https://doi.org/10.31261/CHOWANNA.2003.21.03
The subject of interest in this article is scientific language—the conceptual and categorical apparatus used in scholarly communication to describe phenomena in special education pedagogy. This issue is also addressed in the research program "Theoretical and Methodological Foundations of Specialized Scientific Terminology in Education" (2001, No. 1/8004), part of which involves examining similar problems in special education pedagogy, briefly discussed later in the article. Scientific language consists of a set of terms, concepts, and categories that are used in the communication process both within a given discipline and in relation to other disciplines. The scientific language of special education pedagogy can be assessed from various perspectives, especially through the lens and criteria of linguistics. However, this issue will not be discussed here, as it exceeds the scope of the scientific specialty under analysis. This article attempts to define selected basic concepts and categories used in special education pedagogy, to classify them, to indicate their interrelations, and to trace the development each concept has undergone or is currently undergoing. It is important to fully recognize that the conceptual and categorical apparatus is dynamic in nature—that is, it is difficult to definitively state that such an apparatus exists in a fixed form or that it is universally accepted. Despite ongoing changes, efforts to refine and clarify the scientific language of special education pedagogy must not cease. If terminological issues were to be arranged hierarchically, the order might be as follows: (I) defining the field (its subject and system), (II) identifying the objects of special concern, (III) defining the fundamental activities related to the field.
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Vol. 2 No. 21 (2003)
Published: 2025-08-18
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