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 preservice 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 preservice 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.

Preparedness of Pre-service Teachers for Inclusive Education in the Solomon Islands

“…The high degree of concerns of pre-service teachers noted at both stages of the course was found to be worrisome, with participants being mainly concerned about the lack of resources for inclusive education. This result is not new and is frequently identified as a barrier to implement inclusive education in previous research across both developed and developing countries (Forlin, 2013b;Forlin, Kawai, & Higushi, 2014;Sharma, Forlin, Deppeler, & Guang-xue, 2012).…”

Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices

“…A possible explanation for this might be that younger teachers have had more opportunities for training on inclusive education in their teacher education programs. It has been suggested that pre-service teachers who had more training on special needs education showed more positive attitudes toward inclusive education (Forlin et al, 2015). Another possible explanation is that teachers' attitudes became more negative through their teaching career because they have had difficulty including children with disabilities.…”

“…To date, several studies have reported that the support system for children with disabilities in regular classes is underdeveloped (e.g., Hamaya, 2006;Hirose & Tojo, 2002). For instance, Ueno and Nakamura 2011 (Forlin et al, 2015). Even though teachers' interest in inclusive education is relatively high and teachers realize that such education is necessary, their knowledge level is low, and they experience considerable anxiety about including children with disabilities in their classrooms (Ueno & Nakamura, 2011).…”

“…We understand inclusive education as making an effort to construct school systems that welcome all children (Savolainen, 2009). However, from a Japanese perspective, the term "inclusive education" is generally understood to mean including children with disabilities into mainstream schooling (Forlin, Kawai, & Higuchi, 2015). Therefore, in the current study, inclusive education is perhaps best defined as including children with disabilities into regular classrooms.…”

Designing University Courses to Improve Pre-Service Teachers' Pedagogical Content Knowledge of Evidence-Based Inclusive Practice

“…Discussions in the literature surrounding teacher preparation for inclusion are extensive (e.g., Allday, Neilsen-Gatti, & Hudson, 2013;Killoran, Woronko, & Zaretsky, 2014;McHatton & Parker, 2013). While there is widespread support for university-based teacher preparation, there continues to be national and international concern about the adequacy of that preparation for inclusion, and whether it provides what schools require to address student learning needs (Forlin, Kawai, & Higuchi, 2015;Husebo, 2012;Snyder, 2012). Serious concerns exist about whether pre-service teachers can effectively employ inclusive teaching practices (Forlin, Loreman, Sharma, & Earle, 2009;Jung, 2007;Lombard, Miller, & Hazelkorn, 1998;Reed & Monda-Amaya, 1995).…”