総合学校運動と障害児のインテグレーション(<特集II>インテグレーションをめぐって)

概要

論文の詳細を見る
1) We are apt to consider the integration of the handicapped as a method of education for the handicapped. Etimologically, the meaning of the word "integration" is a recovery of a whole. we can, therefore, define the integration of the handicapped as the recovery of communities consisted of the handicapped and the non-handicapped. 2) We know three representative characters in the educational history: Jan A. Komensky, Johann Heinrich Pestalozzi, and John Dewey. These characters represesent three typical approaches to the integration problems in education. 3) European countries, from the 1960's on, has been trying to their traditional isolation system in secondary education (tripartitism) and to establish comprehensive secondary schools. This compresensive school movement is extending to the integration movement in higher education and in special education. 4) The integration of the handicapped must be considered as a part or an aspect of the integration problems in education, and also a part of social reform. We must continue to explore a new educational and social system and make a comprehensive community school including the handicapped.
日本特殊教育学会の論文
1974-03-29