Some Factors in the Aetiology of Maladjustment in Children

Abstract

The Education Act of 1944 lays on the Local Education Authorities the duty of providing special educational treatment for certain categories of children distinguished as “handicapped.” Included under this heading are maladjusted pupils. These are defined (by regulations) as “pupils who show evidence of emotional instability or psychological disturbance and require special educational treatment to effect their personal, social or educational readjustment.” This definition is, in the words of The Times (1950), “broadly based,” and has indeed been a source of confusion. The first clause asserts a proposition which is very nearly circular, since “emotional instability” and “psychological disturbance” stand as much in need of definition as maladjustment. The second clause makes for even greater uncertainty. Is it intended to indicate that only some children showing evidence of psychological disturbance or emotional instability need “personal, social or educational readjustment”? The suggestion that this can be effected by special educational treatment has led to much bewilderment. Presumably what is intended is that these children have, in common with other handicapped children, a need for special educational treatment, and also a need for personal, social and educational readjustment. For no other class of handicapped pupils is it suggested that the handicap can be treated by education, however widely this term is conceived or however specialized to the particular needs of the handicapped child.