Parental Experiences of Children's Disabilities and Special Education in the United States and Japan: Implications for School Social Work

Autor/in	Kayama, Misa
Titel	Parental Experiences of Children's Disabilities and Special Education in the United States and Japan: Implications for School Social Work
Quelle	In: Social Work, 55 (2010) 2, S.117-125 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-8046
Schlagwörter	Delivery Systems; Disabilities; Foreign Countries; Empathy; Educational Resources; Special Education; Social Work; Children; School Social Workers; Pupil Personnel Workers; Pupil Personnel Services; Preschool Children; Elementary School Students; Parent Attitudes; Cultural Differences; Inclusive Schools; Special Needs Students; Parent School Relationship; Trust (Psychology); Student Rights; Japan; United States + Suchen Sie Ihr Suchwort? Auslieferung; Handicap; Behinderung; Ausland; Empathie; Bildungsmittel; Special needs education; Sonderpädagogik; Sonderschulwesen; Soziale Arbeit; Child; Kind; Kinder; Social work in school; Schulsozialarbeiter; Pre-school age; Preschool age; Children; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Elternverhalten; Kultureller Unterschied; Inclusive school; Integrative Schule; Sonderpädagogischer Förderbedarf; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; USA
Abstract	Cultural beliefs about disability and related systems of special education affect the experience of children with disabilities and their parents. This article reviews research on the perceptions and experiences of parents who have preschool or elementary school-age children with disabilities in the United States and Japan. Parents' experiences affect their children's development--for example, through caregiving and advocacy for appropriate services. Existing research suggests that U.S. and Japanese parents report similar difficulties, including difficulties establishing relationships with professionals providing services for their children, but that they have different expectations regarding these relationships. Japanese parents are more likely to emphasize the importance of emotional connections, such as empathy, with professionals and to express feelings of stigma, whereas U.S. parents are more likely to assert that their children are entitled to receive appropriate educational resources. These experiences reflect structural differences in U.S. and Japanese special education services. Parents' perceptions also have the potential to recreate cultural beliefs and eventually modify service delivery systems to reflect those beliefs. Discussion of U.S. and Japanese concepts of disability suggests ways in which services in both countries may be strengthened. The Japanese case suggests ways of strengthening empathy and trust, and the U.S. case provides a positive model of inclusion. (As Provided).
Anmerkungen	National Association of Social Workers (NASW). 750 First Street NE Suite 700, Washington, DC 20002. Tel: 800-227-3590; e-mail: press@naswdc.org; Web site: http://www.naswpress.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10