Exclusion and inclusion in inclusive practice: an empirical research on pupils with special educational needs in Japan

Objectives This study examines the dynamic interplay of exclusion and inclusion in the school experiences of pupils enrolled in special needs classes (SCs) within Japan’s inclusive education system.Methods Drawing on classroom observations in both special needs classes and mainstream classrooms (MCs), as well as interviews with elementary school teachers, this study analyses how pupils with special educational needs (SEN) navigate inclusive educational practices.Results The findings show that while pupils with SEN were able to participate in MCs with support from SC teachers and peers, increasing academic difficulty often led to gradual withdrawal from mainstream learning and greater reliance on SCs. Within SCs, teachers set individualised expectations based on developmental assessments and provided tailored support, which pupils frequently perceived positively. These processes demonstrate that inclusion and exclusion were produced simultaneously through everyday educational practices rather than through placement alone.Conclusions The study highlights the fluid and processual nature of inclusion and exclusion in inclusive education and underscores the need to reconsider inclusive practices beyond structural arrangements of educational settings.