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Hi Blog. What follows are two articles that should make you shudder, especially if you have children in Japan’s education system. Here we have kids being treated by Japanese schools as low-IQ “disabled” students just for not being proficient in Japanese language or culture! (Imagine what would happen if ESL teachers in Japan tried to make the case in public that many Japanese are mentally-deficient because they can’t learn English proficiently!)
To make things even more abhorrent, according to a Mainichi headline below, they’re putting these NJ children to work in “prison camps” instead of educating them. This is not only violates the spirit of Japan’s Basic Education Law (or Kyouiku Kihon Hou — which, note, ONLY guarantees a compulsory education to kokumin, or citizens), but also violates once again Japan’s child labor laws. And it creates and perpetuates the underclass of NJ children “educated” in Japan.
There is so much wrong going on here, and I’m glad the Mainichi exposed it. Debito Arudou Ph.D.
PS: How about this latest permutation of the NJ “Blame Game” from a school vice principal cited below? “When foreigners increase in number, the learning progress of Japanese students is delayed. As far as is possible, (foreign students) should go to classes to be taught one on one.” So now the presence of foreign classmates hinder Japanese students from getting an education? Do these “educators” actually have modern training in how education happens?
‘Prison camps for Brazilians’: Foreign kids in Japan being ushered into special education
September 4, 2019 (Mainichi Japan), courtesy of Baud
PHOTO CAPTION: A Peruvian boy, 17, collects data from a questionnaire as part of his work training in Nagoya. He is currently enrolled in a high-school-level special education class, and is looking for employment. (Mainichi/Haruna Okuyama) (Image partially modified)
Many foreign children in Japan are being placed in special education against their wishes amid a lack of consensus building with schools and doctors as they have trouble understanding Japanese.
The finding comes in spite of a notice issued by the Ministry of Education, Culture, Sports, Science and Technology in 2013 regarding where children with disabilities should study, which states that “the opinions of the child and their parents must be respected as far as is possible.”
In one case, a 14-year-old Brazilian girl who was born in Japan and is now in her second year of junior high school was placed in a special education class for her first four years of elementary school, without her or her mother being given a sufficient explanation.
The girl’s mother came to Japan about 15 years ago, and soon afterward she began working at a car parts factory for about 11 hours a day. She didn’t have enough time to check on her daughter’s schoolwork, so she asked a home tutor to do so. One day, when the girl was in her fourth year of elementary school, it emerged that she couldn’t do multiplication. When the girl was asked, “Don’t you learn that in school?” she replied, “We dig for potatoes at school.”
The school maintained that it was matching education to the level of the children, and argued, “We received a signature when she was enrolled.” Thinking back, the girl’s mother remembered signing a document saying that her daughter would enter a class in which difficult topics would be taught to the students individually. There was no IQ test or other screening method carried out in advance, and the girl’s mother thought that she would be the same as other students, with the school teaching her the subjects she wasn’t good at.
PHOTO CAPTION: This image taken in Nagoya shows memos a doctor presented to the mother of a 6-year-old boy who had taken an IQ test to judge whether he should enter a special education class. (Mainichi/Haruna Okuyama)
When it came to study, however, the girl was taught hardly anything. Later, when she moved schools and took an IQ test in the sixth grade, she was judged to have the intellectual ability of about a 6- or 7-year old. In junior high school, she has remained in a special education class.
A Brazilian woman in her 20s who has already graduated described these special education classes as “prison camps for Brazilians,” as she has seen many friends from her country as well as children being urged to join such classes.
One 8-year-old Brazilian boy now in his third year of elementary school was advised to enter a special education class in the summer of 2017 when he was in his first year of school on the grounds that he stood up and walked about during class. During an IQ test, he was found to have an IQ commensurate with his age, but was judged to have a slightly lower level of Japanese language ability. His mother stressed that he should attend a Japanese language class at school, but his teacher stood firm, saying it was an “intellectual issue.”
The discussions continued, and the boy entered his second year of elementary school. He got a new teacher, and stopped walking around in class. The talk of him going into special education subsequently ceased. The boy’s mother feels that his first teacher was trying to get her son put in special education due to an inability to instruct him.
When approached by the Mainichi Shimbun, the school’s vice principal responded, “We decide whether or not a student goes into special education based on objective data such as hospital tests, and obtain parental consent.” But the vice principal divulged, “When foreigners increase in number, the learning progress of Japanese students is delayed. As far as is possible, (foreign students) should go to classes to be taught one on one.”
Even when it is recognized that a child has an intellectual disability, there are cases in which they are not given sufficient explanations about IQ tests.
One 17-year-old Peruvian national now living in Nagoya was given an IQ test when he entered elementary school, and was diagnosed as having a slight intellectual disability. An IQ test he took in Peru had produced the same result, so his mother did not object to him being enrolled in a special education class. But the Japanese doctor who saw him went no further than providing a verbal opinion. In Peru, his mother had received a diagnosis of 2 to 3 A4-sized pages, and so she asked for more, saying, “I want documentation explaining the diagnosis.”
Upon completion of the diagnosis, she saw the “paperwork” via a nurse, and was lost for words. It consisted merely of two leafs of memo paper, containing basic phrases written in the simple hiragana script: “Intelligence test, about 4 years old.” “Special education, slight delay.”
(Japanese original by Haruna Okuyama, City News Department)
外国からきた子どもたち 小４、掛け算も教わらず 支援学級「ブラジル人収容所」
Rest behind paywall at https://mainichi.jp/articles/20190903/ddm/012/040/130000c?
High ratio of foreign students put in special education after sitting IQ tests in Japanese
September 3, 2019 (Mainichi Japan)
PHOTO CAPTION: Takeshi Kayo, 15, who struggled to understand Japanese and was diagnosed as having a developmental disorder, studies for high school entrance exams at a cram school in the suburban city of Fussa in Tokyo in June 2019. (Mainichi/Haruna Okuyama)
TOKYO — Some foreign children in special education in Japan may have been mistakenly diagnosed as having intellectual or other disabilities due to low scores on their IQ tests because they couldn’t understand Japanese, experts have pointed out.
Among public elementary and junior high school students in 25 Japanese cities and towns that have a large population of foreign nationals, more than twice the percentage of all students enrolled in special education classes are foreign children, a freedom of information request filed with the education ministry and other sources revealed.
A survey conducted by the Ministry of Education, Culture, Sports, Science and Technology in February 2017 showed that 25 cities and towns that are part of a colloquium of municipalities where many foreign nationals reside called “Gaikokujin Shuju Toshi Kaigi,” 5.37% of foreign children at public elementary and junior high schools were found to be in special education classes, compared to 2.54% of all students at those schools. The results were compiled of foreign children who were in special education classes as of May 2016. The education ministry had not publicly released the survey results or even revealed that it had conducted the survey, saying “it was an internal survey of just some municipalities.”
The situation in May 2019 had also been surveyed in Ota, Gunma Prefecture; Ueda, Nagano Prefecture; Minokamo, Gifu Prefecture; the cities of Yokkaichi and Iga, Mie Prefecture; the cities of Toyohashi and Shinshiro, Aichi Prefecture; and Soja, Okayama Prefecture. The Mainichi Shimbun used the latest data for these eight cities, and calculated the percentage of foreign children in special education classes. The result showed that 5.37% (584 children out of 10,876) of foreign students were enrolled in special education classes, which was over twice the 2.54% (8,725 children out of 343,808) of students who were enrolled in special education classes out of the entire student population in those cities.
In all 25 cities and towns, the ratio of foreign children in special education classes was higher than the ratio of all students in special education classes, with foreign students comprising nearly 20% of special education classes in Soja, Iga, and Shinshiro, at 19.35%, 18.31% and 17.78%, respectively. Foreign students in the 25 cities and towns make up about 15% of those in all of Japan, and it is believed that the trend is similar in the rest of the country.
Whether a student is placed in a special education class depends on several criteria, including IQ tests. Because IQ tests are generally administered in Japanese, it is possible that the IQs of foreign students are not being assessed accurately. An official at the Soja Municipal Government said, “Enrollment in special education classes is the result of evaluating (foreign) students in the same way as Japanese students, but we recognize that the high rate of foreign students (in special education) is something that must be addressed. We’d like to analyze the results (of the survey).”
Yu Abe, the director of Yotsuya Yui Clinic in Tokyo’s Shinjuku Ward, which administers IQ tests in not just Japanese but in Spanish and Portuguese as well, points out that IQ tests have questions similar to those such as “Who founded the Kamakura shogunate?” and “When is the Tanabata festival?” which put the test-taker at a disadvantage if they are not familiar with Japanese culture. Says Abe, “It is difficult to determine if something is due to a disability, a Japanese language proficiency issue or a combination of those things. My hope is that educators expand the possibilities of support for students. For example, if a student has subjects they are good in, such as math or English, they can stay in the standard class, and receive extra assistance in Japanese language and social studies in Japanese language support classes.”
(Japanese original by Haruna Okuyama and Tomoyuki Hori, City News Department)
外国籍率２倍 ＩＱ検査、日本語力影響か 集住２５市町
Rest behind paywall at https://mainichi.jp/articles/20190901/ddn/001/040/004000c
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