ERIC Number: EJ1049558
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 31
Educational Reform in Japan towards Inclusion: Are We Training Teachers for Success?
Forlin, Chris; Kawai, Norimune; Higuchi, Satoshi
International Journal of Inclusive Education, v19 n3 p314-331 2015
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.
Descriptors: Foreign Countries, Educational Change, Inclusion, Teacher Education, Preservice Teachers, Student Attitudes, Elementary Education, Special Schools, Access to Education, Special Education, Student Surveys, Gender Differences
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Authoring Institution: N/A
Identifiers - Location: Japan
Identifiers - Laws, Policies, & Programs: United Nations Convention on the Rights of the Child