A Study of Development of the Problem of Children with Disabilities in influence education.

本研究旨在阐明残疾儿童问题通过影响教育被认识的过程。在影响教育的早期，专家们认识到残疾儿童的存在。影响教育的第一个主题如下。(1)对影响教育与基础教育等价性的认识。(2)为实现这一目的迅速制定一部特别法。(3)建立国家管教所。(4)收容在当地管教所治疗困难的儿童进入国家管教所。在影响教育中，通过考虑这些主题来认识残疾儿童的问题。但大多数管教所没有为残疾儿童提供特殊教育和指导。特别是池田森能(土司山幕组主任)试图介绍精神医学和实验…的结果。为残疾儿童提供更多的心理咨询。这项研究的第二个问题是，对会议记录的分析表明，主要议题是(1)要求将残疾儿童与在劳教所接受教育的其他儿童分开。(2)改进劳教所的教育，根据儿童的能力在劳教所对儿童进行教育。(3)将改造学校的教育与公立小学的教育同等对待。感化院学监会议要求政府设立一个评估儿童能力的办公室，并为残疾儿童设立寄宿机构，以便他们可以与感化学校的其他儿童分开接受教育。在感化院教育越来越像公立小学教育的时期，感化院开始将被免除公立学校教育的儿童送到感化院。感化院校长会议要求建立儿童分类之家和残疾儿童照料设施，以便使残疾儿童与影响教育分开。由于影响教育正在向“初等教育”转变，感化院开始根据儿童的学习能力对儿童进行分类，因为许多残疾儿童和非在校儿童被纳入影响教育设施。较少

The aim of this study is to clarify the process of the problem of children with disabilities which was recognized through influence education.In the early years of the influence education, specialists recognized the existence of the children with disabilities.The 1st subjects of influence education were as follows. (1) The recognition of the equivalence between the influence education and the elementary education. (2) The rapid establishment of a special law for realization of this purpose. (3)The establishment of a national reformatory.(4)The admittance into the national reformatory of children who were difficult to treat in the local reformatories. In influence education, problem of children with disabilities were recognized by considering these subjects. But the majority of reformatories did not give special education and guidance for children with disabilities. Especially, Sennen IKEDA (director of Tsuchiyamagakuen) attempted to introduce the result of mental medical and experiment … More al psychology for children with disabilities. His attempts and worth because it was appropriate for children with disabilities.The 2nd problem in this study is analysis of the proceedings of those meeting showed that the main topics were (1) demands that children with disabilities be separated from the other children receiving their education in the reformatories. (2) improvement in education in the reformatories, and education of children in the reformatories according to their competence. (3) to have education in the reform schools treated the same as education in the public primary schools. The reform school meetings of wardens demanded that the government establish an office for assessment of the children's abilities, and also establish residential institutions for children with disabilities in order that they might be educated separately from the other children in the reform schools. During the period in which reformatory education was becoming more like public primary school education, reformatories began to separate children who had been exempted from public school education had been sent to the reformatories.The conference of reformatory principals demanded to establish classification homes of children and the care facilities of children with disabilities in order that children with disabilities might be separated from influence education. As influence education was changing into "primary education", reformatories began to classify children according to their learning competence, since many children with disabilities and non school attendance children were included in the facilities of influence education. Less