International Comparative Study on Socioeconomic Status of Children with Disabilities and Inclusion in Education

2021 Fiscal Year Final Research Report

• Project/Area Number: 17H04791
• Research Category: Grant-in-Aid for Young Scientists (A)
• Allocation Type: Single-year Grants
• Research Field: Sociology of education
• Research Institution: University of Tsukuba
• Principal Investigator: KAWAGUCHI JUN 筑波大学, 人間系, 准教授 (90733329)
• Project Period (FY): 2017-04-01 – 2021-03-31
• Keywords: 包摂 / 障害観 / 国際比較 / 輻輳性 / ジェンダー観

Outline of Final Research Achievements

This study was an attempt to theorize "inclusion" in education. In particular, the study attempted to analyze and theorize the characteristics of children with socioeconomic factors that make it difficult (easy) for them to be included, setting the "types of disabilities" and "forms of education" at the core of the analysis. In the latter half of the study period, the research organization was unable to conduct sufficient field research due to Corona, and the study was promoted by conducting complementary analysis of large-scale data published by international organizations.
In Malawi, visually impaired children, especially urban girls, were found to be more likely to be included. The "pity effect" in Malawi, where aid dependency is high, revealed that children with visually impaired characteristics are more likely to be educated.

Free Research Field

比較教育学

Academic Significance and Societal Importance of the Research Achievements

ポストEFAにおいて最重要課題である不就学児童の教育問題を当事者からの視点で明らかにした点は、学術的にも実践的にも高いと考えられる。これまで「インクルーシブ（包摂）」する側でなく、される側の視点が現在の議論には欠落していた。本研究ではこの点を明確に、かつ、実証的に明らかにした。また、教育開発政策の国際的潮流に対して、地域に根ざした問題を掘り起こし、アフリカ独自の新たな視座を提供するという点で独創的である。
さらに本研究結果は、現在、グローバル化が進捗する中での「共生」の問題や子どもの貧困と教育の問題が重要な課題となっている日本国内の教育開発研究にも有益な示唆をもたらすことが出来たと考えている。