The Achievement of Subnormal Children in Standardized Educational Tests - Couverture rigide

Couverture rigide

ISBN 10 : 1355503450 ISBN 13 : 9781355503453

Editeur : Palala Press, 2016

Synopsis

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work.

This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.

As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

A propos du livre

Présentation de l'éditeur

The first public school classes instituted for mentally subnormal children were intended for the feeble-minded. The first class was estabhshed in the public schools of the city of Halle, Germany, in 1859. The development of these classes was at first very slow. Austria did not establish any public day classes until 1885 (in Vienna), England until 1892 (in Leicester and London), the United States until 1896 (in Providence), France until 1909 (in Paris), and Canada until 1910 (in Toronto). Usually at first the pupils were assigned to these classes on the recommendation of the school medical inspectors, the principals and the teachers, without any special examination to determine whether the childs pedagogical retardation was due to mental deficiency or to any one of a number of other causes, such as lack of interest or application, late entrance in school, frequent absences or transfers, physical defects or illness, specific mental or pedagogical defects, defects in the course of study itself, incompetency on the part of the teacher, lack of en rapport between the pupil and the teacher, etc. The determination of the relative influence of the various factors which conceivably were causally related to the childs pedagogical incompetency was left to the common sense appraisal of the teaching and medical staffs of the schools. Where the final selection was entrusted to the school physician, it is probable that his judgment was primarily based on the teachers reports and only secondarily on the results Of the physical examination and the sketchy mental examination which the examiner could give by means of a few common-sense questions. The unsatisfactory nature of this common sense method of selecting the pupils who should be assigned to the classes for mental defectives, gradually became recognized and led Binet, the brilliant French psychologist and child study ex
(Typographical errors above are due to OCR software and don't occur in the book.)

Détails de l'édition

• Éditeur: Palala Press
• Date d'édition: 2016
• Langue: anglais
• ISBN 10: 1355503450
• ISBN 13: 9781355503453
• Reliure: Relié
• Nombre de pages: 110
• Coordonnées du fabricant: non disponible