Abstract
The purpose of the present article is to discuss the necessity of expanding contributions of behavior analysis to general education. This paper describes some new directions for improving general education, rather than special support education, summarizes some empirical findings from research in United States that support these directions, reviews some potential implementation problems in Japan, and suggests implicit plans to solve those problems so as to enable replication of those studies here. In particular, new directions for improving general education include restructuring social coercive contingencies into positive reinforcement contingencies in the schools, refocusing inclusive instructional methods toward a universal design of education, and restructuring the system for managing the quality of educational services in the schools and networks.
