000			01880cam a2200253 4500500
005			20250112064013.0
041			_afre
042			_adc
100	1	0	_aWacjman, Claude _eauthor
245	0	0	_a“Abnormal,” “ill-adapted,” and “handicapped” children: An ideological continuity?
260			_c2014.
500			_a62
520			_aIt 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			_adisabled
690			_apsychiatry
690			_ainadapted
690			_alearning
690			_aabnormals
690			_apsychoanalysis
690			_aeducation
690			_ahandicaped
786	0		_nVie sociale | o 4 | 4 | 2014-04-01 | p. 159-176 | 0042-5605
856	4	1	_uhttps://shs.cairn.info/journal-vie-sociale-2013-4-page-159?lang=en
999			_c236100 _d236100