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: 25 August 2019

How Educators Support Children With Developmental Disabilities and Their Peers

How Educators Support Children With Developmental Disabilities and Their Peers

Chapter:
(p.123) 6 How Educators Support Children With Developmental Disabilities and Their Peers
Source:
Disability, Culture, and Development
Author(s):

Misa Kayama

Wendy Haight

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199970827.003.0006

This chapter describes how special education is understood and practiced by educators at Greenleaf Elementary School, including strategies they utilized in their general and special education classrooms, and how children responded to such support. They supported children through creating a “naturally” accepting social ecology through their everyday activities at school. For example, they created a home-like classroom environment by “staying close to children’s kokoro (hearts/minds),” understanding children’s needs through omoiyari (empathy/sympathy), and “raising” all children to respect diverse abilities and show kindness to others. Educators supported the positive peer relationships of children with developmental disabilities including by involving peers in providing support for them, and helping when peer groups experienced problems. Yet some children with developmental disabilities struggled in their peer groups. Educators attempted to guide these children to develop self-confidence and self-esteem, and to secure their voluntary cooperation in school activities.

Keywords:   children’s everyday experiences as a natural learning context, empathy, “raising” children at school, peer struggles, children’s voluntary cooperation, 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 .