Commemorating the International Year of Disabled Persons in 1981, a review of the trend of post-war rehabilitation research seemed to be one of the essential tasks of researchers in the field of social rehabilitation in Japan. Recognizing mutual influence between research and other factors such as rehabilitation policy development, consumer movements, promotion of social attitudes to the disabled, the writer views the rehabilitation research systematically in the social context. Based on this approach to the research, the paper discusses the following points. First is to define the main issueof the post-war history of rehabilitation research analyzed by decades. Second is to clarify the nature of books and papers written by the disabled people themselves. Third is to identify the movement of social philosophy underlying the historical development of rehabilitation research efforts. Fourth is to cite the position and function of the rehabilitation research in comprehensive social welfare systems. Fifth is to define the developmental tasks of rehabilitation research today and tomorrow including the topic areas, research manpower, research methodology to be taught in schools, and promotion of international research exchange and utilization.

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In the light of the serious problems of the severe clippies now face, this article particulary investigates day-to-day problems of cervical cord injury persons discharged from hospital, using ample case studies. Care of the severe clippies at home now rests heavily on their relatives, who suffer physical exhaustion from hard work and lonelines without regular social contact. The clippies themselves are also in a very severe conditions, they are apt to be kept house-bound and bed-fast, for they can hardly ask their relatives more help. In conclusion, it is stressed to develop systematic provision of such public services as home help, day care, night care, and houses for the severely handicapped in community.

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Japanese handicapped people have'nt enough work place now. We have quota system that public or private enterprises have to employ phisicaly handicapped people from 1.5% to 1.9%. But many enterprises didn't achive that persentages by the reserch 1980 of National Labour Board. Especialy the level of big companies was low. So many handicapped people wanted to work but they couldn't get work place, especialy severelly handicapped people including mentally handicapped and mentally reterded people. Zencolo group and Japan Council for International Year of Disabled Persons proposed to the government a plan to set up the Sheltered Employment system in Japan. I think severely handicapped people need the Sheltered Employment system such as that in Europe and so I agree that proposal. In this copy I wrote on the recent employment situation of handicapped people and suggested some subjects in relation to Sheltered Employment. 1. The problem of Employment policy for the handicapped people in Japan. 2. The consept of the Sheltered Employment. 3. Recent situation of the handicapped employment in foreign countries. 4. Handicapped movement to demand and subjects for the Shelered Employment system.

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In this paper, I introduced the theory of three pioneers who studied and systematized the principle of normalization in early period. I discussed the characteristics of each theory. Especially I examined thoroughly the process of the development of the principle of normalization in Denmark through the analysis of the theory of N. E. Bank-mikkelsen. I think it was clear that the principle of normalization has been implemented strongly in Denmark. "As the result of it, from 1980, all special legislation has been abolished and substitued by the general legislation. A main feature of the new legislation is that all categorizing of handicapped persons disappeared. " Second, I introduced the characteristics of B. Nirje's theory and the normal rhythm of life which is the main subject in his theory. Finally, I discussed the new concept of normalization in the social context of the North America which has been proposed by W. Wolfenslerger.

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Mainstreaming or the integration of young disabled children in day nurseries is a growing movement in the field of preschool education. This article begins with a brief discussion of the background of nursery care for young children with special needs. We next describe interactions between parents of young disabled children and nursery teachers. We especially emphasize that parents should become actively involved in the care and treatment of their children on a daily basis. We point out five basic rights that parents have or can be given to foster their growth in the advocacy role. (1) Parents have the right to be respected as competent members of nursery care team. (2) Parents have the right to be informed. (3) Parents have the right to help set programing priorities for their children. (4) Parents have the right to advocate without fear of discrimination and prejudice in society. (5) Parents have the right to withdraw their efforts to cope with their children. We conclude with a summary which shows the basic principles of positive partnership between parents and nursery teachers. (1) Nursery teachers should have the parents involved in every step of the nursery care as fully participating members of the team. (2) Nursery teachers should make a realistic management plan part and parcel of the assessment outcome, and give the parents suggestions for how to live with the problems on a day-to-day basis. Parents should be included in the various diagnostic and decision-making processes, and share any information on the children with nursery teachers. (3) Nursery teachers should inform themselves about community resources. (4) Nursery teachers should minimize professional jargon and specialized terminology, and write their reports in clear, understandable, jargon-free language. Parents should make sure that they understand the terminology used by the nursery teacher and other professional. Parents should ask her to translate her terms into lay language and to give examples of what she means. (5) Nursery teachers should give copies of the reports to parents. Parents should learn to keep records, and record the questions they asked and the answeres they received. (6) Nursery teachers should be sure that parents understand their children's abilities as well as their disabilities. What the children can do is far more important than they cannotdo. Nursery teachers should urge parents to be honest and plain with their children. (7) Parents, especially mothers, often need support and encouragement as they struggle to cope with the problems and frustrations arising from the day-to-day management of their disabled children. It is very important for nursery teachers to think in positive on child development.

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This essay is a study on the administration of the social services for the physically handicapped in Britain as one sphere in a comparative study on social welfare. With the emphasis on community care being in the forefront of present social welfare policy in Japan, in Part I, I consider the following items, which form the main pillars of the discussion. 1) An overall view and understanding of the structure of a social services system for the physically handicapped as the basis for a comparative study 2) Consideration of the role allocation between central and local government in the provision of social services for the physically handicapped 3) Examination of the substantive law as a concrete manifestation of public responsibility 4) Consideration of the cost of social services for the physically handicapped provided by local government bodies The above considerations examine the areas of Japanese law relating to social services for the physically handicapped, administration and finance, and it is hoped that this study may contribute towards determining the direction of social services in the future. (K. Uda) II. Following the recommendations of the Seebohm Report, as you know, a single personal social services department was created in each local authority in 1970 throughont England and Wales. Prior to Seebohm reform, social services were administrated by various department: public health department and welfare department, The new department was to have preventive functions and networks related to local people in their community. Needs which require social services department were to respond to social care for the disabled, the elderly, children, ard so on. Under this context, we were interested in the trend of social services and provision of services for the disabled provided by local authorities since Seebohm reform. So we tried to arrange community based services, domiciliary services and residential services with which local authorities provided.

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I The 20th International Conference on Social Welfare (The Hong Kong Conference) The 20th International Conference on Social Welfare was held in mid-July of 1980 and was attended by some 1,200 participants representing 62 countries and international organizations. The main theme was SOCIAL DEVELOPMENT IN TIMES OF ECONOMIC UNCERTAINTY. Some common elements running through the presentations were as follows: (1) In times of economic crisis all countries, irrespective of their state of development, are experiencing adversity in terms of the daily life of their citizens. (2) In all countries the income gap between rich and poor is ever increasing. This is true at the international as well as domestic level. (3) There is important recognition at both national and international levels of the mutual interdependence between social and economic development and of the need for simultaneous expansion of the two. There are, however, difficult to surmount inconsistencies in the development process which exist at both levels. (4) In all countries unemployment is a serious problem. (5) Development based on the model of western industrialized countries is producing an inhuman society, accelerating the creation of poverty, causing a breakdown in humane living, cultural attributes, the family and the community, producing a lack of initiative and trust, as well as leading us toward an ideological crisis. (6) The key to solving this problem is to be found in grass roots democracy and citizen participation. The ultimate target of social development must be the renewal of the human elements in society. In recent international conferences, the world situation in terms of the North-South problem has been the subject of tense discussion. Within this context the role of Japan, as an economic giant within the Asian family, is becoming increasingly important. II The 7th Asia and Western Pacific Regional Conference of ICSW (The Bombay Conference) The main theme of this conference is THE CHALLENGE OF TECHNOLOGY-IMPLICATIONS FOR SOCIAL WELFARE AND DEVELOPMENT. In addition, three subthemes and ten table discussion topics have been prepared. The technical revolution constitutes the principal aspect of modern human society, but one wonders whether it is really a blessing or not. A number of significant issues are raised by this question: (1) The technical revolution has created a number of social problems as it has been used in the process of economic development. How are we to respond to these problems? (2) There are numerous problems arising from new values, new policies and new service supply systems which have emerged in response to the technical revolution. (3) How are we, then, to develop and implement an anti-poverty program that will guarantee a minimum standerd of living in local communities lacking adequate social resources. How are we to develop new theory and social action programs which will deal with these issues? These are some of the problems which have been pointed out and for which solutions must be found. III The 21st International Conference on Social Welfare (The Brighton Conference) The 21st International Conference on Social Welfare will be held in late August of 1982 in Brighton, England. The principal conference theme is: ACTION FOR SOCIAL PROGRESS: THE RESPONSIBILITIES OF GOVERNMENTAL AND VOLUNTARY ORGANIZATIONS. Advancement of public and voluntary cooperative structures at national, district, and even intra-continental levels (EC, for example) can be noted. In recent years it is becoming increasingly clear that without the cooperation of voluntary groups and agencies, effective and efficient advancement of services delivered in the home will not be possible. At the same time, we can not claim that these cooperative planning and implementation efforts are taking place free from problems. The relationship between public and voluntary efforts is a matter which must be considered as

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Today, the most significant things of education for the handicapped in our country are the enforcement of compulsory education in nursing schools from April, 1, 1979. Now, we have to consider a subject of connection of real life with education for the handicapped. In this paper, taking the above points into consideration, I tried to examine the problems for handicapped children, from the 1960s to the 1970s, and in the transitional period of the 1979's compulsory education. Under the manpower policy of the 1960s, the seriously handicapped had been put to exempt from school attendence and put out of social welfare. On the other hand, in this period, "The Theory of Developmental Guarantee" was presented by Omi-Gaken for the handicapped. That was a radical criticism to the current special education. In the beginning of the 1970s, the movement which wished enforcement of the compulsory education for the handicapped extended over nationally. In this movement, the conditions of the handicapped at home had been clarified. There was necessity to connect real life with education to secure life and development of the handicapped. However, the stipulation of exemption from school attendance has not been abolished in spite of compulsory education. The Visiting Education has been introduced easily as the compulsory education system of the handicapped. This is the reason why many significant improvements have still to be made. Therefore, very difficult problems to go to school and to study have been left to the handicapped. It is necessary to study in point of view on life and healh of the seriously handicapped and their family. On the one hand, recently, the organization of curriculum for the seriously handicapped comes to be testified concretely. In conclusion, this paper presents the five points with which the education for the handicapped shall be designed for the structure of connection of real life with education.

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