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A POSITIVE AND COMPARATIVE STUDY ON TRANSITION FROM SCHOOL TO ADULT LIFE FOR YOUTH WITH DISABILITIES

残疾青少年从学校到成年生活过渡的实证比较研究

基本信息

批准号：
09610257
负责人：
WATANABE Akio
金额：
$ 1.86万
依托单位：
TOTTORI UNIVERSITY
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1997
资助国家：
日本
起止时间：
1997 至 1998
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-09610257/
关键词：
CHILDREN WITH DISABILITIES TRANSITION TRANSITION FROM SCHOOL TO ADULT LIFE CAREER GUIDANCE VOCATIONAL EDUCATION ADOLESCENT EDUCATION POSTGRADUATE COURSE OF UPPER SECONDARY DEPARTMENT NORTHERN EUROPE

项目摘要

1. [Comparative study] : OECD has launched a program of studies on the theme of transition from school to adult life for young people with disabilities and said that "coming of age" could be observed in four main areas of life ; a)personal autonomy and independence, b)productive activity, c)social interaction, community participation, recreational and leisure activities, and d)roles within the family. In Northern Europe, where 18-year-old is regarded as "coming of age", there are several transition services to provide adequate informations and to help self-decision-making from 14 or 15-year-old until 24 or 25-year-old.2. [Positive study] : Five researches have been done ; a)a questionnaire on local policies of upper secondary education of special schools to 47 prefectual and 12 municipal boards of education(52 answers, 88.1%), b)a study on postgraduate courses of upper secondary departments of seven private special schools, c)a questionnaire on transition service system of 539 special schools(358 answers, 66.4%), d)a research on transition service system of four special schools for children with intellectual handicapps in Tottori prefecture, e)a research on vocational education and training services for the handicapped youth in Japan.3. [Conclusion] : In Japan, where career guidance at school attaches importance to vocational guidance and job-matching, upper secondary education of special school including postgraduate course should be filled up more as adolescent education to support successful transition from school. to adult life for youth with disabilities.

1.【对比研究】：经合组织发起了一项关于残疾青年从学校向成人生活过渡的研究方案，并指出，“成年”可以在生活的四个主要领域观察到：（a）个人自主和独立;（B）生产活动;（c）社会交往、社区参与、娱乐和休闲活动;（d）在家庭中的作用。在北方，18岁被视为“成年”，有几个过渡服务，以提供足够的信息，并帮助自我决策，从14或15岁，直到24或25岁。【实证研究】：进行了五项研究; a）向47个都道府县和12个市教育委员会发出关于特殊学校高中教育地方政策的调查问卷B）对7所私立特殊学校高中部研究生课程设置的研究; c）对539所特殊学校过渡服务体系的问卷调查（358人回答，66.4%）;（4）鸟取县四所智障儿童特殊学校的过渡服务体系研究;（5）日本残障青少年职业教育与培训服务研究。【结论】：在学校职业指导重视职业指导和就业匹配的日本，特殊学校的高中教育（包括研究生课程）应更多地作为青少年教育来充实，以支持学生顺利地从学校过渡。为残疾青少年提供的成年生活。