Abstract
Inclusive education is a process in which schools devise curricula and plan resource allocation to include the diverse group of children in society. Although not many schools promote inclusive education at a school-wide level, there are some schools making efforts toward inclusion in Japan. This study aimed to understand the process of inclusion in a Japanese elementary school by using Trajectory Equifinality Modeling. We conducted a participant observation and focused on Naomi, who was 7 years old and had Down’s syndrome. Naomi spent more than 80% of her time in the general education classroom, where she began to refuse to do tasks different from other children. In regard to this, the opinions of the homeroom teacher and the coordinator of these classes were completely different, but their opposing opinions were transformed into complementary ones using time differentiation, and they were able to continue to collaborate toward inclusive education. We found “transductive resolution” as a key to understanding the processes of striving for inclusive education.