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• About the extension of « La main à lapâte » towards disabled children
• An historical and prospective overview
Michel Fardeau
Until the XVI th Century The disabled people were lost in the crowd
of the poorer sections of the population
Rembrandt, «un gueux » (a beggar)
« Le siècle des Lumières »
In European countries the « modern » area for disabilities began with philosophical and scientific works
in England, M. Locke
L’émergence d’une philosophie sensualiste
N. Saunderson
Blind and Professor of Mathematics in Cambridge
« Le siècle des Lumières »
Well known in France,he upset Diderotand the Encyclopedists
« Le siècle des Lumières »
In France
Denis DIDEROT
Was the first to be interested by the behaviour and mind of the blind people
« Le siècle des Lumières »
L’Aveugle du Puisaux
Denis DIDEROT
“ We try to restore the sight to born blind. We would find some profit for the philosophy by questioning a blind person of common sense. We would learn how things take place in him. We would compare them with the way they cross in us. We would understand from this comparison the solution of the difficulties that makes the theory of the vision so unclear and uncertain.
To question a born blind is not an unworthy activity for the gathered talents of Newton, Descartes, Locke, and Leibniz.”
• Applications of these philosophical and scientificconcepts were initially made for the disabledchildren
• For the deaf and dumb , withCharles (L’abbé) de l’Epée (1712-1789)
• For the blind , with Valentin Hauÿ (1745-1822)
« Le siècle des Lumières »
Michel de l’Epée (1712-1789)The education of deaf and dumb children
Le premier alphabet manuel
« Le siècle des Lumières »
Valentin Hauÿ (1745-1812)
The education of blind children
• Le café du square des Innocents
« Le siècle des Lumières »
Education of blind children
The coming to Paris of « la Paradis »
A famous Austrian Opera singer who was blind!
• For the mentally retarded children the story began with the « Enfant sauvage »
• A child was found in the forest, 8 or 9 years-old found in March 1797,• Almost naked, unable to say a word, eating only roots, wild fruits…• He was taken and brought to a priest (Abbé Bonneterre)
who knew Diderot• So the boy was sent to Paris and examined by Pinel, Cuvier, Esquirol :
• The diagnosis was incurable idiocy
Itard
Early XIX century
But a doctor, in the audience,Itard, proposed to checkon the boy the same kind ofprotocol coming from the new philosophical conceptsunder the control of the French Academy of Science.
The boy was educated by a lady,Mrs Guerin, in Paris and he madesome limited progress….
That story was translated in a famous moovie by François Truffaut
XIX century
A serie of alienists, in the Salpetriere and Bicêtre hospitals, were interested in that category of patients « les idiots »
From Pinel , Esquirol, to Bourneville
New methods of treatment and education were experimented
A first book was dedicated to the « moral treatment » by Edouard Seguin (1843)
A crucial role was afterwards played by DM Bourneville (Charcot’s pupil)
Edouard Séguin (1812-1880)
XX century
Special institutions were developed in Paris for the deaf and dumb, and blind children
Vocational rehabilitation centers « C.A.T., A.P. « were created mainly for mentally-retarded children and adults in France
First laws were enacted for the rehabilitation and employement of the Invalids
The Second World War
was marked by the extermination of disabled people and childrenby the Nazis in Germany, Belgium, Netherlands, Poland….
International laws were edicted, based on Human Rights,in particular for the disabled persons (1975)
A New definition was adopted for the « Handicap » (OMS)
With a special role of Philip Wood and his proposition of an International Classification of Impairment, Disabilities, and Handicap (ICDIH) 1980
That evolved into a more « functional » classification (ICF) in 2002
After the Second World War (1945)
Second part of XX century
In occidental countries a break outcame regarding the policy towards disabled people
Between some western countries (France, Germany, Belgium…)
which favoured an individual evaluation / compensation for the disabled (1)
And nordic Scandinavian countries (Sweden, Denmark, Finland..)
Which favoured a collective , non discriminant integration (2)
Others countries : Italy (1970), USA (1975), U.K. (1981)
shifted afterwards from (1) to (2)
In France
Recent period was marked by some progress
in the policy for disabled children :
- A new law (loi d’orientation sur l’éducation) 1989
- A new directive (Handiscol) 1999
- A new law (sur l’Egalité des Chances) 2005
with obligation of an administrative integration of disabled children in ordinary regular schools
But persistance of a special education path
non-dependant of the National Education Ministery -
Conclusions :
in France Importance of the extension
of any innovative educational process
Such as « La main à la pâte »For Children with Special Needs
1) It is the continuation of a long, fruitful story
2) The results will certainly be very important for the non deficient children
3) It is in full accordance with a non discriminant policy for education
