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INC4801 ASSIGNMENT 05 – Due date 13 NOVEMBER 2024 1.1 1.1.1 Critically evaluate the present state/situation of inclusive education in Japan. Use the 10 themes suggested by Winter & O’Raw (2010). Substantiate your answer with practical examples.€3,26
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INC4801 ASSIGNMENT 05 – Due date 13 NOVEMBER 2024 1.1 1.1.1 Critically evaluate the present state/situation of inclusive education in Japan. Use the 10 themes suggested by Winter & O’Raw (2010). Substantiate your answer with practical examples.
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INC4801 (INC4801)
Instelling
University Of South Africa (Unisa)
INC4801 ASSIGNMENT 05 –
Due date 13 NOVEMBER 2024
1.1
1.1.1 Critically evaluate the present state/situation of inclusive education in Japan.
Use the 10 themes suggested by Winter & O’Raw (2010). Substantiate your answer with practical examples.
1.1.1 Critically evaluate the present state/situation of inclusive
education in Japan.
Use the 10 themes suggested by Winter & O’Raw (2010).
Substantiate your answer with practical examples.
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,INC4801 ASSIGNMENT 05 –
Due date 13 NOVEMBER 2024
1.1
1.1.1 Critically evaluate the present state/situation of inclusive education in
Japan.
Use the 10 themes suggested by Winter & O’Raw (2010). Substantiate your
answer with practical examples.
Inclusive education aims to ensure that all students, including those with
disabilities, have equal opportunities to learn in supportive environments. In
Japan, while some foundational skills exist among English language teachers
(ELTs), there are significant gaps that need to be addressed. By examining this
situation through the 10 themes proposed by Winter & O’Raw (2010), we can gain
a clearer understanding of the current challenges and opportunities for
improvement in inclusive education.
Whole-school policies play a crucial role in fostering inclusive education by
ensuring that all school members are dedicated to supporting students with
diverse needs. In Japan, there is acknowledgment of the importance of inclusive
education, but the extract highlights a significant challenge: many English
language teachers (ELTs) lack the targeted training to apply these policies
effectively (Young, 2024). This gap suggests that while awareness exists,
comprehensive policy implementation is still in progress. The creation of the
Inclusive Practices in English Language Teaching Observation Scale (IPELT) serves
as evidence that efforts are being made to identify and address these training
gaps. This tool helps pinpoint areas where ELTs need further development,
emphasizing the necessity of policies that include structured, continuous
professional training (Young, 2024). Schools need robust policies that provide
,teachers with not just theoretical knowledge but practical training to implement
inclusive practices effectively across the board.
Strong leadership and management are essential to foster inclusive education, as
they shape the vision and strategies for implementing inclusive practices in
schools. In Japan, educational leaders must prioritize and drive the development
of training programs that enable teachers to effectively manage diverse
classrooms. The study by Dr. Davey Young from Sophia University (2024) reveals
that, although there is recognition of the training gaps faced by English language
teachers (ELTs), there remains a significant need for leadership to take decisive
action. Without a clear commitment from educational leaders to implement
structured and continuous professional development, teachers may continue to
feel underprepared to teach students with disabilities (Young, 2024). Leaders
should facilitate access to resources, encourage teacher collaboration, and
establish support systems that promote inclusive teaching. By reinforcing a
culture that values inclusivity and continuous learning, strong leadership can
empower teachers to develop the skills needed to create inclusive learning
environments.
Collaboration with external agencies is a vital aspect of fostering inclusive
education, as it allows schools to access specialized expertise, resources, and
training that may not be available internally. The extract on inclusive education in
Japan does not specifically highlight partnerships with external agencies,
indicating that this could be an area for development. By engaging with
organizations such as disability advocacy groups, special education consultants,
and non-profit organizations, schools could strengthen their support systems for
teachers and students with disabilities. Dr. Davey Young's study (2024) underlines
that many ELTs feel unprepared to effectively teach students with disabilities,
which suggests that external collaborations could play a key role in bridging these
knowledge and training gaps. Such partnerships could offer workshops,
professional development courses, and tailored resources that help teachers
better understand and meet the diverse needs of their students. Establishing
these connections would enhance teachers’ ability to deliver inclusive education
and support student development comprehensively.
, Parental involvement is a crucial aspect of fostering an inclusive educational
environment, especially for students with disabilities. The findings in Dr. Davey
Young’s study reveal gaps in training for English Language Teachers (ELTs) in
Japan, but there is no specific mention of engaging parents in supporting students
with disabilities (Young, 2024). This lack of focus on parental involvement
indicates an area where schools can improve their inclusive practices.
Strengthening communication channels with parents can provide valuable
insights into the unique needs, strengths, and preferences of their children,
enabling teachers to adapt their instructional approaches more effectively.
According to Winter and O’Raw (2010), a collaborative approach involving
teachers, parents, and students enhances the inclusivity of educational practices.
By involving parents more directly, schools can not only gain support in
implementing individualized strategies but also foster a sense of partnership,
where parents contribute to shaping an environment that is responsive and
supportive for all students.
Teacher development and training are essential for fostering an inclusive
education environment, as emphasized by Winter and O’Raw (2010). The study by
Dr. Davey Young underscores that while many English Language Teachers (ELTs) in
Japan possess foundational skills, they feel unprepared to teach students with
disabilities effectively (Young, 2024). This is particularly true in areas like
differentiation, where teachers need to tailor their instruction to meet varied
learning needs, and classroom management, which requires strategies that
accommodate all students, including those with specific support needs. The IPELT
tool used in Young's research revealed that ELTs would benefit greatly from
targeted training programs focused on these aspects (Young, 2024). This finding
aligns with Winter and O’Raw's assertion that continuous professional
development is crucial for teachers to adopt inclusive practices successfully. By
investing in comprehensive and ongoing training, schools can equip teachers with
the knowledge and skills necessary to create truly inclusive classrooms.
Teaching and learning strategies are at the core of inclusive education, as they
help teachers address the diverse needs of all students in their classrooms.
According to Winter and O’Raw (2010), effective inclusive strategies involve
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