| Budget Amount *help |
¥11,450,000 (Direct Cost: ¥10,400,000、Indirect Cost: ¥1,050,000)
Fiscal Year 2007: ¥4,550,000 (Direct Cost: ¥3,500,000、Indirect Cost: ¥1,050,000)
Fiscal Year 2006: ¥3,400,000 (Direct Cost: ¥3,400,000)
Fiscal Year 2005: ¥3,500,000 (Direct Cost: ¥3,500,000)
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| Research Abstract |
This study aimed to examine the essence and the challenges of inclusive education by focusing on United States, a country where inclusive education was actively debated and at the same time, faced most serious challenges. This study focused on the formation, the development process and the educational, social significance of special classes ; an ideological, systematical, methodological starting point of inclusive education. Today, special classes are considered as negation of inclusion or in other words, symbol of special education, and is used as one of the targets of criticism by inclusive education advocates. However, unlike their criticism, special classes already had some essence of the inclusive education related ideology and some methods to achieve it from the time when it was first established. For example, an argument over inclusive education seems to only focus on the ideology of individual needs and integration with mainstream schools. However, these problems have already b
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een recognized and debated since the special classes were first established and its countermeasures were discussed although the method and the level varied among different types of disabilities.
The conditions of special classes varied with in the United States ; it differed between cities, and the types of disabilities which the school targeted. For example, the argument between integration and separation or segregation and its context, the opinion of special class related individuals, the terms and conditions which contributed to the development and the set backs of special classes, the development or improvement of teaching contents and methods, and the stigma all have their own actual circumstances.
Therefore inclusive advocates' argument ; all special classes being exclusive, is inaccurate and instead, clarifying what was and what was not accomplished by the special classes would lead to the discovery of necessary challenges and the means to overcome for the realization of inclusive education. Less
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