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