The international comparative study on counseling and support systems in early childhood inclusive educational settings

本研究的目的是比较日本与亚洲三国（韩国、新加坡、印度）和丹麦在幼儿全纳教育背景下的咨询和支持系统，揭示各国的“残疾儿童观”和“特殊支持教育观”。因此，以下四点变得清晰起来。(1)在韩国、新加坡和印度，由于护士和幼儿园都有专职的发展人员和医疗专业人员，因此建立了专业人员和护理人员共同进行干预和教育的体系。(2)丹麦各市建立了照顾者、心理学家、职业治疗师、语言治疗师、医生等社会资源有机功能化的残疾儿童支持体系。(3)在“残疾儿童观点”方面，丹麦存在一种残疾人士不被视为同质存在，但不被视为同质存在的趋势。这一趋势与观察到的四个亚洲国家不同。(4)在日本，需要建立发展人员、医疗专业人员和护理人员在幼儿园和托儿所共同实施干预和教育的制度。

The purpose of this study is to compare the counseling and support systems in earlychildhood inclusive educational settings in Japan and three Asian countries (South Korea, Singapore, India) and Denmark and to reveal “the views of children with disabilities” and “the perspectives on special support education” of each country . As a result, the following four points became clear.（1） In South Korea, Singapore and India, since there are full-time staff ofdevelopment and medical professionals in nurserise and kindergartens, the systemsthat the professionals and caregivers can practice the intervention and education together are built.(2) In Denmark, the systems that are organically functionalized social resources such as caregivers, psychologists, occupational therapists, speech therapists, doctors to support children with disabilities has been built in the municipalities(3) For “the views of children with disabilities”, it is revealed that there is a tendency not regarded as a het rogeneous presence of people with disabilities, but not considered the same presence in Denmark. Trend that is different from the four Asian countries were observed.(4) In Japan, there are needs to build systems that development and medical professionals and caregivers to practice the intervention and education together in kindergartens and nurserise.