障害児を普通学校へ　全国連絡会・香川

Japan’s Special Need Education（launched in 2007） Is NOT an inclusion.
27/05/2010Reiko Ichiki (professor of University)

１　Its based on a segregative law,

● More special schools (995 in 2003 à 1,026 in 2008)

●More special classrooms within regular elementary/junior high schools (30,921 in 2003 à 40,004 in 2008)

● In 2009, A girl with disabilities, who wished to enter a regular junior high school, was rejected based on a reason that there were lots of stairs at the school. It took her that her parents went to court and fought through 3-months-negotiations with the Board of Education in order for her wish to finally be accepted.

●A court determined 2010,a junior high school student who had been forced to transfer from a regular classroom to a special classroom, was sexually abused by the head teacher of the special classroom.
2　It fails to provide reasonable accommodations within a regular class.
●　In 2008, an elementary student with disabilities was not allowed to articipate in the school’s outing trip because the child’s parents could not accompany him.

●　In Tokyo, one Board of education demand parents to sign a form and to agree to accompany their child’s school life as a prerequisite to the child’s admission.

●　Another area in Tokyo, some jurisdictions have set up a regulation by which schools can charge the parents for the cost of reasonable accommodations.

3 It reduces inclusion into artificial “exchanges and joint learning.”
● Since the SNE does not allocate enough funds for the “exchanges and joint learning” activities, many special schools are unable to send teachers to regular schools with the children. Thus, the visits can be made only when parents manage their schedule to go with them.

● The “exchanges and joint learning” activities are often severely limited to the point of “exchanges” being only made via letter changing or only at school events that take place only a few times in a year.

4 it labele more children!
● Many cases have been reported where a child who used to be a member of a regular class has been identified as a “special needs kid” and sent to a special classroom.

● With increased awareness about developmental disabiliteis among teachers, popularity of medical treatments such as medication has also risen.