In 2006, the Japanese government introduced a new special needs education system. One of the reasons for this reform was to promote the inclusion of children with a disability into mainstream...Show moreIn 2006, the Japanese government introduced a new special needs education system. One of the reasons for this reform was to promote the inclusion of children with a disability into mainstream schools (MEXT 2006b). However, since the implementation of this new system, instead of attending mainstream education, the number of children in Japan that are receiving special needs support or go to special schools has increased significantly. In the period from 2005 to 2016 the number of children receiving special needs education rose from 199,227 to 327,201, while at the same time the total number of school-going children declined. One of the main reasons for this significant growth is the increased recognition of developmental disorders (hattatsu shōgai発達障害). Developmental disorders are defined by the Ministry of Education, Culture, Sports, Science and Technology (hereafter MEXT), and include autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), learning disorders and/or other similar disorders of the brain function that usually develop at a young age (Mithout 2016, 171; MEXT n.d.c). Seeing as this recognition of developmental disorders by the MEXT is quite recent, not much research has been done on how these students perceive education and what challenges they face at school. With my research I will contribute to the literature about disability in Japan, especially highlighting the experiences of the students. This thesis will answer the questions: “How do students with developmental disorders in the current Japanese education system experience the available school options? And what insight do their experiences give us in the different models of disability?”. In order to answer these questions, this thesis will first explore different understandings and models of disability (medical and social) that show us different ways in which one can interpret disability. These models will form the basis of the thesis, and will show how policy-making and the education system in Japan are characterized by these models. In order to get a better understanding of how students with developmental disorders experience school, fieldwork was conducted at various schools in the Kansai region to observe the environment and the curriculum. Furthermore, six in-depht interviews were conducted with students with developmental disorders who graduated from special needs education.Show less
