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Development of the Japanese Inclusive Education System : From Special Schools to Curriculum Modification for Special-Needs Education in Regular Schools
http://hdl.handle.net/2241/00161250
http://hdl.handle.net/2241/001612501e046d8a-e0cb-48fa-80b6-62ab41d8c5ec
名前 / ファイル | ライセンス | アクション |
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ASSE_464-1031 (615.7 kB)
|
Item type | Journal Article(1) | |||||
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公開日 | 2020-09-09 | |||||
タイトル | ||||||
言語 | en | |||||
タイトル | Development of the Japanese Inclusive Education System : From Special Schools to Curriculum Modification for Special-Needs Education in Regular Schools | |||||
言語 | ||||||
言語 | eng | |||||
キーワード | ||||||
主題 | Japanese inclusive education system | |||||
キーワード | ||||||
主題 | curriculum modification | |||||
キーワード | ||||||
主題 | subjects for students with intellectual and developmental disabilities | |||||
キーワード | ||||||
主題 | jiritsu-katsudo | |||||
資源タイプ | ||||||
資源 | http://purl.org/coar/resource_type/c_6501 | |||||
タイプ | journal article | |||||
著者 |
米田, 宏樹
× 米田, 宏樹 |
|||||
抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | This literature review examines the development of the inclusive educational system in Japan. It traces the history of accommodation for children with disabilities from 1947 to 2017, using reports, notices, and statistics on special needs education from the Japanese Ministry of Education, Culture, Sports, Science and Technology. The Japanese system began with special schools designed according to the disabilities of the students. The paradigm shifted to special-needs classrooms within regular schools and, later, to ensuring access to regular schools for children with disabilities. Currently, the 2017 revision of the Japanese system seeks to ensure a common curriculum to secure continuity among a diverse range of learning settings. This revision also focuses on teaching students with learning difficulties in a regular school setting and adapting the curriculum according to their disabilities. Nonetheless, some flexibility in choice of setting remains with the parents and children involved. The ultimate goal of the Japanese inclusive education curriculum is independent living and the social participation of the individuals with intellectual and developmental disabilities, as well as other disabilities. Over time, the focus of the inclusive education system has shifted from the location in which classes and support are offered to students with disabilities, to the content that best meets the needs of students with disabilities of every type. | |||||
書誌情報 |
en : Advances in Social Science, Education and Humanities Research 巻 464, p. 1031-1040, 発行日 2020-08-25 |
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ISSN | ||||||
収録物識別子タイプ | ISSN | |||||
収録物識別子 | 2352-5398 | |||||
ISBN | ||||||
内容記述タイプ | Other | |||||
内容記述 | 978-94-6239-046-1 | |||||
DOI | ||||||
識別子タイプ | DOI | |||||
関連識別子 | 10.2991/assehr.k.200824.228 | |||||
権利 | ||||||
権利情報 | Copyright © 2020 The Authors. Published by Atlantis Press SARL. This is an open access article distributed under the CC BY-NC 4.0 license -http://creativecommons.org/licenses/by-nc/4.0/. | |||||
著者版フラグ | ||||||
値 | publisher | |||||
出版者 | ||||||
出版者 | Atlantis Press |