Disability, culture, and development : a case study of Japanese children at school /

Weitere Versionen (2)

Kayama and Haight consider a key moment in the history of how disabilities are envisioned in Japan: the transition between two different understandings of what it means when children have difficulties learning in school. After the special education reform in 2007, Japanese children with mild cogniti...

Ausführliche Beschreibung

Gespeichert in:
1. Verfasser:
Kayama, Misa
Weitere Verfasser:
Haight, Wendy L.
Format:
Elektronisch E-Book
Sprache:
Englisch
Veröffentlicht:
New York : Oxford University Press, [2014]
Zusammenfassung:
Kayama and Haight consider a key moment in the history of how disabilities are envisioned in Japan: the transition between two different understandings of what it means when children have difficulties learning in school. After the special education reform in 2007, Japanese children with mild cognitive and behavioural disabilities became eligible to receive special education services. Then, children formerly viewed as 'difficult' or 'slow' were officially recognised as having 'disabilities' and in need of special intervention.
Umfang:
1 online resource (268 p.)
Anmerkungen:
Description based upon print version of record.
Anmerkungen:
English
Bibliografie:
Includes bibliographical references and index.
ISBN:
0-19-997083-1
1-299-94009-9
Schlagworte:
Developmentally disabled children > Education (Elementary) > Japan > Case studies.
Education, Elementary > Japan > Case studies.
Parent-teacher relationships > Japan > Case studies.
Bezugswerke:
Links: