It has been considered that the crippled children have their own psychological traits because of the various handicaps attending on their physical disability. The purpose of the present study was to analyse the crippled childrens' response to Yatabe-Guilford Personality Inventory (YGPI) in order to investigate their own characters on traits. The subjects were 124 children (65 males, 59 females) in the first grade of junior high school for the crippled. YGPI was given to all of them by one of the present authors. Their IQs were higher than 85, so they could response to the personality inventory. The all data of the normal to be compared with the crippled were taken directly from Tsujioka (1965). ANALYSIS I The aim of this section was to calculate the following statistics as a basic analysis, and to compare the crippled with the normal about them, and to find out the features of the crippled children, i. e., (1) reliabilities of twelve subscales involved in YGPI (Depression, Cyclic Tendency, Inferiority Feelings, Nervousness, Lack of Objectivity, Lack of Cooperativeness, Lack of Agreeableness, General Activity, Rhathymia, Thinking Extraversion, Ascendance, Social Extraversion), (2) percentage of responses to three categories (Yes, ?, No) throughout all the 120 items, and (3) mean scale values on each scale. Results and discussions are as follows. (1) The internal-consistency reliabilities were shown in Table 1 and mean of these values was 0.656. These values were not so high but not so low, thereore this test could be used as a test. (2) The percentage of the responses to three categories was shown in Table 2. The response to the question mark category was very high in the crippled. The experience of the crippled children is limited, so their selfconcept did not develop fully. Therefore their neutral response was considered to increase. (3) The profiles of YGPI of both sexes of the crippled were compared sepately with the one of the normal children. It was on only one scale of General Activity that the difference between the two groups was statistically significant at both sexes. It was quite natural that the crippled children were lower than the normal on the General Activity scale, because they had physical disability. But it was not anticipated that the significant difference appeared only on such a few scales. The crippled children in the school were protected from the outside society since they entered the elementary school. This had prevented them from being frustrated, feeling the stress and having the psychological conflict, and prevented their personality from becoming neurotic and maladjusted. ANALYSIS II The first aim of this section was to compare the crippled children's factor structure of the twelve scales with the normal's one. The intercorrlelations among the twelve sub-scales of YGPI for the above-mentioned 124 crippled children and Tsujioka's data (1965) were both factored by the principal-factor method with squared multiple correlations in the diagonal and two-factor solutions were obteined for each group. The two-dimensional configuration of twelve subscales was shown in Fig. 2 and Fig. 3. The crippled children's configuration of scale A and S which constituted the factor of Dominant in Tsujioka's factor analysis (1965) differed much from the normal's configuration. By Tsujioka, the main feature of this factor was the high sociability, the preference for personal contact, seeking for the friendship, the notexclusiveness and the powerful leadership. The crippled children were considered to be immature at this aspect of personality because of their deficiency of social experiences. The second aim of this section was to select some adequate items to the crippled children from the ten items in each subscale. The intercorrelation among the ten items in each sub-scale were factored by the principal-factor method with squared mu

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The most difficult problem to be solved before implementing a compulsory system of special education in 1979 is how to educate the severely and multiply handicapped children. In this report, I made clear the development education for them and discussed the present conditions and the future problems of the education. The definition of the severely and multiply handicapped has not been clear. From the educational standpoint of view, it is the term of children's conditions with serious and multiple handicaps, and also with difficulties in receiving educational treatments. It was after Second World War that a systematic education for the severely and multiply handicapped was started. In our country, the Yamanashi school for the blind started the education for the blind-deaf children since 1949, and brought excellent results how to educate them. Since the year 1955, the classrooms for the multiply handicapped have been yearly established in special schools. In 1973, the National Kurihama Special School for severely and multiply handicapped was established, after then it caused to establish another special school for the double or more handicapped. In this result, the security of school education for the severely and multiply handicapped, who were allowed to extend enrollment, has been yearly developed. Meanwhile, as it is an increasing tendency for them to receive school education, many institutions for the mentally retarded or phsically handicapped children, who are necessary to regulate on their daily life or medical cares, have school affiliated with them. Presently, various systems of special education are utilized in institutions; for example, attending special schools or classes in institutions, visiting teacher education, or going to school in community. There is a decreasing tendency in children of school age in the facilities since 1974, and the number of children not attending school is also decreasing remarkably. In institutions for the severely mentally and physically handicapped children, it is an increasing tendency for children to have special education in accordance with their handicaps. The system of teacher visiting the homes of the severely and multiply handicapped of school age who did not attend school, started in Kanagawa and Chiba since 1969, and after five years such kind of system was established in all prefectures. There are differences among prefectures in the selection and assignment of visiting teachers, the content and methods of instruction, and the hours of tutorship. In many instances, this system has been conducted as a temporal means until the completion of special school facilities is made. However, it is very important to utilize the services of visiting teachers for the effective education of children for whom learning at home is deemed to be desirable. By this system, the number of children who had been deprived of the opportunity for education in schools or facilities has been decreasing recently. Presently, it is extremely difficult to be educated for the severely and multiply handicapped, because there had not been any establishment of curriculum and teaching method for them. Through the educational experiences of these severely and multiply handicapped, the writer proposed the content of teaching as follows: (1) health and security, (2) locomotions of body and walkings, (3) practical uses of functions of sensory-motors, (4) plays, (5) self-cares, (6) communication, (7) participation in group, and socialization, and (8) basic school subjects. On the bases of the writer's mentions on the present conditions for the severely and multiply handicapped, some discussion points of the future problems are proposed as follows: (1) Complete implementation of school education for the severely and multiply handcapped, (2) Improvement and enlargement of special schooling facilities, (3) Improvement of system of visiting teachers, (4) Establi

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