“Abnormal,” “ill-adapted,” and “handicapped” children: An ideological continuity? (notice n° 236100)
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| fixed length control field | 01880cam a2200253 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250112064013.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Wacjman, Claude |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | “Abnormal,” “ill-adapted,” and “handicapped” children: An ideological continuity? |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2014.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 62 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | It is the strong debate between Désiré Magloire Bourneville and Alfred Binet about the value of special classes that is at the origin of the terminology about the treatment of abnormal children that has now became inadequate and grouped under the term “disabled.” Bourneville specifies that special classes should be used to enable children to move from the asylum to school. Binet, on the other hand, wanted irregular pupils to integrate into these classes directly from the school itself. During the interwar period, the work of Bourneville disappeared. Psychoanalysis was introduced into the hospital towards the end of the Second World War. Later, the 1975 law on people with disabilities gave them a status and different kinds of aids. The 2002-2 and 2005 laws reinforce this trend and, more than ever before, the administration differentiates the “sick/disabled” from the “treated/educated.” During all of this time, however, school is at the heart of care and support, and, among other things, it is the theater of the fight against psychoanalysis led by certain associations for parents of autistic children. What, then, is the real difference? |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | disabled |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | psychiatry |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | inadapted |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | learning |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | abnormals |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | psychoanalysis |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | education |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | handicaped |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Vie sociale | o 4 | 4 | 2014-04-01 | p. 159-176 | 0042-5605 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-vie-sociale-2013-4-page-159?lang=en">https://shs.cairn.info/journal-vie-sociale-2013-4-page-159?lang=en</a> |
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