Inclusive Education Initiatives and Future Prospects in Japan: Classroom Initiatives in Elementary and High Schools

Introduction

In Japan, the Comprehensive Services and Supports for Persons with Disabilities Act, 2013, and Revised Child Welfare Law, 1970, provide the official definition of students with disabilities. Accordingly, disabilities are classified into physical disabilities, mental retardation, and mental disorder. Any person or family who qualifies can apply for a disability certificate and receive financial support.

In education, all children from ages 6 to 15 are required to complete a period of compulsory education, although most students finish high school. In addition, all students with disabilities, including sever disability and medical needs, between the ages of six and 18 are also eligible for public education.

Historically, Japan adopted a segregated education system in which students with and without disabilities were educated separately. However, national educational policies have been gradually changing under the influence of UNESCO’s Salamanca Statement (UNESCO, 1994) and the ratification of the Convention on the Rights of Persons with Disabilities (Ministry of Foreign Affairs of Japan [MOFA], 2014). Inclusive education in Japan is based on gradually realizing the need for a symbiotic society, with minimal changes to the traditional system. Therefore, a “multilinear” system is still in place, providing various services in general education and special needs education (National Institute of Special Needs Education, 2020). Other countries have embraced a similar approach, including South Korea, the United Kingdom, and Australia (European Agency for Development in Special Needs Education, 2003).

In Japan, they present students with relatively severe disabilities with various educational opportunities. This includes special schools and classes that cater to the distinct needs of individuals, as well as classrooms in regular schools for those with learning needs. Additionally, students with relatively mild disabilities, such as learning disabilities (LD) and attention-deficit/hyperactivity disorder (ADHD), attend classes in regular classrooms several days a week and use resource rooms and other facilities within the school.

Local authorities are becoming increasingly mindful of parents' and students' preferences, so schools are adopting a “single-line” system to include all students in the regular teaching settings. In addition, these schools have adopted a “full inclusive education system” wherein students spend most of their time in regular classrooms, although special needs classes and resource rooms are also accessible. Conversely, the severity and diversification of the needs of students with disabilities studying in regular classes have increased because of the promotion of inclusive education, making it difficult for students to receive adequate support in the classroom. Consequently, some students may feel insecure or refuse to attend school, leading to further problems.

Therefore, it is crucial to interview school principals and teachers in charge of schools that have adopted a fully inclusive education system and local school boards that have jurisdiction over schools to determine the advantages and challenges of providing fully inclusive education. We expect this research to provide valuable suggestions for developing a fully inclusive education in Japan.

Concurrently, the stable development of inclusive education requires competent teachers who are flexible and responsive to students with diverse needs (Rose, 2010). Japan’s teacher training system is divided into kindergarten, elementary, junior high and high school teachers, and other teachers licensed to teach in special needs schools (Ministry of Education, Culture, Sports, Science, and Technology [MEXT], 2022). Teachers employed in regular elementary, middle, and high school classrooms have limited opportunities to learn about special needs and inclusive education at universities and other institutions; therefore, they teach their students with inadequate training and anxiety (DuToit & Forlin, 2009). After being hired as teachers, many individuals acquire information about disabilities and inclusive education through in-school training and workshops organized by the government. Therefore, training in special needs and inclusive education sponsored by the government and Boards of Education will become essential in the future.