美国和日本的残疾儿童父母在儿童残疾和特殊教育上的经历： 对学校社会工作的影响 摘要 本文主要讨论了美国和日本残疾儿童的父母关于残疾和特殊教育的不同观点，作者发现不同的文化影响着两国的特殊教育系统，这些不同也影响着公共政策、系统支持等方面，所以有利于推动学校社会工作的发展。 美国和日本关于特殊教育系统的政策也不尽相同，美国倾向于对特殊儿童进行分类，只有那些有学习方面障碍的残疾儿童才能享受系统服务，满足他们个人的需要。和美国不同的是，日本的残疾儿童都可以享受到特殊教育服务，并且日本推行了新的特殊教育服务系统，新系统注重个性化教育服务，同时相信环境的重要作用，学生可以享受到教师和专业人士的服务。 美国特殊教育系统提供了系统的支持，强调儿童接受适当服务的权利，而日本的特殊教育强调了在专业人士、家长和儿童之间建立情感联系的重要性。美国和日本的学校社会工作者也许能够互相学习。日本学校的社会工作者可以从系统的支持中获益，因为他们表示需要以一致的方式接受服务，特别是在过渡到新设置期间。美国学校的社会工作者可以了解到移情在促进对父母的信任方面的价值。总的来说，虽然两国的做法不同，但都在关注着特殊儿童，并为他们的生活、学习做着努力的改善，同时也促进着学校社会工作的发展。 关键词：残疾；特殊教育；学校社会工作 Parental Experiences of Children’s Disabilities and Special Education in the United States and Japan: Implications for School Social Work Abstract This paper mainly discusses the United States and Japan's parents about the disabled and the special education for disabled children in different point of view, the author found that the different culture affects both special education system, and these differences also influence the public policy, system support, etc., so it is helpful to promote the development of school social work. The United States and Japan have different policies concerning the special education system, the United States tend to categorize special children, only those who have the learning disabilities children with disabilities to enjoy system services, to meet their individual needs. Japan and the United States, can enjoy the special education services for disabled children, and Japan introduced a new system of special education services, pay attention to individualized education service, new system believe that the important role of the environment at the same time, students can enjoy the teachers and the professional service. American special education system to provide the support system, emphasize the rights of children receive appropriate services, and the Japanese special education emphasized in professionals, establish the importance of the emotional connection between parents and children. American and Japanese school social workers may be able to learn from each other. Japanese school social workers can benefit from system support because they say they need to accept services in a consistent manner, especially during the transition to new Settings. American school social workers can learn the value of empathy in promoting trust in their parents. In general, although the two countries have different approaches, they are focusing on special children and making efforts to improve their lives and study, as well as promote the development of school social work. Keywords：Disability；special education;school social work 本文来源：https://www.wddqw.com/doc/79846069cd1755270722192e453610661ed95ab6.html