Pioneers and Theories on Early Intervention

Pioneers and Theories on Early Intervention

1. PIONEERS AND THEORIES ON EARLY INTERVENTION Prepared by: Ms. Claire Ann B. Pangilinan, LPT Submitted to: Dr. Aida S. Damian, Ed.D. University of Perpetual Help System Dalta – Las Pinas

2. History 2 The field of early childhood special education has grown out of several different fields including early childhood education, elementary special education, medicine and psychology. A few people that have had a great influence on the education of young children with special needs are : Jean-Marc Itard , Maria Montessori and Jean Piaget. Let us learned how these pioneers influenced special education.

3. Jean-Marc-Gaspard Itard FRENCH PHYSICIAN Jean-Marc-Gaspard Itard , (born April 24, 1774, Oraison , France—died July 5, 1838, Paris), French physician noted for his work with the  deaf and with the “wild boy of Aveyron .” Itard is noted for his work with deaf-mutes, and was one of the first to attempt the  education of mentally retarded children in a systematic fashion. He is especially famous for his work with Victor, the “Wild boy of Aveyron ,” a feral child. Itard developed a special program, the first attempt at special education, to try to teach him language and empathy, which he considered the key attributes that separated human beings  from  animals. 3

4. Jean-Marc-Gaspard Itard FRENCH PHYSICIAN Although his work with Victor was not entirely successful , it was useful in advancing our knowledge of the importance of early exposure to language as a form of communication in the development of spoken linguistic skills. While language itself, nor even emotion and empathy, may not be what separates us from animals, Itard's work also contributed to that debate and to the conviction that there are essentially human qualities that are possessed even by those raised without contact with other human beings during their childhood. 4

5. Itard developed a special program, the first attempt at special education, to try to teach him language and empathy, which he considered the key attributes that separated human beings from  animals. His work influenced another theorist, Edouard Sequin , who started to understand the importance of learning in the early years of childhood. 5 Jean-Marc-Gaspard Itard FRENCH PHYSICIAN

6. Jean-Marc-Gaspard Itard FRENCH PHYSICIAN Major Contributions Founder of oto - rhyno -laryngology Teacher of the child known as "The Wild Boy of Aveyron “ Patriarch of special education Influenced the work of his pupil, Dr. Eduard Séguin , who in turn influenced his pupil, Maria Montessori 6

7. Human Intelligence: Jean-Marc Gaspard Itard ( Intelltheory ) Definition of Intelligence "If we consider human intelligence at the period of earliest childhood man does not yet appear to rise above the level of the other animals. All his intellectual faculties are strictly confined to the narrow circle of his physical needs. It is upon himself alone that the operations of his mind are exercised. Education must then seize them and apply them to his instruction, that is to say to a new order of things which has no connection with his first needs. Such is the source of all knowledge, all mental progress, and the creations of the most sublime genius. Whatever degree of probability there may be in this idea, I only repeat it here as the point of departure on the path towards realization of this last aim" ( Itard , 1801/1962). 7

8. Maria Montessori 8 Maria Montessori was born in Chiaravalle , Italy, on August 31, 1870. She was an intelligent child, and her family was one that valued education. Because of this, Maria was offered many educational opportunities that were unique to a woman growing up in late 19th century Italy. She was able to explore her interests in regards to a career . Dr. Montessori is famous for developing a system of education that focuses on the natural curiosity and interests of a child. Let's take a look at how physician Dr. Montessori became an innovative educator.

9. Quotations are commonly printed as a means of inspiration and to invoke philosophical thoughts from the reader. 9

10. Montessori’s Approach 10

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12. 12 The Montessori Method is an approach to learning which emphasizes active learning, independence, cooperation, and learning in harmony with each child’s unique pace of development.

13. Montessori often said that child-education was the most important problem of humanity. It is, therefore, that it should receive the best attention of the Government and the public. In her own words, “The child’s soul which is pure and very sensitive requires our most delicate care.” 13

14. 14 Montessori’s Sensorial Materials

15. 15 Pink Tower

16. 16 Seguin Board

17. 17 Spindle Box

18. Jean Piaget August 9, 1896, in Neuchâtel, Switzerland. Piaget's (1936) theory of cognitive development E xplains how a child constructs a mental model of the world. He disagreed with the idea that intelligence was a fixed trait, and regarded cognitive development as a process which occurs due to biological maturation and interaction with the environment . Piaget (1936) was the first psychologist to make a systematic study of cognitive development. His contributions include a stage theory of child cognitive development, detailed observational studies of cognition in children, and a series of simple but ingenious tests to reveal different cognitive abilities. 18

19. According to Piaget , children are born with a very basic mental structure (genetically inherited and evolved) on which all subsequent learning and knowledge are based. Theory of Cognitive Development It is concerned with children, rather than all learners. It focuses on development, rather than learning per se, so it does not address learning of information or specific behaviors . 19 It proposes discrete stages of development, marked by qualitative differences, rather than a gradual increase in number and complexity of behaviors, concepts, ideas, etc.

20. Jean Piaget and Special Education Special needs also apply to gifted children who in many cases are not categorised as Special Educational Needs (SEN ) however; they need adapted teaching to challenge their abilities and to foster their potential development. Piaget’s theory of cognitive development in essence deals with the view that all species inherit two basic tendencies; the first is organisation – organising behaviours and thoughts into logical systems. The second is adaptation – adjusting to your environment ( Woolfolk , Hughes & Walkup, 2008). 20

21. In two or three columns Yellow Is the color of gold, butter and ripe lemons. In the spectrum of visible light, yellow is found between green and orange. According to surveys in Europe, Canada, and the United States, yellow is the color people most often associate with amusement, gentleness, and spontaneity, but also with duplicity, envy, jealousy, avarice, and, in the U.S., with cowardice. It plays an important role in Asian culture, particularly in China, where it is seen as the color of happiness, glory, wisdom, harmony, and culture. Blue Is the colour of the clear sky and the deep sea. It is located between violet and green on the optical spectrum. Surveys in the US and Europe show that blue is the colour most commonly associated with harmony, faithfulness, confidence, distance, infinity, the imagination, cold, and sometimes with sadness. In US and European public opinion polls it is the most popular colour, chosen by almost half of both men and women as their favourite colour. Red Is the color of blood, and because of this it has historically been associated with sacrifice, danger and courage. Modern surveys in the United States and Europe show red is also the color most commonly associated with heat, activity, passion, sexuality, anger, love and joy. Red is also a color widely used for getting attention, such as stop signs or royal dresses. In China, India and many other Asian countries it is the color of symbolizing happiness and good fortune. 21

22. Want big impact? Use big image. 22

23. Ovide   Decroly ( born July 23, 1871, Brussels) 23 Belgian pioneer in the  education  of children, including those with physical  disabilities .  Through his work as a physician, Decroly became involved in a school for disabled children and consequently became interested in education. One outcome of this interest was his establishment in 1901 of the Institute for Abnormal Children in Uccle, Belg . Decroly credited the school’s homelike atmosphere with helping students achieve better and more-consistent educational results than those typically achieved by nonhandicapped students in regular schools. 

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25. Decroly Method 25 The  Decroly method was essentially a program of work based on centres of interest and educative games. Its basic feature was the workshop-classroom, in which children freely went about their own occupations. Behind the complex of individual activities was a carefully organized scheme of work based on an analysis of the fundamental needs of the child. The principle of giving priority to wholes rather than to parts was emphasized in  teaching children to read, write, and count, and care was taken to reach a comprehensive view of the experiences of life. 

26. 26 References Ball, Thomas S. 1971.  Itard , Seguin, and Kephart : Sensory education—a learning interpretation . Merrill. ISBN 0675091918 French, J.E. 2000. Itard , Jean-Marie-Gaspard. In A.E. Kazdin , (Ed.)  Encyclopedia of Psychology . Oxford: Oxford University Press. ISBN 1557981876 Human Intelligence.  Jean-Marc Gaspard Itard Indiana University. Retrieved on April 7, 2007. Lane, Harlan. 1975.  The Wild Boy of Aveyron . Cambridge: Harvard University Press. ISBN 0674952820 Pinchot, P. 1948. "French pioneers in the field of mental deficiency."  American Journal of Mental Deficiency,  3, 1, 128-137 Shattuck, Roger. 1981.  The Forbidden Experiment: the Story of the Wild Boy of Aveyron . Pocket. ISBN 067142209X Jean Marc Gaspard Itard WhoNamedIt.com. Retrieved January 8, 2008.

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