What are the characteristics of the development of special education abroad?

Special Education - The emergence and development of special education abroad

Autism

Classification: Special Education

1. The Rise of Special Education in Western Europe

From the perspective of the history of human development, general education has a history of thousands of years, but the development of special education has only occurred in the past 200 years. The development of special education started very late. There are many reasons, mainly due to the dual restrictions of the development of social productivity and the change of social concepts.

It is no accident that special education originated in Europe. On the one hand, Europe's productivity level was leading the world at that time; on the other hand, after the Renaissance, humanism became prevalent in Europe. A number of compassionate teachers, doctors, and priests played an indelible role in pioneering special education in Europe.

In 1760, Frenchman Charles Michel de I'Epée (1712-1789) founded the first deaf school in Paris, openly recruiting deaf-mute students, which opened the door to the development of special education in the world. prelude.

In 1784, Frenchman Va Lentin Haüy (1745-1822) established the first blind school in Paris. The school adopted the embossed touch Braille teaching method for teaching.

In 1834, this embossed teaching method was improved by Louis Braille (1809-1852) and became Braille touch writing, which greatly promoted the development of blind education.

The education of mentally retarded children originated in 1799

An 11-year-old wild boy Victor was discovered in the Aveyron mountainous area in France. The psychiatrist Etta Jean Marc Gaspard Itard (1775-1838) used an individualized method to systematically train Victor.

Specialized training goals: (1) Stimulate interest in social life; (2) Awaken sensitivity to stimuli in the surrounding environment; (3) Expand the scope of his thinking (such as teaching him games, culture, etc. ); (4) Guide him to learn to speak; (5) Teach him to use symbol systems to communicate, such as pictures, words, etc.

After a period of training, Victor can speak a small number of words, walk upright, eat with dishes and cutlery, communicate with others, etc.

2. The development of special education in North America

(1) The rise and development of special education in the United States

1. The main factors promoting the rise of special education in the United States

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A large number of immigrants flooded into the United States at the end of the 18th century and the beginning of the 19th century. Most of these immigrants came from different ethnic groups, and their cultural quality was generally poor, which affected the mutual understanding and integration between ethnic groups and hindered the rapid development of American society.

As many special education experts immigrated or returned after completing their studies, they brought advanced European special education experience to the United States. These include the basic model of special education institutions, the equipment required for special education, and the best teaching methods, etc., allowing special education in the United States to develop rapidly based on the existing educational achievements in Europe.

2. The development of special education in the United States

Thomas Hopkins Gallaudet (1787-1869) learned methods of deaf education in France. When he returned to the United States, he was accompanied by Laurent Clerc (1785-1869), a deaf teacher from France.

In 1817, Gallaudet and Clark founded the first school for the deaf in the United States (now the American School for the Deaf), which was also the first special education school in the United States. , in the school's teaching, Gallaudet and Clark adopted French sign language teaching methods.

In 1829, Samuel Gridley Howe (1801-1876) established the first blind school in the United States (now Perkins School for the Blind). Subsequently, boarding schools for the blind in the United States developed rapidly. When the Perkins School for the Blind was first established, it only admitted completely blind students, and later gradually began to admit students with residual vision. The model of boarding schools for the blind continued into the early twentieth century. In 1913, the first special classes for students with residual vision appeared in Boston.

The education of intellectually disabled children in the United States began in 1839. The main purpose at that time was to educate and train blind children with intellectual disabilities in the Perkins School for the Blind. In 1948, Herrey Backus Wilbur (1820-1883) opened the first special education school for mentally retarded children in Barre, Massachusetts. Subsequently, various states in the United States successively opened educational and training institutions for children and adults with intellectual disabilities.

(2) The development of special education in Canada

In 1846, the then Minister of Education E. Dr. Eerton Ryerson inspected education in Europe and drafted the "Public School Education Act" after returning to his country. This bill dealt with how to develop special education in Canada.

The development process of special education in Canada also started with the establishment of schools for the deaf and blind, and gradually expanded to the education of mentally retarded children, sick children, gifted children and problem children.