J. E. W. Wallin's Diagnostic Theory for Classifying the Feeble-Minded and Backward in Early Twentieth-Century Public Schools in America

Autor/in	Yoshii, Ryo
Titel	J. E. W. Wallin's Diagnostic Theory for Classifying the Feeble-Minded and Backward in Early Twentieth-Century Public Schools in America
Quelle	In: International Journal of Inclusive Education, 20 (2016) 8, S.844-854 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2015.1115560
Schlagwörter	United States History; Public Schools; Intelligence; Intelligence Tests; Psychologists; Role; Clinical Diagnosis; Clinical Psychology; Student Needs; Intellectual Disability; Individualized Instruction; Student Placement; Individual Needs; Special Education; Classification; Disability Identification + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Intelligenz; Klugheit; Intelligence test; Intelligenztest; Psychologist; Psychologe; Psychologin; Rollen; Klinische Psychologie; Intellect; Disability; Disabilities; Verstand; Behinderung; Individualisierender Unterricht; Schülerpraktikum; Special needs education; Sonderpädagogik; Sonderschulwesen; Classification system; Klassifikation; Klassifikationssystem
Abstract	In the late nineteenth and early twentieth centuries, American psychologists began addressing problems related to the intellectual capacity of students enrolled in public schools. This paper focuses on the role and influence of psychologists in addressing these problems, specifically the difficulty of classifying students deemed feeble-minded and backward. This paper discusses the diagnostic theory of the clinical psychologist John Edward Wallace Wallin (1876-1969), who was one of America's leading proponents of diagnosing and classifying students in public schools. I show that, in addressing treatment for the feeble-minded and backward, he emphasised educational instruction suited to a child's individual needs and adopted individual/multiphase methods rather than primarily focusing on efficiency-based diagnostic methods. In a democratic society, such as the USA, it was important to establish educational placement and differentiated instruction suited to individual needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01