Professional Competence and the Classification and Selection of Pupils for Schools for "Feebleminded" Children in the Netherlands (1900-1940)

Autor/in	Bakker, Nelleke
Titel	Professional Competence and the Classification and Selection of Pupils for Schools for "Feebleminded" Children in the Netherlands (1900-1940)
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 57 (2021) 6, S.728-744 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2020.1762681
Schlagwörter	Classification; Intelligence Tests; Foreign Countries; Learning Disabilities; Teacher Attitudes; Physicians; Identification; Students with Disabilities; Labeling (of Persons); Special Schools; Educational History; Admission (School); Professionalism; Netherlands + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Intelligence test; Intelligenztest; Ausland; Learning handicap; Lernbehinderung; Lehrerverhalten; Physician; Doctor; Arzt; Identifikation; Identifizierung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Labeling-Ansatz; Special school; Sonderschule; History of education; Bildungsgeschichte; Professionalität; Niederlande
Abstract	This article explores the tensions between medical and pedagogical professionals involved with the classification and selection of pupils for the special day-schools for "feebleminded" children that were established from 1900 in the Netherlands to promote compulsory mass schooling's efficiency. These are set against the increasing influence of child sciences, including the new technique of intelligence testing. These schools were meant for educable learning-disabled children, the classification of whom involved a child's (ab)normality and (in)educability. The article discusses the categories defined and labels inscribed on children with learning disabilities. These focused mainly on a child's capacity to communicate and learn to adapt to society, as the special schools aimed to educate productive members of society. In spite of the recognised merits of the schools, theorists turned out to be most concerned about undue placements of not "essentially backward" children, who would benefit more from educational support in a regular school. The selection and admission procedure of the schools was standardised by the introduction in 1920 of intelligence testing as part of a developing scientific assessment culture, which for want of psychologists and despite the headmasters' professionalisation continued to be dominated by the medical profession up to the Second World War. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01