Abstract
The primary purpose of this study is to investigate how the arrangement and modes of special classes for the mentally retarded have influenced students in the normal classes regarding various aspects of their attitudes toward the mentally retarded. The second is to discuss the changes of these attitudes after their graduation. Procedure; Subjects are as follows. Group A; Normal students in schools where special classes are arranged and the mentally retarded in classes actively participate in school programs and activities together with normal students. Group B; Normal students in schools where, although special classes are arranged, active participation of the mentally retarded together with normal students in school programs is not observed. Group C; Nomal students in schools where special classes are not arranged. The aspects to be evaluated in this study are as follows. (a) Personal experiences together with the mentally retarded. (b) Knowledge regarding genetics of the mentally retarded. (c) Evaluation of various abilites (d) Evaluation of personality traits. (e) Evaluation of behavioral tendency in some expected situations. (f) Opinion about social participation of the mentally retarded. Results; The attitudes toward the mentally retarded are influenced and modified by the existence and modes of the special classes in the schools. Group A and group B in junior high schools more positively evaluate various abilities of the mentally retarded than group C. This is also true of their social participation. However the significant differences of evaluations toward the mentally retarded which arejust above-mentioned are not found between the senior high schools graduated from junion high schools with special classes and without them. The students belonging to group A tend to most favourably evaluate the personality traits of the mentally retarded, whereas those of group B tend to least favousably do so. Group C is ranked between both of the above mentioned ones. This statement is equally applicable to the students of senior high schools and junior high schools. Behavioral tendency toward the mentally retarded is most friendly in group A, less in group B, and least in group C. This is also true of senior and junior high school students.
