障害児に対するアメリカの児童・生徒の態度 : 拒否的態度の文献を中心として

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A considerable shift in legislation of the Public Law 94-142 has been made on affecting and providing educational opportunity and physical access of handicapped persons in recent years in the United States of America. If the law and services providing equal educational opportunities for handicapped children and youth are to be effective, school environment should be made increasingly receptive to the individuals who make up this group. The dramatic new law, policies, and services directed toward improving the lot of the handicapped cannot be fully implemented without increased receptivity toward them as persons with individual differences. A critical problem and obstacle are, however, remaining as attitudinal barriers. It means meaningful implementation of legislative acts will require that much attention to attitudinal barriers should be given to eliminate the barriers of physical access and educational access. If it is to be effective in removing attitudinal barriers, states-of-the-art overviews of the literature on attitudes toward diverse handicapped persons are urgently needed and, based on extant literature, the assessment and modification of attitudes toward handicapped persons are also needed. Despite the assumption that full inclusion into communities and school will alter traditional views toward the handicapped, the achievement of full inclusion appears to be possible only through a better understanding of attitudes toward children with disabilities and of attitudes change. This paper examined lots of literature concerning nonhandicapped students' attitudes of elementary and secondary schools toward diverse handicapped children such as the mentally retarded, the physically handicapped, the emotionally disturbed, and the learning disabled.
琉球大学の論文
2004-05-31

著者

中村哲雄
Faculty Of Education Uni. Of The Ryukyus

障害児に対するアメリカの児童・生徒の態度 : 拒否的態度の文献を中心として

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