Bąk Bartłomiej, Pietras Tadeusz
2nd Department of Psychiatry, Institute of Psychiatry and Neurology in Warsaw, Poland.
Pol Merkur Lekarski. 2022 Jun 24;50(297):213-215.
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.
智障患者由特殊教育工作者、临床心理学家和精神科医生负责照料。在正常社会环境条件下，为患有精神障碍的人提供综合护理的需求要求这三个社会实践领域在范式上相互兼容。当代特殊教育通过制定人文主义范式而脱离了生物医学基础。它基于定性研究优于定量研究的假设，并强调智障人士的自决权和社会环境的正常化。现代精神病学基于生物心理社会范式，该范式兼顾了智障的生物医学和心理社会方面。此外，精神病学指出，严重的智力缺陷会妨碍充分的社会参与，而另一方面，特殊教育学则假定所有类型的残疾人士都能充分参与社会。为了为智障患者提供综合护理，有必要对当代特殊教育学进行范式改革，使其跟上社会医学的最新成就。精神科医生的培训应更加关注教学和社会背景。
