Educational reform in Japan towards inclusion
Are we training teachers for success
Bibliographic Data
| ID | 12577931 |
|---|---|
| Authors | Chris Forlin (0000-0002-6438-9591, Education University of Hong Kong, corresponding author), Norimune Kawai (0000-0003-4444-3025, Hiroshima University), Satoshi Higuchi (0000-0001-8463-8172, Hiroshima University) |
| Year | 2014 |
| Volume | 19 |
| Issue | 3 |
| Pages | 314-331 |
| Publication date | 2014-07-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Inclusive Education (JOURNAL) |
| Journal identifiers | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13603116.2014.930519 |
| OpenAlex | W2097494061 |
| Language | EN |
| Citations received | 14 |
| References cited | 12 |
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
Government (linguistics · Inclusion (mineral · Mathematics education · Pedagogy · Perception · Political science · Service (business · Sociology · Special education · Teacher education · Training (meteorology · Work (physics · Collaborative Teaching and Inclusion · Inclusion and Disability in Education and Sport · Psychology · Teacher Education and Leadership Studies
Educación inclusiva en la formación del profesorado de educación secundaria
Inclusion of students with developmental disabilities in Japan
Linking parents’ self-stigma to the adjustment of children with disabilities
Co-constructing Belonging
Meta-analysis of the relationship between teachers’ self-efficacy and attitudes toward inclusive education
Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices
Teachers' self-efficacy and the sources of efficacy
Teaching students with special needs
Teachers' attitudes and self-efficacy on implementing inclusive education in Japan and Finland
Higher Education Saudi Faculty Perspectives on the Instruction and Inclusion of Students with Autism Spectrum Disorder and Intellectual Disabilities
Who am I with others
Mapping the meanings of inclusive education
All ready for action in inclusive classrooms? Conceptions of the tiered support framework, professional roles, and collaboration among Finnish pre-service teachers
Challenges experienced by district-based support teams in the execution of their functions in a specific South African province
| Unique citing works | 14 |
|---|---|
| Citations per year | 1.27 |
| Citation span | 2015 - 2025 (11) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 14 |