roup were still in contact with Terman. Of these, 150 were considered very successful. This distinction was based on such criteria as being listed in Who's Who or having received recognition for outstanding intellectual or professional achievement. Most of the others were much more successful than people of average intelligence. On the other hand, some persons in the gifted group had committed crimes, dropped out of school early, or been unsuccessful at a number of jobs. Those least successful were more poorly adjusted emotionally and less motivated than the others. On the whole, though, the most striking fact revealed in the study was that gifted children made generally outstanding contributions to society in the form of intellectual achievements.
In their early years, Terman's gifted children were above average in height, weight, and physical development, and they were also better adjusted. It had ben generally believed that very gifted children were likely to be maladjusted and socially backward. Terman's study definitely disproved this notion.
The gifted child is liable to encounter serious difficulties in school. He may be bored by children of his own age and his knowledge may even exceed that of his teacher. Teachers may consider him rude or a show-off. He may become a real problem simply because he is bored and loses interest in a class designed for "average" children. Some schools today are facing this problem by planning appropriate programs for gifted children.
At the other extreme of the intelligence scale is another problem area -- the mentally retarded who have IQ's below 70. These persons have traditionally been classified as morons (IQ 50-70), imbeciles (IQ 20-50), and idiots (IQ below 20). A new classification by degree of retardation was recently drawn up by the President's Panel on Mental Retardation. This classification divides retardation into mild, moderate, severe, and profound. These categories, along with specific characteristics for each category, are shown below.
MILD RETARDATION (IQ 50-70) Often not noticed as retarded by casual observer. Can acquire practical skills and useful reading and arithmetic to sixth-grade level. Can usually achieve social and vocational skills necessary for self maintenance but is slower to walk, feed self, and talk than most children . Can be guided toward social adjustment. May need occasional guidance and support when under unusual social or economic stress.
MODERATE (IQ 36-50) Noticeable delay in motor especially in speech; responds to training in various self-help activities. development,Can learn simple communication, Can perform simple tasks under elementary health and safety habits, and sheltered conditions; participates in simple manual skills; does not progress simple recreation; travels alone in familiar places; usually incapable of self-maintenance.
SEVERE RETARDATION (IQ 20-35) Marked delay in motor development; little or no communication skill; may respond to training in elementary self-help -- for example, self-feeding. Usually walks, barring specific disability;has some understanding of speech and ' some response; can profit from systematic habit training Can conform to daily routines and repetitive activities; needs continuing direction and supervision in protective environment.-
PROFOUND RETARDATION (IQ below 20) Gross retardation; minimal capacity for functioning in sensorimotor areas; needs May walk, Obvious delays in all areas of development; shows basic emotional responses; may respond to skillful training in use of legs, hands, and jaws; needs close supervision May walk, need nursing care, have primitive speech, usually benefits from regular physical activity. ; incapable of self-maintenance
Mental retardation has many causes. Some are genetic accidents, such as Mongolism or Down's syndrome, which are caused by an extra chromosome. Some are caused by physiological problems, such as cretinism, which results from thyroid deficiency. Some are due to physical factors such as not receiving enough oxygen before birth. And many are simply a combination