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The present system of recording at the clinic, makes the abstraction of statistical
material for the support or disproof of clinical impressions so tedious as to be impracticable
The table of statistics is particularly barren of information about treatment. It merely
records that of ninety cases treated, forty-nine completed treatment and were closed improved.
A further eighteen did not complete treatment, but were improved at the time of closure. The
remaining twenty-three did not complete treatment, and were not improved. A better system of
recording which would permit of a ready analysis of the factors that are associated with
favourable or unfavourable outcome of treatment of specific clinical syndrome, is a necessity
which would enable the experience of one year to be more effectively used in succeeding years.
The experience of recent years shows that the Child Guidance Clinic cannot discharge
its twin responsibilities of prophylaxis and treatment in any one year without additional
psychologist and child therapist help. Either the clinical care of the child patients and
their families suffers or the equally important work of propagating the principles of mental
hygiene is neglected. Until staff resources are adequate to maintain a balanced service with
present rate of some two hundred new referrals yearly, it will be necessary in some measure
at least, to continue to resort to the expedient of robbing Peter to pay Paul.
HANDICAPPED CHILDREN
CATEGORIES OF HANDICAPPED PUPILS: SPECIAL EDUCATIONAL TREATMENT.
The several categories of handicapped pupils requiring special educational treatment
were re-defined by revised Regulations made during the year 1953. The new definitions are
quoted below in the various paragraphs dealing with the particular handicap.
The main changes from the previous Regulations affect six categories of handicapped
pupils. The definition of a partially deaf pupil was amended with a view to clarification.
Provision for diabetic pupils needing special care exists in boarding homes approved for the
purpose by the Minister; and this category has now disappeared from the regulations entirely
as a separate entity. Previously epileptic and physically handicapped pupils were so defined
as to imply that they could not be educated in an ordinary schools in fact, many of these
children can be educated in ordinary schools if special arrangements are made or facilities
provided to enable them to overcome their particular difficulties. The effect of the amended
definitions was therefore to bring within their scope all physically handicapped and epileptic
pupils who are able, with some degree of special help, to attend ordinary schools. The
definition of a pupil with speech defect was slightly simplified. The definition of delicate
pupils was considerably broadened so as to make it a kind of residual category, covering all
handicapped pupils who do not specifically come under any other heading; diabetic pupils now
come within this category. The definition has also been expended to take account of the fact
that some delicate pupils can be educated under the normal regime of an ordinary school but
need a change of environment to make this possible - e.g., some asthmatics and diabetics. It
may also open the way for a prolonged period of convalescence or careful rehabilitation for
children with debility arising from poor home circumstances. Handicapped pupils who are blind
or deaf must be educated at a special school (unless the Minister otherwise approves); others
may receive this special educational treatment in a special school or in an ordinary school as
may be appropriate to their individual needs.
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