Identifying the "Subnormal" Child in an Age of Expansion of Special Education and Child Science in the Netherlands (c.1945-1965)

Autor/in	Bakker, Nelleke
Titel	Identifying the "Subnormal" Child in an Age of Expansion of Special Education and Child Science in the Netherlands (c.1945-1965)
Quelle	In: History of Education, 44 (2015) 4, S.460-479 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-760X
DOI	10.1080/0046760X.2015.1037363
Schlagwörter	Educational History; Special Education; Foreign Countries; Learning Disabilities; Special Needs Students; Identification; Clinical Diagnosis; Observation; Intelligence Tests; Special Schools; Netherlands + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausland; Learning handicap; Lernbehinderung; Sonderpädagogischer Förderbedarf; Identifikation; Identifizierung; Beobachtung; Intelligence test; Intelligenztest; Special school; Sonderschule; Niederlande
Abstract	Between c.1945 and 1965 across the West special education has grown and differentiated substantially. In the Netherlands this expansion ran parallel to the academic recognition and rapid development of the study of learning disabilities. How are these two processes related? This article argues that in this country child science and special education have mutually stimulated each other's growth and development. The creation of new categories of special-needs children brought about a climate in which the study of learning disabilities and their treatment could flourish. This, in turn, produced further differentiation between children with learning difficulties. Soon problems of identification and categorisation of mentally "subnormal" children proved too complicated to rely on intelligence testing and medical-psychological diagnosis alone. Educational prognosis, based on long-term observation and all kinds of testing, became the key to a child's future at school and educationists instead of psychologists became the foremost keyholders. (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