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Disability, Culture, and DevelopmentA Case Study of Japanese Children at School$
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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

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Children’s Daily Lives at Greenleaf Elementary School

Children’s Daily Lives at Greenleaf Elementary School

(p.79) 4 Children’s Daily Lives at Greenleaf Elementary School
Disability, Culture, and Development

Misa Kayama

Wendy Haight

Oxford University Press

In this chapter, we focus on the developmental contexts in which Japanese educational goals, practices and policies are instantiated at Greenleaf Elementary School, including some challenges faced by children with developmental disabilities and support available for them. We begin by describing the general educational contexts in which children learn, develop, and are socialized through daily experiences at Greenleaf Elementary School. The emphasis of Japanese elementary education on positive social relationships, education for kokoro (mind and heart), and learning within collaborative peer groups can result in strong, mutually supportive bonds between educators and children within and across grade levels including those with disabilities. On the other hand, if children do not fit in groups, their experiences in school can be highly problematic. They require more intensive support individually or in small groups.

Keywords:   Japanese traditional educational practice, holistic approach, peer relationships, creation of supportive learning environment, peer struggles

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