In the early period of education for the deaf and dumd in America, the language of signs was a very useful instrument for instruction. Signs were used to explain word. At that time (in the 1850s), though institutions for the deaf and dumd were characterized as charitable, they had an educational character, too. Educators were highly quolified and earnestly tried to impart language to their pupils. The author hypothesized that there were several differences of opinions as to the place of signs in the course of instruction. In this paper, by examining debate at the 3rd convention of the American instructors of the deaf and dumb in 1953, the author clarified that instructors could be categorized into three major groups as to educational philosophies on signs. These are as follows. (1) In the early stages of instruction, signs are necessary. But in higher levels, signs should be dispensed with and Methodical or Gramatical signs should not be used even to teach composition of sentences or to analize sentences. Adovocates of this view are L.Rae, W.Turner, J.Keep, and C.Stone. But there are subtle differences among them. (2) Signs are necessary thoughout the course of instruction of the deaf and dumb. Further more at higher levels, Methodical or Gramatical signs are used when teaching dictation and analyzing sentences. Adovocates of this view are H.P. Peet and V. Nostrand of the New York Institution. (3) Signs are only used at first for explanation of words if their use is unavoidable. Signs are not language but merely humbug. But the utilization of signs is necessary because the deaf and dumb can not hear any speech sounds. If one should have to use signs, Methodical Signs (in this case Methodical Signs do not mean signs as usually used among educators of the time but mean signs along with the proper order of English language) should be adopted. Natural signs must be used as little as possible. Adovocates of this view are J.A. Jacobs of Kentucky Institution and J. S. Brown of Louisiana Institution. But the author supposes that among them, there are some differences regarding the concept of signs. The next study is to examin in more detail the above mentioned facts and to reveal the transition to methods of teaching spoken language.

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Many deaf children have more lag in comprehension and production of sentences than normal children. But there is scarcely research to investigate what language teaching is appropriate for deaf children. The purpose of the present paper was to program teaching of simple sentences for the deaf aimed at the acquisition of Japanese "Kaku-Joshi", postpositional auxiliary words, to apply the teaching program to hearing-impaired pupils at school for the deaf, to examine it from the results. The teaching program was designed based on the frame of symbolic logic and consideration of cognitive psychology. That is, since it was thought that the function of Kaku-Joshi is presented clearly in reversible active sentence, such a sentence was used to teach. Sentence patterns were four, each pattern included two or three of three Kaku-Joshi, Agent "ga", Object V, and Goal "ni". The teaching was carried out not to teach Kaku-Joshi independently, but to lead up to understand the variation of sentence meaning according to the variation of Kaku-Joshi presenting a picture or an object. Subjects were 7 hearingimpaired pupils. They were teached one time (40 minutes period) a week, 4 or 5 times were devoted to each sentence pattern. A battery of evaluation tests was administered at three time intervals, before teaching, at the end of teaching, and three months after teaching was completed. The tests were of 4 types, (1) a Kaku-Joshiclose test, (2) a picture-multiple choice test, (3) a sentence-multiple choice test, (4) a composition test. Results; 3 of 7 subjects were able to improve significantly their comprehension of the function of Kaku-Joshi immediately after teaching (sign test, p< 0.05), and most of this learning was retained over a three-month interval. One subject had acquired the function of Kaku-Joshi before teaching, 2 showed no improvement. And since one was absent a few times, she didn't evaluate definitely. I think that there are two steps early in language development, (1) the acquisition of name concept, (2) the acquisition of the methods to represent more complex concept combining several names, and the acquisition of Kaku-Joshi is one of the first tasks in (2). Therefore, it was thought that 2 subjects which showed no improvement, have been in steps (1). Since I think that language teaching depends on making clear meaning structures of sentences and memory process of human being, standing on their studies, I intend to improve the teaching method which was presented here, moreover to establish a comprehensive teaching method.

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20 questions about family's stress caused by a handicapped child's birth under 8 factors out of Varimax roated fator matrix and 12 questions about 6 family attributes were answered by mothers of families (N-85) with a crippled child and of families (N-88) with a mentally retarded child in 1978 and 1979. Each family living in TOKYO, CHIBA and IBARAKI was asked to indicate severity of its stress at 6 periods from a period of the first diagnosis of the child's handicap to a period around its handicapped child's elementary schooling. 2 of 8 factors, psychological stress and family interaction stress have a statistical significant relationship with four family attributes (parents's age, social status, economic status and severity of a child's handicap). Of families in economic and social lower status, there are more that indicate severe stress at early periods and upward pattern or upward-after-downward pattern (increase stress, at latest, after the middle periods) than of those in enonomic and social higher status. In contrast, of families in economic and social higher status, there are more that indicate mild stress at early periods and downward pattern or downward-afterupward pattern (decrease stress, at latest,after the middle periods) than of those in economic and social lower status.

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The American court cases of education for handhicapped children can be classified in the following five categories that are closely related with one another in view of guarantee of a free appropriate public education for all handicapped children; (a) Right to Public Eduction (b) School Financial System and Equal Protection (c) Tuiton Reimbursement System and Free Education (d) Appropriate Educational Placement and Flexib ility (e) Right to Treatment The preceding study examined the establishment and development of the legal and educational concept of right to treatment. The purpose of this study was to present a review of the actual condition of tuituin grants, mainly tuition reimbursement system for handicapped children at private school, and to discuss what free education should be by means of analyzing the court cases. 21 court cases in 10 states were summarized as follows; 1. In two cases, Kruse v. Cambell and Elliot v. Board of Education of City of Chicago, it was held that the reimbursement system limiting tuition was unconstitutional. In addition, in four cases, Scavella v. School Board of Dade County., State ex rel. Independent School District No. 276 v. Department of Education, Halderman v. Pittenger, and In re Juvenile Case No. 1089., it was supported that education should be free. 2. In three cases, Welsch v. Commonwealth, Department of Education, Stemple v. Board of Education of Prince George's County, and Lux v. Connecticut State Board of Education, the appeal that education should be free was denied because of parents' unilateral insistance on educating their handicapped children at private school. 3. In two cases, State v. Stecher and Guempel v. State, parents of handicapped children in state institution or school asked for deduction and reimbursement of the cost of special education. The appeal of the former was denied, and the latter was granted. 4. A series of court cases in New York were examined. In all but one case, McMillan v. Board of Education of City of New York, it was held that education should be free. Handicapped children depend on the private educational program in the following cases; Case 1. The handicapped child was exeluded from the public school system. Case 2. The handicapped child was placed at the private educational program by state and local educational agencies. Case 3. Parents of the handicapped child insisted on "appropriate" private educational placement. In Case 1 and 2, free education ought to be guaranteed on the responsibility of educational agencies. But in Case 3, "appropriateness" of education must be carefullyinvestigated case by case. Court cases in tuition reimbursement system, and free education will be decreaced, as the finacial "revolution" based on the Education for All Handicapped Children Act of 1975, Public Law 94-142, advances more widely and perfectly.

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Several researches have been reported on the mechanism of mutism, but little is known about the process of improvement of this symptom. A case of elective mutism with speech and language delay was reported. This case, a 8 year-old-girl, can not communicate verbally with others except in her family. The reupbringing psychotherapy was applied and continued from June 1976 to April 1979. Consequently, her speech and language were developed, and also she came to speak voluntarily with others in any situations. Clinical findings obtained from this case were as follows: 1. Her clinical feature was in agreement with those of other reports in many points. That is, she showed the following clinical features: (1) insufficient mothering in early childhood, (2) abnormal EEG record, (3) lower socioeconomic status, (4) erroneous home discipline, (5) few friends, (6) delayed speech and language and (7) poor intellectual abilities. She also had been suffered from toiletphobia. It was considered that the improvement of her mutism was closely related to remedial regression in therapeutic process. Moreover, it may be said that the verbal and nonverbal representation of ambivalent feeling to mother and/or therapist played an important part in her improvement. It was considered that the improvement of her symptoms of mutism related to not only the therapist-child relationship but also the mothes-child relationship and the reduction of domestic troubles in her home. It may be conceivable that the therapy situation functioned as a place of rehearsal for conquer her inner conflict. On the outside of therapy situation, her symptoms of mutism disappeared in the following sequence: (1) with limited friends, (2) the teacher of her class and (3) among the classmate. After she showed the development of speech and language, her symptoms of mutism disappeared.

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