著者

白銀 研五

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

no.61, pp.411-423, 2015

著者

南部 広孝 白銀 研五

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.59, pp.125-149, 2013-03-28

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The achievement of Education for All (EFA) is a global target. However, approaches to the education of children with special needs differ between countries because of traditions and social systems. Since the 1980s, Vietnam and China have gone through radical changes in their social structures, which have also affected educational practices. This paper explores the policies of special education and its characteristics in Vietnam and China, and analyzes how transformation of social systems can affect development of educational policies. By examining the differences between these countries, this paper aims to clarify the characteristics of such policies for achieving EFA. Consideration of restructuring based on efficacy and profit intuitively suggests a poor outcome for children with Special Educational Needs (SEN). This, however, is not strictly the case. A more market-oriented approach has increased the numbers of children in education, including SEN. Nevertheless, some children who have borderline conditions or social disadvantages are still excluded or placed in inappropriate educational settings. Improvements also tend to be focused on urban rather than rural areas. This study suggests four similarities between Vietnam and China. 1. Expansion of education occurred after changes in their social systems. 2. Individual rights are taken into account in their strategies. 3. Special education has also improved since the 1990s. 4. There are still educational problems, such as regional differences and poor quality of education.