Brain disease and the study of learning disabilities in the Netherlands (c. 1950–85).
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 comm...
| Publicado en: | Paedagogica Historica Vol. 51; no. 3; pp. 350 - 365 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Jun2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=102278655&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 102278655 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00309230 J54 jtl: Paedagogica Historica issn: 00309230 maglogo: N pubinfo: dt: Jun2015 vid: 51 iid: 3 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 102278655 10.1080/00309230.2014.929594 ppf: 350 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P size: 152KB tig: atl: Brain disease and the study of learning disabilities in the Netherlands (c. 1950–85). aug: au: Bakker, Nelleke affil: Department of Education, University of Groningen, Groningen, Netherlands su: Children with learning disabilities Learning disabilities research Brain diseases Mental health Behavior disorders in children Learning disabilities Neuropsychology History Netherlands sug: subj: Netherlands Children with learning disabilities Learning disabilities research Brain diseases Mental health Behavior disorders in children Learning disabilities Neuropsychology History keyword: behavioural disorders brain disease child science learning disabilities MBD/ADHD ab: 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Paedagogica Historica is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Paedagogica Historica holder: Taylor & Francis Ltd dt: @attributes: year: 2015 holdings: @attributes: islocal: N |
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