Abstract
As conserns the education of physically handicapped children, we think that is a very difficult problem to decide on entrane into a regular school. Its decision has a very important significance for the future of them. Especially in cerebral palsied children, its decision is more complex and difficult by the reason of their complications. In order to consider the education of cerebral palsied children, the author investigated their actual state in regular schools by questionnair. The questionnaires related to entrance formalities, home lives, activities of daily living, studies, and school lives were sent to 61 parents and 47 teachers in charge of them. The data were collected in July, 1973. The main results wers as follows. 1. The answer rate of parent was 77% and that of teacher 62%. 2. The number of the spastic was more than the athetotic (the spastic: 75% the athetotic: 25%) Their average of IQ and motor age of lower extremity were 99.6 and 35.2 months respectively. Most of them were mild handicapped. 3. Most of their parents hoped to enter regular schools for the reason of the mild physically handicapped, but the 53% of the regu lar schools assumed conser ative attitude toward their entrance and 58% asked to accept some special requests regardless of their severity of physical handicap. 4. In the activities of daily living, they had gait and writing disturbance, but generaly they were independent in others. Seventy percent of them needed the attendance of their parents to go to school and participate in school events. 5. Eighty nine percent of the parents were satisfied with their regular school lives since their mental condition had made a remarkable growth. Children were in good health, but most of them had never taken medical advices on their physical handicap and physical training. 6. Fifty nine percent of the teachers were imposed burden to prevent the children from accidents and 34% called not only physical handicap in questions but also mental retardation. 7. The school performance had not relation to the activities of locomotion but to IQ. Their motor disorder of the upper extremity and complications (speech disorder, psyhoeurological learning disabilities) were more harmful for their studies than that of lower extremity. 8. In the operation of the class, most of the teachers judged that the presence of the cerebral palsied child had good influence on the normal children. 9. The teachers judged that most of them might he able to receive the education of regular schools in future, but the cerebral palsied children below IQ 90 should change their schools to special classes or schools for the physically handicapped. In spite of mild motor disabilities of them, they had many difficult matters at the life of regular schools. In order to educate more cerebral palsied children at regular schools in desirable conditions, we must take the mental retardation into more careful consideration as well as the physical hadicap.
