Special education, under which pupils with impairments are segregated from other pupils, was regarded as equal education in Japan because it was considered to correspond to the impairment of a pupil. An immoderate inclination toward economic prosperity and the development of industry has resulted in the unification of a sense of value and intolerance for diversity in Japanese education. It is conceivable that such unification and intolerance construct a deep rooted impediment against full inclusive education. The CRC and some concluding observations have influenced on amending education law and policy. Special education was changed to special support education in 2006. The special support education system enables pupils with impairments to receive an education alongside other pupils to the maximum possible extent, thus a pupil with impairments receives the right to enrol in a regular public school in principle. The CRPD, which was ratified in 2014, has promoted a movement of inclusive education. However, the trend of Japanese education for pupils with impairments has changed from being a segregated institution to being an integrated institution and it still preserves special support schools in segregated settings. It is necessary to promote inclusive education in line with the CRPD.