Identifying factors affecting the misplacement of Brazilian children in
special education classes within the Japanese school system: How can
educational policy help to address the issues raised?
Abstract
In light of the recent contention arising over the likely misplacement
of children of Brazilian immigrants in Japanese special education
classes, this study aims to identify specific problems that may exist
regarding the placement process as well as the factors that may
contribute to it so that appropriate policy can be developed. The
measurement tool, consisting of in-depth interviews with 21 stakeholders
including Japanese nationals and Brazilian immigrants, followed the
tenets of Constructivist Grounded Theory. From the discourse, five main
factors of import affecting the decisions of stakeholders emerged:
Linguistic and Cultural Related Misunderstandings of Information,
Limitations Concerning Counseling and Life-Educational Planning,
Requests for Improving the Support System for Non-Japanese Students,
Importance of a Second Opinion, Cultural and Linguistic Effects when
Evaluating Non-Japanese Students. The study provides policy
recommendations aimed at improving the support system for immigrant
communities who face a variety of stresses living in an unfamiliar
culture.