ABSTRACT

This article has attempted to examine the early role of orthopedists in Japan and the United States of America from the view of the international comparative special education. In particular, I have considered three issues which have been universal criteria concerning the conditions for the beginning of education and self-support work for children with physical disabilities; modern human rights, method for education and self-support, and social utility. The finding showed that it was essential for above three criteria to function synthetically forming a trinity for beginning of education and self-support work for children with physical disabilities. The reason was that Japan's social attitude toward the poor disability people was different from that of the United States of America whose primary aim was to protect public order from the social threat by them that was one of the most urgent problems to be solved in those days. Proceeding from what has been said above, I suggest that the Asian oriented fundamental study of special education should be systematically and continuously made through reconsidering the value of 'segregation' and 'inclusion' based on our own cultural and historical background.

KEYWORD

Education and Self-Support Work for Children with Physical Disabilities, modern human rights, method

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