イギリスにおけるディスレクシア児への教育的対応をめぐる動向に関する一考察

Abstract

本稿では､今日のイギリスにおいて､ディスレクシアの子どもへの教育的対応をめぐって異なる2つの系譜があることについてまずその動向を整理し､その実態を明らかにすることを目的とする｡その上で､一見矛盾するように見える2方向の動きについて､インクルージョンの視点からどのようにとらえることができるか､すなわち､それらが対立するものであるのか､あるいは通底する課題を見出すことができるのかどうかについて考察する｡

Today, there are two kinds of the trends concerning educational provisions in England for children with dyslexia. One idea is that the ordinary schools must be changed to meet the special educational needs of these children in the mainstream. And the other believes it is important to enrich special provisions outside ordinary schools to meet their needs. It seems that these two directions are diametric. The former reflects the idea of inclusion, and the latter seems to be opposite. But, I supposed that this suggests an important point about inclusion. The effort to make ordinary schools effective for children with dyslexia, such as Dyslexia Friendly Schools, also recognizes that it is needed for them to enrich the specialty in the school. And the approach of such specialized organizations as Saturday School or a specialized school knows the importance of mainstream school education for them. So I could conclude that they don't oppose to each other, but that they coexist and address the common issue, the realization of inclusion.