著者

伊藤 甲之介

出版者

鎌倉女子大学

雑誌

鎌倉女子大学紀要 = The journal of Kamakura Women's University (ISSN:09199780)

巻号頁・発行日

vol.24, pp.113-119, 2017-03

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This paper describes the differences between the self-reliance activity of children with visual impairment, auditory impairment, physical handicap, and poor health at special-needs schools and the self-reliance activity of children with intellectual disability with reference to the history of self-reliance activity. This study also examines the relation to the context of subject-specific guidance. The education for the disabled other than for those with intellectual disability is supposed to provide the same education as a normal school (equivalent education). However, for intellectual disabilities education, there is a correspondence from the characteristic of the disability in the subject of the content for under first year of elementary school. Self-reliance activities address the difficulties from disabilities other than intellectual disabilities, however, for the mentally retarded itself, subject-specific guidance address. Here we describe the differences and relationships of self-reliance activities.