start-ver=1.4
cd-journal=joma
no-vol=25
cd-vols=
no-issue=1
article-no=
start-page=39
end-page=
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2025
dt-pub=20250109
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=Effectiveness of professional-identity-formation and clinical communication-skills programs on medical students' empathy in the COVID-19 context: comparison between pre-pandemic in-person classes and during-pandemic online classes
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=Background Enhancing students' empathy is critical in medical school education. The COVID-19 pandemic necessitated a shift from in-person to online classes. However, the effectiveness of online classes for enhancing medical students' empathy has not been investigated sufficiently and the evidence is limited. This study compared the effectiveness of enhancing empathy between pre-pandemic in-person classes and during-pandemic online classes among medical students in Japan using pre-pandemic and during-pandemic data.
Methods This is a retrospective observational study. This study measured students' empathy using the Japanese translation of the Jefferson Scale of Empathy-Student Version (JSE-S) before and after the special programs for professional identity formation and clinical communication among first- and second-year students who matriculated from 2015-2021. This study categorized the matriculation year groups as "pre-pandemic" and "during-pandemic" groups for the first- and second-year students. This study estimated the adjusted mean score differences of the JSE-S and 95% confidence intervals (CIs) from the pre- to post-program between the pre-pandemic and during-pandemic groups in the first and second years using linear regression analysis.
Results This study's participants included 653 first-year students and 562 second-year students. In the first year, the during-pandemic group had a significantly higher mean score difference from the pre- to post-program compared to the pre-pandemic group. The adjusted regression coefficient (95% CI) was 7.6 (5.7 - 9.5), with the pre-pandemic group as the reference. In the second year, there were no significant differences between the two groups.
Conclusions The results suggest that online classes are not inferior to in-person classes or even slightly better in enhancing medical students' empathy, which should be clarified by further studies. This study's findings have important implications for medical education and implementing hybrid class formats to enhance students' empathy.
en-copyright=
kn-copyright=
en-aut-name=KataokaHitomi
en-aut-sei=Kataoka
en-aut-mei=Hitomi
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=1
ORCID=
en-aut-name=TokinobuAkiko
en-aut-sei=Tokinobu
en-aut-mei=Akiko
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=2
ORCID=
en-aut-name=FujiiChikako
en-aut-sei=Fujii
en-aut-mei=Chikako
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=3
ORCID=
en-aut-name=WatanabeMayu
en-aut-sei=Watanabe
en-aut-mei=Mayu
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=4
ORCID=
en-aut-name=ObikaMikako
en-aut-sei=Obika
en-aut-mei=Mikako
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=5
ORCID=
affil-num=1
en-affil=Center for Diversity and Inclusion, Okayama University Hospital
kn-affil=
affil-num=2
en-affil=Center for Diversity and Inclusion, Okayama University Hospital
kn-affil=
affil-num=3
en-affil=Center for Diversity and Inclusion, Okayama University Hospital
kn-affil=
affil-num=4
en-affil=Division of Kidney, Diabetes and Endocrine Diseases, Okayama University Hospital
kn-affil=
affil-num=5
en-affil=Department of General Medicine, Faculty of Medicine, Dentistry and Pharmaceutical Sciences, Okayama University
kn-affil=
en-keyword=COVID-19 pandemic
kn-keyword=COVID-19 pandemic
en-keyword=Empathy
kn-keyword=Empathy
en-keyword=Jefferson Scale of Empathy
kn-keyword=Jefferson Scale of Empathy
en-keyword=Medical students
kn-keyword=Medical students
en-keyword=Online class
kn-keyword=Online class
END
start-ver=1.4
cd-journal=joma
no-vol=46
cd-vols=
no-issue=4
article-no=
start-page=180
end-page=186
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2024
dt-pub=202404
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=Exploration of urine metabolic biomarkers for new-onset, untreated pediatric epilepsy: A gas and liquid chromatography mass spectrometry-based metabolomics study
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=Objective: The discovery of objective indicators for recent epileptic seizures will help confirm the diagnosis of epilepsy and evaluate therapeutic effects. Past studies had shortcomings such as the inclusion of patients under treatment and those with various etiologies that could confound the analysis results significantly. We aimed to minimize such confounding effects and to explore the small molecule biomarkers associated with the recent occurrence of epileptic seizures using urine metabolomics.
Methods: This is a multicenter prospective study. Subjects included pediatric patients aged 2 to 12 years old with new-onset, untreated epilepsy, who had had the last seizure within 1 month before urine collection. Controls included healthy children aged 2 to 12 years old. Those with underlying or chronic diseases, acute illnesses, or recent administration of medications or supplements were excluded. Targeted metabolome analysis of spot urine samples was conducted using gas chromatography (GC)- and liquid chromatography (LC)-tandem mass spectrometry (MS/MS).
Results: We enrolled 17 patients and 21 controls. Among 172 metabolites measured by GC/MS/MS and 41 metabolites measured by LC/MS/MS, only taurine was consistently reduced in the epilepsy group. This finding was subsequently confirmed by the absolute quantification of amino acids. No other metabolites were consistently altered between the two groups.
Conclusions: Urine metabolome analysis, which covers a larger number of metabolites than conventional biochemistry analyses, found no consistently altered small molecule metabolites except for reduced taurine in epilepsy patients compared to healthy controls. Further studies with larger samples, subjects with different ages, expanded target metabolites, and the investigation of plasma samples are required.
en-copyright=
kn-copyright=
en-aut-name=AkiyamaTomoyuki
en-aut-sei=Akiyama
en-aut-mei=Tomoyuki
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=1
ORCID=
en-aut-name=SaigusaDaisuke
en-aut-sei=Saigusa
en-aut-mei=Daisuke
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=2
ORCID=
en-aut-name=InoueTakushi
en-aut-sei=Inoue
en-aut-mei=Takushi
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=3
ORCID=
en-aut-name=TokorodaniChiho
en-aut-sei=Tokorodani
en-aut-mei=Chiho
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=4
ORCID=
en-aut-name=AkiyamaMari
en-aut-sei=Akiyama
en-aut-mei=Mari
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=5
ORCID=
en-aut-name=MichiueRie
en-aut-sei=Michiue
en-aut-mei=Rie
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=6
ORCID=
en-aut-name=MoriAtsushi
en-aut-sei=Mori
en-aut-mei=Atsushi
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=7
ORCID=
en-aut-name=HishinumaEiji
en-aut-sei=Hishinuma
en-aut-mei=Eiji
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=8
ORCID=
en-aut-name=MatsukawaNaomi
en-aut-sei=Matsukawa
en-aut-mei=Naomi
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=9
ORCID=
en-aut-name=ShibataTakashi
en-aut-sei=Shibata
en-aut-mei=Takashi
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=10
ORCID=
en-aut-name=TsuchiyaHiroki
en-aut-sei=Tsuchiya
en-aut-mei=Hiroki
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=11
ORCID=
en-aut-name=KobayashiKatsuhiro
en-aut-sei=Kobayashi
en-aut-mei=Katsuhiro
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=12
ORCID=
affil-num=1
en-affil=Department of Pediatrics (Child Neurology), Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences
kn-affil=
affil-num=2
en-affil=Laboratory of Biomedical and Analytical Sciences, Faculty of Pharma-Science, Teikyo University
kn-affil=
affil-num=3
en-affil=Department of Pediatric Neurology, NHO Okayama Medical Center
kn-affil=
affil-num=4
en-affil=Department of Pediatrics, Kochi Health Sciences Center
kn-affil=
affil-num=5
en-affil=Department of Pediatrics (Child Neurology), Okayama University Hospital
kn-affil=
affil-num=6
en-affil=Department of Pediatrics (Child Neurology), Okayama University Hospital
kn-affil=
affil-num=7
en-affil=Department of Neurology, Shiga Medical Center for Children
kn-affil=
affil-num=8
en-affil=Tohoku Medical Megabank Organization, Tohoku University
kn-affil=
affil-num=9
en-affil=Tohoku Medical Megabank Organization, Tohoku University
kn-affil=
affil-num=10
en-affil=Department of Pediatrics (Child Neurology), Okayama University Hospital
kn-affil=
affil-num=11
en-affil=Department of Pediatrics (Child Neurology), Okayama University Hospital
kn-affil=
affil-num=12
en-affil=Department of Pediatrics (Child Neurology), Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences
kn-affil=
en-keyword=Amino acids
kn-keyword=Amino acids
en-keyword=Gas chromatography
kn-keyword=Gas chromatography
en-keyword=Liquid chromatography
kn-keyword=Liquid chromatography
en-keyword=Mass spectrometry
kn-keyword=Mass spectrometry
en-keyword=New-onset epilepsy
kn-keyword=New-onset epilepsy
END
start-ver=1.4
cd-journal=joma
no-vol=40
cd-vols=
no-issue=2
article-no=
start-page=232
end-page=243
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2022
dt-pub=202206
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=A Study of the Experiences of Sexual Minorities in Sex Education at School
kn-title=学校での性教育において性的マイノリティが得る経験に関する研究―異性愛主義と性的マイノリティの不在性の視点から―
en-subtitle=
kn-subtitle=
en-abstract=The study aimed to clarify the experiences of sexual minorities concerning sex education at school, scrutinize how the assumption that everyone is heterosexual affects sexual minorities, and examine the challenges faced by heterosexual-based sex education. Based on the interview survey of nine sexual minority parties, their experiences were organized into seven types: “receiving sex education based on heterosexuality,” “skepticism and criticism of heterosexism,” “acceptance and following of heterosexism,” “facing unintended coming-out,” “vague image of oneself in the future,” “awareness of belonging to a minority” and “learning about sexual minorities.” It was suggested that sexual minorities face tremendous difficulties where they have to deal with the various difficulties that arise when they receive sex education through trial and error, gather information necessary for themselves as sexual minorities in places and through opportunities other than school education, and learn about sex by self-study. The realization of inclusive sex education that takes the existence of learners of various sexualities into account is warranted.
kn-abstract=本研究は，学校での性教育において性的マイノリティが得る経験を明らかにし，異性愛を前提とした性教育が性的マイノリティにもたらす影響と抱える課題の2つについて検討することを目的とした。性的マイノリティ9名を対象にしたインタビュー調査の結果，経験は「異性愛を前提にした性教育を受ける」「異性愛が前提であることへの疑問や批判をもつ」「異性愛が前提であることを受け入れる」「意図せぬカミングアウトを迫られる」「将来の自分の姿が想像つかない」「周囲とは違う存在であることを自覚する」「性的マイノリティについて学ぶ」の7つに整理された。性的マイノリティは，性教育で直面するさまざまな困難に試行錯誤のもと対処しながら学校教育以外の場や機会で自分に必要な情報を集め，自主学習の形で性の学習を行うという厳しい状況に置かれることが示唆された。様々なセクシュアリティの学習者の存在を想定した性教育の実現が求められる。
en-copyright=
kn-copyright=
en-aut-name=WADAMarie
en-aut-sei=WADA
en-aut-mei=Marie
kn-aut-name=和田真理絵
kn-aut-sei=和田
kn-aut-mei=真理絵
aut-affil-num=1
ORCID=
en-aut-name=ITOTakehiko
en-aut-sei=ITO
en-aut-mei=Takehiko
kn-aut-name=伊藤武彦
kn-aut-sei=伊藤
kn-aut-mei=武彦
aut-affil-num=2
ORCID=
affil-num=1
en-affil=Graduate School of Education (Master’s Course), Okayama University
kn-affil=岡山大学大学院教育学研究科 修士課程
affil-num=2
en-affil=Graduate School of Education, Okayama University
kn-affil=岡山大学大学院教育学研究科
en-keyword=School-based Sexuality education
kn-keyword=School-based Sexuality education
en-keyword=Sexual minority
kn-keyword=Sexual minority
en-keyword=Heterosexism
kn-keyword=Heterosexism
END
start-ver=1.4
cd-journal=joma
no-vol=13
cd-vols=
no-issue=
article-no=
start-page=221
end-page=231
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2023
dt-pub=20230330
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Guaranteeing the Right to Attend Higher Education of students with disabilities: An Analysis of Rejected Cases by High Schools that Have a Shortage of Applicants.
kn-title=障害のある生徒の高等教育を受ける権利の保障 ―定員内不合格の現状と改善課題―
en-subtitle=
kn-subtitle=
en-abstract=Access to higher education is a fundamental human right of students with disabilities. However, this right does have not been guaranteed as an absolute right in Japan. This study aimed to improve the understanding of inclusive education through problem-posing based on an analysis of 4 relevant cases. We discussed the cases based on three main points: disagreement with the United Nations Convention on the Rights of Persons with Disabilities, lack of understanding of reasonable accommodation, and limitation of advanced expertise of school staff.
kn-abstract=日本は，2014 年に国連による障害者権利条約を批准した。その第24 条は，障害のある人のインクルーシブ教育及び生涯学習の権利を認めている。しかし，障害のある人の高等教育へのアクセスは十分とはいえない実態がある。本稿は，高等学校への入学試験をめぐる定員内不合格の問題に着目し，その論点と課題について検討した。その結果，定員内不合格の理由が十分に説明されないまま就学の機会が保障されておらず，障害者権利条約の理念が反映されていない可能性が示唆された。今後における改善課題として，学校現場のインクルーシブ教育への理解，適切な合理的配慮の実施，特別支援教育に対する教員の専門性を向上しなければならないことを指摘した。
en-copyright=
kn-copyright=
en-aut-name=HuJueying
en-aut-sei=Hu
en-aut-mei=Jueying
kn-aut-name=胡珏穎
kn-aut-sei=胡
kn-aut-mei=珏穎
aut-affil-num=1
ORCID=
en-aut-name=TokudomeHiroki
en-aut-sei=Tokudome
en-aut-mei=Hiroki
kn-aut-name=德留宏紀
kn-aut-sei=德留
kn-aut-mei=宏紀
aut-affil-num=2
ORCID=
en-aut-name=ArimitsuMako
en-aut-sei=Arimitsu
en-aut-mei=Mako
kn-aut-name=有光眞子
kn-aut-sei=有光
kn-aut-mei=眞子
aut-affil-num=3
ORCID=
en-aut-name=YoshitoshiMunehisa
en-aut-sei=Yoshitoshi
en-aut-mei=Munehisa
kn-aut-name=吉利宗久
kn-aut-sei=吉利
kn-aut-mei=宗久
aut-affil-num=4
ORCID=
affil-num=1
en-affil=The Graduate School of Edu cation, Okayama University
kn-affil=岡山大学大学院教育学研究科
affil-num=2
en-affil=The Graduate School of Edu cation, Okayama University
kn-affil=岡山大学大学院教育学研究科
affil-num=3
en-affil=The Graduate School of Edu cation, Okayama University
kn-affil=岡山大学大学院教育学研究科
affil-num=4
en-affil=Faculty of Education, Okayama University
kn-affil=岡山大学学術研究院教育学域
en-keyword=定員内不合格 (High School Entrance Exam)
kn-keyword=定員内不合格 (High School Entrance Exam)
en-keyword=合理的配慮 (Reasonable Accommodation)
kn-keyword=合理的配慮 (Reasonable Accommodation)
en-keyword=インクルーシブ教育 (inclusive education)
kn-keyword=インクルーシブ教育 (inclusive education)
END
start-ver=1.4
cd-journal=joma
no-vol=23
cd-vols=
no-issue=1
article-no=
start-page=81
end-page=
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2023
dt-pub=20230202
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=Eleven years of data on the Jefferson Scale of Empathy - medical student version: Japanese norm data and tentative cutoff scores
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=Background
More and more studies investigate medical students' empathy using the Jefferson Scale of Empathy (JSE). However, no norm data or cutoff scores of the JSE for Japanese medical students are available. This study therefore explored Japanese norm data and tentative cutoff scores for the Japanese translation of the JSE-medical student version (JSE-S) using 11 years of data obtained from matriculants from a medical school in Japan.
Methods
Participants were 1,216 students (836 men and 380 women) who matriculated at a medical school in Japan from 2011 to 2021. The JSE-S questionnaire was administered to participants prior to the start of the program. Data were summarized using descriptive statistics and statistical tests were performed to show the norm data and tentative cutoff scores for male and female students separately.
Results
The score distributions of the JSE-S were moderately skewed and leptokurtic for the entire sample, with indices -0.75 and 4.78, respectively. The mean score (standard deviation) for all participants was 110.8 (11.8). Women had a significantly higher mean score (112.6) than men (110.0; p < 0.01). The effect size estimate of gender difference was 0.22, indicating a small effect size. The low and high cutoff scores for men were <= 91 and >= 126, respectively, and the corresponding scores for women were <= 97 and >= 128, respectively.
Conclusions
This study provides JSE-S norm data and tentative cutoff scores for Japanese medical school matriculants, which would be helpful in identifying those who may need further training to enhance their empathy.
en-copyright=
kn-copyright=
en-aut-name=KataokaHitomi U.
en-aut-sei=Kataoka
en-aut-mei=Hitomi U.
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=1
ORCID=
en-aut-name=TokinobuAkiko
en-aut-sei=Tokinobu
en-aut-mei=Akiko
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=2
ORCID=
en-aut-name=FujiiChikako
en-aut-sei=Fujii
en-aut-mei=Chikako
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=3
ORCID=
en-aut-name=WatanabeMayu
en-aut-sei=Watanabe
en-aut-mei=Mayu
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=4
ORCID=
en-aut-name=ObikaMikako
en-aut-sei=Obika
en-aut-mei=Mikako
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=5
ORCID=
affil-num=1
en-affil= Center for Diversity and Inclusion, Okayama University Hospital
kn-affil=
affil-num=2
en-affil= Center for Diversity and Inclusion, Okayama University Hospital
kn-affil=
affil-num=3
en-affil= Center for Diversity and Inclusion, Okayama University Hospital
kn-affil=
affil-num=4
en-affil=Division of Kidney, Diabetes and Endocrine Diseases, Okayama University Hospital
kn-affil=
affil-num=5
en-affil=Department of General Medicine, Faculty of Medicine, Dentistry and Pharmaceutical Sciences, Okayama University
kn-affil=
en-keyword=Jefferson Scale of Empathy
kn-keyword=Jefferson Scale of Empathy
en-keyword=Norm data
kn-keyword=Norm data
en-keyword=Cutoff scores
kn-keyword=Cutoff scores
en-keyword=Medical students
kn-keyword=Medical students
en-keyword=Empathy
kn-keyword=Empathy
END
start-ver=1.4
cd-journal=joma
no-vol=39
cd-vols=
no-issue=6
article-no=
start-page=1423
end-page=1442
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2022
dt-pub=20221216
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=Judicial barriers to inclusive education as a human right: An analysis of relevant legal cases in Japan
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=Article 24 of the CRPD guarantees inclusive education as a fundamental human right. In Japan, the education policy has shifted from a segregated education to an inclusive one with the ratification of the CRPD. However, recent lawsuits on children with disabilities and their school placement/attendance reveal such policy changes are not reflected in practice. In this article, we reviewed notable court cases in Japan to investigate how Japanese courts interpreted the reform of the legal system. We divide the article into two parts: Firstly, we describe the history of Japanese education reform. Secondly, we discuss the court cases with regard to Japanese education system reform and the schooling of children with disabilities over three time periods. Our findings show that the court continues to make judicial decisions based on the old notion of segregated education and fails to recognize or even understand that inclusive education is a fundamental human right.
en-copyright=
kn-copyright=
en-aut-name=YoshitoshiMunehisa
en-aut-sei=Yoshitoshi
en-aut-mei=Munehisa
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=1
ORCID=
en-aut-name=HoriguchiGoro
en-aut-sei=Horiguchi
en-aut-mei=Goro
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=2
ORCID=
en-aut-name=TakahashiKiriko
en-aut-sei=Takahashi
en-aut-mei=Kiriko
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=3
ORCID=
affil-num=1
en-affil=Faculty of Education, Okayama University
kn-affil=
affil-num=2
en-affil=Faculty of Law, Okayama University
kn-affil=
affil-num=3
en-affil=Center on Disability Studies, University of Hawaʻi at Mānoa
kn-affil=
en-keyword=Human rights
kn-keyword=Human rights
en-keyword=inclusive education
kn-keyword=inclusive education
en-keyword=court litigation
kn-keyword=court litigation
en-keyword=reasonable accommodation
kn-keyword=reasonable accommodation
en-keyword=symbiotic society
kn-keyword=symbiotic society
END
start-ver=1.4
cd-journal=joma
no-vol=180
cd-vols=
no-issue=
article-no=
start-page=27
end-page=37
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2022
dt-pub=20220826
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=Perceived Efficacy and Anxiety of Teachers in Japan toward Supporting Students with Chronic Illness in Mainstream School
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=The objective of this study was to examine mainstream school teachers’ anxiety and selfefficacy to teaching students with chronic illness. A survey was completed by 59 elementary and 44 junior high school teachers in Japan. Results indicated that the majority of teacher respondents perceived themselves as inadequate to teach students with chronic illness due to lack of practical knowledge and experience. A high proportion of respondents indicated that they had no academic training (62.1%) and no teaching experience (72.8%) for supporting students with chronic illness. On the other hand, there is a positive relationship between selfefficacy, anxiety level and academic training or teaching experience for supporting students with chronic illness. That is, teachers with practical experience teaching students with chronic illness in the classroom and teachers with more academic training in inclusive approaches demonstrated higher efficacy and lower anxiety than teachers without these experiences or with less training in inclusive teaching approaches. All teachers must be equipped with the extensive knowledge of how best to assist students with chronic illness. Additional efforts are needed to adequately support students with chronic illness in the regular education classroom.
en-copyright=
kn-copyright=
en-aut-name=YoshitoshiMunehisa
en-aut-sei=Yoshitoshi
en-aut-mei=Munehisa
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=1
ORCID=
en-aut-name=TsushimaYasuko
en-aut-sei=Tsushima
en-aut-mei=Yasuko
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=2
ORCID=
en-aut-name=MurakamiRie
en-aut-sei=Murakami
en-aut-mei=Rie
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=3
ORCID=
en-aut-name=TakahashiKiriko
en-aut-sei=Takahashi
en-aut-mei=Kiriko
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=4
ORCID=
affil-num=1
en-affil=Division of Developmental Studies and Support, Graduate School of Education, Okayama University
kn-affil=
affil-num=2
en-affil=Faculty of Education, Shujitsu University
kn-affil=
affil-num=3
en-affil=Graduate School of Humanities and Social Sciences, Hiroshima University
kn-affil=
affil-num=4
en-affil=Center on Disability Studies, University of Hawaiʻi at Mānoa
kn-affil=
END
start-ver=1.4
cd-journal=joma
no-vol=12
cd-vols=
no-issue=
article-no=
start-page=165
end-page=180
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2022
dt-pub=20220330
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=小学校英語教科書の分析： 異文化理解のための反抑圧的視点
kn-title=Analyzing textbooks for elementary English education: An anti-oppressive perspective for intercultural understanding
en-subtitle=
kn-subtitle=
en-abstract=本稿は、学習指導要領によって小学校外国語（英語）の授業に異文化理解あるいは国際理解を取り入れることを求められた日本の教師のニーズに応えるものである。「尊重」というレンズを通して多様性についての学習に焦点を当てることは、異文化理解や国際理解に不可欠であるが、「他者」について学ぶことに焦点を当てると、「私たち」対「彼ら」という誤った二元論を生み出し、教科書やコンテンツの普及によって「他者」は単純化し理解することができると仮定されることになってしまう。そうではなく、本稿で提唱するのは、異文化理解のための反抑圧的アプローチである。まず理論的枠組みを説明し、次に様々なテーマ（ジェンダー、性的指向、人種・民族など）を通して教科書を分析する方法を教師に示す。本稿は、小学校の教科書や教材における支配的アイデンティティと少数派アイデンティティの包摂と排除を明らかにすることの重要性について説明し、ステレオタイプや偏見の再生産を防ぐことを目的とするものである。
kn-abstract=This paper responds to the needs of teachers in Japan who are required to incorporate intercultural understanding in their foreign language classes. While the focus on learning about diversity with respect is crucial for intercultural understanding, the focus on learning about the ‘other’ reproduces a false binary of ‘us’ versus ‘them’, where it is assumed that the ‘other’ is significantly different from ‘us’ and can be simplified and understood through textbooks and content dissemination. Alternatively, I offer an anti-oppressive approach to analyzing textbooks for intercultural understanding by first explaining a framework and then by showing teachers how to analyze the textbook through various themes (i.e., gender, sexuality, race and ethnicity, etc.). This paper will explain the importance of uncovering inclusion and exclusion of dominant and minoritized identities in elementary textbooks and materials, to prevent the reproduction of stereotypes and prejudices.
en-copyright=
kn-copyright=
en-aut-name=Shawna M. Carroll
en-aut-sei=Shawna M. Carroll
en-aut-mei=
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=1
ORCID=
affil-num=1
en-affil=
kn-affil=Graduate School of Education, Okayama University
en-keyword=anti-oppression(反抑圧)
kn-keyword=anti-oppression(反抑圧)
en-keyword=elementary education(初等教育)
kn-keyword=elementary education(初等教育)
en-keyword=foreign language(外国語)
kn-keyword=foreign language(外国語)
en-keyword=textbooks(教科書)
kn-keyword=textbooks(教科書)
en-keyword=intercultural understanding(異文化理解)
kn-keyword=intercultural understanding(異文化理解)
END
start-ver=1.4
cd-journal=joma
no-vol=12
cd-vols=
no-issue=
article-no=
start-page=75
end-page=85
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2022
dt-pub=20220330
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=The Implementation of China’ s Children Learning in Regular Classrooms (LRC) in Special Needs Education and Its Challenge
kn-title=中華人民共和国の特殊教育における随班就読の実施状況とその課題
en-subtitle=
kn-subtitle=
en-abstract=In 2008, China ratified the UN Convention on the Rights of Persons with Disabilities. In order to attain inclusive education, it has positioned Children Learning in Regular Classrooms (LRC) as part of the special needs education system. With the implementation of LRC, the educational problems of students with disabilities have been gradually improved. It is necessary to conduct research on how the system should be based on the actual situation of LRC. However, there is a paucity of literature that clarifies the implementation status of it. The purpose of this study is to understand the implementation status of LRC in special needs education, and to clarify the issues in the implementation of inclusive education. The results of the study showed that the number of students in special needs education who were involved in LRC was larger than the number of students enrolled in special needs schools and special support class. It was also found that the number of teachers in special needs schools and the number of teachers participating in teacher training have been increasing year by year, but the Ministry of Education of the China does not publish data on teachers who conduct LRC, hence it was impossible to determine the current status of it. There are some problems in implementing LRC , and this i s a question that should be considered.
kn-abstract=中国は，2008年に国連「障害者権利条約」を批准し，インクルーシブ教育の実現に向けた教育形態として随班就読を導入している。随班就読の展開により，障害のある児童生徒の就学問題に新たな変化がみられるはずであるが，その実態に関する継続的な分析は十分とはいえない。そこで，本研究は随伴就読の導入経緯と実施状況に関する動向を分析することにより，その運用に関する今日的課題を明らかにすることを目的とした。その結果，随班就読の対象者は顕著な増加傾向を示していた。しかし，随伴就読の担当教員に関するデータは公表されておらず，その実態を早急に把握することも課題である。特殊学校教員における人数や特殊教育専攻者数は着実な増加傾向がみられるものの，随班就読の担当教員の専門性の確立が求められている。また，随班就読の対象の拡大や基準の見直しも議論されており，さらなる教育環境の整備にも取り組まなければならないことを指摘した。
en-copyright=
kn-copyright=
en-aut-name=ChenYiwen
en-aut-sei=Chen
en-aut-mei=Yiwen
kn-aut-name=陳依文
kn-aut-sei=陳
kn-aut-mei=依文
aut-affil-num=1
ORCID=
en-aut-name=WeiZiyu
en-aut-sei=Wei
en-aut-mei=Ziyu
kn-aut-name=魏梓羽
kn-aut-sei=魏
kn-aut-mei=梓羽
aut-affil-num=2
ORCID=
en-aut-name=YoshitoshiMunehisa
en-aut-sei=Yoshitoshi
en-aut-mei=Munehisa
kn-aut-name=吉利宗久
kn-aut-sei=吉利
kn-aut-mei=宗久
aut-affil-num=3
ORCID=
affil-num=1
en-affil=Student at the Graduate School of Education, Okayama University
kn-affil=岡山大学大学院教育学研究科
affil-num=2
en-affil=Student at the Graduate School of Education, Okayama University
kn-affil=岡山大学大学院教育学研究科
affil-num=3
en-affil=Graduate School of Education, Okayama University
kn-affil=岡山大学学術研究院教育学域
en-keyword=中華人民共和国(China)
kn-keyword=中華人民共和国(China)
en-keyword=特殊教育(Special needs education)
kn-keyword=特殊教育(Special needs education)
en-keyword=随班就読(Learning in Regular Classrooms)
kn-keyword=随班就読(Learning in Regular Classrooms)
END
start-ver=1.4
cd-journal=joma
no-vol=21
cd-vols=
no-issue=1
article-no=
start-page=316
end-page=
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2021
dt-pub=20210604
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=The effect of Humanitude care methodology on improving empathy: a six-year longitudinal study of medical students in Japan
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=Background
Empathy, which involves understanding another person's experiences and concerns, is an important component for developing physicians' overall competence. This longitudinal study was designed to test the hypothesis that medical students' empathy can be enhanced and sustained by Humanitude Care Methodology, which focuses on perception, emotion and speech.
Methods
This six-year longitudinal observational study examined 115 students who entered Okayama University Medical School in 2013. The study participants were exposed to two empathy-enhancing programs: (1) a communication skills training program (involving medical interviews) and (2) a Humanitude training program aimed at enhancing their empathy. They completed the Jefferson Scale of Empathy (JSE) seven times: when they entered medical school, before participation in the first program (medical interview), immediately after the first program, before the second program (Humanitude exercise), immediately after the second program, and in the 5th and 6th year (last year) of medical school. A total of 79 students (69% of the cohort) completed all seven test administrations of the JSE.
Results
The mean JSE scores improved significantly after participation in the medical interview program (p<0.01) and the Humanitude training program (p=0.001). However, neither program showed a sustained effect.
Conclusions
The Humanitude training program as well as medical interview training program, had significant short-term positive effects for improving empathy among medical students. Additional reinforcements may be necessary for a long-term sustained effect.
en-copyright=
kn-copyright=
en-aut-name=FukuyasuYusuke
en-aut-sei=Fukuyasu
en-aut-mei=Yusuke
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=1
ORCID=
en-aut-name=KataokaHitomi U.
en-aut-sei=Kataoka
en-aut-mei=Hitomi U.
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=2
ORCID=
en-aut-name=HondaMiwako
en-aut-sei=Honda
en-aut-mei=Miwako
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=3
ORCID=
en-aut-name=IwaseToshihide
en-aut-sei=Iwase
en-aut-mei=Toshihide
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=4
ORCID=
en-aut-name=OgawaHiroko
en-aut-sei=Ogawa
en-aut-mei=Hiroko
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=5
ORCID=
en-aut-name=SatoMasaru
en-aut-sei=Sato
en-aut-mei=Masaru
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=6
ORCID=
en-aut-name=WatanabeMayu
en-aut-sei=Watanabe
en-aut-mei=Mayu
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=7
ORCID=
en-aut-name=FujiiChikako
en-aut-sei=Fujii
en-aut-mei=Chikako
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=8
ORCID=
en-aut-name=WadaJun
en-aut-sei=Wada
en-aut-mei=Jun
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=9
ORCID=
en-aut-name=DeSantisJennifer
en-aut-sei=DeSantis
en-aut-mei=Jennifer
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=10
ORCID=
en-aut-name=HojatMohammadreza
en-aut-sei=Hojat
en-aut-mei=Mohammadreza
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=11
ORCID=
en-aut-name=GonnellaJoseph S.
en-aut-sei=Gonnella
en-aut-mei=Joseph S.
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=12
ORCID=
affil-num=1
en-affil=Department of Nephrology, Rheumatology, Endocrinology and Metabolism, Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences
kn-affil=
affil-num=2
en-affil=Okayama University Hospital Center for Diversity and Inclusion
kn-affil=
affil-num=3
en-affil=Geriatric Research Division, National Hospital Organization Tokyo Medical Center
kn-affil=
affil-num=4
en-affil=Department of Primary Care and Medical Education, Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences
kn-affil=
affil-num=5
en-affil=Department of Primary Care and Medical Education, Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences
kn-affil=
affil-num=6
en-affil=Department of Primary Care and Medical Education, Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences
kn-affil=
affil-num=7
en-affil=Department of Nephrology, Rheumatology, Endocrinology and Metabolism, Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences
kn-affil=
affil-num=8
en-affil=Okayama University Hospital Center for Diversity and Inclusion
kn-affil=
affil-num=9
en-affil=Department of Nephrology, Rheumatology, Endocrinology and Metabolism, Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences
kn-affil=
affil-num=10
en-affil=Department of Psychiatry and Human Behavior, Asano-Gonnella Center for Research in Medical Education and Health Care, Sidney Kimmel Medical College at Thomas Jefferson University
kn-affil=
affil-num=11
en-affil=Department of Psychiatry and Human Behavior, Asano-Gonnella Center for Research in Medical Education and Health Care, Sidney Kimmel Medical College at Thomas Jefferson University
kn-affil=
affil-num=12
en-affil=Department of Psychiatry and Human Behavior, Asano-Gonnella Center for Research in Medical Education and Health Care, Sidney Kimmel Medical College at Thomas Jefferson University
kn-affil=
en-keyword=Empathy
kn-keyword=Empathy
en-keyword=Humanitude
kn-keyword=Humanitude
en-keyword=Medical education
kn-keyword=Medical education
END
start-ver=1.4
cd-journal=joma
no-vol=27
cd-vols=
no-issue=11
article-no=
start-page=1257
end-page=1271
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2021
dt-pub=20210220
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=A critical analysis of court decision on mainstream school attendance of a child with medical care needs in Japan: a long way towards inclusive education
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=This paper begins by providing a history of Japanese law pertaining to special education and its change towards a more inclusive education with the ratification of United Nations Conventions of the Rights of People with Disabilities. With the changes in laws, more children with constant medical care needs in Japan have the opportunity to attend mainstream schools. The recent court case, Kosuge v. Kanagawa prefecture and Kawasaki city, ruled against a child with medical care needs to attend mainstream school and made the judgment that a special needs school (tokubetsushien gakkō) is the appropriate placement for the child based on the child’s disability type and degree of disability rather than needs and regardless of the wishes of the child’s parents. This paper explores the case judgement and discusses where Japanese special education laws fall short similar to that of the US system based on Individuals with Disabilities Education Act. We suggest the need to keep inclusion as the basic human rights aligned with the Article 24 of the UNCRPD rather than focusing on the continuum of education principle in IDEA, and operationalise the law into practice to make integration of children with disabilities, including children with constant medical care needs, into mainstream education schools.
en-copyright=
kn-copyright=
en-aut-name=YoshitoshiMunehisa
en-aut-sei=Yoshitoshi
en-aut-mei=Munehisa
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=1
ORCID=
en-aut-name=TakahashiKiriko
en-aut-sei=Takahashi
en-aut-mei=Kiriko
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=2
ORCID=
affil-num=1
en-affil=Faculty of Education, Okayama University
kn-affil=
affil-num=2
en-affil=Center on Disability Studies, University of Hawaiʻi at Mānoa
kn-affil=
en-keyword=Inclusive education
kn-keyword=Inclusive education
en-keyword=medical care
kn-keyword=medical care
en-keyword=reasonable accommodation
kn-keyword=reasonable accommodation
en-keyword=court decision
kn-keyword=court decision
en-keyword=school placement
kn-keyword=school placement
END
start-ver=1.4
cd-journal=joma
no-vol=35
cd-vols=
no-issue=4
article-no=
start-page=414
end-page=422
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2020
dt-pub=202004
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=Prevalence of dementia in people with intellectual disabilities: Cross‐sectional study
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=Background
There are only a few studies of the prevalence of dementia in people with intellectual disability (ID) without Down syndrome (DS), and there is a large difference in the prevalences between reported studies. Moreover, the prevalence of mild cognitive impairment (MCI) in ID has not been reported. We aimed to evaluate the prevalence of dementia in adults of all ages and the prevalence of MCI in people with ID. Furthermore, we tried to clarify the differences depending on the various diagnostic criteria.
Methods
The survey included 493 adults with ID at 28 facilities in Japan. The caregivers answered a questionnaire, and physicians directly examined the participants who were suspected of cognitive decline. Dementia and MCI were diagnosed according to ICD‐10, DC‐LD, and DSM‐5 criteria.
Results
The prevalence of dementia was 0.8% for the 45 to 54 years old group, 3.5% for the 55 to 64 years old group, and 13.9% for the 65 to 74 years old group in people with ID without DS. The prevalence of MCI was 3.1% for patients 45 to 54, 3.5% for patients 55 to 64, and 2.8% for patients 65 to 74 with ID without DS. DSM‐5 was the most inclusive in diagnosing dementia and MCI in people with ID.
Conclusions
People with ID without DS may develop dementia and MCI at an earlier age and higher rate than the general population. Among the diagnostic criteria, DSM‐5 was the most useful for diagnosing their cognitive impairment.
en-copyright=
kn-copyright=
en-aut-name=TakenoshitaShintaro
en-aut-sei=Takenoshita
en-aut-mei=Shintaro
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=1
ORCID=
en-aut-name=TeradaSeishi
en-aut-sei=Terada
en-aut-mei=Seishi
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=2
ORCID=
en-aut-name=KuwanoRyozo
en-aut-sei=Kuwano
en-aut-mei=Ryozo
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=3
ORCID=
en-aut-name=InoueTomokazu
en-aut-sei=Inoue
en-aut-mei=Tomokazu
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=4
ORCID=
en-aut-name=CyojuAtsushi
en-aut-sei=Cyoju
en-aut-mei=Atsushi
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=5
ORCID=
en-aut-name=SuemitsuShigeru
en-aut-sei=Suemitsu
en-aut-mei=Shigeru
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=6
ORCID=
en-aut-name=YamadaNorihito
en-aut-sei=Yamada
en-aut-mei=Norihito
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=7
ORCID=
affil-num=1
en-affil=Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences
kn-affil=
affil-num=2
en-affil=Department of Neuropsychiatry, Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences
kn-affil=
affil-num=3
en-affil=Asahigawaso Research Institute, Asahigawa Medical Welfare Center
kn-affil=
affil-num=4
en-affil=Asahigawaso Research Institute, Asahigawa Medical Welfare Center
kn-affil=
affil-num=5
en-affil=Asahigawaso Research Institute, Asahigawa Medical Welfare Center
kn-affil=
affil-num=6
en-affil=Asahigawaso Research Institute, Asahigawa Medical Welfare Center
kn-affil=
affil-num=7
en-affil=Department of Neuropsychiatry, Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences
kn-affil=
en-keyword=dementia
kn-keyword=dementia
en-keyword=intellectual disability
kn-keyword=intellectual disability
en-keyword=mental retardation
kn-keyword=mental retardation
en-keyword=mild cognitive impairment
kn-keyword=mild cognitive impairment
en-keyword=prevalence of dementia
kn-keyword=prevalence of dementia
END
start-ver=1.4
cd-journal=joma
no-vol=8
cd-vols=
no-issue=
article-no=
start-page=207
end-page=212
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2018
dt-pub=20180320
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=A Review of the U.S. Supreme Court decision in Endrew F. v. Douglas County School District (2017) : Implications for Academic Achievement for Students with Disabilities.
kn-title=障害のある子どもの教育成果に関する学校の役割 : 米国最高裁Endrew F. v. Douglas County SD (2017)の論点－
en-subtitle=
kn-subtitle=
en-abstract= The purpose of this brief note was to understand the whole context of the "Endrew F. v. Douglas County School District " (2017) in the U.S. Supreme Court. The Individuals with Disabilities Education Act (IDEA) requires to guarantee a free appropriate public education (FAPE) for students with disabilities. In the "Board of Education of the Hendrick Hudson Central School District v. Rowley " (1982), the U.S. Supreme Court was rejected requirement to maximize educational potential of student. This decision has been quoted for a long time in the lower courts. However, new standard in the Andrew case was judged. We provides a summary of important legal contents.
kn-abstract=本稿は，学校が障害のある子どもに保障すべき教育成果の水準について，米国連邦最高裁判所が示した画期的な判決（Endrew F. v. Douglas County SD , 2017）の論点を捉えることにより，今後のインクルーシブ教育のあり方の検討に必要な基礎資料を提供することを目的とした。米国では障害者教育法(IDEA)により，障害のある子どもに対する「無償で適切な公教育」（FAPE）が保障されている。従来，FAPEが求める教育成果の水準に関しては，1980年代の最高裁判所判決（Board of Educ. v. Rowley , 1982）が大きな影響を与えてきた。つまり，FAPEの要求は「最小限を満たすもの」であれば足りると解釈されてきた。しかしながら，Endrew 裁判によって，実質的な意味のある教育成果が求められることが判示された。今後，本裁判を契機に，障害のある子どもに対する教育の成果がこれまで以上に大きな議論となることも予想できる。
en-copyright=
kn-copyright=
en-aut-name=AmanoYumi
en-aut-sei=Amano
en-aut-mei=Yumi
kn-aut-name=天野佑美
kn-aut-sei=天野
kn-aut-mei=佑美
aut-affil-num=1
ORCID=
en-aut-name=LiuWenhao
en-aut-sei=Liu
en-aut-mei=Wenhao
kn-aut-name=劉文浩
kn-aut-sei=劉
kn-aut-mei=文浩
aut-affil-num=2
ORCID=
en-aut-name=ZhaoBingyan
en-aut-sei=Zhao
en-aut-mei=Bingyan
kn-aut-name=趙氷雁
kn-aut-sei=趙
kn-aut-mei=氷雁
aut-affil-num=3
ORCID=
en-aut-name=YoshitoshiMunehisa
en-aut-sei=Yoshitoshi
en-aut-mei=Munehisa
kn-aut-name=吉利宗久
kn-aut-sei=吉利
kn-aut-mei=宗久
aut-affil-num=4
ORCID=
affil-num=1
en-affil=
kn-affil=岡山大学大学院教育学研究科
affil-num=2
en-affil=
kn-affil=岡山大学大学院教育学研究科
affil-num=3
en-affil=
kn-affil=岡山大学大学院教育学研究科
affil-num=4
en-affil=
kn-affil=岡山大学大学院教育学研究科
en-keyword=無償で適切な公教育 (free appropriate public education)
kn-keyword=無償で適切な公教育 (free appropriate public education)
en-keyword=個別教育計画
kn-keyword=個別教育計画
en-keyword=教育権 (educational rights)
kn-keyword=教育権 (educational rights)
en-keyword=判決 (court decisions)
kn-keyword=判決 (court decisions)
en-keyword=インクルーシブ教育 (inclusive education)
kn-keyword=インクルーシブ教育 (inclusive education)
END
start-ver=1.4
cd-journal=joma
no-vol=6
cd-vols=
no-issue=
article-no=
start-page=31
end-page=37
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2016
dt-pub=20160304
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=An Analysis of Court Cases Relating to Special Education in Japan: Perspective towards Inclusive Education
kn-title=わが国の通常の学校における特別支援教育に関する判例動向 : インクルーシブ教育への示唆
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=本稿では，わが国における特別支援教育システムの構築に示唆的な近時の裁判例を要約し，新たな動向を把握することを試みた。具体的には，特別支援教育をめぐる裁判のなかでも，①通常の学校における特別支援教育の問題を争点に含むもの，②過去10年間（2005年以降）に判決が下されたもの，を条件として5つの裁判例を抽出した。それらの裁判における主な経緯や争点の評釈から，通常の学校における特別支援教育が推進されるとともに，多様な教育課題が誘発されており，新たな争点も生じていることが明らかとなった。すなわち，情報開示の範囲，就学先の決定，教員の専門性，学校の情報共有体制といった実践的課題が提起されており，障害のある児童生徒および保護者の権利を重視する判断が示されてきた。「障害者の権利に関する条約」の批准をふまえ，インクルーシブ教育の実現に向けた特別支援教育システムのいっそうの発展が望まれる。
en-copyright=
kn-copyright=
en-aut-name=IkeuchiMikako
en-aut-sei=Ikeuchi
en-aut-mei=Mikako
kn-aut-name=池内美香子
kn-aut-sei=池内
kn-aut-mei=美香子
aut-affil-num=1
ORCID=
en-aut-name=TsujiSaki
en-aut-sei=Tsuji
en-aut-mei=Saki
kn-aut-name=辻早紀
kn-aut-sei=辻
kn-aut-mei=早紀
aut-affil-num=2
ORCID=
en-aut-name=NishinoMasumi
en-aut-sei=Nishino
en-aut-mei=Masumi
kn-aut-name=西野西真寿美
kn-aut-sei=西野
kn-aut-mei=西真寿美
aut-affil-num=3
ORCID=
en-aut-name=MINAMIKyoko
en-aut-sei=MINAMI
en-aut-mei=Kyoko
kn-aut-name=南恭子
kn-aut-sei=南
kn-aut-mei=恭子
aut-affil-num=4
ORCID=
en-aut-name=YoshimitsuMiharu
en-aut-sei=Yoshimitsu
en-aut-mei=Miharu
kn-aut-name=吉光美陽
kn-aut-sei=吉光
kn-aut-mei=美陽
aut-affil-num=5
ORCID=
en-aut-name=YoshitoshiMunehisa
en-aut-sei=Yoshitoshi
en-aut-mei=Munehisa
kn-aut-name=吉利宗久
kn-aut-sei=吉利
kn-aut-mei=宗久
aut-affil-num=6
ORCID=
affil-num=1
en-affil=
kn-affil=岡山大学大学院教育学研究科
affil-num=2
en-affil=
kn-affil=岡山大学大学院教育学研究科
affil-num=3
en-affil=
kn-affil=岡山大学大学院教育学研究科
affil-num=4
en-affil=
kn-affil=岡山大学大学院教育学研究科
affil-num=5
en-affil=
kn-affil=岡山大学大学院教育学研究科
affil-num=6
en-affil=
kn-affil=岡山大学大学院教育学研究科
en-keyword=特別支援教育
kn-keyword=特別支援教育
en-keyword=インクルーシブ教育
kn-keyword=インクルーシブ教育
en-keyword=裁判
kn-keyword=裁判
en-keyword=就学
kn-keyword=就学
END
start-ver=1.4
cd-journal=joma
no-vol=129
cd-vols=
no-issue=
article-no=
start-page=117
end-page=122
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2005
dt-pub=20050715
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=A Comparison of Special Education Systems in Japan and Peru
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=The differences and similarities between the Japanese and Peruvian Special Education
practice，considering aspects like，educational approaches used，communication strategies to
deal with non-verbal students and the education system in general，were explored. Teachers
of intellectual disabled children in Japan (30) and Peru (30) were the participants who completed a questionnaire developed by the researcher to determine the different ways of teaching in both countries. Results indicate important differences in the practice of special education
between the groups，but some coincidences in the limitations teachers have in this field.
The importance of inclusion doctrine in both countries and the role it plays in thespecial education system was found to be considerable. Implications include the need of an individualized
education for students with special educational needs.
en-copyright=
kn-copyright=
en-aut-name=SanadaSatoshi
en-aut-sei=Sanada
en-aut-mei=Satoshi
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=1
ORCID=
en-aut-name=ChumioqueCecilia
en-aut-sei=Chumioque
en-aut-mei=Cecilia
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=2
ORCID=
affil-num=1
en-affil=
kn-affil=岡山大学
affil-num=2
en-affil=
kn-affil=
en-keyword=educational approaches
kn-keyword=educational approaches
en-keyword=inclusion
kn-keyword=inclusion
en-keyword=applied behavior analysis (ABA)
kn-keyword=applied behavior analysis (ABA)
en-keyword=TEACCH
kn-keyword=TEACCH
en-keyword=picture exchange communication system (PECS)
kn-keyword=picture exchange communication system (PECS)
END
start-ver=1.4
cd-journal=joma
no-vol=4
cd-vols=
no-issue=
article-no=
start-page=1
end-page=5
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2014
dt-pub=20140310
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=A Survey of Japanese High School Teachers' Self-Efficacy about Inclusive Education
kn-title=インクルーシブ教育に対する高等学校教員の自己効力感 : 特別支援教育コーディネーターを対象とした質問紙調査の分析
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract= 本研究の目的は，高等学校教員のインクルーシブ教育に対する自己効力感を調査し，その実態と課題を明らかにすることである。2013年2月下旬，発達障害関係の研修会に参加した高等学校の特別支援教育コーディネーター（59 名）を対象に，「インクルーシブ教育に対する教員効力感尺度」（TEIP) を実施した。その結果，インクルーシブ教育に対する高等学校教員の自己効力感は必ずしも高い水準にはなかった。とくにインクルーシブ教育に関する動向の理解，個のニーズに対応するためのアセスメントや指導計画といった新たな教育課題の把握や支援方法に関する準備が十分ではないと感じられていた。昨今の国際的な動向をふまえ，多様な教育的ニーズのある生徒を柔軟に支えることのできる組織的な学校体制を早急に整え，教員が自己効力感をもって教育実践に取り組むための教員養成段階からの計画的で継続的な研修機会が必要となっていることを指摘した。
en-copyright=
kn-copyright=
en-aut-name=YoshitoshiMunehisa
en-aut-sei=Yoshitoshi
en-aut-mei=Munehisa
kn-aut-name=吉利宗久
kn-aut-sei=吉利
kn-aut-mei=宗久
aut-affil-num=1
ORCID=
affil-num=1
en-affil=
kn-affil=岡山大学大学院教育学研究科
en-keyword=インクルーシブ教育
kn-keyword=インクルーシブ教育
en-keyword=高等学校
kn-keyword=高等学校
en-keyword=自己効力感
kn-keyword=自己効力感
en-keyword=特別支援教育コーディネーター
kn-keyword=特別支援教育コーディネーター
END