Abstract
This book’s title, Don’t Accept Me as I Am, symbolizes an unvoiced cry of despair, the despair of thousands of people with retarded performance whose passive-acceptant (unchallenging/unmodifying) circumstances doom them to a relatively low quality of life. Out of love, parents may offer their child every type of comfort and pleasure in order to maintain his happiness. Anything that might disturb their child’s placid environment is withheld. The child’s comfort, complete peace of mind, feeling of being totally accepted, and even his ignorance of his being different, become all-important. Very little thought is given to the possibility of enhancing development in a substantial way.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Scheerenberger, R. C. (1982). Treatment from ancient times to the present. In P. T. Cegelka & H. J. Prehm (Eds.), Mental retardation — From categories to people. Toronto: Charles E. Merill.
Itard, J. M. (1806). The wild boy of Aveyron (G. & M. Humphrey, Trans.). New York: Appleton-Century-Crofts.
Seguin, E. (1866). Idiocy and its treatment by the physiological method. New York: William Wood.
Farell E. (1908). Special classes in the New York City schools. Journal of Psycho-Asthenics, 13, 91–96.
Fernald, W. (1912). The burden of feeblemindedness. Journal of Psycho-Asthenics, 17, 87–111.
Goddard, H. (1912). The Kallikak family: A study in the heredity of feeblemindedness. New York: Macmillan.
Goddard, H. (1928). Feeblemindedness: A question of definition. Journal of Psycho-Asthenics, 33, 219–227.
Skeels, H. (1942). A study of the effects of differential stimulation of mentally retarded children: A follow-up report. American Journal of Mental Deficiency, 46, 340–350.
Gold, M. (1973). Factors affecting production by the retarded: Base rate. Mental Retardation, 11, 41–45.
Bellamy, T., & Buttars, K. L. (1975). Teaching trainable level students to count money: Toward personal independence through academic instruction. Education and Training of the Mentally Retarded, 10, 18–26.
Bellamy, G. T., Wilson, D. J., Adler, E., & Clarke, J. Y. (1980). A strategy for programming vocational skills for severely handicapped youth. Exceptional Education Quarterly, 1(2), 85–97.
Wehman, P., & Hill, J. W. (1980). Instructional programming for severely handicapped youth: A community integration approach. Richmond, Virginia Commonwealth University.
Rusch, F., Chadney Rusch, J., & Lagomarcino, T. (1987). Preparing students for employment. In M. Snell (Ed.), Systematic instruction of persons with severe handicaps (3rd ed., pp. 471–490). Columbus, OH: Charles E. Merril.
Cottam, P., & Sutton, A. (1986). Conductive education: A system for overcoming motor disorder. London: Croom Helm.
Feuerstein, R. (1970). A dynamic approach to the causation, prevention and alleviation of retarded performance. In H. C. Haywood (Ed.), Socio-cultural aspects of mental retardation (pp. 341–377). New York: Appleton-Century-Crofts.
Hari, M. (1968). Address given at Conductive Education Conference on the Petö Method, Castle Prevy College, Wallingford, Oxford.
Picq, L., & Vayer, P. (1976). Education, pscho-motrice et arrieration mentale. Paris: DOIN.
Sutton, A. (1984). Conductive education in the Midlands, Summer 1982: Progress and problems in the importation of an educational method. Educational Studies, 10(2), 121–130.
Rights and permissions
Copyright information
© 1988 Reuven Feuerstein, Yaacov Rand, and John E. Rynders
About this chapter
Cite this chapter
Feuerstein, R., Rand, Y., Rynders, J.E. (1988). Human Modifiability. In: Don’t Accept Me as I am. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-6128-0_2
Download citation
DOI: https://doi.org/10.1007/978-1-4899-6128-0_2
Publisher Name: Springer, Boston, MA
Print ISBN: 978-0-306-42964-4
Online ISBN: 978-1-4899-6128-0
eBook Packages: Springer Book Archive