A Historical Study on the Establishment of Curriculum for Intellectual Disability Education in the United States and its Succession and Issues

2021 Fiscal Year Final Research Report

• Project/Area Number: 19K23345
• Research Category: Grant-in-Aid for Research Activity Start-up
• Allocation Type: Multi-year Fund
• Review Section: :Education and related fields
• Research Institution: Kokushikan University
• Principal Investigator: Takako Homma 国士舘大学, 文学部, 講師 (30845508)
• Project Period (FY): 2019-08-30 – 2022-03-31
• Keywords: 知的障害教育カリキュラム / 重度知的障害教育 / 知的障害職業教育

Outline of Final Research Achievements

The study examined the historical development of the curriculum for intellectual disability(ID) education in New York City, and considered what aspects of the curriculum for ID education have in common with regular education and what aspects are unique to the curriculum for ID education in response to the curriculum access to regular education, which is currently an issue in many countries under the Convention on the Rights of Persons with Disabilities. In the historical process of developing curricula for education of the mentally challenged, N.Y City has developed unique content and forms of instruction based on the life experiences of children with ID according to their characteristics, while sharing the same major goals with regular education, such as democracy and happy life in the community, in order to realize community life and school education. This unique education continues to this day in the form of various programs.

Free Research Field

特別支援教育　知的障害教育

Academic Significance and Societal Importance of the Research Achievements

障害者権利条約の批准により、各国でニーズのある子どもの通常カリキュラムへのアクセスが課題である。通常教育のカリキュラムによる指導と評価が困難な知的障害児に対するカリキュラムについて、知的障害児への教育を担保しながら、どのように通常教育と共通性を持たせられるのか検討する必要がある。本研究により歴史的には、知的障害児のソーシャルインクルージョンを目指す中で、通常のアカデミックな教科では指導・評価できない知的障害児教育が通常教育と大きな目標を共通としつつ独自の教育を培ってきた経緯があり、職業や生活をトータルで学ぶ学習においては通常教育との共通性を見出すことができることが示唆された。