@article{oai:sucra.repo.nii.ac.jp:00017785,
 author = {山中, 冴子},
 issue = {2},
 journal = {埼玉大学紀要. 教育学部, Journal of Saitama University. Faculty of Education},
 month = {},
 note = {This paper reviews the discussions on “Continuity of Learning” that is important for implementation of inclusive education in Japan.
The germination of the related discussions goes back to 1970’s before special schools were made compulsory. However, ordinary education and special education had been separated strongly long time.
In 1990’s, the chance that makes the meaning of “Continuity of Learning” clearer was given from the viewpoint of “Special Needs Education”. From these discussions we can learn that “Interactive Accessibility” should be discussed as a key word for approaching “Continuity of Learning”.
Today, as a preliminary step, the discussions on commonality between ordinary education and special needs education begins to be discussed especially focusing on children’s category, curriculum and educational method. In addition, educational practices like “Universal Design Instruction” and “Career Education” are pointed as examples for considering “Interactive Accessibility”.
In future, it is important to learn the long-term accumulation of each discussion above. And comparing and adjusting those from both fields (ordinary education and special needs education) are necessary. Then to introduce positively special needs education field’s accumulation into ordinary schools is also indispensable., text, application/pdf},
 pages = {73--80},
 title = {インクルーシブ教育に向けた「学びの連続性」を考える : 各教育の場の「接近性」の観点から<教育科学>},
 volume = {65},
 year = {2016},
 yomi = {ヤマナカ, サエコ}
}