Inclusive education in Japan was developed on the foundation of special needs education (SNE), which began in the early 2000s. There are various arguments as to whether the current multi-track system of SNE extending from segregated special needs schools to general education classrooms will lead to inclusive education, which is the goal of the Convention on the Rights of Persons with Disabilities. This study focuses on the movement for system reform of the SNE and examines its current status and challenges. It also discusses recent policy trends in general education classrooms that have affected the promotion of inclusive education. Furthermore, while making a global comparison using Organisation for Economic Co-operation and Development (OECD) data, this paper highlights Japan’s advantages and challenges in achieving inclusive education. Finally, it examines the conditions for realizing a new Japanese-style inclusive education.

中文翻译：

---

日本全纳教育的现状与未来方向

日本的全纳教育是在特殊需要教育（SNE）的基础上发展起来的，始于2000年代初。目前，从隔离的特殊需要学校延伸到普通教育课堂的多轨SNE体系是否会带来包容性教育，而这正是《残疾人权利公约》的目标，存在各种争论。本研究重点关注SNE的体制改革运动，并探讨其现状和挑战。它还讨论了影响全纳教育推广的普通教育课堂的最新政策趋势。此外，本文在利用经济合作与发展组织（OECD）数据进行全球比较的同时，强调了日本在实现全纳教育方面的优势和挑战。最后探讨了实现新日式​​全纳教育的条件。