inclusive education; special needs school; learner agency; mutual support; global citizenship

From being supported to becoming supporters: A return-loop inclusive learning model linking a Japanese special needs school and children in conflict-affected countries

To transform learners who are usually positioned as recipients of support – including learners with disabilities in Japan and children in crisis-affected contexts – into active supporters of others.
To create inclusive learning environments where diverse contributions are recognised and valued, regardless of disability, socio-economic status or country context.
To support teacher professional development in rights-based, participatory and project-based approaches to inclusive education.
To establish sustainable, reciprocal partnerships between a Japanese special