国際連合で2006年に障害者の権利に関する条約が成立しました。教育に関しては第24条でインクルーシブ教育が原則とされました。この第24条を詳しく説明しているのが、国連の障害者権利委員会による一般的意見4号です。
一般的意見4号には、インクルーシブ教育の定義やインクルーシブ教育を実現するためのガイドラインが明示されています。
2025年4月20日日曜日
2024年8月25日日曜日
blog240825E The Eugenic Protection Act is a violation of the constitution The Supreme Court Decision and its reaction 1
The Eugenic Protection Act is a violation of the constitution
The Supreme Court Decision and its reaction 1
The Supreme Court concluded in a series of cases (more than six years) about the Eugenic Protection Act as follows,
- Forced sterilization violated Article 13 of the Constitution (respect as the individual, the right to life, liberty and the pursuit of happiness) and Article 14(1) (equality before the law).
- The government's allegation that the lawsuit is invalid because the period of limitation had expired was against the rule of faith and was not permissible as an abuse of power.
- The government shall compensate the plaintiff.
The Diet members start to move on discussing a new law to provide remedy to the victims of forced sterilization. They restarted on 2024 July 9 the “All-party Parliamentary Group for Reviewing Forced Sterilization under the Eugenic Protection Act”. On July 17th, Prime Minister apologized the plaintiff. On the 29th, the Cabinet Office established the “Headquarters for Measures Toward the Realization of a Coexisting Society Free from Prejudice and Discrimination against Persons with Disabilities” to review past efforts to eradicate eugenic ideology and prejudice and discrimination against persons with disabilities, and to strengthen efforts, including education and awareness-raising activities.
The Diet members and the government are trying to implement the remedy of victims and the eradication of eugenic ideology, prejudice and discrimination (hereinafter referred to as “Anti-eugenic Ideology”) simultaneously. But it is clearly wrong to treat the former the same as the latter. The speed required for the two is different.
Remedies must be swift. Victims of forced sterilization are aging. Several have died since lawsuits had started in 2018. It is only natural for the government to provide adequate remedies while the plaintiffs are still alive.
On the other hand, the Anti-eugenic Ideology requires a change in the way of thinking of politicians, bureaucrats, public servants and citizens who have eugenic ideas. This will require a great deal of effort. The Eugenic Protection Act has a discriminatory history of bringing serious damages to not only people with disabilities, but also people from abroad and people with leprosy. Until recent years, forced sterilization had not been recognized as issue under the Eugenic Protection Act. This shows that many people supported eugenic ideology. Anti-eugenic Ideology requires an immeasurable amount of energy. We wonder if the government is aware of this.
blog240825J 旧優生保護法は違憲、最高裁判決とその反響 1
旧優生保護法は違憲、最高裁判決とその反響 1
最高裁は，6年以上にわたる旧優生保護法の一連の訴訟について次のように結論づけた。
l 強制不妊手術は憲法13条（個人として尊重される。生命、自由及び幸福追求に対する国民の権利）と14条1項（法の下の平等）に違反するものであった
l 国の「除斥期間が過ぎたため訴えは無効」とする主張は信義則に反し、権利の濫⽤として許されない
l 国は原告に賠償をする
最高裁判決を受け，国は，強制不妊手術の被害者の救済に向けて，ようやく動き出している。2024年7月9日，国会議員は，「優生保護法下における強制不妊手術について考える議員連盟」を立ち上げ，被害者の救済を進めるための新たな法律を検討し始めた。17日には総理大臣が原告に謝罪。29日，内閣府は「障害者に対する偏見や差別のない共生社会の実現に向けた対策推進本部」を設置し，優生思想及び障害者に対する偏見や差別の根絶に向け、これまでの取組を点検し、教育・啓発等を含めた取組を強化することにした。
国会議員や政府は被害者の救済と，優生思想及び偏見・差別の根絶（以下「優生思想の根絶」） を同時に行おうとしているようだ。しかし2つを同時に行うのは，明らかに間違っている。両者は求められるスピードが違うからだ。
救済は早さが求められる。強制不妊手術の被害者は，高齢化している。 2018年からの各地の訴訟の間にも，数人亡くなっている。当事者が生きている間に十分な救済を行うことは国として当然である。
一方，優生思想の根絶は ，優生思想をもつ政治家，官僚，公務員，そして私たち市民の考えを変えることであり，相当地道に取り組まなければならない。優生保護法は，障害者差別のみならず，「生まれてはいけない」とされた子ども、あるいは「子どもをもってはいけない」とされた外国人やハンセン病の人などにも、被害をもたらした歴史がある。1948年に優生保護法が制定されて以来、近年まで同法に基づく強制不妊手術が問題として扱われてこなかったことは，優生思想を支持する人が大多数であったことを物語る。優生思想の根絶には，計り知れないエネルギーを必要とする。国はそれを分かっているのだろうか。
2024年7月28日日曜日
1-5E Minister of Education Rejects Concluding Observation to Japanese Government
Minister of Education Rejects Concluding Observation to Japanese Government
On September 9, 2022, the United Nations Committee on the Rights of Persons with Disabilities issued its concluding observation to the Japanese government. On September 13, the Minister of Education said at a press conference that it would not cease "the inclusive education system" they call, which means segregated education indeed, as a future measure.
The Ministry of Education, Culture, Sports, Science and Technology has been working toward the realization of the inclusive education system by creating conditions in which children with disabilities and children without disabilities can spend as much time together as possible, and learning places that meet the educational needs of each individual. As the number of children enrolled in special-needs schools and special-needs classes is increasing due to a better understanding of special-needs classes, we do not intend to cease special-needs education provided in various places to learn. As I mentioned earlier, We will continue to strive to promote the inclusive education system through teacher assignments, taking into account the purpose of the recommendations.
Source: “Press Conference of Keiko Nagaoka, Minister of Education, Culture, Sports, Science and Technology” (https://www.mext.go.jp/b_menu/daijin/detail/mext_00300.html)
Not to cease the current special support education (segregated education, for example, special needs school system) means to reject the recommendation, although the Committee on the Rights of Persons with Disabilities recommended the Japanese government to cease segregated education in its concluding observation. If they do not comply with their treaty obligations, why did the Japanese government ratify the Convention on the Rights of Persons with Disabilities? The Japanese government must cease segregated education and realize inclusive education.
1-5J 文部科学大臣、日本に対する総括所見を拒否
文部科学大臣、日本に対する総括所見を拒否
2022年9月9日、国際連合障害者権利委員会は、日本政府に対して総括所見を公表した。文部科学省は、同月13日、今後の対応について分離教育を中止しないと記者会見で以下のように語った。
これまでの文部科学省では、このインクルーシブ教育システムの実現に向けまして、障害のある子供と障害のない子供が可能な限り共に過ごす条件整備と、それから、一人一人の教育的ニーズに応じた学びの場の整備、これらを両輪として取り組んでまいりました。特別支援学級への理解の深まりなどによりまして、特別支援学校ですとか特別支援学級に在籍するお子様が増えている中で、現在は多様な学びの場において行われます特別支援教育を中止することは考えてはおりませんが、引き続きまして、勧告の趣旨も踏まえて、通級によります指導の担当教員の、先ほどもお話し申し上げましたけれども、基礎定数化の着実な実施などを通しまして、インクルーシブ教育システムの推進に努めてまいる所存でございます。
出典：「永岡桂子文部科学大臣記者会見録」（https://www.mext.go.jp/b_menu/daijin/detail/mext_00300.html）
障害者権利委員会が総括所見で分離教育を中止するよう日本政府に勧告していたが、現行の特別支援教育（分離教育）を中止しないということは、勧告を拒否することを意味する。条約の義務を遵守しないのならば、何のために障害者権利条約を批准したのか。今からでも分離教育を中止し、インクルーシブ教育を実現するべきだ。
2024年6月30日日曜日
5-1E Individual Complains Mechanism in CRPD
Individual Complaints Mechanism in CRPD
■What it is
The Individual Complaints Mechanism is a complaints resolving system that the Individual can claim their human rights problem to The Committee on the Rights of Persons with Disabilities.
Although It states in the Optional Protocol of CRPD. Japan has not ratified it.
■Communication submitted by the Committee
・The case that the organization in Spain use the Individual Complains Mechanism
・The Committee on the Rights of Persons with Disabilities recognized that Spain government had violented Article 24 in CRPD （August 28th, 2020）
・The Committee decided that it violent CRPD to be forced the child with Down syndrome to special school against parent’s will（September 30th, 2018）
4-7E Deinstitutionalization
About DI movement
DI（deinstitutionalization） is an assertion that several civic groups have asserted since the 1950s, such as "Don't confine us in the institutions." For instance, the DI of the person with disabilities requests three points.
●live in ways we like with our community
●end the compulsory institutionalization
●prevent entering institutions
Inclusive Education and DI are necessary, just as a cart needs two wheels（General Comment No.4 of CRPD, paragraph 66）. DI is an essential prerequisite for Inclusive Education.
We will introduce the DI movement at home and abroad.
●日本
日本の脱施設化は、障害当事者による地域サービスを充実させる運動が原動力になっている。具体的には障害種別によらない介助サービスの充実である
1962年 国が家庭奉仕員派遣事業
1974年 東京都で「脳性麻痺者介護人派遣事業」が始まる。
1980年初頭 全身性障害者介護人派遣事業になっていく
1982年 都で「自薦登録ヘルパー」の取組）
1990年 ホームヘルプサービス事業（家庭奉仕員派遣事業の廃止）
1997年 東京都独自の派遣事業を「全身性障害者介護人派遣サービス事業」にして全国展開
2006年 上記派遣事業が重度訪問介護になる
2014年 重度訪問介護の対象に知的障害、精神障害が加わる
2014年2月 障害者権利条約に批准 第19条（地域生活）と一般的意見第5号に沿った政策が求められる。
2015年 映画『インディペンデント・リビング』公開
●国外
2023年2月8日 脱施設化ガイドライン わかりやすいバージョン（ver1. 1）
2022年10月 国連の障害者権利委員会「脱施設化ガイドライン」公表（CPchanの一言）
2022年6月 国連の障害者権利委員会 脱施設化ガイドライン案を公開（CPちゃんの一言）
2021年11月 国連の障害者権利委員会が脱施設化ガイドラインのアウトラインを示す（障害者権利委員会HP）（CPちゃんの一言）
2021年9月 子ども権利委員会が一般的討議日を開催。テーマ「子どもの権利と代替的養護」（平野裕二さんのウェブページに全体の概要）（CPちゃんの一言）
2021年 夏 DRI（Disability Rights International）が、かぞくで暮らす権利を守るキャンペーンを実施（CPちゃんの一言）
2019年11月 国連の調査「「自由を奪われた子どもに関する国連グローバル調査」（CPちゃんの一言）
4-5E Kawasaki court case
Court Ignores the CRPD:
A child with disabilities was rejected to enroll a regular school.
●Outline of the Case
Kazuki, who have entered special school in April 2018, and his parents sued Kawasaki city and Kanagawa prefecture on July 11th, 2018. They argued that refusal to enter regular school in his community is illegal.
Kazuki has been diagnosed with congenital myopathy. He has weak muscles so that he uses the wheelchair, ventilator, and phlegm aspiration device. He needs medical care at school.
His parents wanted him to go to regular school in his community, and his doctor says it is capable for him. They applied in November 2017. But the educational board of Kawasaki alleged that he needed special training in a special school in February 2018, and in March Kanagawa prefecture designated a special school as a school where he should enroll. His father strongly appealed over the first oral argument, "Why the educational board of Kawasaki decides that special school is the only choice that he can stay relieved and safe?".
●The First Trial Decision
At the first trial in March 2020, the Yokohama District Court rejected the plaintiff's claim that it was illegal to designate the special school as an enrollment.
This judicial decision did not mention the Convention on Rights of Person with Disabilities. It did not consider how Kazuki study at regular school. The decision also ignored the processes of consensus formation which has been argued in the examination of a witness.
Some observers said, "In Hokkaido, there were cases that some children transferred from special schools to regular schools. Why not in Kawasaki?".
●statements
・2020年3月23日 公教育計画学会理事会声明http://koukyouiku.jp/cp-bin/wordpress/wp-content/uploads/2020/03/20200323kinkyuuseimei.pdf
「私たち公教育計画学会理事会は、障害のある子どもの小学校就学を拒否した 2020 年 3 月 18 日横浜地方裁判所判決を、障害者権利条約違反であり、国際通念上人権侵害にあたる不当判決であるとして批判する。この判決は、世界のインクルーシブ教育から遅れた日本の特別支援教育の現状を追認にとどまっており、世界のソーシャルインクルージョンの流れに逆行するものである。川崎市教育委員会は、日本が批准している障害者権利条約に則り、インクルーシブ教育の実現をめざして、光菅和希さんが希望する小学校への就学を一日も早く認めることを強く要望する。」
・2020年4月4日 障害者問題を考える兵庫県連絡会議 「【報告と抗議】 地域の学校で学びたいとのＫ君親子の希望を踏みにじり、教育委員会の決定を追認し、インクルーシブ教育に何の認識も示さない横浜地裁判決に強く抗議する！！」http://shoumonren-hyogo.jp/?p=2769
・全国自立生活センター協議会 「川崎就学裁判の不当判決に対する抗議声明」
・2020年5月11日 弁護士大谷恭子「川崎就学訴訟判決の最大の過ちについて」
〇テレビ
・NHKハートネットテレビ「ぼくは学校に行きたい ～医療的ケア児とインクルーシブ教育～」記事公開日：2020年03月13日https://www.nhk.or.jp/heart-net/article/324/
〇新聞記事
・2020年3月14日 神奈川新聞「共生を求めて（１）子どもの輪に入りたい」https://www.kanaloco.jp/news/social/entry-299372.html
・2020年1月9日 神奈川新聞「『共生の機会奪ってる』障害児就学訴訟が結審、３月判決」https://www.kanaloco.jp/news/social/entry-239175.html
・2020年3月19日 東京新聞 「障害児の希望校、認めず 就学先指定『差別なし』横浜地裁判決」https://www.tokyo-np.co.jp/article/17481
・2020年7月14日 朝日新聞デジタル（有料会員記事）「8歳の願い、世田谷に転居で実現 人工呼吸器で公立小へ」https://www.asahi.com/articles/ASN7F75SYN7FULOB00Y.html
・2020年10月23日 朝日新聞デジタル「医療的ケア児、就学先めぐり平行線 両親と相模原市教委」https://www.asahi.com/articles/ASNBQ6W42NB1ULOB01V.html
・2020年12月15日 神奈川新聞 「原告『共に学ぶ機会、川崎市が奪った』重度障害児就学訴訟」https://www.kanaloco.jp/news/social/article-335191.html
・2020年12月24日 毎日新聞（有料記事） 回想2020 「相模原事件と川崎市立小の就学拒否 「共生社会」はどこに 障害者／健常者、排除されぬ壁」／神奈川神奈川https://mainichi.jp/articles/20201224/ddl/k14/040/107000c
〇特集記事
・2020年3月20日 ダイヤモンド・オンライン「『人工呼吸器でも普通学級で学びたい』重度障害児の訴えはなぜ退けられたか」福原麻希 https://diamond.jp/articles/-/232335
・2020年12月31日 ダイヤモンド・オンライン「普通学校の医療的ケア児受け入れ、川崎市でなく世田谷区で可能だった理由」福原麻希 https://diamond.jp/articles/-/258251
・2020年7月21日 参議院議員船後靖彦オフィシャルサイト「呼吸器をつけた児童の転校について」https://yasuhiko-funago.jp/page-200717/
2024年5月26日日曜日
4-4-1E Data on the issue of special education in Japan
Data on the issue of special education in Japan
CP chan introduces basic data on Special Education in Japan which is retrogressing with Inclusive Education. Data will revise at every autumn
・School Basic Survey（August 2021）
illustrated by Yorari
Viewpoint
CRPD defines that segregated education is NOT inclusive education and state that it is a principle to learn together in the same regular class. But education is promoting the number of special schools and special classes as a “cascade system”in Japan, which is against the philosophy of Inclusive Education. As result, there is an ongoing situation that retrogresses CRPD by increasing the number of segregated facilities. This is bad policy.
○number of students in elementary, middle, high school （A）. vs. special school（B）
○move-in（red）.vs. move-out（blue）
students in special school （Bｰ2）
○number of students in special class （C）
○ number of students in "tsu-kyu"（D）
4-4E Differences of CRPD and "Special Need Education"
Special Education in Japan
In this section, we will discuss special education in Japan. Let's get to know the system and see if it's in line with the Convention on the Rights of Persons with Disabilities.
illustrated by Yorari
Our opinion
■Data on special education issue
■Special Education
"Special Needs Education", Japan's education policy for children with disabilities is defined as follows. (Ministry of Education, Culture, Sports, Science and Technology notice, "Promotion of Special Needs Education (Notice)," April 2007)
Special Needs Education is appropriate teaching and necessary supports for improving or conquering difficulties of livelihood and learning with enhancing the capacity of the student with disabilities through grasping their educational needs from the viewpoint of supporting proactive activity for their independence and social participation.
Simply put,
special education in Japan is to
・ understand the educational needs of each disabled student,
・enhance his/her ability
・provide appropriate guidance and necessary support for him/her
so that he/she can improve or overcome difficulties in life and learning.This system is conducted from the perspective of supporting the independent efforts and social participation of young children and students with disabilities.
■Types
Special support education has the following four forms.
(Ministry of Education, Culture, Sports, Science and Technology website, "2. Current status of special support education"）
1. Special School
A school that provides education equivalent to kindergarten, elementary school, junior high school, or high school to young children and students with disabilities, and also provides them with the knowledge and skills necessary to overcome difficulties in learning or living due to disabilities and to live an independent life as well.
【eligible type of disabilities】
Visual impairment, hearing impairment, intellectual disability, physical disability, health-impaired
2. Special Class
Special Support Class are:
Classes set up in elementary schools, junior high schools, etc. for students with the following disabilities. Classes are designed to help them overcome difficulties in learning or living due to their disabilities.
【eligible type of disabilities】
intellectual disability, physical disability, health-impaired, partially sightedness, hard of hearing, communication disorder, autism, emotional disorder
3. “tsu-kyu”（very restrictive resource room ）
This is a form of special instruction is provided according to the disabilities of students who are enrolled in regular classes at elementary schools, junior high schools, and senior high schools, and who are generally able to participate in their studies in regular classes but require special instruction.
【eligible type of disabilities】
communication disorder, autism, emotional disorder, partially sightedness, hard of hearing, Learning Disorder, Attention-Deficit/Hyperactivity Disorder, physical disability, health-impaired
4. regular class
Students with disabilities are also enrolled in elementary school, junior high school, and high school, etc. Classes are based on the regular education curriculum while giving consideration to individual disabilities.o can study the regular curriculum.
In each type, they are taking efforts that reduce the number of students in a classroom and hold interactive activities.
■self-reliance activities
（sort of educational rehabilitation & habilitation）
In special support education, "self-reliance activities" is essential.
Self-reliance activities are the latter part of the above definition, "to give knowledge and skills necessary to overcome difficulties in learning or living due to disabilities and to achieve independence.
Specifically, the Education Ministry Guideline defines it as follows:
Teaching that develops necessary knowledge, skills, attitude, habit for improving or conquering proactively difficulties of livelihood and learning because of disabilities with an aim at student’s independence.
Independent Activity constitutes six elements.
・maintaining health
・psychological stability
・forming relationships
・understanding the environment
・physical movement
・communication.
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