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?

该项目介绍了对智障儿童(智商为50-75)进行的12年跟踪研究的结果，这些儿童被建议在1983年至1994年期间使用宇都宫市(日本？木县)市招生指导委员会的标准，在一所小学为智障儿童参加特殊教育计划。本研究以280名接受特殊教育与普通教育的儿童为被试，调查了特殊教育儿童与普通教育儿童在学校适应方面的差异。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。对两组儿童的学习障碍、生活方式、在校人际关系、家长态度、受教育情况等进行了访谈，结果表明：(1)69.4%的…儿童更多的特殊教育课程被他们的老师确定为有资格接受教育。而在正规教育项目中，96.4%的智力低下儿童被认定为不合格。(2)只有1.7%的弱智儿童能跟上正规教育课程的进度。(3)67.9%的特殊教育儿童对所学课程感到满意。然而，10.9%的智障儿童对正规教育课程表示满意。这一结果表明，参加正规教育项目的智力低下儿童比参加特殊教育项目的儿童更难适应他们的教育项目。对于正常上课的智障儿童来说，最大的问题是学习。这似乎也是不适当的教育安置。这项研究的量化数据对日本特殊教育招生指导委员会、政策制定和未来研究的意义进行了讨论。较少

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