Ongehoorde reacties op de leerplicht: Invloed van religie en levensbeschouwing op de visie van doveninstituten op de leerplicht

Abstract

Abstract Objective: The purpose of this study was to study the vision of two institutes for the deaf on compulsory education. In 1901 compulsary education was introduced for formal education. Only in 1947 it also included special education, including the deaf education. This is remarkable because just deaf children recieved education late or recieved no education at all. Method: Through qualitative research the vision of the two institutes is examined and also whether the vision was influenced by religion or belief. The data is collected by archival reserach and coded and analyzed according to the Grounded Theory. Results: The data of the public institute showed only sources pro compulsory education. One of the arguments put forward to this was that deaf children are entitled to a place in society. The data of the protestant institute showed arguments against compulsory education. One of the arguments was that by introducing compulsory education the rights and duties of parents were challenged. Later, a petition for compulsory education for deaf children is signed by both the public as the Protestant institute. Conclusions: The conclusion of the study is that the public institute was pro compulsory education for deaf children and the protestant institute was at first against, but later also pro compulsory education. The vision of politics in those days, with different beliefs, is used as a framework. In this context it can be suspected that the vision is influenced by ideological influences.