ABSTRACT
Abnormal behavior assumes far more intractable forms when it is associated with impairments in the organs of sense, the analyzers. Children who are congenitally blind or who are congenital deaf mutes represent more complex pedagogical problems than all the other forms of disability. No one could be such an optimist as to think that every kind of abnormal behavior might be ultimately redirected and made to flow in healthy channels through the techniques of the form of education. But abnormal behavior manifests itself not only as congenital disability or transient illness. It also takes root and seeps into our everyday lives and is encountered at every turn, and in every person. For a long time, these phenomena escaped the notice of science, inasmuch as science and popular wisdom took them to be accidents and did not attach any value to them, since it did not seem they played any sort of major role in a person’s life.
