Purpose: It can be said that the barometer of the cultural standard of a country is the rate of the spread of special education and the progress of welfare administration. Recently in Japan, too, some improvements have been made in these respects. This study intends to investigate both the actual condition of the children postponed or exempted from compulsory education and the educational sense of this problem in the community and at the same time to gather the materials for the improvement of the educational treatment of disabled children and of the welfare administration. Method: The social welfare commissioner were utilized in this investigation. The reason is that as they are the leaders and spokesmen of welfare problems in the community, they were expected to reveal clearer and deeper consciousness of disabled children in the community than the general public. So the social consciousness of this problem was surveyed through their eyes. Areas and samples of investigation: The samples were 1,143 social welfare commissioners in six cities of Osaka Prefecture. Procedure of investigation: The cards containing questions were sent to the commissoners by mail. The answers were set out in items by a machine. Period of investigation: From July to December in 1969. Results of investigation: 1. Composition of the commissioners: Those who are in their 50's and 60's and those who have more than nine years' experience are both 60%. There are less women. 2. Consultations in the community: Consultations about adult affairs are more than those about child affairs. As for the latter, the ones about the procedure to receive educational treatment and about the problem of one's course are many. 3. Recognition of disabled ahildren: Two-thirds of the commissioners have much interest in this problem through his studies, but one-fifth of them do not. 4. Existance of disabled children: One-third of the commissioners have treated these children, one-third denies the existance in their beats. and the others know nothing about the existance. 5. Cammissioners' views of handicap: "The most pityful" handicap is mental weakness and the second one is cripple. Both of them are "hard to be effectively trained" and "hard to get social independence". 6. Entering school (Educational treatment): Many commissioners desire to establish immediately a co-operation system of education and medical treatment. 7. Measures for disabled children: Such measures are desired as "good surroundings and sufficient help by which the parents can take care of their children at ease", "synthetic administrative system", "educational and medical treatment by public expense", "enlightenment of the people," and "reinforcement of study system." Conclusion: It is important to alleeviate handicap as much as possible from the standpoint of social solidarity and respect for life. And the followings are required as concrete and steady measures. (1) Prevention of its birth (2) Early treatment (3) Regional welfare (4) Increase of institutions As for urgent measures, such treatments as teacher's visiting and counseling system are required to increase the chances of educational treatment for the children who are postponed or exempted from entering school.

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This study is an attempt to produce human "blindisms" experimentally in animals, and behavioral analyses of blind animals were made to disclose the mechanism of "blindisms". This study was divided into two parts, pilot experiment and precise experiment. In the pilot experiment, altogether twinty-five animals were used, including seven mice with complete blindness, two normal control mice, ten rats of complete blindness, two normal control rats, two dogs of the complete blindness and two normal control dogs. In the precise experiment, altogether sixteen rats were used. Three blind rats were produced by burning method and were brought up with three normal control rats. Five blind rats were produced by covering method and were reared with five normal control rats. Three methods were employed for producing blindness, burning, extirpation and covering with aluminum foil. The details of methods of operation and feeding programs were described elsewhere. The results of the pilot experiment were described phenomenologically by observation. Stereotyped behaviors, characterized by repeated, rhythmic and continuous movements, appeared in blind animals a few days after loss of vision. After 8th week similar behaviors appeared in both blind and normal control animals. Among stereotyped behaviors, three types of behaviors, "head swinging", "face washing", "body lapping" were compared. The frequency of appearance of these stereotyped behaviors was twice as much in blinded rats than in normal controls. In the precise experiment the stereotyped behaviors, especially the three above mentioned items, were recorded by means of memo-motion camera, and were quantitatively analyzed by memo-motion analyzer (Fujica). It was found that the stereotyped hehaviors appeared frequently soon after loss of vision in blinded animals. In normal control animals, on the other hand, "headswinging" was absent, and "face-washing" and "body lapping" were rarely observed until 5th week after birth. The increased stereotyped behaviors in blinded animals were thus confirmed by both phenomenological observation and qua ntitative analyses, and it was concluded that at least three items of streotyped behaviors were the abnormal behaviors due to blindness. In dogs "face-washing" and "body-lapping" were absent, and a series of quick "spinning" and "jumping link a hare" were presnt as characteristic stereotyped behaviors due to blindness. The "head-swinging" was concluded as specific to blindness because of the common development in three different species of animals. It can be concluded that the stereotyped behaviors in human "blindisms" were experimentally produced in animals. It was noted that similar "head-swinging" behavior was frequently observed in human "blindisms". The characteristic stereotyped behaviors in blind animals can be said as "animal blindisms". These behaviors were aimless and accessoly for the maintenance of life. Futher studies are necessary for the elucidation of the mechanism of "blindisms".

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This article intends to make clear, how "Somatopsychology" keeps the understanding on personality and behavior of physically disabled children, and the education and rehabilitation for them, while examining what "Somatopsychology" is, and what problems it contains theoretically and methodologically. For this purpose, the literatures to do with "Somatopsychology" were reviewed in this study. The study has confirmed that "Somatopsychology" has some important problems to be studied further theoretically and methodologically for the understanding on the psychological problems of physical disabilities, but that it must be valued duly because of adding several standpoints to the up-to-date theories on physical disabilities. These standpoints are as follows. 1. "Somatopsychology" starts from a thought that physical disability per se is not more than a physical reality. 2. It emphasizes that, when we analyze the problems in personality and behavior of physically disabled children, the "psychological forces" (factors) affecting on them should be defined firstly, and then, we should make an if-then-always statement to explain the problems in their personality and behavior in connecting with these "psychological forces" (factors). This sort of explanation is called "contemporaneous explanation". 3. Social psychological variables belong to these "psychological forces" (factors) and are named intervening variables. Various variables can belong to them. However, how the society evaluates physical disabilities, and how physically disabled children perceive their own disabilities, seem to be most basic variables. Physical disability is a social stimulus. Therefore, "Somatopsychology" adopts "the approach from within" which makes much of cognitive aspects of the individual. 4. Considering such intervening variables, we could explain the individual differences in personality and behavior of physically disabled children.

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