| Budget Amount *help |
¥4,940,000 (Direct Cost: ¥3,800,000、Indirect Cost: ¥1,140,000)
Fiscal Year 2016: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2015: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2014: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2013: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
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| Outline of Final Research Achievements |
This study examines the curriculum development that would enable learning and social transition for students with intellectual disabilities in the United States (U.S.), the United Kingdom (U.K.), and Japan. In order to develop and implement an inclusive curriculum, the PDCA cycle, which includes the following two evaluations, was proposed: (1) evaluate improvement in learning achievements and growth in each individual; (2)evaluate the social maturity that students acquire in relation to their society. Additionally, regarding achievement standards under the U.S. educational accountability system, the significance of livelihood guidance in the education of students with intellectual disabilities remains unchanged. Distinct characteristics of subjects for them in Japanese special schools include connection with daily living, and life skills. In order to improve the Japanese curriculum, this study suggests that it is important that these characteristics be taken into consideration.
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