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Psychological and educational aspects of handicap

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Inborn Errors of Metabolism in Humans

Abstract

It is now generally accepted that because a child is intellectually handicapped as a result of biomedical or genetic damage, this does not necessarily mean that he is unable to benefit from educational methods or that his treatment and care must be predominantly medical. Indeed, much optimism is being expressed at present regarding the effects of educational approaches for such children and this is nowhere more evident than in the area of early intervention. It is my intention to examine this area and to question whether our optimism is justified. I will begin with a brief overview of the theoretical changes that have influenced practice and then draw upon our own research concerning early intervention with Down’s syndrome infants to illustrate the main points.

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Authors
  1. C. C. Cunningham
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Editors and Affiliations

  1. University Department of Child Health, Royal Hospital for Sick Children, Yorkhill, Glasgow, G3 8SJ, UK

    Forrester Cockburn

  2. Division of Metabolism, University Paediatric Department, Kinderspital, 8032, Zurich, Switzerland

    Richard Gitzelmann

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© 1982 The Society for the Study of Inborn Errors of Metabolism

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Cunningham, C.C. (1982). Psychological and educational aspects of handicap. In: Cockburn, F., Gitzelmann, R. (eds) Inborn Errors of Metabolism in Humans. Springer, Dordrecht. https://doi.org/10.1007/978-94-009-7325-1_18

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  • DOI: https://doi.org/10.1007/978-94-009-7325-1_18

  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-94-009-7327-5

  • Online ISBN: 978-94-009-7325-1

  • eBook Packages: Springer Book Archive

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