Normalizacija i politika inkluzivnog obrazovanja
The Normalization and Inclusive Education Policy

Summary/Abstract: Since the ''Salamanca'' declaration, ''integration'' and ''inclusion'' for the disabled children is pushed forward globally. In Japan, ''Special Education'' has been developed in the dual system. The organization and subdivision of the special schools and special classes has been kept up and fixed. Recently it has been shifted to ''Special Needs Education'', and unification of the systematic change of the special schools has progressed, and the special education for the disabled has mainstreamed to the regular education institutionally. However, many cases were reported as the mainstream with no special support, and the practical side of those changes has been far behind in the substantial guarantee of the right to education. In this paper, the main purpose is the comparative analysis on the introduction and the development of the integration and inclusion. The process of the integration and inclusion in Japanese context has a close link to the intenational trends, such and the Education for All Handicapped Children Act in the United States, and the ''Warnock Report'' in the United Kingdom, and the discourse on the ''Normalization'' and ''Care work'' principle. As the issues, a). How does special education place it in the social context of neo-liberalism and neo-conservatism. b). Various affairs of state plan over the deregulation and the ''unification'' of special education as the trend. c). Discourse formation on the guarantee of the educational rights for the disabled including the past fiscal year attendence and integrated classes in the shift of the school system.

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