Studies of the application of operant principle for modifying the behavior of the mentally retarded were reviewed historically, and the following informations were pointed out. (1) Fuller (1949) presented the first study in which the principles of operant conditioning were applied to the mentally retarded. (2) Although Gardner and Watson (1969) reported that over 70% of the articles in the area have appeared within the last 3 years, we could to find the same trend at present too. (3) In general, the majority of studies have been concerned with training the severely and profoundly retarded. (4) Operant techniques have been used mainly in the areas of simple behaviors such as self-dressing, self-grooming and toileting etc. (5) However, more recently some investigators have begun to apply the principle to academic behavior such as reading, writing and arithmetic. (6) Many of researchers reported successful results in their experiments, and they have had a conviction that the failure is with the techniques, not with the principle. (7) Token system has become increasingly popular since Birnbrauer introduced it in his experiment (1964). (8) In Japan, Yamaguchi (1967) published his first paper in which examples of research being conducted in the United States with the application of operant principle to deviant children, especially the retarded were introduced. (9) The application of operant principle to the mentally retarded is likely to be farther developed in the future, and seems to offer greater posibilities for education and research in the field of the mentally retarded.

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In der vorliegenden Arbeit untersuche Ich die Frage, inwieweit das Sonderschulwesen innerhalb Schulreform berucksichtigt und behandelt wurde. Hier geht es darum die offentliche Stellungnahme zum Sonderschulwesen in der BRD aufzuzeigen, wie sich aus fachlichen und behordlichen Auβerung, aber auch der Gesetzgebung erschlieβlich laβt. Ich gliede these Arbeit in folgende 3 Abschnitte. Im ersten Abschnitt werden der Versuche unternomen, die vorstellungen verschiedener Gruppen der Gessellschaft, etwa der Fachverbande (Verband Deutscher Hilfsschulen, Verband Deutscher Sonderschulen), der Planungsgremien (Z. B. Deutscher Ausschuβ fur das Erziehungs-und Bildungswesen), der Lehrerverbande (GEW) und der Standigen Konferenz der Kultusminister fixiert in Denkschriften, Stellungnahmen, Gutachten, Abkommen usw. zu analysieren. Im zweiten Abschmitt untersuche Ich die gesetzlichen Bestimmungen auf ihre Relevanz fur Sonderschulplane und-modelle durchzugehen. Dabei stelle ich zuerst die Frage, ob die das Sonderschulwesen regelnden Bestimmungen in den allgemeinen Schulgesetzen zu finden sind, oder aber in einem speziellen Sonderschulgesetz fixiert sind. Danach ist Grundtendenz der Sonderschulwesen im Schulrechtlichen Sinne umzurissen: die Sonderschulen als eine eigene Schulform ・ Entwicklung der Fachaufsicht und Lehrerausbildung ・ Differenzierung der Sonderschule. Im dritten Abschnitt zeigt sich, da9 die Probleme der auβerern Schuireform beziehen sich sowohl auf eine Integration innerhalb der Sonderschulwesen als auch mit dem ubrigen Schulwesen. Die Konzentration innerhaib der Sonderschulwesens betrifft die Entstehung voll ausgebauter Schulsysteme und die Errichtung Heilpadagogischer Zentren. Bei der auβeren Integration ist zu Kooperationen mit einzelnen Schulformen und zum Verhaltnis zur Gesamtschule Stellung zu nehmen.

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The aim of the present study is to analyze the characteristics of recognition errors of letters by halfly-seeing children in comparison with those by children with normal eye-sight. This study consists of two experiments. In the first experiment, the experimental subjects of halfly-seeing children were fourteen children in the first grade of an elementary school, while controlled subjects were thirteen with normal eye-sight. The recognition errors of letters were tested by cancellation tests by work limit method. The procedure was the same as that of the second experiment. Nine target letters were some of Japanese characters: う (u), は (ha), る (ru), わ (wa), い (i), そ (so), へ (he), め (me) and お (o). Below each target letter, the same letters and other letters of a similar form, both ten in number, were arranged at random. The subjects cancelled the letters which they recognized as the same as the target letter. According to non-parametric U-test, they had significantly more confusion of recognition between は (ha) and ほ (ho), る (ru) and ろ (ro), め (me) and お (o) and お (o) and あ (a) than the controlled subjects. In the types of errors, however, there was no significant difference between the two groups. Through factor analysis by the complete centroid method and Varimax rotation, four factors were extracted which were Xo, Yo, uncancelling and failure of recognition of details. In this analysis the subjects were four halfly-seeing children and seventy-nine four-and five-year-old children with normal eye-sight. In the case of the four-year-old children only with normal eye-sight, the extracted factors were reversal errors, Xo, confusion of recognition in the case of the letters of a similar form as a while, failure of recognition of details and uncancelling. In the second experiment by one-group method, subjects were eight halfly-seeing children in the first grade of an elementary school. Target letters were all forty-six Japanese characters. In each experimental situation, all forty-six characters includinding the target letter and four more target letters were arranged below every target letter. The recognition errors were fewer than those of the first experiment, but compared with the other types of errors, there were more uncancelling error and recognition errors of the letters of a similar form as a whole.

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The author has experienced that many cerebral palsied children write mirror writing and their handedness is difficult to be identified. The purpose of this article is to consider writing in the cerebral palsied from these two points of view. Each child was asked to write his name lengthwise in the Japanese cursive syllabary with the hand that he wrote everyday, and then equally with the other hand. Subjects were 104 cerebral palsied children, rangingin age from 5 years 1 month to 14 years 7 months old (mean; 8 years 6 months). Seventy two children were classified as spastic and 32 children as athetosis. Control subjects were 74 non-brain-damaged children in the same range of years (mean; 9 years 5 months). Results were as follows: 1. Mirror writing was found in the cerebral palsied more often than in the non-brain-damaged. It was not recognized in the athetotic, but in the spastic. 2. Those who wrote with left hand were more frequently found in the cerebral palsied than in the non-brain-damaged. 3. In many of the cerebral palsied, mirror relation was observed between the letters which were written with the prefered hand and those with the other hand, but in the non-brain-damaged, such relation was scarcelyfound (the cerebral palsied: 54.8%, the non-braindamaged: 3.7%). This tendency was recognized regardless of age and more in the spastic than in the athetotic (the spastic 73. 6% the athetotic: 12.5%). 4. There were no relation between IQ and to write the letters with mirror relation. 5. Examing the relation between causes of cerebral palsy and to write the letters with mirror relation, such writing, did not relate to asphxia of the newborn, blasensprung and ikterus gravis of the newborn but to shortness of fetal life (below 29 weeks) and small weight at birth (below 2000g ). The cerebral palsied who were born prematurely wrote much more letters with mirror relation than those who were born maturely. The results of this article suggest the relationship between, to write the letters with mirror relation and perceptual disorders, because spastic children with perceptual disorders wrote letters with mirror relation much more than athetotic and non-brain-da-maged children. Furthermore, considering that cerebral palsied children have some difficulties in establishment of handedness, and in relations between the handicapped hand and handedness, or eyedness and handedness, these difficulties maybe one of the causes of dysgraphia. It still remains to study relationships between cerebral dominance and to write the letters with mirror relation.

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(1) A major concern of special education is to meet the educational needs of handicapped children. They were not considered fit subjects for public education at the beginning of the public school education program. However, in the latter half of the nineteenth century, education and training for them in an appropriate public institution came into being as significant. In Pennsylvania, "Laws" and "Acts" can be seen to have been favorable for its growth. They made it easy to build public institution for handicapped children and to place it. In parallel with this, it was often considered that "there must be important supervisory activities" to meet the needs for handicapped children. In the first place, "Medical Inspector" was mandated to examine handicapped children, and identify whether or not such children are fit subjects for special education and training. (2) On the other hand, as increasing members of special classes for handicapped children were established in the State, a renewed and re-emphasized burden of leadership responsibility accrued to "The State Department of Education"; in the result, to "The Department of Public Instruction", to local school boards of directors, and to local school administrators. And there came an increasing number of requests for assistance to "The Department of Public Instruction" in establishing the classes. The responsibility became heavy, and then a need was felt for some person trained in this type of work to be located closer to the local level. (3) Although the development of the "Medical Inspector" marked a first important step, the session of the "General Assembly" revised Sections 1413 of the "School Laws", and omitted the "Medical Inspector" as a person who had examined the handicapped for the purpose of recommending special education for them. In short, in 1937 legislation created the office of county supervisor of special education, and defined his duties. This office was given a dual role; identifying handicapped children, and supervising their instruction. The dual role was psychological and educational. And his duties were "to examine and investigate the ability, disability, and needs of the exceptional children in the schools", and "to make recommendations concerning the institution of such children", and "to supervise such instruction". In addition to this, his responsibility was to provide the means for a study and diagnosis of their difficulties necessary for them. Thus he was given the functions of a psychologist and educator in nature.

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(1) PURPOSE Several studies have been made on the attitudes toward the blind. On the whole, they found that verbalized attitudes toward the blind were mildly favarable, but deeper unverbalized attitudes were hostile. Furthermore, some investigators found that negative attitudes toward the blind correlated with authoritarian antiminority attitudes. However, it is doubtful for us that we treat the attitudes toward the blind and racial or relegious prejudices without discrimination. Because, there are differnces in their size, socio-economic situation and cultural background. The present investigation was to determine the attitudes toward the blind and to compare with racial or religious prejudices. (2) METHOD Procedure Tape recordings were made of the voices of three male university students. They read the same story. At first, the 3 voices were presented to Ss with the instruction those are voices of the blind. Two weeks after, those voices were presented once more to Ss, but then, with the instruction those were of the seeing. Of course, Ss were not told that they were going to hear the same 3 voices again. The study was introduced as an experimental investigation of the extent to which people's judgments about a speaker were determined by his voice. Ss were given a response sheet for each voice which directed them to rate each of 15 traits on 7 point scales. The traits used were: ambitious-not ambitious, interesting-boring, brave-cowardly, handsome-ugly, intellectual-ignorant, honest-dishonest, smart-stupid, kind-cruel, dependable-undependable, leader-follower, mature-immature, sociable-unsociable, happy-sad popular-unpopular, hard working-lazy. The favorable end of each bipolar scale was assigned a score of 7, and the unfavorable end a score of 1. It was predicted that the differences in the favorableness of any S's evaluations of the blind and the seeing guises of speakers would reflect his attitudes toward the blind and the seeing. Importance of traits Ss were asked to choose five most desirable traits and five least desirable traits in terms of their desirableness in friends. Subjects 83 male high school students. (3) RESULTS For each S on each of 15 traits the scores of the blind and the seeing guises of each speaker were noted, and these scores then were summed over the 3 speaker and over Ss. Ss evaluated the following 4 traits significantly more favorable for the blind than for the seeing guises: intellectual (t=2.2784), honest (t=4.6830), kind (t=4.6751), and hard working (t=3.7839), and ?the following 4 traits significantly more unfavorabe: interesting (t=-3.0033), leader (t=-2.2120), sociable (t=-4.5709), and happy (t=-7.8288). For each S two total scores were obtained, one for the 5 traits judged most desirable and one for the 5 traits judged least desirable, by noting the difference in evaluations of the blind and the seeing guises for each set of traits. Ss evaluated the blind guises to be more favorable in the sense of desirable traits (t=1.5776), and more unfavorable on undesirable traits (t=-1.7586). (4) DISCUSSION The attitudes of the seeing toward the blind differ from unfavorable feeling, hatred or hostility of the majority group members toward the minority group members in racial or religious prejudices. As can be seen in the evaluation of favorableness to the blind guises for socialy desirable traits, the attitudes toward the blind seem to be very favorable. However, when we take into consideration the fact that the blind guises are estimated as being sad and unsociable, we may well wonder whether this favorableness based on real recognition about the blind and their capacities. There is a possibility that these favorable attitudes are due to the seeing's generous appraisal in charity toward the blind as severely handicapped and pitiable one.

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