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Inclusive Education and Communication Impairment in Early Childhood: A Perspective from Japan
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  • Inclusive Education and Communication Impairment in Early Childhood: A Perspective from Japan
저자명
Stephanie Yagata
간행물명
Asia-Pacific journal of research in early childhood educationKCI
권/호정보
2019년|13권 3호(통권32호)|pp.9-23 (15 pages)
발행정보
환태평양유아교육연구학회|한국
파일정보
정기간행물|ENG|
PDF텍스트(0.24MB)
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서지반출

영문초록

In this article I argue that notions from special education research in the West, such as individualized education and early intervention, are increasingly globally pervasive but may not be taken up in expected ways. I share a close read of an interview I conducted with a preschool director in Japan, exploring her perspectives on intervention for children with mild communication impairments. In an analysis of our conversation, I explore themes of purposeful restraint from intervention, implementation of direct interventions, and individualizing education through whole-class activities. I will use our conversation as a starting point for proposing how we–early childhood educators, teacher educators, and researchers across the globemight draw from diverse philosophies and practices in education and special education to challenge increasingly standardized notions of intervention and (dis)ability in early childhood education and care. I suggest that the perspectives on intervention discussed by this preschool center director in Japan are useful in provoking questions about novel ways intervention might be conceptualized.

목차

Background: Special Education in Japan
Methods
Findings
Discussion and Conclusion

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