A culture of knowledge production: testing and observation of Dutch children with learning and behavioural problems (1949–1985).
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 ye...
| Publicado en: | Paedagogica Historica Vol. 53; no. 1/2; pp. 7 - 24 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Feb-Apr2017
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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=121611764&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 121611764 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00309230 J54 jtl: Paedagogica Historica issn: 00309230 maglogo: N pubinfo: dt: Feb-Apr2017 vid: 53 iid: 1/2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 121611764 10.1080/00309230.2016.1273246 ppf: 7 ppct: 17 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1014KB tig: atl: A culture of knowledge production: testing and observation of Dutch children with learning and behavioural problems (1949–1985). aug: au: Bakker, Nelleke affil: Department of Education, University of Groningen, Groningen, The Netherlands su: Education Children with learning disabilities Education of children with intellectual disabilities Special education schools Children Special education Primary education Twentieth century History of education History Netherlands sug: subj: Netherlands Education Children with learning disabilities Education of children with intellectual disabilities Special education schools Children Special education Primary education Twentieth century History of education History keyword: child science knowledge production learning and behavioural problems observation testing ab: 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. 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: 2017 holdings: @attributes: islocal: N |
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