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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(1)最重度を含む重度精神薄弱児を対象に4種類の行動観察を行なった。(2)観察および記録にさいしては、次の2点に注意した。すなわち、あくまで現象的に行動を観察・記録することと、対象児が自由に行動できる場面で観察することである。(3)5名の対象児の1日の行動観察の結果、30前後の行動の要約が得られた。この要約は、行動の3水準(動き、動作、行動)に分類された。動作を、衝動的動作と意識的動作に、行動を、狭義の行動と意志的行動に分け、要約を分類することができた。これを、行動の5段階とした。(4)1対象児の10年間に記載された行動記録を要約した結果、329の異った行動の要約が得られた。この行動の要約は、163に整理され、30項目に分類された。各項目について得られた行動の要約を追跡的に検討した結果、上記の5段階、すなわち、I・単なる"動き"、II・衝動的動行、III・意識的動作、IV・狭義の"行動"、V・意志的行動(行為)を、行動の発達的段階として考えることができた。(5)常同運動の観察およびその他から、行動の転換に、方向転換、内容転換、質的転換の3つがみられた。(6)6名の対象児に、行動の発達段階を知るため、チェックリストによる行動の記録を試みた結果、行動の発達診断の手がかりを得た。(7)17才7ヶ月で入所し、10年を経過した、発達の著しく遅滞した児童に、在園期間において、行動の発達がみられた。

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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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