SPECIAL NEEDS OF MALADJUSTED CHILDREN

2.1 Background

Compared with peers of the same age, children with adjustment difficulties present maladjustment which often leads to emotional disturbance and behavioural problems when they are in families, schools or other social settings. Since the 60’s the above narration has been applied for identifying maladjusted children in Hong Kong. In the early 90’s, the following description has been adopted for service provision.

The White Paper on Rehabilitation (Hong Kong, May 1995) para. 6.46 states : “Most maladjustment are not permanent handicaps. The disruption to learning experienced by children with emotional or behavioural problems is generally not the result of an impairment but arises from, or may be influenced by, unsatisfactory relationships in school or at home. These difficulties can be overcome if special help is provided. However, some maladjusted children may require special intensive programmes to help them in the adjustment and such programmes cannot be provided in ordinary schools. It will be preferable for them to remain within the area of special education.”

In the late 60’s, the
Education Department (ED) approached the sponsoring bodies of five centres serving this category of children under the subvention of the
Social Welfare Department (SWD) to consider operating schools to provide educational services. In September 1970, under ED subsidies and supervision, a special school for maladjusted children formally started operation in each of these 5 institutions. Since then, in response to social changes and increasing demand, the number of special schools for maladjusted children has increased to seven (Please see Appendix 1). A large proportion of children admitted into these schools are also receiving residential services under SWD supervision. In 1997, this category of schools was renamed as schools for social development.

2.2 Definition of Maladjustment

There is a clear definition of maladjustment as mentioned in Chapter 10 of the Hong Kong Review of Rehabilitation Programme Plan (1994/95 - 1998/99) issued by
Rehabilitation Division, Health and
Welfare Branch,
Government Secretariat, Hong Kong in 1996. A maladjusted child is defined as :

one whose behavioural and emotional difficulties, however caused, have prevented the child from benefiting from the ordinary social and educational experiences of home and school, and whose difficulties will persist unless help is given by those with appropriate skills -- a child for whom failure in learning and in socially approved situations is more probable than success. (Robert Laslett, Educating Maladjusted Children 1977). The term ‘maladjustment’ is not a clinical term indicating a precise diagnosis. It is generally recognised as a descriptive term for a child ‘who is developing in ways that have a bad effect on himself or his fellows and cannot without help be remedied by his parents, teachers and other adults in ordinary contact with him.’ (Underwood Report of the Committee on Maladjusted Children 1955, UK).

Adjustment problems among children are usually transient in nature and may be improved through education and counseling before developing into permanent features. If evidence suggests that children's emotional and behavioural difficulties are so severe and complex that their special educational needs cannot be properly met by mainstream schools and external provision cannot be reasonably provided within the auspices of the general sector of education, then special educational services should be provided .

2.3 Characteristics of Maladjusted Children

Maladjusted children are ineffective in their immediate environment of home, school or other social settings. Depending on the temperament and personal experiences of the children, their emotional and behavioural difficulties may be mani fested in extremely diversified manners ranging from the polarised conditions of being intensely introvert to extremely extrovert behaviours. The manifestation of adjustment problems may include
withdrawal,
depression or
self-injuries,
obsessions,
school rejection,
drug and substance abuse,
destructive,
uncooperative and
violent behaviours. The common characteristics of these children in their different aspects of life are as follows :

2.3.1 Family

The following manifestation may reflect their relationship with other members of the families:

(1) being rebellious against parents;

(2) staying out late or even absconding from home;

(3) siblings rivalry,

(4) being indifferent to concerns from and needs of their families.

2.3.2 School

The following behaviour reflects their relationship with teachers and fellow pupils:

(1) Disregarding school disciplines resulting in frequent violation of school regulations despite counseling being provided, e.g. : fighting and / or disrupting classes to the extent that teaching cannot be conducted.

(2) Influencing other classmates to follow him in breaking school regulations.

(3) Openly challenging school authorities and insulting teachers .

(4) Very often, being apathetic towards school activities.

(5) Their wayward behaviour may not be accepted by their fellow pupils or teachers thus creating conflicts in schools.

2.3.3 Learning

More often than not, maladjusted children are academically less able owing to the following disadvantages :

(1) Weak concentration and short attention span resulting in fickleness with job at hand, thus hampering their learning in both knowledge and skills.

(2) Long term experience of school failure does not only impede their interest and motivation in academic work but also diminishes their confidence in other aspects, particularly in new areas of learning.

(3) The vicious cycle between repeated experience of failure and children’s low self concept and confidence hinders them in further academic achievement.

(4) Their academic attainment may not be comparable to their intelligence and social maturity. This discrepancy causes reluctance in accepting teaching material which is lower in level than that of pupils of their same age.

(5) Their non-academic ability and achievement may not be appreciated in their school environment.

(6) Both of the children and their families have no positive expectation on academic or school achievement, thus lowering children’s motivation to learn.

2.3.4 Social aspect

Presenting unacceptable behaviours such as :

(1) Being weak in self-control, some of them exhibit impulsive behaviour such as temper tantrums, use of foul language, pilfering or vandalism. In the other extreme, some may be withdrawn, indifferent and isolating themselves without any contact with others.

(2) Involve with undesirable peers resulting in truancy and / or delinquent behaviour.

(3) Have low awareness of social norms and conventions resulting in wayward behaviours.

2.4 Factors Inducing Maladjustment

Maladjustment is induced by a number of interactive factors. In a nutshell, it originates from unsatisfied basic needs. They include the physiological needs of food, warmth, shelter… and the psychological needs such as
love,
peers,
status,
recognition,
sense of achievement and
security. The unsatisfied basic needs would drive children to seek for them via inappropriate means.
Maladjustment of pupil is directly related to the following factors :

2.4.1 Family

A huge portion of local cases of maladjustment come from
ineffective families. Their parents may be deceased, divorced and / or working long hours. This leads to long term negligence of children’s needs. As a consequence, they are insufficiently prepared for and thus could hardly adjust to their school and social life.

2.4.2 School

Under an academic-oriented and competitive education system, the central curriculum may not be relevant and appropriate to each and every pupil. Those children who, for a long time, fail to obtain success in school and are left without sufficient support may give up their school work. Hence, their school life impedes their
personal and social development.

2.4.3 Society

When children are not satisfied at home or in school and lack effective guidance from adults, they may easily drift into undesirable
sub-cultures. This may lead to
anti-social behaviour,
avoidance or
withdrawal and
apathy in life.

2.5 Specific Aims of Education for Maladjusted Children

From the above definitions and descriptions, maladjustment may be considered as a transient phenomenon since favourable changes in home, school or social situation of the children or alterations in their perspectives about their immediate environments could help them to adjust. Therefore the ultimate aim of education for the maladjusted is to help them adjust and integrate into their immediate environments which include family life, mainstream education, vocational training or open employment.

2.6 Educational Strategies and Intervention

The strategies and intervention related to the education of maladjusted children should be geared to their specific needs and aim at helping them to develop positive values and behaviours. It is certainly helpful if the education system, their family situation and the unfavourable factors in society can be improved. However, it may be more important if the pupils can develop an awareness of their own strengths and limitations as well as a realistic understanding of their circumstances and coping skills. Then they can adapt to their family, school and social life more effectively.

By and large, in the school and residential settings, a balanced curriculum and a caring environment can help children to improve their interpersonal relationship, enhance their self-image and motivate learning. However, to achieve the aim of integration into society, effective families and accepting society are also needed.

2.7 Aims of this Curriculum Guide

Education is a long term and complicated task. Besides special training and skills in teaching, teachers of maladjusted children need to offer double of love, in order to achieve the goal of the whole person education.

This Curriculum Guide aims at revealing the needs, appropriate organisations and methods of delivering the curriculum for maladjusted children. It may help teachers and other related disciplines such as
social workers,
residential care staff and
psychologists to support maladjusted children in their school work, and personal and social development. It is hoped that this Guide will serve to enhance co-operation among different disciplines of staff working for the maladjusted children.

(1)	being rebellious against parents;
(2)	staying out late or even absconding from home;
(3)	siblings rivalry,
(4)	being indifferent to concerns from and needs of their families.

(1)	Disregarding school disciplines resulting in frequent violation of school regulations despite counseling being provided, e.g. : fighting and / or disrupting classes to the extent that teaching cannot be conducted.
(2)	Influencing other classmates to follow him in breaking school regulations.
(3)	Openly challenging school authorities and insulting teachers .
(4)	Very often, being apathetic towards school activities.
(5)	Their wayward behaviour may not be accepted by their fellow pupils or teachers thus creating conflicts in schools.

(1)	Weak concentration and short attention span resulting in fickleness with job at hand, thus hampering their learning in both knowledge and skills.
(2)	Long term experience of school failure does not only impede their interest and motivation in academic work but also diminishes their confidence in other aspects, particularly in new areas of learning.
(3)	The vicious cycle between repeated experience of failure and children’s low self concept and confidence hinders them in further academic achievement.
(4)	Their academic attainment may not be comparable to their intelligence and social maturity. This discrepancy causes reluctance in accepting teaching material which is lower in level than that of pupils of their same age.
(5)	Their non-academic ability and achievement may not be appreciated in their school environment.
(6)	Both of the children and their families have no positive expectation on academic or school achievement, thus lowering children’s motivation to learn.

(1)	Being weak in self-control, some of them exhibit impulsive behaviour such as temper tantrums, use of foul language, pilfering or vandalism. In the other extreme, some may be withdrawn, indifferent and isolating themselves without any contact with others.
(2)	Involve with undesirable peers resulting in truancy and / or delinquent behaviour.
(3)	Have low awareness of social norms and conventions resulting in wayward behaviours.