Abstract
OBJECTIVE: The purpose of this study was to examine the ways that encouraged people to develop positive attitudes and perceptions toward inclusive education. The Japanese special needs education system for students with disabilities has been shifting from a segregated model to a more inclusive form which is the major challenge facing educational systems around the world. While support for inclusive practices has grown rapidly in Japan, their implementation requires more attention. Considering these situations, in the current study, we experimentally manipulated future-oriented thinking and examined whether positive perceptions about inclusive education was enhanced if people acknowledged and realized that an inclusive society may improve the long-term welfare of not only people with disabilities but also people without disabilities or functional limitations. RESULTS: Our results partially confirmed that future-oriented thinking encouraged positive perceptions of inclusive education. It increased only when participants thought about the future employment of people with/without disabilities. No significant effects were found for the present orientation or control conditions.