Bibliographic record
Abstract
本稿では知的障害者を対象とする後期中等教育以降のインクルーシブ教育の可能性を,カナダの一事例を考察することを通して検証する。日本でも,オープンキャンパスという形で,大学レベルの「雰囲気」を垣間見る試みはここ10年間に各地で実践されてきた。しかし,これもまた一般の大学教育への参加の度合いは非常に低い。カナダのアルバータ大学のOn Campus Programの特徴を検討してゆくと,日本の実践とは異なる興味ある内容が明らかになった。カナダも日本も,ピア・カウンセリング,ピア・サポートを重視する,また,ボランティア学生を資源として活用するなど,一見同じ様な理念に彩られている。しかし,実態を比較すると,カナダが,4年制であり,通常の講義への参加を積極的に進めているのに対し,日本版は,公開講座型,1年制,短期的・一時的プログラムである等の特徴が指摘された。その他にもOn Campusプログラムの優れた特徴を数多く発見できた。|In this article the author intends to analyze the possibilities of inclusive education after post-secondary education through discussing the ”On Campus Program”, Alberta University in Canada. Similar types of programs were also developed in Japan as the ”Open Campus Programs” during the last decade. These Japanese types were developed so that people with Learning Disabilities could have the experiences of feeling a dimension of campus life, but does not intend to have them attend ordinary university classes on a regular basis. In contrast, at the On Campus Program, Alberta University, Canada, we could see some beautiful benefits from the application of inclusive education. Both in Japan and Canada, we could see the same important principles such as peer support from the ordinary students and among the disabled, peer counseling and the use of volunteer students giving support to those with Learning Disabilities. At the same time we could see differences between both countries. One example would be that the Canadian type is a 4-year-study period and another example would be that they try to allow people with disabilities to attend ordinary classes with different support systems. In Japan, almost all of these forms of inclusive education are ”Open Campus” types that are usually have shorter periods and are temporary programs. We can conclude that the Canadian type is more beneficial for students and is more highly developed in comparison to the Japanese model.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.004 | 0.004 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".