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Abstract:
The concept of social reproduction of sets of advantages and disadvantages together with that of status group, is used to explore the evidence and thinking presented in the Royal Commission on the Blind, the Deaf and Dumb, etc. regarding the education of children with disabilities in 1889. Even though the evidence was ambiguous, models for the education of children with disabilities were laid down. Integration into mainstream elementary schools was recommended for the blind. Recommendations for deaf children were divided in allegiance with belief in the principles of either oralism or signing. The largest group numerically received the least attention in the Commission. The idea of feeble‐minded children as a product of social, economic and educational circumstances had its champion but was overwhelmed by the acceptance of the doctrine of the innate characteristics of the child's mind identifiable by medical science.
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