インクルーシブ教育の進展と合理的配慮─統合からインクルージョンへのパラダイムシフト─

　　The Convention on the Rights of Persons with Disabilities (2016) stipulates that receiving inclusive education is the right of persons with disabilities. In Japan, the Act for Eliminating Discrimination against Persons with Disabilities was promulgated in 2013. According to this act, Japanese society prohibits discrimination on the basis of disability and is required to provide reasonable accommodation for disabled persons. In the near future, it will become the norm to accept children with different needs and to provide reasonable accommodation not only during the years of compulsory education, but also at higher education institutions, kindergartens and nursery schools.　　However, the difference between “Integrated Education” and “Inclusive Education” is not sufficiently understood by educators and others working at educational institutions. The two are quite similar, but they are not the same. “Integrated education” separates children with disabilities from children without disabilities and aims to integrate children with disabilities into regular classes. On the other hand, “Inclusive education” tries to educate students in accordance with the needs of each child, without distinguishing between them based on whether they have disabilities. Also, inclusive education doesn’t only mean that all children of the same age take all classes and do all activities together. It extends beyond school to communities in which different kinds of people spend their lives together. This is known as “Community Inclusion.”　　In order to promote inclusive education, it is important for parents and children with special needs to actively seek “reasonable accommodation.” However, it is difficult to judge what constitutes “reasonable accommodation” when the existence of a child\u27s disability is still not known for sure. In the early stages of child development, it is necessary, therefore, that experts professionally engaged in childcare and education should provide the people involved with sufficient information

Is inclusion the key to addressing the issue of marginalization of children with mental disabilities in Egypt?

Children with mental disabilities have always been discriminated against and were often considered among the minority groups that experienced marginalization in many societies throughout history. Ableism is one form of discrimination, which is the discrimination against people with disabilities because of the type of disability they have. Like in most societies, in Egypt, the problem is compounded, as children not only experience ableism, but also adultism. This thesis will investigate those combined modes of discrimination against children with mental disabilities. The educational system is regarded as part and parcel of the society as a whole, and they are both interconnected and intertwined. On the other hand, they are not synonymous to one another. The marginalization of children with disabilities from the Egyptian educational system is not a recent issue, and policies were formed in order to tackle this problem. In my research I would like to understand whether the children with disabilities were marginalized from the educational system because of its rigidity, lack of resources, and inability to accommodate for including diverse learners? OR their marginalization from the educational system was a result of being segregated from the Egyptian society as a whole, due to other societal factors? And whether inclusion (including children with disabilities in the same classrooms with children without disabilities) would address the issue of their marginalization from the educational system and/or the society, or not? I would also like to investigate the issue of the marginalization of children with disabilities from the educational system in Egypt through understanding the attitudes of mothers, teachers and disability professionals. In this thesis, I would like to assess the experiment of inclusion from the point of view of the main actors involved in it, through investigating the opinions of mothers of children with disabilities, mothers of children without disabilities, teachers in special education, language and mainstream schools, professionals and activists, and examine the societal factors influencing the formation of their attitudes

Inclusive Education in Indonesia: Equality Education Access for Disabilities

Based on data from the World Bank, one out of ten poor people around the world is the disabled. Poverty experienced by the disabled is a direct and indirect result of the exclusion and marginalization of people with disabilities because of the stigma and prejudices about disability. One of the stigma and prejudice on people with disabilities arise in the educational setting. The United Nations [UN] report showed that 90 % of all children with disabilities in developing countries still do not attend school, and the literacy rate of adults disabled predicted only 1 % (United Nations). Since Indonesia ratified Salamanca declaration, about equal education access for persons with disabilities, some inclusive schools begin to set in Indonesia. The government started affirming that Children With Special Needs (CWSN) basically has the right to education as normal children, without discriminated, by placed CWSN in special schools that are different from normal children. This article attempts to review various studies regarding the implementation of inclusive schools in Indonesia, to get a picture about the process of eliminating discrimination against students with special needs in Indonesian school.     Keywords: Disabled, Equality Education Access, Inclusive Education, Lampung, Metr

A Cross Cultural Study of Disability in the United States and Brazil

Disability is not only a biological issue, it is an inherently social one. People are only as disabled as their society allows them to be. Enhancing our understanding of the social processes affecting the disabled will allow for their increased participation within society. The researcher employed qualitative methods including semi-structured interviews and participant observation to perform case studies at fieldwork sites providing care to the disabled in Chicago, IL, USA and Santarém, Pará, Brazil. The researcher spent two consecutive weeks in each location. The former location is a residential facility for people with developmental disabilities and the latter is a school for people with mental and physical disabilities. The results showed that cultural phenomena such as social inequalities, gender roles, and intolerance for difference affected the experience of those living with disabilities. Social inequalities account for many disabilities found in Brazil such as those caused by preventable infectious diseases or by inadequate living conditions. The results suggest that the greatest obstacle for the disabled is the strained social interaction they have with the able-bodied. The prevalence of stigma against the disabled is a product of human discomfort with liminality and ambiguous status. People with disabilities are viewed as not fully human. Exposure and increased education, especially among children, can reduce discrimination allow people with disabilities to function within society and develop an identity therein

Gratitude versus children's rights: An exploration mothers’ attitudes towards disability and inclusive education in Palestine

The Palestinian National Authority has signed into law human rights protocols that promote, protect and ensure the rights of all children and the rights of persons with disabilities, including the right to an inclusive, equitable education. These protocols are supported by a series of laws and policies which seek to realise the aim of respecting all human rights entitlements. However, chronic occupation has devastated Palestine’s infrastructure, fractured the economy, and fragmented the integrity of the State, with the consequence that inclusive education is difficult to achieve. Shame, stigma, and prejudice about disability, and general ignorance about the rights of children are also significant barriers to inclusion. This research focuses on the inclusion of children and young adults with disabilities in educational and vocational training centres in Palestine. Two, semi-focused focus groups were conducted with mothers of children with disabilities to explore their attitudes to disability and whether their children were being provided with an education that met their needs as learners with disabilities. The data was analysed against the Convention on the Rights of People with Disabilities, and reveals that the mothers generally valued the centres. However, low expectations and lack of respect for, or understanding about, children’s rights, mean that children with disabilities do not have equal opportunities to make the most of their talents and develop to their fullest potential. As a result, children will continue to face discrimination, segregation or exclusion, not only within educational settings but also within their communities

What Law Schools Are Doing to Accommodate Students with Learning Disabilities

The year 2000 marks the tenth anniversary of the 1990 passage of the Americans with Disabilities Act (“ADA”). It also marks a quarter century since the passage of the Education for All Handicapped Children Act (“EAHCA”). The EAHCA opened the doors for disabled children to receive a free and appropriate education. As a result of this special education law, many disabled young people were able to succeed and are now knocking at law schools\u27 doors seeking admission. On July 26, 1990, Congress enacted the ADA, a landmark civil rights bill designed to open up all aspects of American life to individuals with disabilities. The stated purpose of this federal law is to provide a clear and comprehensive national mandate for the elimination of discrimination against individuals with disabilities. The focus of the ADA is to furnish strong and consistent standards addressing discrimination against individuals with disabilities. Furthermore, Congress bestows on the federal government the primary responsibility for enforcing the standards established by the ADA. Law schools face the challenge of providing disabled students reasonable accommodations in a fair and equitable manner. Disabled law students are demanding academic modifications in course examinations -- claiming to be persons with mental and physical disabilities. Law schools, by virtue of the entitlements under the ADA, are witnessing requests for exam modifications, including: changes in exam format; additional test time to complete an exam; and test relocation for environmental control purposes. This article discusses and analyzes court decisions addressing reasonable accommodations in the academic arena of law school examinations. The text illustrates the impact of the ADA and the direction courts are heading as they tackle this difficult and important area of law. In a prior study, eighty law schools from across the country were surveyed to obtain data and elicit their opinions on questions relating to academic modifications. The empirical data is intended to serve as a backdrop for elaboration and comparison of these and other questions. The significant number of disabled students seeking academic modifications in their law school education warrants such an inquiry. Law schools continue to grapple with claims from disabled students for fair and equitable treatment. An additional concern is the desire to avoid a backlash from the non-disabled students who want to prevent providing disabled students an unfair advantage in the law school setting

The family-support needs of Zimbabwean asylum-seeking families living with their disabled children in the Western Cape Province of South Africa

There is much evidence indicating that asylum - seeking families living with a child with disability experience poverty to a greater degree than those living without one. In the South African context, Zimbabwean asylum - seeking families that are driven into the country by poverty, lack of health facilities for their disabled children and discrimination are seriously disadvantaged by their lack of citizenship. This study on the family - support needs, perspectives and experiences of Zimbabwean asylum - seeking families living with children with disabilities explores the accumulation of impacts when these families attempt to access assistance, education and health care in South Africa. I begin with these families' background in Zimbabwe, a background on immigration into South Africa and a discussion of the effects of the country's immigration policy on immigrant families with disabled children. I then present a study carried out in Cape Town, South Africa, where 10 interviews were conducted with families of disabled children and 2 interviews with key informants from People Against Suffering, Oppression and Poverty (PASSOP), a local non - governmental organisation that deals with Cape Town - based refugees and asylum seekers from all over the world. The respondents were all Zimbabweans with children with disabilities. The findings indicate that Zimbabwean asylum families living with disabled children like any other asylum seeking families gain access to health care and education in Cape Town - South Africa. Though they are able to access health and education, the findings suggest that they face serious challenges, such as discrimination and stigmatisation. Zimbabwean asylum seeking families living with their disabled children are discriminated on the basis of their nationality, and they are more seriously disadvantaged by their lack of access to financial support, in the form of care - dependency grants, and by their limited access to disability support networks. The study concludes by recommending that the status of disabled immigrants and their families be revised with regard to the support that these families require and are able to access

Human Rights, Persons with Disabilities, ICF and the Convention on the Rights of Persons with Disabilities - Training Toolkit

No abstract available