Brain Disease and the Study of Learning Disabilities in the Netherlands (c. 1950-85)

Autor/in	Bakker, Nelleke
Titel	Brain Disease and the Study of Learning Disabilities in the Netherlands (c. 1950-85)
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 51 (2015) 3, S.350-364 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2014.929594
Schlagwörter	Foreign Countries; Learning Disabilities; Brain; Neurological Impairments; Behavior Disorders; Medical Research; Educational Research; Attention Deficit Hyperactivity Disorder; History; Labeling (of Persons); Netherlands + Suchen Sie Ihr Suchwort? Ausland; Learning handicap; Lernbehinderung; Gehirn; Neurodegenerative Erkrankung; Bildungsforschung; Pädagogische Forschung; Geschichte; Geschichtsdarstellung; Labeling-Ansatz; Niederlande
Abstract	This paper discusses the role brain disease has played in the discourse and practices of child scientists involved in the study of learning disabilities and behavioural disorders from the 1950s up to the mid-1980s, particularly in the Netherlands as part of a developing international scientific community. In the pre-ADHD era, when child sciences established themselves as academic fields of study and special education expanded quickly, brain-related psychiatric labels like "minimal brain damage" (MBD, later "dysfunction") were often used for inattentive or hyperactive children. These diagnoses seem to have contributed to the academic status of the developing field of study by connecting neurological research into brain dysfunction with the study of learning problems and their treatment. The increasing differentiation between medical and educational research provided opportunities for those who focused on the development of American-style treatment such as behaviouristic conditioning. By 1980, more than a decade after their Anglo-American colleagues had done so, Dutch child scientists had finally lost confidence in the unspecific and overinclusive MBD label. Its popularity among the larger public, as well as concern about the rapidly growing number of diagnoses, continued to stimulate demand for more research into the nature of learning disabilities and methods of remedial teaching. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01