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Despite Japan's recent efforts toward inclusive education and increased support for students with disabilities, evidence indicates that many students with developmental disabilities do not receive adequate support in the general classroom. Through a review of the literature, we identified four main potential barriers to successful inclusive education in Japan: (a) policy limitations, (b) limited specialization of school psychology, (c) teacher capacity, and (d) stigmatization. We also proposed Multi-Tier Systems of Support, Universal Design for Learning, and hiring Education Assistants as promising strategies to address the needs of a subset of underserved students in the general classroom. These strategies can promote a more equitable distribution of resources and support systems across the entire education system.