Exploring the scope and context of orthopedagogic practice

The purpose of this paper was to unpack the domain, scope and context of the conceptualization of orthopedagogics as a part discipline of the science of pedagogy and autonomous field in its own right. Literature on orthopedagogics is sparse particularly in English speaking countries, while the available literature is linguistically inaccessible to an average student. The aim of this paper was therefore to add towards the mitigation of this dearth of literature. Although on the surface there appears to be a thin line between orthopedagogics and Special Education and Remedial Teaching for example, orthopedagogics stands distinct as an autonomous science, independent of these fields. Orthopedagogics has however been largely clouded by studies and practices of Special Education, Special Needs Education and Inclusive Education in the many countries where it is not openly acknowledged hence the need for this paper. The paper is expressed in relatively simpler language in order to add to the demystification of the epistemology of orthopedagogics as a subject area. The context in which orthopedagogics is conceptualized in this paper is as has been largely influenced by the process of its evolution which is not distinct from the evolution of Special Education nevertheless. As a way of further illuminating the domain, scope and context of orthopedagogics, the paper comprehensively examines its part disciplines. Consequently, the paper concludes that the scope and context of orthopedagogics practice holds great potential for at its best, mitigation and at its worst, better management of learning difficulties in the school and society as a whole.The purpose of this paper was to unpack the domain, scope and context of the conceptualization of orthopedagogics as a part discipline of the science of pedagogy and autonomous field in its own right. Literature on orthopedagogics is sparse particularly in English speaking countries, while the available literature is linguistically inaccessible to an average student. The aim of this paper was therefore to add towards the mitigation of this dearth of literature. Although on the surface there appears to be a thin line between orthopedagogics and Special Education and Remedial Teaching for example, orthopedagogics stands distinct as an autonomous science, independent of these fields. Orthopedagogics has however been largely clouded by studies and practices of Special Education, Special Needs Education and Inclusive Education in the many countries where it is not openly acknowledged hence the need for this paper. The paper is expressed in relatively simpler language in order to add to the demystification of the epistemology of orthopedagogics as a subject area. The context in which orthopedagogics is conceptualized in this paper is as has been largely influenced by the process of its evolution which is not distinct from the evolution of Special Education nevertheless. As a way of further illuminating the domain, scope and context of orthopedagogics, the paper comprehensively examines its part disciplines. Consequently, the paper concludes that the scope and context of orthopedagogics practice holds great potential for at its best, mitigation and at its worst, better management of learning difficulties in the school and society as a whole.