Norimune KAWAI
川合 紀宗

Professor, Learning Community Unit (Inclusive Education Cluster)
Having ratified the UN Convention of the Rights of the Persons with Disabilities, Japan needs to materialize the idea of “social inclusion”, including at all schools where the issues of “diversity” has particularly been regarded as a challenge. In our Learning Community Study Unit of EVRI, we collaborate with subject-education specialists and explore into effective supports to realize the diverse learning in the regular classroom, especially for those learners with academic / behavioral difficulties. As for international collaboration, Memorandum for Research Exchange with Ministry of Education and Culture and other institutes in Indonesia have been concluded. Since then, we have conducted research on teachers’ attitude toward inclusive education, while inviting a group of Indonesian teachers to HU for professional development in Inclusive Education so that they would become driving force of IE back home.

In Japan, I have served to provide advocacy and research advices for the Central Committee for Education (as an Expert Advisor in the Special Committees for Elementary & Secondary Education and for Special Needs Education), Hiroshima Prefectural Board of Education (as a Committee Chair for the Steering Council for Comprehensive Promotion of Special Needs Education), and for the National Institute for Special Needs Education (as a research collaborator for the advanced & cross-discipline research “Comprehensive Research for Building the Inclusive Education System in Japan”).

研究業績Research Results

★Tatsuta, M., Kawai, N., & Ushiyama, M. (2018). Quality of life of people with intellectual disabilities: current trends in Denmark. Journal of Special Education Research, 6(2), 1-11.

★Basister, M.P., & Kawai, N. (2018). Japan’s educational practices for mathematically gifted students. International Journal of Inclusive Education, .

Forlin, C., Kawai, N. & Higuchi, S. (2015). Educational reform in Japan towards inclusion: Are we training teachers for success? International Journal of Inclusive Education, 19(3), 314-331.

Healey, E. C., & Kawai, N. (2013). Implications of a multidimensional model of assessment for the treatment of children who stutter. Journal of the Phonetic Society of Japan, 17, 58-71.
Kawai, N., Healey, E.C., Nagasawa, T., & Vanryckeghem, M. (2012). Communication attitudes of Japanese school-age children who stutter. Journal of Communication Disorders, 45, 348-354.
Kawai, N., Healey, E. C., & Carrell, T.D. (2012). The effects of duration and frequency of occurrence of voiceless fricatives on listeners' perceptions of sound prolongations. Journal of Communication Disorders, 45, 161-172.

Kawai, N. (2017). [Behavioural characteristics and support for the children that draw your attention]. in the book of Ito, K.(Eds.) (2017). [Learning Home Economics with those children that draw your attention](12-17). Tokyo: Kairyudo Publishing Co., Ltd.. (In Japanese)

Kawai, N. (2017). [Curriculum for inclusive education][The future of Inclusion and Inclusion Education]. In Ochiai, T. & Kawai, N. (Eds.). [Realization of local realization of coexistence and construction of inclusive education system](156-174, 175-191). Kyoto: Airi Publishing Co., Ltd.. (In Japanese)

★Kormos, J., & Smith, A. M. (2017). Teaching languages to students with specific learning differences. (N. Kawai, et al., Trans.). Tokyo: Akashi Shobo. (Original published in 2012, Bristol, UK: Multilingual Matters).

Karten, T. (2016). Inclusive strategies and interventions. (N. Kawai, Trans.) Tokyo: Gakuensha. (Original published in 2011, Bloomingdale, IN: Solution Tree Press).

Adams, L. (2016). Parenting on the Autism Spectrum: A Survival Guide. (N. Kawai, & A. Wakamatsu, Trans.). (Original published in 2013, San Diego, CA: Plural Publishing, Inc.)

研究テーマ・研究関心Research Concern

Special needs education
Inclusive education
Speech-language pathology
Support for the learners with learning difficulties
Realization of diverse learning in the regular classrooms