Inclusive Educational System and Practice in Japan

Abstract

This chapter explores the distinctive way in which the dual educational system in Japan has extended its special education services to create opportunities for more inclusive practice within mainstream schools. Legislation has promoted top-down political recommendations. New national policy and revision of special-needs education curriculum have encouraged blending of academic and special-needs expertise. It was expected that special-needs schools could assist leaders and teachers in mainstream schools to include students with disabilities and other special educational needs in group learning, but many issues have slowed implementation of this assistance. The strong preference of busy mainstream teachers to maintain their traditional practice has reflected the minimal training and support from universities and schools.KeywordsDisabilityInclusive educationJapanStudents with special educational needsTeacher practicesValue-based practice