A Study of Development of the Problem of Children with Disabilities in influence education.

本研究的目的是阐明影响教育对残疾儿童问题的认识过程。在影响教育的早期，专家们认识到残疾儿童的存在。影响教育的第一个主题是：(1)对影响教育与基础教育等值性的再认识。(2)为实现这一目标迅速制定一项特别法律。（3）建立国家教养院。（4）接纳在地方教养所难以治疗的儿童进入国家教养所。在影响教育中，通过考虑这些主题认识到残疾儿童的问题。但大多数教养院没有对残疾儿童进行特殊教育和指导。特别是土山学园院长池田千念试图介绍精神医学和实验的成果 ...更多信息 残疾儿童的心理学。他的尝试和价值，因为它是适当的残疾儿童。在这项研究中的第二个问题是分析这些会议的议事录表明，主要议题是（1）要求残疾儿童与其他儿童接受教育的教养所。(2)改善管教所的教育，根据管教所儿童的能力对其进行教育。(3)使改革学校的教育与公立小学的教育待遇相同。改革学校的典狱长会议要求政府设立一个评估儿童能力的办公室，并为残疾儿童建立寄宿机构，以便他们可以在改革学校与其他儿童分开接受教育。在教养院教育越来越像公立小学教育的时期，教养院开始将那些被免除公立学校教育的儿童送到教养院，教养院院长会议要求建立儿童分类之家和残疾儿童护理设施，以便使残疾儿童脱离影响教育。随着影响教育转变为“初级教育”，感化院开始根据儿童的学习能力对其进行分类，因为许多残疾儿童和失学儿童被纳入影响教育设施。少

The aim of this study is to clarify the process of the problem of children with disabilities which was recognized through influence education.In the early years of the influence education, specialists recognized the existence of the children with disabilities.The 1st subjects of influence education were as follows. (1) The recognition of the equivalence between the influence education and the elementary education. (2) The rapid establishment of a special law for realization of this purpose. (3)The establishment of a national reformatory.(4)The admittance into the national reformatory of children who were difficult to treat in the local reformatories. In influence education, problem of children with disabilities were recognized by considering these subjects. But the majority of reformatories did not give special education and guidance for children with disabilities. Especially, Sennen IKEDA (director of Tsuchiyamagakuen) attempted to introduce the result of mental medical and experiment … More al psychology for children with disabilities. His attempts and worth because it was appropriate for children with disabilities.The 2nd problem in this study is analysis of the proceedings of those meeting showed that the main topics were (1) demands that children with disabilities be separated from the other children receiving their education in the reformatories. (2) improvement in education in the reformatories, and education of children in the reformatories according to their competence. (3) to have education in the reform schools treated the same as education in the public primary schools. The reform school meetings of wardens demanded that the government establish an office for assessment of the children's abilities, and also establish residential institutions for children with disabilities in order that they might be educated separately from the other children in the reform schools. During the period in which reformatory education was becoming more like public primary school education, reformatories began to separate children who had been exempted from public school education had been sent to the reformatories.The conference of reformatory principals demanded to establish classification homes of children and the care facilities of children with disabilities in order that children with disabilities might be separated from influence education. As influence education was changing into "primary education", reformatories began to classify children according to their learning competence, since many children with disabilities and non school attendance children were included in the facilities of influence education. Less