| Abstrakt: |
The article presents information on various research papers on the emotionally and socially handicapped. Many behavioral scientists have their turned attention to the area and numerous publications have resulted prescribing social action for the disadvantaged, the delinquent and the disturbed. Majority of publications on this subject have been prescriptions, subjective descriptions, and clinical case studies. In both the areas of major change there is great promise and great need for scientifically responsible research. No specific definition of the emotionally and socially handicapped has been widely accepted and consequently the figures on incidence vary according to the definition employed. An usually accepted but still controversial belief is that emotionally disturbed children as a group are deficient in school skills, particularly in reading. The evidence for the converse of this is that reading-disabled pupils show more maladjustment than pupils making normal progress, but the belief whether disturbed children are also disabled in school skills remains moot. |
