A comparative study of IEP service delivery system for the children with autism between U.S and Japan

美国与日本自闭症儿童IEP服务体系比较研究

• 批准号: 16600002
• 负责人: ETO Hiroshi
• 金额: $ 2.18万
• 依托单位: Oita University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2004
• 资助国家: 日本
• 起止时间: 2004 至 2006
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-16600002/
• 关键词: Autism; IEP; Special Education; Related Service; NPO; Unified School District; 個別の指導計画; システム; 心理・教育サービス; 学校区; 専門家; funding; カリフォルニア州

The purpose of this study was to explore the service delivery system for the children with autism between USA and Japan. For attaining the purpose, the Japanese situation and background were compared to those of Japan.In U.S, special education services are regulated by IDEA and state laws. Under these regulations, IEP is made for each child with autism. They are delivered two kinds of services. One is "special education service", and the other is "related service".We got 15 IEP, participated in 3 IEP meeting, and interviewed with 3 officers of special education officer in 3 unified school districts (USD) and 12 agent of service provider of the children with autism, for studying especially about "related services".Most "relatec services" are delivered by out-school service provider which is NPO (Non Profit Organization) or PO (Profit Organization). Behavior service (ABA, Behavior Therapy) and speech therapy are most used by children with autism. The average of the cost is about $55 per one hour. The form of service delivery is various (ex; home-based, clinic-based, school-based, classroom-based). In NPO or PO, the agency only requires the permission, most staffs have no qualification and worked as their carrier development. USD contracts NPO or PO for delivering services to the schools and monitors them.In Japan, "related services" are similar to the class "JIRITSU-KATSUDOU". But the service provide for autism is delivered by school teachers It means that school teachers decide the contents of related services. Others can not work without having teacher license. U.S system has more flexible than Japanese system.It is important for Japan to analyze legal situation and effectiveness of "related service" to the cost. At the same time, NPO or PO in Japan need to add behavioral and speech services more.

本研究旨在探讨美日两国针对自闭症儿童的服务提供系统。为了达到这一目的，我们比较了日本和日本的情况和背景。在美国，特殊教育服务是由IDEA和州法律监管的。根据这些规定，IEP是为每个自闭症儿童制定的。他们被提供两种服务。一种是“特殊教育服务”，另一种是“相关服务”。我们获得了15个IEP，参加了3次IEP会议，并访谈了3个统一学区的3名特殊教育官员和12名自闭症儿童服务提供者代理，特别是关于“相关服务”的学习。行为服务(ABA，行为疗法)和言语疗法是自闭症儿童最常用的治疗方法。平均每小时的费用约为55美元。提供服务的形式多种多样(例如：基于家庭、基于诊所、基于学校、基于课堂)。在NPO或PO中，机构只需要许可，大多数工作人员没有资格，从事他们的承运人开发。在日本，“相关服务”类似于班级“JIRITSU-KATSUDOU”。但为自闭症患者提供的服务是由学校教师提供的，即由学校教师决定相关服务的内容。其他人没有教师执照就不能工作。美国的制度比日本的制度更灵活，对日本来说，分析“关联服务”的法律状况和效力对其成本具有重要的意义。与此同时，日本的NPO或PO需要更多地增加行为和言语服务。

项目成果

自閉症の子どもたちとのコミュニケーション改善法3-非音声コミュニケーション獲得に向けたアプローチ-

如何改善与自闭症儿童的沟通3 - 获得非语言沟通的方法 -

• 发表时间: 2006
• 期刊: 自閉症教育の実践研究 2
• 作者: Notsu;Takashi;野津 隆志;肥後 祥治;谷本 有美子;野津 隆志;肥後 祥治;佐竹 隆幸;松田 陽子;肥後 祥治
• 通讯作者: 肥後 祥治

Building Up Educational Support System (In Japanese).

建立教育支持系统（日语）。

• 发表时间: 2005
• 期刊: KYOUIKU-TO-IGAKU 626
• 作者: 山口真実;室田昌子;福井 幸男編著;Shoji Higo
• 通讯作者: Shoji Higo

Organizing School for Supporting Educational Practices (In Japanese).

组织学校支持教育实践（日语）。

• 发表时间: 2007
• 期刊: Education for Physical Handicap 180
• 作者: Mnako;Habara;Shoji Higo
• 通讯作者: Shoji Higo

Statistical Evaluation of "JIRITSU KATSUDOU" Class (In Japanese).

“JIRITSU KATSUDOU”班级的统计评估（日语）。

• 发表时间: 2005
• 期刊: Paper Presentation at 44th annual meeting of Japanese Association of Special Education
• 作者: Takehisa Amagai;Hiroshi Eto
• 通讯作者: Hiroshi Eto

Comprehension and Approach for Behavior Problems (In Japanese).

行为问题的理解和处理（日语）。

• 发表时间: 2006
• 期刊: Japanese Journal of Study on Special Support Education 585
• 作者: Notsu;Takashi;野津 隆志;肥後 祥治;谷本 有美子;野津 隆志;肥後 祥治;佐竹 隆幸;松田 陽子;肥後 祥治;佐竹 隆幸;久保田 真弓;Hiroshi Eto;Takayuki Satake;Shoji Higo
• 通讯作者: Shoji Higo