ABSTRACT
In consultee-centered consultation the consultant applies a theoretical perspective that is appropriate for the work problem the consultee brings to the discussion. In this chapter, we hope to show that a Vygotskian framework is appropriate for school staff working with students with learning difficulties. This theoretical perspective could be applied in understanding interactions in consultation process between the three parties; the consultant, the consultee, and the client. However, we will center our attention on its value in illuminating the problems of the student with learning difficulties. The concepts of the Russian psychologist, Lev Vygotsky, are a good fit with the theme of this book—consultation as a conceptual change process derived from a reciprocal exchange of presentations and representations of the consultee’s work problem and the consultants responses to them.
