Transactional Education Between Children With and Without Disabilities in Japan: A Review of the Literature and Future Tasks

Abstract

The present article reviews transactional education between students with disabilities in specialized schools or homerooms, and students without disabilities in mainstream schools or homerooms, in Japan. Previously published research was categorized into the following areas based on the purpose of the research: (a) studies relating to measurement of effects of transactions, (b) surveys of the implementation state or consciousness of the participants, (c) case studies aiming at the development of the practice of transaction, and (d) practical reports. Future tasks were summarized as follows: (a) effects of differences in the form, content, and structure of groups should be considered in research in this area; (b) conditions of successful transactions should be developed using intergroup contact theory; and (c) relations between process and effects of transactions should be analyzed by a mixed method, using case studies and analyses of data from attitude questionnaires. It is also important to ensure that opportunities for transactions are provided to students continuously and to promote research that includes all types of schools and disabilities.