Follow-up study of children with mental retardation being advised to enroll in a special education program by the Municipal Enrollment Guidance Committee : Which is better for the children to receive either special education or regular education?

本研究报告了一项对智力低下儿童（智商50-75）进行的12年跟踪研究的结果，这些儿童在1983年至1994年期间被建议按照宇都宫市（日本）市招生指导委员会的标准在一所小学接受智力低下儿童特殊教育计划。为了解特殊教育儿童与普通教育儿童的学校适应差异，本研究对280名特殊教育儿童的教育安置和教育适应情况进行了调查。结果显示，220名儿童接受了特殊教育，60名儿童接受了正规教育。两组儿童均接受教师访问，内容包括学习障碍、生活方式、学校人际关系、家长态度及教育安排等。 ...更多信息 特殊教育方案被他们的教师确定为符合教育安置条件。而在常规教育中，96.4%的智力落后儿童被认定为不合格。(2)只有1.7%的正常上课的智力迟钝儿童能够跟上正常教育课程。(3)67.9%的特教班学生对自己的班级感到满意。随班就读的智力落后儿童对学校的适应状况满意率为10.9%，说明随班就读的智力落后儿童对学校的适应困难程度明显高于随班就读的智力落后儿童。对于随班就读的智障儿童来说，最大的问题是学习。这似乎也是不适当的教育安置。本研究的定量数据讨论的意义招生指导委员会，政策制定和未来的研究在日本的特殊教育。少

This project presents results from a twelve-years follow-up study of children with mental retardation (50-75 in IQ), who were advised to enroll a special education program for the mentally retarded in an elementary school using the criteria from the Municipal Enrollment Guidance Committee of Utsunomiya City (Tochigi Prefecture, Japan) from 1983 to 1994. The purpose of this research was to clarify the difference between school abjustment of children who received special education and those who received regular education.A total of 280 children were surveyed about their educational placement and their adjustment during their educational program. It was shown that 220 children received special education and 60 children received regular education. Both groups were interviewed by their teachers regarding their learning disabilities, lifesstyle, interpersonal relationships at school, parent's attitude and educational placements.The following results were obtained (1) 69.4% of the children in … More the speical education program were identified by their teachers as eligible for their educational placements. Whereas, 96.4% of the children with mental retardation in the regular education program were ideutified as ineligible. (2) Only 1.7% of the children with mental retardation attending regular classes could keep up with the regular educational curriculum. (3) 67.9% of the children in the special education program were satisfied with their classes. Whereas, 10.9% of the children with mental retardation in regularclasses were satisfied.These results indicate that children with mental retardation attending a regular education program have significantly more difficulty adapting to their educational program than those enrolling in a special education program. For mentally retarded children in regular classes, the biggest problem is learning. It also appears to be inappropriate educational placement. The quantitative data of this research is discussed in terms of the implications for enrollment guidance committees, policy making and future research in special education in Japan. Less