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「ヘッサル(日差し)大学の障害学生支援の実際と障害学生の要求に関する社会文化的研究」

クァク・ジョンナン 200902 韓国 テグ大学大学院 特殊教育学科 博士論文(文学博士)

last update:20110419

■目次

T. 序章
 1. 問題提起-1
  1) なぜ障害者の高等教育なのか
  2) 障害者の高等教育はどのように研究されてきたのか
 2. 研究目的-7
 3. 研究方法-10

U. 障害者の高等教育とヘッサル大学-17
 1. 障害者の高等教育とヘッサル大学の位置-17
  1) 文献に現れた障害者の高等教育(1960年代〜1980年代)
  2) 障害者の口述を通した障害者高等教育
 2. 特例入学制度実施とヘッサル大学-27
  1) 上から作られた特例入学制図
  2) 行政的措置に終わった特例入学制図
  3) 特例入学制も,また他の選択の制限
  4) 教育部の遅れた介入とその限界
3. 最初の障害学生支援センターとヘッサル大学-40
  1) 障害学生たちの高い中道脱落率
  2) 全国最初の障害学生支援センター
  3) 障害学生支援センターの変化過程

V. 教授・学習支援の実際と障害学生の要求-51
 1. 視覚障害学生に対する教授・学習支援の実際-51
  1) 配慮してない教授法: 私に合わない授業
  2) 本を求めなければならない
  3) 急だから私が作る
  4) 自身の実力を発揮できない評価

 2. 聴覚障害学生に対する教授・学習支援の実際-62
  1) すべての授業に手話通訳者が入ってくるのではない
  2) ボランティアがやっている文字通訳
 3. 身体障害学生に対する教授・学習支援の実際-70
  1) 便宜施設の意味: 分離は疎外を作る
  2) 身体障害者に対する教授の反応1: 障害者と非障害者は違いことない
  3) 教授の反応2: ボランティアに頼めばいいじゃん
  4) 不公正な試験
 4. 授業権保障を要求する障害学生たち-79
  1) 障害学生委員会の登場
  2) 半分の成功:速記士の配置
  3) まだ変わらないこと
 5. 残された課題: 非障害学生との差, 障害学生の内部の差-91
  1) 非障害学生と同等な授業はどのように保障されるのか
  2) 障害学生たちの要求に応じる支援は充分なのか

W. 移動支援の実際と障害学生の要求-96
 1. 車椅子障害者は外出できない-96
 2. リフトカ導入, 移動に対する欲求の触媒剤-97
 3. ノンステップバス導入のための座り込み-100
 4. ノンステップバス導入,その半分の成功-105
 5. 残された課題: 逆差別論と傷ついたサービス提供者-107
  1) 逆差別論: なぜ私たちの登録料を障害学生に使うのが
  2) 傷ついたサービス提供者

V. 生活支援の実際と障害学生の要求-113
 1. 寄宿舎の重度障害学生たち-113
  1) 寄宿舎ルームメートの困り
  2) 障害学生たちの苦情
  3) 捨てられた障害学生の寄宿舎生活
  4) 寄宿舎でお母さんとともに生きる障害学生
 2. 介助サービス要求運動-121
 3. 学校の対応: 気分は分かるが予算がない-123
 4. 残された課題: 介助サービスの限界と困難-126
  1) 介助サービスはどこまでやらなければないのか
  2) 他人の身体に対する介入
  3) 介助者は障害者の話に従順しなければならないのか

Y. 終章-136
 1. 障害者の高等教育はどのように成り立ってきたのか
 2. ヘッサル大学の障害学生たちの勉強,移動,生活
 3. 障害学生の要求に対する大学側の反応
 4. 障害学生の要求をどのように見るのか
 5. 支援のポリティックス
参考文献
英語要旨

■英文要旨

  An Ethnographic Study on Practical Situation  and Needs of the Assistive Service for Disabled Students at Sunshine University
  The purpose of this study was to find out effective the propper and effective way to give a assistive service to promote and ensure learning ability for disabled students. To establish this purpose, the writer used three methods; observation, analyzing records and interview. The writer made observation and interviewed all 35 subjects with disabilities at Sunshine University from February 2007 to August 2008. The results were follows;
  First, in South Korea, entrance into the College of the students with disability was divided into three periods as aspects of assistive services given to them; first, permitted partially, from the beginning of higher education to 1994, second, the expanding period in formal, after pregenital entrance program conducted, and the last, after established Assistive Office for the disability since September 2000 to current. The opportunity college education for the disability was expanded but the relational law and Ministry of Education had deep limitation to ensure provide appropriate education for the students with disability. Otherwise, the Office for Disability Services at Sunshine University had principles; mission, contribution and volunteer. It became a target that was shocked depressed anger and needs from the students with non-disability. This was the additional function of the Office for Disability Services at Sunshine University.
  Second, the assistive program had some limitations such as providing propper media and evaluation service for the students with visual impairment, Sign language interpreting and note taking for the deaf and writing service for the physically handicapped. Even though the professors at Sunshine University thought that the Office for Disability Services had all responsible about services for the students with disability. Requiring services for the disabilities by the students with disability provided motivation to improve services to the administrative personels at the University. But it was found that there was a tendency needs by the students with mild handicap was disregarded.
  Third, 29 students used wheelchair to move themselves. They were able to move only around the campus because of lack of public transportation divested the liberty the right of moving. They required some lift cars and propper vehicles that ensured transportation for the wheel chair users. All needs were accepted. But students with non-disability had a tendency that too much school funding spent to the students with disability. And some staff at University had a opinion that the students with disability had over asking for them and they didn't have any thankful mind.
  The last, daily living assistive services for the students in dormitory performed room mates and volunteers. Over burden had been given to them. So, thestudents with disabilities should endure lacks of services that needed for daily living such as bathing, clothing, eating, sitting on the wheel chair and other basical needs. They required some full-time personnels to solve this basic problem, but the administrative staffs had thought only volunteers were enough for the service for the students with disability and they defensed lack of fund. The Ministry of Education estimated a budget to hire service personnels to give a appropriate services to them in 2007, but there were no management system and not enough trained personnels to give the services. Nowadays the students with abilities had needed assistive services at night and modification of some physical facilities such as bathroom.
  We should make a process that accepted rational opinions by the students with disability. And more of them should attend the process. We must know that some ideas such as mission, contribution and volunteer had a connection prejudice about the disability. And we hope that the college education to every students included the non-disability. To establish this, we need the total solution system that involved all school service and system must modified for the students with ability in professional way.


*作成:クァク・ジョンナン
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