1. Purpose: The general frame work of this experimentaldesign was as follows.(1) The essential point is the attitude to thehandicaps taken by the disabled person himself and the individual's evaluation of his defectsmay have a decisive influence on whether or not he succeeds in adjustment.(2) The fundamental point to the adjustment is recognition and acceptance of his handicaps.(3) A lot of empirical and experimental studies and data tend to support that the increased correspondence between present-self and ideal-self and self perceived by other persons is a valid and effective index of adjustment. (4) Other person who is most intimately associated with the crippled child is his mother. (5) In addition to the phenomenal self, the outer frame of reference must be considered. The hypotheses to be tested in this experimental study can be now stated as follows. (1) The inter-sort correlation of A group which positively accepts his handicaps will be significantly higher than N group which negatively accepts his handicaps. (2) The differences of the inter-sort correlation will not be significant according to the degree of physical handicaps. (3) Q-adjustment score as outer frame of reference of the A group will be significantly higher than the N group. (4) The differences of Q-adjustment score will not be significant according to the degree of physical handicaps. 2. Method and procedure: (Subjects) Subjects utilized in this study were 38 students enrolled in public high schools for crippled children. Subjects were divided into two groups according to the degree of the acceptance of their handicaps. This was diagnosed from their responses on a sentence completion test. And at the same time, they were divided into the three groups according to the degree of physical handicap. (The Psychological instrument) Q cards containing 60 self-reference statements were given to the subjects and they were required to sort the items on the matrix "like me" to "unlike me". The sort was a forced normal distribution one and the criteria were present-self sort, ideal-self sort and mother-self sort. 3. Results: As results of the testing of statistical hypotheses, the hypothesis 1. 2. 3. and 4, were confirmed and supported. This means that the individual's evaluation of his physical defects has a decisive influence on whether or not he succeeds in social and emotional adjustment. Recognition and acceptance of disability is the fundamental point to adjustment of the clippled.

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脳性マヒ児は運動障害、言語障害、聴覚-視覚的ならびに知覚障害などを伴っているので、彼等の教育には、広い領域からのアプローチが必要である。著者は、脳性マヒ児の教育は、動作訓練、生活訓練、職業訓練、および学習指導から構成されると考えている。動作訓練に関しては、異常行動を行動のレベルと考える成瀬の新しい方法がある。その方法では、弛緩、単位動作、基本動作、目的動作が重要であると考えられる。訓練の形式は、キャンプ方法による一週間の集団集中訓練である。キャンプのプログラムには、動作訓練、集団活動、生活指導(Tグループと母親のグループカウンセリング)および機能測定が含まれる。

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