HISTORICAL – PEDAGOGICAL PERSPECTIVE OF INTELLECTUAL DISABILITY ACROSS THE WORLD AND IN SERBIA
Keywords:
intellectual disability, Jean Itard, Wild Boy, Séguin, Teodor Janković Mirijevski
Abstract
The perspectives on the conceptualization of intellectual disability throughout history have been highly variable. There was a long period of complete neglect of this condition, with the expansion of its study only beginning in recent history. Dealing with the first recorded structured concept of intellectual disability is associated with the name of the French psychiatrist Jean Itard and his extensive work with the "Wild Boy" Victor. Itard's legacy was dutifully carried forward by Édouard Séguin, who successfully navigated the challenging circumstances imposed by educational authorities. Despite numerous distractions imposed by the state, Séguin managed to create the first written literature that more precisely defined intellectual disability. He developed a stimulating program for individuals with intellectual disabilities and actively participated in the creation of international associations dedicated to intellectual and developmental disorders, which continue to address these issues today. Teodor Janković Mirijevski was the first Serbian pedagogue whose school reform legally enabled students categorized as "weaker learners" to participate in school activities on an equal basis with other students. Although in Serbia, historically, work on the conceptualization of intellectual disability was not so expansive, this reform was highly innovative, particularly considering the absence of similar ideas in neighboring countries. In conclusion, various historical conceptualizations have led to a shift away from an approach based solely on deficits in functioning. Today, the favored approach is based on strengths, grounded in unequivocal research evidence.
References
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Milićević, M. Đ. (1876). Kneževina Srbija. Beograd: Državna štamparija.
Mihajlović, T. (2009). Istorijski pregled pedagoško-psiholoških ideja i koncepcija osposobljenosti učenika za samostalno učenje. Norma, XV(1), 9–27. http://scindeks-clanci.ceon.rs/data/pdf/0353-7129/2009/0353-71290901009M.pdf
Montesori, M. (2003). Upijajući um. Beograd: DN centar.
Munjiza, M. (2011). Istorijski razvoj psihijatrije. Beograd: Službeni glasnik.
Ninković, N. (2011). Reforma srpskog školstva u Habzburškoj monarhiji 1769–1777. Istraživanja – časopis za istoriju, (22), 167–183. https://doi.org/10.19090/i.2011.22.167-183
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Petrović, I. (2018). Uloge vaspitača u inkluzivnom procesu iz ugla aktivnog učenja. Sinteze – časopis za pedagoške nauke, književnost i kulturu, (14), 49–65. https://doi.org/10.5937/sinteze7-17952
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Schalock, R. L. (2013). Introduction to the intellectual disability construct. In M. L. Wehmeyer (Ed.). The story of intellectual disability: An evolution of meaning, understanding, and public perception (pp. 1–19). Baltimore: Paul H. Brookes.
Shattuck, R. (1994). The forbidden experiment: The story of the Wild Boy of Aveyron. New York: Kodansha USA Publishing.
Spring, A. (1985). Edouard Seguin, the computer and the exceptional student. Computers in the Schools, 1(4), 45–52. https://doi.org/10.1300/J025v01n04_06
Šušnjara, S. (2013). Razvoj specijalnog školstva u Bosni i Hercegovini: od 1958. do 1990. godine. Zagreb: Synopsis.
Tassé, M. J. & Grover, M. D. (2013). American Association on Intellectual and Developmental Disabilities. In F. R. Volkmar (Ed.), Encyclopedia of autism spectrum disorders (pp. 122–125). New York, NY: Springer.
Trent Jr, J. W. (1994). Inventing the feeble mind: A history of mental retardation in the United States. Berkeley: University of California Press.
United Nations Educational, Scientific and Cultural Organization (UNESCO) (2009). Policy guidelines on inclusion in education. Paris: UNESCO.
Wehmeyer, M. L. & Smith, J. D. (2017). Historical understandings of intellectual disability and the emergence of special education. In M. L. Wehmeyer & K. A. Shogren (Eds.). Handbook of research-based practices for educating students with intellectual disability (pp. 3–16). New York, NY: Taylor & Francis.
Winzer, M. A. (1993). The history of special education: from isolation to integration. Washington, DC: Gallaudet University Press.
World Health Organization (WHO) (2020). International classification of diseases for mortality and morbidity statistics (11th Revision). https://icd.who.int/browse11/l-m/en
American Psychiatric Association (APA) (2013). Diagnostic and Statistical Manual of Mental Disorders. 5th ed. (DSM–5). Arlington, VA: American Psychiatric Association.
Bašić, S. (2011). Modernost pedagoške koncepcije Marije Montessori. Pedagogijska istraživanja, 8(2), 205–214. https://hrcak.srce.hr/en/file/172488
Bojanin, S. i Popović-Deušić, S. (2012). Psihijatrija razvojnog doba. Beograd: Institut za mentalno zdravlje.
Bojanin, S. i sar. (1999). Defektološki leksikon. Beograd: Zavod za udžbenike i nastavna sredstva.
Cayea, W. (2006). Feral child: the legacy of the Wild Boy of Aveyron in the domains of language acquisition and deaf education. Thesis. New York: Rochester Institute of Technology. https://scholarworks.rit.edu/theses/4159
Danner, N., & Fowler, S. (2015). Montessori and non-Montessori early childhood teachers’ attitudes towards inclusion and access. Journal of Montessori Research, 1(1), 28–41. https://doi.org/10.17161/jomr.v1i1.4944
Đurić-Zdravković, A. i Japundža-Milisavljević, M. (2022). Agresivno ponašanje kod učenika s intelektualnom ometenošću. Uzdanica, XIX(2), 145–159. https://doi.org/10.46793/Uzdanica19.2.145DZ
Đurić-Zdravković, A., Milanović-Dobrota, B. & Wagner-Jakab, A. (2023a). Physical activity in preschool children with intellectual disabilities. TEME, XLVII(3), 653–668. https://doi.org/10.22190/TEME230503041D
Đurić-Zdravković, A. i Rapaić, D. (2023b). Toaletni trening kod dece s nekim razvojnim poremećajima. Specijalna edukacija i rehabilitacija, 22(4), 367–377. https://doi.org/10.5937/specedreh22-42869
Goodey, C. F. (2011). A history of intelligence and „intellectual disability“: The shaping of psychology in early modern Europe. New York, NY: Taylor & Francis.
Gopalan, R. T. (2022). Intellectual disability (ID): An overview from history, terminology, and classification to recent trends. In M. Khosrow-Pour (Ed.), Research anthology on physical and intellectual disabilities in an inclusive society, (pp. 1–12). Hershey, Pennsylvania: IGI Global. https://doi.org/10.4018/978-1-6684-3542-7.ch001
Jablan, B. i Maksimović, J. (2020). Razvoj inkluzivnog obrazovanja iz ugla nastavničkih kompetencija-stanje, problemi i perspektive. Zbornik radova Pedagoškog fakulteta u Užicu, 23(22), 85–100. https://doi.org/10.5937/ZRPFU2022084J
Jović, M., Jović, L., Milošević, J., Manić, S., Rajković, T. i Đorđević, P. (2016). Pravni i etički problemi prinudne hospitalizacije – prehospitalni aspekt. Halo 194, 22(1), 60–89. https://data-scindeks.ceon.rs/article.aspx?query=ISSID%26and%2613073&page=5&sort=8&stype=0&backurl=%2Fissue.aspx%3Fissue%3D13073
Karadžić, V. S. (1867). Život i običaji naroda srpskoga. Beč: Štamparija L. Sommera.
Krulj, J. R., Vidosavljević, S. T. & Mladenović, N. R. (2020). John Amos Comenius-the teacher of nations and the founder of didactic principles. Zbornik radova Filozofskog fakulteta u Prištini, 50(3), 101–121. https://doi.org/10.5937/ZRFFP50-26235
Кукушин, В. С., Бозаџиев, В. Ю., Болдырева-Вараксина, А. В., Воронцова, М. В., Курочкин, М. Н., & Панкратова, Л. Г. (2014). Специальная педагогика: Учебное пособие для студентов педагогических вузов. Москва: Российская академия образования - Московский психолого-социальный университет.
Lane, H. (1976). The Wild Boy of Aveyron. Cambridge: Harvard University Press.
Lanska, D. J. (2014). Édouard Séguin. In M. J. Aminoff, R. B. Daroff (Eds.), Encyclopedia of the neurological sciences 2nd edition, vol. 4. (pp. 119–122). Cambridge, Massachusetts: Academic Press.
Lanska, D. J. (2019). The development and evolution of „cerebral thermometry”: Clinical applications of a nineteenth-century approach to cerebral localization and neurological diagnosis. Journal of the History of the Neurosciences, 28(2), 226–261. https://doi.org/10.1080/0964704X.2019.1589845
Maksimović, J., Jablan, B. i Golubović, Š. (2022). Inkluzija u nastavi fizičkog vaspitanja i sportu. Zbornik radova Pedagoškog fakulteta u Užicu, 25(24), 191–206. https://doi.org/10.5937/ZRPFU2224191M
McDonagh, P., Goodey, C. F., & Stainton, T. (2018). Introduction: The emergent critical history of intellectual disability. In P. McDonagh, C. F. Goodey, & T. Stainton (Eds.). Intellectual disability A conceptual history, 1200–1900 (pp. 1–25). Manchester: Manchester University Press.
Milačić-Vidojević, I. i Dragojević, N. (2011). Stigma i diskriminacija prema osobama s mentalnom bolešću i članovima njihovih porodica. Specijalna edukacija i rehabilitacija, 10(2), 319–337. https://scindeks.ceon.rs/article.aspx?query=ISSID%26and%269532&page=9&sort=8&stype=0&backurl=%2fissue.aspx%3fissue%3d9532
Milićević, M. Đ. (1876). Kneževina Srbija. Beograd: Državna štamparija.
Mihajlović, T. (2009). Istorijski pregled pedagoško-psiholoških ideja i koncepcija osposobljenosti učenika za samostalno učenje. Norma, XV(1), 9–27. http://scindeks-clanci.ceon.rs/data/pdf/0353-7129/2009/0353-71290901009M.pdf
Montesori, M. (2003). Upijajući um. Beograd: DN centar.
Munjiza, M. (2011). Istorijski razvoj psihijatrije. Beograd: Službeni glasnik.
Ninković, N. (2011). Reforma srpskog školstva u Habzburškoj monarhiji 1769–1777. Istraživanja – časopis za istoriju, (22), 167–183. https://doi.org/10.19090/i.2011.22.167-183
Organizacija za ekonomsku saradnju i razvitak (OECD). (2007). Prosvetna politika za ugrožene i hendikepirane učenike u jugoistočnoj Evropi – Srbija. Organisation for Economic Co-operation and Development. https://www.oecd.org/countries/serbia/38614308.pdf
Parezanović, K. (2016). Primena osnovnih principa vaspitnoobrazovne metode Marije Montesori u nastavi solfeđa. Doktorska disertacija. Beograd: Univerzitet umetnosti u Beogradu – Fakultet muzičke umetnost.
Petrović, I. (2018). Uloge vaspitača u inkluzivnom procesu iz ugla aktivnog učenja. Sinteze – časopis za pedagoške nauke, književnost i kulturu, (14), 49–65. https://doi.org/10.5937/sinteze7-17952
Roth, E. A., Sarawgi, S. N., & Fodstad, J. C. (2019). History of intellectual disabilities. In J. L. Matson (Ed.). Handbook of intellectual disabilities: Integrating theory, research, and practice (pp. 3–16). Cham: Springer.
Schalock, R. L. (2013). Introduction to the intellectual disability construct. In M. L. Wehmeyer (Ed.). The story of intellectual disability: An evolution of meaning, understanding, and public perception (pp. 1–19). Baltimore: Paul H. Brookes.
Shattuck, R. (1994). The forbidden experiment: The story of the Wild Boy of Aveyron. New York: Kodansha USA Publishing.
Spring, A. (1985). Edouard Seguin, the computer and the exceptional student. Computers in the Schools, 1(4), 45–52. https://doi.org/10.1300/J025v01n04_06
Šušnjara, S. (2013). Razvoj specijalnog školstva u Bosni i Hercegovini: od 1958. do 1990. godine. Zagreb: Synopsis.
Tassé, M. J. & Grover, M. D. (2013). American Association on Intellectual and Developmental Disabilities. In F. R. Volkmar (Ed.), Encyclopedia of autism spectrum disorders (pp. 122–125). New York, NY: Springer.
Trent Jr, J. W. (1994). Inventing the feeble mind: A history of mental retardation in the United States. Berkeley: University of California Press.
United Nations Educational, Scientific and Cultural Organization (UNESCO) (2009). Policy guidelines on inclusion in education. Paris: UNESCO.
Wehmeyer, M. L. & Smith, J. D. (2017). Historical understandings of intellectual disability and the emergence of special education. In M. L. Wehmeyer & K. A. Shogren (Eds.). Handbook of research-based practices for educating students with intellectual disability (pp. 3–16). New York, NY: Taylor & Francis.
Winzer, M. A. (1993). The history of special education: from isolation to integration. Washington, DC: Gallaudet University Press.
World Health Organization (WHO) (2020). International classification of diseases for mortality and morbidity statistics (11th Revision). https://icd.who.int/browse11/l-m/en
