| Project/Area Number |
11800018
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| Research Category |
Grant-in-Aid for Special Purposes
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| Allocation Type | Single-year Grants |
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| Research Institution | National Institute of Special Education (2001)
National Institute of Special Needs Education (1999-2000) |
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Principal Investigator |
CHIDA Kouki National Institute of Special Education, Department of Education for Children with Visual Impairments, 視覚障害教育研究部, 部長 (40099940)
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| Co-Investigator(Kenkyū-buntansha) |
KANEKO Takeshi National Institute of Special Education, Department of Education for Children with Visual Impairments, 視覚障害教育研究部, 主任研究官 (40260020)
WATANABE Akira National Institute of Special Education, Department of Educational and Information Technology, 情報教育研究部, 研究室長 (50175080)
阪内 宏一 国立特殊教育総合研究所, 総合企画調整官 (30321590)
高 為重 国立特殊教育総合研究所, 所長 (00321589)
早坂 方志 国立特殊教育総合研究所, 重複障害教育研究部, 主任研究官 (20280571)
落合 俊郎 国立特殊教育総合研究所, 知的障害教育部, 室長 (00150053)
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| Project Period (FY) |
1999 – 2001
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| Project Status |
Completed (Fiscal Year 2001)
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| Budget Amount *help |
¥6,500,000 (Direct Cost: ¥6,500,000)
Fiscal Year 2001: ¥6,500,000 (Direct Cost: ¥6,500,000)
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| Keywords | Special Education / Special Educational Needs / Major Countries |
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| Research Abstract |
This research aimed to examine the recent special education reform trends in major countries, particularly the actual provisions and support for children with special educational needs in places of ordinary education and trends of their improvement.
The following aspects were investigated in UK, France, Italy, Germany, and United States ;
1) educational practices for children with special educational needs in ordinary primary and secondary schools,
2) roll of special schools in education for children with special needs as resource center,
3) cooperation between ordinary schools and special schools to support the children with special educationai needs.
Also, we reviewed the literatures concerning educational provisions for children with special educational needs in major countries, and clarified the trends of educational provisions for children with special educational needs.
The results indicated that the support systems far children with special needs in ordinary schools became the common theme in these countries.
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