Opinion Sunshine On Wheels By JOHN GATHRIGHT	フレームで見る  英文をプリントする  脚注をプリントする
車椅子に乗った太陽 友人の息子が、身体障害のために地元の小学校に入学させてもらえなかったと知った筆者。子供のころの自分の体験を思い出すとともに、日本の教育制度への提言をする—

Not long ago a close friend of mine called: "I need a shoulder to cry on. Can you lend me an ear?" As she opened her heart, her tears flowed down the telephone line.

Her 7-year-old son, Michael, is intelligent, cheerful and fun — an asset to any circle of friends. But the local elementary school won't let him into first grade. Why? He has muscular dystrophy and is confined to a wheelchair.

This has not kept him from playing the piano, using his computer, swimming or doing any of the other activities at which he excels. But the school claims not to have the facilities to handle a physically handicapped child, nor does it want to burden the teachers or students with the responsibility of caring for his special needs.

I was in grade 3 when Sandra joined our class. She couldn't move her legs or arms. She did everything with her neck and mouth and a special wand that she used to write. I don't remember any special facilities available for her, nor do I recall ever hearing anything negative about her joining our class.

As children, we were too excited and busy preparing for her arrival to be concerned about such matters. For weeks every school day included a "physically challenged activity" that the students would perform.

The activities were always different. One day we made a fist and taped all our fingers closed. Then we tried to put on our shoes and tie the laces. Another day we taped our thumb and pointer finger together and picked up coins without thumbs. We painted with our mouths and climbed stairs without bending our knees.

Even though the activities were fun, we were constantly reminded that Sandra faced greater challenges every day — challenges for both the mind and the body.

It was with great anticipation and excitement that we finally welcomed her into our class. We quickly volunteered to help with anything she needed.

Sandra's zest for life, kindness and good humor made her the love of the class. With a glowing smile she became our Sunshine on wheels.

Most of the seeds of learning planted during that elementary school year have now been scattered to the far corners of my mind. But I can remember Sandra as clear as yesterday. I will be eternally grateful to our teacher and school not only for teaching us the 3 R's, but for taking the time and making the effort to help teach us consideration for others, kindness and the importance of facing a challenge.

The Japanese education system is presently going through a metamorphosis. Discussion is focused on implementing measures for increased diversity in learning, and for an end to bullying, student violence and other deliquent behavior. It is my opinion that it is also time to open the windows of learning to compassion, kindness and positive thinking.

It is time to open the doors of our schools to children like Sandra and Michael.

Students blessed with such experiences in the classroom will be more considerate of the feelings and needs of others. They will also be more positive and confident about accepting a variety of challenges. Children with these qualities do not carry knives, nor do they bully others.

Let's not deprive students of the valuable lessons that come from diversity in the classroom.

Shukan ST: May 8, 1998

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