POSITIVE STUDY ON THE ENTRANCE OF CHILDREN WITH DISABILITIES TO UPPER SECONDARY SCHOOLS IN JAPAN

首先，对二战后日本的高中教育制度进行了历史研究。6-3-3单一体制的教育改革理念是“人人享有平等的教育机会”。当新的教育制度开始时，高中向所有想上的人开放，残疾儿童不仅可以接受义务教育，还可以接受高中教育。《学校教育法》允许特殊学校的高中部门（第71条和第72条）和高中残疾学生的特殊班级（第75条）。其次，对残疾儿童高中教育的管理进行了实证研究。在高中教育中存在以下六种歧视和机会不平等：(1)对残疾人的歧视，特别是(2)对只能通过访教制接受教育的儿童的歧视；(3)残疾种类的不平等；(4)残疾严重程度的不平等；(5)州间的不平等；(5)同一州内地区间的不平等。最后，我调查了残疾青少年“完成中等教育”的权利，这意味着从初中到高中教育的贯穿过程和青少年的意义教育。

First of all, I carried out the historical research on the system of upper secondary education in Japan after World War II.The idea of educational reform to 6-3-3 single system was 'equality of educational opportunities for all'. When the new educational system started, high schools were open to all who desire to attend and handicapped children should been able to get not only compulsory education but also upper secondary education too. School Education Law has allowed the upper secondary departments of special schools (Article 71 and 72) and the special classes for the disabled students at high schools (Article 75).Secondly, I made the positive research on the administration of upper secondary education for children with disabilities. The following six kinds of discrimination and inequality of opportunities on upper secondary education were identified ; (1) discrimination to the disabled, especially (2) discrimination to children who can get education only by visiting teacher sysytem, (3) inequality among types of disabilities, (4) inequality among severity or seriousness of disabilities, (5) inequality among prefectures, (5) inequality among areas in same prefectures, .Finally, I investigated the right of the disabled youth to 'complete secondary education' which meant both the through process from lower to upper secondary education and significant education for the adolescent.