Educating the uneducable : deafblind education in the Soviet Union, 1925-1960
This thesis examines the education of deafblind children in the Soviet Union from early 1925 to late 1960. It focuses on the innovative work of Professor Ivan Sokolianskii, the pioneer of surdotiflopedagogika (deafblind education). His formation of a unique pedagogical method for educating previous uneducable deafblind children revolutionised the discipline. Its purpose lay within his attempts to provide Soviet deafblind children with the necessary tools needed for their integration into Soviet society. To be considered an equal member of society, Sokolianskii initiated the deafblind child into an intensive educational curriculum which involved the use of self-care proficiency, language acquisition and sensory technology. In tapping into wider discourses on Soviet pedagogy and childhood, the thesis analyses how far it was realistic for deafblind children to aspire to such an ideal and the extent to which the regime facilitated or hindered their efforts to become accepted within the Soviet Union. The thesis explores Sokolianskii's role in defining and shaping deafblind education. This involves his tenure as director of the Khar'kov orphanage for the deafblind in the 1920s and 1930s. It led to the education
Beacroft, Charles
Educating the uneducable : deafblind education in the Soviet Union, 1925-1960. This thesis examines the education of deafblind children in the Soviet Union from early 1925 to late 1960. It focuses on the innovative work of Professor Ivan Sokolianskii, the pioneer of surdotiflopedagogika (deafblind education). His formation of a unique pedagogical method for educating previous uneducable deafblind children revolutionised the discipline. Its purpose lay within his attempts to provide Soviet deafblind children with the necessary tools needed for their integration into Soviet society. To be considered an equal member of society, Sokolianskii initiated the deafblind child into an intensive educational curriculum which involved the use of self-care proficiency, language acquisition and sensory technology. In tapping into wider discourses on Soviet pedagogy and childhood, the thesis analyses how far it was realistic for deafblind children to aspire to such an ideal and the extent to which the regime facilitated or hindered their efforts to become accepted within the Soviet Union. The thesis explores Sokolianskii's role in defining and shaping deafblind education. This involves his tenure as director of the Khar'kov orphanage for the deafblind in the 1920s and 1930s. It led to the education
education soviet_union examines education child soviet_union focus innovative work professor pioneer education formation unique pedagogical method educate previous child revolutionise discipline purpose lay within attempt_provide soviet child necessary tool need integration soviet society consider equal member_society initiate child intensive educational curriculum involve use self care proficiency language_acquisition sensory technology tap wider discourse soviet pedagogy childhood analyse far realistic child aspire ideal extent regime facilitate hinder effort become accept within soviet_union explore role define shape education involves tenure director lead education