同志社大学大学院社会学研究科
2024 年度 春期実施

試験科目

入課程：前期
専攻：社会福祉学

学

試

験問題（注）□ 問題用紙に直接解答すること。

№１

■

英

受験番号語

氏名

別紙の解答用紙 １ 枚に解答すること。

［Ⅰ］以下の英文を全訳しなさい。

※A number of countries highlighted the ageing of the population as one (if not the major) policy
priority they face at the moment, with potential implications for pensions, health care and longterm care arrangements. Japan identified the ageing of the population as one of the major factors
impacting on its social protection system, in line with the very substantial and swift increase（著作権の都合上、問題文を掲載しておりません）
expected in the number of older
age people over coming years.
Both Japan and Germany have also placed priority on the establishment of long term careinsurance to take care of financing the specialized accommodation and care needs for those of oldage. Japan has a particular concern over who will take on the burden of caring for the frail elderlyin the context of changing family arrangements in that country.
Source: Kalisch, D., T. Aman and L. Buchele (1998), "Social and Health Policies in OECD Countries: A Surveyof Current Programmes and Recent Developments", OECD Labour Market and Social Policy Occasional Papers,No. 33, OECD Publishing, Paris, https://doi.org/10.1787/720018345154.

同志社大学大学院社会学研究科
2024 年度 春期実施

試験科目

入課程：前期
専攻：社会福祉学

№２学

試

験問題

（注）□ 問題用紙に直接解答すること。
■

英

受験番号

語

氏名

別紙の解答用紙 １ 枚に解答すること。

［Ⅱ］要約を日本語で記述してください。

※

There are an estimated 240 million children with disabilities worldwide. Like all children, children withdisabilities have ambitions and dreams for their futures. Like all children, they need quality education
to develop their skills and realize their full potential.
Yet, children with disabilities are often overlooked in policymaking, limiting their access to educationand their ability to participate in social, economic and political life. Worldwide, these children are among
the most likely to be out of school. They face persistent barriers to education stemming from discrimination,
stigma and the routine failure of decision makers to incorporate disability in school services.
Robbed of their right to learn, children with disabilities are often denied the chance to take part intheir communities, the workforce and the decisions that most affect them.
Inclusive education is the mosteffective way to give all children a fair chance to go to school, learn（著作権の都合上、問題文を掲載しておりません）
and develop the skills they need to thrive.
Inclusive education means all children in the same classrooms, in the same schools. It means real learning
opportunities for groups who have traditionally been excluded – not only children with disabilities, but
speakers of minority languages too.
Inclusive systems value the unique contributions students of all backgrounds bring to the classroom andallow diverse groups to grow side by side, to the benefit of all.
But progress comes slowly. Inclusive systems require changes at all levels of society.
At the school level, teachers must be trained, buildings must be refurbished and students must receive
accessible learning materials. At the community level, stigma and discrimination must be tackled andindividuals need to be educated on the benefit of inclusive education. At the national level, Governments
must align laws and policies with the Convention on the Rights of Persons with Disabilities, and regularlycollect and analyse data to ensure children are reached with effective services.
出典：UNICEF Inclusive education
https://www.unicef.org/education/inclusive-education