Jump to ContentJump to Main Navigation
Disability, Culture, and DevelopmentA Case Study of Japanese Children at School$

Misa Kayama and Wendy Haight

Print publication date: 2013

Print ISBN-13: 9780199970827

Published to Oxford Scholarship Online: April 2014

DOI: 10.1093/acprof:oso/9780199970827.001.0001

Show Summary Details
Page of

PRINTED FROM OXFORD SCHOLARSHIP ONLINE (www.oxfordscholarship.com). (c) Copyright Oxford University Press, 2018. All Rights Reserved. Under the terms of the licence agreement, an individual user may print out a PDF of a single chapter of a monograph in OSO for personal use (for details see www.oxfordscholarship.com/page/privacy-policy). Subscriber: null; date: 16 January 2019

(p.212) (p.213) References

(p.212) (p.213) References

Source:
Disability, Culture, and Development
Publisher:
Oxford University Press

Bibliography references:

Abe, Y. (1998). Special education reform in Japan. European Journal of Special Needs Education, 13, 86–97.

Abell, J., Locke, A., Condor, S., Gibson, S., & Stevenson, C. (2006). Trying similarity, doing difference: The role of interviewer self-disclosure in interview talk with young people. Qualitative Research, 6(2), 221–244.

APA (2013). Diagnostic and statistical manual of mental disorders (5th ed. text revision). Arlington, VA: Author.

Artiles, A. J., Kozleski, E. B., Trent, S. C., Osher, D., & Ortiz, A. (2010). Justifying and explaining disproportionality, 1968-2008: A critique of underlying views of culture. Exceptional Children, 76(3), 279–299.

Artiles, A. J., Thourius, K. K., Bal, A., Neal, R., Waitoller, F. R., & Hernandez-Saca, D. (2011). Beyond culture as group traits: Future learning disabilities ontology, epistemology, and inquiry on research knowledge use. Learning Disabilities Quarterly, 34(3), 167–179.

Assouline, S. G, & Whiteman, C. S. (2011). Twice-exceptionality: Implications for school psychologists in the Post-IDEA 2004 era. Journal of Applied School Psychology, 27, 380–402.

Azuma, H. (1994). Nihon jin no shitsuke to kyo-iku: Hattatsu no nichi bei hikaku ni motozuite [Discipline and education for Japanese people: Comparison of child development between the U.S. and Japan]. Tokyo, Japan: Tokyo Daigaku Shuppan-kai.

Bakhtin, M. M. (1981). The dialogic imagination: Four essays. Austin, TX: University of Texas Press.

Bamba, S. & Haight, W. (2007). Helping maltreated children to find their Ibasho: Japanese perspectives on supporting the well-being of children in state care. Children and Youth Services Review, 29, 405–427.

Bamba, S., & Haight, W. (2009a). The developmental-ecological approach of Japanese child welfare professionals to supporting children’s social and emotional well-being: The practice of mimamori. Children and Youth Service Review, 31, 429–439.

(p.214) Bamba, S., & Haight, W. (2009b). Maltreated children’s emerging well-being in Japanese state care. Children and Youth Service Review, 31, 797–806.

Bamba, S. & Haight, W. (2011). Child welfare and development: A Japanese case study. New York: Cambridge University Press.

Barnard-Brak, L., & Lechtenberger, D. (2010). Student IEP participation and academic achievement across time. Remedial and Special Education, 31, 343–349.

Benjamin, G. R. (1997). Japanese lessons: A year in a Japanese school through the eyes of an American anthropologist and her children. New York: New York University Press.

Blamires, M. (1999). Universal design for learning: Re-establishing differentiation as part of the inclusion agenda? Support for Learning, 14(4), 158–163.

Blue-Banning, M., Summers, J. A., Frankland, H. C., Nelson, L. L., & Beegle, G. (2004). Dimensions of family and professional partnerships: Constructive guidelines for collaboration. Exceptional Children, 70(2), 167–184.

Bourdieu, P. (1991). Language and symbolic power. Cambridge, MA: Harvard University Press.

Briggs, C. L. (1986). Learning how to ask: A sociolinguistic appraisal of the role of the interview in social science research. New York: Cambridge University Press.

Briggs, J. L. (1998). Inuit morality play: The emotional education of a three-year-old. New Haven, CT: Yale University Press.

Cabinet Office, the Government of Japan (2002a). Basic Programme for Persons with Disabilities. Retrieved October 5, 2010, from http://www8.cao.go.jp/shougai/english/basicprogram/3.html#3-4

Cabinet Office, the Government of Japan (2002b). Five-Year Plan for Implementation of Priority Measures. Retrieved October 5, 2010, from http://www8.cao.go.jp/shougai/english/5yearplan/5yearplan.html

Cabinet Office, the Government of Japan (2010). Kokusai teki na torikumi [What happens in the world: The Asian and Pacific Decade of Disabled Persons]. Retrieved October 11, 2010 from http://www8.cao.go.jp/shougai/asianpacific/index-ap.html

Cabinet Office, the Government of Japan (2011). Sho-gai sha kihon-ho no kaisei ni tsuite (Heisei 23 nen 8 gatsu) [The amendment of the basic law for persons with disabilities, August, 2011]. Retrieved August 17, 2011 from http://www8.cao.go.jp/shougai/suishin/kihonhou/kaisei2.html

Cave, P. (2007). Primary school in Japan: Self, individuality and learning in elementary education. New York: Routledge.

Chan, S. (1998). Families with Asian roots. In E. W. Lynch & M. J. Hanson, (Eds.), A guide for working with children and their families: Developing cross-cultural competence (pp. 251–354). Baltimore, MD: Paul H. Books Publishing Co.

Charmaz, K. (2002). Stories and silences: Disclosure and self in chronic illness. Qualitative Inquiry, 8(3), 302–328.

Chen X., French, D. C., & Schneider, B. H. (2006). Culture and peer relationships. In X. Chen, D. C. French, & B. H. Schneider (Eds.). Peer relationships in cultural context (pp. 3–20). New York: Cambridge University Press.

(p.215) Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, CA: Jossey-Bass.

Clark, C. D. (2003). In sickness and in play: Children coping with chronic illness. New Brunswick, NJ: Rutgers University Press.

Clark, C. D. (2010). In a younger voice: Doing child-centered qualitative research. New York: Oxford University Press.

Cohen, C. B., & Napolitano, D. (2007). Adjustment to disability. Journal of Social Work in Disability & Rehabilitation, 6(1/2), 135–155.

Corsaro, W. A. (1997). The sociology of childhood. Thousand Oaks, CA: Pine Forge Press.

Corsaro, W. A. (2003). We’re friends, right? Inside Kids’ culture. Washington, D.C.: Joseph Henry Press.

Corsaro, W. A., & Rosier, K. B. (1992). Documenting productive-reproductive processes in children’s lives: Transition narratives of a black family living in poverty. In W. A. Corsaro, & P. J. Miller (Eds.), Interpretive approaches to children’s socialization: New directions for child development (pp. 5–23). New York: Jossey-Bass.

Crystal, D. S., Watanabe, H., & Chen, R. (1999). Children’s reaction to physical disability: A cross-national and developmental study. International Journal of Behavioral Development, 23(1), 91–111.

Data Accountability Center (2012). Individuals with Disabilities Education Act Data, Retrieved December 7, 2012 from https://www.ideadata.org/PartBData.asp

Davis, J. M., & Watson, N. (2001). Where are the children’s experiences? Analyzing social and cultural exclusion in ‘Special” and “Mainstream” schools. Disability & Society, 16, 671–687.

Deford, F. (1997). Alex: The life of a child. Nashville, TN: Rutledge Hill Press.

Dekovic, M., Engels, R. C. M., Shirai, T., DeKort, G., & Anker, A. L. (2002). The role of peer relations in adolescent development in two cultures: The Netherlands and Japan. Journal of Cross-Cultural Psychology, 33(6), 577–595.

Department of Education (2013). Building the legacy: IDEA 2004. Retrieved April 21, 2013 from http://idea.ed.gov/explore/home

Department of Health and Human Services (2000). The developmental disabilities assistance and bill of rights act of 2000. Retrieved December 27, 2010 from http://www.acf.hhs.gov/programs/aidd/resource/dd-act

Dickson-Swift, V., James, E. L., Kippen, S., & Liamputtong, P. (2007). Doing sensitive research: What challenges do qualitative researchers face? Qualitative Research, 7(3), 323–353.

Doi, T. (2001). The anatomy of dependence (J. Bester, Trans.). Tokyo, Japan: Kodansha International. (Original work published 1971 under the title Amae no kozo)

Duncan, G. J., Huston, A. C., & Weisner, T. S. (2007). Higher ground: New Hope for the working poor and their children. New York: Russell Sage Foundation.

Dyson, A. H. (2003). The brothers and sisters learn to write: Popular literacies in childhood and school cultures. New York: Teachers College Press.

(p.216) Fadiman, A. (1997). The spirit catches you and you fall down: A Hmong child, her American doctors, and the collision of two cultures. New York: Farrar, Straus, and Giroux.

Fine, G. A., & Sandstorm, K. L. (1998). Knowing children: Participant observation with minors. Newbury Park, CA: Sage Publications, Inc.

Ford, D. Y., Moore, J. L., III, & Scott, M. T. (2011). Key theories and frameworks for improving the recruitment and retention of African American students in gifted education. The Journal of Negro Education, 80(3), 239–253.

Garcia Coll, C., & Marks, A. K. (2008). Immigrant stories: Ethnicity and academics in middle childhood. New York: Oxford University Press.

Gaskins, S., Miller, P. J., & Corsaro, W. A. (1992). Theoretical and methodological perspectives in the interpretive study of children. In W. A. Corsaro, & P. J. Miller (Eds.), Interpretive approaches to children’s socialization: New directions for child development (pp. 5–23). New York: Jossey-Bass.

Genishi, C., & Dyson, A. H. (2009). Children, language, and literacy: Diverse learners in diverse times. New York: Teachers College Press.

Goets, J. P., & LeCompte, M. D. (1981). Ethnographic research and the problem of data reduction. Anthropology and Education Quarterly, 12(1), 51–70.

Goffman, E. (1963). Stigma: Notes on the management of spoiled identity. Englewood Cliffs, NJ: Prentice-Hall, Inc.

Goldberg, M. P. (1989). Recent trends in special education in Tokyo. In J. J. Shields, Jr. (Ed). Japanese schooling: Patterns of socialization, equality, and political control (pp. 176–184). University Park, PA: The Pennsylvania State University Press.

Green, S., Davis, C., Karshmer, E., Marsh, P., & Strauggtm, B. (2005). Living stigma: The impact of labeling, stereotyping, separation, status loss, and discrimination in the lives of individuals with disabilities and their families. Sociological Inquiry, 75, 197–215.

Hagiwara, K. (2001). Kodomo wakamono no Ibasho no Jouken. [Conditions needed for children’s and youth’s Ibasho]. In H. Tanaka (Ed.), Kodmo wakamono no Ibasho no kousou: “kyoiku” kara “kakawarinoba” he [Children’s and Youth’s ideas about Ibasho: From “Education” to “a Place for Interaction”] (pp. 51–65). Japan: Gakuyoushobou.

Haight, W. L. (2002). African-American children at church: A sociocultural perspective. New York: Cambridge University Press.

Hall, J. P. (2002). Narrowing the breach: Can disability culture and full educational inclusion be reconciled? Journal of Disability Policy Studies, 13, 144–152.

Haynes, C., Hook, P., Macaruso, P., Muta, E., Hayashi, Y., Kato, J., & Sasaki, T. (2000). Teachers’ skill ratings of children with learning disabilities: A comparison of the United States and Japan. Annals of Dyslexia, 50, 215–238.

Helton, J. J., & Cross, T. P. (2011). The relationship of child functioning to parental physical assault: Linear and curvilinear models. Child Maltreatment, 16(2), 126–136.

(p.217) Heyer, K. (2008). No one’s perfect: Disability and differences in Japan. In T. Berberi, E. C. Hamilton, & I. M. Sutherland (Eds.). Worlds apart? Disability and foreign language learning (pp. 232–251). London: Yale University Press.

Ho, A. (2004). To be labeled, or not to be labeled: That is the question. British Journal of Learning Disabilities, 32, 86–92.

Holland, D., Lachictte, W., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.

Hood, L., McDermott, R. & Cole, M. (1980). “Let’s try to make it a good day”—Some not so simple ways. Discourse Processes, 3, 155–168.

Hosaka, T. (2005). School absenteeism, bullying, and loss of peer relationships in Japanese children. In D. W. Shwalb, J. Nakazawa, and B. J. Shwalb (Eds.). Applied developmental psychology: Theory, practice, and research from Japan. Greenwich, CT: Information Age Publishing.

Hudley, E. V. P., Haight, W., & Miller, P. J. (2003/2009). Raise up a child: Human development in an African-American family. Chicago: Lyceum Books, Inc.

Hunt, P. F. (2011). Salamanca Statement and IDEA 2004: Possibilities of practice for inclusive education. International Journal of Inclusive Education, 15, 461–476.

Hymes, D. (1982). What is ethnography? In P. Gilmore & A. A. Glatthorn (Eds.), Children in and out of school: Ethnography and education (pp. 21–32). Washington, D.C.: Center for Applied Linguistics.

Ichiki, R. (2010). Sho-gai sha no kenri ni kansuru jyo-yaku no rinen wo fumaeta tokubetu shien kyo-iku no arikata ni kansuru ikennsho [Opinions for special education based on the philosophy of the Convention on the Rights of Persons with Disabilities] Retrieved April 21, 2013 from http://www.mext.go.jp/b_menu/shingi/chukyo/chukyo3/044/attach/1298937.htm

IDEA Reauthorization. (2005). Congressional Digest, 84(1), 10–12, 32.

Illinois State Board of Education (2009). Parent guide – Educational rights and responsibilities: Understanding special education in Illinois. Retrieved May 20, 2013 from http://www.isbe.net/spec-ed/html/parent_rights.htm

Itagaki, Y. & Toki, K. (1993). Current developments and the problems of culture and special education in Japan. In S. J. Peters (Ed.). Education and disability in cross-cultural perspective (pp. 127–166). New York: Garland Publishing, Inc.

Jegatheesan, B. (2009). Cross-cultural issues in parent-professional interactions: A qualitative study of perceptions of Asian American mothers of children with developmental disabilities. Research & Practices for Persons with Severe Disabilities, 34, 123–136.

Jegatheesan, B., Fowler, S., & Miller, P. J. (2010). From symptoms recognition to services: How South Asian Muslim immigrant families navigate autism. Disability & Society, 27(7), 797–811.

(p.218) Jegatheesan, B., Miller, J. P., & Fowler, S. A. (2010). Autism from a religious perspective: A study of parental beliefs in South Asian Muslim immigrant families. Focus on Autism and Other Developmental Disabilities, 25, 98–109.

Jenkins, R. (2002). Pierre Bourdieu (2nd ed.). New York: Routledge.

Jessor, R., Colby, A. & Shweder, R. A. (Eds.) (1996). Ethnography and Human Development: Context and Meaning in Social Inquiry. Chicago: University of Chicago Press.

Kadomoto, J. (1990). Gakushu sho-gai oyobi sono shu-hen gun no gainen no kento [Review on the concepts of learning disabilities and other related disabilities]. Japanese Journal of the Problems of the Handicapped, 61, 2–8.

Kadota, K. (2009, June). Tokushu-go: 2008 nen-do suku-ru so-sharu wa-ku katsuyo jigyo: Genjyo to kadai [Special issue: Current status and problems from the school social work utilization project: Fiscal year 2008]. Japanese Journal of School Social Work.

Kanagawa Prefecture (2008). Hachi to-ken-shi shuno kaigi: tokubetsu shien kyo-iku suishin no tame no seido no kaizen ni kansuru youbou no jisshi nit suite [Eight prefectures-cities summit meeting: Regarding the request for changes in the current system to promote special education]. Retrieved December 21, 2010 from http://www.pref.kanagawa.jp/press/0805/001/index.html

Kasahara, M., & Turnbull, A. P. (2005). Meaning of family-professional partnerships: Japanese mothers’ perspectives. Exceptional Children, 71(3), 249–265.

Kataoka, M., van Kraayenoord, C. E., & Elkins, J. (2004). Principals’ and teachers’ perceptions of learning disabilities: A study from Nara prefecture, Japan. Learning Disability Quarterly, 27(3), 161–175.

Kawabata, Y., Nicki, R. C., & Hamaguchi, Y. (2010). The role of culture in relational aggression: Associations with social-psychological adjustment problems in Japanese and US school-aged children. International Journal of Behavioral Development, 34(4), 354–362.

Kayama, M. (2010). Parental experiences of children’s disabilities and special education in the United States and Japan: Implications for school social work. Social Work, 55, 117–125.

Kelly, B. (2005). ‘Chocolate...makes you autism’: Impairment, disability and childhood identities. Disability & Society, 20, 261–275.

Kendall, R. M., & DeMoulin, D. F. (1993). Mainstreaming students with disabilities using self-efficacy. Education, 114(2), 201–205.

Kennedy, R., & Yaginuma, M. (1991) Up and down etiquette. In B. Finkelstein, A. E. Imamura, J. J. Tobin (Eds.). Transcending stereotypes: Discovering Japanese culture and education. Yarmouth, ME: Intercultural Press, Inc.

Kimura, B. (1972). Hito to hito no aida [Between one person and another]. Tokyo, Japan: Kobundo.

(p.219) Kirk, S. A. (1977). Specific learning disabilities. Journal of Clinical Child Psychology, 60(3), 23–26.

Kirk, S. A. & Kirk, W. D. (1983). On defining learning disabilities. Journal of Learning Disabilities, 16(1), 20–21.

Kock, E., Molteno, C., Mfili, N., Kidd, M., Ali, A., King, M., et al., (2012). Cross-cultural validation of a measure of felt stigma in people with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 25, 11–19.

Kohn, P. (2012). QUWAR: A collaborative professional development model to meet the needs of diverse learners in K-6 science. Psychology in the Schools, 49(5), 429–443.

Koro-Ljungberg, M., & Bussing, R. (2009). The management of courtesy stigma in the lives of families with teenagers with ADHD. Journal of Family Issues, 30, 1175–1200.

Kramer, L., Perozynski, L. A., & Chung, T. (1999). Parental responses to sibling conflict: The effects of development and parent gender. Child Development, 70(6), 1401–1414.

Lalvani, P. (2008). Mothers of children with Down syndrome: Constructing the sociocultural meaning of disability. Intellectual and Developmental Disabilities, 46, 436–445.

Lebra, T. S. (1976). Japanese patterns of behavior. Honolulu, HI: University of Hawaii Press.

Lewis, C. C. (1995). Educating hearts and minds: Reflections on Japanese preschool and elementary education. New York: Cambridge University Press.

Lightfoot, E. (2004). Community based rehabilitation: A rapidly growing method of supporting people with disabilities. International Social Work, 47(4), 455–468.

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry, Newbury Park, CA: Sage Publications.

Linde, C. (1993). Life stories: The creation of coherence. New York: Oxford University Press.

Link, B. & Phelan, J. (2001). Conceptualizing stigma. Annual Review of Sociology, 27(1), 363–385.

Llewellyn, A. & Hogan, K. (2000). The use and abuse of models of disability. Disability & Society, 15(1), 157–165.

Lutz, B. J., & Bowers, B. J. (2005) Disability in everyday life. Qualitative Health Research, 15(8), 1037–1054.

Mackelprang, R. W. & Salsgiver, R. O. (2009). Disability: A diversity model approach in human service practice (2nd ed.). Chicago: Lyceum Books, Inc.

Mansfield, C. (2000). Ritualizing socialization: The non-academic agenda of Japanese schools. Education and Society, 18(3), 7–19.

(p.220) Maret, J. D. (2008). An ethnography of invisibility: Education and special needs children in Japan. Unpublished doctoral dissertation, University of Hawaii at Manoa. (UMI No. 3311885)

Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98 (2), 224–253.

McDermott, R., Goldman, S., & Varenne, H. (2006). The cultural work of learning disabilities. Educational Researcher, 35(6), 12–17.

McDermott, R., & Varenne, H. (1995). Culture as disability. Anthropology & Education Quarterly, 26(3), 324–348.

McMaugh, A. (2011). En/countering disablement in school life in Australia: Children talk about peer relations and living with illness and disability. Disability & Society, 26, 853–866.

McNulty, M. A. (2003). Dyslexia and the life course. Journal of Learning Disabilities, 36, 363–381.

Meadan, H., & Halle, J. W. (2004). Social perceptions of students with learning disabilities who differ in social status. Learning Disabilities Research & Practice, 19(2), 71–82.

Mehan, H. (1998). The study of social interaction in educational settings: Accomplishments and unresolved issues. Human Development, 41, 245–269.

Miller, P. J., Fung, H., & Koven, M. (2007). Narrative reverberations: How participation in narrative practices co-creates persons and cultures. In S. Kitayama & D. Cohen (Eds.), Handbook of cultural psychology (pp. 595–614). New York: Guilford Press.

Miller, P. J., Fung, H., Lin, S., Chen, E. C-H, & Boldt, B. R. (2012). How socialization happens on the ground: Narrative practices as alternate socializing pathways in Taiwanese and European-American families. Monographs of the Society for Research in Child Development, 77(1), 1–140.

Miller, P. J., Hengst, J. A., & Wang, S-H. (2003). Ethnographic methods: Application from developmental cultural psychology. In P.M. Camic, J. E. Rhodes, & L. Yardley (Eds.), Qualitative research in psychology: Expanding perspectives in methodology and design (pp. 219–241). Washington, D. C.: American Psychological Association.

Ministry of Education (1953). Waga kuni no kyo-iku no genjyo: Showa 28 nen-do [Current status of education in Japan: Fiscal year 1953]. Retrieved October 3, 2010 from http://www.mext.go.jp/b_menu/hakusho/html/hpad195301/hpad195301_ 2_201.html

Ministry of Education (1981). Gaku-sei hyaku-nen shi [History of education: One hundred years]. Retrieved October 2, 2010 from http://www.mext.go.jp/b_menu/hakusho/html/others/detail/1317552.htm

Ministry of Education (1992). Gaku-sei hyaku-nijyu-nen shi [History of education: One hundred and twenty years]. Retrieved October 2, 2010 from http://www.mext.go.jp/b_menu/hakusho/html/hpbz199201/

(p.221) Ministry of Education (1993a). Waga kuni-no bun-kyo sesaku: Heisei 5 nen-do [Educational policies in Japan: Fiscal year 1993]. Retrieved October 3, from http://www.mext.go.jp/b_menu/hakusho/html/hpad199301/hpad199301_2_118.html

Ministry of Education (1993b). Heisei 5 nen Monbu kagaku sho kokuji dai 7 go: Gakko kyo-iku ho shiko kisoku dai 73 jyo no 21 no kitei ni yoru tokubetsu no kyo-iku katei [The 7th notice from the Ministry of Education, Science, and Culture, 1993: Special educational curriculum based on the article 73-21 of the School Education Law]. Retrieved May 6, from http://www.mext.go.jp/b_menu/hakusho/nc/k19930128001/k19930128001

Ministry of Education (1995). Gakushu sho-gai ji ni taisuru shido ni tsuite: Chu-kan houkoku [Instructions for children with learning disabilities: Interim report]. Retrieved October 3, 2010 from http://www.mext.go.jp/b_menu/hakusho/nc/t19950329001/t19950329001

Ministry of Education (1999). Gakushu sho-gai ji ni taisuru shido nit suite: Houkoku [Instructions for children with learning disabilities: Report]. Retrieved October 3, 2010 from http://www.mext.go.jp/a_menu/shotou/tokubetu/material/002.htm

Ministry of Education (2001a). 21 seiki no tokushu kyo-iku no arikata ni tsuite: Saishu houkoku [Future direction of special education in the 21st century: Final report]. Retrieved October 3, 2010 from http://www.mext.go.jp/b_menu/shingi/chousa/shotou/006/toushin/010102.htm

Ministry of Education (2001b). Heisei 13 nen-do monbu kagaku hakusho [An educational white paper: Fiscal year 2001]. Retrieved October 6, 2010 from http://www.mext.go.jp/b_menu/hakusho/html/hpab200101/hpab200101_2_005.html

Ministry of Education (2002a). Tsujyo no gakkyu ni zaiseki suru tokubetu-na kyo-iku teki shien wo hitsuyo to suru jido seito ni kansuru zenkoku jittai chousa [National research on children who needed special educational support in regular classrooms]. Retrieved October 3, 2010, from http://www.mext.go.jp/b_menu/shingi/chousa/shotou/018/toushin/030301i.htm

Ministry of Education (2002b). Sho-gai no aru jido seito no shu-gaku ni tsuite [Notice regarding school attendance of pupils and students with disabilities]. Retrieved October 3, 2010, from http://www.mext.go.jp/b_menu/hakusho/nc/t20020527001/t20020527001.html

Ministry of Education (2002c). Ko-ritsu gimu kyo-iku sho gakko no gakkyu hensei oyobi kyo-shokuin teisu no hyojyun ni kansuru ho-ritsu shiko-rei no ichibu kaisei ni okeru kyo-iku jyo tokubetsu no hairyo wo hitsuyo tosuru jido mataha seito ni taisuru tokubetsu no shido tou ni taisuru kyo-shokuin teisu no tokurei kasan ni tsuite [Notice regarding amendment of the regulation of the Law determining standards for classroom sizes and the number of staff members at public schools providing compulsory education in order to assign additional staff members to provide educational support to pupils and students with additional educational needs]. Retrieved October 3, 2010, from http://www.mext.go.jp/b_menu/hakusho/nc/t20020401002/t20020401002.html

(p.222) Ministry of Education (2002d). Sho-gakko secchi kijun [Standards necessary to establish an elementary school]. Retrieved December 26, 2011 from http://www.mext.go.jp/a_menu/shotou/koukijyun/1290242.htm

Ministry of Education (2002e). Tashika-na gakuryoku ko-jyo no tame no 2002 api-ru: Manabi no susume [2002 Appeal to improve children’s academic standards and ability: Encouragement of learning]. Retrieved April 21, 2013 from http://www.mext.go.jp/a_menu/shotou/actionplan/03071101/008.pdf

Ministry of Education (2003). Kongo no tokubetsu shien kyo-iku no arikata ni tsuite [The future direction of special education in Japan: Final report]. Retrieved April 26, 2005, from http://www.mext.go.jp/b_menu/shingi/chousa/shotou/018/toushin/030301.htm

Ministry of Education (2004). Sho chu gakko ni okeru LD (gakushu sho-gai), ADHD (chu-i kekkann/tadou sei sho-gai), ko-kinou jihei-sho no jidou seito he no kyo-iku shien taisei no seibi no tame no gaidorain (shi-an) no kouhyo ni tsuite [Publication of the tentative guideline to establish the system to provide educational support for children with LD (learning disabilities), ADHD (attention deficit/hyperactivity disorder), high functioning autism at elementary and junior high schools]. Retrieved November 12, 2010, from http://www.mext.go.jp/a_menu/shotou/tokubetu/material/1298152.htm

Ministry of Education (2005a). Hattatsu sho-gai sha shien ho no shiko ni tsuite [Enforcement of the Support for Persons with Developmental Disabilities Act]. Retrieved October 4, 2010, from http://www.mext.go.jp/b_menu/hakusho/nc/06050816.htm

Ministry of Education (2005b). Hattatsu sho-gai no aru jidou seito he no shien ni tsuite (Tsu-chi) [Notice: Support for pupils and students with developmental disabilities]. Retrieved October 3, 2010 from http://www.mext.go.jp/b_menu/hakusho/nc/06050815.htm

Ministry of Education (2005c). Tokubetsu shien kyo-iku wo suishin suru tame no seido no arikata ni tsuite (Toshin) [Report: A system promoting special needs education]. Retrieved October 5, 2010 from http://www.mext.go.jp/b_menu/shingi/chukyo/chukyo0/toushin/05120801.htm

Ministry of Education (2006a). Tsu-kyu ni yoru sidou no taisho to suru koto-ga tekitou na jihei-sho sha, jyo-cho sho-gai sha, gakushu sho-gai sha mataha chu-i kekkann tadou sei sho-gai sha ni gaitou suru jidou seito ni tsuite: Tsu-chi [Notice: Pupils and students with autism, emotional disorders, learning disabilities, or attention deficit hyperactivity disorders who are eligible to receive special education part-time at resource rooms]. Retrieved October 3, 2010 from http://www.mext.go.jp/b_menu/hakusho/nc/06050817.htm

Ministry of Education (2006b). Gakko kyo-iku ho shiko kisoku no ichibu kaisei ni tsuite: Tsu-chi [Notice: the amendment of the enforcement regulation of the School Education Law]. Retrieved October 5, 2010 from http://www.mext.go.jp/b_menu/hakusho/nc/06050814.htm

(p.223) Ministry of Education (2006c). Kyo-iku kihon-ho no sikou ni tsuite: Tsu-chi [Notice regarding the enforcement of the Fundamental Law of Education]. Retrieved May 17, 2010 from http://www.mext.go.jp/b_menu/kihon/about/06122123.htm

Ministry of Education (2006d). Tokubetsu shien kyo-iku no suishin no tame no gakko kyo-iku ho tou no ichibu kaisei ni tsuite: Tsu-chi [Notice: Amendment of the School Education Law and other related laws in order to promote special education]. Retrieved October 6, 2010 from http://www.mext.go.jp/b_menu/hakusho/nc/06072108.htm

Ministry of Education (2006e). Gakko kyo-iku ho tou no ichibu wo kaisei suru ho-ritsu an ni kansuru futai ketsugi [A supplementary resolution for a draft of the law amending the School Education Law and other related laws]. Retrieved October 5, 2010 from http://www.mext.go.jp/b_menu/hakusho/nc/06072108/002.htm

Ministry of Education (2006f). Heisei 18 nen-do monbu kagaku hakusho [An educational white paper: Fiscal year 2006]. Retrieved August 22, 2011 from http://www.mext.go.jp/b_menu/hakusho/html/hpab200601/002/002/017.htm

Ministry of Education (2006g). Tokubetsu shien kyo-iku shiryo: Heisei 17 nen-do [Special education statistics: 2005]. Retrieved December 1, 2012 from http://www.mext.go.jp/a_menu/shotou/tokubetu/material/003.htm

Ministry of Education (2007a). Tsu-chi: Tokubetsu shien kyo-iku no suishin ni tsuite [Notice: Implementing special needs education]. Retrieved October, 6, 2010 from http://www.mext.go.jp/b_menu/hakusho/nc/07050101.htm

Ministry of Education (2007b). “Hattatsu sho-gai” no yo-go no shiyou ni tsuite [Regarding the use of the term, “developmental disabilities”]. Retrieved October, 3, 2010 from http://www.mext.go.jp/a_menu/shotou/tokubetu/main/002.htm

Ministry of Education (2007c). Dokkai-ryoku koujyo ni kansuru shidou shiryou [Instructional materials to improve reading comprehension]. Retrieved February 4, 2013 from http://www.mext.go.jp/a_menu/shotou/gakuryoku/siryo/05122201.htm

Ministry of Education (2008). Sho-gakko gakushu shido yo-ryo [National Curriculum Standard for elementary schools]. Tokyo, Japan: Author.

Ministry of Education (2009a). Jyocho sho-gai sha wo taisho to suru tokubetsu shien gakkyu no meisho ni tsuite: Tsu-chi [Notice regarding the name of special education classrooms for children with emotional disorders]. Retrieved May 6, 2010 from http://www.mext.go.jp/b_menu/hakusho/nc/1246163.htm

Ministry of Education (2009b). Tokubetsu shien kyo-iku no saranaru jyu-jitsu ni mukete (Shingi no chu-kan tori matome): Souki kara no kyo-iku shien no arikata ni tsuite [Further enhancement of special education (Interim report of the council): Educational support since early childhood]. Retrieved March 29, 2010 from http://www.mext.go.jp/b_menu/shingi/chousa/shotou/054/gaiyou/1236337.htm

Ministry of Education (2009c). Tokubetsu shien gakko no gakushu shido yo-ryo tou no ko-ji oyobi iko sochi ni tsuite [The national curriculum standard for (p.224) special education schools and steps to implement the new curriculum]. Retrieved October 13, 2010 from http://www.mext.go.jp/a_menu/shotou/new-cs/youryou/tsuuchi2/__icsFiles/afieldfile/2009/04/06/003_1.pdf

Ministry of Education (2009d). Tokubetsu shien gakko kyo-iku yo-ryo, gakushu shido yo-ryo [National Curriculum Standard for special education schools]. Tokyo, Japan: Author.

Ministry of Education (2010a). Showa 22 nen kyo-iku kihon ho seitei ji no jyo-bun [The Fundamental Law of Education of 1947]. Retrieved October 6, 2010 from http://www.mext.go.jp/b_menu/kihon/about/a001.htm

Ministry of Education (2010b). Sho-gai sha seido kaikaku no shuishin no tame no kihon teki na houkou: Dai 1-ji iken [A reform of support systems for people with disabilities: The first suggestions]. Retrieved October 15, 2010 from http://www.mext.go.jp/b_menu/shingi/chukyo/chukyo3/siryo/attach/1295927.htm

Ministry of Education (2010c). Kongo no gakkyu hensei oyobi kyo-shokuin teisu no kaizen ni tsuite (Teigen) [Opinions offered by the Council: Future direction of classroom size and numbers of staff members]. Retrieved October 28, 2010 from http://www.mext.go.jp/a_menu/shotou/hensei/005/1296296.htm

Ministry of Education (2010d). Tokubetsu shien kyo-iku no arikata ni kansuru tokubetsu iin-kai (Dai 4 kai) gijiroku [The minutes of the fourth meeting: The ad hoc committee on the future direction of special education]. Retrieved December 21, 2010 from http://www.mext.go.jp/b_menu/shingi/chukyo/chukyo3/044/siryo/1298919.htm

Ministry of Education (2011a). Tokubetsu shien kyo-iku shiryo: Heisei 22 nen-do [Special education statistics: Fiscal year 2011]. Retrieved December 1, 2012 from http://www.mext.go.jp/a_menu/shotou/tokubetu/material/1309805.htm

Ministry of Education (2011b). Ko-ritsu gimu kyo-iku sho gakko no gakkyu hensei oyobi kyo-shokuin teisu no hyojyun ni kansuru ho-ritsu no ichibu wo kaisei suru ho-ritsu [The amendment of the Law determining standards for classroom sizes and the number of staff members at public schools providing compulsory education]. Retrieved December 2, 2012 from http://www.mext.go.jp/b_menu/houan/kakutei/detail/1305316.htm

Ministry of Education (2012a). Tokubetsu shien kyo-iku shiryo: Heisei 23 nen-do [Special education statistics: 2011]. Retrieved February 28, 2013 from http://www.mext.go.jp/a_menu/shotou/tokubetu/material/1322973.htm

Ministry of Education (2012b). Gakko kihon chousa: Heisei 23 nen-do [School statistics: 2011]. Retrieved February 28, 2013 from http://www.mext.go.jp/b_menu/toukei/chousa01/kihon/kekka/k_detail/1315581.htm

Ministry of Education (2012c) Zenkoku gakuryoku gakushu jyoukyo chousa no gaiyou [Overview of the National research on academic achievement and learning]. Retrieved February 28, 2013 from http://www.mext.go.jp/a_menu/shotou/gakuryoku-chousa/zenkoku/07032809.htm

(p.225) Ministry of Health, Labour and Welfare (2004a). Hattatsu sho-gai sha shien ho [Support for Persons with Developmental Disabilities Act]. Retrieved October 4, 2010 from http://www.mhlw.go.jp/topics/2005/04/tp0412-1b.html

Ministry of Health, Labour and Welfare (2004b). Hattatsu sho-gai sha shien ho shiko rei [Support for Persons with Developmental Disabilities Act, enforcement ordinance]. Retrieved October 14, 2010 from http://www.mhlw.go.jp/topics/2005/04/tp0412-1c.html

Ministry of Health, Labour and Welfare (2004c). Hattatsu sho-gai sha shien ho shiko kisoku [Support for Persons with Developmental Disabilities Act, enforcement regulation]. Retrieved October 14, 2010 from http://www.mhlw.go.jp/topics/2005/04/tp0412-1d.html

Ministry of Internal Affairs and Communication (2006) Kyo-iku kihon ho [The Fundamental Law of Education]. Retrieved May 15, 2010 from http://law.e-gov.go.jp/htmldata/H18/H18HO120.html

Ministry of Internal Affairs and Communication (2007). Gakko kyo-iku ho [The School Education Law]. Retrieved October 6, 2010 from http://law.e-gov.go.jp/htmldata/S22/S22HO026.html

Ministry of Internal Affairs Communication (2008a). Jido fukushi ho [The Child Welfare Act]. Retrieved October 12, 2010 from http://law.e-gov.go.jp/htmldata/S33/S33HO116.html

Ministry of Internal Affairs and Communication (2008b). Kyo-in menkyo ho [Teacher certification law]. Retrieved March 5, 2011 from http://law.e-gov.go.jp/htmldata/S24/S24HO147.html

Ministry of Internal Affairs and Communication (2011a). Ko-ritsu gimu kyo-iku sho gakko no gakkyu hensei oyobi kyo-shoku in teisu no hyojyun ni kansuru ho-ritsu [Law determining standards for classroom sizes and the number of staff members at public schools providing compulsory education]. Retrieved October 5, 2010 from http://law.e-gov.go.jp/htmldata/S33/S33HO116.html

Ministry of Internal Affairs and Communication (2011b). Gakko kyo-iku ho shiko kisoku [The School Education Law enforcement regulation]. Retrieved September 11, 2011 http://law.e-gov.go.jp/htmldata/S22/S22F03501000011.html?sess=88d57b4cfb4f5741a47f

Ministry of Internal Affairs and Communication (2011c). Gakko kyo-iku ho shiko-rei [The School Education Law enforcement ordinance]. Retrieved September 11, 2011 http://law.e-gov.go.jp/htmldata/S28/S28SE340.html

Minow, M. (1990). Making all the difference: Inclusion, exclusion, and American law. Ithaca, NY: Cornell University Press.

Mogi, T. (1992). The disabled in society. Japan Quarterly, 39 (4), 440–448.

Morson, G. S., & Emerson, C. (1990). Mikhail Bakhtin: Creation of a prosaics. Stanford, CA: Stanford University Press.

(p.226) Murakami, Y., & Meyer, H. D. (2010). Culture, institutions, and disability policy in Japan: The translation of culture into policy. Comparative Sociology, 9, 202–221.

Nakamura, M. & Arakawa, S. (2003). Sho-gai ji kyo-iku no rekishi [History of special education]. Tokyo, Japan: Akashi Shoten.

National Archives of Japan (1947) Gakko kyo-iku ho: Go-shomei genpon [The School Education Law, Signed original]. Retrieved October 13, 2010 from http://www.archives.go.jp/ayumi/kobetsu/s22_1947_01.html

National Association of Parents of Children with Learning Disabilities (2013). Zenkoku LD oya no kai no ayumi [History of the National Association for Parents of Children with Learning Disabilities]. Retrieved February 27, 2013 from http://www.jpald.net/ayumi.html

National Institute of Special Needs Education (1975) Jyu-do, jyu-fuku sho-gai ji ni taisuru gakko kyo-iku no arikata ni tsuite (Houkoku) [School education for children with severe and multiple disabilities: Report]. Retrieved July 13, 2011 from http://www.nise.go.jp/blog/2000/05/b2_s500331_01.html

National Institute of Special Needs Education (1978). Kei-do shin-shin sho-gai ji ni taisuru gakko kyo-iku no ari-kata: Houkoku [School education for children with minor disabilities: Report]. Retrieved July 13, 2011 from http://www.nise.go.jp/blog/2000/05/b2_s530812_01.html

National Institute of Special Needs Education (1992). Tsu-kyu ni yoru shido ni kan-suru jyu-jitsu housaku ni tsuite: Shin-gi no matome [Strategies to establish and implement pull out instructions: A summary of the council]. Retrieved August 14, 2010 from https://www.nise.go.jp/blog/2000/05/b2_h040330_01.html

Nishimaki, K. (2005). Byo-jyaku kyo-iku no rekishi to seido 1 [History and policies pertaining to education of children with chronic illness]. Retrieved December 2, 2012 from http://www.nise.go.jp/portal/elearn/rekishi1.html

Nugent, M. (2008). Services for children with dyslexia—The child’s experience. Educational Psychology in Practice. 24, 189–206.

Ochs, E., Kremer-Sadlik, T., Solomon, O., & Sirota, K. G. (2010). Inclusion as social practice: Views of children with autism. Social Development, 10(3), 399–419.

Ochs, E., & Solomon, O. (2010). Autistic Sociality. Ethos, 38(1), 69–92.

Okamoto, K (2006). Education of the rising sun 21: An introduction to education in Japan (2nd ed.). Tokyo, Japan: National Federation of Social Education.

Olney, M. F., Kenedy, J. B, rockelman, K. F., & Newsom, M. A. (2004). Do you have a disability? A population-based test of acceptance, denial, and adjustment among adults with disabilities in the U.S. Journal of Rehabilitation, 70, 4–9.

Ototake, H. (1998). Gotai Fumanzoku. Tokyo, Japan: Kodansha. (Also published in English in 2000 as No One’s Perfect)

Paley, V. (1990). The boy who would be a helicopter. Cambridge, MA: Harvard University Press.

(p.227) Paley, V. (1993). You can’t say you can’t play. Cambridge, MA: Harvard University Press.

Paley, V. (2004). A child’s work: The importance of fantasy play. Chicago: University of Chicago Press.

Peak, L. (1991). Learning to go to school in Japan: The transition from home to preschool life. Berkeley, CA: University of California Press.

Perozynski, L., & Kramer, L. (1999). Parental beliefs about managing sibling conflict. Developmental Psychology, 35(2), 489–499.

Peters, S. J. (Ed.). (1993). Education and disability in cross-cultural perspective. New York: Garland Publishing, Inc.

Peters, S. J. (2010). The heterodoxy of student voice: Challenges to identity in the sociology of disability and education. British Journal of Sociology of Education, 31, 591–602.

Phillips, M. J. (1990). Damaged goods: Oral narratives of the experience of disability in American culture. Social Science and Medicine, 30(8), 349–857.

Poindexter, C. C. (2003). The ubiquity of ambiguity in research interviewing: An exemplar. Qualitative Social Work, 2(4), 383–409.

Portelli, A. (2003). The order has been carried out: History, memory, and meaning of a Nazi massacre in Rome. New York: Palgrave MacMillan.

Portway, S. M., & Johnson, B. (2005). Do you know I have Asperger’s syndrome? Risks of a non-obvious disability. Health, Risk & Society, 7, 73–83.

Quinn, N., & Strauss, C. (1997). A cognitive theory of cultural meaning. New York: Cambridge University Press.

Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press.

Rogoff, B. (2011). Developing destinies: A Mayan midwife and town. New York: Oxford University Press.

Rogoff, B., Mistry, J., Göncü, A., & Mosier, C. (1993). Guided participation in cultural activity by toddlers and caregivers. Monographs of the Society for Research in Child Development, 58(8, Serial No. 236).

Saito, K. (2009). Hattatsu sho-gai ga hiki-okosu niji sho-gai he no kea to sapo-to. [Care and support of secondary disabilities caused by developmental disabilities.]. Tokyo, Japan: Gakken Kyoiku Shuppan.

Sato, N. E. (2004). Inside Japanese classrooms: The heart of education. New York: Routledge Falmer.

Shimizu, H. (2001a). Japanese cultural psychology and empathic understanding: Implications for academic and cultural psychology. In H. Shimizu & R. A. LeVine (Eds.), Japanese frame of mind: Cultural perspectives on human development (pp. 1–26). New York: Cambridge University Press.

Shimizu, H. (2001b). Japanese adolescent boys’ sense of empathy (omoiyari) and Carol Gilligan’s perspectives on the morality of care: A phenomenological approach. Culture & Psychology, 7(4), 453–475.

(p.228) Shimizu, K. (1999). Nozoite miyou! imano sho-gakko: Henbo suru kyo-shitsu no esunogurafi [Look into current elementary schools: Ethnography of evolving classrooms]. Tokyo, Japan: Yushin-do Koubunsha.

Shweder, R. (2009) Introduction: An invitation to the many worlds of childhood. In R. Shweder (Ed. In Chief) The Child: An encyclopedic companion (pp. xxvii–xxxvii). Chicago: University of Chicago Press.

Smith, D. D. (2007). Introduction to special education: Making a difference (6th ed.). Boston: Allyn and Bacon.

Shweder, R. A., Goodnow, J. G., Hatano, G., LeVine, R. A., Markus, H. R., & Miller, P. J. (2006). The cultural psychology of development: One mind, many mentalities. In W. Damon & R. Lerner (Eds.), Handbook of child development: Vol. 1 Theoretical models of human development (6th ed., pp. 716–792). Hoboken, NJ: John Wiley & Sons, Inc.

Stake, R. E. (2010). Qualitative Research: Studying how things work. New York: The Guilford Press.

Steedman, C. K. (1986). Landscape for a good woman: A story of two lives. New Brunswick, NJ: Rutgers University Press.

Stevenson, H. W., & Stigler, J. W. (1992). The learning gap: Why our schools are failing and what we can learn from Japanese and Chinese education. New York: Simon & Schuster Inc.

Sugawara, N. (2011). Tokubetsu shien kyoiku wo manabu hito-he [For those who are learning special needs education]. Kyoto, Japan: Minerva Shobo.

Summers, J. A., Marquis, J., Mannan, H., Turnbull, A. P., Fleming, K., Poston, D. J.,...Kupzyk, K. (2007). Relationship of perceived adequacy of services, family-professional partnerships, and family quality of life in early childhood service programmes. International Journal of Disability, Development and Education, 54(3), 319–338.

Tachibana, T., & Watanabe, K. (2004). Attitudes of Japanese adults toward persons with intellectual disability: Comparisons over time and across countries. Education and Training in Developmental Disabilities. 39(3), 227–239.

Takahashi, N. (2003). Learning of disabled children in Japan: Simultaneous participation in different activity systems. Mind, Culture, and Activity, 10(4), 311–331.

Taylor, A. Peterson, C., McMurray-Schwartz, P., & Guillou, T. (2002). Social skills interventions: Not just for children with special needs. Young Exceptional Children, 5, 19–26.

Tobin, J., Hsueh, Y., & Karasawa, M. (2009). Preschool in three cultures revisited: China, Japan, and the United States. Chicago: The University of Chicago Press.

Tobin, J. J., Wu, D. Y. H., & Davison, D. H. (1989). Preschool in three cultures: Japan, China, and the United States. New Haven, CT: Yale University Press.

Tregaskis, C., & Goodley, D. (2005). Disability research by disabled and non-disabled people: Towards a relational methodology of research production. International Journal of Social Research Methodology, 8(5), 363–374.

(p.229) Tsuge, M. (2004). Gakushu-sha no tayo na ni-zu to kyo-iku sesaku [Diverse needs of learners and educational policies]. Tokyo, Japan: Keiso Shobo.

Tsuneyoshi, R. (1994). Small groups in Japanese elementary school classrooms: Comparisons with the United States. Comparative Education, 30(2), 115–129

Tsuneyoshi, R. (2001). The Japanese model of schooling: Comparisons with the United States. New York: RoutledgeFalmer.

Ueno, K., & Hanakuma, S. (2006). Kei-do hattatsu sho-gai no kyo-iku: LD, ADHD, and ko-kinou PDD tou he-no tokubetsu shien [Education for mild developmental disabilities: Special education for LD, ADHD, and high functioning PDD]. Tokyo, Japan: Nihon Bunka Kagaku-sha.

UNESCO (1994). The Salamanca statement and framework for action on special needs education. Retrieved May 21, 2013 from http://www.unesco.org/education/pdf/SALAMA_E.PDF

United Nations (1989). Convention on the Rights of the Child. Retrieved May 21, 2013 from http://www.ohchr.org/en/professionalinterest/pages/crc.aspx

United Nations (1993). Standard Rules on the Equalization of Opportunities for Persons with Disabilities. Retrieved August 16, 2011 from http://www.un.org/disabilities/default.asp?id=26

United Nations (2004). The international decade of disabled persons 1983-1992. Retrieved October 10, 2010 from http://www.un.org/esa/socdev/enable/disunddp.htm

United Nations (2006). Convention on the rights of persons with disabilities and optional protocol. Retrieved October 8, 2010 from http://www.un.org/disabilities/documents/convention/convoptprot-e.pdf

United Nations (2010) Convention on the Rights of Persons with Disabilities. Retrieved October 8, 2010 from http://www.un.org/disabilities/default.asp?navid=13& pid=150

United Nations (2013) Convention and Optional Protocol Signatures and Ratifications. Retrieved August 26, 2011 from http://www.un.org/disabilities/countries. asp?id=166

Varenne, H., & McDermott, R. (1998). Successful failure: The school America builds. Boulder, CO: Westview Press.

Vygotsky, L. S. (1978). The role of play in development. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Mind in society (pp. 92–104). Cambridge, MA: Harvard University Press.

Walsh, D. J. (2004). Frog boy and American monkey: The body in Japanese early schooling. In L. Bresler (Ed.), Knowing bodies, feeling minds (pp. 97–109). Amsterdam: Kluwer Academic Publishers.

Ware, L. P. (2002). A moral conversation on disability: Risking the personal in educational contexts. Hypatia, 17, 143–171.

Weisner, T. S. (Ed.). (2005). Discovering successful pathways in children’s development. Chicago: University of Chicago Press.

(p.230) Wertsch, J. V. (1991). Voices of the mind. Cambridge, MA: Harvard University Press.

Wertsch, J. V. (2008). From social interaction to high psychological processes: A clarification and application of Vygotsky’s theory. Human Development, 51, 66–79.

White, M. (1987). The Japanese educational challenge: A commitment to children. New York: The Free Press.

WHO (2007). International statistical classification of diseases and related health problems 10th revision version for 2007. Retrieved October 5, 2010 from http://apps.who.int/classifications/apps/icd/icd10online/

Zambo, D. (2004). Using qualitative methods to understand the educational experiences of students with Dyslexia. The Qualitative Report, 9, 80–94.