YAPONIYADAGI MAXSUS TA’LIMNING HUQUQIY ASOSLARINNGI YARATILISHI TARIXI
Keywords:
maxsus ta’lim, inklyuziv ta’lim, Yaponiya ta’lim tizimi, nogironligi bo‘lgan shaxslar, huquqiy asoslar, ta’lim islohotlari, individual yondashuvAbstract
Mazkur tadqiqotda Yaponiyada nogironligi bo‘lgan shaxslar ta’limining huquqiy asoslari tarixiy rivojlanish jarayonida tahlil qilinadi. Tadqiqotda maxsus ta’lim tizimining shakllanishi, uning ajratilgan modeldan inklyuziv ta’lim tizimiga bosqichma-bosqich o‘tishi hamda bu jarayonda amalga oshirilgan huquqiy islohotlar yoritilgan. Shuningdek, individual yondashuv, maxsus sinflar va resurs xonalarining joriy etilishi, hamda maxsus ehtiyojli ta’lim konsepsiyasining rivojlanishi tahlil qilinadi. Tadqiqot natijalari shuni ko‘rsatadiki, Yaponiyada maxsus ta’lim tizimi sezilarli taraqqiyotga erishgan bo‘lsa-da, uning to‘liq inklyuziv modelga o‘tishida huquqiy mexanizmlar va amaliy qo‘llab-quvvatlash tizimlari hali ham muhim ahamiyat kasb etadi.
References
1. UNESCO. (2009). Policy guidelines on inclusion in education. Paris: UNESCO. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000177849
2. Individuals with Disabilities Education Act, 20 U.S.C. § 1400 et seq. (originally enacted as Education for All Handicapped Children Act, 1975. P – 125.
3. Howard, P. The least restrictive environment: How to tell? Journal of Law and Education, 2004. P – 167.
4. Individuals with Disabilities Education Act (formerly the Education for All Handicapped Children Act of 1975), as amended by the Individuals with Disabilities Education Act of 1997, P – 105. and the Individuals with Disabilities Education Improvement Act of 2004, P - 108.
5. Furukawa, S. Seeking for inclusion presumption, Tokyo: Senshobo Press. Howard, P. (2004). The least restrictive environment: How to tell? Journal of Law and Education, 2003. P – 167.
6. Shimizu S. Education for children with moderate developmental disorder in America. Kamogaw Press. Kyoto: 2004, P – 32.
7. Forlin C., Kawai N., & Higuchi, S. Educational reform in Japan towards inclusion: are we training teachers for success? International Journal Of Inclusive Education, 2015. P – 314.
8. Hayashi, R., & Okuhira, M. The independent living movement in Asia: Solidarity from Japan. Disability & Society, 2008. P – 429.
9. Gordon, J. Japan’s School Education Act, Edu press, 2009. P – 124.
10. Hayashi, A., & Tobin, J. Contesting visions at a Japanese school for the deaf. Anthropology & Education Quarterly, 2015. P – 380.
11. Haynes, C., Hook, P., Macaruso, P., Muta, E., Hayashi, Y., Kato, J., & Sasaki, T. Teachers’ ratings of children with learning disabilities: a comparison of the United States and Japan, 2000. P – 215.
12. Tsuchiya, M. The deaf Japanese and their self identity. W: C.J. Erting, R.C. Johnson, D.L. Smith, B.D. Snider, The Deaf Way: Perspectives from the International Conference on Deaf Culture. Washington: Gallaudet University Press, 1994. P – 68.
13. Reader, G.T. Some notes on the blind of Japan. Journal of Visual Impairment & Blindness, 1916. P – 17.
14. Akiba, U. The blind in Japan. Journal of Visual Impairment & Blindness, 1927. P – 20.
15. Woodward, J. & Ono, Y. Mathematics and academic diversity in Japan. Journal of Learning Disabilities, 2004. P – 82.
16. Agran, M., Wehmeyer, M., Cavin, M., & Palmer, S. Promoting Active Engagement in the General Education Classroom and Access to the General Education Curriculum for Students with Cognitive Disabilities. Education and Training in Autism and Developmental Disabilities, 2010. P – 174.
17. McLaughlin, M. J. Evolving interpretations of educational equity and students with disabilities. Exceptional Children, 2010. P – 278.
