障害学国際セミナー2019武漢

障害学国際セミナー2019武漢

２０１９年１０月１１日（金）～１３日（日）、中国武漢市・中南花園飯店
障害学国際セミナー2019武漢　プログラム
East Asia Disability Studies Forum (EDSF)
October 11-13, 2019, Wuhan China

The history of the movement by the teachers with disabilities in Japan

KURIKAWA Osamu
Graduate student, the Graduate school of Core Ethics and Frontier Sciences, Ritsumeikan University

1 The background and the purpose
The teachers with disabilities have been rare in Japan with only few exceptions. In the 1970s the movement of the teachers with disabilities started, and they gradually have increased. The teachers with disabilities organized their own groups, and developed the movement. But previous research has overlooked their movement, and teachers with disabilities have slipped in the gaps among studies about disabilities, education, or labour. This report reveals the history of the movement by the teachers with disabilities, believing it is an important social problem for the inclusive education and the employment of the persons with disabilities. This report divides the history into four periods according to the time when major groups were established and to their opinions.

2 The history of the teachers with disabilities and their social movement
（１）Pre-history（before the 1970s)
・in the Medieval Period：Teachers of music, acupuncture, and moxibustion existed. They belonged to Todoza, the professional group of blind
persons.
・modern Modern era：Teachers of music, acupuncture, and moxibustion in schools for the blind.
・after World War II: many teachers had been injured in the war.
← they were the exception. There was no teacher with disabilities in general schools. It was a social agreement that the teachers should resign
from their job when they became disabled.
・in the 1970s：The movement by the teachers with disabilities started. They demanded the employment opportunity and the continuance of
employment.
→ Examination by the braille started, and the blind teachers of general subject appeared.

（２）The Beginning（1980s ）
Japan Visually-impaired Teachers' Association was established in 1981. It was the first group of the teachers with disabilities by themselves.
Japan Association of Deaf Teachers was established in 1994.
← each group was organized according to each impairment.
The members exchange their experience, conducted study and training together, and they sought the identity of the teachers with disabilities
and tried to prove their ability of teaching with impairment.

（３）The Transition（since the 1990s to the first half of 2000s）
As the number of the teachers with disabilities increased, and their presence became notable, the employers faced the problems of how to
manage the teachers with disabilities in school.
・In 1990, the board of education in Tokyo made the system that excluded the teachers with some “problems”. The teachers with disabilities were
excluded from the school, by the reason that they didn’t have enough ability to teach.
Counter Movement:
The Association of the Teachers with Disabilities (ATD) was established in 1991, as the first movement group organized in Japan to include
people with every impairments.
Their slogans were “Let’s begin normalization from education,” “Let’s secure the right to work with reasonable accommodation for the teachers
with disabilities.”
→ they submitted the signatures that requested the Ministry of Education and Tokyo Metropolitan Congress to make the system to secure the right
to work with reasonable accommodation.
Tokyo Metropolitan Congress partially agreed to the petition.

The requested system included:
1) the working assistants should be allocated according to disabilities.
2) the work of teachers with disabilities should be reduced, and the supporting teachers should be allocated.
3) the supporting instrument should be installed, and the accessibility to the buildings and the instrument should be improved.
4) the employer should permit the teachers regularly going hospital during the working hours. 5) the employer should consider
the convenience on the commuting to school and their hospital when they re-allocate the teachers to another school.

The conflicts:
Some teachers with disabilities claimed ‘We need to have the workload reduced, in addition to the support for the disabilities.’
⇔ another group of teachers with disabilities says ‘we can work enough same as other teachers as long as there are proper support
for the disabilities.’
In 1996, ATD was divided into two groups, because they conflicted among ATD members over the policies on how to support the
teachers with disabilities. As a result, the movement was stagnated.

（４）New Development（after 2006）
The Convention on the Rights of Persons with Disabilities was established in 2006. In Japan, it became the problem to adjust the domestic legal
system according to the Convention.
→ the issues of the teachers with disabilities became to be included in the educational policy and the labour policy of Japan.
When the government began taking action, there had been many separated groups of the teachers with disabilities, and each group acted
separately.
Thus, in 2014, Japan Teachers Union organized the Network of the Teachers with Disabilities.

3　Conclusion
This study reveals that the number of the teachers with disabilities have increased in Japan since the 1970s, and they have developed their social movement by establishing their own groups, demanding the system so that they can continue their occupation. Their appeals deals with many issues in the educational fields, educational government, and the labour policy, that have excluded the teachers with disabilities. The further study on these points should help to create the inclusive society and schools including the teachers with disabilities.

障害学国際セミナー2019武漢　ポスター原稿（栗川治）」

立命館大学大学院先端総合学術研究科大学院生　栗川治

◇報告テーマ：　「日本における障害のある教員の当事者運動史」

◇背景と目的
　日本の教育現場では、障害のある教員は、一部の例外を除いて、ほとんど存在してこなかった。1970年代から障害教員当事者運動が胎動し始め、徐々に障害教員が存在するようになり、当事者団体も結成され、運動も展開されていったが、これまでこの運動に関する学術研究は、障害、教育、労働の各運動の谷間、周縁にあり、各学問分野では研究対象とならなかった。本研究では、障害者雇用やインクルーシブ教育など、重要な社会問題の一角を占める「障害教員運動」そのものに着目し、主要な団体の結成と主張の特徴に応じて4つの時期に区分し、その歴史を明らかにする。

◇日本における障害のある教員と、その当事者運動の歴史
（１）黎明期　（中世から1970年代）
・中世・近世：　盲人の職能互助団体としての当道座における音曲、鍼按の師匠
・近代：　盲学校の音楽科、理療科教員
・第二次世界大戦前後：　傷痍軍人の教員
←これらは当時の社会通念からすれば例外的な存在。一般の学校の教員に障害者はいない。教員が障害者になった場合は、教員を辞めるのが当然とされていた。
・１９７０年代：　障害のある教員の採用、雇用継続を求める障害者運動が始まる
→点字による採用試験実施、普通科全盲教員の誕生

（２）勃興期　（１９８０年代～）
・「全国視覚障害教師の会」結成（１９８１年）：　日本で最初の障害教員の当事者団体・「全国聴覚障害教職員協議会」結成（１９９４年）
←この２団体は障害種別の障害教員当事者団体。交流と研修を通じて、自らの集合的アイデンティティーの確立、「障害があっても教師はできる」ことを示すことを模索。

（３）激動期　（１９９０年代から２０００年代前半）
・障害教員の増加、顕在化
→障害教員を学校現場でどのように処遇するかが、雇用者側にとっても問題となる。
・東京都教育委員会が「要配慮教員制度」策定（１９９０年）：　障害のある教員などが「指導力不足」として、教壇から外され、研修を強制される。
・「『障碍』を持つ教師と共に・連絡協議会」結成（１９９１年）：　日本で最初の、障害種別を超えて組織された、障害教員の当事者運動団体。
「ノーマライゼーションは教育現場から！」「障碍を持つ教師が働き続けることができる『権利保障制度』の確立を！」をスローガンに、運動を展開。
→文部省、東京都議会に「権利保障制度」を求める請願署名を提出、都議会では主旨採択。
・「権利保障制度」の内容：　①障害に応じて仕事の補助者を置く、②勤務内容を軽減して人的配置も講じる、③必要な補助機器の導入、施設の改善を図る、④勤務時間内の医療機関への定期通院を認める、⑤職場の異動には通勤、通院などの事情を配慮する。
「できないことを補う」だけでは働けない、勤務の軽減が必要と主張する障害教員
⇔「サポートがあれば他の人と同じように働ける」と主張する障害教員
多用な障害、より重度の障害のある教員を、どこまで支援するかの運動の方針をめぐって執行部内の対立が激化、相互批判で不信感が増大
→運動の絶頂期に障教連が分裂（１９９６年）、運動は停滞。

（４）展開期　（２００６年以降）
・国連で障害者権利条約制定（２００６年）：　日本国内でも条約批准へ向けた国内法制度の整備が課題となる。
→障害教員問題も、国の教育政策、労働政策のテーマとして浮上。
・各当事者団体は個別の活動を行う。
・日本教職員組合が「障害のある教職員ネットワーク」結成（２０１４年）

◇結論
1970年代以降、日本において障害のある教員の数は徐々に増えてきた。彼らは教育現場で働き続けることを求めて、当事者団体を組織し、社会運動を展開してきたことが本報告で明らかになった。彼らの主張には、障害教員を排除してきたこれまでの教育現場、教育行政、雇用労働政策の問題点を浮き彫りにするさまざまな論点が示されている。本研究で提示された各論点の考察をさらに深めることが、障害のある教員をも含めたインクルーシブな学校、社会を創造していくことの一助となるだろう。

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