Tren Historis dan Status Pendidikan Saat Ini untuk yang Terbelakang di Norwegia Abstrak: Ketentuan

pendidikan untuk pelajar yang lambat, pendidikan dan anak-anak yang sangat terbelakang di
Norwegia dilacak dari awal mereka pada tahun 1881 Secara historis, pelajar yang lambat telah
dididik di sekolah-sekolah reguler sementara pendidikan dan dirawat di institusi. Pendidik, sebagai
lawan dari personil medis, memegang tanggung jawab utama untuk yang terbunuh sampai tahun
1949 saat ini, kedua disiplin ilmu berbagi dan masing-masing individu yang sangat terbelakang
adalah tanggung jawabnya. Status pendidikan khusus saat ini termasuk pemilihan anak untuk kelas
khusus, kurikulum, dan persiapan guru juga dibahas

The foundation for special education innames of all deaf, blind, and retarded chäl

Norway was laid during the middle of the dren residing in their communities. Although

nineteenth century as an outgrowth of a

political de bate relating to general educa

tion. The liberal faction, headed by Johanresponsibility to report the exceptional chil

Sverdrup who was later to become prime dren was not fulfilled until many years later

minister in 1884, stressed the importance of

education as means for developing a politi-tion for the mentally retarded was to estab

cally conscious citizenry. In addition to the lish both a philosophy and goals which

political aspects of this issue the prevailingwould provide structure for the educational

philosophy of social evolution and it inevit

ability formulated by Charles Darwin and The first was a medical-educational model

Herbert Spenser, provided the impetus for

the belief in the importance of education as

a mechanism for hastening social progressapproach. The medical-educational model

(Bjøndal, 1964). To achieve these ends,had been predominant in Denmark and

Sverdrup advocated compulsory education Sweden

for all children

passed in 1881 the law was not implemented

until 1892, while the local school board's

A parallel concern to compulsory educa

programs. Two viewpoints were advanced

which focused upon education within the

framework of an institutional, caretaking

during this period and had also

served as the framework for the first institu

tion in Norway, Lippestad Institute

founded by J. A. Lippestad and H. Hansen

Historial Development

The outcome of these debates resulted in the both of whom were teachers of the deaf

passage of the education law of 1881 by the

storting, or parliament. The law provided

compulsory education for all deaf, blind

and retarded children between the ages of

eight and twenty-one. To implement this lawpurely educational model and this decision

the Dire ctorate for Special Schools Dir

ektoratet for abnorms kolene) was created

within the Ministry of Church and Educa-

(Norsk Skoie, 1966). The second model that

was proposed was a more purely educational

The srorting decided upon the more

goals for special

hose for

education were to be the

general education, to prepare students to

f Church and Education,become useful citizens.

1966). Norway thus became the first coun

try to require compulsory education for

exceptional children. Under the provisions

of this la w all local boards of education were

required to report to the the

Dne of the consequences of this decision

has been the fact that historically the pri

mary personnel involved with the caretaking

of the mentally retarded have been teachers

ireetorate the This s in contrast to Denmark and Sweden