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障害児教育における個人教育情報の本人開示と親の教育参加に関する日米比較研究

日美个人教育信息公开与家长参与残疾儿童教育的比较研究

基本信息

批准号：
09610291
负责人：
NAKAJIMA Tetsuhiko
金额：
$ 1.22万
依托单位：
Nagoya University (1998-1999)Kurume University (1997)
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 1999
项目状态：
已结题

项目摘要

The results of this study are as follows.1. In our country, the classification and assignment of the child with disabilities brings the faithlessness between parents and school administrator, teachers and educational administrators. Parents are not informed fully both about the school information (policies, practices, and facilities, etc.) and their child's personal information (especially information from which administrators and educators decided the classification and assignment).2. School administrators, teachers, and educational administrators fear to inform parents of children with disabilities about above things. And they tend to stand against the parents who legally claim to disclose their child's personal information corrected and kept by the board of education or school. Such tendencies make it difficult to establish the reliance and cooperation between parents and them.3. In U.S.A., people have the right to review the child's educational information under the Family Educational Rights and Privacy Act. Moreover, parents of child with disabilities can participate in the individualized Education Program meetings. While the right to review the child's education record is a basis of parent's right to educate their child and the useful tool to participate their child's school education, the right does not always establish the reliance and cooperation. But, parental participation makes possible to hold the information in common and establish the reliance and cooperation between parents and the school administrators, teachers and educational administrators. We hope that the combination of parental participation and parental right to review their child's education records makes their relation appropriate and fruitful.

研究结果如下：1.在我国，残疾儿童的分类和分配带来了家长与学校管理者、教师与教育管理者之间的不信任。家长没有充分了解学校的信息（政策，做法和设施等）以及他们孩子的个人信息（特别是管理人员和教育工作者决定分类和分配的信息）。学校管理人员、教师和教育管理人员害怕将上述事情告知残疾儿童的父母。他们倾向于反对那些合法声称披露由教育委员会或学校更正和保存的孩子个人信息的父母。这样的倾向使他们很难建立起与父母之间的依赖和合作。在美国，根据《家庭教育权利和隐私法》，人们有权审查儿童的教育信息。此外，残疾儿童的父母可以参加个性化教育方案会议。虽然子女教育档案审查权是父母教育子女权利的基础，是父母参与子女学校教育的有用工具，但这一权利并不总是建立起信任与合作。而家长的参与则使家长与学校管理者、教师和教育管理者之间的信息共享、信任与合作成为可能。我们希望父母的参与和父母审查孩子教育记录的权利相结合，使他们的关系变得适当且富有成效。