What question did this study set out to answer?

This research aims to analyze the evolution of treatment approaches for children with intellectual disabilities in Croatia from the late nineteenth century to the 1970s.

May 16, 2026Open Access

Children With Intellectual Disabilities in Croatia

Puntos clave

This research aims to analyze the evolution of treatment approaches for children with intellectual disabilities in Croatia from the late nineteenth century to the 1970s.
Historical analysis of treatment practices and educational inclusion from the late 19th century to the 1970s.
Examination of the establishment of special classes and testing practices in the 1930s.
Evaluation of policy frameworks and institutional models in the postwar period.
Initial educational reforms for inclusive education began in the 1930s but were largely ineffective due to exclusion from formal schooling.
Postwar institutional models were slow to adapt to demographic changes and lacked coherent policies.
Substantive reforms for the treatment of children with intellectual disabilities began to emerge only in the early 1970s.

Resumen

In the period between the late nineteenth century and the 1970s, the treatment of children with intellectual disabilities (ID) in Croatia was predominantly shaped by medical paradigms and biologically deterministic perspectives. Initial steps toward educational inclusion emerged in the 1930s with the establishment of special classes and the implementation of standardized testing, although many children continued to be excluded from formal education. In the postwar period, institutional models gradually adapted to demographic changes and evolving diagnostic practices, yet in the absence of coherent policy frameworks. The study underscores the fragmented interplay between medical, social, and educational sectors, emphasizing that sub-stantive reforms did not take shape until the early 1970s.

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