This article treats the development of integrated education for handicapped children in Japan, analyzing the social factors involved. As a consequence of the development of compulsory education around 1900, the integration-directed thought and movement in education for handicapped children had emerged in Japan as in European countries and U.S.A.. The, enforcement of compulsory school attendance law, strictly applied especially during the Russo-Japanese War 1904-1905, brought into schools deaf, blind and other handicapped children, though the Elementary School Decree of 1900 excused them from school attendance. To meet the growing educational need of these handicapped children, Okayama Prefecture took a significant step in 1905 inthe provision for education of the deaf and blind with the application of compulsory attendance to deaf and blind children of school age. The public school program for them was organized by the prefectural authority in preference to a special school program, partly because of the children's availability of schooling and partly because of economy in expenditure. An itinerant supervisor, trained in education of the deaf and blind, was appointed to give regular teachers a short-time in-job training course in special instruction and to assist them in teaching deaf and blind children. 116 deaf and blind pupils (about 48% of all school age deaf and blind children) were enrolled in 1906 in local public schools and educated with normal children wherever possible. Okayama Prefecture, however, changed and discontinued its policy mentioned above in 1907, when the extention of compulsory period for normal children and the reformation of school curricula became pressing national needs due to the rapid industrial and military expansion of postwar Japan. Without prefectural support, the public school program for fhe deaf and blind in Okayama gradually declined under unfavorable school conditions and was replaced by the special school for the deaf and blind established by a private body in 1908.

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We have the segregated programs for the handicapped children now at school in Japan, but it seems that integration has recently been strongly advocated by some of special education professionals. In this paper the author discusses; Is segregation suitable for the development of handicapped children? Education program is to provide the environmental conditions giving influence on the development of the handicapped. They have two characteristics, one common to, and another quite different from, the nonhandicapped. In order to realize their innate capacities, therefore, education program should be drawn up to give the environmental conditions to them, so that both of their characteristics can fully develop, at the same time. One of the reasons that integration is preferable to segregation is; that in segregation it is difficult at least there seem to be tendencies to restrict the interaction of the handicapped with nonhadicapped peers, because they are one of the most important environmental conditions for the development, especially of personality of the handicapped. But so far we don't have crucial evidences to support the above coclusion. Special education professionals must seek more empirical evidences bas, on wide, systematic, and longitudtnal researches. But the acceptance of integration doesn't necessarily mean the complete abolishment of the traditional special education programs. The reason is that some of the traditional ones should be admitted into integration as parts of it. It should be noted that integration must have the activities within its program to change the negative attitude, towarde the handicapped, not only of the nonhandicapped children but some of teachers themselves. Finally the author briefly comments of the present controversy concerning special classes for the mildly retarded in United States. Whether the trials for integration there can produce some crucial evidences remains to be seen.

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1) We are apt to consider the integration of the handicapped as a method of education for the handicapped. Etimologically, the meaning of the word "integration" is a recovery of a whole. we can, therefore, define the integration of the handicapped as the recovery of communities consisted of the handicapped and the non-handicapped. 2) We know three representative characters in the educational history: Jan A. Komensky, Johann Heinrich Pestalozzi, and John Dewey. These characters represesent three typical approaches to the integration problems in education. 3) European countries, from the 1960's on, has been trying to their traditional isolation system in secondary education (tripartitism) and to establish comprehensive secondary schools. This compresensive school movement is extending to the integration movement in higher education and in special education. 4) The integration of the handicapped must be considered as a part or an aspect of the integration problems in education, and also a part of social reform. We must continue to explore a new educational and social system and make a comprehensive community school including the handicapped.

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In this report the writer tried to examine that how blind children were to enter the elementary schools under the present educational systems in Japan. The first case is 6-year-old boy, finished a private kindergarten and entered a public elementary school. The second case is 6-year-old girl, finished kindergarten part of a public elementary school. The second case is 6-year-old girl, finished kindergarten part of a public school for blind, and entered a private elementary school. The third case is 11-year-old girl, was a pupil of elementary school part of a public school for blind, and moved to a public elementary school. The fourth case is 6-year-old girl, finished kindergarten part of a public school for blind, and entered elementary school part in the same school. Three of them are to tally blind and the boy of the first case has handicapped condition of 0.01 in visual acuity. The writer considers the conditions to promote integrated plan of children who are blind as follows. (1) To apply more useful conditions as follows under the present restrictive circumstances. For examples (1) To be short distance between schools and homes of children to gain friendship. (2) To be under 40 pupils in a class. (3) To be successful in school management with some special classes for handicapped children in it. (4) To be desirable community in flexibility and positiveness of attitude in the board of education. (5) To be in the schools where are some teachers who have some teaching in the school for blind.(6) To be easy to gain some supports from research institute, child guidance clinic, or schools for blind. (2) To improve laws and systems about the standard of educational treatment of blind children. (3) To expand functions in public child guidance clinic with advice or counselling. (4) To improve conciousness of teachers in regular classes to be acceptable against handicapped children. (5) To try educational approaches possitively in the board of education.

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The present study aimed at making clear the realistic problems on "integrated" severe hearing handicapped children who could be practiced in their habilitation program fron early childhood. Subjects were severe hearing handicapped pupils in the regular class, the 3rd or the 4th grade, of the primary school. The present conditions in classroom-adjustment of the subjects were analyzed by means of the evaluation of the classroom teacher and the psychologi-cal tests. The results and consideration were as follows: (1) Subjects took personal therapeutic-educational program based on their group interaction in the kindergarten or nurely school, and consequently it was explainsed that there were progression in learning their general behavior, above all, language and speech behavior. (2) Though their (subjects') hearing loss was severe, their ability of abstraction was increased by learning experiences sometimes in competition and at other times in cooporation with mormal children under normal speech and language environment.(3) It was recognized that their psychological adjustments in classroom were positive and generally good. In reading ability, however, it was clarified that all the subjects had retardation of one grade or one and half grade in the recognition of words and the comprehension of sentences. (4) In the present teaching system, it is very difficult that classroom teacher takes into consideration the special personal teaching for the "(2) integrated" severe hearing handicapped children in regular classroom. (5) As for "attending system to specia class" of severe hearing handicapped children, classroom teachers pointed out that they could not be charged with compensation of the retardation of academic achievement resulted from attending to a special class. In the cases of the present study, subjects were given early educational program and have been followed up by author. Author will more strenuously follow up their states in classroom ajustment in the higher grade of the primary school and make clear the problems on the integration of hearing handicapped children.

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It is important problem to establish more effective types of placement in educating mentally retarded children. The author has attempted to study the effects of "resource-room service" program applied to mildly retarded children and slowlearners in an elementary school. The present paper reports the comparison between the regular-class plus "resource-room service" placement that have been done with the advice of the author and the regular grade placement for the retarded. Purpose: To explore the effects of the "resource-room service" placement on intelligence, academic achievement and social adjustment. Method: The subjects for this investigation are divided in two groups; 1. Experimental group (9 retarded children at first grade of elementary school) They were given the experimental education of "resource-room service" carried out in about one-year period (July, 1972-March, 1973). 2. Contrast group (10 similarly retarded children in regular grade in another school) The analysis of the deta of the experiment was made by two mothods; (1) comparisons between the experimental group and the contrast group, and (2) case studies. Evaluation of effects of this education was made by the following; 1. Intelligence tests (pre-test, middle-test and post-test battery in the period of one year by the Tanaka-Binet Intelligence Scale) 2. Academic achievement tests a. Non-standardized achievement tests of Japanese language and arithmetic. (pre-test, after-test battery at a six months' intervals) b. Standardized achievement tests of Japanese language and arithmetic. (at the end of the school year) 3. Sociometric test 4. School report cards 5. Case history, and others. Results: The results of this study be summerized as follows; 1. The over-all effects of the education on the development of the retarded children has proved positive. Two children in the experimental group were taken out of the resource-room after six months. 2. After a year, each child of the experimental group has increased in IQ. The mean IQ's of the experimental group which showed an initial IQ of 82.9 has increased 15.1 points. The mean IQ's of the contrast group showed no differnce between the initial IQ and the post-test IQ. 3. In the academic achievement, the children of the experimental group has proved superior to those of the contrast group in some aspects of Japanese language in rates of the after-test. 4. Sociometric ratings of social acceptance and adjustment of the retarded children in the two groups tended to be isolated in their peer groups. However the social adjustment of the experimental group is not less than the contrast group. It has been concluded that the type of placement in resource-room for retarded children had some effects on intelligence, academic achivement. The increases in IQ and achievement may be attributed to the special training in the resource-room. It has also been concluded that the social acceptance and adjustment in this placement, though the former is a partially segregated type. This study still in progress should be followed up.

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In this study, it was attempted to find and decide the more effective and desirable type for the education of handicapped children. two types of education were compaired, that is, the educational type of segregation and integration. For this purpose, information of the different five cases of handicapped children were accumulated, and analysed and considered by the age, types of handicap, severity of handicap and others. Conclusios were as follows; (1) The integration of the handicapped is influenced Considerably by the principle and situation of the general education. (2) we must consider deliberatly the condition of a case and decide the types of education. (3) To decide the types of education, we must diagnose the child on the standpoint of educational view. (4) The final types of education can not be decide easily.

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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.

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