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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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Implications: A Cross-Cultural Conversation

Implications: A Cross-Cultural Conversation

(p.187) 8 Implications: A Cross-Cultural Conversation
Disability, Culture, and Development

Misa Kayama

Wendy Haight

Oxford University Press

This chapter discusses the broader implications of the ethnography including enhancement of stigma-sensitive special education practices. Our dual cultural lens allowed us to interpret and understand the experiences of Japanese children with “developmental disabilities,” their parents and educators from cultural insider and outsider perspectives while reflecting on U.S. special education policies and practices. Such “conversation” between cultural understandings of the meaning of children’s struggles and how we support children with disabilities underscored a number of issues of relevance both to the U.S. and Japan. Through reflection on the strengths and challenges in Japanese and U.S. systems, educators, social workers and policy makers in both countries can learn from one another how to balance flexibility in the provision of sensitive and creative educational practices that minimize children’s risk of stigmatization with clear procedural guidelines that assure the delivery of adequate services in a timely manner to all children.

Keywords:   insider-outsider perspectives, cross-cultural conversations, support for children with disabilities, culturally sensitive support, stigma-sensitive support, Japanese education, stigma

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