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

日本残疾儿童进入高中的实证研究

基本信息

批准号：
06610239
负责人：
WATANABE Akio
金额：
$ 1.22万
依托单位：
TOTTORI UNIVERSITY
依托单位国家：
日本
项目类别：
Grant-in-Aid for General Scientific Research (C)
财政年份：
1994
资助国家：
日本
起止时间：
1994 至 1995
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-06610239/
关键词：
Children with disabilities Upper secondary education Discrimination and inequality Special educational needs Special educational care

项目摘要

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.

首先，笔者对二战后日本的高中教育体制进行了历史考察，提出了“教育机会均等”的教育改革理念。当新的教育制度开始时，高中向所有想上学的人开放，残疾儿童不仅应该能够接受义务教育，而且应该能够接受高中教育。《学校教育法》允许特殊学校高中部(第71条和第72条)和高中开设残疾学生特殊班(第75条)。第二，对残疾儿童高中教育管理进行了实证研究。在高中教育方面发现了以下六种歧视和机会不平等：(1)对残疾人的歧视，特别是(2)对只能通过访问教师系统才能接受教育的儿童的歧视，(3)残疾类型之间的不平等，(4)残疾严重程度或严重程度之间的不平等，(5)县之间的不平等，(5)同一县地区之间的不平等。最后，我调查了残疾青年“完成中等教育”的权利，这意味着从初中到高中教育的整个过程和对青少年的重要教育。