Meteri ini disampaikan oleh Professor Norimune Kawai, Ph.D., CCC-SLP, pada kegiatan Webinar: Implementation of Inclusive Education in Early Childhood, yang diselenggarakan oleh PPPPTK TK dan PLB

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The implementation of
Inclusive Education in Japan
Norimune Kawai, Ph.D., CCC-SLP
Professor
Graduate School of Humanities and Social Sciences
Hiroshima University
nkawai@hiroshima-u.ac.jp
Today’s Topic
• System Reform in SPED in Japan
• Inclusive Education: Impact on Peers
• What’s Peer Tutoring? Why Important?
• Efficacies of Peer Tutoring
• How do ICTs Impact on Students wit SPED?
System Reform in SPED
• The School Education Law was revised in 2007 to
consolidate the Special Schools for the Blind, Special
Schools for the Deaf and Disabled Schools all into
Special Needs Schools.
• The aims of Special Needs Schools are:
– to provide education aligned with the education
provided at regular kindergarten, elementary, middle
and high schools for children with disabilities.
– to develop their capabilities for overcoming difficulties
experienced in learning and everyday life and for
becoming independent.
System Reform in SPED (Cont.)
(NISE, 2012)
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Visual impairments
Hearing impairments
Intellectual disabilities
Physical disabilities
0.83（％）
（約９万１千人）
StudentswithpossibleDevelopmentalDisorders
(LD·ADHD·High-FunctioningAutism,etc.)
VisualImpairments
HearingImpairments
PhysicalDisabilities
HealthImpairments
Speech-LanguageDisabilities
VisualImpairments IntellectualDisabilities
HearingImpairments PhysicalDisabilities
Special Needs Schools
The number of all students in compulsory education: approx. 9.89
million
Autism
EmotionalDisturbance
LD
ADHD
0.7％（approx. 72,000）
1.1％
（approx. 417,000）
4.2％
（approx. 109,000）
VisualImpairments PhysicalDisabilities
HearingImpairments HealthImpairments
IntellectualDisabilities Speech-LanguageDisabilities
Autism
EmotionalDisturbance
2.4％
Elementary & Middle Schools
HealthImpairments
SpecialNeedsClassrooms
RegularClassrooms
ResourceRooms
（approx. 236,000）
Overview of the SNE System in Japan [ In Compulsory Education ]
(As of May 1, 2017, MEXT, 2018）
6.5％
（approx. 643,000）
Inclusive Education: Impact on Typical Peers
• No difference in instructional time and student engagement.
• Presence of students with disabilities results in greater
number of typical students making reading and math
progress compared to non-inclusive general education
classes.
(McGregor & Vogelsberg, 1998; Waldron, Cole, & Majd, 2001)
Inclusive Education: Impact on SNE Students
• For students with high incidence disabilities, a higher
percentage of make academic progress in general
education classes compared to students in traditional,
resource settings.
a) fewer absences from school,
b) fewer referrals for disruptive behavior, and
c) better outcomes after high school in the areas of
employment and independent living (Wagner,
Newman, Cameto, & Levine, 2006).
What is Peer Tutoring?
• Peer tutoring is a flexible, peer-mediated strategy that
involves students serving as academic tutors and
tutees. Typically, a higher performing student is paired
with a lower performing student to review critical
academic or behavioral concepts.
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Why Choose Peer Tutoring?
• It is a widely-researched practice across ages, grade
levels, and subject areas
• The intervention allows students to receive one-to-one
assistance
• Students have increased opportunities to respond in
smaller groups
• It promotes academic and social development for both
the tutor and tutee
• Student engagement and time on task increases
• Peer tutoring increases self-confidence and self-efficacy
(Spencer, 2006)
Efficacies of Peer Tutoring
• Peer tutoring interventions were more effective or
showed greater gains for:
a) students in grades 1-3
b) urban settings
c) low socio-economic areas
d) minority students
e) school-wide prevention programs
f) when students controlled tutoring sessions
(Rohrbeck, et al., 2003)
Peer Assisted Learning Strategies (PALS)
• PALS involves a teacher pairing students who need
additional instruction or help with a peer who can assist
(Fuchs, Fuchs, & Burish, 2000). Groups are flexible and
change often across a variety of subject areas or skills.
• Cue cards, small pieces of cardstock upon which are
printed a list of tutoring steps, may be provided to help
students remember PALS steps (Spencer, Scruggs, &
Mastropieri, 2003).
• Students are typically paired with other students who are
at the same skill level, without a large discrepancy
between abilities.
Reciprocal Peer Tutoring (RPT)
• Two or more students alternate between acting as the
tutor and tutee during each session, with equitable time
in each role. Often, higher performing students are
paired with lower performing students.
• RPT utilizes a structured format that encourages
teaching material, monitoring answers, and evaluating
and encouraging peers.
• Students in RPT may prepare the instructional materials
and are responsible for monitoring and evaluating their
peers once they have selected a goal and reward as
outlined by their teacher.
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Advantages of Peer Tutoring
• Peer tutors become teachers, which increases their own
understanding of the material.
• Peer tutoring helps the students build relationships,
which builds communication and social skills.
• Some students with disabilities respond better to peers
than adults.
• Students with disabilities get more individual attention
than one teacher can provide on their own.
• Because of increased individual attention, students with
disabilities also get immediate feedback and positive
reinforcement more frequently, which results in higher
academic performance.
Disadvantages of Peer Tutoring
• Planning and preparing for peer tutoring requires
additional time and organization for the classroom
teacher.
• Peer tutors must be trained, monitored and graded,
which takes time and energy away from other important
classroom tasks.
• Some parents are opposed to peer tutoring because
they don't see the benefits for their child. This means
that teachers must educate and convince them of the
benefits.
ICT: Impact on SNE Students
• Students with sensory processing difficulties and/or
working memory limitations, ICT helps them to process
information.
• ICT helps gifted learners as well.
• Some students with developmental disabilities show
strong interest in ICT.
• ICT can be applied for those students to arouse their
motivation and intensify their concentration.
ICT: Impact on SNE Students
• Traditionally, for students with visual impairments…
– Enlarging letters, changing layouts, or arranging color
tones
– Employing auditory or tactile sense
– Using enlarged textbooks
• Such efforts should be enhanced by using digital
textbooks and other materials which allow flexible
adjustments of the letter size, etc.
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Available Apps: ToDo Math Available Apps: PraClock
Available Apps: Kanji Practice Tons of Good Apps…
• Some Apps are free of charge!
• Most of them are not created for students with disabilities
but they are still useful.
but…
• Those Apps are difficult to use in a large classroom
environment.
so…
• What should we do?
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Low-Tech? High-Tech?
How to Make Inclusion a Reality
using ICT?
• For university faculty members…
• Collaborate with those who are in Comp Sci Dept and/or
Info Tech Dept, who are keen on developing Apps for
diverse learners.
• The utilization of ICT should be further enhanced and
promoted through empirical research utilizing digital
textbooks and other materials.
How to Make Inclusion a Reality
using ICT?
• For school educators…
– Give hands-on, in-service training opportunities for
those who hesitate to incorporate ICTs into their
everyday teaching.
– Regular teachers need to learn how much ICTs can
assist in the learning of students with disabilities and
help their teaching workloads.
– Start with Low-Tech if the limitation of budgets and/or
infrastructures is/are the main issue(s) to apply ICT in
your school.
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Terima Kasih
Thank you
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