[Rehabilitation of handicapped children as the combined responsibility of medicine and pedagogics--approach and contradictions in the process of integrated education].
The development of common education of handicapped and non-disabled children in kindergartens and schools has removed all doubt that disabled children are encouraged and helped to a considerable degree whereas non-disabled children acquire more social aptitude. In no case need one fear that their learning performance is negatively affected by integrated education. This is of course conditional on the availability of suitable conditions under which such integrated education takes place. The medical profession as a whole did not participate in the development and testing of integrative models and test projects. The main reasons for this are difficulties in communication between physicians and educationists, which require to be discussed. The article describes the need for cooperation by physicians in further development of integrative measures, their possibilities of influencing the development, and their special task in cooperating with educational experts, from a paedogical aspects; finally, the sociopolitical and medicopolitical tasks of the medical profession in Public Health services are pointed out.
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D002648:Child; D002675:Child, Preschool; D003131:Combined Modality Therapy; D006233:Persons with Disabilities; D004519:Education, Special; D005858:Germany; D006801:Humans; D007223:Infant; D008282:Mainstreaming, Education; D010348:Patient Care Team; D012046:Rehabilitation / Q000379:methods*; D012951:Socialization
Förderung behinderter Kinder als gemeinsame Aufgabe von Medizin und Pädagogik--Anspruch und Widerspruch im Prozess integrativer Erziehung.