This ethnographic study examines educators’ responses to peer stigmatization through the case study of three Japanese elementary school-aged children with disabilities. Educators employed a child-centered approach that respects children’s preferences for where and how to receive support, which protected them from further stigmatization. Implications for inclusive education will be discussed.
Learning Objectives:
At the end of this session, attendees should be able to:
Understand the benefits and risks of inclusive education. Although inclusive education allows children with disabilities to study with typically developing children, it increases the risk of peer stigmatization due to their disability-related challenges and the support they receive.
Understand disability and stigmatization as a social and cultural construct. Children with disabilities in Japan, where peer relationships are valued as important learning contexts academically and socially, influenced by Confucianism, are particularly vulnerable to stigmatization if they frequently experience peer conflicts due to their disabilities.
Discuss the importance of child-centered practice to promote inclusive education, such as respect for children’s preferences for where and how they want to be supported, which motivates them to overcome challenges in general education classrooms.
