In Tokyo Japanese Language Education Center, from April 2016 to March 2017, as a practice of inclusive education, the center accepted a Japanese learner from Nepal with a visual disorder who wanted to go on to the graduate school. The center supported his life in Japan, instructed Japanese, and guided him through the entrance examination of the graduate school. Through these processes, he consequently passed the entrance exam and entered the graduate school. From now on, the authors hope that practical reports are accumulated and that information-sharing systems are well established.
