Situation on Schooling of Children with Disabilities in the SEGPA/EREA as an Option of Inclusion and a Broader Point of View of Inclusive Education System in France

2015 Fiscal Year Final Research Report

• Project/Area Number: 24402050
• Research Category: Grant-in-Aid for Scientific Research (B)
• Allocation Type: Partial Multi-year Fund
• Section: 海外学術
• Research Field: Special needs education
• Research Institution: National Institute of Special Needs Education
• Principal Investigator: Munekata Tetsuya 独立行政法人国立特別支援教育総合研究所, 企画部, 上席総括研究員 (70229938)
• Co-Investigator(Kenkyū-buntansha): TANAKA YOSHIHIRO 独立行政法人国立特別支援教育総合研究所, 教育研修・事業部, 総括研究員 (70392933)
• Project Period (FY): 2012-04-01 – 2016-03-31
• Keywords: フランス / インクルーシブ教育 / 海外学術調査 / 学業不振 / 就学 / 知的障害

Outline of Final Research Achievements

In this Overseas Academic Research, we found that the reason why our targeted French segregated situation was established at EGPA sectors along with the expansion of their inclusiveness in the schools. In 1989, the traditional definition of mild intellectual disability of France was changed so that such special education sectors were changed into the category of ordinary schools. We also reported that a part of the children with severe intellectual disabilities are sent to Belgian special schools as if they were “Exiles”.

Free Research Field

特別支援教育