Discussions about the education of children with special educational needs in regular school have been prevalent since the 1994 UNESCO Salamanca Statement defined ‘inclusive education’ (Miyadera, 2021 AU29: The in-text citation "Miyadera, 2021" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ). Later, United Nations (2006) AU30: The in-text citation "Later, United Nations (2006)" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. stated that “States Parties shall ensure an inclusive education system at all levels and lifelong learning” in the Convention on the Rights of Persons with Disabilities and States Parties. Therefore, Inclusive Education System is implementing in every situation in Japan. But the term, ‘Inclusive school situation’ is a general term presenting one of those situations in normal schools rather than special schools.
Published in Chapter:
Cognitive Developmental Approaches Toward Inclusive Education: Informal Assessments in Individual Practice
Copyright: © 2023
|Pages: 23
DOI: 10.4018/979-8-3693-0664-2.ch005
Abstract
Informal assessments were conducted in individualized learning settings, and its significance was examined from a cognitive developmental perspective. First, three students aged 8-9 who had no or few words were given the learning by after-school day service staff. They showed qualitatively different attitudes to the educational materials according to each cognitive development. Second, once-a-month homebound intervention was performed by author for a 5-year-old boy without intellectual disability, who had strong behavior disturbance and drawing difficulty. When learning refusal was strong, it was effective to adjust the approach going back to the early cognitive developmental stage shown by above three cases with few words. After one year and five months, he enrolled in a regular school. Now, at the end of the first grade, he still enjoys going to school and has begun writing some essays with a little support. It is suggested that focusing on early cognitive development affected his motivation to learn.