Naslov
Who is handicapped one?

Autori
Jureša, Vesna ; Kujundžić Tiljak Mirjana ; Pape, Ervin ; Petrović, Davor

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
Congress of the European Union for School and University Health and Medicine / - Pariz : Faculté de Médecine, 1989, 89-89

Skup
Congress of the European Union for School and Univerity Health and Medicine

Mjesto i datum
Pariz, Francuska, 1989

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Podatak o recenziji nije dostupan

Ključne riječi
handicapped, school program

Sažetak
During the period between 1986 and 1989 we have observed 1141 pupils (593 boys and 548 girls) in an elementary school in Zagreb, regardin their abilities to accept the school program. During this period, 5 children have been categorized as mentally and physically impaired and included into the regular school program (one boy sith slight mental retardation, one deaf boy, one boy with impaired sight, one boy with M. Little, and one boy with hemiparesisi spastica and atrophia cerebri). On the school's request, which was put because of the difficulties in acceptig the school matter, a full psychological and neurological examination was performed on 54 pupils, 22 girls (4 % of the total number of girls) and 32 boys (5.4% of the total number of boys). Properly developed intellectual capabilities have been fouond in 14 girls and 22 boys, underdeveloped capabilities have been found in 2 girls and one boy, while 6 girls and 9 boys turned out to be superior to their classmates. Pupils with proper or superior mental capabilities had followintg disturbances: dyslalia - 15, dyslexia and/or disgraphia - 9, hyperyctivity - 7, disturbances in behavior and restlesness - 10, neurosis - 5, epilepsia - 4. By close observation, we have determined that the difficulties in the process of education are less likely to be caused by the handicapped children, since the school programs are adjusted to tjhe needs of such children, and tje teachers are willing to give extra effort in work with such children. One must ask himself, why did there such a high number of children (51) with proper and superioar mental development (out of 54 observed) have to be sent fot additional psychological and neurological examination? Do additiona disturbances in such children (such as hyperactivity, behavior disturbances, neurosis, etc) represent a real handicap in today's educational system?

Izvorni jezik
Engleski

Znanstvena područja
Javno zdravstvo i zdravstvena zaštita

POVEZANOST RADA