Maximilian P. E. Groszmann's alternative approach to the classification of "atypical" children in the early twentieth-century United States.
The identification, diagnosis, and categorisation of students who qualified for special education have created long-standing controversy. This article explores Maximilian P.E. Groszmann's measurement practices, which were intended to facilitate instruction in the early twentieth-century United State...
| Publicado en: | Paedagogica Historica Vol. 59; no. 6; pp. 1016 - 1035 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Dec2023
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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=174099707&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 174099707 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00309230 J54 jtl: Paedagogica Historica issn: 00309230 maglogo: N pubinfo: dt: Dec2023 vid: 59 iid: 6 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 174099707 10.1080/00309230.2021.2013905 ppf: 1016 ppct: 19 formats: fmt: – @attributes: type: T – @attributes: type: P size: 388KB tig: atl: Maximilian P. E. Groszmann's alternative approach to the classification of "atypical" children in the early twentieth-century United States. aug: au: Yoshii, Ryo affil: Faculty of Education, Fukuyama City University, Hiroshima, Japan su: Special education Boarding schools Exceptional children Groszmann, Maximilian P. E. Eugenics Intelligence tests Child development United States sug: subj: United States Special education Boarding schools Exceptional children Groszmann, Maximilian P. E. Eugenics Intelligence tests Child development keyword: eugenics feeble-minded intelligence test residential school ab: The identification, diagnosis, and categorisation of students who qualified for special education have created long-standing controversy. This article explores Maximilian P.E. Groszmann's measurement practices, which were intended to facilitate instruction in the early twentieth-century United States. In 1900, Groszmann established a private residential school for "atypical" children and developed his own method of measuring these children's capabilities, an alternative to the Binet scale. "Atypical" children were defined as those who deviated from the average human type but had the potential of a "normal" child. Thus, they were children who were classified between normal and abnormal. Groszmann's methods were based on his conviction that "atypical" children's development was closely and intricately related to their social environment. His holistic perception of "atypical" children's development led Groszmann to try to take a wider view of their difficulties, reactions, and experiences. Groszmann's answers to the questions of what, where, and why to measure children differed from those of advocates of intelligence testing. In short, his methods were intended to help children adapt to their social environment, not to label and sort them as "atypical" or socially incapable. 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: 2023 holdings: @attributes: islocal: N |
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