日本全纳教育的当前问题和未来方向

IF 2.3 3区 教育学 Q1 EDUCATION, SPECIAL Remedial and Special Education Pub Date : 2024-04-05 DOI:10.1177/07419325241240061
Akiko Kaizu, Munehisa Tamaki
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引用次数: 0

摘要

日本的全纳教育是在特殊需要教育(SNE)的基础上发展起来的,始于 2000 年代初。目前,从隔离的特殊需要学校到普通教育教室的多轨制特殊需要教育(SNE)能否实现《残疾人权利公约》的全纳教育目标,存在各种争论。本研究重点关注特殊教育体系改革运动,并探讨其现状和挑战。它还讨论了普通教育课堂中影响全纳教育推广的最新政策趋势。此外,在利用经济合作与发展组织(OECD)的数据进行全球比较的同时,本文强调了日本在实现全纳教育方面的优势和挑战。最后,本文探讨了实现新的日本式全纳教育的条件。
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Current Issues and Future Directions of Inclusive Education in Japan
Inclusive education in Japan was developed on the foundation of special needs education (SNE), which began in the early 2000s. There are various arguments as to whether the current multi-track system of SNE extending from segregated special needs schools to general education classrooms will lead to inclusive education, which is the goal of the Convention on the Rights of Persons with Disabilities. This study focuses on the movement for system reform of the SNE and examines its current status and challenges. It also discusses recent policy trends in general education classrooms that have affected the promotion of inclusive education. Furthermore, while making a global comparison using Organisation for Economic Co-operation and Development (OECD) data, this paper highlights Japan’s advantages and challenges in achieving inclusive education. Finally, it examines the conditions for realizing a new Japanese-style inclusive education.
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来源期刊
Remedial and Special Education
Remedial and Special Education EDUCATION, SPECIAL-
CiteScore
5.70
自引率
8.30%
发文量
28
期刊介绍: Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.
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