Pietras Tadeusz, Sipowicz Kasper, Witusik Andrzej, Mosiołek Anna, Batko Karol, Stefanik Aleksander
Department Of Clinical Pharmacology Department Of Pharmacology And Toxicology, Medical University Of Lodz , Lodz , Poland.
National Institute Of Geriatric, Rheumatology And Rehabilitation, Warsaw, Poland.
Pol Merkur Lekarski. 2025;53(2):277-283. doi: 10.36740/Merkur202502118.
Intellectual disability is the subject of interest of psychiatry and special education. Both sciences in Poland adopt an inclusive model of care for people with disabilities. The path of each of them from a directive model to an inclusive model has been different. The aim of the study is to compare the attitude towards people with intellectual disabilities and the evolution of changes that have taken place in Polish special education and in Polish psychiatry in the last few decades. The comparison was carried out using the narrative method through a review of key publications on the understanding of the intellectual disability phenomenon by special education in Poland and by psychiatry. In 1989, Polish special education departed from dialectical materialism as a binding doctrine in the social sciences. A postmodern understanding of the phenomenon of disability, culminating in the formulation of a humanistic paradigm of special education consisting of four microparadigms, developed instead. Special education moved away from quantitative research in favor of qualitative research, negating the biomedical aspects of disability. Qualitative and conceptual research studies carried out in Poland have not entered the global circulation of scientific information and are known locally in Poland. Polish psychiatry has undergone a less revolutionary path of change than special education. The development of community psychiatry in Western Europe slowly began to be implemented in Poland. It has been implemented in recent years in the form of mental health centers. Since the beginning of the political transformation, Polish psychiatry has been present in international journals in published English with the Impact Factor. Despite the postmodern, inclusive understanding of mental disorders, but in contrast to Polish special education, Polish psychiatry is based on quantitative research studies. Their results are published in international journals. Polish special pedagogy of people with intellectual disabilities, as well as Polish psychiatry, have undergone a significant paradigmatic reconstruction in the last few decades. Both sciences adopted an inclusive model of understanding intellectual disability. The different ways of development of the two sciences are reflected in publications and scientific research, as well as in certain terminological differences.
智力残疾是精神病学和特殊教育关注的对象。波兰的这两门学科都采用了对残疾人的包容性护理模式。它们各自从指令性模式向包容性模式转变的历程有所不同。本研究的目的是比较波兰特殊教育和波兰精神病学在过去几十年中对智力残疾者的态度以及所发生的变化演变。通过回顾波兰特殊教育和精神病学关于智力残疾现象理解的关键出版物，采用叙事方法进行了比较。1989年，波兰特殊教育摒弃了辩证唯物主义这一社会科学中的约束性学说。取而代之的是对残疾现象的后现代理解，最终形成了由四个微观范式组成的特殊教育人文范式。特殊教育从定量研究转向定性研究，否定了残疾的生物医学方面。在波兰开展的定性和概念性研究未进入科学信息的全球传播，仅在波兰国内为人所知。波兰精神病学所经历的变革路径不如特殊教育那样具有革命性。西欧社区精神病学的发展在波兰开始缓慢推行。近年来以心理健康中心的形式得以实施。自政治变革开始以来，波兰精神病学在具有影响因子的英文国际期刊上发表文章。尽管对精神障碍有后现代的、包容性的理解，但与波兰特殊教育不同的是，波兰精神病学基于定量研究。其研究结果发表在国际期刊上。波兰针对智力残疾者的特殊教育学以及波兰精神病学在过去几十年中都经历了重大的范式重构。这两门学科都采用了对智力残疾的包容性理解模式。这两门学科不同的发展方式体现在出版物、科学研究以及某些术语差异中。
