著者

片岡 美華

出版者

鹿児島大学

雑誌

鹿児島大学教育学部研究紀要. 教育科学編 (ISSN:09136606)

巻号頁・発行日

vol.66, pp.21-32, 2014

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This is a research paper that will discuss relations between universal design (UD) education and special needs education in the Japanese context. First, the definitions and terminology of UD are explained. In addition, UD education, UD for learning (UDL) and UD for instructions (UDI) are explained. Second, how UD was introduced into Japanese education is discussed. Third, the relationship between UD education and special needs education is approached. Japanese teachers may apply UD as to practice special needs education. However, UD means" universal" and UD practice usually targets all children, while special needs education focuses more deeply upon an individual child. To ensure an understanding of these relations, survey results of teachers' perceptions of UD education was included. The survey revealed that teachers were confused and unsure what UD was, or what the difference between UD education and special needs education was. Therefore, it is necessary to figure out the concept of UD education. Although UD education and special needs education are not equal, the notion of UD may have much potential to improve special needs education. For examples, UD might provide better practices for students with high functioning developmental disabilities and it may also cover a gap between regular education and special needs education. To conclude, UD education may be useful as first intervention and special needs education may take the role of being effective additional support.