In Japan the education for partially seeing children has developed with priority given to classes for the partially seeing in residential schools for the blind. Due to this fact, Japan is lagging far behind Western countries, especially the United States, in the advancement of an integrated educational program in regular schools for the partially seeing pupils. Public schools with classes for the partially seeing, either on a cooperative class plan or on a resource room plan, are still very few in number in our country. In addition, an itinerant teacher plan has not yet been officially adopted as a system. The itinerant teacher plan is particularly valuable in rural areas where the partially seeing children are widely scattered. We have carefully studied the details and procedures of this plan from the theoretical and practical viewpoint for the last few years. As a result of this research, we have found that there are several factors which may have an influence upon the effectiveness of school and home itinerant instruction. One of the most important findings of ours is that we cannot lightly determine, only by the degree of visual impairment, which one is more appropriate for the education of each partially seeing child, a public school or a school for the blind. Even a partially seeing child with serious defective vision, if his intelligence is high enough, can proceed to learn in a regular class with quite a high achievement level, provided with the appropriate advice of itinerant teacher, the ardor of parents and regular teachers in charge, the effective use of low vision aids, and the understanding and the help of his classmates. It is really desirable from the viewpoint of character building of partially seeing children to put them under a strict guidance, treating them equally with normal pupils with the scrupulous medical and educational care that makes up for their visual defect. In order to promote the regular school education of the partially seeing children in our country, it is necessary to provide classes for the partially seeing at some leading schools in the particular areas and further to attach there itinerant teachers besides special teachers, and thus to utilize these special classes as the education center for the benefit of many partially seeing children in the areas. Undoubtedly the classes for the partially seeing pupils in residential schools for the blind will continue to play an important role in the education of those children that are hard to take care of in regular schools for various reasons.

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Heber, R. (1961)^<5)> proposed five levels for measured intelligence of the retarded according to the standard deviation units; i. e., profound, severe, moderate, mild, and borderline. IQ scores for these categories were calculated as follows: profound, below 25; severe, 25-39; moderate, 40-54; mild, 55-69, and borderline, 70-84. Japanese Ministry of Education (1962) has once set categories classifying the retarded by IQ as follows: severe, below 20 or 25; moderate, 20 or 25-50; and mild, 50-75. In the early work of the Special Committee on Nomenclature of the A. A. M. D., Sloan and Birch (1955)^<22)> recognized the futility of an unidimensional system; human differences of the kinds which form the bases for assessing degrees of retardation are both quantitative and qualitative, and such differences are not entirely intellective. We have been facing a great difficulty in applying standardized intelligence tests to profoundly and severely retarded persons. Even when we use standardized developmental tests for them, we, to be sure from our experiences, still find it very difficult to measure DQ scores of them. The purposes of this study were as follows; (1) to classify observed behaviors of the profoundly retarded along with the developmental steps of behavior, (2) to find out some types of conversions in their behaviors, the conversion of behavior is the hypothetical concept which the author takes for the phenomena of changing behavior pattern in its directions, contents or qualities during the observation period, (3) to apply the developmental steps of behavior to the observed behaviors appeared in ten-years record of a subject, so that developmental diagnosis from the behavioral point of view becomes possible for the severely and profoundly retarded, (4) to apply the developmental steps of behavior and types of conversions of behaviors to the behaviors observed by time-sampling, check-list method. The methods and subjects are; (1) during a day, to observe each of 5 subjects (profoundly retarded, CA 13-27, DA about 8 M.-about 11M., four males and a female) in an informal manner, and to record their observed behaviors in a diary-like fashion, (2) to observe the stereotypical behavior of the subject A. (CA 27, DA about 8M.) (3) to pursue daily records for ten years on the subject A., (4) by time-samling observation, to record the developmental steps and types of conversions of behavior on 6 subjects (3 of profound, CA 19-27, DA about 8M.-about 11 M.; 3 of severe, CA 17-21, IQ 20-36) on the check-list prepared for this study. Results and conclusions of this study were as follows: 1. We could classify behaviors of profoundly and severely retarded persons into the five developmental steps. The five steps are; (I) simple "movement", (II) impulsive "action", (III) voluntary "action", (IV) "behavior", and (V) "conduct". 2. There were three types of conversions in subjects' behavior; (A) directional conversion (d-c), (B) content conversion (c-c), and (C) qualitative conversion (q-c). 3. About 30 items of behaviors (for example, aimless walking, stealing food) were observed on each of the profoundly retarded subjects. 4. In daily records for ten years, there were 329 kinds of behaviors in a profoundly retarded subject. These were categorised into 30 categories (for example, putting or one's shoes). We found in the records, too, three types of conversions of behavior had beer taking place for these ten years. 5. The author tried to apply the check-list method to evaluate the developmental steps of behavior and types of conversions of behavior to profoundly and severely retarded subjects. 6. It could be said that, we could expect any development of behavior even for the profoundly retarded.

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An educational evaluation have been made by teachers in various schools on pupils studying in schools for the sick and weaken. It is important from the data aquired by the research for the improvement of their education both in quality and quantity. The education for the sick and weaken had long been considered mainly as that for pupils with tuberculousis. However, the recent decrease of tuberculousis and the diversification of disease of the pupils have changed the aspect of the education for the sick and weaken greatly. That is, the pupils with tuberculousis who amounted to some 72 percent of the whole in 1970, have rapidly decreased to only 40 percent in 1970. At the same time, pupils with Progressive Muscular Destrophy and Asthma have increased to 15 percent respectively, which forms the new characteristics of the sick and weaken. These changes of disease necessitate the reconsideration of ways and aims of the education. How to treat patients with DMP and chronical disease have now become the new problem. In the following chapter, the case study will be made of patients of chronical disease and DMP, which have brought about a revolutional change in the education, and their characteristic features will be found out in order to pursue after the ideal of the education which will meet the requirements of the future education. For that purpose, firstly distinct psychological and mental tendencies of the patient will be clarified and then the way to enable them build up desirable personality and rehabilitate properly in the society will be studied. In the meantime, the follwing will be the focal points to be studied. (1) An investigation into the actual condition of the disease of the pupil. (2) Psychological tendencies of the pupils with DMP. (3) Psychological tendencies of the pupils with chronical disease. (4) A study on the aim of the education for the sick and weaken.

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It is very important to do a research on special education from the sociological point of view, because we can not expect the development of special education without understanding of and help of people in society. Recently social researches of special education are increasing more and more. Therefore, we need to think the structure of Sociology of special education, for it is not definite at present. The purpose of this study is to clarify the structure of Sociology of special education and to systematize it theoretically. The aim of Sociology of special education is to develop special education through the study from the sociological method. The contents of Sociology of special education are as follows: [A] Personality development of the handicapped in society 1. Socialization of the handicapped in family 2. Socialization of the handicapped in special schools and special classes 3. Social adaptation in society [B]Society around the handicapped 1. Parents of the handicapped 2. Special schools and special classes 3. Attitudes of people to the handicapped [C] Social welfare to the handicapped 1. Social policy to the handicapped children 2. Administration and policy of special education 3. Social welfare to the handicapped These contents should be studied by the sociological method and systematized empirically.

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