Tomoyasu Noguchi is an Associate at the University of Exeter, UK, and a Visiting Researcher at the Ars Vivendi Institute, Ritsumeikan University, Japan. He earned his Ph.D. in Human Security from the Graduate School of Arts and Sciences, the University of Tokyo. After serving as a Research Fellow at the same graduate school, he conducted research as an Academic Visitor at the University of Oxford.

• About the AuthorAcknowledgementsIntroductionPART I International Trends in Inclusive Education and Historical Developments in East Asia1 Interpretation of Inclusive Education in Article 24 of the CRPD and Associated Challenges2 The Historical Development of Education for Children with Disabilities and Inclusive Education in China3 The Historical Development of Education for Children with Disabilities and Inclusive Education in South Korea4 The Historical Development of Education for Children with Disabilities and Inclusive Education in JapanPART II Case Study5 Case Study of Osaka Municipal Ozora Elementary School6 Ozora Elementary School’s Multilayered Approach to Inclusive Education7 The Relationship Between Ozora Elementary School and the CommunitiesPART III Analysis, Discussion, and Follow-Up Study8 Overcoming the Challenges to Inclusive Education in Three East Asian Countries9 Follow-up Study—Ozora Elementary School: Stage Three (April 2018–March 2025)10 Inclusive Education in the United Kingdom and Hamilton, Ontario, CanadaConclusion and Recommendations: Toward Achieving Community-Based Inclusive Education