医療化現象としての「発達障害」 : 教育現場における解釈過程を中心に

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概要

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• Since the later half of the 1990s, lack of adaptability of children to the educational setting has been explained through the new medical category of "developmental disabilities." In this paper, medical intervention is conceived of as "medicalization," and the educational setting is focused on and inspected. In particular, the paper focuses on "developmental disabilities" as a medical diagnosis characterized by uncertainty, situational dependence and feelings of resistance toward labeling, and clarifies how these characteristics are interpreted in the educational setting. Section 1 reviews previous studies that look critically at the elements of medicalization, pointing out the characteristics and problems of "developmental disabilities" as medicalization. (1) The elements of "developmental disabilities" are vague despite the fact that they are medical concepts, and consequently there is a lack of scientific grounds, standardized tests and treatment. This enables interpretation by a diverse range of knowledge. (2) These disabilities function as a form of "risk management." This study dynamically analyzes how these medical diagnoses are interpreted in the educational setting, with the aim to approach the reality of medicalization. Section 2 summarizes the research method which was used in the interview research of nine teachers. Section 3 examines medicalization in children, first from the viewpoint of responsibility and the role and position of children. The viewpoint of medical treatment has made rapid advances through the intervention of institutionalized medicine. Medical labeling exempts parents and teachers from responsibility, based on the assumption that the problem is a "disability." In this way, the children are obliged to play the "sick role." Parents and teachers sometimes display feelings of rejection or resistance toward medical labeling. In addition, uncertainty regarding the cause of the "developmental disability" creates difficulties in medical practice. However, the feelings of rejection and the medical uncertainty can be minimized by medical practice and interpretation in the educational setting.

• 日本教育社会学会の論文
• 2006-12-10

著者

• 木村 祐子

  お茶の水女子大学大学院

関連論文

• 1.非行少年の変容とは何か : 変化/変容/更生のプロセス(II-2部会 少年非行,研究発表II)
• 女子少年院のエスノグラフィー : 非行少年への施設内処遇のダイナミクス(III-1部会 教育病理(1),研究発表III,一般研究報告)
• 中学生における心理主義的な知識と行動(IV-1部会 子ども(2),研究発表IV,一般研究報告)
• 医療化現象としての「発達障害」 : 教育現場における解釈過程を中心に
• 4.教育問題における心理主義化の動向と理論的検討 : 原因帰属の観点から(I-9部会 理論,研究発表I,日本教育社会学会第58回大会)
• 発達障害児をめぐる解釈と実践 : 不適応と非行の間(学校不適応)
• 教育場面における不適応行動の医療化 : 学習障害の事例から(家庭・学校・不適応)
• 少年非行における医療的な解釈と実践 : 実践家の語りにみる医療化プロセス

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