Faculty Profiles - YOSHITOSHI Munehisa

A Review of the U.S. Supreme Court decision in Endrew F. v. Douglas County School District (2017) : Implications for Academic Achievement for Students with Disabilities.

Other Link： http://ir.lib.hiroshima-u.ac.jp/00049085

米国における特殊教育政策の展開とその課題

吉利宗久

発達障害研究（日本発達障害学会） 41 ( 2 ) 170 - 175 2019.8

定時制高校における発達障害の疑われる不登校経験生徒に対する組織的な支援の実際

趙氷雁, 吉利宗久

岡山大学教師教育開発センター紀要 8 135 - 149 2019.3

What do High School Students Know about Developmental Disabilities? : Survey of Current Status and Trends in a University Preparatory School Reviewed

YOSHITOSHI Munehisa・Murakami Rie

Japanese journal of learning disabilities 27 ( 4 ) 500 - 510 2018.11

Investigation of Actual Conditions for Advancement of a Local Special Education Center at a Special Needs Schools : A Survey Analysis of Boards of Education

SNE journal 24 ( 1 ) 143 - 153 2018.10

( 8 ) 207 - 212 2018.3

Language：Japanese

The purpose of this brief note was to understand the whole context of the "Endrew F. v. Douglas County School District " (2017) in the U.S. Supreme Court. The Individuals with Disabilities Education Act (IDEA) requires to guarantee a free appropriate public education (FAPE) for students with disabilities. In the "Board of Education of the Hendrick Hudson Central School District v. Rowley " (1982), the U.S. Supreme Court was rejected requirement to maximize educational potential of student. This decision has been quoted for a long time in the lower courts. However, new standard in the Andrew case was judged. We provides a summary of important legal contents.

DOI： 10.18926/CTED/55819

University Students' Knowledge about Developmental and Intellectual Disabilities : A Questionnaire Analysis of Faculty of Education Students

Bulletin of the Graduate School of Education, Hiroshima University. Part. 1, Learning and curriculum development ( 67 ) 91 - 97 2018

Language：Japanese

This study explores the results of a questionnaire concerning faculty of education university students' understanding of intellectual and developmental disabilities and considered how a class may change the students' image and consciousness of disabilities. Thirty-six firstyear Faculty of Education students majoring in a special education program completed a questionnaire before and after a class to identify their image and understanding of disabilities. The results showed no change before and after the class focusing on the students' image and understanding of disabilities. Concerning the students' image of disabilities, the responses rated the ideas "we can live together" and "should live together" highly, which was a similar result to the preliminary research. Concerning the students' understanding, they showed a understanding of disabilities similar to their image, and scored highly in their response to their "will to understand and interact with people with disabilities." Therefore, the respondent's specialty was inferred to affect their image and understanding of disabilities.

DOI： 10.15027/46757

A Study on Recognition and Knowledge of University Students Concerning the Prenatal Diagnosis; Present Status and Future Perspective in Japan

Other Link： http://ir.lib.hiroshima-u.ac.jp/00046757

7 ( 7 ) 193 - 202 2017.3

Teachers' Perceptions towards Political Trends and Reasonable Accommodations for Students with Health Impairments : Focusing on the Differences between Regular and Special School

( 165 ) 33 - 41 2017

An Analysis of Court Cases Relating to Special Education in Japan: Perspective towards Inclusive Education

6 31 - 37 2016.3

International Trends toward Inclusive Education for Students with Disabilities : A Quantitative Analysis of Political Characteristics in Japan, Europe, and the Unites States

吉利宗久

38 ( 1 ) 34 - 42 2016.2

Teachers' Perspectives and Attitudes toward Medical Care Delivery System in School

YOSHITOSHI Munehisa

Bulletin of Graduate School of Education, Okayama University 162 ( 162 ) 71 - 77 2016

Who can administer insulin to students with diabetes in the school? : An analysis of the California Supreme Court decision Reviewed

YOSHITOSHI Munehisa

SNE Journal 21 ( 1 ) 172 - 185 2015.10

Doug C. v. State of Hawaii : Landmark Case for Parent Participation at Individualized Education Program Meetings Reviewed

YOSHITOSHI Munehisa

Japanese journal of learning disabilities 24 ( 3 ) 381 - 387 2015.8

A Study on Recognition and Attitude of University Students Concerning the Prenatal Diagnosis ; Present Status and Future Perspective in Japan

5 149 - 156 2015.3

Parents' Rights in Special Education : An Analysis of the "Horen v. Toledo School District ".

5 ( 5 ) 157 - 163 2015.3

アメリカ合衆国におけるインクルーシブ教育システムの動向

吉利宗久

上越教育大学特別支援教育実践研究センター紀要 21 1 - 4 2015.3

A Survey of Japanese High School Teachers' Self-Efficacy about Inclusive Education

4 ( 4 ) 1 - 5 2014.3

Current Trends and Practices in Developing Teacher Preparation Program Curriculum on InclusiveEducation: Reflecting on the Dual Preparation Program at the University of Hawai'i Manoa

3 ( 3 ) 61 - 69 2013.3

Actual situation of Special Education in People's Republic of China According to the data from the Ministry of Education and the National bureau of Statistics of China

The Japanese journal of special support education coordinator ( 9 ) 81 - 86 2013.2

Comprehensive Support System for Students with Disabilities in Higher Education: About the KOKUA program in the University of Hawaii at Manoa

2 ( 2 ) 171 - 175 2012.3

Perceptions of principals, teachers and parents of students without disabilities toward special needs education in high school

YOSHITOSHI M., YOKOUCHI R.

34 ( 1 ) 78 - 85 2012.2

Research on special education schools that modified the type of handicap: focus on education system for children who take newly appended type of handicap

Hyogo University of Teacher Education journal 39 77 - 84 2011.9

The realities of activity and the role of the Yogo(School nurse)teacher in the special needs education system of elementary and junior high school

OTANI I., YOSHITOSHI M.

Japanese journal on developmental disabilities 33 ( 3 ) 322 - 333 2011.8

A Quantitative Analysis on the Types of Educational Setting for Students with Disabilities in Japan: Evidence from Regional Data

1 1 - 8 2011.3

Structure of Elementary and Junior High School Teachers' Consciousness Regarding Special Needs Education in Regular Classrooms

KOJIMA Michio, YOSHITOSHI Munehisa, ISHIBASHI Yukiko, HIRAGA Kentaro, KATAOKA Mika, KORENAGA Kanako, MARUYAMA Keishi, MIZUUCHI Toyokazu

The Japanese Journal of Special Education 49 ( 2 ) 127 - 134 2011

Language：Japanese Publisher：The Japanese Association of Special Education

The present study examined elementary and junior high school homeroom teachers' consciousness of special needs education in regular classrooms, as well as factors that may influence the structure of their consciousness. Elementary and junior high school teachers (N=615) completed a questionnaire. Factor analysis of the questionnaire data was used to clarify the structure of the teachers' consciousness regarding special needs education and to identify influential variables. The following 3 factors were extracted: "understanding and ability to provide special needs education", "evaluation of interest in special needs education and teaching staff's need to learn", and "concerns about handling guardians and interventions in regular classrooms". The extent of special needs education experience, acquisition of a license or course credits at a university, and experience as a regular class homeroom teacher for young students requiring special educational support were found to be have a positive influence on "understanding and ability to provide special needs education" and "evaluation of interest in special needs education and teaching staff's need to learn". These findings suggest that the extent of the teachers' training may have produced the observed differences in "concerns about handling guardians and interventions in regular classrooms".

DOI： 10.6033/tokkyou.49.127

A survey on job-consciousness and support needs of novice special needs education coordinator in the public school

The Japanese journal of special support education coordinator ( 6 ) 75 - 86 2010.2

Toward the support of students with special needs in inclusive classrooms: what is the extent of Japanese teachers' knowledge and skills, and how should Japanese preservice teachers be trained?

吉利宗久, 是永かな子, 平賀健太郎

Journal of Japan Association of Universities of Education 28 217 - 230[含英語文要旨] 2010

TEACHERS' PERCEPTION AND NEEDS FOR IN-SERVICE PROGRAMS AND CERTIFICATION OF SPECIAL NEEDS SCHOOL

Bulletin of Research and Development Center for Educational Practice, Okayama University. 10 41 - 46 2010

Exploratory study of factors changing elementary school staff attitudes on inclusive education for students with disabilities in the United States

Japanese journal of learning disabilities 18 ( 3 ) 300 - 309 2009.10

The present problems and future prospects of parents support for children with developmental disabilities

Bulletin of Graduate School of Education, Okayama University ( 141 ) 1 - 9 2009

Research on the center function offered by schools for students with intellectual disabilities

ISHIBASHI Y, USHIYAMA M, YOSHITOSHI M

Japanese journal on developmental disabilities 30 ( 1 ) 52 - 58 2008.2

特別支援教育に対応した小・中学校教員養成カリキュラムの改善に関する研究

是永かな子, 水内豊和, 新井英靖, 小島道生, 石橋由紀子, 千賀愛, 平賀健太郎, 吉利宗久

日本教育大学協会研究年報 26 225 - 236 2008

A survey on role and actual working status of the special needs education coordinator in public elementary and junior high school

Bulletin of Research and Development Center for Educational Practice,Okayama University 8 117 - 126 2008

Parent's perspectives on practical factors for facilitating inclusive education: implications from a single interview conducted in the United States

吉利宗久, 水内豊和

SNE journal 13 ( 1 ) 74 - 88 2007.10

135 ( 1 ) 121 - 126 2007.6

An content analysis of organizational position statements on inclusion in the United States

YOSHITOSHI M, MIZUUCHI T

Japanese journal on developmental disabilities 28 ( 5 ) 390 - 402 2006.12

Investigation on the School Management and Understanding of Elementary School Principals toward Special Support Education

Yoshitoshi Munehisa, Yoshikai Masumi

Journal of educational research 6 101 - 109 2006.3

Language：Japanese Publisher：Kyoto University of Education

小学校校長の特別支援教育に対する取り組みの実態を明らかにするために,A市内における質問紙調査を実施した(回収数62校)。その結果,多くの校長が特別支援教育の理念を支持する一方で,学校の準備状況や自らの知識に不安を抱いていた。また,特別支援教育を推進するために重視する学校経営の方針として,保護者との連携や校内体制の整備が高い割合を示した。そして,ほとんどの学校が校内研修を実施しており,その内容は障害理解と児童の実態把握が中心となっていた。ただし,盲・聾・養護学校との連携や,保護者への働きかけは今後の課題となっており,専門性の高い教員を配置し,個別の教育支援計画の作成などの具体的な取り組みを進めることが必要であると考えられていた。

教員養成系大学の学部カリキュラムにおける障害児教育専攻以外の学生に対する障害児教育関連科目の設定のあり方に関する研究

Regular Education Teachers' Perceptions and Practices Regarding Inclusion of Students with Disabilities in the United States : Findings from a Survey in Public Elementary Schools

YOSHITOSHI M

Japanese journal on developmental disabilities 27 ( 1 ) 63 - 75 2005.5

河合康, 川間健之介, 柿澤敏文, 大塚玲, 橋本創一他, 吉利宗久

教科教育学研究 23 253 - 275 2005.3

特別支援教育における「総合制・地域制」養護学校の取り組みとその進展

吉利宗久

教育実践研究紀要 ( 5 ) 135 - 142 2005.3

全国知的障害養護学校における「センター的機能」の実施状況と課題 : 「LD児等」に対する支援を中心に

吉利宗久, 太田正己, 小谷裕実

発達障害研究（日本発達障害学会） 26 ( 4 ) 279 - 288 2005.2

教員養成における「介護等体験」の実施体制と活動内容--国立大学附属養護学校の取り組みを中心に

吉利宗久, 平岡恵子, 北山千嘉子

京都教育大学紀要 ( 105 ) 79 - 96 2004.9

Using Cooperative Learning to facilitate the Inclusion of Students with Disabilities in the United States : A Review of the Literature

YOSHITOSHI M

Japanese journal on developmental disabilities 26 ( 2 ) 128 - 138 2004.8

養護学校における「地域センター化」の動向と展望

吉利宗久

教育実践研究紀要 ( 4 ) 133 - 138 2004.3

Elementary Teachers' Perceptions toward Inclusion of Students with Disabilities : Implications for Preparation in Inclusive Practices

YOSHITOSHI M, MATSUDA S

Japanese journal on developmental disabilities 25(4), 281-288 ( 4 ) 281 - 288 2004.2

通級担当教員の教育条件に関する意識と実践的課題--岡山県の小学校における実態調査から

藤井聰尚, 母里誠一, 吉利宗久

岡山大学教育学部研究集録 ( 125 ) 1 - 7 2004

「特別支援教育」に関する教育委員会の対応とその進捗状況--質問紙調査を通して

吉利宗久, 水石陽子

京都教育大学紀要 ( 103 ) 77 - 92 2003.9

アメリカ合衆国における障害児の支援システムとインクルージョン:ハワイ州の取り組みを中心に

吉利宗久, フィリップスジャクリーン

障害者問題研究（全国障害者問題研究会） 31 ( 1 ) 73 - 80 2003.5

インクルージョンに対する教育関係者の意識と態度－アメリカ合衆国における研究の動向

吉利宗久

特殊教育学研究（日本特殊教育学会） 41 ( 4 ) 439 - 448 2003

Historical Development of Special Education in China 1 : The Origin of Welfare and Establishment of Special Education

Yoshitoshi Munehisa, Haramoto Akio

Bulletin of Kyoto University of Education 101, 1-17 1 - 17 2002.9

Development of the Peer Tutoring toward the Inclusion for Students with Disabilities in the United States

YOSHITOSHI M, TESHIMA Y, KOMIYA M, FUJII T

Japanese journal on developmental disabilities 23(3), 200-208 ( 3 ) 200 - 208 2001.11

「21世紀の特殊教育の在り方について」(最終報告)の課題と展望 : 養護学校の教育的機能と社会的役割に焦点を当てて

手島由紀子, 吉利宗久, 藤井聡尚

研究集録 118 85 - 91 2001.11

<Original Paper>The Impact of the Individual with Disabilities Education Act on the Educational Services for Individuals with Autism in the United States

MATSUDA Shinsho, YOSHITOSHI Munehisa, SANADA Satoshi

Kawasaki medical welfare journal 11 ( 1 ) 31 - 36 2001.8

Language：Japanese Publisher：Kawasaki University of Medical Welfare

The federal law for individuals with autism in the United States was established with the enactment of the Individual with Disabilities Education Act (IDEA) in 1990. The purpose of this study was to define the treatment of individuals with autism in the legal system of the United States after the enactment of the IDEA and to analyze the quantitative aspect of the education of those people referring to the data published by the U. S. Department of Education. The total number of individuals identified as autistic, aged between 6 and 21 years old, had increased every year from 1991 to 1998 in the United States. During this period, therefore, we can presume that legislative support for individuals with autism had positive development. Furthermore, the ratio of autism within the whole field of handicap (disabilities) was comparatively high in the 1998-1999 statistical year in those States that had made the lows of autism as an independent category before the enactment of IDEA. It was recognized that between 1991 and 1998 there had been a great increase in this ratio.

DOI： 10.15112/00012571

Self-Determination of People with Intellectual Disabilities in Japan

TESHIMA Yukiko, YOSHITOSHI Munehisa

Kawasaki medical welfare journal 11 ( 1 ) 211 - 217 2001.8

Language：Japanese Publisher：Kawasaki University of Medical Welfare

The purpose of this paper is to clarify the trend in Japanese research concerning learning and support that are needed to enable people with intellectual disabilities attain self-determination. The constit-uating factors of self-determination are (1) the subject him- or herself, (2) participation, (3) process (receiving and carefully examination of information), (4) choice-making. For the subject to realize such self-determination, both learning and support are needed. In this paper, we have grasped the trend in research on the process of self-determination from the following four viewpoint : (1) self-awareness of disability, (2) expansion of opportunities of social participation, (3) gathering and comprehending of information, (4) and the role of each of these in the process of self-determination. So future research needs to focus : (1) on the learning to be done by the disabled person him- or herself together with the support needed to stimulate this learning, (2) and on the presentation of a methodology of learning and support needed in order for the intellectually disabled person's self-determination to become a reality.

DOI： 10.15112/00012597

養護学校における実践研究と報告の態様 : 「養護学校研究紀要」の検討から

吉利宗久, 手島由紀子, 大野呂浩志, 加戸陽子, 山本和枝, 母里誠一, 大竹喜久, 藤井聰尚

研究集録 117 77 - 86 2001.7

アメリカ合衆国における医療的ケアを要する障害児の学校看護サービス‐判例の動向を中心に

吉利宗久

SNEジャーナル（日本特別ニーズ学会） 6(1), 56-92, 207 ( 1 ) 65 - 92 2001.3

School life of students with chronic illness in regular classes

Matsumoto Kumiko, Yoshitoshi Munehisa, Fujii Toshitaka

Journal for the science of schooling 2 37 - 49 2001

<Original Paper>A Review on the Rights of Education for Students with Medical Care in the United States

YOSHITOSHI Munehisa, TESHIMA Yukiko, MORI Seiichi

Kawasaki medical welfare journal 10 ( 2 ) 237 - 242 2000.12

Language：Japanese Publisher：Kawasaki University of Medical Welfare

This paper reviews 7 cases that address the scope of schools' duties to provide in school nursing and other health related services in the United States. The Individuals with Disabilities Education Act (IDEA) assures that all children with disabilities have access to "a free appropriate public education which emphasizes special education and related services designed to meet their unique needs" (20 U. S. C. § 1400 (c)). In Ceder Rapids Community School District v. Garret F. (1999), the Supreme Court affirmed the right of all students with disabilities to attend school when they are medically able to do so, regardless of the nature or extent of the in-school health related services they may require, as long as those services are not required to be provided by a physician. The origin of the issue resolved in the Garret F. case can be traced back to the Tatro case, the Supreme Court's first review of the IDEA's "related services" provision. The Garret case brings closure to a 15 year old dispute. Throughout this period, courts have reviewed the IDEA "medical services exclusion, " the "school health services" IDEA regulation, and the Supreme Court's decision in the Tatro case. In the future, the issue of students requiring medical care in school should be examined.

DOI： 10.15112/00012537

通常学級における障害児の在籍状況と諸問題－わが国の実態調査からの検討

Developing Curriculum in Upper Secondary Department of Special School for Students with Mental Retardation

Yoshitoshi Munehisa, Ohnoro Hiroshi, Ohtake Yoshihisa, Fujii Toshitaka

Bulletin of School of Education, Okayama University 115,133-142 133 - 142 2000.11

吉利宗久

教育実践学研究（日本教育実践学会） 2 ( 1 ) 81 - 90 2000.7

Nursing Costs for Students with Medical Care at the School in United States

Yoshitoshi Munehisa, Teshima Yukiko, Mano Sachiyo

Bulletin of School of Education, Okayama University 114 91 - 100 2000.7

<Original Paper>Development of Policies for Individuals with Disabilities in the United States

YOSHITOSHI Munehisa

Kawasaki medical welfare journal 10 ( 1 ) 39 - 47 2000.6

Language：Japanese Publisher：Kawasaki University of Medical Welfare

The purpose of this study was to review the development and characteristics of public policy related to welfare and education for individuals with disabilities which have led to current laws in the United States. Basically, individuals with disabilities were treated unequally and excluded from the public administrative service system until the late 1960s and early 1970s when fundamental federal legislation to ensure rights for persons with disabilties was enacted in conjnction with the upsurge of the equal opportunity movement. A number of federal legislative efforts to improve the welfare and education of individuals with disabilities were enacted in the mid 1970s, including the Individuals with Disabilities Education Act(IDEA), the Americans with Disabilities Act(ADA), and Section 504 of the Rehabilitation Act of 1973. These landmark federal legislations were influenced by the ideology and approach for normalization, mainstreaming and inclusion. This study examined these changes in federal legislation and analyzed the relationships among the legal requirements of these acts. Additionally, the present state of public policy for individuals with disabilities are briefly summarized.

DOI： 10.15112/00012513

Prevalence of learning disability at elementary school in Japan; preliminary review of studies using the Ueno's checklist

Ohtake Yoshihisa, Yoshitoshi Munehisa, Yanagihara Masafumi

Bulletin of Faculty of Education,Okayama University 113 ( 113 ) 165 - 171 2000

<Original Paper>Issues on Inclusive Education and Health-Care Services for Students with Disabilities in the United States. (Kawasaki Medical Welfare Journal Vol. 9,No. 2,1999 Abstracts)

YOSHITOSHI Munehisa, TSUSHIMA Hiroe

Kawasaki journal of medical welfare 6 ( 1 ) 65 - 65 2000

<Original Paper>Issues on Inclusive Education and Health-Care Services for Students with Disabilities in the United States

YOSHITOSHI Munehisa, TSUSHIMA Hiroe

Kawasaki medical welfare journal 9 ( 2 ) 225 - 233 1999.12

Authorship：Lead author Language：Japanese Publisher：Kawasaki University of Medical Welfare

The purpose of this study was to examine the issues of inclusive education and health care service for students with health impairments in the United States. Recently, there are more such students in public schools due to the requirement for education in the least restrictive environments under the Individuals with Disabilities Education Act (IDEA) and advances in medical science and technolgy. Consequently, teachers are more likely than ever to be faced with complex health care situations, including some that are important for supporting life. However, the level, the nature and the extent of health care service to be provided for disabled is being contested eligible to receive special education and related services in federal and state courts. To clarify related issues, the conditions of special education for impaired children and the interpretation of the regulations for health care services in public schools are disscussed. Additionally, the present state and problems in the service delivery system for health care are examined.

DOI： 10.15112/00012494