◆TAKEMURA Fumiko 2025/10/25-26 "High School Education for Students with Severe Intellectual Disabilities in Japan: Toward Inclusion",　障害学国際セミナー2025,　於：京都（日本）
◇障害学国際セミナー2025 ◇障害学国際セミナー
◇障害学

TAKEMURA Fumiko 2025/10/25-26 "High School Education for Students with Severe Intellectual Disabilities in Japan: Toward Inclusion"

1.Introduction

Since 1992, over 95% of students in Japan have progressed from lower secondary to upper secondary education. In 2022, the United Nations Committee on the Rights of Persons with Disabilities reviewed Japan’s education system and recommended ending segregated education. Following this recommendation, the ministry of Education, began investigating cases of students who were rejected despite available spots in public high schools. These cases included not only students who had insufficient internal evaluations due to prolonged absenteeism or school refusal, but also those with severe physical and intellectual disabilities. This study explores the barriers to high school admission faced by students with severe intellectual disabilities who are unable to achieve scores on entrance exams.

2. Research Subjects and Methods

The analysis is based on qualitative data extracted from published testimonies and discussions in Fukushi Rōdō, a journal that provides insights into inclusive education, disability activism, and social integration.

3. The 1980s–1990s

After the 1979 mandate requiring attendance at special schools, some children with disabilities continued to attend local elementary and junior high schools. As they approached the end of junior high school , they began expressing their desire to go to high school like their peers. Initially hesitant, parents and some teachers gradually accepted this wish. More than 100 supporters gathered for repeated negotiations with the Tokyo Metropolitan Board of Education (Fukushi Rōdō, 93: 141). In Tokyo, through measures such as submitting special application forms and efforts to prevent rejections despite available seats, students began to gain admission. Across Japan, students with disabilities repeatedly attempted high school entrance examinations over the course of several years(Kitamura 2020).

4. The Early 2000s Period (2000-2006)

During this period of educational reform, schools began implementing their own entrance examinations, and part-time high schools were consolidated. Despite a declining population of high school-aged students, the number of special education high school departments continued to increase nationwide. Even in part-time high schools, students were rejected despite available seats. The reasons for rejection were often cited as “comprehensive judgment” or “based on entrance guidelines.” In 2006, revisions to the School Education Act and related legislation marked the beginning of special needs education in Japan.

5. From 2006 to the Present

In 2006, Osaka institutionalized programs such as the Independent Support Course for Students with Intellectual Disabilities and Inclusive Promotion Classrooms to enable students with intellectual disabilities to study at public high schools. The rejection of applicants with intellectual disabilities—who are unable to achieve test scores—within the designated enrollment capacity remains ongoing.

6.Conclusion

More than 40 years after efforts began in the late 1980s, students with severe intellectual disabilities still face major barriers to high school admission—especially outside Tokyo and Osaka. This study revealed that inability to achieve the required scores on entrance exams is a barrier to students with intellectual disabilities advancing to high school. On the other hand, in areas outside of Tokyo and Osaka, the lack of supporters when negotiating with the Board of Education was also a barrier. When children with intellectual disabilities express a desire not to be separated and wish to learn alongside their peers, it is imperative to continuously examine how inclusive practices can be realized and sustained.

Main Reference

• 1988，「特集　高校に挑む障害者たち」『福祉労働』現代書館．
• 北村小夜，2020，『増補改訂版　障害児の高校進学・ガイド――「うちらも高校いくんよ！」14都道府県の取り組み』現代書館．