| Project/Area Number |
18530754
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Special needs education
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| Research Institution | Osaka Kyoiku University |
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Principal Investigator |
NIMONJI Masaaki Osaka Kyoiku University, 教育学部, 教授 (00030461)
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| Research Collaborator |
INGEMAR Emanuelsson Goteborgs universitet, prof.emeritus
JAN-AKE Klason Goteborgs universitet, lektor
BENGT Eriksson Karlstads universitet, professor
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| Project Period (FY) |
2006 – 2009
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| Project Status |
Completed (Fiscal Year 2009)
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| Budget Amount *help |
¥4,220,000 (Direct Cost: ¥3,500,000、Indirect Cost: ¥720,000)
Fiscal Year 2009: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2008: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2007: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2006: ¥1,100,000 (Direct Cost: ¥1,100,000)
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| Keywords | インクルーシブ教育 / 1990年代 / スウェーデン / 人間としての尊厳 / カナダ / 知的障害者 / オープンカレッジ / インクル-シブ教育 / スウェ-デン / ノ-マライゼ-ション / 教育課程 / ソーシャル・インクルージョン / カールベック委員会 / 障害者教育 |
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| Research Abstract |
In Sweden the concept of Inclusive Education was developed according to the idea of "Education for All" and "Human dignity" originating from the thought of Normalization. Until the 1990s Inclusive Education was realized in Sweden, but only a mere 8, 3% of total amount of pupils in the Special Schools for the intellectually handicapped was integrated individually into the ordinary classes. During the period of the 1990s, due to political change, such as Social Democratic Party losing its power, the voices supporting Inclusive Education became weaker and weaker. One example is the change of direction of the original Carlbeck Committee platform. This committee originally abolished the schools for the severely intellectually handicapped (there are twp types of special schools for the intellectually handicapped, namely one is for the mildly handicapped and another is for the severely handicapped), but did not allow a high enough percentage of the mildly handicapped students to enroll in the ordinary schools. There are constant discrepancies between the concept and the reality of Inclusive Education.
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