A Culture of Knowledge Production: Testing and Observation of Dutch Children with Learning and Behavioural Problems (1949-1985)

Autor/in	Bakker, Nelleke
Titel	A Culture of Knowledge Production: Testing and Observation of Dutch Children with Learning and Behavioural Problems (1949-1985)
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 53 (2017) 1-2, S.7-23 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2016.1273246
Schlagwörter	Foreign Countries; Educational History; Testing; Observation; Children; Behavior Problems; Learning Disabilities; Special Education; Special Schools; Expertise; Remedial Instruction; Admission (School); Cognitive Ability; Intelligence Tests; Netherlands; Stanford Binet Intelligence Scale; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Ausland; History of education; Bildungsgeschichte; Testdurchführung; Testen; Beobachtung; Child; Kind; Kinder; Learning handicap; Lernbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Special school; Sonderschule; Expert appraisal; Förderkurs; Denkfähigkeit; Intelligence test; Intelligenztest; Niederlande
Abstract	This article focuses on the role the Dutch school for children with "learning and behavioural problems" (LOM) has played in knowledge production about learning disabilities and in the development of academic study of special education between 1949 and 1985. LOM-schooling grew rapidly during these years and attracted relatively many experts. In the selection and admission of LOM-children they had to be distinguished from normal, mentally deficient, and "very difficult" children. Around 1970 experts shifted their focus from the distinction between LOM-children and the latter to the difference between LOM- and mildly mentally retarded children, which turned out to be too small in the end to justify a separate school. The LOM-school's culture of knowledge production has stimulated both testing and the study of learning problems and their treatment. It functioned as a laboratory for the development of therapeutic treatment for learning disabilities. In particular, the systematic reflection on the practice of remedial teaching was relevant in the development of child science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01