Jump to ContentJump to Main Navigation
Disability, Culture, and DevelopmentA Case Study of Japanese Children at School$
Users without a subscription are not able to see the full content.

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, 2019. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 24 August 2019

Raising Children With Disabilities and Their Peers at a Japanese Public Elementary School

Raising Children With Disabilities and Their Peers at a Japanese Public Elementary School

Chapter:
(p.1) 1 Raising Children With Disabilities and Their Peers at a Japanese Public Elementary School
Source:
Disability, Culture, and Development
Author(s):

Misa Kayama

Wendy Haight

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199970827.003.0001

Japanese educators recently created a new disability category, “developmental disabilities” to refer to relatively mild cognitive and behavioral disabilities, such as learning disabilities, ADHD, and high functioning autism. Children with “developmental disabilities” experience unique needs and struggles due to the relatively invisible nature of their disabilities. In many respects, they appear to be typically developing children, and their difficulties can be misinterpreted as resulting from laziness, disobedience, or disrespect. Until 2007 when new educational policies were implemented, Japanese children with “developmental disabilities” were recognized as “slow learners” or “difficult” and educated in general education classrooms without specialized support, in part out of concern for consequent stigma. The chapter approaches the issue of disability in Japan through a sociocultural model of disability. This chapter describes how Japanese people understand disability in relation to Japanese concepts of self and traditional educational and socialization beliefs and practices.

Keywords:   socio-cultural model of disability, disability, stigma, Japanese concept of self, Japanese socialization practices, Japanese education

Oxford Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.

Please, subscribe or login to access full text content.

If you think you should have access to this title, please contact your librarian.

To troubleshoot, please check our FAQs , and if you can't find the answer there, please contact us .