Inclusive Education in Japan

Inclusive Education in Japan

Under international human rights law, persons with disabilities have a right to inclusive education. In an inclusive education system, all learners are educated in the same schools and the same classes, receive appropriate support and reasonable accommodation for their individual requirements, and participate fully in learning and school life.

Japan, however, calls its approach the “Inclusive Education System” (「インクルーシブ教育システム」), while maintaining special schools and special needs classes as part of that system.

Japan’s “Inclusive Education System” differs fundamentally from the concept of inclusive education established under the Convention on the Rights of Persons with Disabilities (CRPD). In its 2022 concluding observations on Japan, the UN Committee on the Rights of Persons with Disabilities expressed concern about the “perpetuation of segregated special education” and urged Japan to recognize the right of children with disabilities to inclusive education, with the aim of ceasing segregated special education.

The Committee is concerned about:

(a) The perpetuation of segregated special education of children with disabilities, through medical-based assessments, making education in regular environments inaccessible for children with disabilities, especially for children with intellectual and/or psychosocial disabilities and those who require more intensive support; as well as about the existence of special needs education classes in regular schools;

UN Committee on the Rights of Persons with Disabilities - Concluding observations on the initial report of Japan - 2022 - CRPD/C/JPN/CO/1, para. 51. (a)

The Committee urges the State party to:

(a) Recognize the right of children with disabilities to inclusive education within its national policy on education, its legislation and its administrative arrangements, with the aim of ceasing segregated special education, and adopt a national action plan on quality inclusive education, with specific targets, time frames and a sufficient budget, to ensure that all students with disabilities are provided with reasonable accommodation and the individualized support they need at all levels of education;

(b) Ensure access to regular schools for all children with disabilities, and put in place a “non-rejection” clause and policy to ensure that regular schools are not allowed to deny regular school for students with disabilities;

UN Committee on the Rights of Persons with Disabilities - Concluding observations on the initial report of Japan - 2022 - CRPD/C/JPN/CO/1, para. 52. (a)–(b)

The Committee identified its recommendations on inclusive education as requiring urgent measures.

The Committee emphasizes the importance of all the recommendations contained in the present concluding observations. With regard to urgent measures that must be taken, the Committee would like to draw the State party’s attention to the recommendations contained in paragraphs 42, on living independently and being included in the community, and 52, on inclusive education.

UN Committee on the Rights of Persons with Disabilities - Concluding observations on the initial report of Japan - 2022 - CRPD/C/JPN/CO/1, para. 71

This site examines the differences between “inclusive education” and Japan’s “Inclusive Education System” using international human rights treaties, United Nations documents, Japanese government sources, and other primary materials.

Explore Inclusive Education

Learn more about the meaning, development, and human rights foundations of inclusive education:

International treaties and agreements that have shaped inclusive education include: