2018 年 7 巻 1 号 p. 21-29
This study develops and promotes a practical framework for inclusive education, in which human rights and justice are championed. This framework draws from a wide range of scholarly work and is based on the International Classification of Functioning, Disability and Health (hereafter, ICF), theoretical orientation, and critical ideas. Its overall purpose is to nurture diversity and to address differences among children, while at the same time enabling us to discover underlying pervasive issues obstructing learning. This study aims to critically analyze the four fundamental factors (hereafter, FFF) based on its human and socio-environmental factors through a) Living, b) Learning, c) School activities, and d) Community life. I examine the FFF within a conceptual framework, and I also set forth the definitions and principles. The obtained results will help policy makers, school administrators, teachers, parents, children and society in general to understand each other’s needs. It enables us to discover underlying questions and pervasive issues related to inclusive education in school and social life.