養護学校における「能力」と「平等」 : 教師のストラテジーと,その意図せざる帰結
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概要
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After World War II, the education of children with intellectual disability of Japan has positioned development as the first purpose. Some of pedagogists criticized this as it being capability principle-education. However, they did not actually look at the inside of school. Therefore, in this research, it tried to make it clear that how the development principle have acted inside the school from observation date of a certain school for children with intellectual disability. Consequently, the following things became clear. Certainly, in the school for children with intellectual disability, practice by the capability principle aiming at development was performed. However, teachers had aimed also at equality from the influence of school culture peculiar to Japan. The teachers had tried to make these principles compatible by using various strategy. However, as a result, those strategy had generated the disability on interaction of teachers and children.
- 東京大学の論文
- 2003-03-10
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