並列タイトル等Making Clear the Swedish Model of Inclusive Education during the period of the 1990s.
一般注記type:Working Paper
スウェーデンにおけるインクルーシブ教育はノーマライゼーション思想に発する「人間としての尊厳」および「すべての者のための一つの学校」という理念を掲げて展開されてきた。「場の統合」を経て「個の統合」を実現してきた。しかし、1990 年時点でも「個の統合」の実現の割合は、養護学校の全児童生徒の8.7%に留まる。1990 年以降は、社会民主労働党の弱体化と連動して、インクルーシブ教育を支持する言説にも陰りがみられる。カールベック委員会の基本的な構想の破綻はその象徴であろう。理念の標榜と、学校における障害者の処遇の実態との乖離に悩む現実が改めて明らかになった。
In Sweden the concept of Inclusive Education was developed according to the idea of “Education for All" and “Human dignity" originating from the thought of Normalization. Until the 1990s Inclusive Education was realized in Sweden, but only a mere 8,3 % of total amount of pupils in the Special Schools for the intellectually handicapped was integrated individually into the ordinary classes. During the period of the 1990s, due to political change, such as Social Democratic Party losing its power, the voices supporting Inclusive Education became weaker and weaker. One example is the change of direction of the original Carlbeck Committee platform. This committee originally abolished the schools for the severely intellectually handicapped (there are twp types of special schools for the intellectually handicapped, namely one is for the mildly handicapped and another is for the severely handicapped), but did not allow a high enough percentage of the mildly handicapped students to enroll in the ordinary schools. There are constant discrepancies between the concept and the reality of Inclusive Education.
一次資料へのリンクURLhttps://opac-ir.lib.osaka-kyoiku.ac.jp/webopac/bdyview.do?bodyid=BD00017609&elmid=Body&fname=18530754seika.pdf
連携機関・データベース国立情報学研究所 : 学術機関リポジトリデータベース（IRDB）（機関リポジトリ）