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"ABSTRACTIn 2006 the United Nations General Assembly adopted the "Convention on the rights of persons with disabilities". This led to changes of the education system at all levels in the German state of North Rhine-Westphalia, including the introduction of lessons on inclusive education into the curriculum of every subject of the teacher education program, becoming effective in winter term 2018. That means that lessons on inclusive education also have to be provided for students in the Japanese language teacher education program, although basic research in this field is still rare and mostly limited to a few fields of special education. In addition, most studies approach the topic rather from a special education or integrative education perspective than from the viewpoint of inclusion. This paper first discusses the characteristics of differentiated foreign language classrooms because these are essential for inclusive education settings. It then reviews the features of an inclusive education that meets the needs of all learners. Based upon this, studies on dyslexia, visual impairment, and autism spectrum conducted in the field of Japanese language education were analyzed in order to gain the knowledge and skills that have to be implemented into the Japanese language teacher education program. The paper thus presents some necessary basic issues on inclusive education for the Japanese language teacher education program."

"Education of the deaf has a proud heritage with regard to scholarship and professional education. This is exemplified by the longevity of the International Congress on Education of the Deaf, which was first held in 1878. Just as it was at the time of the first International Congress, diversity continues to be the norm within the population of deaf and hard of hearing (DHH) learners on many different levels. Given that diversity, the logic for the resolutions made at the 1880 Congress in Milan, which sought to proscribe the use of sign language in education of the deaf, is questioned. It is argued that then, as now, differentiated educational responses were required to accommodate the diverse characteristics of the population of DHH learners. Current research examining the factors associated with the variance in developmental outcomes for DHH learners is reviewed. It is concluded that professionals involved in the identification and education of DHH children should be no less skeptical today about suggestions that there should, or could, be any One True Path to seek language, communication, and educational outcomes for all deaf children."

"Indonesia berbangga dengan beratus-ratus bahasa daerahnya. Diversitas yang menakjubkan itu muncul karena dampak sosial dalam tiga era global: Migrasi purba dari benua Asia, intensifikasi perdagangan dan penindasan kolonial lima ratus tahun lalu, serta perubahan demografi dan komunikasi pada kurun ke-21 ini. Namun, sekarang kita menyaksikan penurunan jumlah bahasa di Indonesia. Daya tahan dan pelestarian bahasa warisan, yakni bahasa lokal, di jaringan bahasa Nusantara yang memang kompleks harus dianggap komponen yang penting dalam identitas nasional Indonesia. Serentak dengan kehilangan bahasa warisan pada kadar cepat, kita juga berhadapan dengan krisis ekologi yang melanda Indonesia. Pada abad ke-19 pengembangan linguistik berkait dengan kemajuan biologi. Maka, pada abad ke-21 ini penanganan dan penelahan bahasa-bahasa yang terancam punah sewajarnya berkait dengan fokus kontemporer pada studi ekologi global. Nettle (1999) menegaskan bahwa justru wilayah dunia dengan diversitas biologis yang tinggi merupakan daerah dengan diversitas bahasa yang juga tinggi. Penelitian apa pun tentang flora dan fauna Nusantara sebaiknya seiring dengan studi bahasa dan dialek yang terancam punah. Dalam tulisan ini, ditinjau perencanaan transdisipliner yang mampu menghasilkan pengertian dan pemahaman tentang sistem ekologis dan komunitas bahasa regional serta wawasan tentang peran pengetahuan itu dalam merapatkan usaha ahli akdemis dan anggota masyarakat untuk mempertahankan sistem ekologis dan jaringan bahasa Nusantara."