A comparative study on roles of special schools under implementation of the education provision (article 24) in the Convention on the Rights of Persons with Disabilities.
| Project/Area Number |
23531292
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Special needs education
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| Research Institution | Nara University of Education |
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Principal Investigator |
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| Project Period (FY) |
2011 – 2013
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| Project Status |
Completed (Fiscal Year 2013)
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| Budget Amount *help |
¥4,160,000 (Direct Cost: ¥3,200,000、Indirect Cost: ¥960,000)
Fiscal Year 2013: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2012: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2011: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
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| Keywords | 障害者権利条約 / 特別学校 / 特別支援学校 / 特別支援教育 / インクルーシブ教育 / インクルージョン / 比較教育 / 合理的配慮 |
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| Research Abstract |
By the end of this study period, Japan ratifies the UN convention on the Rights of Persons with Disability. As the convention includes the provision of education which emphasizes inclusive education system, it is needed to explore new roles of special schools in context of inclusive education. In the United Kingdom, while the Equality Act protects students with disability form various forms of disability discrimination, it is important roles of special school to meet children's needs which cannot be effectively met within a mainstream context. In the states of Australia, e.g. Queensland, The specal school staff works to set up and run education programs for students with intellectual disability as 'adjustments' under the education standard of the disability discrimination act. This comparative study suggests that the inclusive education needs to create new roles of special schools for students with special educational needs in order to participate the inclusive society.
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Report
(4 results)
Research Products
(39 results)
