Abstract
With the increase in the number of foreign residents in Japan, the diversification of
the population living in the country, including ethnicity and social, economic and personal characteristics, has accelerated. For some, even if they wish to learn Japanese, it
is difficult to find learning opportunities due to situational factors such as work or
child-rearing, and personal factors such as physical and mental health. What is
needed for diverse people to live together and build a society together? The author
believes that it is necessary to create a secure basis for people to 'live together', such
as education and employment, or in other words to create a 'welfare for coexistence'.
To this end, it can be said that what regional Japanese language education should do
now is to guarantee learning for all those who want to learn. This paper considers
learning security in a broad sense, including language learning and information security for all those who wish to learn Japanese, and discusses attempts at a universal
design of education (hereinafter referred to as UD), which is also environmental adaptation to learning security. Therefore, the purpose of this paper is to discuss the effect
of UD in education through the narratives of three teachers who have implemented
UD in education in a local Japanese language classroom. The results of the research
suggest that UD in education is useful not only for learners of Japanese, but also for
teachers, as it activates the learning activities themselves by making use of each individual.
