ON THE ESTABLISHMENT OF DAY SCHOOLS AND CLASSES FOR THE HANDICAPPED DURING THE TURN OF THE CENTURY OF THE UNITED STATES
| Project/Area Number |
63510122
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| Research Category |
Grant-in-Aid for General Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Research Field |
Educaion
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| Research Institution | AKITA UNIVERSITY |
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Principal Investigator |
NAKAMURA Makio AKITA UNIVERSITY, FACULTY OF EDUCATION, PROFESSOR, 教育学部, 教授 (80000280)
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| Project Period (FY) |
1988 – 1989
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| Project Status |
Completed (Fiscal Year 1989)
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| Budget Amount *help |
¥1,100,000 (Direct Cost: ¥1,100,000)
Fiscal Year 1989: ¥600,000 (Direct Cost: ¥600,000)
Fiscal Year 1988: ¥500,000 (Direct Cost: ¥500,000)
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| Keywords | SPECIAL CLASSES / SPECIAL SCHOOLS / DAY SCHOOL / MENTALLY RETARDED / SPECIAL EDUCATION / COMPULSORY ATTENDANCE / UNITED STATES / PROGRESSIVISM / 障害児(者) / 精神薄弱児 / 肢体不自由児 / 通学刺学校 |
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| Research Abstract |
AMERICAN DAY SCHOOLS FOR THE HANDICAPPED CHILDREN HAD BEGUN TO BE ESTABLISHED SINCE THE FOURTH QUARTER OF THE 19TH CENTURY. THESE DAY SCHOOLS OWE THE TWO ORIGINS TO THE ESTABLISHMENT. FIRST, REFORM CAUSES AGAINST THE EDUCATION IN THE RESIDENTIAL SCHOOLS. AS FOR THE DEAF, REFORMERS CHOSE ORAL METHOD AND LIFE IN HOME AND COMMUNITY, AND NEVER ACCEPTED 'STIGMATIZING' THE DEAF. DAY SCHOOL SYSTEM HAD A MERIT OF ECONOMY TO THE STATES. SO, THE STATE LEGISLATURES WERE READY TO ADOPT THIS SYSTEM.
SECOND, REFORM CAUSES FOR THE EFFICIENT PUBLIC SCHOOL FROM THE PROGRESSIVISM. THE MOVEMENT WANTED THE PUBLIC SCHOOL TO BE INTO SOCIAL CENTER IN ORDER TO RECOVER AMERICAN TRADITIONAL VALUES AND SOCIAL ORDER. THE DISORDERLY AND THE EDUCATIONALLY RETARDED FILLED WITH IN THE SCHOOLS, WERE SEPARATED FROM 'NORMAL' CHILDREN INTO ANOTHER SCHOOLS FOR THEM. THE REPEATER ON ACCOUNT OF MENTAL RETARDATION WERE SEGREGATED INTO SPECIAL CLASSES WITH THE LIKE CHILDREN, AGAIN.
MANY DAY SCHOOLS GAIN THE FOLLOWING IMPORTANT RESULTS OR STANDPOINT THAT RESIDENTIAL SCHOOLS HAD NEVER. PUBLIC CHARACTER AND IMPROVEMENT OF THE WORK. DUTY OF THE COMMUNITY PROVIDING THE ADEQUATE EDUCATION FOR THE HANDICAPPED CHILDREN. HOME AS NORMAL ENVIRONMENT, AND PARENTAL NEEDS. EARLY EDUCATION. EDUCATION ADAPTED TO THE CONDITION. DAY SCHOOLS FOR THE MENTALLY RETARDED GAIN SOME PRECIOUS IDEA OF THEIR EDUCATION, TOO. CHILDREN'S INTEREST. TEACHING DEPENDING ON THEIR PACE. ENCOURAGEMENT AND PRAISE. HAPPY AND DELIGHTFUL ENVIRONMENT.
DAY SCHOOLS DIFFERENTIATED THE BENEFICIALLY FROM NOT ONE. IN GENERAL, MENTALLY RETARDED WERE EXCLUDED FROM THE RESULTS. IT WERE MIDDLE CLASS THAT ENJOYED THE RESULTS, FOR THEY ADHERED TO THEIR 'HOME' PHILOSOPHY AND OWNED PLEASANT HOME SUITED DEVELOPMENTAL NEEDS.
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Report
(3 results)
Research Products
(9 results)
