The purpose of the present study was to explore some personality traits of low IQ nursery school children on a group intelligence test. 692 nursery school children were tested on the Tanaka-B type intelligence test(group test). 128 childen of them were grouped as the low IQs (below 75) on the test. Then, they were examined on the Tanaka-Binet scale (individual test) and given a personality check lists and a social maturity test to explore their personality traits. When the Tanaka-Binet scale was administered for them, the range was 55 to 122 IQ with a mean IQ of 92, 9. Only 20 of them were below 75 IQ on the intelligence test, and the other children got normal IQ levels on the test. 40 % of sixty low IQ children on the group intelligence test showed low SQ scores. On subtests of the social maturity test, the most of the low IQ children on the group test were evaluated to be inferior in only communicating ability or verbal ability. And they showed the tendency of high indepence, emotional insecurity, self-display, and nervousness on the personality test. Finally, some problems were presented for the subsequent study.

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We are now studying on the criteria which should be used when the school accepts the autistic child. In 1967 the teachers in Tokyo have teached 52 autistic children in their class; the eldest has been 11 years old the youngest 6 years old. All the children have had their own problems, varying in degree, and also the teachers have the great difficulties to teach them, because they have not easily responded to the teachers orders and carriculum and communicated to other children not good. But many autistic children have been adjusting to his class, because the school director and other teachers help the class-teacher very well; then the ratio of the adjusted autistic child is more increasing in 1968 than 1967, (We have established the Association of the Teachers for Emotionally-disturbeb-children in the same year.) In the classroom for normal child the autistic child adjusts better after third grade. Out educational diagnosis for the autitic child: (1) how can they adjust and learn in his class, (2) how can the teacher accepts him, (3) how can we evaluate the result of the teaching for hlm, have been established from the table which can estimate the grade of the adjustment of the autistic child by the entrance into a school and in a class, as follows: (1) Status of the interest in a adult and a child, (2) Status of the participation to the group, (3) Development of the everyday-habits, (4) Grade of intelligence, (5) Presence of stereotyped behavior, (6) Presence of percistence, (7) Presence of hyperkinetic or hypokinetic behavior, (8) Presence of emotional outbursts, (9) Physical development, (10) Need for entrance into a school, (11) Effects of the treatment which has been judged from the staff of the institute, (12) Prognosis which the staff of the institute has presumed.

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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.

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A widespread epidemic or rubella occurred in Okinawa, Japan for the first time during the years 1964 and 1965. In 1966 the first investigation into the rubella epidemic was carried out, the second one in 1967. In the second inquiry, one hundred and three infants with histories of maternal rubella were examined. All of them were between 1 year and 2 years 4 months old. All mothers were questioned regarding the dates of exposure to rubella in pregnancy. All infants were investigated regarding birth-weight, dates of teeth eruption and age at walking alone, ocular defect, heart disease, present physique and hearing. The audiologic examination was conducted by means of "conditioned orientation reflex audiometry". In this series, 86 infants had hearing impairments, congenital heart disease was observed in 33 cases and cataract in 18 cases. Most of such congenital rubella syndroms were found among infants born after maternal rubella which occurred within the first four months of pregnancy. It was found that hearing impairments in many cases were severe. Most audiograms of hearing-loss-children showed flat curves or gently sloping ones. Only two infants showed a typical asymmetrical hearing loss. A large proportion of the infants showed retarded physical development. The physique of infants having total deafness or residual hearing had in particular been greatly retarded. There were also many cases of cerebral palsy and visual disorders.

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