Social inclusivity for children with severe intellectual and developmental disabilities: development of a 1950s school community programme
Social inclusivity for children with severe intellectual and developmental disabilities: development of a 1950s school community programme
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对患有严重智力和发育障碍的儿童的社会包容性：制定 20 世纪 50 年代学校社区计划
DOI：
10.1080/00309230.2022.2092761
复制
发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Takako Homma & Hiroki Yoneda
中科院分区：
文献类型：
--
作者：
菱真衣;辻村洋平;爲川雄二;杉山友菜・橋本創一・石川卓磨・秋山千枝子・山口遼・田口禎子・小柳菜穂;Takako Homma & Hiroki Yoneda
这项研究审查了1950年代制定的一项教育方案，该方案旨在将严重智力和发育残疾儿童----智商分数低于50的儿童，称为“可训练”或“依赖”儿童----纳入社区生活。该计划由位于纽约市的美国弱智儿童父母协会（AHRC）开展，澄清了历史上与社会隔离的严重缺碘症儿童的社会预期寿命。该方案旨在让这些儿童被其社区和家庭所接受，拓宽他们的生活，并帮助他们的父母适当地了解他们。它肯定了患有严重缺碘症的儿童及其家庭可以在社会上得到支助而生活的概念。换句话说，目标不仅是职业独立，而且是在接受社区服务的同时追求社会生活。该方案的预期成果包括个人独立、家务、与他人的良好关系、身体运动和识字等。虽然该方案是独特的，因此不同于传统的学术学习内容，但强调严重缺碘症儿童教育的最初目标与主流教育的目标在实现民主的意义上是相同的。对他们进行必要的教育和指导，使他们充分发挥潜力，融入社区生活，也可以取得学术和职业成果。学校方案的制定标志着社会包容的开始，从而为社会生活和教育带来了多样性。
This study examines the development of a 1950s educational programme for the inclusion of children with severe intellectual and developmental disabilities (IDD) – those with IQ scores of less than 50, referred to as “trainable” or “dependent” children – into community life. Conducted by the American Association of Parents of Retarded Children (AHRC) in New York City, the programme clarified the social life expectancies of children with severe IDD who had historically been segregated from society. The programme aimed to have these children be accepted within their communities and families, broaden their lives, and help their parents understand them appropriately. It affirmed the notion that children with severe IDD and their families could live in society with support. In other words, the goal was not just vocational independence but also the pursuance of a social life while receiving community services. The intended outcomes of the programme included personal independence, housework, good relations with others, physical movement, and literacy, among others. Although the programme was unique and thus different from traditional academic learning content, it was emphasised that the original goals of education for children with severe IDD and that of mainstream education are the same in the sense of realising democracy. The education and guidance necessary for them to grow to their fullest potential and integrate into community life could also lead to academic and vocational outcomes. The development of the school programme represented the beginning of what became known as social inclusion, thereby bringing diversity to social life and education.
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DOI：
--
发表时间：
2018
期刊：
Oxford Handbooks Online
影响因子：
--
作者：
S. Noll
通讯作者：
S. Noll
DOI：
--
发表时间：
1952
期刊：
American journal of mental deficiency
影响因子：
--
作者：
J. T. Weingold
通讯作者：
J. T. Weingold
DOI：
--
发表时间：
1954
期刊：
American journal of mental deficiency
影响因子：
--
作者：
Markus P. Mueller
通讯作者：
Markus P. Mueller
影响因子：
1
作者：
D. Dewhurst
通讯作者：
D. Dewhurst
发明
DOI：
--
发表时间：
2006
期刊：
Time and Memory
影响因子：
--
作者：
M. Orloff
通讯作者：
M. Orloff