Grant-in-Aid for Overseas Scientific Survey.
|Research Institution||The National Institute of Special Education|
高石 道明 国立特殊教育総合研究所 (30202427)
OHASHI Toshiriro Coordinator in Research and Planning, The National Institute of Special Education (NISE), 総合企画調整官 (80231736)
大沼 直紀 筑波技術短期大学, 教育方法開発センター, 教授 (20169022)
安好 博光 鳴門教育大学, 学校教育学部, 助教授 (10132721)
成田 滋 国立特殊教育総合研究所, 教育工学研究部, 研究室長 (10172587)
小鴨 英夫 淑徳大学, 社会福祉学部, 教授 (70137842)
中澤 惠江 国立特殊教育総合研究所, 重複障害教育研究部, 主任研究官 (60155702)
落合 俊郎 国立特殊教育総合研究所, 重複障害教育研究部, 主任研究官 (00150053)
高杉 弘之 国立特殊教育総合研究所, 重複障害教育研究部, 研究室長 (20000292)
小山 創 国立特殊教育総合研究所, 情緒障害教育研究部, 主任研究官 (30124209)
近藤 久史 国立特殊教育総合研究所, 病弱教育研究部, 主任研究官 (60132718)
緒方 明子 国立特殊教育総合研究所, 精神薄弱教育研究部, 研究員 (40170419)
菅原 廣一 国立特殊教育総合研究所, 聴覚・言語障害教育研究部, 部長 (30000269)
志村 洋 国立特殊教育総合研究所, 視覚障害教育研究部, 研究室長 (80106153)
ONUMA Naoki Professor, Educational Develop Center, TSUKUBA College of Technology
NARITA Shigeru Section Chief, Department of Educational Technology, NISE
NAKAZAWA Megue Senior Researcher, Department of Education for the Multiply Handicapped, NISE
OCHIAI Toshiro Senior Researcher, Department of Education for the Multiply Handicapped, NISE
TAKASUGI Hiroyuki Section Chief, Department of Education for the Multiply Handicapped, NISE
KOYAMA Hajime Senior Researcher, Department of Education for the Emotionally Disturbed, NISE
OGAMO Hideo Professor, Department of Social Welfare, SHUKUTOKU University
OGATA Akiko Researcher, Department of Education for the Mentally Retarded, NISE
KONDO Hisahumi Senior Researcher, Department of Education for the Health Impaired, NISE
SHIMURA Hiroshi Section Chief, Department of Education for Visually Handicapped, NISE
SUGAWARA Hiroichi Director, Department of Education for the Speech and Hearing Handicapped, NISE
YASUYOSHI Hiromitsu Associate Prof, Department of School Education, NARUTO College of Education
|Project Fiscal Year
1989 – 1991
Completed(Fiscal Year 1991)
|Budget Amount *help
¥19,300,000 (Direct Cost : ¥19,300,000)
Fiscal Year 1991 : ¥5,500,000 (Direct Cost : ¥5,500,000)
Fiscal Year 1990 : ¥7,400,000 (Direct Cost : ¥7,400,000)
Fiscal Year 1989 : ¥6,400,000 (Direct Cost : ¥6,400,000)
|Keywords||Special Education in the World / Early Education in the World / Educational Programme in the World / Teacher Training in the World / in-Service Training in the World / Categorization of Handicapp in the World / 世界の特殊教育制度 / 世界の特殊教育の早期教育 / 世界の特殊教育の教育課程 / 世界の特殊教育の教員養成 / 世界の特殊教育の現職教育 / 世界の障害児のカテゴリ- / 特殊教育 / ノ-マリゼ-ション / 学習遅進児|
This project was started from 1989 to 1991, to understand situations and new trends of special education in ten countries in Europe and North America by collecting systematic and comprehensive materials and researches with staffs mainly from the National Institute of Special Education. The purpose of this research project is to promote development of Special Education in Japan.
Researchers from Japan visited administrative organizations, academic institutions like university or school to study practical situation in these countries in the first two years (1989-1990) period.
In 1989, ten countries (United Kingdom, Sweden, Norway, Hungary, Soviet Union, France, Germany, Italy, USA and Canada) were studied to get information and understaid situation in Special Education. It was investigated on eight points : (1) gal arrangement for Special Education and Administration, (2) Early education, (3) Educational Programme (Curriculum), (4) Teacher Education, (5) Guidance after school life, (6) Tra
nsformable Education, (7) Co-operation between Medical care and social welfare, (8) Research System on Special Education, supplied addendum in 1990.
In 1990, the last year of this project, six cooperative researchers from six countries (United Kingdom, Norway, Soviet ion, Germany, USA and Canada) were invited to Japan to have discussion for the final report of this project.
The final report was summarized and published about eight points in ten countries through this project.
It was found that a common feature among these countries is an endeavor to organize an effective arrangement for pupils and students depending on their educational needs. Comparing with Japanese organization, it can be shown one of critical difference that they arrange more flexible education. It should be difficult for the standardized management arrange Individual Educational Programme and use Resource Room system effectively. Furthermore, it can be mentioned at they are making efforts to improve special skills of teachers for integrating handicapped children into the ordinary education.
Needless to say, Education has a deep root into the history and culture in each country. They have different situations, future directions and reformation depending on each issue. It can not be said that their situation and future direction of Special Education can give direct advice for innovation of Japanese Special cation. However, it is believed that situation and idea introduced in this project presented very important materials consider future of Japanese Special Education.
It can show one example, Resource Boom System which is widely carried out in USA and has flexible arrangement. It would give great suggestion for Japanese Education. It is difficult for Japanese pupils and students to receive education in a different school or class room from their enrolled schools or class rooms. Japanese restrict educational system which is organized on enrollment makes difficult to arrange flexible educational programme. It is suggested to provide a system which can arrange adequate individual educational programme depending on children's needs, something like a transitional class room organization. One of important keys to solve this issue is to become free from policy which staff arrangement is restricted under children's enrollment not on children's needs.
This project made enable to have fruitful discussion with researcher in each country. Resource persons and research institutions are representatives of each country. It made possible to have opportunity to know practical situation of special education, information of International Cooperative Research and International Co-operation, also it was useful to discuss future direction of special education from international view point. It was agreed that our international cooperation should be continued and enforced and built international research system after 1992. Especially, it was agreed that international co-operative research is going to study "Teacher Training"from 1992. It can be said that this project was accomplished successfully. Less