ISSN 0389-9012

NISE A-13

NISE Bulletin
Vol.13

March 2014

National Institute of Special Needs Education, JapanNISE Bulletin Vol. 13 March 2014

Contents

NISE’s Activities
Research Projects for FY2013

1

Research Summaries of the Final Reports of the Research Projects in 2013

8

Report on FY 2013 National Institute of Special Needs Education Seminar

11

Other Topics

12

Recent Policy and Status on Special Needs Education in Japan
Recent Policy and Status on Special Needs Education in Japan
Special Needs Education Division, MEXT

17

Recent Data on Education for Children with Disabilities in Japan

22

English Abstracts of the Research Papers from Bulletin of The National
Institute of Special Needs Education or “国立特別支援教育総合研究所研究紀要”, Vol. 40, 2013

30

NISE Bulletin Vol. 13 March 2014

NISE's Activities

Research Projects for FY 2013
Category

Research Title
Research on Curriculum Development and
Implementation for Schools and Classes for Special
Needs Education

Research
Unit

HARADAKimihito

FY
2012-2013

Promoting Unit

HARADAKimihito

FY
2012-2013

Perspective Unit

SASAMORI
HirokiFY
2013-2014

ICT/AT Unit

KANAMORI
Katsuhiro

FY
2012-2013

Visual Impairments
Unit

KANEKO
TakeshiFY
2012-2013

Intellectual
Disabilities Unit

OZAKI
Yuzo

FY
2013-2014

Physical/Motor
Disabilities Unit

NAGANUMA
ToshioFY
2012-2013

Speech andLanguage
Disorders Unit

KUBOYAMA
Shigeki

FY
2012-2013

Autism Unit

OKAMOTOKunihiro

FY
2012-2013

Developmental
Disabilities andEmotional
Disturbances Unit

SASAMORI
HirokiFY
2012-2013

Multiple Disabilities
Unit

SAITO
YumikoFY
2013-2014

P Practical Study on Establishing Support Regime forDeveloping an Inclusive Education System. - Through thepractices in schools and communities in model projects -Specialized
Research A[Medium-term Specific Research (Research on the Inclusive
Education System)]

Assessment of Guidelines through Creation of Prototype
Digital Textbooks and Teaching Materials. -Aiming at
developing accessible digital textbooks[Medium-term Specific Research (Research on Application of ICTin Special Needs Education)]

Research on Effective Use of Teaching Materials andDevices for Schools for Special Needs Education (Visual
Impairments) and Sharing of Relevant Information-With emphasis on roles of ICT[Medium-term Specific Research (Research on Application of ICTin Special Needs Education)]

Research on Promoting Organizational and Systematic
Learning Assessment in Education for Intellectual
Disabilities- The case studies in schools for special needs education(intellectual disabilities)-

Research on Advancing Effective Use of AT/ICT in
Schools for Special Needs Education (Physical/Motor
Disabilities) -Aiming at supporting to regular schools[Medium-term Specific Research (Research on Application of ICTin Special Needs Education)]

Specialized
Research B

Research on Improvement in Teaching Children with
Speech and Language Delays as Their Main Needs fromthe Stage of Early Childhood. -Classification of the actual
state of children and assessment of effectiveness of teaching-

Research on Understanding of Characteristics ofChildren with Autism in Classes for Special Needs
Education for Children with Autism and Emotional
Disturbances in Terms of Learning in Arithmetic andMathematics Classes
Research on Specific Instruction and Support for HighSchool Students Who Have Special Needs Involving
Developmental Disabilities: LD, ADHD, and HFA etc.
-How to provide effective instruction and support, mainly inclasses-

Research on Development of Information Package,
contributing to Assessment , Objectives and Content’s
Setting and Evaluation for Students with Severe andmultiple disabilities.

1

NISE Bulletin Vol. 13 March 2014

NISE's Activities
Outlines of Research Projects for FY 2013
Specialized Research A

Research on Curriculum Development and Implementation for Schools and Classes
for Special Needs Education
Research period: FY2012-2013
Research unit: Promoting Unit
Principal researcher: HARADA Kimihito
Co-researchers:
NAGANUMA Toshio(sub-principal researcher), TSUGE
Masayoshi, OZAKI Yuzo, KOBAYASHI Michiyo, KANEKO
Takeshi, KUSAKA Naomi, YANAGISAWA Akiko, KAMIYAMA
Tsutomu
Outline:In Specialized Research A "Practical study on curriculum
development based on the course of study for schools for special
needs education” conducted in FY 2010-2011, a questionnaire
survey was conducted in all the schools for special needs educationin Japan, which amount to some 1,000. As a result, we identified theoverall status of implementation of curriculum development andissues that need to be addressed in the transitional phase to the New
National Curriculum Guidelines at Schools for Special Needs
Education.
In the study for FY 2012-2013, based on the results from theprevious questionnaire survey, we will identify the current status ofissues or concerns that were raised in the previous survey, such as
the development of curricula specially designed for each type of
disabilities at schools for special needs education, types of curricula
and the course system, vocational education at upper secondary

departments, interactions and collaborative learning in curricula, andrelationships between activities to promote independence andactivities for other educational objectives and individual subjects indeveloping curricula. This study will be conducted through repeatedvisits to schools for special needs education and, with thecooperation from those involved in schools participating in thesurvey, we will discuss how curricula should be developed in orderto address identified issues and concerns.
We will also discuss the development of "special curricula" forclasses for special needs education at elementary and lower
secondary schools, which can be developed based on the National
Curriculum Guidelines for Schools for Special Needs Education.
More specifically, questionnaire surveys to education boards andvisit surveys to elementary and lower secondary schools will be
conducted to identify the current status and issues, including thepresence or absence of manuals for developing curricula for classes
for special needs education and procedures for developing curricula
at schools, with types of disabilities taken into account.
Based on results from the surveys and discussions above, thestatus of the development and implementation of curricula based on
the current National Curriculum Guidelines at Schools for Special
Needs Education will be reviewed comprehensively so as to prepare
basic materials for the next revision to the curriculum guidelines.

Specialized Research A

Practical Research on Establishing Support Regime for Developing an Inclusive
Education System-Through the practices in schools and communities in model projects[Medium-term specific research (research on inclusive education systems)]
Outline:The Subdivision on Primary and Secondary Education of theCentral Council for Education published a report titled ‘Report on
the Promotion of Special Needs Education for Developing an
Inclusive Education System Leading to the Creation of Cohesive
Society’ on 23 July 2013. Reflecting the findings of the report, as
well as the findings from our two research projects in FY
2011-2012, namely a medium-term Specialized Research,Specialized Research A, ‘Research for teacher’s professional
standards and development of teacher training program in inclusive
education systems’ and another Specialized Research A study,‘Study on consideration and special guidance to children who needspecial support in developing an inclusive education system’, we

Research period: FY2013-2014
Research unit: Perspective Unit
Principal researcher: SASAMORI Hiroki
Co-researchers:
KUBOYAMA Shigeki(sub-principal researcher), NIIHIRA
Shizuhiro, KOMATSU Yukie, MAKINO Yasumi, SATO Hajime,
SAITO Yumiko, TAMAKI Munehisa, OZAWA Michimasa,
KAIZU Akiko, TOKUNAGA Akio, OSAKI Hirofumi, KUMATA
Hanae, SHOJI Michiyo, MATSUMI Kazuki, OKAMOTO Kunihiro,
WAKUI Megumi, ITO Yumi, ISHIZAKA Tsutomu, MORIYAMA
TakashiResearch collaborators: FUJIMOTO Hiroto, SAWADA Mayumi

2

NISE Bulletin Vol. 13 March 2014

NISE's Activities
will conduct a series of case studies of ongoing practices in model
schools designated by the Ministry(MEXT), investigating andverifying our findings of a process in which educational expertise isnurtured among teachers and staff, schools and local communities
reflected in every child’s leaning and how this process can be run interms of organizational structure.
As for creating an Inclusive Education System, our two previous
studies conducted in 2011-2012 as part of medium-term Specialized
Research confirmed, in order to the educational expertise in teachers,
staff, schools and local communities to continue to be obtained andused, systematic commitment in organizations, such as in schools,
supported by prefectural education boards was necessary andcooperation and collaboration with various related parties and people
were vital. With this in mind, the research project focuses on theorganizational side of developing an Inclusive Education System,
such as how best to implement effective trainings, share
information and build cooperative and collaborative relationships
with parties involved.
In this project, drawing examples from visionary projects, wewill clarify the fundamental approach in creating a support regime
for an Inclusive Education System. We will then carry out a seriesof case studies, investigating and verifying the approach, andcollaborating with model projects designated by MEXT.
The approach, investigated and verified with related information
regarding the schools and the local communities, will then be
published and is expected to be used by schools and local
education boards.

Specialized Research A

Assessment of the Guidelines for Creating Digital Textbooks through Creation ofPrototype Digital Textbooks and Teaching Materials-Aiming at developing accessible digital textbooks[Medium-term specific research (research on application of ICT in special needs education)]In this study, a prototype digital textbook will be created using
the materials from several textbooks created based on the
Guidelines developed in FY 2011. During the course of the study,function tests will be carried out by research collaborators andtheir results will be reviewed in detail through discussion withthem. The functions will also be assessed at schools by teacherswith practical teaching experiences using the digital textbook on a
trial basis. Through these assessments, the effectiveness of the
Guidelines will be evaluated and the results will be reflected in
improvements to them. The study is expected to produce a
concrete proposal on guidelines for creating digital textbooks, with
its effectiveness verified, meeting the special educational needs.

Research period: FY2012-2013
Research unit: ICT/AT Unit
Principal researcher: KANAMORI Katsuhiro
Co-researchers:
UMEDA Mari(sub-principal researcher), TANAKA Yoshihiro,
MUNEKATA Tetsuya, TAKEDOMI Hirofumi, YOKOO Shun,
DOI Kouki
Research collaborator: KANEKO Takeshi
Outline:In this study, a prototype digitized textbook will be created partly
based on the Guidelines developed in FY 2011 and through its
assessment, effectiveness of the guidelines will be verified and thecontents will be improved.

Specialized Research B

Research on effective use of teaching materials and devices for schools for special
needs education (visual impairments) and sharing of relevant information- With emphasis on roles of ICT [Medium-term specific research (research on application of ICT in special needs education)]
Research unit: Visual Impairments Unit
Principal researcher:time, to serve as a regional center for education for visually

KANEKO Takeshi

impaired children to focus their efforts on increasing external

Co-researchers: MUNEKATA Tetsuya, TANAKA Yoshihiro,

support.

SAWADA Mayumi, DOI Kouki
Research period:

In this study, we will identify the current status and issues

FY 2012-2013

concerning maintenance and effective use of teaching materials

Outline:and devices for students with visual impairments, which are

Schools for special needs education (visual impairments) are

specialties of schools for special needs education (visualrequired to provide specialized and high quality education for

impairments). In addition, we will also discuss measures tovisually impaired students at their own schools and, at the same

3

NISE Bulletin Vol. 13 March 2014

NISE's Activities

improve teaching materials and devices and promote their use

In the discussion, emphasis will be placed on the role ofas well as a system to share information on maintenance and

ICT, whose usefulness has been particularly acknowledged in

effective use of teaching materials and devices.

education of the visually impaired.

Specialized Research B

Research on Measures to Promoting Organizational and Systematic Learning
Assessment in Education for Intellectual Disabilities-The case studies in schools for special needs education (intellectual disabilities)With this in mind, the study investigates measures to promoteorganizational and systematic learning assessment in education forstudents with intellectual disabilities.
In this research project, following the outcomes from our survey
in 2012, we will re-run a questionnaire survey on ongoing learningassessments and related research, and on efforts towards
organizational and systematic learning assessment to identify suchas a practice method and application aspect of learning assessmentthat the schools need to establish. We will also conduct interviews
at our associated research organizations with regards to their viewson learning assessment criteria, examples of a creative approachand PDCA cycle in relation to learning assessments, as well as
conduct practical studies. With these, we are aiming to present anapproach for more clearly defined and shared procedures ofassessment with commentary on implementing the approach, aswell as examples from case studies, that will be useful inpromoting organizational and systematic learning assessment.
Outcomes from this study are expected to improve the

Research period: FY2013-2014
Research unit: Intellectual Disabilities Unit
Principal researcher: OZAKI Yuzo
Co-researchers:
WAKUI Megumi(sub-principal researcher), TAKEDOMI
Hirofumi, MATSUMI Kazuki(sub-principal researcher),
KAMIYAMA Tsutomu
Outline:Learning assessments are conducted in order to understand achild’s learning progress, so that these data can be used to enhance
the child’s learning activities. In the field of education for intellectual
disabilities, teaching is carried out based on individually set
objectives and contents. However, there is an issue of Validity insetting objectives, teaching contents and teaching method. It is here asystematic learning assessment plays an important role in solving thisproblem. Our preliminary and preparatory study of 2012 showed,
while some schools have clear criteria for assessment, there areschools which lack an organization-wide approach, such as setting
common criteria or assessment time and sharing methods. In each ofthese cases, learning assessments were indeed conducted for a subject
or a set of units, but lacked clear correlations either to other subjects
and units, or to the comprehensive learning assessment based on theannual teaching program.

educational activities in schools for special needs education(intellectual disabilities) and special needs classes, by raising thestandard for objective setting, teaching contents and methods, withthe provision of the information on measures promoting
organizational and systematic learning assessment.

Specialized Research B

Advancing Effective Use of AT/ICT in Schools for Special Needs Education(Physical/Motor Disabilities)- Aiming at supporting to regular schools –[Medium-term specific research (research on application of ICT in special needs education)]
Research unit: Physical/Motor Disabilities Unit

disabling conditions of students. It is hoped that AT will be used

Principal researcher:more effectively and systematically and that relevant knowledge

NAGANUMA Toshio

Co-researchers: KANAMORI Katsuhiro(sub-principal

and findings will be used more effectively to help improve the roleresearcher), TOKUNAGA Akio, SAITO Yumikoof these schools as a resource center.

Research period:

In the study, knowledge and findings (information, technology,

FY 2012-2013etc.) concerning the effective use of AT by schools for special

Outline:At schools for special needs education (students withneeds education (students with physical/motor disabilities) will bephysical/motor disabilities), it is particularly important to use

organized and reviewed. Based on organized and reviewed

assistive technology (AT) effectively according to a wide variety ofknowledge and findings, we will also discuss measures for schools

4

NISE Bulletin Vol. 13 March 2014

NISE's Activities

for special needs education as a resource center to take in order to

Our emphasis in the study will be particularly on e-AT

promote the effective use of AT in assisting students with(electronic and information technology based Assistive

physical/motor disabilities at elementary and lower secondary

Technology) among AT, one of the roles of ICT.

schools.

Specialized Research B

Research on improvement in teaching children with speech and language delays
as their main needs from the stage of early childhood- Classification of the actual state of children and assessment of effectiveness of teaching methods -Research period: FY2012-2013
Research unit: Speech and Language Disorders Unit
Principal researcher: KUBOYAMA Shigeki
Co-researchers: KOBAYASHI Michiyo(sub-principal
researcher), MAKINO Yasumi
Outline:"Language classrooms for young children" and "language
classrooms" provide children with speech and language delays as
their main needs and their parents with counseling and assistanceservices. However, while there are many different factors that cause
speech and language delays, there have been no sufficient efforts tounderstand the relationships between these factors and actual stateof these children. It has also not been clarified in a well-organizedmanner how to teach and assist these children. In this study, we will
discuss what to teach and how to teach and assist, from the earlychildhood, children who need special education for speech andlanguage needs referring to results and findings from researchthat has recently been advanced in other fields, such as LD
education and instructions on social skills.
We will identify the actual state of children with speech andlanguage delays as their main needs who are receiving
instructions and assistance at "language classrooms for young
children" and "language classrooms." We will also identify what
instructions and assistance are provided to these children
according to the growth of these children and will organize
collected information.
*The term "language classrooms" is used to collectively callresource rooms for children with speech and language needs, andspecial classes for children with speech and language needs.

Specialized Research B

Research on understanding of characteristics of children with autism in classes for
special needs education for children with autism and emotional disturbances in termsof learning in arithmetic and mathematics classes
Research period: FY2012-2013
Research unit: Autism Unit
Principal researcher: OKAMOTO Kunihiro
Co-researchers: YANAGISAWA Akiko(sub-principal
researcher), SATO Hajime, ISHIZAKA Tsutomu, SASAMORI
HirokiOutline:In our study of FY 2010-2011, we investigated instruction ofJapanese language which particularly associated withcharacteristics of children with autism enrolled class for special
needs education of children with autism and emotional disabilities.
We identified how children with autism acquired the contents ofJapanese language. Also, we discussed instructional object, teachingcontents and annual teaching plan of Japanese language
appropriate characteristics of children with autism. We discussed
that it is important for teachers to instruct based on achievementlevel of children with autism in subject teaching. The same goesfor teaching arithmetic and mathematics..
In this present study, we assume that children with autism show
gaps among their achievement of the leaning on arithmetic ormathematics. In addition, we predict that some children with
autism use their own strategy to answer arithmetic questions. So,teachers should understand of their strategy.
The purpose of present study is to identify characteristics ofchildren with autism in learning arithmetic and mathematics and to
discuss the appropriate teaching approach for them.

NISE Bulletin Vol. 13 March 2014

NISE's Activities

Specialized Research B

Research on specific support for high school students who have special needs
involving developmental disabilities: LD, ADHD, and HFA etc.
- How to provide effective instruction on classes Research unit:

Developmental Disabilities and Emotional

learning, there are quite a few whose motivation for learning canDisturbances Unit

be raised if they are given accommodations and modifications to

SASAMORI Hiroki

help them understand lessons easily, assigned subjects easier for

Co-researchers: UMEDA Mari(sub-principal researcher), TSUGE

them to learn, and an individually tailored assessment method,

Masayoshi, KOMATSU Yukie, TAMAKI Munehisa, KAIZU Akiko,which can help them become more independent. In implementing

ITO Yumithese efforts, it is necessary not only to provide careful

Principal researcher:

Research period:

accommodations and modifications to those with learning

FY 2012-2013

difficulty but also to pay careful attention to the whole classrooms.

Outline:Students who have special needs for their developmental

As students of high schools are in adolescence, it is also necessary

disabilities and so forth are not given sufficient accommodations andto address issues unique to the adolescent stage because amodifications in general classes at junior and high schools, because,

self-awareness of being different from others may serve as a factor

unlike elementary schools where one teacher is responsible for eachassociated psychological and behavioral problems. It is required

student’s daily living activities in general, secondary schools adopt afor those involved to consider the effective use of services andsystem where each teacher is only responsible for teaching his/herfunctions (e.g. education in like a resource room) to provide

specialized subject. This makes it difficult for secondary schools to

individually-adapted assistance, including psychological care.

establish a system similar to that of elementary schools. Particularly

In the study, we will discuss how instruction and support,

at high schools, due to differences of courses and disciplines, there

mainly in classes, should be provided to students who have special

are many serious issues that need to be addressed, such as theneeds for their developmental disabilities and so forth at highnecessity of ingenuity in arranging classes for these students,

schools according to characteristics of disabilities. This discussion

accommodations given to these students on examinations, assessment

will be based on onsite experience at schools participating in our

methods, and career guidance. It is therefore necessary to adopt a

study and from the viewpoints of "methods to assess the actual

different approach at high schools from that at elementary and lower

state," "development of class curricula," "organization of

secondary schools.

curricula," "test format and other materials," "test implementationand evaluation methods," "teaching systems/setting for teaching"

At high schools, while there are some students who lackand "support system in school."

motivation because of their self-image that they are not good at

Specialized Research B

Development of Information Package (Tentative Proposal), Contributing toAssessment, Objectives and Contents Setting, and Evaluation for Students with
Severe and Multiple Disabilities
Research period: FY2013-2014
Research unit:

severe and multiple disabilities must be developed in

Multiple Disabilities Unit

collaboration with the family, the local community and otherPrincipal researcher: SAITO Yumikoconcerned parties. In the commentaries of the guideline, it is

Co-researchers: KUMATA Hanae(sub-principal researcher),also stated that the individualized educational plan must be

OSAKI Hirofumi, OZAWA Michimasa

executed on PDCA cycle with assessing current conditions

Research collaborator: NAGANUMA Toshio

ofOutline:astudent,

settinglearning

objectives,

devising

instructional contents and methods, evaluating his/her

The government’s education guidelines states that anprogress

individualized educational support plan for each student with5

appropriately,andimproving

instructionNISE Bulletin Vol. 13 March 2014

NISE's Activities
it with the feedback.

according to the evaluation. Our preliminary and preparatory
study in 2012 found that many schools found it difficult to

The contents of the information package (tentative

identify and assess condition of students with severe and multiple

proposal) will be chosen based mainly on the items whose

disabilities appropriately, and to set long-term learning objectives

importance was confirmed by the preliminary andfor them. With a vision of ‘creating and implementing an

preparatory study, supported by previous studies in and out

educational plan (including individualized educational plans andof Japan as well as observational knowledge. As for theeducational support plans) that contribute to the present and theusefulness trial, we are planning to ask the cooperation of

future of a student with severe and multiple disabilities’, theassociate pilot schools.

research project aims to create an information package as a

The outcomes from this project are expected totentative proposal which is to contribute to development andfacilitate the creation of individualized educational support

practice of educational plans for those students. In addition, it

plans and individualized education plans, as well asaims to run trials in schools and verify its usefulness and improve

contributing to the enhancement of such education.

67

NISE Bulletin Vol. 13 March 2014

NISE's Activities: Research Summaries from the Final Reports

H24-A-01 (Specialized Research A)

A study on special needs school management and leadership by principals[Research period]

management, school missions and visions had been

FY2011-FY2012[Principal researcher]well-communicated throughout schools and morale among school

OOUCHI Susumu

staff was high. On the other hand, there were indications of things[Summary]that had yet to be accomplished for the improvement of school

In 1998, the issue of establishing autonomy and independence inorganizations.

the management of school education was subject to deliberation by
the Central Council for Education. This development was theIssues that have yet to be fully addressed in supporting theimpetus for the inclusion in the Ministry of Education, Culture,

management of special needs schools include: the fact that there

Sports, Science, and Technology’s “Education Reform Plan for theare a multitude of occupations in special needs schools, there hasst

21 Century” of ideas on organizational management in schools

been an increase in specialization with the diversifying disabilities

and boards of education. The plan placed emphasis onamong students, the inherent difficulty in rating schools, theimplementing organizational and flexible school management,difficulties in cooperating with communities due to the fact that

explicitly mentioning, among other things, the need forstudents attending special needs schools live in places scatteredindependence among and displays of leadership by schoolfrom one another geographically, and other factors specific toprincipals. Discussions are being held at the 2011 School

special needs schools. The study showed the importance ofManagement Support Promotion Council on further instituting

mechanisms that assist in coordinating management among

school organizational and flexible management systems andprincipals and of the role of boards of education in promoting

reducing the burden of tasks borne by schools.

community-driven management.

Taking into account these trends, the current research looks at the[Keywords]

current state of steps being taken to improve school management at

School management, leadership by principals, special needs

special needs schools, as well as the things that still need to beschools, training courses

done. It became clear from surveys of principals of special needs
schools that, in terms of achievements in the way of school

H24-A-02 (Specialized Research A)

A study on educational expertise under inclusive education systems and thedevelopment of training curricula[Research period]

inclusive education systems, and to provide information to the

FY2011-FY2012[Principal researcher]relevant institutions. For this endeavor, we gathered pertinent

SAWADA Mayumi

information from sources in Japan and overseas alike, organized[Summary]that information as it relates to expertise specific to professions

To provide guidance and support to meet the diverse
educational needs of each student, it is necessary to devise systems

and roles, and looked at the question of just what qualities andthat not only promote higher levels of expertise among individual

abilities form the foundations necessary to all teachers. In addition,teachers, but that encourage individual teachers to utilize their

we first put together a document titled “A teacher training guidestrengths further. Moreover, mechanisms that guarantee expertisefor inclusive education systems: Realizing education for diverseon the part of organizations and the community are necessary as

forms of learning ― utilizing the concept of special needs

well.

education―” (a tentative proposal), which is a collection of

The purpose of this research is to examine systems that guarantee

strategies for equipping teachers with the qualities and abilities thathuman resource development and expertise, which are key to the

all teachers need. We also compiled information on mechanisms

direction of national policy as the country attempts to buildthat guarantee expertise on the part of organizations and the8

NISE Bulletin Vol. 13 March 2014

NISE's Activities: Research Summaries from the Final Reports[Keywords]

community for the purposes of building and promoting

Inclusive education systems, expertise, teacher training, special

inclusive education systems.

needs education, training guide

H24-A-03 (Specialized Research A)

Research on special accommodation and instruction for students with special needs
aimed at building inclusive education systems: Informative examples of special
accommodation and administration[Research period]

specific cases observed in these surveys and put together the

FY2011-FY2012[Principal researcher]results as a collection of informative examples. In putting together

FUJIMOTO Hiroto

informative[Summary]

examplesofdesirable

forms

of

specialaccommodation for students with disabilities, our purpose was to

The purpose of this research is to look at present school
situations in which students with disabilities and students without

illustratedisabilities study together and determine the forms of special

accommodation, methods of instruction, etc. for students withpractical

examples

of

ideal

forms

of

specialaccommodation and methods of instruction necessary for building

disabilities in line with the new concepts of “reasonable

inclusive education systems in the future.

accommodation” and “creating basic environments” as introduced

Studies are currently underway with a view to ratifying

in “Promoting special needs education for the construction of

conventions concerning the rights of persons with disabilities,

inclusive education systems to build a cohesive society,” a reportviews on the conditions necessary for building inclusive education

issued on July 23, 2012 by the Subdivision on Elementary andsystems in Japan have yet to be fully articulated. For this research,

Secondary Education of the Central Council for Education.

we conducted field surveys on forms of special accommodation[Keywords]

and methods of instruction where students with disabilities and

The construction of inclusive education systems, reasonable

students without disabilities study together. We then studied

accommodation, creating basic environments

H24-K-01 (Collaborative Research)

Creating educational materials based on “accessible design” for use by visually
impaired children and adults using technologies for imprinting Braille and tactile
symbols alongside visible print[Research period]

FY2011-FY2012[Principal researcher]social welfare corporations who are responsible for assisting

DOI Kouki[Summary]

with the learning of Braille, and by visually impaired children

Braille, which is a tactile writing system for visually impaired

and adults themselves. To address this issue, for this researchchildren and adults, is a tool to access information used in

we created Braille instructional materials (trial versions) in

educational materials for and the daily lives of visually impaired

order to study better forms of textbooks for learning Braillechildren who attend schools for the blind and other suchthat incorporate the concept of “accessible design” based on

institutions. However, because of the fact that much time isthe needs of Braille teachers and learners, etc. Specifically, we

required to learn Braille, that there are not enough textbooks fordeveloped a new apparatus for imprinting Braille and tactile

learning Braille that make it easy for learners to do so, and thatsymbols that uses a colorless, transparent UV-curing resin ink

visually impaired children must learn Braille at an early stage,that makes the feel of the Braille dots stronger and therefore

there is a need for improvements to Braille educational materials

easier to read, and that also allows for imprinting alongsidethat is felt by teachers of Braille at schools for the blind, by staff at

visible print. The Braille instructional materials we made also

9

NISE's Activities: Research Summaries from the Final Reports

NISE Bulletin Vol. 13 March 2014

include a feature that reads out audio corresponding to thea necessary element for the creation of accessible educational

content. We asked visually impaired persons to rate the Braillematerials that are easier for Braille learners to learn from.

instructional materials we made on ease of use, and they were

[Keywords]

rated highly. Through this research, we found that in addition

Accessible design, visually impaired children and adults, Braille,

to the tactile readability of Braille, the effective use of audio istactile symbols, educational materials

H24-K-02 (Collaborative Research)

Developmental research on a handwriting evaluation system that takes into accountthe characteristics of students with low vision[Research period]

FY2011-FY2012[Principal researcher]In the second chapter, we surveyed the realities of

OOUCHI Susumu

handwriting instruction for children with low vision at[Summary]

special needs education schools for the visually impaired toWhen children with low vision write Kanji, issues encounteredgather basic materials involving improvements to instruction

include precision, legibility, and balance. These issues likely stem

methods. It was found that younger children require morefrom difficulties in utilizing the visual sense. On the other hand,attention with regard to handwriting. At the elementary

there are students who have learned to write legibly despite having

school stage, handwriting issues are more serious the earlier

extreme difficulty in seeing, and for this reason, we believe thatthe stage of education children are in, and as they progressthese issues are not cause exclusively by low vision, but also haveto higher academic years, those issues abate. It was foundto do with the accumulation of unapt experiences. To makethat in the secondary education stage, around 60 percent of

improvements, it is absolutely necessary to take approaches thatstudents are able to write easy-to-read characters, but thethe learners themselves are comfortable with, and to do this, anchief issues are character balance, accuracy, and stroke

objective method of evaluation is needed. In this research, weorder. Methods for evaluating handwriting almost

attempted to develop a handwriting evaluation system for students

exclusively relied on example books and subjectivewith low vision.

assessment. Objective methods of evaluation were not in

In the first chapter, we review efforts to date involvinguse.

handwriting in the education of students with low vision. We then

The third chapter details our attempt to develop a systemsummarize the position taken in the Course of Study Guidelines onfor objectively evaluating characters handwritten by children

handwriting by students with low vision and give an overview ofwith low vision. After testing using existing systems, we

research and practical reports on handwriting instruction publisheddeveloped a prototype for an evaluation program that one

so far. We compiled 10 points particularly worthy of attention

can use to evaluate the shape and stroke order of characters.

when teaching handwriting to students with low vision: theIt is hoped that, through the use of this system, thetransition from larger to smaller characters, emphasis on Kanji

handwriting of students with low vision will be evaluatedradicals and other components, correct stroke order andobjectively and that students with low vision will be able topronunciation aloud, attention to the overall balance in the shape

go about their studies with a higher level of awareness ofof characters, careful instruction, amount of practice, the use of

their own handwriting.

haptic perception, self-awareness, increased opportunities to write,[Keywords]

and building vocabulary.

Visualimpairments,

educational materials

10

amblyopia,

handwriting,

Kanji,NISE Bulletin Vol. 13 March 2014

NISE's Activities

Report on FY 2013 National Institute of Special Needs Education Seminar
FY 2013 National Institute of Special Needs Education Seminar

research projects of NISE regarding application of ICT in special

entitled “ Promotion of special needs education for building

needs education, such as “Assessment of Guidelines throughinclusive education system -focus on efforts of school and local

Creation of Prototype Digital Textbooks and Teaching Materials”,

community-“ was held for two days from January 30 (Thursday)“Research on Effective Use of Teaching Materials and Devices in

to January 31 (Friday), 2013. The venue of the seminar was the

Schools for Special Needs Education (Visual Impairments) andNational Olympics Memorial Youth Center, Yoyogi, Japan. It was

Sharing of Relevant Information” and ”Research on Advancing

honored to have about 1000 participants, more than usual years.

Effective Use of AT/ICT in Schools for Special Needs

Their interest and enthusiasm for inclusive education system came

Education(Physical/Motor Disabilities)” were presented. The

through over this seminar.

second part of the session 2 focused on topics and research issues.

In the afternoon of the Day 1, Ms. OOYAMA Mami, Director of

NISE provided a progress report on follow-up research in ”Finding

Division of Special Needs Education, Elementary and Secondaryfrom the survey on children who are in regular classes, suspected

Education Bureau, Ministry of Education, Culture, Sports, Scienceof developmental disabilities and in need of special needs

and Technology (MEXT) provided an explanation from the

support”, which was declared by MEXT in December 2012, andadministrative perspectives, followed by the session 1, a keynotereporting on progress and current situation of creating databases on

speech and symposium entitled “efforts of school and local

support for building inclusive education system, as topics oncommunity for building inclusive education system”.

NISE’s project and research in this fiscal year. Useful questions or

ISHIKUMA Toshinori (Vice-president of University ofcomments were offered by participants.

Tsukuba/Superintendent of Education Bureau of Laboratory

In the afternoon on Day 2, poster presentation session was held

Schools), from a school psychology perspective, made a keynote

followed by the session 3. In the poster session, results of researchspeech specifically about cooperation with school, family and local

projects that finished in previous year were presented, such ascommunity as well as psycho-educational supportive service,education for children with multiple disabilities, education forunder the idea of “Everyone is asset and supportive of everyone

children with speech and language disorders and education forelse”.

children with health impairments including an exchange of views

At the symposium, issues of current situation as well aswith participants.
The session 3 consisted three workshops entitled as “Issues andimplementation in school and local community were discussed bypanelists from various viewpoints, such as secondary school,current situation of school curriculum in special needs education

special needs school, board of education and parent’s association,schools and special needs classes”, “Guidance on arithmetic andthen holding an exchange of views on future development withmathematics for children with autism”, and “Now and the future ofparticipants following Professor Ishikuma’s lecture.

special needs education in upper secondary school”. In each ofParticipants who were in respective positions had time toworkshops, discussion deepened through a question and answer

contemplate future effort in school and local community.

and an exchange of views with participants. Records of theDuring the first part of the session 2 of Day 2, three ongoingtwo-day seminar will be updated on the NISE’s website.

11

NISE Bulletin Vol. 13 March 2014

NISE's Activities

Other Topics
World Autism Awareness Day 2013
In December 2007, the United Nations General Assembly

well as in Japan. World Autism Awareness Day 2013 symposium wasadopted a resolution, proposed by Consort of the Emir in the State ofheld under the theme of “Cohesive society -Our very special life-“onQatar, to declare April 2 as World Autism Awareness Day,

April 6 at Nadao Hall in Kasumigaseki. In addition to symposium,

encouraging Member States to take measures to raise awarenessthere were a film showing and talk show.

about autism, in cooperation with NPOs, etc. In response to this, theJapanese government established the executive committee forpromoting World Autism Awareness Day, and as a joint hostorganization, the National Institute of Special Needs Education(NISE) is actively playing a role in promoting the awareness for
autism. April 2 to 8 was designated as the developmental disabilities
week and events to educate the public about developmental
disabilities were held in various locations. As a part of World
Autism Awareness Day 2013 events, Tokyo Tower was the venue ofthe Light It Up Blue on the evening of April 2, where it was lit up inblue along with other famous buildings in many parts of the world as

World Autism Awareness Day 2013 in Yokosuka
The 4th World Autism Awareness day 2013 in Yokosuka, as a partof events titled “Disabled Person’s Week in Yokosuka” supported
by Yokosuka city, was held under the theme of “Let’s get to know
about autism – spread small connections-“on December 7 at
Yokosuka Sogo Fukushi Kaikan, with the aim of raisingunderstanding and awareness about autism. 12 students in
Yokosuka Sogo High School participated in this event asvolunteer work to help ensure the success of the event, with 160
people participating in it a wide age group. At the end of the event,a mother and her daughter with autism impressed people with
their speech.

FY 2013 Workshop on Counseling and Support Staff for Guidance and Selection of
Schools of Enrolment
Workshop on Counseling and Support Staff for Guidance andSelection of Schools of Enrolment was held on July 17-18, forpeople who play a role as a leader in the field of board ofeducation support (tentative name) in each prefecture anddesignated city, with the aim of improvement of their expertiseand enhancement of support for counseling and support for
guidance and selection of schools of enrolment. This workshop
has started since 2013 and 68 leaders participated in it fromaround the country.

12

NISE Bulletin Vol. 13 March 2014

NISE's Activities

On the first day, lecturing on counseling and decision making forabout building an agreement with individual and family in

guidance and selection of schools of enrolment, providing

coherent support system and decision making of guidance andadministrative advice by the MEXT (Special Needs Education

selection of schools of enrolment from early stages, based on the

Division, Elementary and Secondary Education Bureau) andreports submitted in advance by participants, as well as areporting on projects by NISE researcher. On the second day,discussion about efforts in counseling and support for school

holding section meetings by each prefecture and designated city

attendance at the municipal level.

FY 2013 Workshop for Leaders of Guidance Practices in School Dormitories forSpecial Needs Education
Workshop for Leaders of Guidance Practice in School

On the second day, holding group sessions by types ofDormitories for Special Needs Education was held on July 25-26,

disabilities, after a lecture by NISE researcher.

for staff in school dormitories who play a role as a leader in eachprefecture, with the aim of improvement of their expertise anddevelopment of their leadership. This workshop is held annuallyand 79 staff participated in it from around the country. On thefirst day, making a presentation of practical guidance in school
dormitories and providing administrative advice by the MEXT(Special Needs Education Division, Elementary and Secondary
Education Bureau).

FY 2013 Workshop for Leaders of Education for Developmental Disabilities

Workshop for Leaders of Education for Developmental

section meeting (first section meeting: support for

Disabilities was held on August 1-2, for school staff who play aconnection with kindergarten and elementary school, secondrole as a leader in support and guidance for children withsection meeting: support for connection with secondary

developmental disabilities in each prefecture, with the aim ofschool and upper secondary school), after lecturing byimprovement of their expertise and enhancement of support andrelevant institutions.

guidance by local governments. NISE has provided thisworkshop since FY 2008. 112 school staff including kindergarten
and upper secondary school teachers, who are in charge of
support and guidance for children with developmental disabilities
participated in it from around the country.
On the first day, making a presentation titled “building a databaseof the construction of inclusive education systems”, which hasaddressed by NISE, as well as lecturing on the current situationand the issue of education for developmental disabilities, andcoherent support for children with developmental disabilities.
On the second day, discussing about information and data basedon the reports submitted in advance by participants in each

13

NISE Bulletin Vol. 13 March 2014

NISE's Activities

FY 2013 Workshop for Leaders of Promoting Joint Activities and Learning
Workshop for Leaders of Promoting Joint Activities andLearning was held on November 21-22, in cooperation with the
MEXT, for school staff who play a role as a leader in joint
activities and learning for children with or without disabilities,
with the aim of raising understanding for joint activities andlearning, and disabilities in each prefecture.
This workshop is held annually. It was provided section meeting
as well as providing administrative advice and practical report
this year and 67 school staff participated in it from around thecountry.

The 36th National Workshop for Promotion of Special Needs Education
The 36th National Workshop for Promotion of Special Needs

Special Needs Education” offered by member of National

Education beginning with a ceremony held to commemorate theFederation of Special Needs Education, the second partth

National Federation of Special Needs Education’s 50

titled “PTA activity for implementation of cohesive society”

anniversary was held on December 6-7,

offered by member of PTA at elementary and secondaryat National Olympics Memorial Youth Center, in cooperation

school and school for special needs education, and the lastwith the MEXT, NISE and National Federation of Special Needs

part titled “Perspective of communication with relevant

Education.

institutions and the role of coordinators in school for special

The workshop was held over the two days and consisted of threeneeds education” was reported by coordinators inparts. Making a presentation of the effort and holding akindergarten, elementary and secondary school and school

discussion about each part, the first part titled “Progress infor special needs education.

FY2013 National Institute of Special Needs Education Open day

NISE held open day on November 9, providing information

understanding of special needs education for the next

about accommodation in life circumstance for children with

open day.

disabilities, display and demonstration of educational assistive
devices by use of ICT effectively for children with disabilities
and simulated experience of each disability.
206 people participated in it, who are involved in the field of
education, medical and welfare, and besides includes
undergraduate and graduate students, with some comments suchas “deepening understanding of special needs education”, “moreinteresting about inclusive education”, ”helpful information ofvarious assistive devices” and“hoping that more people know about this marvelous institution”.
NISE has committed to providing participants with deeper

14

NISE Bulletin Vol. 13 March 2014

NISE's Activities

Information Center of Education for Children with developmental Disabilities-Exhibition Room for Teaching Materials and DevicesThe Center’s website was opened on August, 2008 and it has
been providing databases on teaching materials and devices in
education and support for children with developmental
disabilities, as one of contents on the website.
These materials and devices are available for try actually at“Exhibition Room for Teaching Materials and devices”.
On this November, renovated a room next to “i-Library :Exhibition Room for Educational Support Devices and Materials”
on the first floor of main building and set up “Exhibition Room”Reasoning”, “Exercise, Posture and unskillfulness”,

for Teaching Materials and Devices” newly.
Changes and improvements in the setting up of new exhibition“Carelessness”, “Hyperactivity and Impulsiveness”,

room are as follows.

“Sociality” and “Coursework”.

1. Color

Showing intended use on display panels for simplicity of

You will see it is muted color in exhibition room, such as

using materials.

grain-colored shelves, ivory-colored walls and a part of a

4. High technology and low technology

signboard and exhibit panels are used to same color NISE’S logo

In addition to paper card games, various latest

in green.

equipments such as an electronic blackboard, tablet

2. Seeable and touchable display

computers and DAISY digital talking book are displaying.

We provide a place where anyone can reach exhibits and try

Using both high-tech and low-tech equipments is key forthem by adjusting for height and wideness of shelves.

meeting needs of individual children with disabilities.

There are books available for inspection in a book display rack.

We hope you will find these materials and devices such as

3. Categorization

Kanji cards and other playing cards excellent as well as

Displayed materials and devices are grouped into 11 categories

digital computers on your visit to the Center.

according to the databases on the center’s website, such as“Listening”,”Speaking”,”Reading”,”Wrighting”, ”Calculation”,

Opening website of“Database for supporting the construction of Inclusive Education System”“Promoting special needs education for the construction of

construction of inclusive education system” since 2013,

inclusive education systems to build a cohesive society”

collecting practical cases of “Reasonable Accommodation”

was reported on July, 2012 by the Subdivision on Elementary andfor children with disabilities in each associated school

Secondary Education of the Central Council for Education. As

and occasionally report to the MEXT with requirement.

this issue, NISE opened the website for providing information

NISE is planning to officially release these practical cases

about the construction of inclusive education system with theon July, 2014 after making a database of them. NISE will

MEXT’s corporation.

provide useful information on the web.

The MEXT has been implemented “Model project for the15

NISE Bulletin Vol. 13 March 2014

NISE's Activities

FY2013 “Tsujimura-award”“Tsujimura-award” present person such as remarkable achieveror competent researcher in the field of special needs education, inhonor of late TSUJIMURA Yasuo who contributed to promotion
and development as a leading expert in special needs education in
Japan as well as NISE’S first president.
“Tsujimura- award” had been hosted by Education Foundation
for Children with Disabilities. As dissolution of the foundation,
NISE has been assigned to hold “Tsujimura- award” from the
beginning of this fiscal year by way of contribution to promotionof special needs education.
Mr. MIYAZAKI Hidenori (Professor emeritus at the University

At the speech, Mr. Miyazaki made such a great presentationof Toyo) received an award of FY2013 “Tsujimura-award”

titled “Promoting special needs education for the building of

which was determined by a selection committee holding on

cohesive society –Improvement of special needs education

November and then NISE had an award ceremony and memorial

for the construction of inclusive education system-“.

speech on December 11.

16

NISE Bulletin Vol. 13 March 2014

Recent Policy and Status on Special Needs Education in Japan

Promotion of Special Needs Education for
Developing an Inclusive Education System
Special Needs Education Division,
Elementary and Secondary Education Bureau,
Ministry of Education, Culture, Sports, Science and Technology (MEXT)

１Current Situation of Special Needs Education
Children with disabilities, need to be given appropriate education

Attention-Deficit/Hyperactivity

with special consideration

for the degree of each condition ofhigh-functioning autism and requests for finding educationalso that they can maximize their possibility, become

requirements from the early stage have been growing. In addition,

disability,

independent, and take part in

Disorder(ADHD),

society. Therefore, special

the percentage of enrollment to high school level special needs

textbooks for them, faculties with expert knowledge andeducation school increases, and students with disabilities haveexperience, and wheel chair accessible structure are in use at

more chances after graduation. In consideration of all situations,special needs education schools and special needs education

the School Education Act was amended in June of 2006. And,

classes at primary and secondary schools (which are hereinafter

previous school system for the blind, deaf and otherwise wasreferred to as public schools). Also, In addition to special needs

converted into “special needs education school system” which canservices in resource rooms, each person’s educational need is filled

manage two or more types of disabilities in order to handle

by disabled-friendly teaching methods such as achievement based

multiple disabilities. Special needs education schools should giveteaching and teaching in small groups, and effective use of Special

advice and support about the educational matters of students with1

Needs Education Assistants in the public school classes.

disabilities by using their highly specialized knowledge and skills

As of May 1st 2012, approximately 366,000 students belong toat the request of public schools, so that they play a role as a center

special needs education schools, special needs education classes ofsystem of

public schools and special needs services in resource rooms 1 .

center) in the community. Also in public schools, fosterage ofAmong them, the students at the stage of compulsory education

special needs education for students with disabilities including

were about 302,000, or 2.9% of all students at the samedevelopment disabilities is specifically set by law.

educational stage. The number of students taking classes at special

Along with the issue of Revised Basic Law for Persons withneeds education schools, in the public school classes, or by special

Disabilities in August of 2011, the law set out that necessary

needs services increases year after year. And, the rate of students

measures such as better education content, methods and so on must

who weren’t mentally challenged, but had a possibility of

be taken with the best effort possible to enable students with

developmental disability is around 6.5% when the Ministry of

disabilities and other students to study together as much as

Education, Culture, Sports, Science and Technology (MEXT)

possible. The purpose is to give people with disabilities good

carried out research in 2012.

education suitable for their ages, abilities, and characteristics ofIn recent years, the seriousness, overlap, and diversification of

their disabilities.

special needs education ( functioning as a resource

disabilities was increased. Demands for supporting students with
developmental disabilities such as Learning Disabilities (LD),2 Actions for Fostering Special Needs Education(1)Looking at the Future Direction of Special Needs Education

Assembly in December of 2006 and took effect in May 2008.

Treaty for the rights of people with disabilities (Convention on the

The Japanese government signed the treaty in September 2007;

Rights of Persons with Disabilities) was adopted at the General

however, it hasn’t yet been ratified.

1

Employees who assist school life and give learning support to children with disabilities in public schools.

2

Offering extra class in public school for children with mild disabilities (excluding intellectual disability) to reverse their disabilities.

17

NISE Bulletin Vol. 13 March 2014

Recent Policy and Status on Special Needs Education in JapanThe government is trying to conclude the convention as soon as

Coordinator1.” And also, they steadily encourage making

possible and is discussing how to adjust Japanese laws and“individualized

regulations. In the field of education, our task is adapting to an

education support plans.” Kindergartens and high schools

inclusive education system. Therefore, the Special Committee ofare in progress, but are relatively behind compared to thethe Future Direction of Special Needs Education set by theschools.

teaching

plans”

and“individualized

Central Education Council considered the way to develop special
needs education in order to establish the system. As a result,②Support Project for Developmental Disability“Fostering Special Needs Education to Establish an Inclusive

School support for children with developmental disabilities

Education System for Realizing a Cohesive Society (made byhave mostly fostered in public schools. However, it has to

The Subdivision on Primary and Secondary Education)” wasmake more progress in kindergartens and high schools, too.

released in July 2012. The report states; ① creating an inclusive

MEXT picks up high schools and offers carrier education

education system in order to realize a cohesive society, ②

program for students with developmental disabilities within

advising families about entering school and selecting a school,“ Project for The Fosterage of Special Needs Education”.

③ enhancing reasonable accommodation and an educational

Besides, the ministry offers “Special Needs Education Study

environment, ④ developing various places to study andProject by Using Support Skill and Private Organizations.”

partnerships between schools, ⑤raising the expertise of teacher

In this project, appropriate teaching materials for respective

and staff.

conditions of disability have also been studied, and effective
teaching methods and educational effect have been(2)Improving Support System Provided by Community andresearched and studied by using these materials since fiscal

School2009.

-Support

for Children

IncludeDevelopmental

Disability①System Improvement to Develop Special Needs Education③Allocation of Special Needs Education Assistant from

Revision of School Education Act became effective after April 1st

Public Kindergartens to High Schoolsof 2007. On the same day, MEXT gave a notification called

In public schools, there are many different types of children“Fosteragebywith disabilities including developmental disability andDirector-General Elementary and Secondary Education Bureau)”

Certified Students1 defined by Article5 of the Order for

to promote the efforts of Each School and the Board of

Enforcement of the School Education Act. With the above in

Education. In addition to support system improvement, it also

mind, Japan has continued financial measures towards eachmentioned basic idea and points of attention about special needs

municipality to let it allocate a “Special Needs Education

education.

Assistant” who assists school life and gives learning support

Our nation pays part of expense as Project for the Promotion of

to children with disabilities since 2007. The financial

Special Needs Education Systemfor every school (fromsupport expanded into kindergartens from 2009 and to highkindergarten to high school, special needs education school, andschools from 2011. We assist allocation of Special Needs

so on.)

Education Assistants by providing information like giving

In this project, cooperation with relevant organizations, visiting

pamphlets which explain activity examples of the assistants

and advising school, helping by specialized team, building up andto the Boards of Education.

opening training courses and more are conducted.

The allocation number of Special Needs Education

We summarized the points to prevent and deal with abuse to

Assistants nationally increases. (Public kindergartens: about

persons with disabilities in July 2012, and reported how to teach

4,800, public primary and secondary school: about 39,400,

children under medical treatment in March 2013. The information

public high schools: around 400 assistants are allocated as ofwas made public to the relevant organizations.

May 1st 2012.)

of Special

Needs Education(announced

According to the research of improving status of special needs
education in fiscal 2004, public schools almost perfectly arranges④Adaptation to severity and overlap of disability

foundation such as establishment of “in-school committee1” to set

Recently, disabilities of children who attend special needs

up support system and appointment of “Special Needs Education

education school become more severe and overlapped. It is3

Committee for Special needs education led by a principal in order to establish support system through the entire school

4Specialized teacher who helps school to cooperate with related organizations (educational or medical institution) and gives parents

educational advices.

18

NISE Bulletin Vol. 13 March 2014

Recent Policy and Status on Special Needs Education in Japanrequired for us to appropriately respond to the issue. Consideringand local authorities pay whole or part of expenses which isthese situations, Law was changed in June 2006 so that the school

required to attend school according to their financial capacity.

system for the blind, deaf and otherwise changed into the system

For example, expense for transportation, textbook, boarding

for special needs education school. The course of study1 forhouse, and so on. The purpose is to reduce parents’ financial

special needs education school posted in March 2009 was alsoburden.

improved.
(3)Improving Educational Curriculum for Special Needs⑤”Medical Care” at School for Special Needs Education

Education

There are pre-school children and pupils who need daily medical

About educational curriculum for special needs education incare at special needs education schools, and they should beschools for special needs education, primary and secondary

protected in order to have a safe school life.

schools, we investigated it based on a report from the Central

Therefore, MEXT and Ministry of Health, Labour and Welfare

Council for Education posted in January 2008. After that, thehave worked together and practically studied how to foster

courses of study (school curriculum guidelines) for primaryconnections between schools for blind, deaf and otherwise (nowand secondary school were published the same March, and thecalled as special needs education school) and medical institutions

courses of study for high school and school for special needs

since 1998.

education were issued following March.

On the other hand, the Certified Social Worker and Certified

The course of study for special needs education school wereCareworker Act are partially revised because of “the Nursing

updated from following points of view; ① updating its

Care Insurance Act for Strengthening the Basis of Nursing

educational curriculum along with an improvement ofService” (Act No.72 of 2011) which came into effect in June

educational curriculums for kindergarten, elementary, middle

2012. Due to this change, nursing care staff who took certain

and high school, ②enhancement of teaching contents for eachmeasure of training programs can also provide a medical care

student to adapt severity, overlap and diversification ofsuch as clearing phlegm blocked throats under certain

disability. ③ enhancement of carrier education to promoteconditions. Teachers in special needs education school used to

students’ independence and social participation.

provide medical care by ignoring the illegality. But, the new act

Also, about special needs education in public schools, we

makes them able to provide medical care institutionally.

specified that teachers provide students planned and organized

In October 2011, MEXT began “the Medical Care Review

teaching according to respective state of disability such as

Committee for Special Needs Education School” in order tocreating individualized teaching plans and individualized

consider whether schools for special needs education can

education support plans. Middle school and junior high school

provide safe and appropriate medical cares or not, and thelevel special needs education school have fully carried out thecommittee put together its conclusion as a report in December.

new course of study since 2012.

In response to it, MEXT notified the Boards of Education how①

to apply new act effectively to protect health and safety forchildren who need medical care.

Adaptation for Severity, Overlap, and Diversificationof Disability

In the school for special needs education, in order to adapt for⑥School Enrollment Support

severity, overlap, and diversification of disability, we had

In order to support the students with disabilities, there is aregulated making individualized teaching plan, thinking out ansystem to encourage school enrollment on special needs

educational curriculum for students with intellectual disability,

education based on “the Act Related to Encouragement ofand offering in-home or hospital visitation teaching to students

School Enrollment for Special Needs Education School.”

who cannot go to school because of their disability. The new

The system is used for guarantee educational opportunities tocourse of study for special needs education was issued in

students

specialMarch 2009. It newly defines example methods such as

circumstances about attending special needs education school

cooperation between teachers and employment of outsideand special needs education class in public school, the nation

experts. Also, the course of study states that faculty have to

5

with

disabilities.

Consideringwith

Pre-schoolchildren with certain degree of disabilities( defined by Article22-3 of the Order for Enforcement of the School Education

Act ) who are certified that they can go to public schools by Board of Education
6

National guideline books for making school curriculum

19

NISE Bulletin Vol. 13 March 2014

Recent Policy and Status on Special Needs Education in Japan
make individualized educational support plans in order to help

seminar and project fostering of people with disabilities’

students with related organization from the perspective of

job experiment.

providing appropriate teaching for each students, as well as
Development of Joint Activities and Learning1

adding rule, “basics to interact with other people” as a content③

of “independent activity”

Spending the time with children with disabilities andchildren without disabilities together is not only②

Carrier Education and Working Support Cooperating

significant for all children to raise sociability and enrichwith Related Organization

humanity, but also very important opportunity to

It is very important for person with disability to be supported

understand and get to know each other in a right way.

for employment and achieve vocational independence in order

For that reason, former version of the course of study has

to be independent and take part in society throughout his or her

regulated to provide a time which both children can share,

life. Nevertheless, among graduates of schools for special

and every school has been taking necessary steps . And

needs education high school division, ratio of the people who

now, the new course of study adds regulation of making

enter welfare institutions are reached 65%. At the same time,

opportunity for joint activities and learning together based

ratio of people who get job are still 25% in recent years. Thus,

on The Basic Law for Persons with Disabilities. Besides,

vocational independent rate is in harsh conditions. Possible

since 2010, MEXT have been taking on a practicalfactors are improvement of organizing high school levelresearch which fosters relationship and joint educational

special needs education school, and the number of people who

programs with public schools in the areas where special

find employment is remaining flat although the number ofneeds education school exists and its students live.

students attended the high school division is increasing

National Institute of Special Needs Education (NISE)

because of the growth of in-home or hospital visitation

develops human resources that will be leaders of eachteaching caused by increasing severity and overlap ofprefecture. It targets for teachers and teaches’ consultants,

disabilities.

and holds the Research Council for Leader to Foster Joint

The new course of study describes several improvements due

Activity and Learning.

to enhancement of carrier education and working support; ①
increasing opportunity for job experience such as long-term(4)Improving Specialty of Teachers

training at industrial fields, ②development of organizational

The revised Basic Law for Persons with Disabilities

framework at schools and cooperation with labour- andissued in Aug 2011 states “Related to education for

welfare-related institutions, ③creating a new expert

persons with disabilities, the nation and local authority

subject, ”Welfare” in special needs education school high(omitted) have to hire experts and enhance theirschool divisions where students with intellectual disability go

qualifications, (omitted) foster development of the otherto. Now, MEXT studies development of carrier education inenvironment.” Now, further improvement of teachers’

line with the purpose of the new course of study.

expertise is required.Also, As of May 1st of 2012, the ratio

To foster employment of people with disabilities, a measureof teachers who have special needs education school

which unites institutions in the field of education, welfare,teacher’s license is 71.1%, so that raising the percentage

medical care and labour as one is required. For example,

is an urgent issue.

developing measures making smooth transition not only from

Therefore, MEXT requests the Prefectural Boards ofwelfare to employment, but also from school life to working

Education to set a goal and make a plan for increasing thelife.

percentage. At the same time, we ask them comprehensive

Therefore, MEXT cooperated with Ministry of Health, Labourdecision with deep thought about status of teacher’sand Welfare in March 2013 and issued a document to thelicense holding ratio when they employ, train, and allocate

Prefectural Boards of Education. The document fosters job

teachers. Also, we have held leader training course which

support activities for children with disabilities by using various

targets leaders of the Prefectural Boards of Education

measures for labor organizations such as working support

since 2006. Besides, NISE provides a variety of training

7

Students with and without disabilities spending some time together as part of the school activities.

20
22

NISE Bulletin Vol. 13 March 2014

Recent Policy and Status on Special Needs Education in Japan
programs in order to raise talented person to be a leader at eachvarious disabilities which include developmental disability.

prefecture.

Moreover, it establishes “information center for developmental
disability education,” and the center offers educational(5)Efforts by National Institute of Special Needs Education

information related to developmental disability and shows(NISE)

lectures for teachers to educators and parents through the

NISE, as the only national institute for special needs education,internet.

fosters specialized study and training about how to teachpreschool children, school children, and adolescent with21

NISE Bulletin Vol. 13 March 2014

Recent Policy and Status on Special Needs Education in Japan

Recent Data on Education for Children with Disabilities in Japan
Statistical data are collected as of May 1, 2013

(1) Number of schools for special needs education, number of classes, number of children enrolled, number ofteachers and staffs - totals for national, public and private institutions Number of children enrolled
Numberofschools

Numberofclasses

1,059

32,842

1,569

37,097

28,82962,499129,994

Total of Schools forSpecific Disability only

847

24,281

1,453

27,67521,756

48,11799,001(1) Visual impairment

66

1,252

207

616

487

1,990

3,300

(2) Hearing impairment

91

1,842

1,136

1,992

1,325

1,631

6,084

(3) Intellectual disabilities

491

15,67865

18,544

15,89639,97274,477(4) Physical/motor disabilities

136

4,493

45

5,587

3,273

3,703

12,608(5) Health impairment

63

1,016

_

936

775

821

2,532

Total of Schools for two or
more Disabilities

212

8,561

116

9,422

7,073

14,38230,993(1)+(3)

1

51

8

114

82

-

204

(1)+(5)

1

20

-

9

2

25

36

(2)+(3)

8

220

32

185

152

363

732

(3)+(4)

124

5,354

11

6,099

4,487

10,002

20,599(3)+(5)

13

488

-

528

502

888

1,918

(4)+(5)

20

794

12

829

517

621

1,979

(1)+(4)+(5)

1

37

1

28

22

30

81

(2)+(3)+(4)

1

60

3

60

46

89

198

(2)+(3)+(5)

1

40

14

45

23

62

144

(3)+(4)+(5)

23

807

4

873

649

1,210

2,736

(2)+(3)+(4)+(5)

1

41

6

40

34

47

127

(1)+(2)+(3)+(4)

2

106

9

111

115

130

365

(1)+(2)+(3)+(4)+(5)

16

543

16

501

442

915

1,874

Total

Kindergarten
dept.

Lower
secondarydept.

Elementary
dept.

Upper
secondary
dept.

Total

Total of teachers & staffs

90,814

Number of teachers

76,387

Number of staffs

14,427*This table is classified by the type of disabilities which each school specifies according to their school regulations.

22

NISE Bulletin Vol. 13 March 2014

(2) Number of schools for special needs education, number of classes, number of children enrolled based on
disability categories established - totals for national, public and private institutions Number of children enrolled
Number ofschools

Number ofclasses

Visual impairment

87

Hearing impairment

Kindergarten
dept.

Elementary
dept.

Lower
secondary
dept.

Upper
secondary
dept.

2,241

227

1,760

1,114

2,793

5,894

120

2,787

1,215

3,099

1,909

2,310

8,533

Intellectual disabilities

681

27,754211

32,88925,482

56,773

115,355

Physical/motor disabilities

324

11,986150

13,595

8,243

10,01932,007

Health impairment

139

7,212

14

7,349

5,164

6,663

19,190Total*In this table, the number of schools, classes and children enrolled were counted based on disability category respectively, so that these numbers were
multi-counted if they are related to two or more disabilities.

(3) Number of classes for special needs education, number of children enrolled, number of teachers incharge, number of ordinary schools in which classes for special needs education are established- totals for national, public and private institutions Elementary schools

Lower secondary schools

Total

Number ofclassesNumber ofchildren

Number ofclassesNumber ofchildren

Number ofclassesNumber ofchildrenIntellectual disabilities

15,663(47.8%)

57,565(50.5%)

7,765(52.2%)

29,395(58.2%)

23,428(49.2%)

86,960(52.9%)

Physical/motor disabilities

1,927(5.9%)

3,226(2.8%)

738(5.0%)

1,148(2.3%)

2,665(5.6%)

4,374(2.7%)

Health impairment927(2.8%)

1,693(1.5%)

398(2.7%)

704(1.4%)

1,325(2.8%)

2,397(1.5%)

Low vision265(0.8%)

322(0.3%)

75(0.5%)

95(0.2%)

340(0.7%)

417(0.3%)

Hard of hearing

585(1.8%)

944(0.8%)

243(1.6%)

385(0.8%)

828(1.7%)

1,329(0.8%)

Speech and language disorders450(1.4%)

1,454(1.3%)

83(0.6%)

114(0.2%)

533(1.1%)

1,568(1.0%)

Autism/ Emotional disturbance

12,956(39.5%)

48,757(42.8%)

5,568(37.4%)

18,626(36.9%)

18,524(38.9%)

67,383(41.0%)

32,773113,961

14,87050,46747,643

164,428

Total
Number of teachers in charge

35,047

16,211

51,258

Number of schools established

15,74707,652

23,309*The secondary schools are not included here. There are no special classes in those schools.
*Special needs education classes for Autism/Emotional disturbance was substituted for ones for Emotional disturbance since 2009.

23

NISE Bulletin Vol. 13 March 2014

(4) Number of children receiving special needs services in resource rooms, number of teachers in charge,
number of ordinary schools in which resource rooms are established - public institution Elementary
schools

Lower secondary
schools

Total

Speech and language disorders

32,390(49.5%)

284(4.7%)

32,674(45.9%)

Autism9,744(14.9%)

1,530(25.2%)

11,274(15.8%)

Emotional disturbance

6,137(9.4%)

1,313(21.7%)

7,450(10.5%)

Low vision141(0.2%)

20(0.3%)

161(0.2%)

Hard of hearing

1,704(2.6%)

352(5.8%)

2,056(2.9%)

Learning disabilities

7,714(11.8%)

1,636(27.0%)

9,350(13.1%)

Attention deficit hyperactivity disorder

7,596(11.6%)

921(15.2%)

8,157(11.5%)

Physical/motor disabilities

16(0.02%)

1(0.02%)

17(0.02%)

Health impairment

14(0.02%)

6(0.1%)

20(0.03%)

65,456

6,063

71,159Number of teachers in charge

4,955

746

5,797 *1

*1 The data includes 95 teachers of schools
for special needs education.

Number of schools established

2,781

498

3,333 *2*2 The data includes 54 schools for special
needs schools.

Total(5) National demographic data for schooling of children
Compulsory education stage(elementary and lower secondary)
Number of children enrolled (all)10,403,076

Number of children receiving special needs education
Breakdownof above

15,435,754(100.0%)301,873(2.9%)

365,941(2.4%)

Enrollment in special schools

65,926(0.6%)

129,994(0.8%)

Enrollment in classes for special needs education

164,428(1.6%)

164,428(1.1%)

Number accessing resource rooms

71,519(0.7%)

71,519(0.5%)

56(0.0005%)

Number of children postponed or exempted schooling because of
their disabilities

Breakdownof above(100.0%)All stages(kindergarten to upper secondary)Blind/visual impairment0

Deaf/hearing impairment

0Intellectual disabilities

9

Physical/motor disabilities

4

Health impairment

31

Enrolled in children’s facilities/corrective
institutions

65

Others44

3,412*The number of children enrolled in schools for special needs education and special classes include all national, public and private institutions while those ofresource rooms came from the data of public institution only.

24

NISE Bulletin Vol. 13 March 2014(6-1) Trend of the enrollment rates belong to the classes for children with multiple disabilities counted bydisability categories among all children in the schools - totals for national, public and private institutions –① Elementary and lower secondary department

Total (%)

1980

1985

1990

1995

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

31.0

36.6

38.3

43.8

45.1

44.6

43.4

43.5

43.3

43.1

42.8

42.5

41.2

41.2

41.1

40.1

39.1

26.6

30.9

35.4

41.9

43.3

43.8

42.3

44.5

46.4

46.0

47.0

48.8

46.5

44.3

45.3

41.0

12.7

12.7

15.7

17.9

17.4

17.9

17.9

18.4

19.4

18.8

19.6

26.1

24.9

24.7

24.8

25.0

34.1

34.0

37.2

37.6

36.7

34.9

34.9

34.3

34.3

34.3

35.9

34.9

34.5

34.2

33.3

31.9

53.9

59.9

71.4

75.0

74.9

74.4

74.8

75.3

75.4

75.3

66.1

64.5

63.8

59.7

61.7

59.7

33.3

33.0

31.4

32.5

34.1

35.9

37.9

38.5

39.5

39.3

44.4

44.8

45.5

45.5

43.3

43.1

Visualimpairment
Hearing
impairment
Intellectual
disabilities
Physical/motor
disabilities
Healthimpairment*The ratios are calculated by the type of major disability of the child after 2007, though they were calculated by the type of school they belonged to until
2006. Furthermore, in previous cases, cace count might be dubbled or more for the child with multiple disabilities.

②Upper secondary department
1980

1985

1990

1995

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

Total (%)

15.6

18.8

23.9

23.2

23.0

23.1

22.4

22.4

22.0

22.1

21.3

21.0

19.9

19.5

19.0

Visual impairment

7.2

8.0

7.6

7.9

8.3

8.0

7.5

7.7

7.9

8.1

15.8

15.6

15.4

16.8

16.0

5.3

6.0

7.9

7.3

7.2

8.0

8.9

9.5

7.9

8.0

18.8

18.3

16.9

15.9

15.5

9.0

13.6

17.9

17.1

16.5

16.8

16.2

16.5

16.3

17.8

17.4

16.8

15.9

15.6

15.1

disabilities

32.3

51.1

60.5

59.5

60.8

60.8

59.6

58.1

57.9

46.9

43.7

41.8

38.0

37.9

36.4

Health impairment

28.8

30.6

45.1

45.0

44.5

44.5

41.6

44.2

39.5

39.5

37.7

39.1

33.9

31.6

31.2

Hearing
impairment
Intellectual
disabilities
Physical/motor*The ratios are calculated by the type of major disability of the child after 2007, though they were calculated by the type of school they belonged to until
2006. Furthermore, in previous cases, cace count might be dubbled or more for the child with multiple disabilities.

25

NISE Bulletin Vol. 13 March 2014(6-2) The number of children belong to the classes for children with multiple disabilities counted by disability
categories and their enroll rates among all children in the schools - total for national, public and private institutions Elementary and lower
secondary dept.

Upper secondary dept.

Total

Number ofEnrolment

Number ofEnrolment

Number ofEnrolmentchildrenratechildrenratechildren

rate

Total

25,78439.1

11,90619.0

37,69029.3(1) Visual
impairment

517

46.9

238

12.0

755

24.4

(2) Hearing
impairment

670

20.2

198

12.1

868

17.5

(3) Intellectual
disabilities

9,473

27.5

4,858

12.2

14,331

19.3(4) Physical/motor
disabilities

7,125

80.4

2,589

69.9

9,714

77.3

(5) Healthimpairment

536

31.3

315

38.4

851

33.6

(1)+(3)

37

18.9

-

-

37

18.9

(1)+(5)

5

45.5

2

8.0

7

19.4

(2)+(3)

70

20.8

25

6.9

95

13.6

(3)+(4)

4,805

45.4

2,484

24.8

7,289

35.4

(3)+(5)

305

29.6

173

19.5

478

24.9

(4)+(5)

1,078

80.1

445

71.7

1,523

77.4

(1)+(4)+(5)

38

76.0

19

63.3

57

71.3

(2)+(3)+(4)

55

51.9

25

28.1

80

41.0

(2)+(3)+(5)

13

19.1

2

3.2

15

11.5

(3)+(4)+(5)

597

39.2

282

23.3

879

32.2

(2)+(3)+(4)+(5)

19

25.7

15

31.9

34

28.1

(1)+(2)+(3)+(4)

122

54.0

48

36.9

170

47.8

(1)+(2)+(3)+(4)+(5)

319

33.8

188

20.5

507

27.3

*This table is classified by the type of disabilities which each school specifies according to their school regulations.
*The enrollment rates were calculated as ‘the number of children belonged to the classes for children with multiple disabilities’ divided by ‘the total numberof children in the school’.

26

NISE Bulletin Vol. 13 March 2014(7) Situations after graduation①Situations after graduation from lower secondary department of schools for special needs education orclasses for special needs education of lower secondary regular schools- totals for national, public and private institutions -Schools for
special needs
education

Number of
graduatestudents

Number of
students whoentering higher
education

Number of
students whoentering
training
institutions

Number of
students whoentering work
life

Number of
students whoentering
institutions or
medicalinstitutions

Total

9,280
(100.0%)9,131(98.4%)

11(0.1%)

2(0.02%)

60(0.6%)

76(0.8%)

Visualimpairment

166(100.0%)166(100.0%)

-

-

-

-

Hearing
impairment451(100.0%)450(99.8%)---

1(0.2%)

Intellectual
disabilities

6,688(100.0%)6,594(98.6%)

5(0.1%)-

44(0.7%)

45(0.7%)

Physical/motor
disabilities

1,565(100.0%)1,542(98.5%)-

1(0.1%)

6(0.4%)

16(1.0%)

Healthimpairment

410(100.0%)379(92.4%)

6(1.5%)

1(0.2%)

10(2.4%)

14(3.4%)

15,717(100.0%)14,718(93.6%)

392(2.5%)

137(0.9%)Classes for special needs
education

Others470(3.0%)*Upper columns are for the number of students and lower columns are for its share (%) to the total. The total of all the rates above does not reach 100%
because of the round off.

②Situations after graduation from upper secondary department of schools for special needs education- totals for national, public and private institutions -Schools for
special needs
education

Number of
graduatestudents

Number of
students whoentering higher
education

Number of
students whoentering
training
institutions

Number of
students whoentering work
life

Number of
students whoentering
institutions or
medicalinstitutions

Total

17,707(100.0%)471(2.7%)

445(2.5%)

4,420(25.0%)

11,801(66.6%)

570(3.2%)

Visualimpairment

330(100.0%)104(31.5%)

12(3.6%)

36(10.9%)

143(43.3%)

35(10.6%)Hearing
impairment

529(100.0%)220(41.6%)

39(7.4%)

173(32.7%)

73(13.8%)

24(4.5%)

Intellectual
disabilities

13,541(100.0%)72(0.5%)

248(1.8%)

3,842(28.4%)

9,029(66.7%)

350(2.6%)

Physical/motor
disabilities

2,785(100.0%)42(1.5%)

99(3.6%)

293(10.5%)

2,238
80.4%)

113(4.1%)

Healthimpairment522(100.0%)33(6.3%)

47(9.0%)

76(14.6%)

318(60.9%)

48(9.2%)

Others*Upper columns are for the number of students and lower columns are for its share (%) to the total. The total of all the rates above does not reach 100%
because of the round off.

27

NISE Bulletin Vol. 13 March 2014(8-1) Trend of the enrollment rates in upper secondary department of schools for special needs education after
graduation from lower secondary department of schools for special needs education or classes for special needs
education of lower secondary regular schools - totals for national, public and private institutions [As of March in each year]

Total

1980

1985

1990

1995

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

59.7

61.4

67.2

77.5

90.1

90.7

92.0

91.3

92.1

92.7

94.2

93.7

94.7

95.0

95.6

95.8

89.6

92.5

90.8

91.4

94.4

92.5

95.4

94.2

95.3

93.6

96.3

99.4

97.6

98.4

97.6

97.6

94.8

96.8

95.6

95.2

95.4

94.5

93.8

96.6

94.6

96.9

96.0

92.0

96.9

94.2

95.7

91.1

49.9

56.7

66.8

81.2

94.5

94.4

95.8

95.1

95.8

96.9

97.4

97.0

97.8

97.5

98.2

98.5

71.9

74.5

78.1

84.6

94.1

95.5

95.0

94.3

95.5

94.6

96.7

96.7

96.9

95.9

96.3

97.4

24.0

22.8

28.5

31.0

42.9

46.4

42.9

45.3

45.0

47.7

49.9

50.0

50.4

52.4

53.1

51.5

11.5

25.9

39.7

52.1

62.2

64.9

73.1

62.6

64.6

64.8

65.5

70.2

69.7

70.0

67.3

66.5

Visualimpairment
Hearing
impairment
Intellectual
Schoolsfor
specialdisabilities
Physical/motor
disabilities

needs

Healtheducation

impairment

Classes for special needs
education(8-2) Trend of the rates of the students who going to the work from the upper secondary department of schools
for special needs education (regular course) - totals for national, public and private institutions [As of March in each year]
Type

Total

1980

1985

1990

1995

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

42.7

33.0

35.7

29.2

22.0

20.5

19.4

20.4

20.5

22.7

23.1

24.3

23.7

23.6

24.3

25.0

30.2

25.5

27.6

18.3

12.6

13.3

11.9

11.9

17.0

14.4

12.4

15.3

19.1

21.4

16.3

10.9

49.7

48.5

47.6

37.0

31.4

29.3

25.5

31.5

34.4

32.4

35.4

42.4

35.1

33.5

34.5

32.7

57.9

37.8

40.7

33.4

25.5

23.7

22.4

23.2

23.2

25.3

25.8

27.1

26.4

26.7

27.4

28.4

24.5

19.2

20.2

13.0

6.5

6.6

6.0

6.4

6.1

7.7

7.7

11.8

11.0

9.7

12.0

10.5

5.8

8.5

18.6

18.0

8.0

6.1

10.1

13.0

10.3

15.4

18.5

16.4

12.1

11.0

12.2

14.6

Visualimpairment
Hearing
impairment
Intellectual
disabilities
Schoolsfor
specialPhysical/motor
disabilities

needs

Healtheducation

impairment

28

NISE Bulletin Vol. 13 March 2014

(9) The status of homebound education in the upper secondary department
of schools for special needs education - national, public and private institutions Prefectures

Number of schools

Number of children

2001

All the prefectures

261

895

2002

All the prefectures

269

1,012

2003

All the prefectures

266

1,038

2004

All the prefectures

257

936

2005

All the prefectures

249

934

2006

All the prefectures

235

923

2007

All the prefectures

248

929

2008

All the prefectures

248

948

2009

All the prefectures

244

942

2010

All the prefectures

248

894

2011

All the prefectures

238

931

2012

All the prefectures

235

949

(10) Expenditure of school education per one child - public institution Public[FY 2010]

Expenditure of school education

Schools for special needs education

7,710,042 Yen

Expenditure per child enrolled in schools for special needs education is

Elementary schools

908,184

8.5 times as high as those of children in ordinary elementary schools

1,072,875

7.2 times as high as those of students in ordinary junior high schools

Lower secondary schools

29

NISE Bulletin Vol. 13 March 2014

Summaries of the Research Papers

English Abstracts of the Research Papers from Bulletin of The National Institute of Special Needs
Education or “国立特別支援教育総合研究所研究紀要”, Vol. 40, 2013.
1. TOKUNAGA Akio, TANAKA Koji, SAKAI Yutaka, HARUNA Yuichiro, and SATO Hisao (2013). Study of ICF/ICF-CY use in the fields
related to Special Needs Education for multidisciplinary approaches, Bulletin of The National Institute of Special Needs Education, Vol. 40, pp.

Study of ICF/ICF-CY use in the fields related to Special Needs
Education for multidisciplinary approaches
TOKUNAGA Akio, TANAKA Koji, SAKAI Yutaka, HARUNA Yuichiro, and SATO Hisao

Abstract: Characteristics of using ICF/ICF-CY in medical, welfare, health and labor fields related to special needs education in Japan wasinvestigated, and compared to the use of special schools, toward contribution to multidisciplinary approaches using ICF/ICF-CY. Publishedarticles (n=112) were analyzed from the perspective of previous research and compared with survey data of special schools. Results indicatedthat the articles commonly referred to conceptual frameworks and components. The main difference between the articles was that items andstatistics were described in labor related fields, more often than in other fields. Compared to use in special schools, it was indicated that more
importance was attached to the use of concepts. Moreover, in related fields, items were mentioned more frequently and evaluations wereconducted more often. It was indicated that using conceptual frameworks for comprehending cases was effective
and that knowledge about items is necessary for multidisciplinary approaches using ICF/ICF-CY.
Key words: Special Needs Education, Related field, ICF, ICF-CY, Multidisciplinary Approach

2. KIKUCHI Kazufumi (2013). Possibilities for Supporting Career Development by using ICF in Special Needs, Bulletin of The National
Institute of Special Needs Education, Vol. 40, pp. 23-35, 2013.

Possibilities for Supporting Career Development by using ICF in
Special Needs
KIKUCHI Kazufumi
Abstract: It is necessary to ensure the consistency of guidance and support provided in schools and school departments to preserve theindependence and social participation of students with special educational needs. This study aimed to identify possibilities of supporting the
career development, and clarify important points related such support of students with special needs, by analyzing case studies in the use of
ICF in special schools. Results indicated the following. (1) Organizational comprehension of career concepts, (2) facilitation for student
participation and (3) coordinated collaboration with other supporters and association can result in more effective, person-centered support,with connections across time and space. Moreover, the participation of students and the enrichment of organizational engagements throughmultidisciplinary collaboration and cooperation between related associations and other professions in medical, welfare and labor fields isrequired to support the career development of students with special educational needs.
Key words: Career development, ICF, Participation, Collaboration between related associations

30

NISE Bulletin Vol. 13 March 2014

Summaries of the Research Papers

3. SAKAI Yutaka, TANAKA Koji, and TOKUNAGA Akio (2013). Compatibility between “Health” in the Course of Study for Kindergarten and
ICF-CY, Bulletin of The National Institute of Special Needs Education, Vol. 40, pp. 37-49, 2013

Compatibility between “Health” in the Course of Study for
Kindergarten and ICF-CY
SAKAI Yutaka, TANAKA Koji, and TOKUNAGA Akio

Abstract: The compatibility between the contents of “health”, one of five domains in the course of study for kindergarten, and ICF-CY
categories was investigated as the first step in the practical use of ICF-CY in early childhood education. Methods: The description of “health”
in the guidelines of the course of study for kindergarten was linked to the ICF-CY categories by referring to the ICF linking rules. Results:
Ten categories of ICF-CY body functions, 66 categories of ICF-CY activities and participation, 12 categories of ICF-CY environmental
factors were linked to the description of “health” in the guidelines. Discussion: Description of “health” was highly compatible with ICF-CY
categories. Most of the contents of “health” in the guidelines were basic life habits. Therefore, ICF-CY categories that were linked to “health”
consisted mostly of activities and participation categories. These results indicate the possibility that ICF-CY can be utilized in early childhood
education. Further studies are needed to establish well-defined linking rules related to the compatibility of the ICF-CY for early childhood
education, as well as to investigate the compatibility of ICF-CY categories with domains other than “health” that are related to the educational
contents of kindergartens.
Key words: Course of Study for Kindergarten, ICF-CY, Compatibility, Early Childhood Education, Health Domain

4. MUTAGUCHI Tatsumi (2013). Development of Braille reading speed in children with acquired blindness, Bulletin of The National Instituteof Special Needs Education, Vol. 40, pp. 51-65, 2013

Development of Braille reading speed in children withacquired blindness
MUTAGUCHI Tatsumi

Abstract: The development of Braille reading speed in seven children with acquired blindness who switched from reading printed text toBraille text after the 4th grade of elementary school was investigated. Five of them received intensive training for one year with the aim ofacquiring the ability to use both hands efficiently. Of the seven children, five achieved reading speed of about the same level as the averagereading speed congenitally blind children in the sixth grade who had used Braille text since the first grade. However, blind children who wereenrolled in a regular school and used printed writing remained at the second grade level in congenitally blind children. In the intensive
training, the one-handed reading speed of three of the five children improved with little difference between the left and right hands, but
two-handed gain was not constant. In two children who began receiving instruction in the sixth grade, reading had improved greatly aftersummer vacation, but a large left-right difference appeared. This shows that while it is possible to generally reach the Braille reading speed ofcongenitally blind children even if Braille reading is introduced in the latter years of elementary school, achieving that is difficult if printed
text is normally used, acquiring skill in shifting to the next line is needed for two-handed gain to appear, and the reading speed of thedominant hand only will improve in cases when there is little intervention from the instructor.
Key words: Braille reading speed, children with acquired blindness, children with congenital blindness, intensive training, two-handed gain

31

NISE Bulletin Vol. 13 March 2014

Summaries of the Research Papers

5. SAITO Yumiko, YOKOO Shun, KUMATA Hanae, OSAKI Hirofumi, MATSUMURA Kanyu, and SASAMOTO Ken (2013). Expertise anddevelopment of teachers for students with multiple disabilities, Bulletin of The National Institute of Special Needs Education, Vol. 40, pp.
67-80, 2013.

Expertise and development of teachers for students with multiple
disabilities
SAITO Yumiko, YOKOO Shun, KUMATA Hanae, OSAKI Hirofumi, MATSUMURA Kanyu, and SASAMOTO Ken
Abstract: A contemporary issue in special needs education in Japan is providing appropriate education for students with severe, multiple
disabilities. However, the expertise of teachers of such students and how their expertise was obtained and developed remains unclear.
Therefore, the process of developing practical expertise by teachers for dealing with students having multiple disabilities, as well as therequisites for developing such expertise were investigated. Experienced teachers (N = 9) that had worked in several special needs schools forstudents with different disabilities were interviewed. Data were analyzed using qualitative study methodology. Results indicated that thedominant theme was by practicing in several special needs schools for different types of disabilities, experienced teachers have developed
expertise, knowledge and techniques for teaching students with multiple disabilities. In addition, they have deepened their understanding andbeliefs regarding children, disabilities, and about education through reflection. Moreover, they continue working to achieving positive results.
The need for a system to ensure the necessary expertise for teachers of students with multiple disabilities, and the need for accumulation andcultivation are discussed.
Key words: expertise for educating students with multiple disabilities, qualitative inquiry, expertise on accumulation, expertise on
cultivation, reflection

6. OKABE Yuko and SATO Miyuki (2013). What are the ideal outcomes for preschoolers in need of special education? －Case study of achild who attended a day care center for special-needs children－, Bulletin of The National Institute of Special Needs Education, Vol. 40, pp.
81-95, 2013.

What are the ideal outcomes for preschoolers in need of special
education? －Case study of a child who attended a day care centerfor special-needs children－
OKABE Yuko and SATO Miyuki
Abstract: One goal of support programs for children with special needs is to provide medical and educational support that helps

put them on a path toward a happy life. Support programs have to provide not only short-term, but also middle and long-term
benefits. We examined the effects of support programs for children and their families, provided by a day care center for children
with special needs. We interviewed a mother of a child who completed the support program 14 years ago. We also interviewed
three educational and human services workers in a day care center for children with special needs. Results indicated that children’s
adjustment and adaptation to the new life environment were connected to support programs which helped them adopt goodlifestyles. Moreover, support programs that cultivated trusting behaviors in other people were important throughout the children’s
stages of development. Furthermore, educational programs to understand children and their disabilities were useful for gooddecision- making related to adjusting and adapting to the children’s new environments during their life stages. Also, learning how
to utilize social resources and helpful information was important for children and families to enjoy life.
Key words: Day care center for children with special needs, Early support program, Parental support, Life stage, Utilization of social
resources

32

NISE Bulletin Vol. 13 March 2014

Summaries of the Research Papers

7. SHIJO Kiyomi (2013). Review of Studies on Support for Children with Developmental Disabilities in Mainstream Classrooms, Bulletin of
The National Institute of Special Needs Education, Vol. 40, pp. 97-108, 2013.

Review of Studies on Support for Children with Developmental
Disabilities in Mainstream Classrooms
SHIJO Kiyomi
Abstract: Research conducted in Japan and other countries regarding special needs education for children with developmental disabilities inmainstream classrooms was reviewed. In Japan, after the change from “special education” to “special needs education,” promoting special
needs education in mainstream classrooms has become a focus of interest. Research topics related to this field have expanded from problems
related to individual support to problems about class wide support. As a result, the perspective of “interactions in the classroom by diverse
learners” has become important. Research undertaken from a socio-cultural perspective could be a key to comprehensively treating both theindividual and the classroom. Studies taking the socio-cultural approach have analyzed not only learning in the same place, but also the equal
participation. Interactions that arise in the classroom can lead to more authentic and creative learning, and to the realization of an inclusiveclass. It is suggested that future directions for such research would include the classification of more complicated interactions in the classroom
and identification of strategies to extend learning by diverse students.
Key words: mainstream classroom, class wide support, socio-cultural approach, interaction, inclusive classroom

8. MUNEKATA Tetsuya, SAITO Yumiko, and TSUGE Masayoshi (2013). A Compilation of International Studies in ”the Japanese Journal ofSpecial Education” on the Education for Children with Disabilities since 1964, Bulletin of The National Institute of Special Needs Education,
Vol. 40, pp. 109-124, 2013.

A Compilation of International Studies in ”the Japanese Journal ofSpecial Education” on the Education for Children with Disabilities
since 1964
MUNEKATA Tetsuya, SAITO Yumiko, and TSUGE Masayoshi
Abstract: Articles in the Japanese Journal of Special Education, published since 1964 (N = 1385) on the education of children withdisabilities in overseas countries were reviewed. Research articles on this topic (N =100) that accounted for 7.2% of the total articles
published in the journal were identified. In the last 12 years this ratio had increased by approximately 150% to 8.9%. The country with mostreferences was the U.S., which was mentioned in 40% of all articles. The principal disability category was “uncategorized,” which wasmentioned in 50% of all articles. The articles were more likely to be published under the category of “Current Topics” or as “Review” articles,
rather than as “Original Articles” or as “Practical Research.” Articles on educational legal systems of overseas counties decreased from 60.9%
to 44.2% in the last 24 years, whereas those on educational methods, educational interventions, and surveys, increased significantly from
17.4% to 36.4%. Finally the contents of each article were summarized and described by disability categories.
Key words: Compilation of Research, Overseas Countries, Education for children with Disabilities, Japanese Journal of Special Education

33

NISE Bulletin Vol. 13 March 2014

NISE Bulletin Vol. 13 March 2014

Editorial Board
FUJIMOTO Hiroto (Chairman)

MORIYAMA Takashi

MUNEKATA Tetsuya (Chief Editor)

OSAKI Hirofumi

KOIKE Masatoshi

SARUTA Toshio

MIURA Junichi

TOKUNAGA Akio

NISE Bulletin Vol. 13
March 2014
Published by
National Institute of Special Needs Education
5-1-1 Nobi, Yokosuka, KANAGAWA, 239-8585 JAPANURL：http://www.nise.go.jp

NISE Bulletin
http://www.nise.go.jp
National Institute of Special Needs Education, Japan
5-1-1 Nobi, Yokosuka, Kanagawa, 239-8585 Japan