第二部

国際会議・外国調査等の報告

アジア・太平洋地域における知的障害教育と職業教育
徳

永

豊

（企画部）

・

木

村

宣

孝

・

（教育支援研究部）

小

塩

允

護

（愛知淑徳大学）  

要旨：第25回アジア・太平洋特殊教育国際セミナーの参加者を対象に，「知的障害教育の現状と職業教育及び就労支援に関する国際比較調査」を実施した。調査の項目は，昭和63年にその当時の精神薄弱教育研究部が実施した調査項目を参考に検討し，①知的障害教育の制度，②就学の相談・手続き，③教育課程，④職業教育と就労先，⑤大人の生活への移行支援，⑥教員養成・研修であった。その結果を報告するとともに，アジア地域の経済発展に伴い，障害のある子どもの教育が，この数年で大きく変化する可能性を指摘した。さらに，知的障害のある人の職業教育や就労支援に関して，それぞれの社会や学校教育の成熟度に応じて取り組む課題があることを指摘した。
キーワード：アジア・太平洋地域

１

知的障害

職業教育

はじめに

就労支援
習指導要領，職業教育，教師・研修の項目で構成されていた。その結果については太田（1989）がまとめている。

平成17年11月７日より11月10日の４日間，第25回ア

これらの項目を踏まえ，今回の調査項目をアジア・太平

ジア・太平洋特殊教育国際セミナーが独立行政法人国立特洋特殊教育国際セミナー実行ワーキンググループで協議し

殊教育総合研究所の主催で開催された。このセミナーのた。さらに，これらの項目に，知的障害者に関して，①

テーマは，「知的障害のある子どもの指導の工夫及び教育障害者の雇用義務に関する法令，②移行支援のプログラ

環境の整備－就労をとおした社会への積極的な参加をめざム，③就労支援を行う組織，④学校以外で職業教育を行う

して」であり，アジア・太平洋地域の日本を含め13か国

機関，⑤就労可能な職業の種類について，の項目を追加しが参加した。セミナーでは，基調講演，国別報告を通した。表１に示すように大項目として「Ⅰ．知的障害教育のて，各国の状況や経験を共有し，今後の課題について協議制度」「Ⅱ．就学の相談・手続き」「Ⅲ．教育課程」「Ⅴ．

された。

職業教育と就労先」「Ⅵ．大人の生活への移行支援」「Ⅶ．

このセミナーにおける協議の基礎資料として，セミナー

教員養成・研修」であった。前回の調査項目であった「Ⅳ．

実行ワーキンググループが，各国における「知的障害教育

週時程表」は省略した。これらの項目については，資料１の現状と職業教育及び就労支援に関する国際比較調査」をのTable の左欄に記載されている。

実施した。

表１

そこで，ここではその比較調査と昭和63年に実施され

１．知的障害教育の制度
２．就学の相談・手続き
３．教育課程４．職業教育と就労先
５．大人の生活への移行支援
６．教員養成・研修

た「精神薄弱教育に関する実態調査」を手がかりに，アジ
ア・太平洋地域における知的障害教育の現状と職業教育及び就労支援の状況を報告し，今後の検討課題について考察することを目的とする。

２

国際比較調査の項目

比較調査の項目について

３

国際比較調査の実施

アジア・太平洋地域における知的障害教育の現状について，当時の国立特殊教育総合研究所精神薄弱教育研究部を

第25回アジア・太平洋特殊教育国際セミナーの各国代中心とした調査がある。その調査は，昭和63年に実施さ表は，セミナー参加に際して，各国の国別報告書に加え，れたもので，「精神薄弱教育に関する実態調査」であった。

この国際比較調査に情報を記入し，送付することが求めら

その調査は，教育の義務制の実施，障害の程度と教育のれた。

場，特殊学級について，養護学校について，就学指導，学

国際比較調査に参加した国は，バングラデシュ，中国，－35－３）知的障害特殊学級，知的障害養護学校数と児童生徒数

インド， インドネシア， 日本， マレーシア， ネパール，
ニュージーランド，パキスタン，フィリピン，韓国，スリ等について

ランカ，タイであった。

知的障害特殊学級，知的障害養護学校数，児童生徒数，

オーストラリアについては，1988年の調査の情報をそ

重複障害の就学についてのデータが記載されている。これのまま記載した。

らのデータについては，国の人口等に左右され，設問を検討する必要がある。1988年の調査では，養護学校数を設

４

調査の結果

問していて，今回は知的障害養護学校数を尋ねている。
特殊学級数と養護学校数が増加していることがうかがえ「知的障害教育の現状と職業教育及び就労支援に関するる。

国際比較調査」の結果については，資料１に示した。調査

特殊学級や養護学校の学級サイズは，最も少な場合が重対象国14か国について，原則３か国ごとにTableとして示

複障害の場合の３であり，多い場合は12であった。

している。大項目の「Ⅰ．知的障害教育の制度」「Ⅱ．就

保護者の経費負担については，通常の経費に比べて高い

学の相談・手続き」「Ⅲ．教育課程」「Ⅴ．職業教育と就労と回答した国が，バングラデシュ，インド，インドネシ

先」「Ⅵ．大人の生活への移行支援」「Ⅶ．教員養成・研修」

ア，パキスタン，韓国，スリランカである。フィリピンやごとに結果が示されている。

ニュージーランドでは，私立学校の場合は高いという記述であった。

（１）知的障害教育の制度（２）就学の相談・手続き

知的障害教育を管轄する省庁については，多くの国が教育省であった。教育のみの名称でないのは，バングラ

就学の相談・手続きの体制について結果を示した。「知デシュが「福祉・教育省（Ministry of Social Welfare and的障害養護学校への就学について，保護者が反対意見を述

Ministry of Primary and Mass Education）」であり，インべることがあるか」という項目で，「時々」と回答がある

ドが「人的資源省の教育庁（Ministry of Human Resourceのは，バングラデシュ，中国，日本，マレーシア，ネパー

Development）」であった。1988年においては福祉・保健

ル，ニュージーランド，パキスタン，フィリピン，韓国での関係省が管轄する国もあったが，教育として独立する傾あった。この理由については多様な要素が想定されるが，向がみられる。

バングラデシュの回答は，教育が必要であることへの「意識の欠如，貧困のため」という記述があった。また，パキ１）教育の義務制について

スタンでは「女子の場合に」とある。「より通常学校で」学校教育の義務制については，ネパールとパキスタンがという文脈とは異なる「基本的な教育の機会」に関する課「Yes」ではない。パキスタンは，無償での教育を受ける

題と考えられる。

ことが可能と記述されている。

一方，ニュージーランドでは「保護者は選択が可能だ

知的障害教育の義務制については，上記の国の他にバが，通常学校が好意的に受け入れない場合は，選択とはな

ングラデシュが「Yes」ではない。また国ごとの知的障害らず，問題が生じる」との記述があった。

者の義務教育の開始年をみると，70年代が日本，80年代が中国， フィリピン，90年代がインド， インドネシア，（３）教育課程

ニュ ージーランド， 韓国， スリランカ，2000年代がマ

知的障害教育における教育課程の基準を国として位置づ

レーシア，タイとなっている。

けていないのは，バングラデシュ，インド，ネパールで1988年の調査では，知的障害教育が義務制の国は３かあった。多くの国で知的障害教育における教育課程の基準国であり，それ以降に知的障害教育が義務制になった国がが位置づけられていた。その最初の年については，50年多い。

代がフィリピン，60年代が日本，70年代が韓国，インド
ネシア，80年代が中国，パキスタン，スリランカであり，

２）知的障害の児童生徒の義務教育実施率

それ以降がマレーシア，ニュージーランド，タイであっ知的障害の児童生徒の義務教育実施率については，デー

た。

タのない国も多かった。中国が82％，インドが69％，日

各国における教育課程の領域や教科，また特別な指導に本， ニュ ージーランド， 韓国が100 ％， タイが80 ％でついては，様々な名称と位置づけが記載されている。特徴あった。

的な点は，ニュージーランドが「すべての子どもが同じ
カリキュラム－特殊教育で異ならない」との記述があり，－36－

ニーズに応じた個別プログラムを取り上げていた。

育環境の整備－就労をとおした社会への積極的な参加をめざして」をテーマとして開催された第25回アジア・太平（４）職業教育と就労先

洋特殊教育国際セミナーへの参加者からの情報と昭和63

知的障害者の職業教育に関して「Yes」の国は，オース年の「精神薄弱教育に関する実態調査」結果をもとに，各トラリア，バングラデシュ，日本，マレーシア，ネパール

国における「知的障害教育の現状と職業教育及び就労支援（ある学校では），ニュージーランド，パキスタン，フィリ

に関する国際比較調査」の結果を報告した。

ピン，韓国，スリランカ，タイであった。職業教育の職種

アジア・太平洋地域の国々における特殊教育については，については，多様な職種が記載されていて，上記の国の他

その社会経済状況を背景に，さまざまな取組がみられる。

に，中国，インド，インドネシア，マレーシアにおいても知的障害教育に関しては，半数の国でこれからの大きな課職種が記載されていた。

題であろう。しかしながら，近年のアジア地域の経済発展

学校教育終了後の就労・進学のデータについては，多に伴い，障害のある子どもの教育が，この数年で大きく変

くの国でそのデータがなく， 日本， 韓国のみであった。

化することが予測される。

韓国においては，後期中等教育後に継続教育への進学が知的障害者の職業教育及びに就労支援は，我が国におい37.2％，雇用が28.1%，その他が34.7％と記載されていても重要な課題となっている。アジア・太平洋の国々におる。このデータについては知的障害に限定したデータか否

いては，それぞれの社会や学校教育の成熟度に応じて，取かの検討が必要である。

り組む課題が異なると考えられる。今後は，それぞれの課
題を解決するために，それぞれの経験を共有し，相互に情（５）大人の生活への移行支援

報交換をしながら，協力していくことが重要であろう。

障害者の雇用義務に関する法令について「Yes」 の国は，中国，インドネシア，日本，マレーシア，ネパール，

謝辞：第25回アジア・太平洋特殊教育国際セミナー実行

ニュージーランド，パキスタン，韓国，タイであった。

ワーキンググループの笹本健氏，新井千賀子氏，渡辺正裕

その法令の時期は，60年代が日本，80年代がパキスタ

氏には，記して感謝申し上げます。

ン，90年代が中国， インドネシア， ニュ ージーランド，

執筆しました３名も実行ワーキンググループのメンバーであり，昭和63年の調査項目を踏まえ，知的障害教育グ

韓国，タイであった。
個別の移行支援プログラムに関する記述があったのは，
インド，日本，ニュージーランドであった。学校以外の就ループで項目を検討し，結果を整理した経緯で，この報告をまとめました。

労支援，また職業能力の開発機関，就労先が多様に記載さ

また，各国から情報を提供いただきましたセミナー参加れている。

者の方々に感謝申し上げます。

（６）教員養成・研修

参考・引用文献

教員研修の機関については， マレーシアのみが「No」

１）太田俊己（1989）APEID特殊教育研修セミナー参加と回答している。他の国々は大学，教育機関等が記載され国における精神薄弱教育の実情－第８回セミナーにおけている。マレーシアにも大学等の機関はあり，専門に「特る実態調査より－． 世界の特殊教育（Ⅲ），118-134，

殊教育の研修機関」と理解し，回答したものと推測され

国立特殊教育総合研究所

る。ちなみにマレーシアでは，国立の特殊教育に関する機

２）小塩允護（2005）知的障害のある子どもの指導の工関を設立する計画が進められている。

夫および教育環境の整備．第25回アジア・太平洋特殊知的障害教育に携わる教師は，特別な資格が必要とされ教育国際セミナー資料，国立特殊教育総合研究所ているかについては，「Yes」でない国が，中国，ニュー

３）National Institute of Special Education (2006) Final

ジーランドであった。中国では，「上海ではそうであるが，report of the 2 5 th Asian and Pacific international

他の地域では基礎的な資格で」との記載であった。またSeminar on Special Education, 1 2 - 1 5 October 2 0 0 4 ,ニュージーランドは「どのような役割かで異なる」との記

Yokosuka, Japan,

載であった。

http://www.nise.go.jp/kenshuka/josa/kankobutsu/
pub_d/d-240.html

５

おわりに

３）National Institute of Special Education ( 2 0 0 6 )Appendix B. Final report of the Eighth APEID Regional
Seminar on Special Education, 1 2 - 1 9 October 1 9 8 8 ,

ここでは，「知的障害のある子どもの指導の工夫及び教－37－

Vocational Education and Supports of Employment for Children
with Intellectual Disabilities in Asia-Pacific Countries
Yutaka Tokunaga（Department of Policy and Planning）

Nobutaka Kimura（Department of Educational Support Research）

Chikamori Oshio（Aichi Shukutoku University）
Summary
The survey was to investigate the situation of education and support of employment for children with intellectual
disabilities in Asia-Pacific countries. A delegate of each country of the 25th Asia-Pacific International Seminar on Special
Education, 2005 in Japan was requested to send information about education and supports of employment for children
with intellectual disabilities. The items of the survey were based on the survey in 1989 as follows; 1.Educational systemfor children with intellectual disabilities, 2. Educational placement and procedures, 3. Educational curriculum for children
with intellectual disabilities, 4 . Vocational Education and supports of  employment, 5 . Teacher education and training.
The results suggested that vocational education and establishment of supports towards employment had become very
important according to social-economic development in Asia-Pacific countries.
Key Words: Asia-Pacific Countries,Intellectual Disabilities,

Vocational Education, Supports of Employment

－38－

－39－
No

Yes

5

5-1 The type of the classification

Mild, moderate, severe, profound
Mild: IQ level 69 - 51, Moderate: IQ level 50 - 36,
Mild, moderate, severe,profound*These will be considered developmentally disabled Severe: IQ level 35 - 20 and Profund: IQ level less 20.

Yes

1986

1880
*The more severe forms of retardation have been
excluded from school in the past.

4-2 The year it started

Classification of the degree of ID established;

6/7-15/16˄or increased suitably˅

5-16

4-1 Age- range of the compulsory education

Yes. The NGOs following 10 questions method toclassify the ID children.

Yes

Education compulsory for children with ID;

4

1986

12/13-15/16

Yes

98.93%

1986

6/7-12/13

95ˁ

Yes

No

1992

6 - 11

3-3 Net enrollment rate: % female

1880

3-2 The year it started

Yes

13-16

Education compulsory
for normal children in lower secondary level;

1880

3-1 Age- range of the compulsory education

3

2-3 Net enrollment rate: % female

2-2 The year it started

5-12Age- range of thecompulsory education

2-1

Yes

Yes

Education compulsory for children without
disabilities in elementary level;

2

Yes

Ministry of Social Welfare and Ministry of Primary andDepartment of Special Educaiton, Ministry of Education
Mass Education

Department of Education

Beijng Academy of Educational Sciences 20/9/2005

3. China

Ministry (Ministries) in charge of the education
for children with intellectual disabilities(ID).

2. Bangladesh

1

1. Australia (New South Wales) 1988
Khandaker Jahurul Alam2005, 10, 5 05.10.31

Questions㪫㪸㪹㫃㪼㪅㪈㩷㪘㫌㫊㫋㫉㪸㫃㫀㪸㪃㩷㪙㪸㫅㪾㫃㪸㪻㪼㫊㪿㪃㩷㪚㪿㫀㫅㪸

Information (answers)
obtained/checked/supplied by: ______
Date: ______

No.

㸇. Educational System for Children with Intellectual Disabilities

資料１－１

－40－
3,459

3,773

Number of children

12Standard of class size of special schools for ID
Yes
decided;280

363

Number of special classes

The number of special classes(ID) and children Elementary Lower(ID)enrolled
Level
Sec.Level

10-1 The number of children

109

1. Australia (New South Wales) 1988

7,232

643

Total

Severe-6, Moderate-9, Mild-12

Standard of class size of special classes for ID
Yes
decided;8-1 The number of children

8Compulsory education cover intellectually
7-1 children with ID
Number of percentage coverd

Criteria for placement of students to specialclasses of ordinary schools or to special schools. 30-75(for instance IQ and behavioral traits)

7

Yes

6

Questions

Places of education differ according to thedegree of ID

No.

81.98%

Ordinary schools accept the students with mild intellectual disabilities,
namely IQ belonging to 50-70 or 55-75, having the little difficulty to adapt
to the mainstreaming schools, and owning the ability to take care ofthemselves. Special schools or special classes attached to ordinary
schools just accept the students who are moderate, severe or profound.
The students with intellectual disabilities who live in the villages or in the
remote regions can enroll in the nearest ordinary schools regardless ofthe degree of the intellectual disabilities after considering the condition ofrunning a school and transportation there as well as the child's behaviors
and parents’will.

Total

ElementaryLevel8-12(In the special school, the class with mild students generally
have about 12 people and the one with moderate students have
8 people or so )In the special schools 20 students irrespective ofdegree of ID learn in one class.

4304
Yes

187

594

Total

Yes. Teacher-student ratio- 1:10

4117

15

SeniorLevel

8-12(The special class with mild students generally have 12
people and the one whith moderate students have 8 people or
so)There is no level of classes in special schools. A totalof about 7000 ID children enrolled in to different
579
special schools (Govet. & NFO sector)

Elementary Lower
Level
Sec.Level

20 children (Irrespective of degrees)

3. China
Yes The students with mild intellectual disabilities study inordinary schools, and the ones with moderate or severe
disabilities study in special schools.
.

Apart from some special schools no special classes inYesnormal school exist.

NO

No ordinary school enroll ID children. The special
schools enrolling ID children with IQ level 69 - 20.

No; The special schools for ID in Government and
Non-Government sectors do not have different
settings and or classses for different degrees of ID.
Children with different degrees are learning in thesame class room.

2. Bangladesh㪫㪸㪹㫃㪼㪅㪈㩷㪘㫌㫊㫋㫉㪸㫃㫀㪸㪃㩷㪙㪸㫅㪾㫃㪸㪻㪼㫊㪿㪃㩷㪚㪿㫀㫅㪸

－41－Children or cases involved in itinerant education
Communication, self-help, basic academic skills
programme;

Yes

Yes

1. Australia (New South Wales) 1988

Parents with children with ID spend educational Yes
14
expenses more than those with the normal;*Marginally more

13-1

13 Itinerant education programme provided;Children with multiple disabilities enrolled in
special classes/ schools

3,581

Number of children
Kindergarten Level
Elementary Level
11-1
Lower secondary Level
Upper secondary Level
Total

12

64

Questions11 Total number of special schools(ID)

No.
369

3. China

Yes; the poor families can not bear the cost ofadmission, tuition fees and transport cost. The
No
Government special schools are free but very limitedseat.

Help the students with intellectual disabilities to acclimatize
themselves to the ordinary school life, raise their ability to takecare of themselves, guide the students to learn, coach theteachers whose class contains the students with intellectual
disabilities in ordinary school.

Yes

Some NGOs have Home -based teaching
programme.
For those can not participate in school programmedue to severe handicapness, and or problem oftransportation and where there is no one to help
carrying children in to school.

Yes

Yes

Mentioned earlier that there is no level. A total of 7000
ID children enrolled in to 62 special schools
Elementary level 217267
Lower secondary level 29331
Total 246598

Government: 2
Non-Government: 60

2. Bangladesh㪫㪸㪹㫃㪼㪅㪈㩷㪘㫌㫊㫋㫉㪸㫃㫀㪸㪃㩷㪙㪸㫅㪾㫃㪸㪻㪼㫊㪿㪃㩷㪚㪿㫀㫅㪸

－42－

2. Bangladesh

3. China

SometimesNo
Due to lack of awareness and families opposes those*Rarely but there now is a movement towards asking
Sometimes
are poor as they are unable to bear the transpot andfor integration
education cost.

Opposition of parents to enroll in special
education offered;3

The president of the school, parent, teacher, manager of theeducational administration section and doctors

People engaged in the process of enrollment

Psychologist,
Social worker,
Pediatrician,Speech therapist,
Physiotherapist,
Special education teacher
Neorologists.

Referred by Hospitals clinics.
1.The parents consult school teachers;
Traditionally the child's neighbourhood school is
Referred by Neurologist/Psychologists.
2.The parents provide the diagnosis certificate about intelligenceapproached by the Department of Health, Special
Referred by NGO workers
from hospital or schools make a diagnosis by themselves;
Education and guidance together with the parents. Referred by students of Home Economics College do
3. Conferring on the educational setting;Parents, however, may act independently in enrolling internship in the special schools.
4. Guiding the students' learning and living in school;
their child
Identification in the area by special school staff.
5. Deciding whether enroll or not
Advertisement in the news papers.

1. Australia (New South Wales) 1988

2

Regular process of enrollement to special
education for Children with ID

Questions

School psychologists,
Social workers,
School principals,
Medical staff

1

No.

㸈. Guidance on Educational Placement for Children with ID㪫㪸㪹㫃㪼㪅㪈㩷㪘㫌㫊㫋㫉㪸㫃㫀㪸㪃㩷㪙㪸㫅㪾㫃㪸㪻㪼㫊㪿㪃㩷㪚㪿㫀㫅㪸

－43－

The national standard of curriculum foreducation for Children with ID established;

Subjects or domains in the standard of
curriculumNAb. Their contents

a. Their names

Its establishment was in 1987, first emendation in 1994, lateemendation in 2004.

3. China* But "Bangladesh Protibondhi Foundation" has set its own
The course of school for the mental retarded students in the stage of thecurriculum. (In 1984)
compulsory education is divided into the subject course and activity
䃂Elementary Level:
courses: Subject courses: common sense, language( including the
Elementary vocaburary of quantitative thinking, Language
programme, Health education & Safety measures, Physical reading, language training, composition, writing) mathematics, music, art
designing, athletics, labor skill and technical; Activity courses: theeducation & Gymnastics, Craft work, Home Craft, Music &morning meeting, a team activity, literary activity, interest activity. The
Dancing, Swimming, Field trip, Physiotherapy & Speechcourse constitution and time distribution are basically similar to those intherapy
Language and communication, Gross motor, Fine
ordinary school. The arrangement of language lesson shows the䃂Lower secondary Level:
motor, Self-help, Pre-vocational, Domestic subjects, Language arts, Functional mathmatics, Health education,difference among grades mainly. That is to say that the composition
Craft work, Rrecreation and Sportlesson doesn’t being set up in Grade 1-3, and the language training andHistory, Geography, Social & Nature study, Domestic
writing lesson doesn’t being set up in Grade 6-9.
science, Gymnastics & Physical education, Craft work,
In addition, the Beijing Normal University and Ministry of Education
Swimming, Field trip, Physiotherapy & Speech therapy
Other NGOs developed their own curriculum which includes: cooperated to draw up a syllabus for the students with moderateintellectual disabilities, and the realms of course were built. Currently,
Social Skill, Self care skill, Cognitive skill, Motor skill,most schools for the students with mental retardation are gaving lessons
Communication skill, Academic, Recreational and cultural
skill, Vocational skill. Without any dividation of lvel in general according to the realms generally.
they are practicing it.

NoNo, there is no National Standard of Curriculum for
ID. Government and Non-Government Special school
authorities prepared a standard curriculum in 1988 Yes
but it has not been adopted. The NGOs are arepreparing their own curriculum and practicing.

2. Bangladesh

䃂Children are taught age-appropriate content inbasic skill area

䃂Improve 1.cognitive skills, 2. social skills, 3.motor
function, 4.communication skills, 5. skills required tolive independently, 6. skill on domestic work/cooking
etc.

Yes
Special subjects/ domains for the improvement Yes
䃂Speech therapy for children with speech defects.
1-3 of children's specific condition of handicap
䃂Language and communication, Self-help, Fine andPhysiotherapy for children with motor problems.
offered;Gross motor skills
Behaviour therapy.

1-2

1-1 The year of establishment

1㸉. Standard of Curriculum of Specal Education for Children with ID
No.
Questions
1. Australia (New South Wales) 1988㪫㪸㪹㫃㪼㪅㪈㩷㪘㫌㫊㫋㫉㪸㫃㫀㪸㪃㩷㪙㪸㫅㪾㫃㪸㪻㪼㫊㪿㪃㩷㪚㪿㫀㫅㪸

－44－

2

Upper secondary

Special schools / Lower secondary

Special classes / Lower secondary

Ratio / number of graduated students by courses
Data not available
after graduation

1-2 The type of works provided

b. Special schoolsa. Special classes
3

15 (there is no level)

0

0

0

0

0

0

0

0

0

Elementary Lower sec. Upper sec.
Level
Level
Level

No

3. China

Data not available

䃂Weaving (net, jute bag, rug), Sewing (children's
dress, bed spread, napkins, tea cozy), Printing (block Domestic economy, cooking, handicraft, weave, sew, theprint, string print, screen print, press print), Cutting, machine knit, metalworking and carpenter, art designing, affixion
Pasting, Card making, Painting (fabric painting),
working, embroidery, horticulture, raw material and product
Wood work (Jig saw puzzle, educational toys),
shipment, product packing, office automation etc.
Cooking, Gardening, Candle making, Packaging

28

28

Total school hours in a week

Depends on age. In final year, students may spend
considerable time in pre-vocational activities.
Probably the overall time for both elementary andsecondary students would 46 hours per week䃂Exact data not available, (Domestic, Science,
Horriculture, Agriculture, Woodwork, Metalwork,
Clerical duties, Industrial & Building skills, Service
industries e.g. cafes & hotels)

Elementary Lower sec. Upper sec.
Level
Level
Level

School hours on pre/ vocational education in a
week

Yes

2. Bangladesh

1-1

Yes

1. Australia (New South Wales) 1988

School hours on pre/ vocational education
provided;

Questions1No.

㸋. Vocational and Prevocational Education and Courses after Graduation*Omitted.

㸊. Weekly Schedule of the Classes / Schools for Mentally Retarded Children㪫㪸㪹㫃㪼㪅㪈㩷㪘㫌㫊㫋㫉㪸㫃㫀㪸㪃㩷㪙㪸㫅㪾㫃㪸㪻㪼㫊㪿㪃㩷㪚㪿㫀㫅㪸

－45－

3

What types of jobs are persons with ID
employed(The case of graduates of special
schools; number and percentage)

One organisation reported they have ben
employed/rehabilitated about 500 ID persons in
Domestic economy, cooking, handicraft, weave, sew, thedifferent trades such as:
machine knit, metalworking and carpenter, art designing, affixion- Packaging in Pharmacutical Companies, working, embroidery, horticulture, raw material and productGarments Factory, - Shop keeping. - Dress making. shipment, product packing, office automation etc.
- Agriculture, - Poultry and Dairy, - House mate. etc.

The professional training center belonging to Disabled Persons'Federation Uncertainly, according to the request of the disabled
and types of work.

Organizations other than educational that
2-1
support employment

None of the vocational trininmg centre enroll ID
persons.

Not particularly, but some organisations working withthe disabled persons facilitate eployment of ID
Disabled Persons'Federation
persons in a very little scale by motivating theemployers amd facilitating self-employment activities.

Programs to support the transition from school toadult life;䋲at what age do they start, and how many years
do they lastInstitutions other than schools that provide
vocational training;
2-2 Do graduates of special schools for children with
ID go on to such institutions
how many, and what percentage

Yes.
The professional training department in school for the mental
retarded students provide the professional education after
About 5 years starting from age 15-16 (in the special
compulsory education (16 to 20 years old). In some schools forschools)
the mental retarded students, they train the students at theGrade 6-9 on the labor skill partly to promote their adaptation (12(12to 15/16 years old).

Companies are legally obliged to hire person'swith ID;
provide name of law and year enforced

3. China

1

2. Bangladesh

Yes.
No.
"Law of the People's Republic of China on the Protection of- The Government declared an executive order ofDisabled Persons"˄1991˅rules that the state organs, public
10% Quota in Public Services for Orphans andorganizations, enterprises, institutions and urban and rural
Disabled Persons but not segragted the percentages
collective economic organizations shall employ a certain
among 2 groups and nothing mentioned about the
proportion of disabled persons in appropriate types of jobs andtypes and degrees of disabilities.
- The
posts. The specific ratio may be determined by the people's
Private sectors are not implementing this order andgovernments of provinces, autonomous regions andthere is no obligations, even the Government
municipalities directly under the Central Government in line withdepartments are not always following this order.
their actual conditions.

1. Australia (New South Wales) 1988

QuestionsNo.

㸌. Transition to Adult Life for People with ID㪫㪸㪹㫃㪼㪅㪈㩷㪘㫌㫊㫋㫉㪸㫃㫀㪸㪃㩷㪙㪸㫅㪾㫃㪸㪻㪼㫊㪿㪃㩷㪚㪿㫀㫅㪸

－46－

Teacher training institutions established

QuestionsYes

3. China

Educational administration section, schools for on-the-job
training, universities or college, the nongovernmentalorganization

䃂Private organization
University.
NCSE

Teachers have obligation to paticipate in inservice training

4-1 Bearer of the cost

4

No

䃂Universities
3-1 Organizer of the in-service training programme 䃂County / state䃂Private organization

Yes

Respective Organisation or person ( if any one enroll
Government, school, personalwith individual interest.)

Yes

Yes

Yes

Yes

In-service training for teachers in charge ofeducation for Children with ID provided;

3

Teachers of special education enjoy allowances for special
education.

No

Extra salary paid for teachers with special
qualification

2-1

Yes

The teachers of special education in Shanghai holding thequalification certificate of both special education and general
education,while in other regions they all holds the qualifications
certificate of ordinary education.

3 (One University and 1 in national Centre for Special
Education- NCSE both are Government and another 6 universities and 15 colleges
NGO)

Yes.

2. Bangladesh

2No

There is no completely specialized institutions
Two universities and 5 colleges of advances
education

1. Australia (New South Wales) 1988

Teachers in charge of education for Children
with ID need special qualification

1-1 Number of institutions

1

No.

㸍. Teachers㪫㪸㪹㫃㪼㪅㪈㩷㪘㫌㫊㫋㫉㪸㫃㫀㪸㪃㩷㪙㪸㫅㪾㫃㪸㪻㪼㫊㪿㪃㩷㪚㪿㫀㫅㪸

－47－

Ministry (Ministries) in charge of theeducation for children with intellectual
disabilities(ID).

Information (answers)obtained/checked/
supplied by: ______ Date: ______

Questions1950 Constitutional mandate

3-2 The year it started

5-1 The type of the classification

4-2 The year it started
Classification of the degree of ID
5established;

3-3 Net enrollment rate: % female

05,11,9 Seminer

5. Indonesia
Jakarta, .2005, 8,10

6-12

7-12

Phychological classification: Mild, moderate, severe,
profound.䇭Educational classification: Educable,
Mild, Moderate
trainable, custodial

Yes

Yes

No

1979

6-15

7-15
1994

Yes

100: 49(02/03)

1947

13-15

Yes

Yes

1994

13-15

Yes

100: 49(02/03)

1947

Yes

1984

Tokunaga,Y.
2005,8,10

6. Japan

Ministry of Education, Culture, Sports, Science andTechnology

Yes

1995

VI-VIII 54.00% (Seventh All India School Education
Survey Provisional Statistics, Sept. 30, 2002
Yes.
4 Education compulsory for children with ID;
P.D. Act, 1995 (Persons with Disability Act)
4-1 Age- range of the compulsory education 6-14

11-14

3-1 Age- range of the compulsory education

I-V - 90.93% (Seventh All India School Education
Survey Provisional statistics, Sept. 30, 2002)

2-3 Net enrollment rate: % female

Education compulsory
for normal children in lower secondary
level;

I-V - 90.93% (Seventh All India School Education
Survey Provisional statistics, Sept. 30, 2002)

2-2 The year it started

31950 Constitutional mandate : Free and compulsory
education to children in 6-14 age group.

2

4. India

Table.2 India, Indonesia, Japan

Dept. of Education in the Ministry of Human Resource Ministry of National Education
Development

Education compulsory for children without
Yes
disabilities in elementary level;
2-1 Age- range of the compulsory education 6-11

1

No.

㸇. Educational System for Children with Intellectual Disabilities

資料１－２

－48－

4. India
Yes

Yes
8

Yes. Special schools set up. Standard of class size
not decided

1:8 (Mild & moderate), 1:3 (Multiple & Profaind
handicap)

10-1 The number of children

not available

Number of children

Standard of class size of special schools
10
for ID decided;

Total Data not available

Number of special classes

Total

Total

6. Japan

䇭57,083䋨04䋩

6䋬䇭㪊(In case of multiple disabilities)

Yes

37,905䇭䇭 19,178䇭䇭

12,465䇭

Total

䇭6,131䇭䇭䇭䇭18,596䋨04䋩

Elementary Lower
Level
Sec.Level

Elementary
Level

The number of special classes(ID) andchildren (ID)enrolled

Lower Sec.
Level

Elementary Lower
Level
Sec.Level9㪏8(8-12)

8-1 The number of children

Yes

䌙䌥䌳
100
Yes

Criteria for placement of students tospecial classes of ordinary schools or to
special schools. (for instance IQ andbehavioral traits)

5. Indonesia

Students are educated in special schools eventhoughStudents are educated in special classes of ordinary schools
they have only minor problems communicating, require
if they have only minor problems communicating, require
only some assistance, or have only minor problems
adapting to society (for instance, IQ of 50 – 70). But in only some assistance, or have only minor problems adapting
Under SSA - all children irrespective of I.Q./ability
to society (for instance, IQ of 50 – 70).
level are enrolled. However the criteria of placement the recent time some of them are educated in regularStudents are educated in special schools if they haveis set by the individual schools. In special schools age school.
serious problems communicating, require frequent
Students are educated in special schools if they haveand adaptive behaviour level decides placement inserious problems communicating, require frequentassistance, or have serious problems adapting to society (forthe following graphs. E.g. Care Group, Pre-primary, assistance, or have serious problems adapting to society
instance, IQ of less than 50).
Primary I, Primary II, Secondary, Pre-Vocational I,(for instance, IQ of less than 50).
However, this decision takes into account the students'
Pre-Vocational II and Vocational Group.
However, this decision takes into account the students'
behavior, parents' wishes, and also depends on regional
behavior, parents' wishes, and also depends on regional
factors (e.g., availability of special schools, commuting
factors (e.g., availability of special schools, commuting
distance).
distance).

Places of education differ according to the
Yes Under S.S.A. - Policy of inclusion and Zeroreject. Yes
degree of ID

Questions

Compulsory education cover intellectually
Yes. As per P.D. Act and S.S.A.
7-1 children with ID
SSA data MR 68.7% mental feficient 48.62%
Number of percentage coverd
Standard of class size of special classes
No
8
for ID decided;

7

6

No.

Table.2 India, Indonesia, Japan

－49－

Children with multiple disabilities enrolledin special classes/ schools

Children or cases involved in itinerant
education programme;

Parents with children with ID spend
14 educational expenses more than thosewith the normal;

13-1

13 Itinerant education programme provided;

12

5. Indonesia

1. Rs.1200/- per child with disability identified forspecial services to be provided. 2. Adis andappliances to be provided through convergences with
the MSJ&E, State Welfare Deptt., National Institutesof NHPs. 3. Engagement of experts for IED to becovered under management cost. 4. Ceiling ofexpenditure per disabled child will apply at districtlevel.

No

Yes

Yes
- Undr SSA financial support is available for all
children upto Rs.1200 per child. In special schools
parents (of children with associated problem) spend
more.

Yes

*For those who have extreme difficulty in adapting
themselves to school life due to their severe disabilities

Yes

Yes
- Under IEDC financial assistance is provided toNGOs and other registered students for integrated
education for disabled children. These children are
studying in mainstream schools. Itinerant teachers
are also working with these children studying in

Yes

䇭59
䇭 18,970
䇭14,457
䇭32,204
䇭65,690 䋨04䋩(children with ID)

460䇭528䋨04䋩(Schools for children with ID)

6. Japan*In rural areas where no facilities exist.
not available*Early intervention proframme use itinerary teachers

Yes

3,970
21,245
4,597
2,291
32,103 (children with ID)

1,462 (Schools for children with ID)

Yes

Average student per school is about 50.

Number of children
Kindergarten Level
Elementary Level
11-1
Lower secondary Level
Upper secondary Level
Total

4. India995

Questions11 Total number of special schools(ID)No.

Table.2 India, Indonesia, Japan－50－

4. India

Sometimes

3
⸥ㅀ䈅䉍

No
- Preference in selection of set up for providing
special education is observed.

Opposition of parents to enroll in special
education offered;2

1. Schooling consultation for parents
2. School visit by parents
3. Health examination prior to admission
4. Schooling guidance board
5. Decision of school to attend
Note that these are only main factors. The order of 1.
through 4. may change depending on the case.

6. JapanDoctors,
Teachers,
Staff of child welfare facilities,
Staff of board of education

1. Schooling consultation for parents
2. School visit by parents
3. Health examination prior to admission
4. Schooling guidance board
5. Home visit by teachers or counselor

5. Indonesia

Doctors, Psychologist, Special Edocationist
Medical doctors, Principal, Psychologists, Social
Teachers,
worker, Special teacher, Parents / families/therapists,
Staff of child welfare facilities,
Regular teachers, Concerned officials of S.S.A.
Staff of board of education,

Regular process of enrollement to special
education for Children with ID
Under S.S.A. - SSA is responsible for identificationand enrollment as per the plan chalked out.

Questions

People engaged in the process ofenrollment

1No.

㸈. Guidance on Educational Placement for Children with ID

Table.2 India, Indonesia, Japan

－51－

Heat therapy, hydrotheraphy.

䃂Development of 1.adaptive behaviour, 2.social
competence, 3.cognitive skills, 4.motor abilities, 5.in 1) Health maintenance, 2) mental stability, 3)
language/communication skills, and 6.work behaviour understanding of environment, 4) bodily
movements or sensomotoric, 5) communicationa. Their names

b. Their contents

1) Health maintenance, 2) mental stability, 3) understandingof environment, 4) bodily movements, 5) communication
䋨04䋩

Activities to Promote Independence

Yes

Education, Industrial Arts and Homemaking, Foreign Language (ifnecessary), Information Communication Technology
䃂Specialized subjects: Homemaking, Agriculture, Industry,
Distribution and Services
䃂Other subjects set up by school

1962 1998 version

Yes

6. Japan䃂Elementary department: Fundamental-social life, Japanese䃂Elementary department:
language, Arithmetic, Music, Drawing & Handicrafts, PhysicalFundamental-social life, Indonesian language,
education, Moral education, Special activities, , Activities to Promote
Arithmetic, Music, Drawing & Handicrafts,
Independence
Physical education, Moral education, Special
䃂Lower secondary department: Japanese language䇮Social
activities, Activities Daily Living.
Studies䇮Arithmetic, Sience,Music䇮Art䇮Health and Physical䃂Lower secondary department:
Education, Industrial Arts and Homemaking,䇮㶎Foreign Language
Indonesian language䇮Social Studies䇮Arithmetic, (elective), Moral education䇮Special activities, Activities to Promote
Sience,Music䇮Art䇮Health and PhysicalIndependence䇮Period for Integrated Study
Education, Industrial Arts and Homemaking,䇮㶎 䃂Uper secondary department: Moral education䇮Special activities,
Foreign Language (elective), Moral education䇮 Activities to Promote Independence䇮Period for Integrated Study
䃂Regular subjects: Japanese Language, Social Studies,
Special activities, Activities to Promote
Mathematics, Science, Music, Fine Arts, Health and PhysicalIndependence䇮Period for Integrated Study

Special subjects/domains for the
1-3 improvement of children's specificcondition of handicap offered;

Subjects or domains in the standard of
curriculum

Motor, Personal, social, Language, Academic,
Occupational, Recretional, Independent living.

1976 1984 1994 version

Yes

5. Indonesia

Yes
Yes䃂Physiotherapy, Modalities to promoteindependence occupational therapy, Speech and
ADL䋨Activity Daily Living䋩
language training, total communication behaviour
medication , decreasing problem behaviour, medical
services.

1-2

1-1 The year of establishment

㸉. Standard of Curriculum of Specal Education for Children with ID
No.
Questions
4. IndiaNo
The national standard of curriculum for- However, curricular guidelines are available with1
education for Children with ID established;
NIMH.

Table.2 India, Indonesia, Japan

－52－

2

䇭29䇭䇭

䇭䇭䇭30

not available

Upper secondary

Special classes / Lower secondary

not available

not available

Students with I.D. graduate from special schools,
schools under S.S.A. and vocational rehabilitation
centres for vocational placement, howevercompiliation of data is not available.

Special schools / Lower secondary

not available

䃂Agriculture, Gardening, Weaving,
Woodwork,Ceramics, Paperwork, Sewing,Metal
work, Stone work, Ceramics, Cement, Dressmaking, Cooking, Printing, Cleaning ,Sales,
Computer etc.

not available

18䌾28䇭䇭

Data not available

䃂Weaving, Candle making, Chalk making, Making
envelopes and greeting cards, Wood work, Painting,Cooking, Packing Assembly of mechanical parts,
Cutting, Threading, Work contract from private
industries like punching holes, fixing corks on bottle
tops, glass painting, tile painting, masals packaging.
(Ecology friendly local vocation based training isprovided).

No specific data available.

Ratio / number of graduated students bycourses after graduation

1-2 The type of works provided

b. Special schoolsa. Special classes

Total school hours in a week

Elementary Lower sec. Upper sec.
Level
Level
Level

3-5

3-5

䇭28䇭䇭

䇭

9

䇭䇭䇭30

䇭 䇭0.02䇭䇭䇭

4.1

䇭䇭8.6(04)*Others0.9
23.2
75.9(04*Others: Residential insti. / stay in home

䇭95.9䇭䇭䇭䇭

䇭88.9䇭䇭䇭
䇭2.5䇭䇭
included all disabilities

Higher education Employment

䃂Agriculture, Gardening, Weaving, Woodwork,Ceramics,
Paperwork, Papermaking,Sewing,Metal work, Stone work,
Ceramics, Cement, Dress-making, Cooking, Printing,
Cleaning ,Sales, Office Work, Computer etc.

0023䌾27䇭䇭

Elementary Lower sec. Upper sec.
Level
Level
Level

Upper Sec.
Level

School hours on pre/ vocational education Elementary
in a week
Level

1-1

Lower Sec.
Level

Yes

6. JapanSchool hours on pre/ vocational education
provided;

5. Indonesia

1

4. India

QuestionsNo.

㸊. Weekly Schedule of the Classes / Schools for Mentally Retarded Children*Omitted.
㸋. Vocational and Prevocational Education and Courses after Graduation

Table.2 India, Indonesia, Japan

－53－

Companies are legally obliged to hire
person's with ID;
provide name of law and year enforced

Questions- Local centers for the employment of disabled persons (52,in each prefecture, operated by an independentadministrative agency JEED)- Centers for the support of employment of disabled persons(municipal, 14)- Centers for the support of employment and living of
persons with disabilities (municipal, 66)

Yes
Individualized transition programs.
About six years starting from age 15 or 16. (3 years while inschool and 3 years after graduation.)Yes
Law for Employment Promotion, etc. of the Disabled
Persons (1960)
Law for Employment Promotion, etc. of the Disabled (1987)
Legal rate of employment of persons with disabilities: 1.8%
(private companies)

6. Japan

Govt. of India constituted expert committee to identify
What types of jobs are persons with IDjobs suitable for students with I.D., Most of theemployed(The case of graduates of special population with I.D. (graduates of special schools) are unavailable data
schools; number and percentage)
working in sheltered workshops, Rest is distributed
among supported, self and open employment.

-Specialized / technical: 14 (0.5%)- Clerical 19 (0.6%)- Sales 201 (9.2%)- Services 620 (28.0%)- Agriculture, forestry and fisheries 62 (3.0%)- Transport and communications 50 (2.5%)- Manufacturing 1,070 (49.0%)- Other 141 (6.5%)(Graduates of March 2004)

The Balai Latihan Kerja (BLK) run by the Ministry of
Manpower; Loka Bina Karya (LBK) or community-based
vocational rehabilitation, Informal Vocational Training, Institutes for vocational ability development (nationallyrun by the Ministery of Social Affair, Sheltered Workshop established and prefecturally operated)by Minsitry of National Education; and the "self-help
Institutes for vocational ability development for disabledgroup of the disabled" or "Kelompok Usaha Bersama
persons (ditto)(KUBE) establishment was initiated by the UNDP/ILO
260 persons (2.8%) (Graduates of March 2004)
project INS/82/011 – Community-Based Rehabilitation of
the Disabled (phase II).

- Ministry of Social Affair- Ministryof Manpower- Ministry of National Education

Shellterd Worshop
Yes
Community Based Vocational Rehabilitation- individual transition programmes (I.T.P.), At the age
Self- Help Group of the Disabilitiesof 16 years when they are in special schools.

Institutions other than schools that provide
vocational training;
2-2 Do graduates of special schools for
VRC's, Vocational Training Centres run by NGOs.
children with ID go on to such institutions
how many, and what percentage

3

5. Indonesia

Public Act No. 4 (1997) on Persons with
No law. However, crebral palsy is covered under 3% Disabilities, Government Regulation No. 43
reservation as per PWD Act, 2005.
(1998) on Promotion of the Welfare of Persons
with Disabilities

4. India

Parent support groups/corporate sector, Personal
contacts, National Award Scheme by MSJ&E,
Vocational Rehabilitation Centres run by Ministry ofOrganizations other than educational that
2-1
Labour, NGOs, Special Employment Exhcnges orsupport employment
Cells, Placement officers in Govt. Deptts., National
Handicapped Financial Development Corporation forloans.

Programs to support the transition fromschool to adult life;䋲at what age do they start, and how many
years do they last

1No.

㸌. Transition to Adult Life for People with ID

Table.2 India, Indonesia, Japan

－54－

Teacher training institutions established

Questions

4. IndiaYes

5. Indonesia

Teachers in charge of education for
Yes
Children with ID need special qualification

䃂District Office, Governmentt(Central Offrice)

Cost is shared between the organizers and theparticipants.

4-1 Bearer of the cost

Yes

Yes as per RCI norms.

Teachers have obligation to paticipate in
in-service training4

䃂School, District Office, Government(Central
Offrice)䃂University, Private organization䃂central government
䃂state government
䃂Univ. like MPBOU, NIMH, NGOs, RCI

Organizer of the in-service training
programme

3-1

Yes

No

Yes

Few universities/colleges, Distance education training
9 (college and universities)
institutions offered by MPBOU

Yes- Regular teacher training institutions, 67 NIMH
Centres

Yes.
Extra salary paid for teachers with special Teachers working in Govt. set up. In NGOs on an
2-1
qualification
average special selectors are paid much less thanregular teachers.
In-service training for teachers in charge of3
Yes
education for Children with ID provided;

2

1-1 Number of institutions

1

No.

㸍. Teachers

Table.2 India, Indonesia, Japan

䃂Prefecture

Yes䃂School, City, Prefecture, Government
䃂University, Private organization

Yes

No

Yes

46 (college and universities)

Yes

6. Japan

－55－

Education compulsory for children with ID;

Age- range of the compulsory education

The year it started

Classification of the degree of ID established; Yes

The type of the classification

3-1
3-2
3-3

4

4-1

4-2

5

5-1

3

Age- range of the compulsory education
The year it started
Net enrollment rate: % female
Education compulsory
for normal children in lower secondary level;
Age- range of the compulsory education
The year it started
Net enrollment rate: % female

2-1
2-2
2-3

Mild, moderate, severe

2002(6-18) (6-14)-

Yes(13-15)No(6-12)
2002

Yes

Education compulsory for children without
disabilities in elementary level;2

mild, moderate, seaver,profound

Yes

NO

NO

NO

Ministry of Education, Ministry of
Ministry of Education andSocial Welfare Services & Ministry ofSports
Women, Family & Community

8. NepalMinistry (Ministries) in charge of theeducation for children with intellectual
disabilities (ID).

7. Malaysia

9. New Zealand

NZ has no classification specifically for Intellectual impairment
Where students need total adaptation of all curriculum content
they may be resourced under the Ongoing and Reviewable
Resourcing Schemes (ORRS)

1990 (Although most children and young people with severe
disabilities were in school at that time)
Not done when resourced under the SE2000 resourcing system,
although there may be criteria done in a professional context.
Very important to note that students are funded with extra support
needs based on need rather than any particular classification
label. ORRS is for those with greatest need but some with ORRS
don't have an intellectual disability.

6 to 16 years (note: these students can stay, with Ministryagreement, until the end of the year in which they turn 21)

Yes

11 to 12 years to 16 years (note: was 15 until a few years ago)
1944
Ratio of females to total students - 49:100 (for ages 13-16)

Yes

6 to 11 or 12 years old (although can start at 5)
1877
Ratio of females to total students -- 48:100 (for ages 5-12)

Yes

Ministry of Education

Y Hope and B Kirkland, Sept/Oct 2005

Table.3 Malaysia, Nepal, New Zealand

1

Information (answers)obtained/checked/
supplied by: ______ Date: ______

㸇. Educational System for Children with Intellectual Disabilities
No.
Questions

資料１－３

－56－

4450

ElementaryLevel
532 +30
10312
14762

The number of special classes(ID) andchildren (ID)enrolled

Number of special classes

Number of children

910-1 The number of children* 127Standard of class size of special schools for* Yes
ID decided;225* 10-12The number of children

8-1

10

Standard of class size of special classes for * Yes*Set by voluntary association
ID decided;

8

Lower Sec.
Level

No

Compulsory education cover intellectuallychildren with ID
Number of percentage coverd

7-1

n/a

No.
Individuals verified for ORRS have a .1 or .2 full time equivalentteaching resource which is attached to the school they enrol in

Yes 100%

Students who meet the criterion for adaptation of all curriculum
content areas can enrol at Special Schools if there is one in theirlocation. (See definitions for Section 9 Education Act 1989 anddetails)

Yes.
Note that all children are entitled to attend their local school but insome cases have an Agreement to go to a special school or aschool with a satellite unit or special type of class eg those who
are Deaf

9. New Zealand

8

yes

2000

(see above #9)

No
Individuals verified for ORRS have a .1 or .2 full time equivalentteaching resource which is attached to the school they enrol in

Total Elementary Lower Total Elementary Lower
Total
Level
Sec.Level
Level
Sec.Level
NB: Records are not kept for numbers due to 1) no classification
160
of disability is done under the SE2000 policy, 2) not all students
787
with ID may be easily counted

8

Yes

Not specified

7Yes

8. Nepal

Criteria for placement of students to specialclasses of ordinary schools or to special
schools. (for instance IQ and behavioral
traits)Yes

7. Malaysia

Places of education differ according to thedegree of ID

Questions

6

No.

Table.3 Malaysia, Nepal, New Zealand

－57－

14

No

Parents with children with ID spend
educational expenses more than those with No
the normal;Children or cases involved in itinerant
13-1
education programme;

Itinerant education programme provided;

8. NepalNOfor profound ,seaver ID
children

yes

160

13

1

7. Malaysia

yes

Total number of special schools(ID)Questions

Number of children
䇭 145
Kindergarten Level
10312
Elementary Level
4450
11-1
Lower secondary Level
Upper secondary Level
14907
Total
Children with multiple disabilities enrolled in
12
Yes
special classes/ schools

11

No.

9. New ZealandSome parents may do this, but no data available .

Resource Teacher (Learning and Behaviour) RTLB may,if thestudent is referred to them and prioritised, provide itinerant
support for students with mild ID, also potentially itinerant support
if student with ID is hearing impaired, and has delays

Yes, may be for those who are ORRS funded, may also be forthose with Learning Support Teachers

Yes and also in regular schools* Figures not available

2,562 students enrolled in 28 day special schools, 2 schools for Deaf andhearing impaired students , 1 school for Blind and vision impaired
students and 2 residential special schools for young people with social
and learning needs. ( not all have ID) 73% of students with severe
disabilities are in regular schools.

Table.3 Malaysia, Nepal, New Zealand－58－

8. Nepal9. New Zealand

Sometime

Opposition of parents to enroll in special
education offered;3
Sometimes

People engaged in the process of enrollment Doctors, Teachers, Counsellors,
Therapists

Parent choice as to whether their child is enrolled in a special
school. However, if regular schools are not 'welcoming' of theirchild and raise problems, parents may feel they have no real
choice.

Parent, early childhood staff (where those are involved),education specialists e.g. Psychologist, Occupational Therapist,
Physiotherapist (where these are involved with the student), Early
Intervention Teacher, Speech Language Therapist.

Parents can enrol students as for any New Zealand student. For
1. Hospital of diagnosis
students with identified hgh needs completion of an ORRS
2. Registered with the Social Welfare
Teacher meet the parents, application for verification is completed in consultation with
3. Placement Committee (state)counceling, School/RC visit parent. Verification decided by independent verifiers. Verification
Association for the MR (admission
by parents , assessment by entitles a student to ORRS resourcing.. Enrolment at a special
committee)
school is done through an agreement of the Ministry of Education
technical team.
4. Placement & Guidance
and parents. Special schools are not available in all towns and5. Referred to Social Welfare
cities - may have no choice other than local school.
Services

7. Malaysia

2

Regular process of enrollement to special
education for Children with ID

QuestionsTeacher, Counceller,
Health worker

1No.

㸈. Guidance on Educational Placement for Children with ID

Table.3 Malaysia, Nepal, New Zealand

－59－

Their names

Their contents

a.

b.

1-3

Cognitive, Language, and Motor
Sensory

N/A

Yes
language andcommunication, self
help,speech/phisio
Theraphy

Subjects or domains in the standard of
curriculum

1-2

Individualised programmes developed to meet students' specificneeds. These fit within the NZ Curriculum Framework. Thus
curriculum can be significantly adapted and supported, but stillreferenced to the curriculum framework.

Curriculum is for same for all students - not different in special
education

Activities for gross-motor control,Interpersonal skills, Language andArithmetics, Sex education, Healtheducation, Self-help skills, Music,
Safety, Art, Housecraft, Nature study,
Swimming, Religious education, Prevocational Training

Special subjects/ domains for the
improvement of children's specific condition Yesof handicap offered;

See year dates above.

2003

The year of establishment

NO

1-1

Yes

9. New Zealand
All students in Early Child Education follow Te Whaariki 1996
(ECE curriculum) or the New Zealand Curriculum Framework
1993 (Dates vary for individual curricula for the Essential
Learning Frameworks).

The national standard of curriculum foreducation for Children with ID established;

8. Nepal1

㸉. Standard of Curriculum of Specal Education for Children with ID
No.
Questions
7. Malaysia

Table.3 Malaysia, Nepal, New Zealand－60－Upper secondary

Special schools / Lower secondary

Special classes / Lower secondary
-

-

-

-

-

Higher education Employment*Others

Ratio / number of graduated students bycourses after graduation

2-

The type of works provided

1

1-2

Special schoolsb.

-

Handwork, Paperwork, Woodwork,
Dress-making, Cooking, Weaving,Gardening, Simple subcontract worke.g., assembling of parts

Special classes

a.

2

1-1

Total school hours in a week

School hours on pre/ vocational education in Elementary Lower sec. Upper sec.
Level
Level
Level
a week

7. Malaysia

School hours on pre/ vocational education
provided;

Questions1No.

㸊. Weekly Schedule of the Classes / Schools for Mentally Retarded Children*Omitted.
㸋. Vocational and Prevocational Education and Courses after Graduation

''

''

''

''

No figures available

not available
available

notHigher education Employment*Others

Work opportunities linked to students' skills and strengths eg
gardening, office work, agriculture. Some placements may be insupported settings.

Hours determined by individual needs or Individual Education
Plan - generally at the upper secondary level (should link to atransition plan) - often limited opportunities available although
there is growth in this area.

Yes

9. New ZealandHigher education
Employment *Others

5 special school , swing,
paper making , wood work ,candel making, Chalkmaking , cook training,snakes making etc.

some school have

8. Nepal

Table.3 Malaysia, Nepal, New Zealand

－61－

2-2

3

Institutions other than schools that provide
vocational training;
Ministry of Women, Family and
Do graduates of special schools for children Community /Social Welfare andwith ID go on to such institutions
NGOs
how many, and what percentage

2-1

What types of jobs are persons with ID
employed(The case of graduates of special
schools; number and percentage)

Organizations other than educational that
support employment

䋲

Through colloboraion with otheragencies, students will LD are being
placed scatteredly. However MOE
does not have the detailed
statistic data.

9. New Zealand

A tendancy to focus on food service industry (eg. Macdonalds)

There is a large number of vocational training providers in NZ,and
some specialise in training for students with ID. Ministry does notkeep figures. There are also some specialist programmes forstudents with IDs at tertiary level in Polytechnics.

IHC, Workbridge (national providers) and a range of local
providers, including supported employment providers, many ofwhich specialise in intellectual disability. There is a transiiton
website on TKI (seewww.tki.org.nz/r/specialed/transition/index_e.php )Yes, individualised transition programmes. Guidelines set.
Generally start at upper secondary level.

yes, Disable Preservation Human Rights Act 1993 prohibits employment discrimination on
Act ( Inclding all disabilities) several grounds, including disability

8. NepalMinistry of Woman,
Ministry of Women, Family and CommChildren and Welfare(CBR )

Programs to support the transition fromschool to adult life;at what age do they start, and how many
years do they lastYes

7. Malaysia

Companies are legally obliged to hire
person's with ID;
provide name of law and year enforced

Questions1No.

㸌. Transition to Adult Life for People with ID

Table.3 Malaysia, Nepal, New Zealand

－62－

NO

No

Yes

Extra salary paid for teachers with special
qualification

In-service training for teachers in charge ofeducation for Children with ID provided;

2-1

3Bearer of the cost

䃂State / federal or central
government
䃂Private organization

Teachers have obligation to paticipate in inYes
service training

4

4-1

Organizer of the in-service training
programme

3-1

䃂State / federal or central
government
䃂Private organizationyes

Teachers in charge of education for Children
Yeswith ID need special qualification

2

8. NepalNo

National Centre for
Educational
Development.,TU

yes

2

Number of institutions

Yes

1-1

No

7. Malaysia

Teacher training institutions established

Questions1No.

㸍. Teachers
9. New Zealand

Ministry bears the cost.

Maybe required as part of school's professional development
Often individual choice

Ministry, school or individual teacher

Individual teacher's choice. Available through Teachers Training
providers, some scholarships made available by Ministry of
Education. Also available through GSE, and school support
services/professional providers

Depends on qualification/conditions Generally yes

Depends on type of role. Some need qualification, others not.

Around 8 (there may be a few other training providers)

Yes

Table.3 Malaysia, Nepal, New Zealand

－63－

No available data

2-3 Net enrollment rate: % female

No available dataYes

3-2 The year it started

3-3 Net enrollment rate: % female

4

Classification of the degree of ID
established;

5-1 The type of the classification

5

4-2 The year it started

4-1 Age- range of the compulsory education

Mild, moderate, severe, profoundBorder Line, mild, moderate, severe,
profoundMild, below moderate, Severe

Yes

1994

It is inherent in the Constitution 1935, PD 603-1975
and the New Phil. Constitution 1987.
Yes

7᦬15ᣣ

Yes

7and above

Yes

Not Applicable

No

1985

1863 (complete secondary)1987 (free secondary education)

Education compulsory for children with ID;*13-1513-18

100:47(04/05)

Yes

Yes

3

Education compulsory
Nofor normal children in lower secondary level; * Provision for free education is available
3-1 Age- range of the compulsory education
10-15

100:47(04/05)

1949

1863 (complete elementary)1935 (compulsory elementary education)

2-2 The year it started

Yes
7-12

79%: 90% m: 68% f

12. Republic of Korea

Ministry of Education

In Suk, Jeong
2005. 9. 23

7-13

5-10

Yes

No
* Provision for free education is available

Education compulsory for children without
disabilities in elementary level;2

2-1 Age- range of the compulsory education

Department of Education (DepEd)

Ministry of Special Education and Social
Welfare16 September 2005

Ministry (Ministries) in charge of theeducation for children with intellectual
disabilities (ID).

Dr. Edilberto I. Dizon

11. Philippines

1

10. Pakistan

M.Mahmood Hussain Awan 2005.10.07
DGSE

Questions

Table. 4 Pakistan, Philippines, Republic of Korea

Information (answers) obtained/checked/
supplied by: ______ Date: ______

No.

㸇. Educational System for Children with Intellectual Disabilities

資料１－４

－64－

7

12 maximum

25 per class in the public schools
3-12 per class in the private schools

12 maximum

Depending on the degree of retardation, the more
severe the smaller the enrollment. 3 to 25 dependingon the type of school: public or private, and on the
degree of disability.

8-12 (usually)

Yes

Yes

Standard of class size of special schools forNo
ID decided;

12,418+20,698
5,685(total number)(9,556)(3,634)(ID number)

Pub.&Priv.
12,003

Pub:415
Priv. No available data

Lower sec.
Level

Total

(13,190)

29,803

3,393
852
4,245
(no classification disabilities)

Number of children

SecondaryNo available data

800

800+

Yes

Yes

Elementary
Level

Yes
100

Yes
No available data

Total

Municipal Committee of Special Education which consistsof 8~12 members distributes according to the degree of
disability, ability, residence, and opinions of parents

The criteria for placement of learners with intellectual
disabilities (ID) in special classes of ordinary schools or
special schools are similar. These are: a) severity of thedisability including low-functioning level, b) learners are ofpreschool age, c) non-accessibility to mainstream programs
especially of private schools due stringent admission
requirements, d) non-availability or absence of appropriate
placement options, and e) decision options of the parents oflearners with ID.

Mild and moderate are integrated in normal Elementary Lower
school system
Level
Sec.Level

10-12

Yes

12. Republic of Korea

Yes

11. Philippines

Number of special classes

The number of special classes(ID) andchildren (ID)enrolled

10-1 The number of children

109

8-1 The number of children

Compulsory education cover intellectually
7-1 children with ID
Not compulsory.Special schools cover 5%
Number of percentage coverd
Standard of class size of special classes forYes
8
ID decided;

No special classes in Ordinary
Criteria for placement of students to special
Schools.However,Borderline and mild areclasses of ordinary schools or to special
educated in regular schools.
schools. (for instance IQ and behavioral
Moderate ,severe and profound aretraits)educated in special schools

Yes

10. Pakistan

6

Questions

Places of education differ according to thedegree of ID

No.

Table. 4 Pakistan, Philippines, Republic of Korea

－65－Children or cases involved in itinerant
education programme;

Parents with children with ID spend
14 educational expenses more than those with No
the normal;

13-1

Yes

Yes
Yes

Yes

15,765

643
5,871
4,313
4,410

87

prevocational course
798

12. Republic of Korea

Yes*In the private school. But in the public school, this is not true.
Parents of ID in private schools pay for higher tuition fees andauxiliary/ancillary services like assessment and occupational, Yes
physical and speech therapies. Parents of ID in public schools
do not pay tuition fees but may spend for center-based
assessment and therapies.

For those who cannot avail of the centre-based programme / 1. practice itinerant education if necessary to educate
who are enrolled but are not equip with skills to cope with the subjects for special education under integrated education.
school requirements. This is for: a) those who have severe
2. practice itinerant education in the facilities for the
For those children who either cannot reach handicaps who cannot travel and/or adapt to school
disabled where there are subjects past school age or
requirements/conditions , b) those who reside in places wherea school or cannot adjust in school
there are no available or appropriate placement programs, c) without special education, facilities for children, medical
centers, and homes
those who cannot afford the cost of a multidisciplinaryintervention program.

YesChildren with multiple disabilities enrolled inYesspecial classes/ schools

13 Itinerant education programme provided;

12

140
Preschool: public= no available data, private= 341
2169
Elementary: public= 73,353, private=4 233
12530(including normal schools) 3 to 12%
Secondary: public= 1,191 Private: No available data
Total: 79,118+
Total:24849

601 (public and private)

11. Philippines

Number of children
Kindergarten Level
Elementary Level
11-1
Lower secondary Level
Upper secondary Level
Total

10. Pakistan

55

Questions11 Total number of special schools(ID)No.

Table. 4 Pakistan, Philippines, Republic of Korea

－66－

Doctors, Teachers, Community workers,
General public in response to publicity
campaign

Sometimes particularly for girls

Opposition of parents to enroll in special
education offered;3

Referred to special education schools by:
1.Staff of normal schools
2. Doctors
3. Social welfare agencies
4. Community
5. Media campaign

10. Pakistan

People engaged in the process of enrollment

Regular process of enrollement to special
education for Children with ID

Questions

2

1

No.

㸈. Guidance on Educational Placement for Children with ID
12. Republic of Korea

Sometimes. Parents who adhere to
mainstreaming/inclusion perspective do not agree tospecial class/school placement.

1. physicians, SPED diagnosticians, guidancecounselors, psychologists
2. school administrators and teachers

Sometimes

1. Principal or Vise-principal
2. Special teacher,
3. teaching staff of university in the field fo special
education,
4. public official in charge of special education
5. doctors,
6. Parents of subjects for special education,
7. welfare specialist according to the law of social welfare,
8. lawyers or specialists who have knowledge of law,
9. specialist who have special knowledge on measurementof intelligence, diagnosis of personality, and test of aptitude

1. Referral by parents, teachers, physicians and otherconcerned individuals
2. Assessment by SPED diagnostician, developmental
1.Parental application for the school or request to bepediatrician, clinical psychologist and other clinicians
specified in case of high school to superintendent of
singly or as a team.
educational affairs, in case of muddle school to
3. Conference with the parents and other concerned
superintendent of educationindividuals
2. specification by committee's estimation
4. Placement
3. the principal accepts the subjects for special education if
5. Orientation on policies
not any reasons in Presidential decree.
6. Consultation and evaluation

11. Philippines

Table. 4 Pakistan, Philippines, Republic of Korea

－67－

Questions

The national standard of curriculum foreducation for Children with ID established;

Subjects or domains in the standard of
curriculum

10. Pakistan

1956

Yes

11. Philippines

1974 (revised 1983) (revised 1998)

Yes

12. Republic of Korea

Development of 1. manual skills,2. work
related behavior, 3. communicative skills,
4. positive habits & behavior,
5.Daily living skills

b. Their contents

Yes. Career Education and Life-Centered Program䃂Social competence, Adapted physical education,
䃂Occupational therapy, Behavior therapy,
Motor & Recreation, Pre-vocational training, Music /Speech therapy
Artsa. Their namesYes‫م‬educational activity for treatment : speech therapy, training forhearing ability, physical therapy, working therapy, exercise forsensibility, training for perception, training for psychological andbehavioral adaptation, walking training, daily living training,vocation: high school centered on elective curriculum (grades 11, 12)
industry, packing, assembling, transportation,
confectionery-bakery, industry design, and acupuncture(for visual
impairment).
‫م‬Read. Tr.: Readiness for academic activity (attension, eyemovement, imitation, follow direction), Sensory-motor skills,
Language training, maladaptive behaviour management.,Prac.
Work: Job related attitude, Pre-vocational.Vocational: Woodwork,
Bakery, Embroidery, Printing and other simple work preparation.

Yesbasic curriculum for 12 years (from elementary school to highPublic schools: Elementary: English (Reading and Language), school)courses : Korean, social study, math, science, hygiene, art,
Filipino, Math, Science,Good Manners and Right Conduct,
occupation
Sibika, Computer, and Music, Arts and PE; Secondary:Motor development, Personal & Social dev., Communication, Filipino, Computer, History, Economics,: speech therapy, training for hearing ability, physical therapy,
Language & Communication, Music &working therapy, exercise for sensibility, training for perception,
Values Education, Industrial Arts, Music, Arts and PE, Math
Aesthetic dev., Morals & Religion, Arts &and in inclusion programmes, the Sciences: Physics, Biology, training for psychological and behavioral adaptation, walking
training, daily living training
Crafts, Physical education, Number work, Chemistry, Geometry, Algebra, Statistics. Lessons are
discretion activity : curricular discretion activity (deepening
simplified and adapted to suit the needs of learners with ID.
Functional Reading & Writing,Private schools: They adopt the same curricula as in the public curricular treatment education)
understanding environment to develop
creative discretion activity
schools with some needed modifications/specializations.
functional and academic skills for
Note: In many progressive private schools, support services (pan-curricular education, self-leading learning)
independent living.
such as occupational, speech and physical therapies as well as extracurricular activity : autonomy, adapting
training, developing activity, service for the community, event
SPED and behavioral intervention are integrated into theactivityprescribed but simplified/modified DepEd curricula.

1987

Yes

Special subjects/ domains for the
1-3 improvement of children's specific condition Yesof handicap offered;

1-2

1-1 The year of establishment

1No.

㸉. Standard of Curriculum of Specal Education for Children with ID

Table. 4 Pakistan, Philippines, Republic of Korea

－68－

2

Higher education Employment

Data not available

Data not available

Data not available

Ratio / number of graduated students bycourses after graduation

Special classes / Lower secondary

Special schools / Lower secondary

Upper secondary

1-2 The type of works provided

2
10

2-3
12

24-32௙௙ 32-34௙௙ 34-36

37.2

97

0
28.1

0.3

Higher education Employment

There are no available data specifying the number of students
who have graduated from academic/work training courses
offered. There are, however, an undocumented number of ID
who have completed elementary and even high-school
96.4
schooling and also short-term courses within secondary andpost-secondary training.

*Others

34.7

3

3.3

*Others

Find each student's aptitude concept and attitude toward
Packing, Sorting, Gardening, Cooking, Foodjob.
preservation, Stuffed toy- making, Paper bag-making,Pre-and simple job skills.
Sewing, Upholstery, Baking, Catering, Paper-making,Woodcraft, Soap-making, Stationery and Card-making
sweeping, simple cooking, gardening-growing greens,
The training given are in the classroom or work center
simple assembling, aiding sale. aiding office work.
or sheltered workshop.

5

5

30

*Others Higher education Employment

Gardening, Paper work, Painting, Sewing,
Cooking, Woodwork, Stationery making,agriculture, Cane work,Metal work,roomarrangement,poultry

12-15

15-25

5

4-5

26

b. Special schools

23-26
2.5

23-26

Elementary Lower sec. Upper sec.
Level
Level
Level

Elementary Lower sec. Upper sec.
Level
Level
Level
Secondary level

12. Republic of Korea
Yes

11. Philippines
Yes

a. Special classes

Total school hours in a week

School hours on pre/ vocational education in Elementary Lower sec. Upper sec.
a week
Level
Level
Level

1-1

Yes

10. Pakistan

School hours on pre/ vocational education
provided;

Questions1No.

㸊. Weekly Schedule of the Classes / Schools for Mentally Retarded Children*Omitted.
㸋. Vocational and Prevocational Education and Courses after Graduation

Table. 4 Pakistan, Philippines, Republic of Korea

－69－

Companies are legally obliged to hire
person's with ID;
provide name of law and year enforced

Questions3

Yes. Some non-government/religious/private schools andYesfoundations implement transition programs for people with ID.
prevocational courses
Such programs ensure the holistic developmental progression(1~2 year course) for 17~18 year-olds after the graduationof the child from grade school till high school and even beyond
secondary schooling through apprenticeship, employment or from high school
further schooling.

Yes
employment promotion law for the disabledand vocational rehabilitation law (1990)
industries which have employees above fifty at normal times(rivised 2005)
employment of public officials (above 2 %)(rivised 2004)
2% for two years since 2004
3% for from 2 to 4 years
4% for from 4 to 6 years
5% for 6 years above

12. Republic of Korea

less technical jobs,sales, services in
What types of jobs are persons with ID
employed (The case of graduates of special industry agriculture poultry transport
communication and house job
schools; number and percentage)

Service, Sales 684 (1.0%)
Agriculture, fishing 5,608 (8.2%)
Technical Service 684 (1.0%)
Persons with ID engage in the following specific work services:
Machine operator 478 (0.7%)a) clerical, b) library, c) canteen, d) maintenance, e) domestic,
Simple laborer 7,524 (11.0%)f) construction work, g) manufacturing, h) social andStudent 8,002 (11.7%)
hospitality, and i) others
Housewife 4,309 (6.3%)
There are no available data regarding job placement of
No occupation 41,108 (60.1%)
perrsons with ID.
Source: Korea Institute for Health and Social Affairs,
National Survey of the Disabled Persons, 2000.

Yes. These institutions are operated by the DSWD and also by
vocational academy for the disabledsome private centers like Tiny Big, New Horizons, St.
Catherine's Work Center, and Independent Living Learning
Center. These private institutions also provide literacy andpersonal-social skills training.
There are no available data as to the number of graduates.

Yes. Specific organizations supportive of employment ofLocal office of Korea Employment Promotion Agency for thepeople with ID are the following: a) DSWD-sponsored
Disabled
National council for welfare of disabled,Priva projects/programs, b) religious organizations such as
Welfare facilities for the disabled
CARITAS, c) foundations such as CUPERTINO and, d) private
facilities for vocational rehabilitationenterpreneurs' initiatives such as GOODWILL Industries.

Yes.VTCD, VREDP
15-18
1-3 years

Yes

11. Philippines

No. Although Republic Act 7277 (Magna Carta for Disabled
Persons and Its Implementing Rules and Regulations) statesthat the State through the Department of Social Welfare and
Employment and Rehabilitation OrdinDevelopment (DSWD) shall take appropriate rehabilitation
measures to develop the skills and potentials of disabled
persons and enable them to compete for employment
opportunities.

10. Pakistan

Institutions other than schools that provide
vocational training;
National cetres for vocational training and
2-2 Do graduates of special schools for children
employment.Private organizations
with ID go on to such institutions
how many, and what percentage

Organizations other than educational that
2-1
support employment

Programs to support the transition fromschool to adult life;䋲at what age do they start, and how many
years do they last

1No.

㸌. Transition to Adult Life for People with ID

Table. 4 Pakistan, Philippines, Republic of Korea

－70－

Teacher training institutions established

Questions

12 government universities/colleges

3: In-serv. Train.centres
3: Univ. operational
18 private universities/collegesYes

federal and provincional governments

Organizer of the in-service training
programme

Teachers have obligation to paticipate in inYes
service training

3-1

4federal and provincional governmentsYes(in one of the provinces)

In-service training for teachers in charge ofeducation for Children with ID provided;yes

3

4-1 Bearer of the cost

11. Philippines

Yes

10. Pakistan

12. Republic of Korea

Yes

29 special education dept. in colleges / universities, 35
graduate schools

Yes

DepEd and civic organizations also govermant agency
䃂State / federal or central government
bears the cost.

Yes‫م‬State / federal or central government ,School,University

Government and non-government (UNICEF,
foundations, civic organizations, etc.) sponsorships
and personal expense.
May be required as part of school's professional
development . Often individual choice.

Yes

Yes

DepEd, DSWD, Civic Organizations, Non-governmentorganizations, Universities, Foundations, Associations
Yes
for Mental Retardation and Developmental Disabilities,
and Private Individuals

Yes
Teachers in charge of education for Children* Preferably, but enough trained man power Yes
with ID need special qualification
not available

Extra salary paid for teachers with special
2-1
qualification

2

1-1 Number of institutions

1

No.

㸍. Teachers

Table. 4 Pakistan, Philippines, Republic of Korea

－71－

5-14

Age- range of thecompulsory education

2-1

13 - 15

11-14
1998

3-2 The year it started

5-1 The type of the classification

Functional level C (mild)
Functional level B (moderate)
Functional level A (severe)

Classification of the degree of ID established; Yes

1998

4-2 The year it started

5

5-14

4-1 Age- range of the compulsory education

1. Educable (50-70)* Trainable (35-49)*
2. Mild (50-70)*
Moderate (35-49)* Severe (-34)*
*IQ

Yes

2000

7-16

Yes

4

Education compulsory for children with ID;

48.57%

1959

3-3 Net enrollment rate: % female
yes

Yes

yes

Education compulsory
for normal children in lower secondary level;
3-1 Age- range of the compulsory education

48.24%

not available

2-3 Net enrollment rate: % female

1959

1998

2-2 The year it started

6-12

Yes

Yes

Education compulsory for children without
disabilities in elementary level;

3

14. Thailand
05.10.31 Sujin Sawangsri 05.11.09

2

05.10.31

Ministry of Education

Ratnawathi, D.A.K 2005.09.20

13. Sri Lanka

Ministry (Ministries) in charge of the education Ministry of Education NonFormal & Special
for children with intellectual disabilities (ID).
Education BranchInformation (answers)
obtained/checked/supplied by: ______ Date:______

Questions

Table.5 Sri Lanka, Thailand

1No.

㸇. Educational System for Children with Intellectual Disabilities

資料１－５

－72－

Criteria for placement of students to specialclasses of ordinary schools or to special
schools. (for instance IQ and behavioral traits)

7

05

3082

610

Total

2909

3911

489

Total

5 (incase of severe disability)

1002

Elementary Lower
Level
Sec.Level
364
125

8-12

Lower sec.
Level

8-12

Yes

Yes
80%

10-1 The number of children

Elementary
Level
610

14. Thailand

Students are educated in ordinary classes of ordinary schools ifthey have only minor problems communicating, require only
some assistance, or have only minor problems adapting tosociety (for instance, IQ of 50 – 70).
Students are educated in special schools if they have serious
problems communicating, require frequent assistance, or haveserious problems adapting to society (for instance, IQ of lessthan 50).
However, this decision takes into account the students'
behavior, parents' wishes, and also depends on regional
factors (e.g., availability of special schools, commuting
distance).

Yes

Yes

The number of special classes (ID) andchildren (ID) enrolled
Number of special classes05

13. Sri Lanka

Number of children
3082Standard of class size of special schools for ID
10
Yes
decided;9

YesStandard of class size of special classes for ID
Yes
decided;8-1 The number of children

8Compulsory education cover intellectually
7-1 children with ID
Number of percentage coverd

Places of education differ according to thedegree of ID

Questions

6

No.

Table.5 Sri Lanka, Thailand

－73－

Children with multiple disabilities enrolled in
special classes/ schools

Children or cases involved in itinerant
education programme;

Parents with children with ID spend
14 educational expenses more than those with
the normal;

13-1

13 Itinerant education programme provided;

12

730

Number of children
Kindergarten Level
Elementary Level
11-1
Lower secondary Level
Upper secondary Level
Total

Yes

No

Yes

730

11

Questions11 Total number of special schools (ID)No.

13. Sri Lanka

14. Thailand

No*For those who have extreme difficulty in adapting
themselves to school life due to their severe
handicaps

Yes

Yes

613
2909
1002
200
4724

43 schools (19 schools for children with ID)

Table.5 Sri Lanka, Thailand

－74－

No

No

Opposition of parents to enroll in special
education offered;3

People engaged in the process of enrollment2

1. Schooling consultation for parents
2. School visit by parents
3. Health examination prior to admission
4. Schooling guidance board
5. Decision of school to attend
Note that these are only main factors. The order of 1.
through 4. may change depending on the case.

14. Thailand

Provicial Coordinator (Special Education),
Education officers, Supervisers, Specialist
Social workers, Psychologist, Doctors, Specialteachers, Doctors, Principal, Regular Teachers.
educators of Special Education Division.
(Medical certificates are taken into
consideration)

1. Guidance on educational placement
2. Assessment at the National Institute of
Education
3. Regional education dept.
4. Regional assessment centres

13. Sri Lanka

1

Questions

Regular process of enrollement to special
education for Children with ID

No.

㸈. Guidance on Educational Placement for Children with ID

Table.5 Sri Lanka, Thailand

－75－

Questions

Subjects or domains in the standard of
curriculum

2000

1984

14. Thailand䃂Improvement of all aspects of development.
Development of sensory and motor functions, andsocial and communication skills of early age.

Therapeutic and early stipulation activities

Yes

䃂Elementary department: Fundamental social skills, Thai
language, Arithmetic, Arts,Physical education,Health,Self-help
skills,Daily life skills,Special activities,Moral education.
Sensory training, Body conceprion and Motor 䃂Lower secondary : Thai language ,Social
Studies,mathmatic, Science, Art, Health and Physicalskills, Traffic education, Inter-personal
relationship and moral matters, Language skills, Education, Homemaking, Moral education&Buddism Special
activities, Fundamental vacational skills, Activities
mathematics, Religious education,
䃂Upper secondary department: Moral education,Special
Environmental studies, Drama movement and activities, Activities to Promote Independence,Period forMusic skills, Art and handcraft, physical ed. & Integrated StudySports, Break activities. Dailly living skills,pre 䃂Regular subjects: Thai Language, Social Studies,
Mathematics, Science, Music, Arts, Health and Physicalvocational traing
Education, l Arts and Homemaking, English (if necessary), ICT䃂Specialized subjects: Homemaking, Agriculture, Industry,
Distribution and Services. Other subjects set up by school.

Yes

Yes

13. Sri Lanka

Special subjects/ domains for the improvementYes
1-3 of children's specific condition of handicap
offered;䃂Speech training and language problems.
1. Development of intellectual, psychologicalabilities
2. Socializationa. Their names
3/4. Improvement on sensory/motor functions
5. Development of health䇭6. Development of
morals
7. Development of aesthetic knowledge
8. Development of manual abilities
b. Their contents

1-2

1

The national standard of curriculum foreducation for Children with ID established;
1-1 The year of establishment

No.

㸉. Standard of Curriculum of Specal Education for Children with ID

Table.5 Sri Lanka, Thailand

－76－

2

Upper secondary

Special schools / Lower secondary

Special classes / Lower secondary

Ratio / number of graduated students bycourses after graduation

1-2 The type of works provided

15hrs

b. Special schools

No data available

Needle work,Dress making,Handicraft,Handembroidery, Flower Making,Printing greetingcards, coir product,pabric painting
carvings,agriculture, Gardening,House
work,Cooking,Wood work
,Ceramic,Batic,Knitting,Toy making ,Pepar
making ,Making Envelop

3 hrs

a. Special classes

Total school hours in a week

School hours on pre/ vocational education in a Elementary Lower sec. Upper sec.
week
Level
Level
Level

1-1

Yes

13. Sri Lanka

School hours on pre/ vocational education
provided;

Questions1No.

㸊. Weekly Schedule of the Classes / Schools for Mentally Retarded Children*Omitted.
㸋. Vocational and Prevocational Education and Courses after Graduation
14. Thailand

3-5

7Higher education Employment*100*Others

Agriculture, Gardening, House work, Cooking, Woodwork, Ceramic,Batic,Needle work

3

Elementary Lower sec. Upper sec.
Level
Level
Level

Yes

Table.5 Sri Lanka, Thailand

－77－

Companies are legally obliged to hire person'swith ID;
provide name of law and year enforced

1

Data not available

What types of jobs are persons with ID
employed (The case of graduates of special
schools; number and percentage)

3

Data not available

Organizations other than educational that
support employment

Institutions other than schools that provide
vocational training;
2-2 Do graduates of special schools for children
with ID go on to such institutions
how many, and what percentage

2-1

7 - no limitation

13. Sri Lanka

Yes

Yes
Rehabilitation of Disabled Persons Act B.E 2534
(1991) and Ministerial Regulations B.E.2537(1994)
Legal rate of employment of persons with disabilities:
200:1 (private companies) If they don"t want toemploy they must pay for disabilities foundation

14. Thailand- Sales- Services- GardeningNo

yes -Association for mentally handicap
childer,Sarvodaya-Moratuwa,Social Service
Department,Islamic handicap centerYes.
Thihariya,Sumaga, Vocational Training Centre- Office of Welfare Promotion,Protection andMount Lavinia, Anuradhapura,Sukitha Training Empowerment of Vulnerable Groups. Ministry ofcenter-Horana,Palette Meegoda, (supported by Social Development and Human Security.
Palette Interational), Vocational Training
Center, Anandajura

Programs to support the transition from school
to adult life;䋲
yes
at what age do they start, and how many years
do they last

QuestionsNo.

㸌. Transition to Adult Life for People with ID

Table.5 Sri Lanka, Thailand

－78－

Teacher training institutions established

Questions

Yes

Teachers have obligation to paticipate in inservice training

4-1 Bearer of the cost

4

14. Thailand

䃂School䃂Government

䃂Central government
䃂Private organization

䃂School,Special Education Center,Special
Education Division.
䃂University
Yes

National Insitute of

Yes

Yes

Yes

No

䃂Central government
3-1 Organizer of the in-service training programme 䃂State government .
Education

In-service training for teachers in charge ofeducation for Children with ID provided;

Yes

Extra salary paid for teachers with special
qualification

2-1

3

Yes

11

1 Teacher's college 02.National College of
Education,03.National institute of Education
04.IUniversities

Teachers in charge of education for Children
with ID need special qualificationYes

13. Sri Lanka
Yes2

1-1 Number of institutions

1

No.

㸍. Teachers

Table.5 Sri Lanka, Thailand