Abstract
Recently, the promotion of inclusive education has been a pressing issue; however, there has been little progress in the reform of mainstream education, despite this being an important step toward achieving inclusive education. Considering such problems, focusing on Japanese language education, a subject in the mainstream Japanese curriculum, the present study examines inclusive Japanese language classrooms for various learners and seeks to promote learning of both students with special needs and students without them in an elementary school Japanese language classroom. As a result, the following were identified as necessary requirements in order to implement inclusive Japanese language classrooms: (1) enhancement of language activities while the teacher set effective learning objectives for the unit; (2) comprehensive evaluation of students’ learning in accordance with learning objectives (value and skill objectives) and activity objectives; (3) establishment of skill objectives to utilize students’ experiences as key learning and the teacher’s support to link students’ experiences with learning; and (4) cooperative learning in which students with special educational consideration and those without it show their various “understanding” and “abilities.”
