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SUMMARY The technology of behaviorism and the social consciousness of normalization have produced monumental changes for developmentally handicapped children. Both, however, lack an intrisic developmental perspective and as pragmatic approach they do not provide conceptual bases to distinguish the means-end aspects of “normality”. Piaget's cognitive-developmental theory is proposed as a framework to provide content, direction and structure for educational and habilitative intervention. The specific contributions of (a) compentency focus, (b) cognitive stages, (c) invariance of development, (d) construction of reality, (e) assimilation-accommodation, and (f) decentration are considered within the context of mainstreaming and other normalization efforts. An interface between the sequences of “guiding environments” and the Piagetian construct of stages in the construction of reality is specified. The juxtaposition of common themes promotes the systematical analysis of environments and experiences of the developmentally handicapped to meet developmental as well as humanistic criteria.
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Grunewald et al. (1977) studied this question.
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