Compensation and overcompensation in theory of special education and rehabilitation

Abstract

Compensation and overcompensation at children with disabilities is the topic that Vygotsky studied already at the beginning of last century. His observations he used to compare with observation that Adler made on the same topic. Both researchers found that mechanisms of compensation and overcompensation at children with disabilities are based on disharmony between personal imperfection and requests from their social surrounding. Children with visual impairment or hearing impairment, as well as people with motor impairments, always use mechanisms of compensation when they find themselves in situation that social surrounding has certain requests from them but their personal potentials are below these requests. Nevertheless, compensation is not always possible, and especially overcompensation is not always possible. The levels of compensation are different and dependant on the rest of capacities that certain person could activate as compensational. We believe that it is necessary to reactivate this topic in science and to interpret agitators and patterns of compensator mechanisms development in children with visual and hearing impairments and people with motor impairments. Rehabilitation and education of children with disabilities is not possible without knowing compensator mechanisms. Compensation is not always beneficiary and in certain situations compensation could establish psychopatological features.