智能不足兒童之預防

當前我國社會政策強調均富原則，而特殊教育之主要目的，在使個人發揮最大潛能，以達到「人盡其材」之目標。如此才能「各竭所能」以服務社會，造福國家。是故，特殊教育之推展乃是建設安和樂利社會的重要措施之一。因此，我國自實施九年國民教育以來，便積極推展特殊教育，使我國教育發展進入一個新的境界，也使學童的就學率突破了所謂的最高極限，成為亞洲教育最發展的國家之一。真正實現孔子「有教無類」與「全民教育機會均等」的理想。

The purpose of this study is to investigate the functional causes and workable prevention of mental retardation. Through processes of interview， conference. diagnosis， inquiry， survey， comparison， and literature review， the following findings were obtained: 1. The prevalence of mentally retarded children was significantly correlated with children’s birth order， number of sibling， and educational leve of parents; but not correlated with children’s sex. 2. The causes of mental retardation might be explored from perspectives of pathology and genetics. Pathologically speaking， in this study most of the retarded children caused by unfavorable psychological and social environment， infection and intoxication， and unknown prenatal influences; while few caused by disorder of metabolism， hindrance of growth or nutrition， and severe neurosis. Genetically speaking， the causes of mental retardation resided in conceptional conditions， gestational incidents， delivery process， prenatal factors， and socio-cultural factors. Details of these conditions and factors were analyzed and explained in this study. Based upon the findings mentioned above， strategies of preventing mental retardation were suggested as follows: 1. Carrying out family plan; 2. Implementing nine-year compulsory education; 3. Transacting “Mama Classroom”; 4. Enacting eugenical legislation; 5. Advocating heritage counseling; 6. Enforcing social welfare policy; 7. Enriching parents’ medical knowledge; 8. Emphasizing parents’ mental health; 9. Strenthening pre-marriage education; 10. Avoiding accidental injuries to children; 11. Editting manual of prevention of mental retardation. Owning to the constraints of time and finance，this study was somewhat methodologically deficient. the authors recommended that further studies with representative sample of early retarded children should be elaborately undertaken by physicians， psychologists， teachers， and specialists of special education as a research group.