兵 庫 教 育 大 学 研 究 紀 要 第39巻 2011年9月 pp.267-271
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ASGHAR Dadkhah* ISHIKURA Kenji**
Family-based community development is necessary in order to create the communities around children than enable them to be fully educated. Itemphasizes the productive roles of families in education and therapies. Itholds that if community is educating its children successfully， then most of i包homesare in fact functioning in various ways as home schools.The par -ents who are more involved in their child's day-to-day care， concepts of family-centred service are increasingly adopted in children's health and rehabilitation service organizations. In this paper， we report the results of a study to develop and evaluate educational materials for parents， service providers and h巳althsciences students about family-centred service. The materials focus on the nature and philosophy， and the practical sk:ills and systemic changes required for its implementation. There is a whole continuum of homeschooling approaches仕"Om something that resembles the structured school classroom to supporting children in pursuing their own interests.Itis most typical for parents to combine homeschooling approaches. To be effective， programmes should explore issues relating ωparenting and family diversity， employing innovative methods to fully engage， involve and empower the most vulnerable and diverse of families. Key words : Education; Family; Family Based Education; Family Centered Education; Family Based Therapy Introduction:
Community Based education includes know1edge， skills， habits， va1ues， and outlooks toward仕lefUture. 111e
know1edge and skills are measured in part by tests in math， reading， science， and otl1er forma1 subjects. But， we know that in order to acquire competence in those areas， children must a1so be 1eaming th巴discipline仕mtit takes
ωstudy hard， the va1ues that it takes to get a10ng with others in a schoo1 or home setting， and out1ooks that tell them that if they master these subjects， they can succeed in life as adults， form their own families， and take care of their children. 111ey must 1eam faith， hope， and trust therefore， in order to succeed in their academic s旬dies.
Communities must impart to them faith， hope and trust. In order for communities to do so， they must be filled witl1 strong and productive families. Family-based communi守 deve10pment is necessary in ord巴rto create tl1e communities around children than en -ab1e them to be fUlly educated. Itemphasizes the produc -tive ro1es of families in education. Itho1ds白at if community is educating its children successfUlly， then most of its homes are in factfUnctioning in various ways as home schoo1s. Itrecognizes that in the forma1 schoo1 se仕ings，if education is taking ho1d， then that is because parents， teachers， and other significant institutions are co・
producing it.
Family sased Education:
Home education is essentially family-based education and， this can subject us to an ex回ordinary1eve1 of distrust. Homeschooling is an educationa1 option in which the paト ents assume the responsibi1ity for educating their children at home.Itis about families 10ving and 1eaming from one ano仕ler. Homeschooling or family-bas巴d education has been the primary mode of education for most of recorded history. Institutionalized schooling， while what is familiar to most of us today， is actually re1ative1y new. In fact， the 1ast compu1sory education 1aws in the United States were n't passed until 1918. The modem homeschooling move-ment， which was a retum to family-based education， began in the 1960's. There are m叩yreasons families choose to homeschool.Academic excellence， physica1 safety and the desire to pass on the family's goveming va1ues to the children are perhaps the most common1y voiced. Families desire th巴 mcreas巴d closeness homeschooling brings. Homeschooling maintains the enthusiasm for 1eaming that a chi1d is bom with. Homeschooling allows each chi1d to r巴ceive individua1 attention， taking into consideration his own 1eaming sty1e and interests. There are probab1y as many reasons or combinations of reasons for homeschooling as there are families. *University of Social welfare and Rehabilitation Sciencω， Tehran， Iran (Hyogo Univ己:rsityof Teacher Education Research Fellow) * * Hyogo University of Teacher Education， Japan 平成23年4月4日受理 267
ASGHAR Dadkhah
Approaches to Family sased Education:
百lereis a whole continuum of homeschooling approaches from something that resembles the structured school class -room to supporting childr巴nin pursuing仕leirown int巴r -ests. It is most typical for parents to combine homeschooling approaches. They might use a textbook for math， a unit study approach combining history， language arts and the social sciences， and a very hands-on approach to science. 1n the homeschooling community we call that the eclectic approach. Y ou might be home and crack the books or play games. You might race off to a support group activity. Y ou may take a walk， play some basket -ball， go grocery shopping or just read a good book.Some parents do a li仕leof each subject every day. Others spend one day on math， another on language arts， and so on. Some families use a planned curriculum and others utilize the library and follow the interests of their children. European law and the Human Righ臼 Actwhich derives
企omthe European Convention on Human Rights ostensi -bly guarantee the rights of parents to educate children in accordance with their own philosophy as well as to e吋oy the right ω a private family life. Despite this home based education is illegal in coun仕iessuch as Holland， Germany and Cyprus and a recent judgment against a family in Germany has raised serious questions about any such rights. Children with chronic disabilities receive ongoing services 企omhealth professionals over a period of many years. 1n the past decade， because of legislative and societal changes， the nature of the relationship between parents， families and service providers has changed. Parents want more influence in determining the nature of the services that are best for their child. As well， parents are increas -ingly involved in co-ordinating services and implementing home programmes， particularly because of resource limita -tions within healthcare systems. 1n light of these changes， family-centred servic巴 (FCS) has become increasingly adopted in hospitals and community-based service organi -zations across North Arnerica. FCS is a method and philosophy of service delivery that emphasizes a partnership between parents and service pro -viders (Hostler 1994). 1n this approach， each family is given the oppo此unityto decide how involved they want to
be in the services and decision making for their child (Brown et al 1997; Rosenbaum et al. 1998). 百le strengths， re 268 ISHIKURA Kenji outcomes for children and families (King et al. 1999， 2004)， and that parents are more satisfied with services that are perceived to be family-cen仕ed (King et al. 1999; Law et al.2003). The philosophy of FCS has been described in many arti -cles (Bailey et al. 1992; Edelman et al. 1992a; Rosenbaum et al.1998). Similarly， several studies have identified barriers仕mtlimit the implementation of FCS. Examples of such barriers include limited time， human re -sources and fmancial resources (King et al. 2000; Litchfield& MacDougall 2002); lack of skills needed to put FCS into practice (King et al.2000; 1verson et al. 2003); and lack of support from the organization for using FCS匹inget al.2000). Other authors indicate that many service providers find it difficult to be family centered be -cause they were trained in models， such as the medical model， in which the service provider is seen as白eexpert (Lawlor& Mattingly 1998; Bruce et al.2002). However， in a more recent systematic review of仕ledissemination and implementation of clinical practice guidelines， Grimshaw and colleagues (2004) report that the majority of strategies that have been investigated， including educa -tional materials， have modest to moderate impact on the way in which service providers deliver services. Freemantle and colleagues (2003) and Grimshaw and col -leagues (2004) indicate that the current literature in this area is limited both in quantity and in quality， and they conclude that白 川lerresearch is needed to better under -stand the impact of printed educational material and other activities designed to facilitate changes in healthcare prac・ tice. Family sased Rehabilitation: Family Based Rehabilitation was started in 1985 to create an indigenous model of rehabilitation suitable to 1ndian conditions， where resources are few and numbers large. The obj巴:ctivesof FBR areωEmpower families; Reach out to many more p回ple with disabilities， and Create neighborhood initiatives 百le programs include: The Referral and Advisory Clinic; The Early 1ntervention Program; The High Risk child民n Clinic; Home Management; and Outstation Programs. The Referral and Advisory Clinic is the entry point for the servlc明 .The objective of this program is: To assess and start rehabilitation services for the person with disability. To demystify and give information to the伊rent/caregiver. To empower th唱 P也rents/caregiver to look at disability with a new perspective.
Enhance education by Family Based Education and Therapy Tne Early lntervention program focuses on working wi也 babiωunder仕leage of five. The objective of this pro -gram is: To focus on the moωric leaming of the child. To 紅白nthe parent/caregiver t刀 havefun and enjoy their ba -bies by offering diverse experiences. To demystifシand give information about白econdition. 百le High Risk children ClinicHigh risk neonates are screened and assessed for developmental delay. Early in -tervention and stimulation programs are planned， to be carried out by the families. The Home Management progr百m is a cost-effective， alter -native model of service， where caregivers and parents are 仕ainedωdevelop仕lepotential of the child. The objective is to cr，回旬moreresource people in the community. Along with offering individualized education and therapy to the child， it also仕ains由eparents/ caregiver. Itprovides tech -nical assistance for integration，回ins resour
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persons， gives p⑮rent-to-parent support and works on building a partnership with p唱rents 百leOutstation Program is∞
nducted on∞
m白reemonths for children wi仕1disability who do not have access to services in their home townS. Itfocuses on assessment of 白echild and planning an integrated program of仕lerapy， education and communication. The focus is on training parents， conducting workshops， demystification， medical assistance， providing suitable aids and adaptations， and running counselling sessions for parents. Over the last 30 years there have been tremendous im -provements in psychological interventions working with p∞
ple with disability and serious mental illness， and psy -chologists are at仕leforefront of tha. Thet y've con出 加ted ωprograms that are helping p切plechange their feelings， emotions， and behavior instead of just suppressing symp -toms. ln particular， a number of treatment programs are drawing on the work of psychologists and their method encourages p回pleto leam about their own body and mind and demons仕atesocial skills that allow them to function in a community. Japanese psychological rehabilitation (Dohsa-Hou) is one of these programs. ln Dohsa・Houthe Family empowerment (counseling and guidance) has a great role. Family Empowerment program oftiぽsfamilies wi仕1disabled children hope by providing them with仕le oppo此unity to develop new skills， g川idance about仕leir child， acc明日 needed resources and reintegrate into the community.百lemain ideas are: ーlnformationand回iningfor parents of children wit 269 parents/families will become knowledgeable in the systems and services and be full partners in their child's education. -Support systems for parents as primary caregivers to take leadership rolωboth in the group and at hom巴-Resources for parents to become aware of all the systems in their community白atSUpport people with disabilities. There are three phases to the program: Phase 1: Family First， in which the family is provided re -sources， including skill needed for rehabilitation of hislher own child. Phase 2: Making it， in which the family is using re -sources to develop new skills and achieve goals. Phase 3: Gathering， in which the family maintains a fam -ily group-based rehabilitation. They町 tomake their own association， gather with their children time to time， invite volunteers and supervisors and enhance /correct their task actlvlI1es.
Recommendations: Principles and components From analyzing over 10 years of work and research in the field of therapy and Education， the following principles and components are recommended for effectiveness in family based education and therapy: Programmes should: --Enhance protective factors and reverse or reduce risk factors. [Protective factors are those associated with re・ duced potential for education obstacles. Risk factors are those that make the potential for education more likely.] --Address all forms of education， alone or in combination， including the family role. --lnclude a s仕ongfamily-based component (in addition to the school-based component) to e曲 阻ce family bonding and relationships and include parenting skills; practice in developing， discussing， and enforcing family policies on education; and training in empowerment education and in -formation. --Start early in a child's life (at pre-school) to address health issues and family roles and be long-term and ongo -ing through children's school years. --Have a targeted programme for key transition times such as transition to secondary school --lnvolve schools， having Head Teachers and teachers committed to programmes and providing follow-up work and reinforcement of programme objectives. --lnvolve the entire community. --lnvolve press/media to support family based education aims (through campaigns， advertisements. --Use int巴ractiv巴 teaching techniques for active
ASGHAR Dadkhah invo1vement in 1earning， such as discussion， decision mak-ing and ro1e p1ay. --lnclude genera1 life skills training and仕ainingin increas -ing socia1 competency (e.g.， in communications， peer re1a・ tionships， se1f-efficacy， and assertiveness). --Be age-specific， deve10pmentally appropriate， and cu1tur -ally sensitive. Families have a significant ro1e to p1ay in enhancing the education and therapy programmes. Programmes invo1ving families in education and therapy shou1d: • Be adequate1y resourced to deve10p quality
programmes， enabling them ωfocus on the comp1ex process of invo1ving vu1nerab1e and diverse families in projects. • Focus on th巴needsand experi巴ncesof young peop1e， by deve10ping participative and creative programmes of interest to them. • Find positive， empowering approaches to parenting， resilience work to encourage the most vu1nerab1e and challenged families to engage and stay in programmes. • Programmes c拍 effective1yengage the most vu1ner -ab1e of adults and young peop1e. However， these programmes need to be p1anned and deve10ped ac -cording to diverse needs and interests. To be effective， programmes shou1d exp10re issues re1ating to parenting and family diversity， emp10ying innovative methods to fully engage， invo1ve and empower the most vu1nerab1e and diverse of families. References Allen， R. 1.& Pe， C仕 . (1998) Rethinking family-centered practice. American Journal olOrthopsychiatry， 68， 4・15.
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