Fundamental instructional theory and strategies of inclusive education in the United States
| Project/Area Number |
19730560
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Single-year Grants |
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| Research Field |
Special needs education
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| Research Institution | Okayama University |
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Principal Investigator |
YOSHITOSHI Munehisa Okayama University, 大学院・教育学研究科, 准教授 (60346111)
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| Project Period (FY) |
2007 – 2009
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| Project Status |
Completed (Fiscal Year 2009)
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| Budget Amount *help |
¥3,050,000 (Direct Cost: ¥2,600,000、Indirect Cost: ¥450,000)
Fiscal Year 2009: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2008: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2007: ¥1,100,000 (Direct Cost: ¥1,100,000)
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| Keywords | インクルーシブ教育 / アメリカ合衆国 / 特別支援教育 / インクルージョン教育 |
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| Research Abstract |
The primary purpose of this study is to examine instructional theory and strategies towards the implementation of inclusive education in elementary and secondary school classrooms in the United States. First, this study investigated the attitudes and beliefs of parents and teachers. Second, effective instructional strategies for students who have a disability were addressed. Survey results indicated that teachers have positive attitudes towards inclusive education. Ultimately, we should re-examine the environmental features of inclusive education work of regular education teachers.
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Report
(4 results)
Research Products
(20 results)
