Educational Therapeutics or a Clearing House for Exceptional Children?: The Development of Adjustment Rooms in Los Angeles, 1916-1923

Autor/in	Omori, Mariko
Titel	Educational Therapeutics or a Clearing House for Exceptional Children?: The Development of Adjustment Rooms in Los Angeles, 1916-1923
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 59 (2023) 1, S.90-107 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2022.2139188
Schlagwörter	Educational History; Emotional Adjustment; Special Education; Educational Practices; Educational Trends; Teaching Methods; Progressive Education; Self Contained Classrooms; Mainstreaming; Student Adjustment; Classification; Students with Disabilities; Elementary Secondary Education; Faculty Development; Nongraded Instructional Grouping; Trend Analysis; California (Los Angeles) + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Emotionale Anpassung; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungspraxis; Bildungsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Reformpädagogik; Progressive Erziehung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Classification system; Klassifikation; Klassifikationssystem; Disability; Disabilities; Behinderung; Trendanalyse
Abstract	This study examines the purpose and practice of "adjustment rooms" established in special education classes in Los Angeles public schools in the early twentieth century. The establishment and practices associated with adjustment rooms are a local example of broader international trends related to the classification and streaming of schoolchildren. In this study, I argue that the function of classification and the structure of normalisation were embedded in the practices of adjustment rooms. Since a diverse group of children were being placed in ungraded rooms in Los Angeles and were not being properly educated, the adjustment room practice was initiated by identifying educable children from among them. New educational methods, which were gaining attention in progressive education at the time, were thus developed to compensate for educational delays. The goal of the adjustment rooms, which were designed to educate "backward" and "misfit" children, was to provide auxiliary education and return them to regular classes in a short period of time. Thus, on the one hand, the adjustment room had the function of promoting normalisation to the standard student model. On the other hand, the adjustment room functioned as a "clearing house" to categorise children, deciding their fate according to ambiguous criteria of educational potential. While attempts were made to return educable backward and misfit children to regular classes, "feeble-minded" children were judged to be uneducable and were removed from the adjustment room cycle, thereby promoting internal exclusion within schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01