Departmental Bulletin Paper 日本のインクルーシブ教育は本物か?
Is Japanese Inclusive Education Really“ Inclusive”?

榊原, 洋一

5pp.1 - 6 , 2017-06-30 , お茶の水女子大学子ども研究会
The purpose of this article is to critically review the inclusive education in Japan by comparing its\peculiarities with other countries. Although the original meaning of inclusion is to let children with disabilities\learn and study in the same classrooms as typically developing children, studying in special education schools\has been also regarded as inclusive in Japan. The Ministry of Education and Science endorsed the idea to\include special education schools as parts of inclusive education by stressing the needs for individualized\supports. It is not clear why separating children with disabilities from typically developing children is\necessary for individualized teaching, since individualized teaching is shown to be possible in normal classes in\Italy and other countries. Under that national policy, the number of children enrolled in special education\school has been steadily increasing in Japan. This is apparently against the policy of Convention on the Rights\of Persons with Disabilities by the United Nations. Reasons for this disparity are not clear. It is hoped this\review would stimulate discussions among teachers, parents and educational professionals to re-think over the\inclusive education in Japan.

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