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Comparative Research Study on Current Status and Innovative Approach of Special Education in Europe and North America

欧洲与北美特殊教育现状及创新方法比较研究

基本信息

批准号：
01041105
负责人：
OHASHI Toshiriro
金额：
$ 12.35万
依托单位：
The National Institute of Special Education
依托单位国家：
日本
项目类别：
Grant-in-Aid for international Scientific Research
财政年份：
1989
资助国家：
日本
起止时间：
1989 至 1991
项目状态：
已结题

项目摘要

This project was started from 1989 to 1991, to understand situations and new trends of special education in ten countries in Europe and North America by collecting systematic and comprehensive materials and researches with staffs mainly from the National Institute of Special Education. The purpose of this research project is to promote development of Special Education in Japan.Researchers from Japan visited administrative organizations, academic institutions like university or school to study practical situation in these countries in the first two years (1989-1990) period.In 1989, ten countries (United Kingdom, Sweden, Norway, Hungary, Soviet Union, France, Germany, Italy, USA and Canada) were studied to get information and understaid situation in Special Education. It was investigated on eight points : (1) gal arrangement for Special Education and Administration, (2) Early education, (3) Educational Programme (Curriculum), (4) Teacher Education, (5) Guidance after school life, (6) Tra … More nsformable Education, (7) Co-operation between Medical care and social welfare, (8) Research System on Special Education, supplied addendum in 1990.In 1990, the last year of this project, six cooperative researchers from six countries (United Kingdom, Norway, Soviet ion, Germany, USA and Canada) were invited to Japan to have discussion for the final report of this project.The final report was summarized and published about eight points in ten countries through this project.It was found that a common feature among these countries is an endeavor to organize an effective arrangement for pupils and students depending on their educational needs. Comparing with Japanese organization, it can be shown one of critical difference that they arrange more flexible education. It should be difficult for the standardized management arrange Individual Educational Programme and use Resource Room system effectively. Furthermore, it can be mentioned at they are making efforts to improve special skills of teachers for integrating handicapped children into the ordinary education.Needless to say, Education has a deep root into the history and culture in each country. They have different situations, future directions and reformation depending on each issue. It can not be said that their situation and future direction of Special Education can give direct advice for innovation of Japanese Special cation. However, it is believed that situation and idea introduced in this project presented very important materials consider future of Japanese Special Education.It can show one example, Resource Boom System which is widely carried out in USA and has flexible arrangement. It would give great suggestion for Japanese Education. It is difficult for Japanese pupils and students to receive education in a different school or class room from their enrolled schools or class rooms. Japanese restrict educational system which is organized on enrollment makes difficult to arrange flexible educational programme. It is suggested to provide a system which can arrange adequate individual educational programme depending on children's needs, something like a transitional class room organization. One of important keys to solve this issue is to become free from policy which staff arrangement is restricted under children's enrollment not on children's needs.This project made enable to have fruitful discussion with researcher in each country. Resource persons and research institutions are representatives of each country. It made possible to have opportunity to know practical situation of special education, information of International Cooperative Research and International Co-operation, also it was useful to discuss future direction of special education from international view point. It was agreed that our international cooperation should be continued and enforced and built international research system after 1992. Especially, it was agreed that international co-operative research is going to study "Teacher Training"from 1992. It can be said that this project was accomplished successfully. Less

该项目始于1989年至1991年，通过收集以国家特殊教育研究所为主的系统全面的资料和研究，了解欧洲和北美十个国家的特殊教育状况和新趋势。本研究以促进日本特殊教育的发展为目的，在研究的最初两年，日本的研究人员访问了这些国家的行政机构、大学或学校等学术机构，以了解这些国家的实际情况1989年，10个国家（英国、瑞典、挪威、匈牙利、苏联、法国、德国、意大利、美国和加拿大）进行了研究，以了解特殊教育的情况。调查内容包括：（1）特殊教育与管理的gal安排，（2）早期教育，（3）教育计划（课程），（4）教师教育，（5）课余生活指导，（6）培训，（7）教师培训，（8）教师培训，（9）教师培训，（10）教师培训，（11）教师培训，（12）教师培训，（13）教师培训，（14）教师培训，（15）教师培训，（16）教师培训，（17）教师培训，（18）教师培训，（19）教师培训，（ ...更多信息在1990年，即本项目的最后一年，来自6个国家的6名合作研究人员，（英国、挪威、苏联、德国、美国和加拿大）2004年，我公司应邀赴日本就该项目的最终报告进行了讨论，最终报告通过该项目在10个国家汇总并发表了约8个要点，研究发现，这些国家的一个共同特点是奋进根据学生的教育需要为他们作出有效的安排。与日本的组织相比，可以看出一个关键的区别，他们安排更灵活的教育。如何规范化管理、安排个性化教学计划、有效利用资源室系统是一个难点。此外，可以提到的是，他们正在努力提高教师的特殊技能，使残疾儿童融入普通教育。他们有不同的情况，未来的方向和改革取决于每一个问题。不能说他们的特殊教育现状和未来的发展方向对日本特殊教育的改革有直接的指导意义。但是，笔者认为，本课题所介绍的情况和理念为日本特殊教育的未来发展提供了非常重要的参考资料，可以作为一个范例--美国广泛推行的资源繁荣制度，其安排灵活。这将为日本教育提供很大的建议。日本的中小学生很难在不同的学校或教室接受教育。日本以招生为中心的限制性教育体制，使其难以灵活安排教育计划。建议提供一个类似过渡教室组织的制度，可以根据儿童的需要安排适当的个人教育课程。解决这一问题的关键之一是摆脱以儿童入学而不是以儿童需求为依据的人员安排政策。本项目使我们能够与各国的研究人员进行富有成效的讨论。专家和研究机构是每个国家的代表。通过这次研讨会，可以了解特殊教育的实际情况、国际合作研究和国际合作的信息，并从国际的角度探讨特殊教育的未来发展方向。1992年以后，国际合作应继续加强，建立国际研究体系。特别是从1992年起，国际合作研究将集中研究“教师培训”问题。可以说，这个项目是圆满完成的。少