Core Ethics Vol. NHK
Core Ethics Vol.
a general education system
Core Ethics Vol. general education system general education system e.
LDADHD LDADHD
Core Ethics Vol. - -
Core Ethics Vol. LDADHD
No. Pumfrey and Mittier Special Education needs A New Look Warnock,
Core Ethics Vol. Warnock, Mittler, Mittler, Mittler,, Norwich, Frederickson and Cline,
Corbetto, J,Bad Mouthing:The Language of Special Needs. London;Falmer Press. Dyson, A,Special Needs in the Twenty-first Century: London;Stationery Office. Gulliford, R,and Upton,G,Special Educational Needs: London and New York;Routledge. Frederickson,N and Cline,T,Special Educational Needs, Inclusion and Diversity,open University press. Mittler, P,Training for inclusion:london;canadian Exceptionality in press. Working Towards Inclusive Education:London; Norwich, B,Special Needs Education,Inclusive Education or Just Education for All?, Institute of Education,University of London. A Response to Special Educational Needs:A New Look. Terzi, L,Differrence,equality and the ideal of inclusion in education:london;continuum. Warnock,M,Special Educational Needs A New Look:Impact Series No..London;Philosophy of Education Society of Great Britain. b Vol., No.,pp-
Core Ethics Vol. a SNE... / http://www.mext.go.jp/b_menu/shingi/chukyo/chukyo/meibo/.htm
Inclusive Education Policy for Special Needs Education in Japan: An Examination of Deliberations by the Special Committee on Special Needs Education with Reference to the Inclusive Education Policy of Great Britain ARIMATSU Ryo Abstract: After two years of discussions, the Special Committee on Special Needs Education in the Ministry of Education, Culture, Sports, Science and Technology of Japan issued a report in July that suggested, for the first time in official policy circles in Japan, the introduction of an inclusive education policy. One of the committees expectations was that inclusive education would provide a fix for the chaotic situation in existing special needs education policy. In fact, a similar policy introduced in Great Britain in for a similar purpose had already resulted in failure and a controversial re-examination by. This paper examines the special committees deliberations on inclusive education policy with reference to the controversies in Britain. The study finds that, regarding inclusive education policy, there is no clear definition but various interpretations and considerable vagueness. The failure in Britain was caused by an unclear policy definition and the resulting confusion of how to include or separate students in reality, reducing support for students in need and increasing the number of students in special schools. Unfortunately, the discussions of the special committee in Japan are heading in Britain's failed direction. Keywords: education of physically and mentally disabled children, special needs education, Special Committee on Special Needs Education, inclusive education theory ( )