Colloque

An Adventure in Theory in Special Education

E. P. Benoit

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E. P. Benoit

Résumé du colloque

Present thinking in special education is piecemeal. The science is a collection of issues. The prominent writers are purely encyclopedists. There have been some theoretical formulations, especially on mental retardation. They are curious rather than useful. It seems proper to present an integrated theoretical view of mental retardation, of special education, and, for that matter, of education itself, in light of the framework previously developed by Hebb (1949) and extended to mental deficiency by Benoit (1959). The theory has a basis in neurology, but it can be expressed in functional terms of graduated integration, always correlated with neurological structures. It assumes that neurological correlates underlie every human activity, whether sensory or motoric. There must be much experience, even multisensory, in early years; out of these, superordinate integrations are formed in correlation with growing cell assemblies and associated structures. This process suggests numerous adaptations to induce facilitation in mental development in all its dimensions. In mental retardation, special adaptations must be made to foster the development of integrations at all levels. The theory suggests that much mental retardation is at least partially due to educational mismanagement.

Contexte

Section :

Éducation

Thème du colloque :

Éducation

Hôte : Université du Québec à Trois-Rivières

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An Adventure in Theory in Special Education

E. P. Benoit