Departmental Bulletin Paper 知的障害者の高等支援学校卒業後における学びの場の保障

牧野, 誠一

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わが国において,知的障害のある人が高等支援学校を卒業した後に,学べる機関は極めて少ない。知的障害者を公式に受け入れる公認の大学はない。しかし,知的障害者の中には学ぶ機会を求めている人たちは大勢存在する。その人たちの希望をかなえるべく,細々とではあるが学ぶ場を工夫して生み出し,運営を続けてきた学校や組織などがある。本論では,そうした工夫によって生み出された後期中等教育卒業後の学びの場である「オープンカレッジ」「特別支援学校専攻科」「学びの作業所」についての現状を分析し,これから知的障害のある人にとって豊かに学ぶ場がどのように準備されることが望ましいのかを展望した。
In Japan, very few students who graduate from the upper-secondary department of special needs high schools for students with intellectual disabilities can go on to attain higher education. No official universities accept students with intellectual disabilities. However, many of these intellectually disabled persons are seeking opportunities for higher education. Some supportive people founded schools and organizations to fulfill the hopes of students with special needs. These people have managed to continue running such schools with great difficulty. In this paper, I analyze the present condition of “open colleges,” “special needs school non-degree graduate programs,” and “learning workshops.” These schools and institutions have made great efforts to cater to persons with intellectual disabilities who wish to pursue studies after graduating from the upper-secondary division of special needs high schools. From the results of an analysis, I determine the kinds of schools and institutions in which adolescents with intellectual disabilities would want to attain higher education.
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