; peer relationships of exceptional children; the media; and implications for assessment, intervention, and prevention.
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Li, A.K.F. (1999). Social and Cultural Perspectives. In: Schwean, V.L., Saklofske, D.H. (eds) Handbook of Psychosocial Characteristics of Exceptional Children. Springer Series on Human Exceptionality. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-5375-2_6
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DOI: https://doi.org/10.1007/978-1-4757-5375-2_6
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