Как и где найти книгу на английском языке по дефектологии для сдачи кандидатского минимума???

The Fundamental Problems of Defectology

Only recently, the entire field of theoretical knowledge and practical scientific work, which we conveniently call by the name of “defectology,” was viewed as a minor part of pedagogy, not unlike how medicine views minor surgery. All the problems in this field have been posed and resolved as quantitative problems. Entirely accurately, M. Kruenegel States that the prevailing psychological methods for studying an abnormal child (A. Binet’s metric scale or G. I. Rossolimo’s profile) are based on a purely quantitative conception of childhood development as impeded by a defect (M. Kruenegel, 1926). These methods determine the degree to which the intellect is lowered, without characterizing either the defect itself or the inner structure of the personality created by it. According to O. Lipmann, these methods may be called measurement, but not an examination of ability, Intelligenzmessungen but not Intelligenzpruefungen (O. Lipmann, H. Bogen, 1923), since they establish the degree, but neither the kind nor the character of ability (O. Lipmann, 1924).

Other pedological methods for studying the handicapped child are also correct and relevant-not only psychological methods, but also those encompassing other sides of a child’s development (anatomical and physiological). And here, scale and measure have become the basic categories of research, as if all problems of defectology were but problems of proportion, and as though all the diverse phenomena studied in defectology could be encompassed by a single scheme: “more versus less.” In defectology, counting and measuring came before experimentation, observation, analysis, generalization, description, and qualitative diagnosis.

Practical defectology likewise chose the simplest course, that of numbers and measures, and attempted to realize itself as a minor pedagogical field. If, in theory, the problem was reduced to a quantitatively limited, proportionally retarded development, then, in practice, the idea of simplified and decelerated instruction naturally was advanced. In Germany, the very same Kruenegel, and in our country A. S. Griboedov, rightly defend the notion: “A reexamination of the curriculum and methods of instruction used in our auxiliary schools is essential” (A. S. Griboedov, 1926, p. 28), since “a reduction of educational material and a prolongation of its study time” (ibid.), – that is, purely quantitative indicators-have constituted until this time the only distinctive features of the special school.

A purely arithmetical conception of a handicapped condition is characteristic of an obsolete, old-school defectology. Reaction against this quantitative approach to all theoretical and practical problems is the most important characteristic of modern defectology. The struggle between these two attitudes toward defectology – between two antithetical ideas, two principles-is the burning issue in that positive crisis which this area of scientific knowledge is presently undergoing.

Viewing a handicapped condition as a purely quantitative developmental limitation undoubtedly has the same conceptual basis as the peculiar theory of preformed childhood operations, according to which post-natal childhood development is reduced exclusively to quantitative growth and to the expansion of organic and psychological functions. Defectology is currently undertaking a theoretical task which is analogous to the one once performed by pedology and child psychology, when both defended the position that a child is not simply a small adult. Defectology is now contending for a fundamental thesis, the defense of which is its sole justification for existence as a science.

Source: XMCA Research Paper Archive;
First Published: Collected Works of L S Vygotsky. Volume 2, The Fundamentals of Defectology, Plenum Press 1993;
Transcribed: by Andy Blunden.

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1) дело Фурсенко живет и побеждает!
2) вот специально потратил 30 секунд проверить и убедиться, что
3) книгами Speech/Language Pathology/Correction на английском языке просто забиты все открытые электронные библиотеки
4) гнать бы таких кандидатов поганой метлой
5) так ведь нет - а потом еще сами других учить будут