Trends in universal design approach in education (1)

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  • Hotta Chie
    Department of School of Professional Development in Education, Nara University of Education
  • Yoshioka Naotaka
    Department of Education, Kansai University of Welfare Sciences

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Other Title
  • 教育におけるユニバーサルデザインアプローチの動向（1）
  • 教育におけるユニバーサルデザインアプローチの動向(1)インクルーシブ教育システムを基底として
  • キョウイク ニ オケル ユニバーサルデザインアプローチ ノ ドウコウ(1)インクルーシブ キョウイク システム オ キテイ ト シテ
  • Based on an inclusive education system
  • インクルーシブ教育システムを基底として

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Abstract

The term universal design has come to attract attention, but its concept is vague and has a variety of ways of thinking. This paper aims to develop a model of universal design based on domestic and international trends in education. In this way, we consider the results and issues of universal design in the current education. First, we defined universal design in education by considering the Convention on the Rights of Persons with Disabilities and the inclusive education system, which form the basis of the concept of universal design in education. As a result, based on the educational needs of each child, we were able to understand that, to the maximum extent possible, it is necessary to create an environment in which all children can feel that they are participating in activities related to learning and social life and have a sense of accomplishment while spending fulfilling time. The environmental improvement is related to the content and method of guidance support, and to the system, facilities and equipment of guidance support. These environmental improvements were organized as a means to achieve the goal of enriching children’s lives and participation in learning activities. Then, two universal design approaches in the present education are mentioned. Finally, the results and future problems are examined.

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