Abstract

• I . Objectives of the study This study attempted to examine, from a pedagogical point of view, how socially-handicapped children differ from normal ones in their family backgrounds, personality traits, adaptability to school life, and their peer relationship. This study was made under the following hypothesis; 1. The family background of socially-handicapped children is less disirable than that of normal ones. 2. Personality traits of socially-handicapped children are less desirable than those of normal ones. 3. Socially-handicapped children tend to be less adaptable to school life than normal ones. 4. Peer-relationship ot socially-handicapped children is less desirable than of normal ones. Contents of study The thesis consists of the following five main parts; 1. Introduction 2. Related Studies 3. Procedure 4. Resuits 5. Summary and Conclusions Instruments The following instruments were used for this study; 1. Family background record prepared by the school. 2. Questionnaire prepared by the writer. 3. General personality test (written by Kim Ki-Suk and published by Korean Testing Center). 4. School activity record. 5. Sociometric test. If. The following conclusions were derived from the study 1. As compared with normal children, socially-handicapped ones have, in many cases, larger number of siblings, their families belong to lower economic bracket; their parents were indifferent to their children, and their mothers were less educated. 2. As compared with normal children, socially-handicapped ones are emotionally unstable, although they are the same as normal children in their sense of dominancy, responsibility, sociality, and confidence. 3. As compared with normal children, socially-handicapped ones are tardy in their learning, although they are almost the same as normal ones in their intelligence development. 4. As compared with normal children, socially-handicapped ones make friends more easily with pupils of other classes and schools rather than those of their own class or school.

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