School Retardation: A Study of Predominant Factors Among Children Under the Supervision of the Bronx District of Catholic Home Bureau
The full significance of the problem of school retardation did not immediately come to the winter’s attention, until he reviewed, quite by accident, a study made by a leading educator in which it was pointed out that a proportionately large number of the school population performed at an inadequate level. This group usually made a poor school adjustment, which resulted in additional problems in other areas. Since their learning process was slower, they w ere unable to assimilate required material, or to maintain the pace of other children. Studies into the causes of their retardation threw new light not only upon the inadequacy of the teaching methods, but more important, upon the multiple contributing factors found in numerous individual cases. With the impetus of clinical psychology, the educational problem began to be studied and treated in relationship to the child’s total personality. As the writer reviewed the problem in relationship to the children on his caseload, when he was employed at the Catholic Home Bureau, the subject of school retardation became correspondingly absorbing. Many of these children, in addition to their poor school performance, gave evidence of a slow foster home adjustment, physical defects such as stuttering, poor vision and hearing, poor muscular coordination; as well as problems of lying, stealing and enuresis. Still others, testing within limits of the average intellectual range, also presented the problem of retardation, but their difficulty seemed to be predominantly the result of emotional involvement.
Educational administration|Clinical psychology|Social work
Friscia, William Pascal, "School Retardation: A Study of Predominant Factors Among Children Under the Supervision of the Bronx District of Catholic Home Bureau" (1952). ETD Collection for Fordham University. AAI30509622.