Perceptions on Inclusive Education among Japanese Public Elementary and Junior High School Teachers

Abstract

The purpose of the present study was to examine whether a low level of perceived benefits on inclusive education among Japanese schoolteachers is observed regarding not only students with disabilities but also students without disabilities. Additionally, we examined the psychological and social factors that are associated with such perceptions. The results, with 92 Japanese schoolteachers, suggested that the benefits of segregated education were rated higher than those of inclusive education and that schoolteachers’ individual characteristics, such as help-seeking preference, and social environment, such as organizational climate of collegiality, were related to the perceived benefits.