1. William O. McCagg, “The Making of Defectology,” in William O. McCagg and Lewis Seigelbaum, eds., The Disabled in the Soviet Union: Past and Present. Theory and Practice (Pittsburgh: University of Pittsburgh Press, 1989).
2. Cf. Akademiia Pedagogicheskikh Nauk SSSR, Pedagogicheskaia bibliografiia, 1924–1930 (Moscow, 1967) and APN SSSR, Pedagogicheskaia bibliografiia, 1931–1935 (Moscow, 1980). These works cite only printed pedagogical materials. However, Vygotsky had greater research resources during this time period: see also text, below.
3. For example, Alex Kozulin, Psychology in Utopia (Cambridge, Mass: MIT Press, 1984), chapter 5, esp. pp. 110–120.
4. Although recent German studies in these areas had aroused interest in Moscow and Petersburg, less than one percent of handicapped children attended special courses even in these cities. Pre-war Germany had ten times as many children using such facilities as Imperial Russia did. McCagg, “Defectology,” pp. 3, 17–19; cf. Russia. Kommissariat Prosveshchenie, Narodnoe prosveshchenie v osnovnykh pokazatel’iakh (Moscow, Leningrad, 1928), Table 14, p. 65. As shown here, even in the 1920’s, when many more students attended special courses than under the Empire, the student population still amounted to less than one percent of the client population. For greater detail on the Tsarist period, see Mary S. Conroy, “Education of the Blind, Deaf, and Mentally Retarded in late Tsarist Russia,” Slavic and East European Education Review, nos. 1–2, 1985.
5. There is quite a remarkable consistency between the heads of pre-war institutions for the handicapped and those holding the same or similar posts in the early 1920’s. V. P. Kashchenko and G. V. Murashev, Iskliuchitel’nye deti: ikh izuchenie i vospitanie 2d ed. (Moscow: Rabotnik prosveshcheniia, 1929), pp. 13–14,22;