Professional competence and the classification and selection of pupils for schools for "feebleminded" children in the Netherlands (1900–1940).
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. Thes...
| Publicado en: | Paedagogica Historica Vol. 57; no. 6; pp. 728 - 745 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Dec 2021
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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=153993954&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 153993954 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00309230 J54 jtl: Paedagogica Historica issn: 00309230 maglogo: N pubinfo: dt: Dec 2021 vid: 57 iid: 6 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 153993954 10.1080/00309230.2020.1762681 ppf: 728 ppct: 17 formats: fmt: @attributes: type: P size: 1.2MB tig: atl: Professional competence and the classification and selection of pupils for schools for "feebleminded" children in the Netherlands (1900–1940). aug: au: Bakker, Nelleke affil: Department of Education, University of Groningen, Groningen, The Netherlands su: Special education Learning disabilities Education of people with learning disabilities Influence Netherlands sug: subj: Netherlands Special education Learning disabilities Education of people with learning disabilities Influence keyword: classification of pupils intelligence testing learning disability selection of pupils ab: 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. 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: 2021 holdings: @attributes: islocal: N |
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