Us-Iran nuclear deal and the economic prosperity in the Region

Abstract

This article investigates the evolution of Japan’s legislative and educational landscape concerning children with special needs. Historically rooted in a dual-track system, Japanese education has shifted from "Special Education" toward "Special Needs Education," a transition formalized by the 2007 revision of the School Education Law. This study utilizes a qualitative literature review to examine the efficacy of the Fundamental Law for Persons with Disabilities and the 2016 Act on the Elimination of Discrimination against Persons with Disabilities. Findings reveal that while approximately 356,000 children are currently tracked by the government, precise identification remains difficult due to varying diagnostic criteria. The research highlights a persistent gap between progressive legal frameworks and the practical implementation of "reasonable accommodation" in schools. Despite the push for mainstreaming, many students—particularly those with severe disabilities—remain in specialized institutions. The article concludes that while legal milestones have improved the visibility of children with disabilities, bureaucratic hurdles and lack of standardized nationwide implementation continue to hinder full educational inclusion. Achieving genuine equity requires a shift from mere legal compliance to proactive, community-based support systems that address individual student requirements across the kindergarten-to-high-school continuum.