This is a part of the report in counseling of mentally and physically handi capped children, at Ikeda Education Institute, since 1956. The objects of counseling are in all areas of handicapped; neurosis, C. P., the mentally retarded, autism, the language and hearing handicapped and so on. The method of counseling depends on psychological, educational and medical diagnosis and guidance (the clients visit the Institute continuously a month). Generally, separation of children from parents means psychological separation of mother-child (a child's separation from a mother; independence of self). But this case means especially physical and mental separation of a mother from a child. By our clinical diagncsis, it seems that the separation of children from parents is generally late in case of the mentally retarded, the crippled and the other physically handicapped. One of these evidences is delay and weakness of period of resistance. But in case of the emotionally handicapped, especially, autism, we think that the separation of a mother from a child is generally abnormal and fast. Of course, we must do more and more a research on these problems. We also think that the integration of children from parents is very important of the separation. Lastly, we believe that the sound child development needs the suitable separation of children from parents.

View full abstract

?1. The purpose of this research is to provide a classification of 68 speech sounds which is based upon the analysis of their articulations. 2. The procedure of the experiment is as follows: Subjects; For the experimental group, 85 cerebral palsied children, 43 boys and 42 girls, (CA: 6 to 19) were selected from the pupils at the schools for crippled children located in Yamanashi prefecture. These examinees were not inferior in functioning on intelligence and their articuration rates were over 50 percents. Method; As a way of recording their phonation, any one card was produced in front of the examinee and then he was asked to read it aloud and in this way all the other cards were given him in sequence.Their speech sounds were recorded by a taperecorder (TC 365 type, Rion K.K.) and after the recording they were analyzed by the researcher and 2 undergraduate studedents in Yamanashi University.3. Results: (1) Between these speech sounds there was a significant difference at the 0. 01 level. The sounds which showed a greater discrepancy than the mean of all were as follows; [zo] [za] [ze] [zu] [ra] [ro] [ri] [ru) [re] [tu] [so] [se] [su] [si] [de] [sa] [da] [hi] [do] [gi] [gu] [bi] [mi] (2) Many of the speech sounds which showed a greater discrepancy belonged to dentals or alveolars in phonetical conditions and also to flaps in articulatory areas. (3) It was found that in the phonation of cerebral palsied children the rapid and intricate movements of the tongue were one of the most complex ploblems. (4) The tendency of articulation which 85 cerebral palsied children showed was not significantly different from the speech sound development through the younger childhood (x^2=27.454, P<0.01).

View full abstract

Today, many problems of the cerebral palsied are taken up from various fields in our communities. The desirable state is that the cerebral palsied must be grown up in our communities. Therefore, the positive employment ought to be promoted. Their employment, however, is not easily found in the present situation. On the employment of the cerebral palsied we have to consider the problems underlying in our present communities and their various physical handicaps. The aim of this research is to examine the problems of adaptability to the substances of employment of the cerebral palsied according to the differences of the employment periods. And in this research, the following employees were investigated by two methods; i. e., mail method and direct interview. (1) The 48 handicapped persons within 5 years of the employment period. (2) The 45 handicapped persons within 10 years. (3) The 52 handicapped persons over10 years. Furthermore, employers and normal coworkers were investigated only by direct interview. The main results of the research are as follows: 1. When the adaptability to the substances of employment is adequate for the cerebral palsied, the slight (Type W) and he moderate (Type X) cerebral palsied get the settled employment regardless of the employment periods. 2. The adaptability of a few moderate cerebral palsied is recognized. 3. When the adaptability to the substances of employment is not adequate (Type Y), the employment is under the fundamentally difficult condition. But the possibility of settled employment is found by the two factors; (1) the alternation of the substances of employment through the understanding of an employer, (2) the promotion of their active human relationship.

View full abstract

The purposes of our investigation are: (1) to study what type of personality and behavior crippled children and youths have, and (2) to study how different their personality and behavior are between the crippled caused by cerebral palsy and the crippled by diseases except cerebral palsy (non-cerebral palsied children), between the athetoid cerebral palsied and the spastic cerebral palsied, and among the crippled of different ages. The authors asked some experienced teachers of the whole country to describe freely and concretely personalities and behaviors of the crippled with whom they work. The number of the teachers is 93 and the number of the crippled whose personalities and behaviors they observed is 251. The authors classified the descriptions into 22 personality and behavior traits (e. g. General Activity and Hyper Activity). Then we put together some descriptions similar to each other in each of the traits into several items (e. g. Asking for mothering and Crying). The authors studied what kinds of traits and items there are and which traits and items the crippled have characteristically. The results of our investigation are summarized as follows: (1) Such traits as Hyper-Activity, Perseveration and Lack of Self Control which are not usually included in the standarardized personality tests were found. The authors suggested that it was necessary for us to prepare a specific questionnaire for the investigation of the personality and behavior of crippled children and youths by a questionnaire method. (2) The cerebral palsied had the traits of Hyper-Activity, Perseveration and Lack of Self Control and items of "Stubborness" and "Frolic" etc. more than the non-cerebral palsied. The cerebral palsied also had a trait of Regression and items of "Asking for mothering," "Lack of Self-Reliance," "Crying", "Over-familiarity" and "Looseness" etc. more than the non-cerebral palsied. The authors found that the cerebral palisied had the personality and behavior traits peculiar to the brain injured children. (3) There were no differences in all the traits except one between the athetoid cerebral palsied and the spastic cerebral palsied. The different trait was a trait of "Active" and the athetoid showed it more frequently than the spastic. Judging from the result and other findings the authors supposed that the athetoid have a tendency of more slightly; active and extroversive personalities. (4) With the advance in years, such items as "Passive" and "Lack of Will" etc. increased but an item of "Crying" decreased in the cerebral palsied. On the other hand, in the non-cerebral palsied an item of "Passive" increased, but an item of "Calmness" incresed and an item of "Crying" decreased.

View full abstract

Purpose: cerebral palsied people have various kinds of deficiency, such as physical, emotional or mental problems. It is understood that treatment and training in infancy are very effective in their development. In order to give them the early treatment and training, it is neccessary; 1) to discover their ailment while yet in their infancy, (2) to know the characteristics of the motor and mental developments of cerebral palsied children. Method: 50 cerebral palsied infants under four years old were evaluated by Enjoji's Analytic Developmental Test for the infants. The test consists of six spheres; locomotion, hand movement, speech, emotion, intelligence and sociality. The first two belong to motor and the other four, mental development. Results; at first all the data were surveyed. Here, average retardation of each sphere was compared with each other. Locomotion was retarded far more than any other sphere. It was nearly 12 months lower than the normal level, but other five spheres, nearly eight months below. Detailed analization was taken in each of four age groups, to show the difference clearly in the four age groups and also in the six spheres. Finally the following general tendencies were found; (1) The most serious retardation found in most of cerebral-palsied infants was in the sphere of locomotion. This tendency becomes more serious, as their age goes higher.(2) If the child can stand by himself, it makes a great difference as to his locomotion development. This looks like the forks of a road; One is the way of being able to catch up with the normal development of locomotion or another, to get far behind it. And most of those infants with cerebral palsy fail to overcome this stage which is to stand by themselves. This is one of the reasons for the just-mentioned result at (1) section. (3) Most of them were retarded over all spheres of development. (4) Any sphere of mental development was not too much retarded un-till two years old, compared with motor development. But those who came to the hospital after two years of age were very much retarded in all spheres. This is probably, due to the fact that those who are too seriously handicapped to find any educational or training facilities, come back to the hospital to get further medical care. (5) Emotional development was less retarded than speech, intelligence and sociality. (6) In many cases it is difficult to diagnose correctly the child under one year old and to figure his accurate picture of retardation out. It becomes almost clear at about two years old. (7) Overall development of cerebral palsied child is uneven and has much individual variation.

View full abstract

1. Physical fitness is essential for all citizens, but it is especially important for mentally retarded children. The purpose of education on mentally retarded children are the independence of their life. Therefore, physical fitness is required for this purpose. Many of the literatures have reported that 70 percentages of co-ordination have been accomplished until 10 years old, as compared to the expected ability of adults. The purpose of this study was to examine the program of their education based on the co-ordinaton of mentally retarded children. 2. Subjects Fifty-eight children (35 boys and 23 girls) enrolled in the education and training programs at the school for the retarded, Ohori Fukuoka, and 684 normal children (354 boys and 330 girls) were tested during the summer period of 1969. 3. Results The findings of this study indicate the following: (1) Motor ability index (Oseretzky, N. I) (Mo. Q) Sugada reported on the basis of Kano-Oseretzky test that mentally retarded children are inferior to normal children. There is a continual development of motor ability on normal children with increased ages, but there is a remarkable development on mentally retarded children from 7 to 8 years old. The development of motor ability on mentally retarded children, however, is slowly increased after 8 years old. Mentally retarded children of lower IQ's showed significantly higher Mo. Q's than the retarded of higher IQ's. (2) Co-ordination a. Balance Mentally retarded children are inferior to normal children in balance ability. It was found that balance ability has been gradually increased until 9 years old, and that from 10 years old on, balance ability has been suddenly developed. b. Agility Development of agility on mentally retarded children showed an increased tendency with increasing ages. Development of agility on normal children showed sudden increasing. This may mean that a function of the nerve has been completed for the most part until 10 or 12 years old. c. Ingenuity Development of ingenuity showed significant differences between mentally retarded children and normal children, in favour of the latter. Development of ingenuity on mentally retarded children showed a great increased tendency until 10 years old from 7 years old. d. Flexibility There were not significant developmental differences in flexibility between mentally retarded children and normal children. e. Power Mentally retarded children can not show harmonized motions of the arms and legs. Significant power differences were indicated between mentally retarded children and normal children. f. Strength Strength of 11 or 12 year old mentally retarded children showed significantly inferior results to that of 7 year old normal children. g. Conclusion This study revealed that the co-ordination of the mentally retarded showed significantly inferior results to that of normal children. Both groups, however, showed an increased tendency of co-ordination ability respectively. Therefore, effective programs of education must be established for mentally retarded children.

View full abstract

This is to examine how mentally retarded people develop their ability after they have taken employment. These are taken from the guidance process at the Aftercare Center, Hyuga Kosai Gakuen. 1. Development of self realization and expansion of ability to live in community life. When our retarded people take employment they should be able to join in the groups by themselves, alse when necessary to undertake some actions they try to do it according to their own understanding. But after three months of employment, all of them somehow begin to show development of self-realization. This great development was not shown during the period of the institution. So it must be helpful to develop their ability by joining in as members of the society. Also all of them have shown great expansion of ability to live in a community life. Main causes of expansion: 1) Their needs were changing according to the situation 2) Facing the realities of life made learning effective 3) Labor and earning money together gave the chance to learn the value of life 4) They developed a sense of pride in becoming a member of society You can see how much difference exists in the leading process between the Institution and real life in society 2, The guidance process of economic life mentally retarded people must be taught an understanding of economic life if they are to lead a truly independent life. If a man gets a job and doesn't know how to spend his earnings in every day life in society, that job cannot be called work but rather play. Unless the man realizes the use of his earnings, there will be no willingness to work. It's very important to teach the worth of his job. Some examples of concrete guidance 1) to give an understanding of salary 2) to guide the spending of salary 3) to instruct the managing of cash 4) to motivate willingness to work Conclusion It is a very difficult task to help mentally retarded people to have a completely independent life, yet all of them are hoping to get jobs outside instead of living in the institution. Many cases, as stated above showed that they could not get further development in the institution. Yet they expanded their ability in many ways and blossomed out in society. Of course they need someone's help and support and with this we know they can continue to adjust their ability for living in society. Meanwhile we, the leaders, must seek this guidance process for the improvement of mentally retarded people.

View full abstract