Lexical Features

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Lexical Features

Article title: Disability as a risk factor? Development of psychopathology in children with disabilities

Empirical research has established that children with disabilities are more likely to develop psychopathology than children without disabilities. But too little is known about the association between disability and psychopathology. The aim of this article is to discuss developmental psychopathological models that conceptualise the connection between childhood disability and psychopathology. Empirical studies of psychopathology among children with a congenital hearing impairment and children with cerebral palsy will be reviewed, representing in-depth examples of association between disability and psychopathology. Both a congenital hearing impairment and cerebral palsy were found to be dominating risk factors for all types of psychopathology, but no relationship was identified between degree of disability and risk of psychopathology. The higher risk cannot be explained by biological impairments alone. To explain the contradictory findings, developmental models of disability and psychopathology are applied. Within a multifactorial developmental psychopathological perspective and a dialectical model of disability (Vygotsky, 1993), it is suggested that disability can be understood as an incongruence between the individual development of the child and demands and expectations in the specific relations and institutions in which the child participates. This incongruence creates and strengthens negative factors for the child with disability and results in a higher risk of psychopathology.

Keywords: Cerebral palsy; Deafness; Developmental psychopathology; Disability; Hearing impairment; Vygotsky's defectology; Development

Key Words Plus: hearing-impaired children; cerebral-palsy; psychiatric disorder; mental health; physical-disabilities; behavior problems; prevalence; deaf; hemiplegia; individuals, incongruence

a) Both a congenital hearing impairment and cerebral palsy were found to be dominating risk factors for all types of 1______________________, but no relationship was identified between degree of 2_______________________ and risk of 3 _______________________.

b) Disability can be understood as an incongruence between the individual development of the child and demands and expectations in the specific relations and institutions in which the child participates

c) Empirical 4________________ has established that 5______________________ are more likely to develop psychopathology than 6___________________________________________.

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Logopedics / speech therapy training of children with locomotor impairments

Defectology is a branch of science that is concerned with the study of the principles and characteristics of the development of children with physical and mental defects and the problems of their training and upbringing.

There are a number of special pedagogical sciences in defectology, including surdopedagogy (for bringing up and training children with hearing defects), typhlopedagogy (for children with visual defects); oligophrenopedagogy (for mentally retarded children); and logopedics (for children with speech defects).

Defectology also includes problems of training and bringing up children with compound defects (blindness with deafmutism, blindness or deafmutism with intellectual impairments, etc.).Defectology includes in addition a special branch of psychology that deals with the psychological study of the development of children with the above mentioned defects, as well as surdotechnology and typhlotechnology, which are involved in the development of the technical means of training, correcting, and compensating for the defect. In defectology there is a continual differentiation and development of new fields (for example, the study of children with temporary delays in mental development and of children with motor impairments); included in Defectology are problems connected with the general education and vocational training of adults with defects, such as vision or hearing impairments.

As an integrated branch of knowledge, Defectology takes shape as a result of the development and convergence of its various fields and the establishment of general principles for the development, training, and upbringing of children with different types of defects. Of great significance in elucidating these principles is the adoption of a complex, multilateral approach to the study of anomalous children, with the participation of educators, physicians, physiologists, psychologists, and other specialists.

The clinicophysiological and psychological study of abnormal children is the scientific basis of the special pedagogical sciences that are included in defectology. The data compiled from this research provide the basis for answering questions concerning time length, systems, and methods in the training and upbringing of children with some type of developmental disturbance; the data also assist in there solving of problems concerning ways and means of correcting and compensating for developmental defects through a system of special training and education, including preparation for socially useful labor.

Defectology is closely allied with a number of related sciences, including neuropathology, pathophysiology, general and medical genetics, pathopsychology, educational and childpsychology, generalpedagogy, and linguistics. It in turn provides unique material for these sciences and for the theory of knowledge.

Soviet Defectology was formed in the struggle against idealist concepts in the principles of the development of the abnormal child; these concepts had given birth to a theory about the severe limitation of possibilities of development in abnormal children, reducing the principal task of defectology to the adaptation of abnormal children to elementary physical labor. Considerable scientific methodological work is being conducted by teachers of special schools. Collections that have been published include Training and Educational Work in Special Schools (1940-57) and The Special School (1958-68).The journal Defectology has been published since1969.

Abroad (aside from socialist countries), instead of the concept of “defectology” the more limited concept of “special education” is applied, which narrows the field of defectology as a science and which has to a considerable degree a pragmatic tendency.

List of key words: Defectology, special education, branch of science, study, development of children with physical and mental defects, training, upbringing, surdopedagogy, typhlopedagogy, oligophrenopedagogy, logopedics, blindness, deafmutism, intellectual impairments, correcting, compensating, surdotechnology, typhlotechnology, vision or hearing impairments, clinicophysiological and psychological study, neuropathology, pathophysiology, general and medical genetics, pathopsychology, educational and child psychology, general pedagogy, linguistics, methods, technology, principles.

Content of the sciences/ courses (Pedagogy, Psychology, Philosophy, Sociology, Bases of law, Bases of economic theory…)

Methodology of teaching Mathematics, Kazakh/Russian/English language … in special needs school.

Ø Students can use the titles of disciplines for designing main competences for model.

Key words: pedagogue [

]: defectologist/ special education teacher, speech therapist, surdopedagogue, typhlopedagogue, oligophrepedagogue, orthopedagogue.

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(2) Is there one general course of development that characterizes all children, or are there many possible courses?

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(3) Are genetic or environmental factors more important in determining development? ____________________________________________________________________________________________________________________________________

(4) Do individual children establish stable, lifelong patterns of behavior in early development, or are they open to change?

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Reading task: read the text and complete the missing words: psychoanalysis, wife, Martha Bernays, Germany, mentor, mind.