Educational reform in Japan towards inclusion: are we training teachers for success?

Abstract

Within a tradition of a dual regular and special education system in Japan, the Government is promoting education reform that encourages an inclusive approach to education. This research investigates whether teachers are being trained for successful inclusion in Japan by reviewing the perceptions of all pre-service teachers in one university regarding their readiness for becoming inclusive practitioners. A move towards an inclusive approach to education in Japan is being promoted through collaboration and support between teachers trained in regular and special education. Thus, different perceptions of pre-service teachers preparing to work either in elementary schools or in special schools are a particular focus of this research. Discussion considers the need for better teacher preparation due to the very low understandings of inclusion and Japanese pre-service teachers’ perceived lack of skills, knowledge, experience, or training for an inclusive approach.

Keywords:

• inclusion
• special education
• teacher training
• Japan

Notes on contributors

Chris Forlin is an adjunct professor at the Hong Kong Institute of Education. Her international research focusses on school reform for inclusive education and teacher education for inclusion.

Norimune Kawai is a professor of special education at the Graduate School of Education, Hiroshima University, Japan. His research topics are listeners' auditory perceptions of stuttering, speech motor activities of people who stutter, and working with children and adults who have various kinds of speech, language, and hearing disorders.

Satoshi Higuchi is a professor for Philosophy and Aesthetics of Body, Mind, and Culture at the Graduate School of Education, Hiroshima University, Japan. His research areas have wide perspective including aesthetic education and philosophy for children.