Education System-040

FY2014-2015 Project Research Report

Fundamental Research on School Facilities for Building an
Inclusive Education System(Report)March 2016

Research Representative Fukuei Saito (April 1, 2014 to March 31, 2015)
Research Representative Takeshi Isoyama (April 1, 2015 to March 31, 2016)(Director, Educational Facilities Research Center, National Institute for Educational Policy Research)

Fundamental Research on School Facilities for Building an Inclusive Education System (Report)

Introduction

Chapter 1

Background and Objective ··············································································· 4
1.1 Background and Objective
1.2

Chapter 2

Definition of Reasonable Accommodation and Improvement of the Basic Environment

Status of Efforts concerning Facilities/Equipment ················································ 10
2.1

Questionnaire(1) Objective(2) Subjects(3) Details(4) Results

2.2

Facilities Plan for Combined Public Elementary Schools and Special Needs Education
Schools (Contributions by Experts)(1) Tokamachi Municipal Tokamachi Elementary School / Fureai no Oka Special
Needs Education School / Tokamachi City Developmental Assistance Center(2) Itoigawa Municipal Itoigawa Elementary School / Hisui no Sato Integrated School

2.3 Current Situation of Building an Inclusive Education System in Finland (Contribution by Expert)

Chapter 3 Points of Caution About the Provision of Reasonable Accommodation for Facilities/Equipment ······ 79
3.1

Development of a Plan/Design Process for the Provision of Reasonable Accommodation

3.2

Examination of Reasonable Accommodation and Improvement of the Basic Environment

3.3

Provision of an Accessible Environment Inside Schools

3.4

Accommodation of Development/Disability Condition and Characteristics

3.5

Disaster and Emergency Response

3.6

Accommodation for Supporting Interaction and Cooperative Learning

3.7 Responses using Ingenuity/Innovation Unrelated to Facilities

Reference Materials····································································································· 87
Report (Summary)1Introduction
This report represents a summary of the outcomes of the Fundamental Research on School
Facilities for Building an Inclusive Education System project research carried out by the National
Institute for Educational Policy Research from FY2014 to FY2015.
According to Article 24 of the Convention on the Rights of Persons with Disabilities, an Inclusive
Education System is a system whereby persons with disabilities and persons without disabilities
learn together, where persons with disabilities must not be excluded from the general education
system, must be given opportunities in primary and secondary education in the community where
they live, and reasonable accommodation required of individuals must be accessible.
The report of the Central Council for Education’s Subdivision on Elementary and Lower
Secondary Education released in July 2012 indicated efforts should be made wherever possible sothat infants/pupils/ above Kindergarten, primary school, Junior high school students withdisabilities and infants/pupils/students without disabilities learn together at the same location andindicated that development of an environment to enable such learning is necessary. In particular,
with regards to the new concept of “reasonable accommodation,” the report stated the need tocarry out research on enhancing reasonable accommodation, for the national government todevelop a database on reasonable accommodation, and for this database to be provided as
reference to establishers and schools.
Additionally, the Act on the Elimination of Disability Discrimination that took effect on April 1,2016 obligates the national government and local governments to provide reasonableaccommodation.
In terms of school facilities, reasonable accommodation based on the type of disability must be
provided to infants/pupils/students with a disability in their use of general school facilities,
including ordinary classrooms at public elementary and junior high schools. Based on such
trends, this research conducted a questionnaire and onsite survey, as well as interviewed school
officials, at schools that were adopted for the Ministry of Education, Culture, Sports, Scienceand Technology (MEXT)’s Model Project for Inclusive Education System Development, inorder to gain basic knowledge concerning reasonable accommodation and improvement of thebasic environment, which serves to underpin reasonable accommodation. This research also
analyzed and organized case studies from this program.

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The first chapter of this report discusses the background of this research and the basic conceptbehind inclusive education systems. The second chapter provides the analysis results ofreasonable accommodation and improvement of the basic environment with regards to school
facilities/equipment based on the questionnaire, and then introduces precedent case studies. The
third chapter provides a summary of points of caution with regard to the provision of reasonableaccommodation in terms of school facilities/equipment. Case studies found during the research
have been compiled into a database for the benefit of users.
I would like to take this opportunity to extend my deepest appreciation for the extensive
cooperation and assistance provided by boards of education and schools targeted in this research.
It is my hope that this report can be used as reference material when examining school facilities
for building an inclusive education system.
March 2016
Research Representative Takeshi Isoyama
Director, Educational Facilities Research Centre,
National Institute for Educational Policy Research

3Chapter 1 – Background and Objective
1-1 Background and Objective
In 2007, Japan signed the Convention on the Rights of Persons with Disabilities(below, “the Convention”), which was adopted by the United Nations one year
prior, and later Japan moved forward with the development of relevant domestic
legislation and ratified the Convention in January 2014. According to Article 24of the Convention, an Inclusive Education System is a system whereby persons
with disabilities and persons without disabilities learn together, where persons
with disabilities must not be excluded from the general education system, must be
given opportunities in primary and secondary education in the community where
they live, and reasonable accommodation required of individuals must beaccessible.
As part of its initiatives aimed at building an inclusive education system, Japanrevised the School Education Act in June 2006 and starting from FY2007, Japanchanged its school system for the disabled to special needs education schoolsthat transcend schools focused on specific types of disabilities, such as those forthe visually impaired, hearing impaired, or the physically disabled, so that theappropriate instruction and required assistance for the educational needs of every
individual pupil/student can be provided based on the severity or multiplicity of
their disability.
After this change, special needs education schools have worked to establish
systems for providing appropriate instructions and necessary assistance for
improving or overcoming living and learning difficulties by understanding the
educational needs of each individual pupil/student and heightening their inherent
abilities. These schools have also made progress with school-to-school
collaboration and enhanced their functions as a special needs education centerfor their local community.
MEXT revised the Course of Study for special needs education schools in
March 2009 and revised the Guidelines for Designing School Facilities forSpecial Needs Education in March 2011 (final revision: July 2014) in order toaccommodate changes in social environment and the advancement of initiatives
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post system changes. Based on these revisions, MEXT released “A Collection of
Exemplary Design of School Facilities for Special Needs Education” in May
2013, which contains a collection of commentary about the major revisions to
the Guidelines for Designing School Facilities for Special Needs Education.
The report released from the Central Council for Education’s Subdivision on
Elementary and Lower Secondary Education in July 2012 entitled “Promotion ofSpecial Needs Education in Building Inclusive Education System for Formationof a Convivial Society” (below, “the Central Council Report”) defined the term“reasonable accommodation.” However, since “reasonable accommodation” is a
new concept, the report stated, “understanding is lacking regarding efforts toensure reasonable accommodation, and information is believed to be lacking
among establishers, schools, pupils/students with disabilities, and guardians.
Therefore, research projects should be carried out immediately to enhance
understanding of ‘reasonable accommodation’ and the national government
should create a database on ‘reasonable accommodation’ based on the results. Inturn, this database must be provided as reference to establishers, schools,
pupils/students with disabilities, and guardians. Additionally, using this database,it will be important to enhance ‘reasonable accommodation’ and ‘improvement of
the basic environment’ over the medium to long term.”
The Central Council Report also recommended, “it would be appropriate that theconventional system for determining the school where children with a disability
per the national standards and procedures of assignment for children withdisabilities were required, in principle, to attend special needs education schools
should be replaced with a system for determining the school from holistic
perspectives based on the condition of the disability, the individual’s educational
needs, the opinions of the individual and their guardians, the opinion of
specialists in education, medicine and psychology, and the situation of theschool and community.” Based on this, the prescribed revisions were made to
the Ordinance for the Enforcement of the School Education Act in August 2013,
and at present individual pupils/students with a disability are assigned a schoolby the board of education of the local municipality from a holistic perspective
based on the condition of their disability and other factors.

5Additionally, the Act on the Elimination of Disability Discrimination (below,“the Act”) established in June 2013 legally obligates that administrative
institutions (including public schools) provide reasonable accommodation andprohibit unjust discriminatory handling based on the public nature of theiradministrative and business operations and their leading position in eliminating
disability discrimination. It also requires the heads of national administrative
institutions and independent administrative institutions to establish response
guidelines in order to ensure efforts are fully carried out by employees of theinstitution.
In preparing response guidelines by a local public body, the law obligates efforts
be made based on the general concept of decentralization of power, but thenational government, too, must cooperate with the preparation of these response
guidelines by local public bodies, providing the required assistance measures,
including timely provision of materials and information and technical advice.
In advance of the enforcement of the Act on April 1, 2016, few reviews havebeen carried out about pupils/students with a disability, who had previously
attended a special needs education school, using general school facilities,
including the ordinary classrooms of public elementary and junior high schools.
Therefore, based on the aforementioned background concerning special needs
education schools, this research first conducted a questionnaire and onsite
survey concerning the methods of “reasonable accommodation” of school
facilities based on the type of each disability in building an inclusive education
system. The results of these will be compiled into a database and widely sharedwith all, while points of caution related to the provision of reasonableaccommodation for school facilities/equipment will be compiled based on thebasic knowledge gained from the results of analysis.

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It is hoped that the outcomes of this research can be utilized effectively whenlocal public bodies and other institutions draw up response guidelines andindividual education support plans required as a specific response undereducational policy so that pupils/students with a disability can be accommodated
in school spaces considerate of their educational needs.
1-2 Definition of Reasonable Accommodation and Improvement of the Basic
Environment
The Central Council Report defines reasonable accommodation and improvementof the basic environment as follows.
(1) Reasonable Accommodation“Reasonable accommodation” refers to school establishers and schools making
necessary and appropriate changes/adjustments in order to ensure that children
with disabilities can benefit from and exercise their “right to receive an education”
equally with other children. Such accommodation is required individually for eachchild with disabilities based on their condition when they receive school education,and does not place an excessive burden or loss of balance structurally or fiscallyfor school establishers and schools.
7(2) Improvement of the Basic Environment
The national government is responsible for assisting children with disabilities andproviding an educational environment on a nationwide level while prefectural
governments are responsible for their own prefectures and municipalities for theirown municipalities, based on laws and through fiscal measures. These actions
represent the development of an environment that will form the foundation of“reasonable accommodation,” and this is in turn referred to as “improvement of
the basic environment.”
These environmental improvements differ based on each situation, but based onthese actions; establishers and schools provide children with disabilities“reasonable accommodation” at each school based on their condition.
It is important to provide “improvement of the basic environment” while also
considering universal design.

◇Conceptual Diagram

Reasonable
ReasonableaccommodationaccommodReasonable accommodation

for B

ation for A

Environmental improvements

Environmental improvements at the national,
prefectural, municipal levelthat form the basis forreasonable accommodation(Improvement of the basic
environment)8

*Source: “Promotion of Special Needs Education in Building Inclusive Education System for Formation of a Convivial
Society,” Central Council for Education’s Subdivision on Elementary and Lower Secondary Education; July
2012.

(3) Relationship between Reasonable Accommodation and Improvement of the Basic
Environment with regards to School Facilities
Reasonable accommodation at school facilities is required individually for
pupils/students (individuals) to receive school education based on their condition.
Improvement of the basic environment refers to improvement actions for many andunspecified pupils/students. Additionally, facilities/equipment developed initially as
reasonable accommodation are, as time passes, utilized by many and unspecified
pupils/students, which then transition to become improvement of the basic
environment.

9Chapter 2 – Status of Efforts concerning Facilities/Equipment
2-1 Questionnaire(1) Objective
The objective of this research is to obtain basic knowledge about the types offacilities/equipment, installation location, costs, and other factors regarding
methods of “reasonable accommodation” at school facilities installed based oneach type of disability with the goal of building an inclusive education system andto create a database of this information.
(2) Subjects
This research was conducted on school establishers (boards of education, etc.),
targeting database cases prepared in advance by the National Institute of Special
Needs Education from among those 65 designated areas and schools adopted in
MEXT’s FY2013 Model Project for Inclusive Education System Development.
(3) Details
A questionnaire was conducted regarding the details of efforts in terms of“reasonable accommodation” and “improvement of the basic environment”
concerning facilities/equipment provided to pupils/students with disabilities.
Because it is believed that the border between “reasonable accommodation” and“improvement of the basic environment,” which serves as a basis for reasonableaccommodation, differ among the targeted schools, the subject of the research
includes “reasonable accommodation” provided to targeted pupils/students withdisabilities as well as details of “improvement of the basic environment” being
utilized by the targeted pupils/students. (See page 323 for the questionnaire’s
administrative circular)

10Scope ofquestionnaire (forReasonable
Reasonableaccommodat

each disability
Reasonable accommodationaccommodati
on for B

ion for A

Environmental improvements

Environmental improvements at the national,
prefectural and municipality levelthat form the basis forreasonable accommodation(Improvement of the basic
environment)*Prepared based on a similar illustration appearing in the report entitled “Promotion of Special Needs Education in
Building Inclusive Education System for Formation of a Convivial Society” released by the Central Council for
Education’s Subdivision on Elementary and Lower Secondary Education in July 2012.

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(4) Results
As a result of the questionnaire, answers were received on the cases of 124 persons.
Of these, the cases of 109 persons with mention of efforts with regards to“reasonable accommodation” or “improvement of the basic environment”
pertaining to facilities/equipment were used in the analysis.
(Information gathered from the questionnaire and onsite survey can be found on
page 57 “List of Examples of Information in Databases (Case Numbers: 1 to109)”.)The details of “reasonable accommodation” and “improvement of the basic
environment” for the 109 cases involving pupils/students targeted in the analysis
with regard to facilities/equipment were made into graphs for each type of
disability. The x-axis of the graph indicates, from left, items associated withfacility installation, such as slopes, and moving right the x-axis shows items not
associated with facility installation, such as furniture, equipment and teachingmaterials. The y-axis of the graph indicates the number of cases for each item.
Additionally, the section containing the results of the analysis provides casenumbers of particularly symbolic cases.
Additionally, according to the Central Council Report, “reasonableaccommodation” is determined individually based on “improvement of the basic
environment.” This indicates that the “reasonable accommodation” provided byeach school differs from one another based on the situation of “improvement of thebasic environment.” Consequently, the categories of reasonable accommodationand improvement of the basic environment in this research are based on the reportsof respondents (school establishers), so even if the same initiatives are undertaken,
the category may differ based on the case study. For example, in some situations,slope could fall under the reasonable accommodation category for case A, but the
improvement of the basic environment for case B. In such instances, reasonableaccommodation can be construed as a condition provided for a single pupil/student(individual), while improvement of the basic environment refers to provision formany and unspecified pupils/students.

12[Number of cases subject to analysis] 109 cases of individual pupils/students subject toanalysis(63 pupils/students with a single disability + 46 pupils/students with multiple disabilities)[Number of cases by disability type] (For the details of each case study, refer to the Listof Examples of Information in Databases on page 61)(1) Visual impairment 4 cases (2 cases of single disability + 2 cases of multiple
disabilities)(2) Hearing impairment 9 cases (7 cases of single disability + 2 cases of multiple
disabilities)(3) Intellectual impairment 46 cases (13 cases of single disability + 33 cases ofmultiple disabilities)(4) Orthopedic impairment 17 cases (8 cases of single disability + 9 cases of multiple
disabilities)(5) Frailty/physical weakness 6 cases (3 cases of single disability + 3 cases of multiple
disabilities)(6) Speech impairment 7 cases (1 cases of single disability + 6 cases of multiple
disabilities)(7) Autistic 34 cases (8 cases of single disability + 26 cases of multiple disabilities)(8) Emotional impairment 13 cases (7 cases of single disability + 6 cases of multiple
disabilities)(9) Learning disability 10 cases (4 cases of single disability + 6 cases of multiple
disabilities)(10) Attention-deficit hyperactivity disorder 21 cases (9 cases of single disability + 12
cases of multiple disabilities)
Note) The cases of 109 pupils/students with a disability subject to this analysis includes pupils/students withmultiple disabilities, so the simple total of case by type of disability does not add up to 109 cases.

131) Analysis of the 4 cases of visual impairments (2 cases of single disability + 2
cases of multiple disabilities)①

Analysis details of the 2 cases of a single disability(Number of cases)*Reasonable accommodation Other: Panels, creative seat assignments, magnifier
Teaching materials: Braille books, Braille typewriter, digital Braille notepad,
Braille locker

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② Analysis details of the 2 cases of multiple disabilities(Number of cases)*Reasonable accommodation
Teaching materials: Braille books, talking scales, Braille typewriter, PC software
teaching materials③ Analysis resultsa. Cases of reasonable accommodation
・Braille guides and Braille blocks are installed for enabling
pupils/students to move around with peace of mind while easily being
aware of their surroundings. (Case number: 1)
・ Braille books and teaching tools for Braille are provided as teachingmaterials/teaching tools. (Case number: 1)
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Based on the above, reasonable accommodation is being provided mainly forin-school mobility and in terms of learning.
b. Cases of improvement of the basic environment
・ Basic school facilities have been made accessible/barrier free, such as
the availability of slopes, elevators, handrails, and accessible bathrooms.
(Case number: 1)
Based on the above, similar to reasonable accommodation, consideration is
being given mainly for in-school mobility and in terms of living.

162) Analysis of the 9 cases of hearing impairments (7 cases of single disability + 2 cases ofmultiple disabilities)① Analysis details of the 7 cases of a single disability(Number of cases)*Reasonable accommodation Other: Loud speaker, emergency bell
Teaching materials: Visual teaching materials for learning swimming, digital textbooks,
bulletin board materials, cards for displaying intentions*Improvement of the basic environment Other: Equipment with subtitles, information assurance devices
Double windows/double doors: Soundproof walls, double windows, double doors
Hearing aids and hearing aid systems: FM hearing aid transmitter, audio meter,
special testing device for hearing aids, group hearing aid system

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② Analysis details of the 2 cases of multiple disabilities(Number of cases)*Improvement of the basic environment Signs/postings: Whiteboard, colored lamp (rotating warning
light)③ Analysis resultsa. Cases of reasonable accommodation
・Efforts are made to prevent or mitigate loud noise and other noise to
every extent possible, and noise prevention or noise muffling measures
are in place, such as using cushioning at the bottom of the legs of chairs
and desks, to provide a learning environment that is calm and quiet.
(Case numbers: 3, 7, 9)
・ Consideration is given to visual information assurance through theposting of schedules and utilization of visual teaching materials. (Casenumbers: 7, 9)
Based on the above, reasonable accommodation is being provided mainly interms of learning and living.

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b. Cases of improvement of the basic environment
・ Chime with colored lamp (rotating warning light) used to supplement
information visually. (Case number: 8)
・There are many cases where classrooms utilize FM hearing aids andteachers use a pendant microphone to teach because incorporating
information from the ears to every extent possible helps promote
understanding of words and learning of speech. (Case numbers: 7, 8)
・ Classrooms use soundproof walls, double windows, soundproof
doors and mats to provide an environment that is quiet and calm byimplementing measures to eliminate and prevent sounds, such as
sound insulation and sound absorbing. (Case number: 6)
・A proper learning environment is in place that has a hearing
measurement room equipped with equipment to measure hearing andadjust hearing aids so that the day’s hearing ability and performanceof hearing aid can be checked.
(Case number: 8)
Based on the above, similar to reasonable accommodation, consideration is
being given mainly in terms of learning and living.

193) Analysis of the 46 cases of intellectual impairments (13 cases of single disability+ 33 cases of multiple disabilities)① Analysis details of the 13 cases of a single disability(Number of cases)*Reasonable accommodation Other: Creative seating layout (to front row), full-length mirror (3 cases)
Classroom layout: Class for pupils/students that are frail/have a physical weakness is locatedright next to the second floor emergency stairs
Cool down space: Learning lab*Improvement of the basic environment Other: Walkway (from 2F of gymnasium to pool), slide, swing, andclimber
Additional classroom space (excluding cool down space): Consultation room (3 cases) andlearning lab (2 cases)

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② Analysis details of the 33 cases of multiple disabilities(Number of cases)*Reasonable accommodation Other: Timer (2 cases), colored boxes (2 cases), desk position (chair intervals),cushions, disaster preparedness equipment, veranda for evacuation, creative
seating layout (to front row), helmets, space to remove shoes, tatami space,microwave, transparent panels, carts, emergency stairs, lockers that lock,picture story shows (for disaster response), organized postings, glass (shatter
resistant), class badge
Additional classroom space (excluding cool down space): Playroom (2 cases – stretching
and interaction), small room (air conditioned for health management), free space (certain shared space inside theclassroom)
Classroom layout: Classes with pupils/students with orthopedic impairment or that are frail/havea physical weakness are located on the first floor to secure an escape route,classroom with good sun exposure selected to maintain indoor temperature(orthopedic impairment), classroom located on the first floor for safety reasons(ADHD), classroom located on the first floor to secure an escape route (autism)
Cool down space: Extra classroom, area inside the classroom enclosed by curtains, area inside theclassroom enclosed by screens, special needs education classrooms are temporarily off limits
to others

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*Improvement of the basic environment Other: Mobile library, heated swimming pool, blackboard thatslides up or down, passageway, anti-slip flooring, interior paint, lockers,
replacement of sand in the sandbox③ Analysis resultsa. Cases of reasonable accommodation
・ Booths are set up around chairs and desks and partition/screens areused inside the classroom to control outdoor stimuli in order topromote concentration on learning. (Case numbers: 20, 79, 80)
・ White boards/signs are used to manage individual pupil/student
schedules in order to engage in learning according to an outlook.
(Case number: 93)
・ A portable/mobile white board which pupils/students can view fromthe same direction as they are sitting is utilized in order to promote
concentration on learning. (Case number: 68)
・ An extra room or play room is utilized as space for calming emotions
or concentrating on learning. (Case numbers: 81, 84, 86)
Based on the above, reasonable accommodation is being provided mainly interms of learning and living.

b. Cases of improvement of the basic environment
・ Extra classroom space is secured with a consultation room used forcounseling, consultations or interviews or a learning lab for one-on-one
instruction of pupils/students. (Case numbers: 12, 14, 19, 22)
・ Partition/screens are set up to control outdoor stimuli in order topromote concentration on learning. (Case numbers: 20, 89)
・ An air conditioning system is installed in consideration of stabilizing
emotions and promoting concentration on learning in a quiet
environment with the classroom doors and windows closed. (Casenumber: 10)
・ Basic school facilities have been made accessible/barrier free, such as
the availability of slopes, elevators, handrails, and accessible bathrooms(including shower rooms). (Case numbers: 15, 16, 81, 83)
Based on the above, consideration is being given mainly in terms of mobility
inside the school as well as learning and living.

224) Analysis of the 17 cases of orthopedic impairments (8 cases of single disability + 9
cases of multiple disabilities)① Analysis details of the 8 cases of a single disability(Number of cases)*Reasonable accommodation Other: Full-length mirror, harness (2 cases), sled, blanket, rain gear hangar,
supports for standing, stretcher, hard surface flooring (for wheelchair use), and injury
prevention coverClassroom layout: Classroom located on the first floor to secure an escape route (2 cases), thethird floor teaching materials room near the elevator was renovated into a special needs
education classroom*Improvement of the basic environment Other: Wheelchair accessible parking

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② Analysis details of the 9 cases of multiple disabilities(Number of cases)*Reasonable accommodation Other: Cushions, disaster preparedness equipment, veranda for evacuation,
helmets, space to remove shoes, tatami space, microwave, transparent panels, carts,
emergency stairs
Classroom layout: Classroom located on the first floor to secure an escape route (2 cases)*Improvement of the basic environment Other: Mobile library, heated swimming pool, anti-slip flooringmaterials③ Analysis resultsa. Cases of reasonable accommodation
・ Slopes (including portable slopes) are installed in places to eliminate level
differences in high traffic areas or at entrances in consideration ofvarious modes of transport used, such as wheelchairs or support
apparatuses (walkers or canes). (Case numbers: 24, 26)
・ An air conditioning system is installed to ensure good classroom
environment conditions ideal for regulating body temperature for
pupils/students who have difficulty maintaining their bodytemperature. (Case numbers: 24, 29)
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・ Apparatuses and furniture are adopted that are multifunctional andfacilitate safety and ease of use, such as multifunction toilets, beds forresting or changing clothes, and furniture such as desks and chairs withadjustable heights. In turn, these are laid out according to the series of
movements required. (Case numbers 24, 26, 30)
・ Special needs education classes and ordinary classes are located inclose proximity on the same floor for the same grade in order toprovide an environment that is easy to learn in and promotes mutual
aid among pupils/students regardless of disability. In addition, theclassroom layout plan was created in a flexible manner withinteraction in terms of learning and living in mind. (Case number: 30)
・ Necessary facilities/equipment are installed systematically in
conjunction with changes in the restroom used or new traffic areas
created from changes in classroom layout. (Case number: 30)
・ Creativity is used in classroom layout to ensure evacuation routes canbe followed in the shortest time possible in order to alleviatedifficulty in mobility during a disaster/emergency.
Necessary facilities/equipment are installed, such as handrails, andnecessary supplies for after a disaster/emergency occurs are also on
hand and available, including wheelchairs and stretchers. (Casenumbers: 24, 30)
Based on the above, reasonable accommodation is being provided mainly interms of mobility inside the school, learning, living, and safety.

B. Cases of improvement of the basic environment
・ Basic school facilities have been made accessible/barrier free, such as
the availability of slopes, elevators, handrails, accessible bathrooms, andfloors remain the same height throughout. (Case numbers: 23, 24, 25, 26)
Based on the above, consideration is being provided mainly in terms ofmobility inside the school and living.
5) Analysis of the 6 cases of frailty/physical weakness (3 cases of single disability + 3
cases of multiple disabilities)① Analysis details of the 3 cases of a single disability

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(Number of cases)*Reasonable accommodation Other: Secure space for wheelchair movement in the classroom, wheelchair (2cases), outdoor canvas shoes, harness, stretcher
Classroom layout: Classroom located on the first floor to secure an escape route26

② Analysis details of the 3 cases of multiple disabilities(Number of cases)*Reasonable accommodation Other: Cushions, disaster preparedness equipment, veranda for evacuation,
microwave, transparent panels, carts, emergency stairs*Improvement of the basic environment Other: Mobile library③ Analysis resultsa. Cases of reasonable accommodation
・ Apparatuses (including evacuation apparatuses) and furniture are adopted
that are multifunctional and facilitate safety and ease of use, such as
multifunction toilets, beds for resting or changing clothes, and furnituresuch as desks and chairs with adjustable heights. In turn, these are laidout according to the series of movements required. (Case number: 33)
・ A portable/mobile white board, blackboard, or bulletin board which
pupils/students can view from the same direction as they are sitting isutilized in order to promote concentration on learning. (Casenumbers: 31, 32, 33)
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・ An air conditioning system is installed to ensure good classroom
environment conditions ideal for regulating body temperature for
pupils/students who have difficulty maintaining their bodytemperature. (Case numbers: 72, 73)
Based on the above, reasonable accommodation is being provided mainly interms of learning, living, and safety.

b. Cases of improvement of the basic environment
・ Basic school facilities have been made accessible/barrier free, such as
the availability of slopes, elevators, handrails, and accessible bathrooms.
(Case numbers: 31, 32, 33)
Based on the above, consideration is being provided mainly in terms ofmobility inside the school and living.

286) Analysis of the 7 cases of speech impairment (1 cases of single disability + 6 casesof multiple disabilities)① Analysis details of the 1 case of a single disability(Number of cases)*Improvement of the basic environment Other: Tatami space29

② Analysis details of the 6 cases of multiple disabilities(Number of cases)*Reasonable accommodation Other: Seating layout (to front row), space to remove shoes, tatami space,microwave, transparent panels, carts, emergency stairs*Improvement of the basic environment Other: Blackboard that slides up or down, replacement of sand in the
sandbox③ Analysis resultsa. Six of the seven pupils/students with a speech impairment who are subject
to this research have multiple disabilities and in most cases their main
disability was different from their speech impairment. Therefore, given theamount of data from the research and the details of this data, it wasdetermined that it would be difficult to ascertain trends in reasonable30

accommodation and improvement of the basic environment for speech
impairment alone.
b. However, as information confirmed from onsite surveys, in terms ofimprovement of the basic environment, cases were seen where plans callfor speech classes to have mirrors to be used for practicing correct
articulation and have wash basins for hand washing and mouth gargling
after practice for pupils/students with multiple disabilities who also havea speech impairment, while also providing accommodation for the uniqueneeds of their main disability.

317) Analysis of the 34 cases of autism (8 cases of single disability + 26 cases of multiple
disabilities)① Analysis details of the 8 cases of a single disability(Number of cases)*Reasonable accommodation Other: Seating layout (to front row), cover for play equipment
Cool down space: Space inside the classroom enclosed with screens, dedicated cornerinside the classroom
Signage/postings: Displayed on locker, evacuation promise poster, posting of evacuation route,diagrams (indicates day’s activities)*Improvement of the basic environment Other: Class badge, interactive board, safety covers (pillars, doors)(6 cases), doorstops (3 cases)32

② Analysis details of the 26 cases of multiple disabilities(Number of cases)*Reasonable accommodation Other: Timer (3 cases), individual boxes inside the classroom, careful selectionof postings (2 cases), cloth cover over bookshelf, picture story shows (fordisaster response), organized postings, glass (shatter resistant), class badge
Cool down space: Additional classroom, space inside the classroom enclosed with screens(2 cases), room for individual instruction, space inside the classroom enclosed with acurtain, neighboring classroom, special needs education classrooms are temporarily off
limits to others*Improvement of the basic environment Other: Timer (2 cases), seating layout, etc., passageway, interior
paint, lockers, frosted glass for the side shelf door of the black board
Cool down space: Special needs education classroom, teaching material room, alcove,consultation room, teacher’s office, principal’s room, individual exam room, freely
dedicated space inside the classroom③ Analysis resultsa. Cases of reasonable accommodation
・ Timers and signs are used for visual understanding in order to engage
in learning according to an outlook. (Case numbers: 35, 39, 84, 104)・ A small space (location) is set aside next to the classroom or inside the33classroom as a cool down space to accommodate situations when apupil/student cannot calm down. (Case numbers: 35, 42, 84, 86, 99)
Based on the above, reasonable accommodation is being provided mainly interms of learning and living.
b. Cases of improvement of the basic environment
・ Classroom structuralization* is used to facilitate activities according toan outlook. This includes establishing partitions using furniture or
screens and allocating spaces by color to assign a role to each space.
(Case numbers: 37, 92)
・ Timers, white boards, mobile digital black boards, and pictograms areused for visual understanding in order to engage in learning
according to an outlook. (Case numbers: 38, 98)
・ A small space (location) away from loud noises or other sounds toevery extent possible is set aside next to the classroom or inside theclassroom as a cool down space to accommodate situations when apupil/student cannot calm down. (Case numbers: 93, 96, 98)
Based on the above, similar to reasonable accommodation, consideration is
being provided mainly in terms of learning and living.

*Classroom structuralization (page 48 of the MEXT Guidelines for Designing School Facilities for Special
Needs Education [July 2014])
The term “classroom structuralization” is defined as “establishing partitions using furniture or other means
and allocating spaces by color to assign a role to each space in order to facilitate activities of
infants/pupils/students with multiple disabilities including autism according to an outlook.”348) Analysis of the 13 cases of emotional impairment (7 cases of single disability + 6
cases of multiple disabilities)① Analysis details of the 7 cases of a single disability(Number of cases)*Reasonable accommodation Other: Bookshelf of drill learning teaching materials
Cool down space: Small room that can be made into a dark place*Improvement of the basic environment Cool down space: Consultation room (2 cases), special needs
education classroom, teaching materials room, alcove35

③ Analysis details of the 6 cases of multiple disabilities(Number of cases)*Reasonable accommodation Other: Colored boxes, desk layout (intervals between desks)*Improvement of the basic environment Other: Timer (2 cases), seating layout, etc.
Cool down space: Instruction room, parents waiting room, teacher’s office (2 cases),consultation room, principal’s room

④ Analysis resultsa. Cases of reasonable accommodation
・ Whiteboards and signs are used for visual understanding in order toengage in learning according to an outlook. (Case number: 93)
・ A booth or accordion doors are set up to create individual learning andactivity spaces in order to engage in learning and activities in a spacethat is calm and quiet. (Case numbers: 43, 49)
Based on the above, reasonable accommodation is being provided mainly interms of learning and living.

36

b. Cases of improvement of the basic environment
・ Carpet or carpet tiles are used for flooring inside the classroom to prevent
noise and other sounds to every extent possible. (Case number: 43)
・ Whiteboards, digital blackboards and signs are used for visual
understanding in order to engage in learning according to an outlook.
(Case number: 44)
・ An air conditioning system is installed so that the windows can becompletely closed to help control body temperature and to reduce
stimuli such as loud noises (Case number: 43)
・ A small space (location) away from loud noises or other sounds toevery extent possible is set aside next to the classroom or inside theclassroom as a cool down space to accommodate situations when apupil/student cannot calm down. (Case numbers: 43, 46, 93)
Based on the above, similar to reasonable accommodation, consideration is
being provided mainly in terms of learning and living.

379) Analysis of the 10 cases of learning disability (4 cases of single disability + 6 casesof multiple disabilities)① Analysis details of the 4 cases of a single disability(Number of cases)*Reasonable accommodation Other: Cover over bookshelf
Teaching materials: Digital textbooks, vision training teaching materials, bead sets, speech cards
Cool down space: A dedicated space inside the classroom for cooling down38

② Analysis details of the 6 cases of multiple disabilities(Number of cases)*Reasonable accommodation Other: Careful selection of postings, etc.
Teaching materials: Kanji practice sheets
Cool down space: Adjacent classroom*Improvement of the basic environment Other: Two-way mirror, timer③ Analysis resultsa. Cases of reasonable accommodation
・ Digital textbooks that are visually easy to understand and document
cameras are utilized for instruction with an emphasis on visual
information input. (Case number: 52)
・ Screens are used to partition spaces as part of classroom
structuralization* in order to engage in learning with greater
concentration.(Case number: 53)
Based on the above, reasonable accommodation is being provided mainly interms of learning.

39

b. Cases of improvement in the basic environment
・ ICT equipment is utilized to promote understanding while assisting withareas in need of improvement, such as viewing, reading, or writing, inorder to foster more effective learning. (Case numbers: 102, 108)
Based on the above, similar to reasonable accommodation, consideration is
being provided mainly in terms of learning.
*Classroom structuralization (page 48 of the MEXT Guidelines for Designing School Facilities for Special
Needs Education [July 2014])
The term “classroom structuralization” is defined as “establishing partitions using furniture or other means
and allocating spaces by color to assign a role to each space in order to facilitate activities of
infants/pupils/students with multiple disabilities including autism according to an outlook.”4010) Analysis of the 21 cases of attention-deficit hyperactivity disorder (9 cases of single
disability + 12 cases of multiple disabilities)① Analysis details of the 9 cases of a single disability(Number of cases)*Reasonable accommodation Other: Careful selection/uniformity of postings, tatami mat space
Cool down space: Additional classroom, mat space inside the classroom, space inside theclassroom enclosed by screensSound prevention measures: Attaching cushioning at the bottom of the legs of chairs anddesks (3 cases), double doors*Improvement of the basic environment
Additional classroom space (excluding cool down space): Consultation room, small group
instruction room, individual instruction room, playroom, resource room (2 cases) training space
Classroom layout: Quiet classroom isolated from the main building (3 cases)
Cool down space: Special needs education classroom41

② Analysis details of the 12 cases of multiple disabilities(Number of cases)*Reasonable accommodation Other: Locked lockers, careful selection of postings (2 cases), timer, cover over bookshelfClassroom layout: Classroom located on the first floor to secure an escape route
Cool down space: Additional classroom, mat space inside the classroom, space inside the classroom
enclosed by screens*Improvement of the basic environment Other: Two-way mirror, timer, frosted glass for the side shelf door of the blackboard
Additional classroom space (excluding cool down space): Education consultation room,
viewing room with two-way mirror (2 cases), resource room

③ Analysis resultsa. Cases of reasonable accommodation
・ Cushioning is attached to the legs of chairs and desks to avoid loud noiseand other sounds to every extent possible. (Case number: 58)
・ ICT equipment is utilized to promote understanding while assisting withareas in need of improvement, based on interests. (Case number: 54)
・ A small space (location) away from loud noises or other sounds toevery extent possible is set aside next to the classroom or inside theclassroom as a cool down space to accommodate situations when a42pupil/student cannot calm down. (Case numbers: 59, 62)
・ Special needs education classes and ordinary classes are located inclose proximity on the same floor for the same grade in order toprovide an environment that is easy to learn in and promotes mutual
aid among pupils/students regardless of disability. In addition, theclassroom layout plan was created in a flexible manner withinteraction in terms of learning and living in mind. (Case number: 54)
Based on the above, reasonable accommodation is being provided mainly interms of learning and living.

b. Cases of improvement of the basic environment
・ When pupils/students learn in both ordinary classroom and resource room,a resource room is set up in proximity to the teacher’s office or school
consultation room away from normal classes for pupils/students who do
not want it known that they are taking classes in resource rooms or for
pupils/students who want to cool down in a quiet setting. (Case number:
62)
・ Additional classroom space (excluding the cool down space) includes
instruction rooms, play rooms, and parents waiting rooms needed
mainly for the establishment of consultation rooms and resource
rooms as part of efforts to support the learning and living activities ofpupils/students with a disability. (Case numbers: 57, 58, 59, 61)
・ ICT equipment is utilized in order to instruct pupils/students that require
visual information. (Case number: 104)
Based on the above, similar to reasonable accommodation, consideration is
being provided mainly in terms of learning and living.

43

2-2 Facilities Plan for Combined Public Elementary Schools and Special Needs
Education Schools (Contributions by Experts)
According to Article 24 of the Convention on the Rights of Persons with Disabilities, anInclusive Education System is a system whereby persons with disabilities and persons
without disabilities learn together. This section represents contributions by experts in thefield involved in construction planning with regard to two plans that have alreadyincorporated the concept of an inclusive education system combining a special needs
education school with an ordinary school.
(1) Tokamachi Municipal Tokamachi Elementary School / Fureai no Oka Special Needs
Education School / Tokachi City Developmental Assistance Center“Creating a Dream School”
Jun Ueno
President
Tokyo Metropolitan University
1) Background to the Planning Process and Construction
Construction on the school of dreams aimed at the realization of inclusive education
was completed in December 2012 following approval of the “school construction
concept grounded in the philosophy of co-existence” by the local community andschool officials. This particular school (below, “the school”) combines the threefunctions of elementary school, special needs education school and developmental
assistance center.
The background to the planning process and construction of the school begins with the“School Planning Committee” established in 1997 and organized by local community
members, graduates, parents, and school teachers. Over the years, this organization
continued with its movement to renovate the school while working closely with thecity’s board of education, which in turn resulted in the construction of an elementary
school that is combined with a special needs education school, marking the goal from44

the outset. This represents the success of an unwavering movement started more than adecade ago and steady actions being taken. I, myself, was involved with this planningand construction process for a long period of time.
2) Summary of Facilities Aimed at Realizing Inclusive Education
It goes without saying that a school is a symbolic hub that forms the heart of any
regional community. It is very meaningful that the school was created in the truest
sense by the collective consensus of opinion of the local people. The major initial
objective of the School Planning Committee was to achieve a school where
pupils/students can coexist under the same roof regardless of disability. The
importance of achieving this objective and its excellent progressiveness will likely
have a major impact on society.
Additionally, it is highly commendable that the facilities are more than adequate forfulfilling its function of realizing an inclusive education. As follows, I will now
explain about the summary of facilities aimed at achieving inclusive education
involving these three facilities.

① Summary of Facilities
Name: Tokamachi Municipal Tokamachi Elementary School/
Fureai no Oka Special Needs Education School /Tokachimachi City Developmental Assistance Center
Address: 614-32 Tatsuotsu, Tōkamachi-shi,
Niigata-ken 948-0000, Japan
Total cost: 1,980 million yen
Completed: December 2012
Lot size: 19,716 ㎡
Total floor space: 7,994 ㎡
Structure: Reinforced concrete
Dimensions: 2 levels above ground
Front entrance② Number of pupils/students and classes (as of May 1, 2014)
・Tokamachi Elementary School: 298 ordinary students/12 classes and 7
special needs pupils/students/2 classes
・Fureai no Oka Special Needs Education School: Number of pupils in the45

elementary school: 13/4+1(serious overlapping impairments) class
Junior high school students: 16/4 classes③ Review Structure for the Construction Plan
With the School Reconstruction Promotion Committee, consisting of thegeneral public, experts, PTA members, and school teachers, as the headorganization, requests from the School Planning Committee and New School
Construction Finance Committee could be heard, while the School
Reconstruction Review Committee jointly staffed by the regulatory authority,
members of the School Planning Committee, and school officials, carried out
the basic design with me participating officially as a design advisor.
④ Creative Solutions used to Combine the Schools in terms of design (zoning,
traffic plans).
a. Create a school friendly to pupils/students with disabilities filled with warmth andspace that enables co-existence and interaction through the integration of anelementary school, special needs education school, and developmental assistancecenter.
・Ensured accessible and easy to use lanes for pupils/students of bothschools
・Accessible/barrier free building (elimination of level difference, elevators,
multifunction toilets, two-level handrails, etc.)
・Created an interaction space in the middle of the building where
pupils/students could gather freely as well as interact and play naturally.
・Constructed a pool with slope on the roof and ensured accessible andeasy to use lanes for pupils/students with disabilities (use of elevator)b. Create a school with facilities that will serve as the core of special needs
education for the entire community.
・Established facilities for consultations, family support, functional training,
and training sessions, etc.
・Ensured facilities made it possible for the special needs education school,
developmental assistance center and resource room can work together.
c. Make the school a facility that functions like a center supporting46

development, including child day care services and rehabilitation from
infant until participation in society.
・Facilities that enable the special needs education school and resource
room to work together in terms of instruction and assistance・ Facilities that guide and assist parents and teachers involved inrehabilitation and special needs educationd. The location of the three facilities was determined by the School
Reconstruction Review Committee, which I participated in, considering
the convenience of users, the safety of pupils/students’ commute, thedistance with common areas, and site improvements to take place after
framing. As a result, the floor plan shown on the next page was approved.
During the design phase, interviews with staff from all three facilities
were held and ideas from pupils/students were also subject to thediscussions in an effort to create a user-friendly design. As a result,・The height of the light switches in each classroom was lowered.
・Two-level handrails were used and the height of individual stairs was
reduced and each step elongated.

Two-level handrails as well as low and elongated
steps

47

Two-level handrail in a hallway

・ The same entrance is used for both schools, with lanes taking
pupils/students to classrooms through the entrance hall beyond andpast the courtyard (multipurpose space). The courtyard was created topupils/students of both schools to see one another, talk and interact

Common entrance for both schools

Looking at the entrance hall from indoor courtyard(Fureai Hiroba; multifunctional space)together on a daily basis.
・The boys changing room was placed within the Fureai no Oka Special
Needs Education School zone and the girls changing room within theTokamachi Elementary School zone, ensuring that the daily
movements of staff intersect with one another and that staff from bothschools are able to monitor pupils/students of all three facilities.
3) Creating a Dream School
It goes without saying that this century is the century when normalization in its
truest sense must be achieved. According to Article 24 of the Convention on the
Rights of Persons with Disabilities, which Japan ratified in January 2014, an
Inclusive Education System is a system whereby persons with disabilities andSpace for interaction of pupils from both schools in the

Pupils from both schools interacting at Fureai

inner courtyard (Fureai Hiroba; multifunctional
space)
48

Hiroba Source: School brochurepersons without disabilities learn together. It requires the provision of “reasonableaccommodation” required of individuals and presenting pupils/students withdisabilities with opportunities for primary and secondary education in thecommunities where they live. Efforts are now underway to hasten the realizationof inclusive education. Given this trend, the birth of excellent school construction
is a precious asset for the local community, and I am very proud to have been
involved with the creation of this “dream school” for such a long period of time. I
have high expectations for the practice of advanced education and theenhancement of the quality of inclusive education utilizing this excellent
environment to be disseminated nationwide across Japan.

49

Floor Plan Features
Source: MEXT report “Approaches to School Facility Integration Contributing to Enhanced Learning Environments
Space for interactions set up between(December 2015)”

the elementary school and special

Special needs educationneeds education schoolclasses are in a quiet location
facing the courtyard

１
Grade 1
Class 2

Grade 2
Class 2

Grade 2
Class 1

Grade 4
Class 1

Grade 4
Class 2Meeting room

cornerCentralCourtyard

Central stairs

East Central
Courtyard

Storag Playe equipmen

Entrance hall

Aoba
Class

EV

Special needs
health rooming

Teacherentrance

Principal’s
officeHealthroom

Teacher’s officeroom

Pupil entrance

Grade 5Class 1

Grade 5Class 2

Containe

Classroom forsmall classes

Grade 3
Class 1GymnasiumsChildren’
meetingroom
East stairway

Science roomHomeeconomics
prep room

Science preproom

Arts and crafts
prep room

Arts andcrafts room

Central stairway

Classroom Changinfor small g roomclassesSpecial needs
teacher’s office

Access lane to the pool is level/barrier free

Hibariroom

Waitingroom

Individual
instruction room
1
Individual
instruction room
2

SpecialDevelopment support
center officeneeds
Principal Consul’s office tationroom

After-school
children’s club

Rooftop pool with slope foraccessOpen toabove

Grade 3
Class 2

Changing
room

Fureai Stairway
Teaching
materialroom

SoyokazeroomEnter from the same entrance and head Separate entrance from the elementary
to classrooms via the entrance hall

Stage

Open feeling provided byfloor-to-ceiling windows
and vaulted ceiling
Grade 6Class 2Showerroom

West Central

Teaching Smile roommaterialroom

r roomGrade 6Class 1

Nursingroom

Exam room

Janitorroom

Gymnasium

Grade 1
Class 1t roomChang

Mechanicalroom

Large playroom

Special needs learning room

Library

MinoriClass

Consultati
on room

SpecialSpecialSpecial Play roomneeds class needs class needs class (small)）Fureai Stairway

Open space
Teaching
material
room

Fureai Hiroba

Equipment roomGrade 1
Class 1

Currently shared with the special needs
education school

Traditional
culturelearning room

Library andmedia room

Pool

Changing
roomMusic prep
room

EVMusic roomHomeeconomics
room

Forum space

Open to above

Gymnasium
Stage

Bright multipurpose space that can also be used forChildrenSpecialneeds schoolcommunity
eventsVisitors
Community residents

PupilsElementary
schoolCommon space

Special needs
schoolDevelopmental
assistance center(2) Itoigawa Municipal Itoigawa Elementary School / Hisui no Sato Integrated School50

After-school children’sclubCreating an Inclusive School through Local Efforts for Developing All Children Together
Satoru Nagasawa
Professor Emeritus
Toyo University
1) Introduction
The completion ceremony for the new school was attended by all of the children from
Itoigawa Elementary School and the special needs education school called Hisui no Sato
Integrated School. After singing their school song, the pupils of the elementary school
moved on to the school song of Hisui no Sato Integrated School, and when doing so theentire student body began loudly singing in unison. After hearing their school song sungloudly by such a loud audience, the children of Hisui no Sato Integrated School became
really excited since the song is always sung in small groups. The children began to form aprocession while singing and mixing in gestures, and then the teachers rushed over to get
the children to sit in their seats. This scene was quite moving for the visitors andguardians in attendance. Days later, guardians of children attending Hisui no Sato
Integrated School commented this was the first time they realized the school song wassuch a wonderful song and teachers of the elementary school said they were moved by thescene. Even if loud voices were occasionally let out from the Hisui no Sato Integrated
School section, the pupils of the elementary school weren’t distracted and kept focusing
on the ceremony. It goes without saying that the upbringing of these children represents
the fruits of daily interaction between the schools.

Summary of Facilities
Name: Itoigawa Municipal Itoigawa Elementary School /Hisui no Sato Integrated School
Address: 1-2-1 Chuo, Itoigawa City, Niigata Prefecture
Total cost: 2,580 million yen
Completed: May 2014①

Total floor space: 9,167 m2

Shared approach of the elementary school and Hisui no Sato.

Structure: 2F reinforced concrete building

Hisui no Sato is on the left, Children’s Club on the right, and courtyard in the backPlanning consultant: Satoru Nagasawa (Institute of Educational Environment / Toyo University)
Design and project management: So-Gondola-Kondo Design Specified Joint Venture51

Number of pupils/students, classes, and teachers (as of May 1, 2014)
・Itoigawa Elementary School: 452 ordinary students/17 classes 24 special needs pupils/3 classes 46 teachers
・Hisui no Sato Integrated School: Elementary school: 9 students/6 classes Junior high school: 10 students/4
classes 19 teachers

2) Creating an Inclusive School
Itoigawa Elementary School dates back more than 140 years when it first opened in 1872
along with the promulgation of Japan’s education system. Because it was located in anarea of the prefecture without a special needs school, the “Organization Desiring to
Establish a Special Needs School” was established in 2002 and later in 2003 thisorganization submitted a request for special needs school establishment to the prefectural
government after obtaining the understanding of the elementary school’s PTA and
officials. Following this, in 2005 Niigata Prefectural Takada Special Needs School Hisuino Sato Branch School was established using a surplus classroom in Itoigawa Elementary
School. As a base school, a speech class was set up for children commuting from outside
the school district.
Four years later in 2009 the city decided to reconstruct the school due to aging, and the“Itoigawa Elementary School Reconstruction Review Committee” was established. A
designer was selected using a proposal format and I was chosen to participate as anadvisor.
One of the issues from the proposal was “how to design the school utilizing civic
participation.” During the planning phase, a total of 48 people participated including
teachers, PTA members, city employees, nearby residents, and the design team, with four
workshops being held. The theme for each workshop was: (1) Common Ground for
School Creation – Seeing the Light!; (2) Sharing an Image of the School – Sharing Ideas;(3) Image Sharing – Making Everyone’s Ideas a Reality; and (4) School Layout – Making
Everyone’s Ideas a Reality. A relevant presentation was made and related documents
were presented at each session, which was followed by an exchange of opinions in aworkshop format.
At the first workshop, various issues facing the modern planning of school facilities werebrought up and participants were asked to select the one that interested them the most.
Each of the issues was important and they included highly functional educational spaces,
enriching living spaces, collaboration with the local community, environmental
52

consideration, safety and peace of mind, and a disaster-resilient school. However, theissue cited by the majority of participants was creating a school that accommodates
everyone and is comfortable for all. Some participants shared their view of building an“inclusive school,” hitting the nail on the head. I felt that the efforts of the two schools todate were highly evaluated.
However, as the review progressed, the prefectural government said it did not have anyplans to build a special needs school, causing a temporary deadlock as plans for the
special needs education school were up in the air. Accepting this, the mayor made thewise decision of making the elementary school and junior high school departments into amunicipal special needs education school, and the city assembly did not have any
objections, so the plan was restarted. The basis for this response was the city’s “integrated
education policy for children from age 0 to 18” that calls for providing education that
fosters a sense of love in Itoigawa as a hometown, utilizing the unique personalities ofeach individual, and making it possible for all pupils/students to fully develop their skills.
The educational philosophy of the Itoigawa City Board of Education calls for all city
residents to share common awareness of their role in each developmental stage ofchildren and to work mutually together toward that end. As a result, the plan was resumed
facilitated by the understanding of city residents. This demonstrates an inclusive view
toward education in which the school would be a place not just reserved for children
attending the special needs education school, but for the growth of all children in thecommunity.

②School planning workshop in progress“This is your new school.” Designer explaining theWorkshop where children from the elementary school and
Hisui no Sato wrote their names or messages on bricks used

new school campus to students

53

for the exterior walls3) Inclusive School Facilities Plan
Within the facility plan and design, one of the greatest challenges facing the review is thelayout and space for encouraging and fostering easier interaction in order to create an
inclusive school where a variety of children develop together. As a basis for this, it isimportant that the individual schools utilize the warmth of wood, provide an enrichingliving environment, including toilets, and offer a comfortable school space. This requires
a sense of unity where each other’s movements can be seen and the equal sharing ofcommunal facilities, while also providing an enriching education environment requiredof both schools. The review process included, for example, ways to design the school sothat the pupils/students can wear indoor slippers throughout.
① Layout where people’s faces are visible
The layout of Hisui no Sato Integrated School was designed so that people’s faces arevisible to one another. The school’s front yard features a hedge a hedge through which
the community residents watch over children. The speech classroom is used for theelementary school’s special needs education classes and resource room classes topromote cooperative learning and to make it easier for guardians to interact with one
another. Also, the after-school children’s club room, which is a focal point of childcare, isalso located nearby.

54Classrooms interiors surrounded withthe warmth of wood using local lumber

Speech classroom for resource roomand play room

Special needs education classroom and

Den in one corner of a classroom forplay room

lower grade levels② Approach and entrance as a place for interaction
The school’s entrance was designed with a red brick exterior wall and a series ofthree arches similar to the old Itoigawa Station locomotive train garage that was a
symbol of the community. The approach brings people toward the entrance. Hisuino Sato Integrated School has an entryway directly connected to the parking lot, but
children in good health enter and exit the school following a passageway with anelongated roof (exterior passageway with a big colonnade) located along theapproach space together with pupils of the elementary school. In the center of theapproach space sits the renovated statue of Hakuba Doji, which was a symbol of theschool, expressing that this is a place where children develop together.
The atrium past the shoe storage at the entrance is called Hisui Hall. To the right is alarge staircase going to the second floor of the elementary school, while the hall
itself serves as a gathering place. Continuing to the left is Hisui no Sato’s small
gymnasium. Past the light garden to the front is a glimpse of the special needs
education classes and resource room classes. This hall serves as a place for55

pupils/students of both schools to naturally mingle and mutually encounter one
another.

Series of three arches at the front entrance evoking memories of the⑩The approach illuminated at night

former Itoigawa Station locomotive train garage built from red bricks

Statue of Hakuba Doji, symbol for children’s

Hisui Hall in front of the entrance serves as a space for interaction

growth, relocated to the center of the approach

between pupils of the elementary school and students of Hisui no Sato

③ Courtyard that serves as a symbol of the school
The courtyard in the old school was utilized as a place for playing, learning andinteracting. It also served as a symbolic space featuring a commemorative tree andcommemorative statue. This courtyard served as an excellent venue for interactions
between the pupils of the elementary school and the children of Hisui no Sato.
Requests to incorporate a courtyard into the design of the new school came up quite
often during the workshops. The new courtyard has roughly the same dimensions as
the old one and features grass. Instead of being surrounded by a three story building
like before, the new school is two stories, so the sky appears to be more expansive
and the courtyard itself is brighter. You can also see children riding in buggies
spending time in the courtyard.

56

Courtyard from the old school

Grass courtyard that serves as a safe play area and location for interaction;

located in the front of the view is the multipurpose hall and special needs building④ Education space that fosters a sense of unity
The plan for Hisui no Sato Integrated School worked to address the detailed requests
for safety, comfort and the unique needs of children with disabilities during the total
88 regularly held construction meetings. Classes of the elementary school
department are situated on the first floor and the junior high school department on
the second floor, connected to the atrium hall which is used for learning, gatheringand eating. The wooden interior and comfortable space provided by in-floor heating
is used for various exhibitions and presenting the children’s works.
⑤ Comfortable and easy to use library, multipurpose hall and special classrooms
In the middle of the school is a rounded multipurpose hall sticking out into thecourtyard and the library which overlooks this hall. The bright multipurpose hall isutilized for learning, gathering, playing, exercise and interactive activities. The
library is a generous size and was designed to house various styles of reading andspaces where pupils/students can decide on places to spend time. During the day,children of Hisui no Sato Integrated School enjoy reading books and being read to.
Each special classroom is laid out in close proximity, making movements between
facilities easy and accessible.

57

Library has various reading areas andis open to the children of Hisui no Sato

Multipurpose hall with atrium open to above
serves as a space for interaction with Hisui no Sato

4) School life at the new school and initiatives for inclusive education
Pupils of Itoigawa Elementary School and children of Hisui no Sato Integrated
School follow the approach as they enter and exit the same entryway and exchange
greetings in Hisui Hall. During the day, pupils/children naturally interact with eachother at the library, multipurpose hall, courtyard and biotope. Classes carry out
interactions and cooperative learning systematically. Evacuation drills teachpupils/children to have careful consideration for small children and children who
cannot move quickly. Ms. Keiko Hokari, Principal of Hisui no Sato Integrated Schoolsays that the large amount of time and many spaces spent together at the same school
campus will help ordinary class children to discover “while there are differences withthemselves, there are also many similarities, too,” which will help promote awarenessand actions such as talking to one another or helping one another.
Systematic interactions are mainly carried out by the elementary school department
and persons in charge of interaction for both schools regularly liaison and coordinate
with one another to make announcements about school events and children’s events, aswell as to check approaches to participation and accommodation. Meetings are also
held irregularly about the philosophy behind approaches taken by the two schools, as
all teachers interact with one another not just for the purposes of interacting, but for the
purpose of developing the children through these interactions. Being the samemunicipal school, parents of both schools, too, are expected to forge cooperative
relationships more so than before.
Starting in April 2014, an after-school day service for children with disabilities was
initiated by a social welfare corporation, which coordinated with the school to avoid
58any impacts on the school’s educational activities. This service was also offered during
summer break as well.

Learning in an open space at Hisui no
Sato Integrated School

Hisui no Sato’s small gymnasium is connected to the front
entrance hall and can be used by pupils of the elementary school,
tooExterior view of the classrooms and garden biotope; thebuilding in the far back houses the classrooms of Hisui noSato5) Closing
After completion of Itoigawa Elementary School and Hisui no Sato Integrated School,
a number of events took place at the completion ceremony of the new school, including
a presentation on the construction process and philosophy behind the plan, introductionof the new school to the children, environmental improvement work led by parents,
children, and teachers, and introduction of the school to parents and the local
community.
Additionally, in February 2015 the Meeting for Creating a School that Fosters Dreams
was organized consisting of around 30 people including the Manager of the Children’s
Education Section of the Board of Education, principals, vice principals and school
councilors of both schools, PTA board members, the chairman of supporting group,
head of the ward, school support volunteers, designers, and construction officials. This
organization will continue to meet in the future with the goal of working to improveeducational activities, enhancing the educational environment, and school utilization incollaboration with the local community. The building of inclusive facilities in which
officials and concerned people participated for a period of six years has brought about avenue for those supporting inclusive schools.
The completion of facilities is not the final goal. This facility that became a reality
thanks to the collective ideas of everyone involved has the power to spread these59concepts on inclusive education and open up new possibilities. The school is a place
for learning and development for children, parents and the local community, regardlessof disability, which in turn promotes interaction and activities. Creating an inclusive
school involves creating a school that is comfortable for everyone.

Campus Layout Map
Scienceroom

Healthroom

Principal’sroom

Meetingroom

Teacher’s
officeCafeteria
Entrance open
to the publicChildren’s Club

Arts andcraftsroom
Homeeconomicsroom
Multipurposeclassroom

Courtyard
Hatch
Multi-p
urposehall

Large
stairway

Open space

Gymnasium

Hisui
Hall

Careercounselingroom

Classrooms

Classrooms

Classrooms

Classrooms
Biotope

Hisui no Sato Integrated School

Classrooms

Classrooms

Open space

Music
room
Computer lab

Local history
room

Library

Open space
Special needs
education classrooms

Classrooms

Classrooms

Classrooms

Classrooms
Hisui no Sato Integrated School

Source: From the construction summary pamphlet for Itoigawa Municipal Itoigawa Elementary
School and Hisui no Sato Integrated School602-3 Current Situation of Building an Inclusive Education System in Finland(Contribution by Expert)

Each European country has a different approach to education of children withdisabilities. The diagram below illustrates one way of categorizing the different
approaches. In this diagram, the education system of European countries is grouped into
one of three categories based on their distinct differences. Specifically, the groups are:(1) countries that aim for single track education with full inclusion and abolishingspecial needs schools, such as Italy; (2) countries with a high enrollment rate in special
needs schools, such as Belgium and Germany, and (3) countries that provide a variety oflearning settings to meet different needs, such as the U.K. and Finland.

*Source: Excerpt from the presentation materials of Nel Saumont (translated by NISE) for the National Institute ofSpecial Needs Education (NISE) sponsored “2nd FY2014 Workshop on Educational Policy Trends in Other Countries”
held on March 10, 2015.

Furthermore, Finland, which ranks high among European countries in the Programme61for International Student Assessment conducted by the OECD, has an education system
categorized under the "mixed group" in the above diagram. This is the same as Japan,
where a diverse learning environment that includes regular classes, special needs classes,
and special needs education schools within the elementary and secondary school system
is made available to suit the different needs of students.

Moreover, Finland’s Special Education Schools Act became integrated into the Basic
Education Act in 1998, thereby enabling students enrolled in special needs classes or
special needs education schools to participate in regular classes within their capacities,
where their type and degree of disability allow.

This section discusses the current situation of building an inclusive education system inFinland, which shares many similarities with Japan's education approach for children
with disabilities.

62

Inclusive Education System in Finland
Aya Watanabe
Associate Professor
Tsuda College
Introduction
The purpose of this paper is to examine the current situation of the inclusive education
system in Finland. There are varying definitions of inclusive education and inclusive
education system, but this paper shall follow the definition of “a system whereby both
pupils with and without disabilities learn together in the same place.” This definition ispresented in the report released from the Special Committee of the Future Direction ofSpecial Needs Education set up by the Central Council for Education’s Subdivision on
Elementary and Lower Secondary Education entitled “Promotion of Special Needs
Education in Building Inclusive Education System for Formation of an Inclusive Society”.
This definition is also based on Article 24 of the Convention on the Rights of Persons
with Disabilities.
Using this definition, this paper overviews the current situation of an inclusive
education system in Finland from three aspects – (1) Legal regulations; (2) History of
special needs education; and (3) Special needs education within the education system.
1) Legal Regulations
The fundamental philosophy behind inclusive education can be seen in laws. The first
one to examine is the Constitution of Finland. The following clauses contain parts ofSection 6 on equality and Section 16 on education, both of which are considered
fundamental rights 1.

1

The Constitution of Finland. Unofficial English translation by FINLEX (http://www.finlex.fi/).

63

Section 6 - Equality
Everyone is equal before the law.
No one shall, without an acceptable reason, be treated differently from other persons on the groundof sex, age, origin, language, religion, conviction, opinion, health, disability or other reason thatconcerns his or her person.
Children shall be treated equally and as individuals and they shall be allowed to influence matterspertaining to themselves to a degree corresponding to their level of development.

Section 16 - Educational rights
Everyone has the right to basic education free of charge. Provisions on the duty to receive education
are laid down by an Act.
The public authorities shall, as provided in more detail by an Act, guarantee for everyone equal
opportunity to receive other educational services in accordance with their ability and special needs,
as well as the opportunity to develop themselves without being prevented by economic hardship.

Similar mention can be found in the Basic Education Act (Perusopetuslaki).
Section 3
Education shall be governed by unified national core curriculum in accordance with this Act.
Education shall be provided according to the pupil’s age and capabilities so as to promote healthy
growth and development in the pupil. (Amendment 477/2003)
Those providing education shall cooperate with pupils’ parents/carers 2.

These legal regulations, that require all people to be treated equally and recognize theright of all people to receive a basic education, lay the foundation for promoting an
inclusive education system.

2

Basic Education Act. Unofficial English translation by FINLEX (http://www.finlex.fi/).

64

Photograph 1:
Children performing a music drama in a
regular classroom

Photograph 2:
Learning in a regular classroom using a video
magnifier2) History of special needs education
The fundamental philosophy behind inclusive education can be seen in more than justlegal regulations. The comprehensive school model introduced in the 1970s undereducation policy focused on equality so that every child could learn under a roof is also
considered to form the “principle of inclusion” in Finland. 3
According to the Finnish National Board of Education (2001), the development process
for special (needs) education prior to the introduction of comprehensive schools(yhtenäiskoulu) was separated into three stages 4. The first stage was the time period
from 1840 when special education commenced until 1921 when the Compulsory
Education Act took effect. In Finland, education for the hearing impaired began in the
1840s, education for the visually impaired in the 1860s, and education for people withorthopedic impairments in the 1890s. In 1866, local authorities were obliged to havefolk schools (Kansakoulu), and while it became compulsory later, “many disabledchildren were excluded from the school.” At the time, education for children withdisabilities was provided as a philanthropic activity by individuals or philanthropic
organizations.
The second stage was the time period from 1921 when the Compulsory Education Act
took effect until the end of World War II. The Compulsory Education Act stated that all3

Eurydice: Finland (https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/) (viewed October 1, 2015)
National Board of Education. (2001) The Education System of Finland 2001. Helsinki: Hakapaino oy. “2. Historyof special needs education” of this paper is based on this book.

465

children were “subject to compulsory education, except for those children withintellectual disabilities.”
The third stage was the time period from the end of World War II to 1972 when the“comprehensive school” model was introduced. In addition to medical care andrehabilitation, a new form of vocational rehabilitation was developed. The expansion of
special education and its specialization had been seen in this period. Furthermore, at the
beginning of the 1970s, Sweden began introducing the principles of normalization andintegration. Coupled with the introduction of comprehensive schools, which was taking
place during this time, Finland began to work toward “school for all,” schools where all
pupils could learn under one roof. Actually, the Comprehensive School Committee
discussed plans to provide education for children with special needs in “mainstream
schools.” The Committee report stated that this should be the case wherever possible.
The next stage is the 1980s when the Basic School Act (Peruskoululaki) (1983) was
enacted. This act required local governments to provide basic education or equivalent
opportunity for all pupils (Section 6). It also states that all pupils “have the right toattend basic school or the right to receive education equivalent to basic school inanother form stipulated by law” (Section 32). As a result, in principle, all pupils were
subject to compulsory education, but provisions for alternative education (care) for pupils
with intellectual disabilities was stipulated in the Act on Special Care for Persons withIntellectual Disabilities (Laki kehitysvammaisten erityishuollosta), which was amended
around the same time as the Basic Schools Act was enacted.
The National Core Curriculum for Basic School (Peruskoulun opetussuunnitelman
perusteet 1985) issued around the same time states the individualization of education,
opening the possibility of education provided for the individual needs of pupils. However,at this stage, the integration of curriculum had yet to be completed and curriculum forspecial needs education (at the time, the term “special education” was used) wascompiled separately 5.
In the 1990s, trends toward building an inclusive education system became more active.
This represented the next step in initiatives that Finland had pursued until then. Thischange was strongly affected by international trends at the time, including the “principle
5

For example, “Curriculum for the hearing impaired” (Kouluhallitus. 1987. Peruskoulun kuulovammaisten
opetussuunnitelman perusteet 1987. Helsinki: Valtion painatuskeskus.), etc.

66

of inclusion” and “schools for all, enrolling all children in regular class regardless of
individual differences or difficulties” advocated in The Salamanca Statement andFramework for Action on Special Needs Education of 1994 and rising interest in“quality.” Around this time, holistic evaluations on the actual condition of special needs
education (Laukkanen, et. al., 1996) took place and the results were utilized in later policy
making.
There have been concrete steps taken to build an inclusive education system. One of theseis the integration of the national core curriculum. Until then, the curriculum for special
needs education was issued separately from that for basic schools, but since the revisionof the National Curriculum (Peruskoulun opetussuunnitelman perusteet 1994) in 1994,
those were merged together into a single set of curriculum. In addition, since 1997,
education for children with severe intellectual disabilties that until then had been
provided within the social welfare system as an exception noted as "special care" waschanged to part of basic education.
Furthermore, in 1998 the Basic Schools Act was completely revised into the Basic
Education Act that took effect the next year (1999). The new act was not based on basic“school” like the previous act, and instead as the name Basic “Education” Act indicates ittargeted all forms of basic education. This fact also indicates the inclusive orientation of
Finnish education.
The movement to build an inclusive education system has continued after this. These
efforts will be discussed below.

673) Special needs education within the education system(1) Special Needs Education in Finland
Special needs education in Finland is provided at general schools (basic school:
Peruskoulu in Finnish), special needs education classes (special group: erityisryhmä in
Finnish) set up at general schools, and at schools for special needs education (special
school: erityiskoulu in Finnish). The structure of this system is summarized in Figure 1
below.

Figure 1: Structure of Special Needs Education(2) Special needs education seen from a quantitative perspective
Of those institutions that provides special needs education, the number of special schools
has rapidly declined in recent years (Table 1 and Figure 2). This is because of thefollowing three factors: (1) the place of provision of special needs education is shifting to
the special group or general education group in basic schools in line with the spread of thephilosophy of inclusive education; (2) special schools are being merged with basic
schools as part of the school consolidation effort taking place under the overall education
system; and (3) this trend is being promoted by rationalization resulting from government
decentralization. As a result, the number of special schools has been halved over the
past 10 years (Table 1).
68

Table 1: Number of institutions by type of educational institution 2004-2014
Types of educational
institution
Basic school
Basic school level
Special school
Upper secondary
schoolBasic school + Upper
secondary school
Vocational institution
Special vocational
institution
Specialized vocational
institution

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

3476

3347

3180

3067

2988

2889

2785

2719

2644

2576

2498

207

195

176

159

148

138

129

118

110

105

99

436

428

418

406

406

398

395

388

381

374

366

37

37

37

37

38

38

38

39

41

41

42

187

182

173

161

152

137

132

129

124

120

105

13

13

13

12

12

6

6

6

6

6

6

42

40

38

37

37

35

34

34

34

34

33

Source: Statistics Finland website (http://www.tilastokeskus.fi/) [date of last view: June 1, 2015]

Figure 2: Number of pupils attending special schools and the number of schools(Pupils)(Schools)
Pupils

Source: Statistics Finland website (http://www.tilastokeskus.fi/) [date of last view: June 1, 2015]

69

Figure 3: Pupils having received full-time special support 1995-2013(Number)(%)
Number: Special school
Number: Basic school
Number: Total
Share: Special school
Share: Basic schools
Share: Total

Source: Statistics Finland website (http://www.tilastokeskus.fi/) [date of last view: June 1, 2015]

The number of schools is not the only data set declining. The number and share of pupils
receiving full-time special support has also experienced a downward trend since 2010
(Figure 3). This trend is believed to be influenced by fiscal system for education that wasreformed over this same time.
Finland’s fiscal reform implemented in 2010 changed the conventional structure to one
where financial administration of the national portion of costs related to public services
provided by local governments, including education, healthcare and social welfare, wasshifted to local governments 6. Within this reform process, changes were made to thegeneral funding sources of education and calculation models as well as the weighting
indicators used to reflect the regional conditions when calculating educational budget.
This resulted in the elimination of indicators related to special needs education, such as
the number of pupils with a severe intellectual disability, the number of pupils with other6

For details about this reform process, refer to Aya Watanabe. (2014) “Finland’s Education Administration Systems”(Kono, Kazukiyo, New Education Administration, Minervashobo, p. 225-235) and Aya Watanabe. (2013). “Finland”(Ministry of Education, Sports, Science, Culture and Technology, Education Administration Finance in OtherCountries – Comparison of Japan and 7 Other Countries, The Earth Kyoikushinsha, p. 215-235).

70

disabilities, and the number of pupils with special needs (having received special needs
education in a broad sense, including learning support, remedial teaching, etc.). At thesame time, reform took place that introduced a new special needs education system withthree stages, and while the Ministry of Education and Culture allocated budget for thepromotion of special needs education as a project budget, the change from ordinary
budget to temporary budget will have an effect on the future of special needs education
initiatives.
This reform can be interpreted in two ways from the perspective of special needs
education. First is the interpretation that views special needs education as universal.
Special needs education, of course, must be provided by each local government and eachschool, and with this understanding it will be incorporated into daily efforts. The new
system enables this awareness and understanding.
Second is the interpretation that views a comparative decline in the importance of special
needs education. Education budget is allocated as a block grant, so removing theindicators on special needs education will not necessarily mean an immediate decline in
the budget for special needs education. However, it is a fact that the government has beenaware of the importance of accommodating special needs education in terms of bothfiscal administration and practice by using related indicators. In fact, the percentage of
pupils having received general support, the broad definition of special needs education,
has declined since the reform. Of course, this could also mean the number of pupils
requiring support is declining. But given the data indicates this percentage was expanding
quite steadily, there is a possibility that services are not reaching where they should.
A determination regarding this assumption cannot be made without a sufficientexamination of the facts. In this manner, attention must be paid on the impact andinfluence of these changes on special needs education and the building of an inclusive
education system in the future.

71

(3) New Framework for Special Needs Education
Special needs education is witnessing change not only as discussed above but also withregard to the framework by which it is provided. On March 14, 2006, the Ministry of
Education appointed a steering group to consulted the long-term strategy for developing
special needs education at the pre-primary and basic education level. As a result, thesteering group issued a report entitled Special Education Strategy (Erityisopetuksen
strategiaarviointiaineistoa) in which it recommended the need for early intervention,
early support and “stepped-up support” as well as enhancement of teacher training. In
2010, the Basic Education Act was revised following this report (enacted in 2011),
ushering in a new framework for special needs education.
The new framework suggests three stages of special needs education: (1) general support(Tukiopetus ja osa-aikainen erityisopetus); (2) intensified support (Tehostettu tuki); and(3) special support (Erityinen tuki) (Table 4). General support includes a remedial
teaching provided short-term support for “a pupil temporarily fallen behind in studies”
and a part-time support given to “a pupil who has difficulties in learning and schooling(Section 16 of the Basic Education Act).
In other words, this means support provided in class and daily learning support such as
remedial teaching and individualized support, by a teacher, special needs teacher(erityisopettaja) or school assistant. Intensified support is provided to pupils who required
regular support for learning, and it is provided based on a plan made for each individual(Section 16a of the Basic Education Act). Special support is considered as special needs
education (Section17 of the Basic Education Act).
Of these stages, general support and special support have been provided conventionally.
Intensified support was newly established as a stage in between these two based on thegrowing number of pupils requiring support and the diversification of their needs.

72

Figure 4: New Framework of Special Needs Education

Source: Prepared by the author, based on Basic Education Act.

Photograph 3: Example of general support (1)Photograph 4: Example of general support (2)After-school supportby a special education teacher

Remedial teaching by a special teacher

73

Photograph 5:
Special needs education classroom

Photograph 6:
Desk of a pupil in special needs education
classroom

Figure 5: Pupils having received general support, intensified support and special support
1995-2014

Classroom of pupils/students with severe disabilities

Tape is used to display the day’s schedule, among
other creative solutions devised

General support
Intensified support
Special support

Source: Statistics Finland website (http://www.tilastokeskus.fi/) [date of last view: October 1, 2015]

Figure 5 above details changes that have taken place in the number of pupils having
received educational support. According to this, pupils who received “special support”
74

had continued to increase, but this growth was stopped after the introduction of the“intensified support” as an intermediate stage between “general support” and “special
support.” Meanwhile, the numbers for “intensified support” have continued increasing
since this category was introduced. Given this, this new category can be seen as fulfillinga strong need on the frontlines of special needs education.
Table 2 and Table 3 present the number and percentage of pupils having received“intensified support” and “special support” by the stage of education and by gender.
These tables indicate that the percentage of pupils who received special support increases
as the grade in school goes up. They also indicate that boys occupy a larger percentage of
those receiving support than girls.
Table 2: Pupils having received intensified or special support by stage of education(2013)
GradesIntensified support

Special support

Intensified support +Number of pupils
Special support
in basic school
Numbers%

Numbers%

Numbers

%

193

1.6

907

7.7

1.100

9.3

11,77624,256

6.9

22,251

6.3

46,50713.2

351,663

10,5386.0

16,275

9.2

26,81315.2

176,008

46

4.5

201

19.5

247

24.0

1,030

35,033

6.5

39,634

7.3

74,667

13.8

540,477

Pre-primaryeducation
Grades 1-6
Grades 7-9
Additional
education
Total

Source: Statistics Finland website (http://www.tilastokeskus.fi/) [date of last view: June 1, 2015]

Table 3: Pupils having received intensified or special support by gender (2013)
GenderIntensified support

Special support

Intensified or Special
Number of pupils insupportbasic school
Number%Number%Number%Boys

22,762

8.2

27,575

10.0

Girls

12,271

4.7

12,0594.6

24,3309.2

263,421

Total

35,033

6.5

39,634

7.3

74,667

13.8

540,477

50,33718.2

Source: Statistics Finland website (http://www.tilastokeskus.fi/) [date of last view: June 1, 2015]

75

277,056

Table 4: Part-time special education, remedial teaching, and special needs assistanceand interpretation services received by pupils having received intensified or Special
support (2013)
Intensified support

Special support

Type of support

Intensified support /Special support

Number%Number%Number%

Part-time special
education

25,81373.7

14,60936.940,422

54.1

Remedial teaching

19,813

56.6

13,292

33.5

33,10544.3

14,62141.7

22,455

56.7

37,076

49.7

9,016

25.7

10,576

26.7

19,592

26.2

Special needs assistance
and/or interpretation
services
Other forms of support
than those mentioned
above

Source: Statistics Finland website (http://www.tilastokeskus.fi/) [date of last view: June 1, 2015]

Looking at the content of support received as intensified support or special support (seeTable 4), part-time special education was received the most as intensified support,
followed by remedial teaching. However, “special needs assistance and / or interpretation
services” was used the most as special support.
Next, the number of pupils having received special support by the place of provision ofteaching is examined. Pupils who study fully in a special group (both in special school
and in other than special school) occupied the largest number, followed by pupils in
categories with a higher percentage of studying in a general education group (fully or
more than 50%) (see Table 5). This table clearly shows that close to 40% of the pupils
receiving special support, for those with the most severe stages within the framework of
special needs education; spend most of their time (more than 50%) in a regular classroom.
This trend is evident in the content of education. Close to half of students take part inclasses following the general education syllabuses (see Table 6).

76

Table 5: Pupils having received special support by place of provision of teaching (2014)

Place of provision of teaching
Teaching fully in a general
education group
51-99% of teaching in a
general education group21-50% of teaching in a
general education group
1-20% of teaching in a general
education group
Teaching fully in a specialgroup, other than special school
Teaching fully in a specialgroup. special school
Total

Total

Pre-primaryeducation

Grade 1-6

Grade 7-9

Additional
education

Number

%

219

4,485

2,786

24

7,514

19.1

67

3,175

3,981

1

7,224

18.3

23

2,125

1,954

5

4,107

10.4

19

2,801

1,964

4

4,788

12.1

388

7,158

3,392

38

10,976

27.8

202

2,619

1,898

92

4,811

12.2

918

22,363

15,975

164

39,420100.0

Source: Statistics Finland website (http://www.tilastokeskus.fi/) [date of last view: October 1, 2015]

Table 6: Pupils having received special support by subject syllabus (2014)
Subject Syllabus/studying according tofunctional areas
All subject syllabuses are general
education syllabuses
Individualized syllabus for one subject
Individualized syllabus for 2-3 subjects
Individualized syllabus for at least four
subjects
Pupil studies according to functional
areas
Total

Grade 1-6

Grade 7-9

Additional
education

Total

%

12,5285,671

34

18,233

47.4

2,209

3,045

5

5,259

13.7

2,354

2,471

10

4,835

12.6

3,954

4,085

63

8,102

21.0

1,318

703

52

2,073

5.4

22,363

15,975164

38,502100.0

Source: Statistics Finland website (http://www.tilastokeskus.fi/) [date of last view: June 1, 2015]

Conclusion
This paper took a closer look at the Finnish approach towards the building of inclusive
education system. This approach based on a universal school model known as“comprehensive schools” indicates: (1) The place of teaching is gradually shifting from
special schools to basic schools and (2) given the broadening meaning of “all” in “schools
for all”, steady progress is being made with initiatives to realize “schools for all.”However, while progress is being made with “inclusiveness” at the school level, thispaper showed that within schools many pupils with special needs still received education
outside of the regular classroom. This means that the “inclusiveness” of classrooms

77where daily learning takes place is still limited in nature from the perspective of achieving
the vision of “classes for all.”Finland is still in the process of building an “inclusive education system.” However, it isquite interesting that Finland aims to provide education based on the needs of individual
pupils under one roof and is implementing these initiatives as part of is holistic support
measures for children based on a broader definition of special needs education.
References:
Holopainen, Pirkko and Prkko Virtanen (toim.). (2002). Erityisopetuksen laadullisenkehittämisen hanke 1997-2001: Malleja opetukseen. Helsinki: Opetushallitus.
Kouluhallitus. (1985). Peruskoulun opetussuunnitelman perusteet 1985. Helsinki:
Valtion painatuskeskus.
Louekoski, Hannele (toim.), Raukkanen, Reijo and Aslak Lidström. (1996).
Erityisopetuksen arviointiaineistoa. Helsinki: Opetushallitus.
National Board of Education. (2001) The Education Systemin of Finland 2001. Helsinki:
Hakapaino oy.
Opetushallitus.(1994). Peruskoulun opetussuunnitelman perusteet 1994. Helsinki:
Opetushallitus.
Opetusministeriö. (2007). Erityisopetuksen strategia. Helsinki: Yliopistopaino.
Raukkanen, Reijo and Aslak Lidström. (1996). A Comprehensive evaluation of special
education in Finland. Helsinki: National Board of Education.
UNESCO. (1994) The Salamanca Statement and Framework for Action on Special Needs
Education. Adopted by the World Conference on Special Needs Education: Accessand Quality, Salamanca, Spain, 7-10 June 1994.

78

Chapter 3 - Points of Caution about the Provision of Reasonable
Accommodation for Facilities/Equipment
The July 2012 Central Council for Education's Subdivision on Elementary and Lower
Secondary Education report discusses 11 viewpoints on education content and method,
support system, as well as facilities and equipment based on the objective of reasonableaccommodation. In terms of facilities and equipment, consideration is given to: (1)creating an accessible/barrier free school environment; (2) providing facilities andequipment that enable instruction of pupils/students in accordance to the condition andcharacteristics of pupils/students' development and disabilities; and (3) ensuring
necessary facilities and equipment for disaster preparedness. Beside facilities andequipment, the report indicates a specialized instruction system and appropriate humanresource appointment (teachers' aides) should be implemented. Furthermore, theutilization of educational resources available within and outside of schools, andcollaboration with relevant agencies should be implemented. Also, efforts to promote
understanding among parents, and community members are also indicated. Reasonableaccommodation provided should include an appropriate combination of resources withdue consideration to facilities and equipment.
With a focus on the physical environment, including facilities and equipment, thisresearch examined case examples of approaches taken by schools in each region aimed
at building an inclusive education system that provides "reasonable accommodation"
through school facilities that cater to the various special needs of pupils/students withdisabilities.
While most of the schools examined already have the basic physical environment set up
to be universally accessible, including slopes, elevators, handrails, and multifunction
toilets, it was found that some schools have only recently installed slopes, toilets, andcool down spaces as new features as part of their reasonable accommodation.
Meanwhile, there were also cases where reasonable accommodation was implemented
through creative utilization of existing rooms or classroom layout without major
physical construction. Creative ingenuity was also evident in the implementation ofreasonable accommodation in each school depending on the school establisher’s orschool's situation as well as their pupils/students' conditions and learning needs.

79This chapter summarizes areas of consideration when providing reasonableaccommodation through school facilities and equipment for the building of an inclusive
education system based on analysis of data and insight obtained from the onsite survey
and questionnaire.

3-1 Development of a Plan/Design Process for the Provision of Reasonable
Accommodation(1) Consensus building between stakeholders
Schools that conduct parent interviews prior to a student's enrollment, which enables theevaluation of the student's condition and confirmation of parental requests with regard
to the school's provisions including facilities, foster a sense of trust from the parents ofpupils/students attending the school. This indicates the importance of a thoroughconsultation process between parents, school establisher, and teaching staff to evaluate
the level of reasonable accommodation necessary for the student entering into a regularschool as per Article 22-3 of the Ordinance for Enforcement of the School Education Act.
In the case studies of the two integrated facility plans discussed in Chapter 2, both thefacility plans were developed by gathering input from a variety of stakeholders in thismatter, including holding committee meetings consisting of local residents, experts,
PTA members, and school staff, and hosting workshops involving the teaching staff andcommunity members. Facilities designed in the manner have a very well laid out basic
environment that includes barrier free access, space for interaction, integrated zoning
concepts, and effective location of cool down areas for students, which once again
highlights the importance of the consensus building process between all stakeholders.
(2) System and fiscal considerations
The Basic Policy for Eliminating Discrimination against Persons with Disabilities(approved by the Cabinet on February 24, 2015) requires that comprehensive andobjective determinations be made regarding excessive burdens based on specificsituations and conditions given personal and systematic restrictions and fiscal andfinancial situation of individual circumstances.

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The cases studies studied by this research focus on school facilities and equipment funded
for the most part by the budget of school establishers. It is believed to be effective toutilize national government subsidies for creating barrier free accessible facilities (slopes,
elevators, multifunction toilets, etc.) and examine to see if the administrative system isable to fully utilize the functions of these facilities and equipment after they are installed.
Examining not only changes associated with facility installation but the effective
utilization of existing facilities and creative ingenuity shown in handcrafted facilities isalso believed to be effective.

(3) Creating and revising facilities plans

The cases studies studied by this research report that through consensus building withschool establishers, schools and parents reasonable accommodation is being provided
following systematic renovations of toilets and sinks and installation of necessary
handrails, etc., in conjunction with changes in classroom location as pupils withdisabilities age and proceed to the next grade level. Facilities plans should be created
and revised with consensus building involving school establishers, schools and parents
in line with the creation and revision of educational support plans to accommodate
pupils with disabilities as they advance grade levels.

In particular, school establishers and schools need to heed sufficient attention towarddiffering natures of support as time passes because the condition or symptoms of thedisability may change with the developmental stage or growth of individual
pupils/students with disabilities, and it would be effective for school establishers andschools to review the facilities plan as needed.

3-2 Examination of Reasonable Accommodation and Improvement of the Basic
Environment(1) Ways of interpreting reasonable accommodation and improvement of the basic
environment81

Accommodation provided to specific disabilities sometimes took the form of reasonableaccommodation but other times took the form of improvement of the basic environment.
It was found that the same initiative (slope, toilets, FM hearing aids, etc.) could beinterpreted as reasonable accommodation for specific pupils/students with disabilities or
as improvement of the basic environment depending on the situation of the establisher orschool.
Therefore, when examining a case, instead of using strict categories for reasonableaccommodation and improvement of the basic environment the perspective of whether
both together are providing the necessary accommodation or not is needed.
Also, the provision of reasonable accommodation is necessary on an individual basis inline with the condition of each individual pupil/student with disabilities. Therefore,
attention must be paid to the fact that accommodation using the same facilities andequipment can have differing degrees of effectiveness based on the type of disability.
(2) Effectiveness of improving the standards of facilities qualitatively
Working to improve the basic qualitative standards of school facilities, such as sounds,
temperature, and securing necessary spaces, is believed to be linked with the provision ofaccommodation to all pupils/students, including those with disabilities, from thestandpoint of building an inclusive education system of the future.
(3) Trends in improvement of the basic environment
Most cases of facility/equipment initiatives involving construction to a building wereconsidered to be improvement of the basic environment. (Slopes, elevators, multifunction
toilets, wheelchair accessible parking spaces, etc.) These forms of accommodation are
presumed to have been installed at schools from the perspective of creating barrier free
and accessible spaces until now.

3-3 Provision of an Accessible Environment Inside Schools
As for creating barrier free spaces, most initiatives are considered improvement of thebasic environment and initiated in order to provide an additional level of convenience to82many and unspecified facility users. Of those considered reasonable accommodation for
pupils/students, the use of slopes, handrails, multifunction toilets, Braille floor tiles,
cool down spaces, and cushioning to mitigate noises are believed to be effective for
pupils/students with other types of disabilities or pupils/students without disabilities.
In providing reasonable accommodation, the incorporation of universal design for adiverse range of users makes it possible for use by many and unspecified number ofpeople as a result, which then becomes improvement of the basic environment.
Therefore, this is believed to be effective.
3-4 Accommodation of Development/Disability Condition and Characteristics
The nature of accommodation based on the condition or characteristics of development or
disability varies widely based on the type of disability. As for the provision of space, as isseen with the provision of a space for individual learning or cooling down, there werecases seen in which a space to conduct individual instruction or calm down was provided
to the applicable pupil/student. In order to secure these spaces, it is effective to utilize
existing facilities by using screens to partition a corner of the classroom or using existingclassrooms for a different purpose to secure the space needed.
For the provision of teaching material and teaching equipment, the following three points
are believed to be beneficial toward effective learning. (1) Braille books and teachingequipment on Braille, (2) FM hearing aid receiver that helps to understand speech andacquire speech, and (3) utilization of ICT equipment (computers, tablet devices, digital
blackboards) for promoting understanding while compensating for problems with seeing,reading or writing.
As examples of creative ingenuity used for signage planning, some case studies involved
creating multiple entrances and assigning different colors to them, displaying the numberof stairs in a circle at the bottom of the stairway, and using pictograms to display the toilet.
This indicates the importance of planning signage that accommodates ease ofunderstanding in mobility and living based on the condition of the disability.

833-5 Disaster and Emergency Response
As for disaster and emergency response, (1) classrooms are located on the first floor toprovide the shortest possible evacuation route or on the top floor next to the elevator intsunami prone areas; (2) postings and signs are used to clearly indicate the evacuationroute, and (3) preparations have been made for necessary evacuation equipment such as
stretchers and wheelchairs. Furthermore, as is the case with conducting evacuation drills
regularly and providing human support during evacuations, it is necessary to have both
hard and soft measures in place in order to increase the effectiveness of measures.

3-6 Accommodation for Supporting Interaction and Cooperative Learning(1) Creative ingenuity in classroom location
Cases where the location of regular classrooms and special needs education classrooms
were flexibly changed to the same floor based on advancements in grade represent
examples of creative zoning so that interaction and cooperative learning involving
pupils/students with disabilities and those without can continually take place. Dependingon the type of disability, it is important to fully examine ahead of time all aspects,
including funding, given the need for facilities that accommodate access, toilets andwashrooms based on changes in the floor.
Additionally, as with cases where unifying zoning and spaces for interaction wereincorporated from the perspective of interaction and co-existence, creative facility
planning demonstrates that facilities can function as an effective means to aiding the dailyinteractions of pupils/students.
When flexibly changing classroom location, it is important to conduct a simulation ofinteraction in terms of learning and living between pupils/students enrolled in regularclasses and pupils/students with disabilities enrolled in special needs education classes,
based on the condition of each disability, so as to achieve sufficient accommodation interms of safety.

(2) Enhancements in accessibility (lanes) and spaces for interaction for learning and84

play together

From the examples of complex facility plans introduced in Chapter 2, spaces forinteraction are planned as venues for encouraging play and natural activity as well as aplace where pupils/students can gather freely in order to develop the spirit of learning
together and mutual aid, regardless of disability. At the same time, accessibility spaces
such as hallways and stairways and approach spaces for entering/leaving the school are
not considered simple forms of access (lanes), they are creatively designed as spaces
underpinning natural interaction during school life. These design approaches are
considered to be effective in space planning.

Similarly, from the examples of complex facility plans introduced in Chapter 2, it iseffective to plan and design accessibility methods fully considerate of pupils/students
with disabilities, such as alleviating the difficulty of accessibility due to weather by
installing a roof over outdoor slopes at entrances in order to provide excellent spaces
for getting around.
3-7 Responses using Ingenuity/Innovation Unrelated to Facilities(1) Responses by the effective utilization of existing facilities
As an accommodation to ensure a place to go to calm and cool down, cases were seen
where a small room was set aside, multipurpose room utilized, or space created inside
the classroom using screens. The fact there were cases where existing classrooms wereused for space instead of building new spaces through construction work demonstrates
the effectiveness of utilizing existing facilities.
(2) Responses by changing the location of classrooms
As with cases of laying out the same zone by flexibly changing the location of regularclassrooms and special needs education classrooms as pupils/students advance grades inorder to support interaction and cooperative learning, it is effective to examine measuresfor creative zoning that are effective and do not require facilities to be modified.

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(3) Responses through creative ingenuity, such as handrails, etc.
As with cases where schools used creative ingenuity, such as elongating the flush leverbased on the pupils using it, using signs and postings to convey information easily andvisually, attaching tennis balls to the legs of desks and chairs to mitigate sounds, and theuse of slopes to minimize level differences, these initiatives can be viewed as effective.

Works Cited:・Central Council for Education Subdivision on Elementary and Lower Secondary Education report “Promotion ofSpecial Needs Education in Building Inclusive Education System for Formation of a Convivial Society,” July 2012
・Basic Policy for Eliminating Discrimination against Persons with Disabilities (approved by the Cabinet on February
24, 2015)

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