Research on the social background and the theoretical base of inclusive education as means of a democratic society realization

本研究考察了全纳教育在美国、英国和北欧的社会背景和理论基础。全纳教育是一场全球性的教育体制改革运动，不仅发生在发达国家，也发生在发展中国家，尽管全纳教育的真正含义并不一定是共同的。全纳教育是指在社区内邻近公立学校的共同课程基础上，为解决社会经济/教育差距、文化/宗教和种族差异所产生的社会排斥现象，促进并实现对所有同龄青年的教育。此外，全纳教育还具有共同追求实现这些目标的方法发展的特点。如果没有认识到全纳教育运动所包含的社会和理论的复杂性，只关注残障人士而不关注其差异，那么全纳教育就会以马赛克的形式被理解，从而可以用日本的特殊支持教育来说明。虽然全纳教育运动提出了划时代的思想，也看到了一些成果，但如果过于拘泥于统一的实现方式，就会导致与全纳思想相对立的排斥。

This research examined the social background and theoretical base of inclusive education in the United States of America, Britain, and Northern Europe. Inclusive education is a global reform movement of the education system not only in developed countries but developing ones, although the true meaning of inclusive education does not necessarily shared commonly. Inclusive education is educating all youth in a group of the same age based on a common curriculum in the neighboring public school in the community, in order to settle the exclusion from society produced by social and economical/ educational gap, cultural/ religious and ethnic differences, to promote full participation to society and to realize it. Moreover, inclusive education has the feature also in the point of also pursuing the method development for attaining these purposes collectively. Without recognizing the societal and theoretical complexity contained in inclusive education movement and focusing only to the disabilities instead of a difference, the inclusive education will be understood in mosaic form so that it may be illustrated by the special support education in Japan. Although inclusive education movement has the epoch-making idea is raised and some results are also seen, it will lead to exclusion opposite to an idea of inclusion if it may be stick to too much uniform method of the realization.