This compelling volume critically examines the challenges, philosophies, and practices of inclusive education across Asia, shedding light on the inherent tensions between policy and practice.
Exploring inspiring case studies such as Ozora Elementary School in Japan and Canada’s Hamilton-Wentworth Catholic District School Board (HWCDSB), the author proposes that community-based inclusive education can be developed in stages by creating such learning spaces together with local communities. The book further evaluates the challenges that lie ahead based on a literature review and interviews at the school and community level. In doing so, it provides a better understanding of the status of inclusive education in Asian countries and how local inclusive education initiatives can contribute to its development in the area.
With practical recommendations tailored to the unique cultural and social contexts of East Asia, this book serves as a vital resource for educators, researchers and students in the fields of inclusive education, Asian education as well as comparative and international education.
Table of Contents:
Acknowledgements
About the Author
Introduction
1. Interpretation of Inclusive Education in Article 24 of the CRPD and Associated Challenges
2. The Historical Development of Education for Children with Disabilities and Inclusive Education in China
3. The Historical Development of Education for Children with Disabilities and Inclusive Education in South Korea
4. The Historical Development of Education for Children with Disabilities and Inclusive Education in Japan
5. Case Study of Osaka Municipal Ozora Elementary School
6. Ozora Elementary School’s Multi-Layered Approach to Inclusive Education
7. The Relationship Between Ozora Elementary School and the Communities
8. Overcoming the Challenges to Inclusive Education in Three East Asian Countries
9. Follow-up Study—Ozora Elementary School
10. Inclusive Education in the United Kingdom and Hamilton, Ontario, Canada
Conclusion and Recommendations: Toward Achieving Community-Based Inclusive Education
About the Author :
Tomoyasu Noguchi is an Associate at the University of Exeter, UK, and a Visiting Researcher at the Ars Vivendi Institute, Ritsumeikan University, Japan. He earned his Ph.D. in Human Security from the Graduate School of Arts and Sciences, the University of Tokyo. After serving as a Research Fellow at the same graduate school, he conducted research as an Academic Visitor at the University of Oxford.
