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

首先，笔者对二战后日本高中教育体制进行了历史考察，对6-3-3单一制的教育改革理念是“人人受教育机会均等”。在新的教育制度开始时，高中向所有愿意上学的人开放，残疾儿童不仅应该能够接受义务教育，而且还应该能够接受高中教育。《学校教育法》第71条、第72条允许特殊学校的高级中等教育部（第71条、第72条）和残疾学生在高级中等学校开设特殊班（第75条）。其次，对残疾儿童高级中等教育管理进行了实证研究。查明了以下六种高中教育方面的歧视和机会不平等：（1）对残疾人的歧视，特别是（2）对只能通过访问教师制度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）都道府县之间的不平等，（5）同一都道府县内地区间的不平等。最后，笔者考察了残疾青年的“完成中等教育”权，即从初中到高中的整个教育过程和青少年的重要教育。

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.