A clinical study of the educational problems of a group of activities pupils in a New South Wales high school and an evaluation of their academic progress during one school year.

Recent years have witnessed extensive changes in concepts of intelligence end intellectual growth. From theories involving concepts of "fixed intelligence" and "predetermined development", theorists have come to emphasis the importance of experience in the development of intellectuel processes. These new theories have necessitated a revision of ideas concerning the meaning and use of I.Q. scores. It is no longer regarded as valid to use a single I.Q. score to determine a child's educational future, or as a measure of innate intellectual ability. Intelligence and attainments are no longer considered to exist in a one to one casual relationship. Rather they are seen as being the product of the same background conditions, and as such difference not in kind, only in degree. These revised concepts have brought about a new emphasis on the possibility of educating the atypical child. Further they have brought about a recognition of the importance of multi-dimensional diagnosis and assessment. I.Q. is still regarded as a valuable tool in assessment and diagnosis, but is regarded as only part of a broader study of the individual. These theoretical concepts caused the author to question whether the selection procedures used in New South Wales could isolate the homogenous group of slow learners which are supposed to be included in Activities classes. Attitudes of teachers concerning the nature of children in Activities classes seemed to vary. Some seemed to regard their children as dull slow learners who needed a practical and social orientation to their curriculm, while others seemed to think of their classes as being essentially remedial problems. A review of literature concerning educational failure seemed to indicate the possibility of many children other than dull slow learners fulfilling the limited entrance criteria. Delinquents, children with specific learning disabilities, and children from low socio-economic groups seemed likely candidates. As there was no evidence available which would either confirm or deny these possibilities, an empirical study was undertaken of a group of 46 Activities pupils. The basic procedure of the study was to compile a detailed case study of each boy in which an attempt was made to assess his level of intellectual functioning, level of attainments, emotional status, and environmental background. The aim in each study was to assess the reasons for his Activities class placement, and to determine whether a slow learner classification was compatible with his level of intellectual functioning and what had appeared, in the course of the study, to be the basic cause of his educational failure. A secondary strand of the study was as assessment of the educational progress made by each boy over the period of one school year. A loose comparison was also made between two similar classes, into which the boys had been placed at the beginning of the study. The broadly different teaching situations which existed in these classes provided an opportunity for a comparison of the effectiveness of the two teaching techniques and methods. The results of the study indicated that the selection procedures were not adequate or sufficently well controlled to produce a homogeneous group of dull slow learners. It was apparent that all the boys were unsuited for an ordinary high school course and were in need of special class placement, but their educational failure did not always involve limited cognitive development. Within the study group six distinct groups were distinguished: a migrant group, a delinquent group, and environmentally deprived group, a specific learning disabilities group, a slow learner group, and a mildly retarded group. Although attainments and assessed I.Q.s gave the appearance of few differences between these groups, more detailed analysis indicated that they faced distinct educational problems. Most boys in the group made only limited educational progress, although this varied with individual boys and sub-groups. Generally progress was less than one year. The instruction provided appeared to be most suited to the delinquent, the environmentally deprived, and slow learner groups. In general, however, the instruction provided appeared unsatisfactory for the varied needs of the disparate groups. If it is intended that Activities classes cater solely for slow learners, then selection procedures will need to be revised considerably. If, on the other hand, the situation is to remain as it is at present, then many revisions and changes will have to be made. The nature of the class must be adequately described, teachers must be made aware of the expectations they might hold, classes will need specialised remedial instruction, and special training will have to be provided for teachers to enable them to meet the demands of such a complex situation