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The British Journal of Developmental Disabilities Vol. 44, Part 1, January 1998, No. 86, 53-63 Points of View DOES CATEGORICAL SPECIAL EDUCATION MAKE SENSE? Prof. Dr. Pol Ghesquière and Prof. Dr. A. J. J. M. Ruijssenaars Summary In Flanders, special education for children with cognitive learning problems, that is, for the mildly mentally handicapped and for the learning disabled, is organised in a categorical (based on diagnostic categories) education system. This structure, which is found all over the Western world, is frequently under discussion. This contribution deals with the different arguments as well as the reasons for justification and criticism of the situation as it is now. On the basis of the international debate concerning categorical education for these children, we present a new perspective for the Flemish special education system.
*Prof. Dr. Pol Ghesquière Prof. Dr. A. J. J. M. Ruijssenaars * For Correspondence
*Prof. Dr. Pol Ghesquière Professor of Special Education, University of Leuven, Faculty of Psychology and Educational Sciences, Department of Special Education, Vesaliusstraat 2, B-3000 Leuven, Belgium Tel: ++32 16 32 62 34 Fax: ++32 16 32 59 33 pol.ghesquiere@ped.kuleuven.ac.be
Prof. Dr. A. J. J. M. Ruijssenaars Professor of Special Education, University of Leiden, The Netherlands
* For Correspondence
Summary In Flanders, special education for children with cognitive learning problems, that is, for the mildly mentally handicapped and for the learning disabled, is organised in a categorical (based on diagnostic categories) education system. This structure, which is found all over the Western world, is frequently under discussion. This contribution deals with the different arguments as well as the reasons for justification and criticism of the situation as it is now. On the basis of the international debate concerning categorical education for these children, we present a new perspective for the Flemish special education system.
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