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ON THE ESTABLISHMENT OF DAY SCHOOLS AND CLASSES FOR THE HANDICAPPED DURING THE TURN OF THE CENTURY OF THE UNITED STATES

论美国世纪之交建立残疾人走读学校和班级

基本信息

批准号：
63510122
负责人：
NAKAMURA Makio
金额：
$ 0.7万
依托单位：
AKITA UNIVERSITY
依托单位国家：
日本
项目类别：
Grant-in-Aid for General Scientific Research (C)
财政年份：
1988
资助国家：
日本
起止时间：
1988 至 1989
项目状态：
已结题

项目摘要

AMERICAN DAY SCHOOLS FOR THE HANDICAPPED CHILDREN HAD BEGUN TO BE ESTABLISHED SINCE THE FOURTH QUARTER OF THE 19TH CENTURY. THESE DAY SCHOOLS OWE THE TWO ORIGINS TO THE ESTABLISHMENT. FIRST, REFORM CAUSES AGAINST THE EDUCATION IN THE RESIDENTIAL SCHOOLS. AS FOR THE DEAF, REFORMERS CHOSE ORAL METHOD AND LIFE IN HOME AND COMMUNITY, AND NEVER ACCEPTED 'STIGMATIZING' THE DEAF. DAY SCHOOL SYSTEM HAD A MERIT OF ECONOMY TO THE STATES. SO, THE STATE LEGISLATURES WERE READY TO ADOPT THIS SYSTEM.SECOND, REFORM CAUSES FOR THE EFFICIENT PUBLIC SCHOOL FROM THE PROGRESSIVISM. THE MOVEMENT WANTED THE PUBLIC SCHOOL TO BE INTO SOCIAL CENTER IN ORDER TO RECOVER AMERICAN TRADITIONAL VALUES AND SOCIAL ORDER. THE DISORDERLY AND THE EDUCATIONALLY RETARDED FILLED WITH IN THE SCHOOLS, WERE SEPARATED FROM 'NORMAL' CHILDREN INTO ANOTHER SCHOOLS FOR THEM. THE REPEATER ON ACCOUNT OF MENTAL RETARDATION WERE SEGREGATED INTO SPECIAL CLASSES WITH THE LIKE CHILDREN, AGAIN.MANY DAY SCHOOLS GAIN THE FOLLOWING IMPORTANT RESULTS OR STANDPOINT THAT RESIDENTIAL SCHOOLS HAD NEVER. PUBLIC CHARACTER AND IMPROVEMENT OF THE WORK. DUTY OF THE COMMUNITY PROVIDING THE ADEQUATE EDUCATION FOR THE HANDICAPPED CHILDREN. HOME AS NORMAL ENVIRONMENT, AND PARENTAL NEEDS. EARLY EDUCATION. EDUCATION ADAPTED TO THE CONDITION. DAY SCHOOLS FOR THE MENTALLY RETARDED GAIN SOME PRECIOUS IDEA OF THEIR EDUCATION, TOO. CHILDREN'S INTEREST. TEACHING DEPENDING ON THEIR PACE. ENCOURAGEMENT AND PRAISE. HAPPY AND DELIGHTFUL ENVIRONMENT.DAY SCHOOLS DIFFERENTIATED THE BENEFICIALLY FROM NOT ONE. IN GENERAL, MENTALLY RETARDED WERE EXCLUDED FROM THE RESULTS. IT WERE MIDDLE CLASS THAT ENJOYED THE RESULTS, FOR THEY ADHERED TO THEIR 'HOME' PHILOSOPHY AND OWNED PLEASANT HOME SUITED DEVELOPMENTAL NEEDS.

美国的残疾儿童日制学校从19世纪第四季度开始建立。这些日制学校拥有两个起源的建立。第一，改革寄宿学校教育的不利因素。至于聋人，改革者选择口头方法和生活在家庭和社区，从来没有接受“污名化”聋人。走读制学校对各州的经济有好处。第二，从进步主义的角度出发，改革公立学校的效率。这场运动希望公立学校成为社会中心，以恢复美国的传统价值观和社会秩序。学校里充满了精神障碍和教育落后的孩子，他们被从“正常”的孩子中分离出来，进入另一所学校。在智力落后的认可复读机被隔离到特殊类与类似的孩子，再次.许多日制学校获得以下重要的结果或立场，住宿学校从来没有.公共性和改进工作。社区有义务为残疾儿童提供适当的教育。家庭作为正常环境，和父母的需要。早期教育。教育适应条件。为智障人士开设的日制学校也为他们的教育提供了宝贵的理念。孩子们的兴趣。教学取决于他们的步伐。鼓励和表扬。快乐和愉快的环境。日制学校区分受益者从没有一个。一般而言，智力迟钝者被排除在结果之外。中产阶级享受着这样的结果，因为他们坚持他们的“家”的外观和拥有快乐的家庭满足的物质需求。