著者

藤田 雅子 日浦 美智江

出版者

文教大学

雑誌

人間科学研究 = Bulletin of Human Science (ISSN:03882152)

巻号頁・発行日

no.17, pp.72-85, 1995-12-01

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Social consciousness of the disabled is very important to build our welfare society. The youth is to bear the responsibility for the coming age. The aim of this study is to make researches in school children's consciousness of the disabled.They belong to the fifth and sixth grade of two elementary schools, and the first to third grade of two junior high schools. Their age is about ten to fifteen years old. One of the elementary schools has the special class for the mental retarded and is near a day center for the severly multiple disabled. The other one has no special class, but in the same district there is the special school for the blind. One of the junior high school is near a day center for the severly disabled. The other one has no special class and is in the area neither special school nor institution for the disabled. Seven hundred seventy two school-children answered the questionnaire.Question no.1 and 2 are about indirect experiences about the disabled. Namely they have known or not the disabled through biography, movie or TV. No.3, 5, 7 and 9 are about personal contact with the visual disabled, the auditory disabled, the motor disabled and the mental retarded. No.4, 6, 8 and 10 are their feeling of these disabled. No.11 and 12 are thier direct experiences of the preson with white cane and the parson on the wheelchair. No.13 and 14 are about the chance of meeting or knowing each other. No.15 is about volunteer for social welfare activities. No.16 asks the thinking if they were parents of the disabled child in future. No.17 is about jobs related the disabled. School children choose yes, no or no answer. Each puestion has four to six subquestions. "Who is the person putting up with incoveniencens?" This no.18 requires children to describe their answer. "What is your idea for well-to-do the disabled?" Describing answer is asked to this question, no.19.1.8 to 3.8% children have the disabled brother or sister. 3.5 to 17.8% have the disabled relatives or friends. 24.4% to 92.5% know the disabled around them. Three fourths of the junior high school students are aware of the mental retarded. In the elementary school having the special class and the junior high school near the instiution for the disabled, children meet more frequently than in the other schools. About half to 70% children wish to study and play with the disabled. But fewer children in the school with special class want to be with the mental retarded. Fewer children knowing the blind want to live with the visual disabled. Fewer children knowing the severely handicapped want to coexist with the motor disabled. Knowing sometimes makes child careful.Much more children who can describe their own ideas are in the elemntary school having special class and the junior high school near the day center for the disabled. The contents written by these children are supported by their realistic experience in daily life. The interchange of personnel is important.The result between quantitative and qualitative seems to be contradictory. It is the reason why developing consciousness of the disabled is step by step. Generally at the start the disabled is inddifferent. By meeting the disabled, people are psychologically stimulated and then some responces occur like interest, pity, sympathy or rejection. A small number of them set up the constructive relationship with the disabled and the real coexistence-feeling springs up. For building up the actual welfare society, the constructive relationship and the coexistence-feeling are very important, considering as a whole. If the abled are mixed with the disabled, mutual understanding is not easy. The task imposed on our soceity is how to correct ignorence to the disabled and enhance the feeling of pity or sympathy to the conxistence-feeling.