Diversity of Learning in the Classroom and the Role of Psychology in Japan

Abstract

At the start of the twenty-first century, Japan conducted a fundamental review of the education of children with disabilities, and implemented a paradigm shift to a new special needs education. Learning disabilities (LD), attention deficit hyperactivity disorder (ADHD), and high-functioning autism (HFA) have been clearly designated in laws and institutions. As a result, especially since 2005, there has been a rapid increase in academic research and educational practice. This chapter discusses developmental disabilities, including learning disabilities, in Japan, as well as psychological understanding and support, with reference to historical changes since the Meiji Era. It also looks at the current situation and future prospects. The appearance of various types of learning in the classroom in contemporary Japan, and the possible role and contribution of psychology in clarifying educational aspects, are discussed.

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