The purpose of this paper is to introduce the feature and trends of the policy of Japanese special needs education and inclusive education since UN General Assembly adopted the Convention on the Rights of Persons with Disabilities (CRPD) in December 2006. This paper describes the trends and the features of inclusive education and special needs education in recent years in Japan. | JOURNAL OF SCIENCE OF HNUE DOI Educational Sci. 2015 Vol. 60 No. 6BC pp. 16-21 This paper is available online at http UN CONVENTION ON THE RIGHTS OF PERSONS WITH DISABILITIES AND THE TREND OF INCLUSIVE EDUCATION IN JAPAN Manabu Kuroda College of Social Sciences Ritsumeikan University Kyoto Japan Abstract. The purpose of this paper is to introduce the feature and trends of the policy of Japanese special needs education and inclusive education since UN General Assembly adopted the Convention on the Rights of Persons with Disabilities CRPD in December 2006. This paper describes the trends and the features of inclusive education and special needs education in recent years in Japan. Also describing briefly Promotion of Special Needs Education to Build an Inclusive Education System Directed at Forming a Cohesive Society was released by the Central Education Council in July 2012. In addition to this main subject it is clear the explicit social problems of promoting inclusive education through the joint research project of The Comparative Study of Inclusive Education and Social Development 2011-2015 This paper argues the direction that should be on inclusive education on the base of building inclusive society. It has been described from the three keywords to promotethe inclusive education on basis of the construction of inclusive society cultural diversity social inclusion and social cohesion. Keywords The Convention on the Rights of Persons with Disabilities CRPD Ministry of Education Culture Sports Science and Technology MEXT the Cascade of variety of learning place cultural diversity social inclusion social cohesion. 1. Introduction The purpose of this paper is to introduce the feature and trends of the policy of Japanese special needs education and inclusive education since UN General Assembly adopted the Convention on the Rights of Persons with Disabilities CRPD in December 2006. The Japanese government signed the treaty
