This article reviews the theory and practice of contemporary special education in the Soviet Union. It focuses on the current state and tendencies in development of basic theoretical concepts, methods of screening, and organizational structure of special education in the Soviet Union. Some comparison with American theoretical considerations and practical approaches to the same problems are provided.
Get full access to this article
View all access options for this article.
References
1.
Beattie, R.I. (1985). Special Education: A Call for Quality. Final report of the commission on special education. New York.
2.
Coles, G. (1982). Learning disabilities theory and Soviet psychology: A comparison of basic assumption. Journal of Clinical Neuropsychology , 4, 269-283.
3.
Dubrovina, I.V., & Prichozan, A.M. (1985). Regulation concerning psychological services in schools. Voprosy Psikhologii, #2, pp. 76-83, Moscow: Pedagogica Press.
4.
Gurevich, K.M. (1982). Current state of psychological diagnosis. Voprosy Psikhologii, #1, Moscow: Pedagogica Press.
5.
Holowinsky, I.Z. (1984-85). Assessment of cognitive skills in the USSR: Historical trends and current developments. The Journal of Special Education, 18(4), 541-545.
6.
Holowinsky, I.Z. (1983). Research on developmentally delayed children in the Soviet Union. The Jomrnal of Special Education, 17(3), 365-369.
7.
Kabanov, M.M., Lichko, A.E., & Smirnov, V.M. (1983). Methods of psychological assessment and correction in hospitals. Leningrad : Medicina Press.
8.
Kalmakova, Z.I. (1979). Psychological foundation of stimulative education , Moscow: Znanie Press.
9.
Lebedinsky, V.V. (1985). Disorders in children's psychological development , Moscow: MGU Press.
