| Project/Area Number |
20730567
|
|---|
| Research Category |
Grant-in-Aid for Young Scientists (B)
|
| Allocation Type | Single-year Grants |
|---|
| Research Field |
Special needs education
|
|---|
| Research Institution | Saitama University |
|---|
Principal Investigator |
YAMANAKA Saeko Saitama University, 教育学部, 准教授 (90375593)
|
|---|
| Project Period (FY) |
2008 – 2010
|
| Project Status |
Completed (Fiscal Year 2010)
|
| Budget Amount *help |
¥1,861,122 (Direct Cost: ¥1,431,633、Indirect Cost: ¥429,489)
Fiscal Year 2010: ¥561,122 (Direct Cost: ¥431,633、Indirect Cost: ¥129,489)
Fiscal Year 2009: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2008: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
|
|---|
| Keywords | オーストラリア / トランジション / 障害 / 障害者差別禁止法 / 障害基準 / 経済合理主義 |
|---|
| Research Abstract |
Schools are required to have board kinds of transition support for students with disabilities. However, because the transition support in schools is related to employment and welfare sectors, it means schools cannot help being influenced by these trends.
In Australia, to let persons with disabilities be "productive", literacy/numeracy and work competences occupied central position in school curriculum for smooth transition. It is said that industrial needs penetrate into details of school education. In other words, school's roles for transition support are also regulated by the employability view. Now it is necessary to rethink about the original value and meaning of school education considering the basis of transition theory.
|
