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JAPAN

Special Education in asian Countries

A Little Background

HOW THE JAPANESE DO IT

SOUTH KOREA

South Korean

policies

  • If a child is injured or disabled in such a way that requires them to be in the hospital for a prolonged periods of time, online classes are available to keep them up to speed while there.
  • Primary and Secondary schools focus on three domains for their curriculum: (1) subject study, (2) moral education, and (3) special activities.
  • Special Education is segregated and occurs in special schools and in special classes in both the primary and secondary schools. Unlike the USA, which promotes full inclusion when possible, Japan has not adopted this practice.
  • There are also therapeutic activities which help children learn senses, auditory and speech. For children with severe disabilities therapeutic activities may be the only instruction given.
  • In 2011, South Korea passed a law (No. 13-1) stating that no child may be denied an education or discriminated against on the basis of a disability.
  • The Ministry of Education, Science and Technology provides free education for children with physical and intellectual disabilities from the age of five to 18. Currently, there are 29 special schools in Seoul (754 classes nationwide).
  • For children who are not able to leave home, there is visiting education where the child can still attend school at home.
  • To receive services, the child must first be registered at the home school as a child with a disability. From there, the parents can make an application at the special school of their choice.
  • The average class size for special schools is 7 students and 3 students for children with severe disabilities.
  • According to Korean law, there must be at least one school in each province to cater for children with special learning needs. In many cases, children with disabilities are included in mainstream education.
  • While all provinces must provide one school to cater to students with special needs, not all international schools cater to these students.

South Korea has a high number of children in orphanages. It is hard to get these children an education unless they are adopted, and the children with exceptionalities are the hardest to find homes for.

How the Japanese view

Special Education

  • The South Korean government has implemented a “Head Start” program for preschool children who are from different cultures to ensure they have the proper language skills developed.
  • In the Japanese education system, children must attend at least 9 years of compulsory education.
  • Visiting Education is for children who can’t attend schools, a special teacher is sent to their homes to offer guidance.

It is estimated the 2.4% of the South Korean population requires special education services.

  • There aren’t uniform special ed services across the country, meaning that one school may educate persons with special needs one way, while another may have a whole different method.

For the most part,

Japanese perspectives

on disabilities are

positive. They see

individuals with

disabilities as valuable

members of the

community. They view

one’s disability

as their “uniqueness”

not a defect or a fault.

How South Korea

regards Children with Disabilities

Children with emotional and behavioral disorders have access to consultation and therapy in school, with an emphasis on early identification and intervention.

  • The curriculum is also based upon the condition of the students disability and the school the student attends.
  • There is no set instructions for teachers on how to design the curriculum for the disabled students.
  • Those with disabilities are expected to register at the local government office so the federal and local governments can establish a efficient welfare system.
  • There is a 6-tier system that categorizes the severity of disability conditions in six groups that each person is assigned to.

References

  • The most severe disability conditions are assigned to the Tier 1 group which has the largest amount of benefits.
  • Japanese Special Education was first influenced by the Chinese. The Chinese were influenced by Western countries like Germany in 1890 because they believed education to be a major role in building the nation to be modernized. In 1946 Japan adopted U.S. ideas for special education and a more democratic system.

Special Education Promotion Act

(1977)

  • Japanese schools have to provide services for people with disabilities no matter what, just like the USA.
  • Free education for students with disabilities in compulsory education agencies.
  • Support for private schools who enroll students with disabilities.
  • Ensured that students with disabilities have free education from kindergarten to high school.

However, the amount of registered people with disabilities is less than the actual amount because:

  • Also includes related services like physical therapy, speech therapy and medical services for these children.
  • Principals of schools are unable to refuse students with disabilities applications due to their disability and are required to provide proper accommodations for these students.

Chinese Children with Disabilities Denied Access to Education

http://www.hrw.org/news/2013/09/17/chinese-children-disabilities-denied-access-education

Jordan, S. (2009, June 24). [Web log message]. Retrieved from http://www.edweek.org/tm/section/first-person/2009/06/24/tm_sjordan_web.h20.html

Kiss, A. (n.d.). Special education comparative study. Retrieved from http://sitemaker.umich.edu/kissa.356/curriculum

Kritzer, J. (2012):

http://files.eric.ed.gov/fulltext/EJ982859.pdf

Narita, S., & National Inst. of Special Education, T. ). (Japan). (1992). Japanese Special Education Today: Issues and Implications.

Overview of Disability in China

http://www.disabled-world.com/news/asia/china/disability-china.php

Shan, H. (March, 2012):

http://www.china.org.cn/china/NPC_CPPCC_2012/2012-03/10/content_24860732.htm

Tang, D. (July, 2013):

http://news.yahoo.com/report-education-limited-chinas-disabled-170423072.html

Wang, M. (July, 2013):

http://www.hrw.org/news/2013/09/17/chinese-children-disabilities-denied-access-education

Wells, V. (November, 2013):

http://herald-review.com/news/local/decatur-special-education-teachers-visit-china/article_875be042-4f48-11e3-85b0-001a4bcf887a.html

Xiao, F. (2007). The Chinese "Learning in a Regular Classroom".Chinese Education & Society, 40(4), 8-20.

Xiong, Nina, et al. "Investigation Of Raising Burden Of Children With Autism, Physical Disability And Mental Disability In China." Research In Developmental Disabilities 32.1 (2011): 306-311. Academic Search Complete. Web. 10 Dec. 2013.

Yao, Y. (September, 2013):

http://usa.chinadaily.com.cn/epaper/2013-09/18/content_16978853.htm

http://www.disabled-world.com/news/asia/japan/japan.php

http://www.unescap.org/sdd/publications/disability/disability-at-a-glance-2010.pdf

http://etd.lib.fsu.edu/theses_1/available/etd-03262007-154020/unrestricted/Thesis.pdf

  • Some parents are unwilling to register their children at an early age.
  • There are limited definitions of disability categories.
  • There is insufficient benefits even after registering.
  • There is a lack of announcement about the registration process.

CHINA

Issues of Disabled Children

Disabled Children in China

the UNITED STATES

How the Chinese view them

  • A person’s success brings honor to their family and to society. Children with disabilities are stigmatized in Chinese society not only because they can’t succeed in achieving a higher education, but because they also can’t succeed in the workforce.

An Overview

Public Education in China

  • Disabled children are often given up for adoption, not because their parents don’t care for them but because it’s one of the few ways they can obtain an education.
  • In the past (1950’s) China’s only schools for the disabled were for the blind and deaf, children with mental retardation and physical disabilities were excluded and those with autism and learning disabilities weren’t even recognized as disabled.

The Disabled and Schooling

  • Schools in China have class sizes between 45-75 students and teachers who aren’t trained in handling students with disabilities, and large class sizes greatly affect students who have learning disabilities because teachers don’t have the time to give individual attention to students.
  • Regular schools don’t normally allow children with disabilities to enroll, and if they do the child has to show they can adapt with little to no accommodations.
  • In 1986 the Compulsory Education Law of the The People’s Republic of China was put in place and mandated that all children are entitled to nine years of free education. (elementary & Jr.high) Special schools for the visually, physically and mentally disabled would be organized.
  • Schools for those with disabilities are scarce in rural areas .
  • Special education schools are separated by categories of disabilities. So those schools for the visually impaired can’t help children with intellectual disabilities.
  • And even if a child makes it through high school, the chinese government requires all university candidates to have a medical test done as part of their enrollment. Official guidelines allow for universities to be able to deny those with physical and mental defects, and even if they’re allowed in they can only study certain majors. Ex: Those who are blind can only study massage and acupuncture.

  • In rural areas, where agriculture is the main focus children with mental and learning disabilities won’t even attend school, because being able to read or write isn’t a necessity.
  • As of today, 28 percent of children with disabilities cannot be enrolled in school. Why does this happen?
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