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From mental retardation to intellectual disability: a proposed educological framework for teaching students with intellectual disabilities in Singapore
| Content Provider | Semantic Scholar |
|---|---|
| Author | Chia, Noel Kok Hwee Wong, Meng Ee |
| Copyright Year | 2014 |
| Abstract | This paper begins with the operating definition of “mental retardation” (MR) – now known as “intellectual disability” (ID) – and goes on to delve into the historical development of the term, especially the passing of Rosa’s Law (Public Law PL111256) that has become one big milestone in the field of intellectual disabilities in the American history of special/inclusive education. The authors also discussed about the assumptions underlying the current definition of ID, including the prevalence of ID, its classification and diagnosis, in Singapore. In addition, there is a brief coverage on educology, i.e., wealth of knowledge about education and its process, with the main focus on teaching and learning (T&L) processes for students with ID before the authors went on to introduce the three main educological frameworks of intervention for students with ID involving the T&L processes: the therapist/teacher-centered, the client/learner-centered, and a mix or integration between the first and second educological frameworks of T&L processes. Finally, in their concluding remark, the authors suggested the need for more educological research to be done on T&L processes in order to design better intervention programs for students with ID and recommended heilpedagogy, which means “learning by assisted teaching”, as the appropriate approach. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://www.savap.org.pk/journals/ARInt./Vol.5(3)/2014(5.3-17).pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
