著者

遠藤 野ゆり

出版者

法政大学キャリアデザイン学会

雑誌

生涯学習とキャリアデザイン = 生涯学習とキャリアデザイン (ISSN:13493051)

巻号頁・発行日

vol.10, pp.85-101, 2013-02

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The education for developmental-disorder-childrenwhich has started since 2006 underthe title of"inclusive education"results astwo things. In one hand, many handicappedchildren have got suitable education. Onthe other hand, they have been driven outfrom ordinal education. In order to achievethe co-lived society, we have not only toemphasize the merit of developmentaldisordered cognitive feature, but also tobe conscious of non-handicapped personʼsvarious cognitive abilities. Thanks to the priorresearch of developmental disorder and myinterview about the non-handicapped personʼsexperiences of the memory and the image ofothers, this paper illustrates that all people,regardless of being handicapped or not, hasvarious bias on their cognitive ability.