務 窪島 - Academia.edu (original) (raw)
務 窪島
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Centre National de la Recherche Scientifique / French National Centre for Scientific Research
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発達障害と学習障害 読み書き障害（ｄｙｓｌｅｘｉａ）の概念 ２０００年以降の米国ＬＤ事情—伝統的ＬＤ概念の批判から「介入への応答」（ＲＴＩ）およびその批判 読み書き障害の主要な理論モデル スクリ... more 発達障害と学習障害 読み書き障害（ｄｙｓｌｅｘｉａ）の概念 ２０００年以降の米国ＬＤ事情—伝統的ＬＤ概念の批判から「介入への応答」（ＲＴＩ）およびその批判 読み書き障害の主要な理論モデル スクリーニング・アセスメント・診断基準 発達障害をめぐるパラダイム論争 障害の併存概念とアスペルガー症候群 ひらがなと漢字の読み書き困難（障害） 算数・英語・音楽の学習困難（障害） キッズカレッジの理論と実践の構想—人格発達と教育指導の固有性・独自性 インクルーシブ教育と発達障害教育の展望を切り開くために
In this article, Brahm Norwich, Professor of Education at the University of Exeter, examines the ... more In this article, Brahm Norwich, Professor of Education at the University of Exeter, examines the roles that special schools can play within inclusive educational systems. He notes that the percentage of young people in special schools in England has remained broadly stable over a number of years, despite inclusive policy initiatives. Brahm Norwich suggests that policy makers and practitioners have found it hard to understand how a broad and shifting notion like inclusion should be operationalised, especially when valued positions, such as meeting individual needs and providing a sense of belonging and participation, can appear to generate such tensions and contradictions. Brahm Norwich summarises findings on teachers' attitudes towards this crucial 'dilemma of difference' from three countries and argues that it is time to develop more sophisticated ways of thinking about provision. Rather than insisting on locating 'mainstream' and 'special' at opposite ends of a one-dimensional placement continuum, Brahm Norwich puts forward a multidimensional model in which a number of attributes can be considered when analysing provision. The 'flexible interacting continua' provided in this model concern identification, participation, placement, curriculum and teaching and governance and Brahm Norwich shows how schools, whether mainstream or special, need to strive towards commonality in terms of all five dimensions rather than simply in terms of placement. Policy makers as well as staff in both mainstream and special schools will be interested in exploring the implications of these ideas.
発達障害と学習障害 読み書き障害（ｄｙｓｌｅｘｉａ）の概念 ２０００年以降の米国ＬＤ事情—伝統的ＬＤ概念の批判から「介入への応答」（ＲＴＩ）およびその批判 読み書き障害の主要な理論モデル スクリ... more 発達障害と学習障害 読み書き障害（ｄｙｓｌｅｘｉａ）の概念 ２０００年以降の米国ＬＤ事情—伝統的ＬＤ概念の批判から「介入への応答」（ＲＴＩ）およびその批判 読み書き障害の主要な理論モデル スクリーニング・アセスメント・診断基準 発達障害をめぐるパラダイム論争 障害の併存概念とアスペルガー症候群 ひらがなと漢字の読み書き困難（障害） 算数・英語・音楽の学習困難（障害） キッズカレッジの理論と実践の構想—人格発達と教育指導の固有性・独自性 インクルーシブ教育と発達障害教育の展望を切り開くために
In this article, Brahm Norwich, Professor of Education at the University of Exeter, examines the ... more In this article, Brahm Norwich, Professor of Education at the University of Exeter, examines the roles that special schools can play within inclusive educational systems. He notes that the percentage of young people in special schools in England has remained broadly stable over a number of years, despite inclusive policy initiatives. Brahm Norwich suggests that policy makers and practitioners have found it hard to understand how a broad and shifting notion like inclusion should be operationalised, especially when valued positions, such as meeting individual needs and providing a sense of belonging and participation, can appear to generate such tensions and contradictions. Brahm Norwich summarises findings on teachers' attitudes towards this crucial 'dilemma of difference' from three countries and argues that it is time to develop more sophisticated ways of thinking about provision. Rather than insisting on locating 'mainstream' and 'special' at opposite ends of a one-dimensional placement continuum, Brahm Norwich puts forward a multidimensional model in which a number of attributes can be considered when analysing provision. The 'flexible interacting continua' provided in this model concern identification, participation, placement, curriculum and teaching and governance and Brahm Norwich shows how schools, whether mainstream or special, need to strive towards commonality in terms of all five dimensions rather than simply in terms of placement. Policy makers as well as staff in both mainstream and special schools will be interested in exploring the implications of these ideas.