https://doi.org/10.31261/CHOWANNA.2003.21.04
The subject of this study is oligophronologopedics—a speech therapy specialization concerned with the development of speech in children with varying degrees of intellectual disability—as well as the term oligophronologopedist, a more established designation in special education, referring to a speech therapist whose rehabilitative, therapeutic, or revalidation work focuses on intellectually disabled children with speech-related issues. Both terms stem from oligophrenopedagogy—a branch of special education whose representatives seek to identify the foundations for educating and teaching intellectually disabled children and formulate conclusions within the scope of this discipline. Special education sets out the goals, principles, and methods—and above all, the "philosophy"—of teaching and educating individuals with disabilities. This is inevitable, as special education is a branch of general pedagogy and, like it, is a humanistic science with social value and practical significance, reflected in both the theory and practice of education. This position of special education within pedagogy is largely owed to M. Grzegorzewska. It can be said that as long as special education continues to formulate the theoretical and practical foundations for the processes of teaching and educating children and youth with disabilities—individuals requiring special care, those with developmental delays or intellectual disabilities—it will remain a branch of general pedagogy. "Its subject is educational activity, whose broad objectives include equipping the whole of society, and particularly the younger generation, with knowledge, professional skills, interests, value systems, and the formation of attitudes and beliefs." Furthermore, ever since John Amos Comenius (considered by scholars the father of modern pedagogy) published The Great Didactic, laying out foundations for the organization of teaching processes, special education has acknowledged the tasks placed before it by both science and society. The scope of special education is very broad. Most often, however, it is emphasized in processes aligned with the needs of educating individuals who deviate from the norm. This includes processes such as revalidation, resocialization, rehabilitation, therapy, and orthodidactics. The complexity and ever-expanding scope of research topics within special education—as well as the broad range of disability categories it addresses—justify statements regarding the interdisciplinary nature of its fundamental research. This fact is particularly evident across the various branches of special education, regardless of the typology of individuals who diverge from the norm or the classification system applied.
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Vol. 2 No. 21 (2003)
Published: 2025-08-18
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