巻号一覧
41 巻 (2003)
- 6 号 p. 613-
- 5 号 p. 455-
- 4 号 p. 367-
- 3 号 p. 287-
- 2 号 p. 217-
- 1 号 p. 3-
41 巻, 6 号
選択された号の論文の5件中1～5を表示しています
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ダイソン アラン原稿種別: 本文
2004 年 41 巻 6 号 p. 613-625
発行日: 2004/03/31
公開日: 2017/07/28
ジャーナル フリーInclusive education has become a global agenda, figuring in the education policies of countries across the world. This begs the question of the extent to which different countries share a common understanding of "inclusion," and how they could best learn from each other's experiences with inclusion. The present article contends that no single form of inclusive education makes sense in every situation, and that inclusion has to be interpreted differently in different national contexts. However, it also suggests that countries can communicate with and learn from each other about inclusion if they formulate a common framework of broad principles and strategies. UNESCO's Open File on Inclusive Education offers such a framework. The main elements of the Open File are outlined, and, using the example of England, it is explained how national systems can use this framework to review their inclusiveness. The results of any such review are unlikely to show that any one country has all the answers. Instead, they will reveal the complexities and difficulties that arise in all systems. It is around these that inter-national dialogue is most productive.抄録全体を表示PDF形式でダウンロード (1067K) -
生川 善雄, 前川 久男原稿種別: 本文
2004 年 41 巻 6 号 p. 627-640
発行日: 2004/03/31
公開日: 2017/07/28
ジャーナル フリーThe purpose of the present research was to formulate 2 causal models based on data from 2 previously published studies of attitudes towards persons with intellectual disabilities, and to examine and verify the models. An analysis of covariance structure was used to analyze the causal relations among the factors extracted from the 2 studies. Regarding attitudes towards persons with intellectual disabilities, "integration into the community," "participation in the community," and "affirmation of ability" through "ideal goodwill" have an impact on people's "practical goodwill." Positive attitudes related to "integration into the community," "participation in the community," and "affirmation of ability" heighten the level of "ideal goodwill" towards persons with intellectual disabilities. It is suggested that elevated "ideal goodwill" affects the amount of "practical goodwill," including the desire to participate in volunteer activities for the sake of persons with intellectual disabilities and to lend them a helping hand in time of need.抄録全体を表示PDF形式でダウンロード (975K) -
趙 源逸原稿種別: 本文
2004 年 41 巻 6 号 p. 641-649
発行日: 2004/03/31
公開日: 2017/07/28
ジャーナル フリーThe purpose of the present study was to clarify how and why the relation between medical care and education at a state hospital for "crippled children" in the United States of America changed between the early 20th century and the end of the first two decades of the 20th century. This paper investigates the historical and social background as reflected in the admissions and discharge policies of the Massachusetts Hospital School. This analysis led to the following conclusions: (1) In the early stages, the Massachusetts Hospital School focused on the educational dimension, so the main effort was put on mental and moral training. (2) In the later stages, the primary function of the Massachusetts Hospital School shifted from education to medical treatment. The 2 main reasons for that change were: (1) the great medical needs caused by World War I and a major outbreak of polio, and (2) that in Massachusetts at that time, education for crippled children took place mainly in special schools or special classes.抄録全体を表示PDF形式でダウンロード (675K) -
野井 未加原稿種別: 本文
2004 年 41 巻 6 号 p. 651-657
発行日: 2004/03/31
公開日: 2017/07/28
ジャーナル フリーThe psychological development of 18-month-old children born with very-low-birth-weight (N=10) and extremely-low-birth-weight (N=8) was compared by using the Kyoto Scale of Psychological Development. Children with extremely-low-birth-weight showed significantly lower total DQ than children with very-low-birth-weight (p<.01).Cognitive-Adaptive DQ (p<.01) and Language-Social DQ (p<.01) in children with extremely-low-birth-weight were lower than in children with very-low-birth-weight. Among the children with extremely-low-birth-weight, the DQ of both the Cognitive-Adaptive Area and the Language-Social Area were significantly lower than the Postural-Motor Area (p<.01). These results revealed severe developmental retardation and unbalanced developmental characteristics in 18-month-old children born with extremely-low-birth-weight, whereas the children who had had very-low-birth-weight showed no significant differences among their DQ in 3 different areas, even though corrected age was used.抄録全体を表示PDF形式でダウンロード (436K) -
磯部 陽子原稿種別: 本文
2004 年 41 巻 6 号 p. 659-669
発行日: 2004/03/31
公開日: 2017/07/28
ジャーナル フリーIn the present article, the roles and usefulness of qualitative research in inclusive education are discussed. Considering inclusive education from a broad viewpoint, inclusion and exclusion are as much about participation and marginalisation in relation to race, class, gender, sexuality, poverty, and unemployment as they are about special education concerns about students with disabilities. Qualitative methods enabled access to human voices, perceptions, and context-based analyses of pupils and teachers in individual schools and classrooms where inclusion is being put into practice. Future research should explore specific methods that might be used to assist children who have severe or profound disabilities, significant communication difficulties, and/or unique communication patterns.抄録全体を表示PDF形式でダウンロード (916K)
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