Page No 21-34
Michiko Ishikawa
Tokyo University and Graduate School of Social Welfare
Panch. Ramalingam
Pondicherry University
M.A.M Sameem
South Eastern University of Sri Lanka
Muhammad Kamal Uddin
University of Dhaka, Dhaka
This research paper examines the challenges faced by Japanese high school students
who are suspected to have disabilities and the collaborative support system implemented
to address these issues. Previous research has found that 8.8% of regular elementary
and junior high school students in Japan encounter significant learning or behavioral
difficulties, while this figure decreases to 2.2% in high schools. Given the limited
presence of specialized professionals within Japanese schools, this study seeks to
shed light on a novel approach to support students with disabilities.
The study showcases two case scenarios wherein a collaborative team, comprising
school counselors, teachers, parents/guardians, medical institutions, and coordinators,
worked together to provide assistance to high school students with suspected
disabilities. It contributes valuable insights into the effective strategies and mechanisms
for supporting students with disabilities in regular classrooms, particularly in educational
settings with limited access to specialists beyond teachers. The findings have the
potential to inform inclusive education practices in similar contexts worldwide,
emphasizing the importance of multi-disciplinary teamwork in ensuring the success of
students with disabilities in mainstream education