東アジア・モデル構築の可能性と意義 : 欧米モデルの本質と日本社会の障害者との関係の再検討から

Although it is generally considered that inclusive education, which originated in Western society, is an ideal basis for educational reform, problems of the Western model of inclusive education and inconsistencies in that model have been recognized in recent years. The present paper examines the possibility and meaning within the Japanese cultural, social, and educational background of realizing a different inclusion model from the Western one. Some important points pertinent to inclusive education in Japan include the traditional sympathetic relation between special educators and children with disabilities and their families, the excellent quality of the specialty in special education, and the status of regular public school classes as an affinitive community. Furthermore, Japanese society was relatively kind to people with disabilities before World War II. In order to realize a Japanese model of inclusive education, Japan should not to fall into a dichotomy as to whether programs are inclusive or separate education, users\u27 or special educators\u27 initiative, and centralized or decentralized power. Rather, the possibility that a moderate Japanese model of inclusive education could be achieved is high.Presentation 1,Part II Possibilities and Significance of the East Asian Model of Inclusive Education,Japanese Association of Special Education 2009 Annual Meeting Joint Workshop With Utsunomiya University（日本特殊教育学 会第47回大会学会・準備委員会合同企画ワークショップ