Examining the Imparity of Immigrant Children Enrolled in Special Education Classes in Japan: Roots and Recommendations

Autor/inn/en	Freiermuth, Mark R.; Tsunoda, Angela Karsten; Oliveira, Diego; Muramoto, Erica Maria; Nagatani, Luzinete; Nakajima, Yukiko
Titel	Examining the Imparity of Immigrant Children Enrolled in Special Education Classes in Japan: Roots and Recommendations
Quelle	In: School Psychology International, 44 (2023) 4, S.367-395 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Freiermuth, Mark R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/01430343221135179
Schlagwörter	Foreign Countries; Immigrants; Special Education; Students with Disabilities; Student Placement; Disproportionate Representation; Language Usage; Cultural Influences; School Counseling; Planning; Student Needs; Student Evaluation; Educational Policy; Cultural Differences; Knowledge Level; Access to Information; Clinical Diagnosis; Misconceptions; Social Influences; Life Style; Parent Attitudes; Teacher Attitudes; Barriers; Evaluation Methods; Japan; Brazil + Suchen Sie Ihr Suchwort? Ausland; Immigrant; Immigrantin; Immigranten; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Schülerpraktikum; Sprachgebrauch; Cultural influence; Kultureinfluss; School counselling; Pädagogische Beratung; Ablaufplanung; Planungsprozess; Schulnote; Studentische Bewertung; Politics of education; Bildungspolitik; Kultureller Unterschied; Wissensbasis; Missverständnis; Sozialer Einfluss; Lebensstil; Elternverhalten; Lehrerverhalten; Brasilien
Abstract	This study discusses the disparity in numbers between Japanese children and their Brazilian immigrant peers concerning placement in Japanese special education classes. In-depth interviews were conducted with 21 stakeholders including Japanese nationals and Brazilian immigrants to see if there were any ways to explain the larger numbers of immigrant children assigned to such classes. Five main factors affecting the stakeholders emerged: Linguistic and Cultural Related Misunderstandings of Information, Limitations Concerning Counseling and Educational Planning, Requests for Improving the Support System for Non-Japanese Students, Importance of a Second Opinion, and Cultural and Linguistic Effects when Evaluating Non-Japanese Students. The study provides policy recommendations aimed at improving the support system for immigrant communities who face a variety of stresses living in an unfamiliar culture. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01