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Biomedical subjects

W Bläsig

Publications and source records attributed to W Bläsig.

8 recordsLinked to original sources
PubMed1991

[More than 4 decades in the wheelchair--mental approach from everyday and occupational experiences].

The present contribution builds on the author's experience, is however not intended solely as a review, but sets out some approaches and suggestions pertaining to three areas which, in the author's view, belong to the problematic issues in the life of ill and disabled persons in our society. These are: the deficits in rehabilitation; the importance of talking with disabled or ill persons; and the educational integration of disabled children with its present possibilities and limits. Perhaps the views and suggestions set out can contribute to introducing a more everyday problem orientation into future discussions of issues to do with the handicapped and non-handicapped getting along with each other. While primarily starting out from his personal experience as a disabled person in dealing with the first two areas, the author's considerations concerning the third area-which currently is a matter of highly speculative debate in German special education-are based on professional reading and day-to-day involvement in teaching. According to the statements made by those unrestrainedly in favour of educational integration, their initiations seem to have channelled everything appropriately. Educational integration, however, has always been sought for children with less serious handicap, or those with serious handicap and average to good learning ability. For those with serious handicaps, possibly with additional learning restrictions, the author, in the face of an integrational euphoria currently often met with, feels obliged to predict that for this group the school for the physically handicapped will continue to be the "receiving school", as current integrational approaches do not include these pupils or do not meet their requirements.

Adaptation, Psychological↗
PubMed1983

[Commemorative stamps for the International Year of the Handicapped --classified according to rehabilitative aspects].

On the occasion of the International Year of Disabled Persons, postage stamps have been issued by almost all countries in the world, individual ones, arranged in series or as commemorative sheets. Hardly an aspect of rehabilitation having been omitted, a wide range of stamps is available. This article, therefore, gives an overview of the 73 stamps before the author, organizing them into major rehabilitational categories. Many countries have used the emblem of the Year, depicting a disabled and a non-disabled person joining hands in mutual support, surrounded by the United Nations laurels. Other frequent themes are a country's most pressing rehabilitation problems, tasks ahead, or integration-related subjects. Noteworthy is the frequency of symbols representing certain disabilities, such as wheelchairs, crutches, eye/white cane, or ear/hearing aid, being used by countries around the world to advocate understanding and helpfulness towards disabled persons. Commemorative medals issued for the International Year are also mentioned.

Africa↗
PubMed1982

[The International Year of Disabled Persons: a physically handicapped person's retrospective and outlook (author's transl)].

Neither in the Federal Republic of Germany has the 1981 International Year of Disabled Persons (IYDP) brought about what quite a few disabled people had expected it to. It could not possibly have done so. The problems of people with disabilities are so complex that one year alone is not enough to make society aware of all of them, not to speak of sensitising the disabled and the able-bodied towards getting on well with one another, to achieve which would improve the life situation of disabled people to an appreciable extent. Yet something good has come about, though perhaps not in terms of "measurable effect", namely an increased consideration for people with disabilities on the part of the able-bodied. And this is essential to the future of the disabled population. Beyond New Year's Eve 1981, it is up to the disabled (and many of them are in a position to do so) to keep alive the many initiatives and issues raised by IYDP, and to see to their continued discussion.

Communication↗
PubMed1980

[Deficiencies in early education of the disabled (author's transl)].

Medical care is predominant in the early education of disabled infants. Although the physician is the first specialist assessing the disability, he should not dominate the course of the therapy for too long. Otherwise other occupational groups, e.g., pedagogues and psychologists are involved too late in the therapeutic process. The result is that the development of disabled babies and infants is characterised by a deficiency in the most sensitive learning and receptivity phase. Early educational measures are most often carried out at home with the active assistance of the parents. For families who have not, or not yet, accepted the disabled child the experts' help is of particular importance. Early education of disabled children is still at a developmental stage. It is hoped that the following article will increase the knowledge about this problem complex and encourage discussion.

Child Development↗
PubMed1979

[Current educational practices with multiply handicpped pupils -- a problematic approach in special education (author's transl)].

The curricula of schools for the physically handicapped have, as yet, been influenced too much by those of regular schools. Which is why at special schools, too, the primary focus of all educational and therapeutic measures is placed on a qualification of the pupils. Also those pupils who, as a result of the severity of their disability, will not be able to enter vocational training are instructed on the basis of curricula modelled for the non-disabled. The purpose of the following article is to introduce this problem complex which has been present for years but not yet received satisfactory solutions. It is hoped that the described experiences gained with the three groups of pupils will stimulate the discussion.

Child↗