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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?
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.
Declaration of conflicts of interestNone
Corresponding author firstname.lastname@example.org
Lead author country
Lead author job role
- Higher Education Faculty 4-yr College
Lead author institutionGunma Prefectural Women's University
Ethics statementAll participants who agreed to be interviewed also agreed to have their interview data used as a resource for the conclusions made in this research.
- Yes, I agree to Advance terms
As this is the pre-print version, you may want to check the version published in Sage's School Psychology International. If you search Freiermuth and special education, you'll likely find it.