کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
346737 617832 2012 10 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Cultural sensitivity in the delivery of disability services to children: A case study of Japanese education and socialization
موضوعات مرتبط
علوم پزشکی و سلامت پزشکی و دندانپزشکی پریناتولوژی (پزشکی مادر و جنین)، طب اطفال و بهداشت کودک
پیش نمایش صفحه اول مقاله
Cultural sensitivity in the delivery of disability services to children: A case study of Japanese education and socialization
چکیده انگلیسی

This ethnographic study examined beliefs about disability and related socialization and educational practices at a Japanese elementary school. Disability is a universal issue affecting child welfare and educational systems around the world. Yet, relatively little sociocultural research has focused on non-Western children with disabilities. This limitation restricts our understanding of the extent to which and how cultures vary in their responses to disability, and the impact of these variations on children's development. Public schools in Japan recently implemented formal special education services for children with “developmental disabilities,” a new category used by educators to refer to “milder” difficulties in children's acquisition of social and academic skills, for example, learning disabilities, ADHD and Asperger's syndrome. This transition created a dilemma for educators: blending new requirements of providing individualized support with traditional Japanese socialization and educational practices of raising and educating children within peer groups. Participant observation, in-depth interviews, and longitudinal case studies of children with developmental disabilities addressed culturally- and developmentally-sensitive practices employed by educators. Educators were sensitive to stigma, involved peers in supporting one another, created home-like classrooms, guided children towards voluntary cooperation, and provided support and guidance to parents. Broad implications for the design of culturally-sensitive disability services are discussed.


► Japanese socialization and educational practices emphasize peer groups.
► Peer relationships are used in supporting children with developmental disabilities.
► By involving peers, supportive contexts were created for children with disabilities.
► To help parents accept children’s special needs, non-coercive practices were used.
► Educators provided culturally-sensitive practices based on empathy.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Children and Youth Services Review - Volume 34, Issue 1, January 2012, Pages 266–275
نویسندگان
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