Education for the mentally handicapped

from Wikipedia, the free encyclopedia

The mentally handicapped is a specialty within the special education , in turn, a portion of the general teaching represents. Its subject is the theory and practice of the upbringing , education and rehabilitation of children and adolescents with special educational needs due to an intellectual disability . The corresponding adult education is also becoming increasingly important.

history

In the period from ancient times to the Middle Ages , the lives of people with intellectual disabilities were not always protected and preserved. Often times, these people suffered the fate of expulsion or death. But if their right to life was recognized, they were mainly cared for in a family setting. If this was not enough or was no longer available, they were housed in beggar groups, monasteries, hospitals, prisons and asylums.

The historical roots of institutionalized education for the mentally handicapped can be traced back to 1800, when the deaf-mute doctor Jean Itard took care of the upbringing of the wolf child Victor von Aveyron and formulated systematic insights into the training of the senses, which later became the first textbook for "idiot education" by his student Édouard Séguin. worked out and used to found the first so-called "idiot school". This had an influence on the work of Maria Montessori as well as on Jan-Daniel Georgens and Heinrich Marianus Deinhardt , who opened the Levana Cure and Education Center in Baden near Vienna in 1856 and are therefore considered the founders of curative education . Georgens and Deinhard also published a two-volume work in which they dealt scientifically with pedagogy for the mentally handicapped. The pedagogical preoccupation with the need for intellectual development also developed particularly early in Switzerland . The iodine deficiency disease cretinism was widespread here. In 1841, for example, Johann Jakob Guggenbühl founded the sanatorium for cretins and stupid children on the Abendberg near Interlaken , Europe's first colony for the healing of cretinism , which provided important impetus for the establishment of similar institutions for people with intellectual disabilities across Europe. From 1881, auxiliary schools were also founded in Germany, the first of which by Heinrich Kielhorn in Braunschweig . In 1931 Heinrich Hanselmann became the first professor for curative education at the University of Zurich.

The preoccupation with the education of people with intellectual disabilities at that time was mainly medically and religiously motivated. However, it was also their separation used. In comparison with a standard of value related to efficiency, these people were perceived as useless, and because of their psychological and physical peculiarities they were described as abnormal and inferior. After the First World War , a racist and social-Darwinist discussion about forced sterilization broke out , from which the law for the prevention of genetically ill offspring emerged in 1933 . In the time of National Socialism , people with intellectual disabilities were housed in institutions under unsanitary and degrading conditions and systematically murdered from 1938, many in Grafeneck Castle near Gomadingen . By the end of the war in 1945 , around 300,000 people (including around 5,000 children) fell victim to the racial hygiene madness , administered and carried out as Action T4 .

Immediately after the war, as a result of the systematic killing, only a few children with intellectual disabilities lived in Germany. There was uncertainty about their schooling and accommodation and a new legal basis for their schooling was not created until 1951 (in the GDR as early as 1949) through the special school ordinance ( ordinance of the Ministry of Public Education on the schooling of children with significant physical and mental deficiencies in hospitals and sanatoriums ) . Before that, the Reich Compulsory Schooling Act of 1938 was still in force, which assumed that people with intellectual disabilities were unable to study. 1958 in Marburg , the Self-help for the mentally handicapped child (now Lebenshilfe eV), founded a parents' initiative, which was a key driver for future school development. In 1965 the first school for the mentally handicapped was founded, the Albert-Griesinger-Schule in Frankfurt am Main , with the assistance of Georg Feuser . Other schools followed. With the idea of practical training and usefulness as workers and taxpayers, minimum requirements were set for these children, so that especially children with severe disabilities could not attend these schools. A compulsory education existed at the time, according to the Education Act is not 1968 all children, children with severe disabilities were excluded.

In the 1970s, under the influence of the normalization movement, large institutions were partially dissolved and replaced by more decentralized, smaller institutions close to home. The right to a normal lifestyle and daily routine was formulated by people with disabilities and their stakeholders. This included the right to school for all children. Gradually, this right was also implemented for children with severe disabilities, for the first time in 1975 in a school trial by Andreas D. Fröhlich in Landstuhl . From 1978 there was compulsory schooling (and thus the right to schooling) for all children, regardless of their abilities and limitations. At the same time Otto Speck held the first German chair for mentally handicapped education in Munich.

In the 1980s, the right to self-determination was called for, in the Duisburg congress of the Bundesvereinigung Lebenshilfe, under the motto I know what I want myself . The central concern of the movement was self-determination in social integration.

In 1994 the recommendations for special educational support were formulated by the Conference of Ministers of Education , which did not set the school location for people with intellectual disabilities to be the school for the mentally disabled. At the same time, the UNESCO Salamanca Declaration made inclusion the goal of all educational measures for children with intellectual disabilities. In 1997, the self-advocacy association, People First Germany, was founded.

In 2001, the World Health Organization (WHO) defined the concept of disability as a complex bio-psycho-social set of conditions in the International Classification of Functioning, Disability and Health (ICF), which not only depends on the body functions and structures, but also on the activities of a person and its participation in society is determined. The demand for participation also includes participation in teaching in general schools. In 2009, Germany ratified the UN Convention on the Rights of Persons with Disabilities , which stipulates the legal entitlement of all people to joint schooling (Article 24 Education ). Today, however, children with intellectual disabilities are still widely schooled in schools for the mentally handicapped. The implementation of the right to joint instruction varies greatly between the federal states, both quantitatively and with regard to the specific forms of implementation. Forms practiced range from separate schooling in schools for the mentally handicapped to cooperation and external class models through to sporadic integration in classes at regular schools.

So the modern mentally handicapped can be explained by the sequence of the central ideas normalization (70s), integration / inclusion (80s), Self-determination / empowerment (90s) and participation / participation represent (00s). With regard to the school location, there is a trend from separate schooling in special schools to the current ideal of joint schooling for all children.

Important representatives

Significant historical pioneers in education for the mentally handicapped were Heinrich Marianus Deinhardt , Jan-Daniel Georgens , Johann Jakob Guggenbühl , Gotthard Guggenmoos , Karl Georg Haldenwang , Heinrich Hanselmann , Jean Itard , Carl Heinrich Rösch and Édouard Séguin .

Modern education for the mentally handicapped was mainly shaped by Heinz Bach , Emil E. Kobi and Otto Speck .

School pedagogical, didactic and educational theory impulses come from Georg Feuser , Erhard Fischer , Barbara Fornefeld , Andreas D. Fröhlich , Wolfgang Jantzen , Theo Klauß , Wolfgang Lamers , Heinz Mühl , Hans-Jürgen Pitsch , Simone Seitz , Manfred Thalhammer and Andrè Zimpel .

Iris Beck , Martin Th. Hahn , Andreas Hinz , Bettina Lindmeier , Christian Lindmeier , Saskia Schuppener , Monika Seifert , Ursula Stinkes , Georg Theunissen , Michael Wagner and Hans Wocken deal with self-determination and social integration .

In addition, education for the mentally handicapped benefits from findings from psychology, diagnostics and medicine through the work of Konrad Bundschuh , John F. Kane , Andreas Möckel , Georg Neuhäuser , Hellgard Rauh , Klaus Sarimski and Jürgen Wendeler .

Education

In Germany , it is possible to study pedagogy for the mentally handicapped as a specialty as part of a teaching degree at special schools (or teaching at special schools, rehabilitation pedagogy or special needs pedagogy). Depending on the university or college of education , the degree can be awarded as a diploma , master's degree , bachelor's , master's or state examination .

Teacher training is possible at the following study locations (as of September 2011):

See also

Publications

pedagogy

  • Karl-Ernst Ackermann, Oliver Musenberg, Judith Riegert (eds.): Education for the mentally handicapped !? Discipline - Profession - Inclusion 1st edition 2012, ATHENA-Verlag, ISBN 978-3-89896-477-7
  • Fischer, Erhard (Ed.) (2008): Education for people with intellectual disabilities. Perspectives - theories - current challenges. 2. revised Edition 2008, Oberhausen: Athena ISBN 978-3-89896-328-2 .
  • Fornefeld, Barbara (2009): Basic knowledge of pedagogy for the mentally handicapped. 4th edition Munich; Basel: Reinhardt.
  • Thomas Hoffmann: Will and Development - Problem Areas - Concepts - Pedagogical-Psychological Perspectives ; Springer VS Verlag, Wiesbaden 2013, 422 pp. ISBN 978-3-658-03040-7 ( blurb and table of contents online )
  • Klauß, Theo (2005): A special life: Basics of pedagogy for people with intellectual disabilities; a book for educators and parents. 2nd edition Heidelberg: Winter.
  • Nußbeck, Susanne (ed.) (2008): Special education for mental development. Göttingen: Hogrefe.
  • Wüllenweber, Ernst et al., Ed. (2006): Pedagogy for mental disabilities: A manual for study and practice. Stuttgart: Kohlhammer.

Methodology and didactics

  • Fischer, Erhard (2008): Education with a special focus on intellectual development: design of subject and needs-oriented didactics. Bad Heilbrunn: Klinkhardt.
  • Pitsch, Hans-Jürgen (2002): On the didactics and methodology of teaching with the mentally handicapped. 3rd edition Oberhausen: Athena.
  • Pitsch, Hans-Jürgen; Thümmel, Ingeborg (2005): Action in the classroom: on the theory and practice of action-oriented teaching with the mentally handicapped. Oberhausen: Athena.
  • Pitsch, Hans-Jürgen; Thümmel, Ingeborg (2015): Compendium of methods for the funding focus intellectual development. Volume 1: Basic, perceptive, manipulative, representational and playful activity. Oberhausen: Athena-Verlag.
  • Pitsch, Hans-Jürgen; Thümmel, Ingeborg (2015): Compendium of methods for the funding focus intellectual development. Volume 2: Learning in School. Oberhausen: Athena-Verlag.
  • Straßmeier, Walter (ed.) (2000): Didactics for teaching with mentally handicapped students. 2nd edition Munich, Basel: Reinhardt.

Psychological, diagnostic and medical aspects

  • Irblich, Dieter (ed.) (2003): People with intellectual disabilities: Psychological foundations, concepts and fields of activity. Göttingen: Hogrefe.
  • Neuhäuser, Georg (ed.) (2003): Mental handicap: basics, clinical syndromes, treatment and rehabilitation. 3rd edition Stuttgart: Kohlhammer.
  • Sarimski, Klaus; Steinhausen, Hans-Christoph (2007): Intellectual disability and severe developmental disorder. KIDS 2 children's diagnostic system. Göttingen: Hogrefe.
  • Stahl, Burkhard (ed.) (2005): Diagnostics for people with intellectual disabilities: an interdisciplinary handbook. Göttingen: Hogrefe.

reference books

  • Theunissen, Georg; Kulig, Wolfgang; Schirbort, Kerstin (ed.) (2007): Hand dictionary intellectual disability: key terms from curative and special education, social work, medicine, psychology, sociology and social policy. Stuttgart: Kohlhammer.

Individual evidence

  1. ↑ Störmer, N. (2007): History of care for people with intellectual disabilities. In: Theunissen, G. u. a. (Ed.): Handlexikon mental handicap.
  2. ↑ Fornefeld, B. (2009): Basic knowledge of mentally handicapped education. From it: Chapter 2: Historical Roots of Mentally Handicapped Education.
  3. ↑ Recommendations of the KMK on special needs education 1994 (PDF; 2.0 MB)
  4. ↑ The Salamanca Declaration and Framework for Action on Education for Special Needs . In: unesco.at, Education, Basic Documents, Salamanca Declaration ( Memento of the original from February 28, 2013 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. (66 kB, December 29, 2011; PDF) @1@ 2Template: Webachiv / IABot / www.unesco.at
  5. ↑ International Classification of Functioning, Disability and Health of the WHO ( Memento of the original from March 29, 2015 in the Internet Archive ) Info: The archive link has been inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice.  @1@ 2Template: Webachiv / IABot / www.dimdi.de
  6. ↑ United Nations Convention on the Rights of Persons with Disabilities (PDF; 270 kB)
  7. ↑ Klauß, T. (2005): A special life. From this: Chapter 4: Value-oriented guiding principles.
  8. ↑ Mühl, H. (2008): Development and location of mentally handicapped education within (special) education. In: Fischer, E. (Ed.): Pedagogy for people with intellectual disabilities.
  9. ↑ Overview of the study locations on www.studienwahl.de

Web links