<Brief Notes>The Arguments on Integrated Education for the Visually Impaired in the 1970s, England
- Other Title
- 1970ネンダイ イギリス シカク ショウガイ キョウイク ニ オケル インテグレーション オ メグル ギロン ト ソノ トクチョウ
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The purpose of the present study was to clarify the arguments seen in the 1970s, England regarding integrated education for the visually impaired using the two journals; The Teacher of the Blind and The New Beacon. The arguments on integration started to be seen from 1973 and became most active in the mid-70s. Within the different arguments, the following stances were seen; the stance which claimed that school for the blind is the most appropriate place to receive all-rounded education and emphasized the importance of segregated education, the stance which claimed the importance of integrated education and demanded closer of all schools for the blind, and the stance which claimed the importance of having the flexibility on where visually impaired students are educated. All three stances understood the social/educational significance of integrated education and also agreed on the types of support needed by the visually impaired students to receive quality education. However, disagreement was seen on where the quality education can be provided and whom would most benefit from integration.
- Japanese Journal of Disability Sciences
Japanese Journal of Disability Sciences 39 17-26, 2015-03-31