[Intellectual disability as an object of research in psychiatry and special pedagogy of subjects with intellectual disabilities].

Subjects with intellectual disabilities are dealt with by special educators, clinical psychologists and psychiatrists. The need to provide integrated care for a person with a mental disorder under the conditions of normalized social environment requires paradigmatic compatibility of all three areas of social practice. Contemporary special education cuts itself off from biomedical foundations by formulating a humanistic paradigm. It is based on an assumption of the dominance of qualitative research over quantitative research and emphasizes self-determination of people with intellectual disabilities and normalization of the social environment. Modern psychiatry is based on a biopsychosocial paradigm that takes into consideration both the biomedical and psychosocial aspects of intellectual disability. Additionally, psychiatry points out that a significant intellectual deficit prevents full social participation, which, on the other hand, is postulated by special pedagogy for all types of disability. In order to provide subjects with intellectual disabilities with integrated care, it is necessary to reformate paradigmatically the contemporary special pedagogy towards the recent achievements of social medicine. The training of psychiatrists should pay more attention to the pedagogical and social contexts.