NISE A-41

ISSN 0389-9012

March 2012

National Institute of Special Needs Education, JapanNISE Bulletin Vol. 11 March 2012

Upon the Launching of NISE Bulletin
Established in October, 1971, the National Institute of Special Needs Education celebrated
the 40th anniversary in 2011.
During these years, it became an Independent Administrative Institution from agovernmental institution, also renamed from the National Institute of Special Education to the
National Institute of Special Needs Education. The Institute always played the role of the only
national institute in Japan that deals with education for children with disabilities.
We have compiled the results of our activities, including research, training and educational
consultations, conducted as part of our responsibilities, in a form of publications such as
journals and annual reports on educational consultations. Upon reaching the third mid-termgoal period as an independent administrative institution, we decided to integrate thesepublications starting from FY 2011 and to launch “NISE Bulletin”.
The entire journal will be published on the NISE website, taking into account the recent
advancement in information technologies. We aim at making this new journal, literally, theface of NISE for transmitting information, by devising a good way to make the most of thismethod of online presentation.
We strongly hope that this new journal will be used as much as previous NISE publications.
We appreciate your opinions to improve the content and make the journal contribute to theadvancement of special needs education in Japan.
March 2012
ODA Yutaka
President of the National Institute of Special Needs Education, JapanNISE Bulletin Vol. 11 March 2012

Contents
Upon the Launching of NISE Bulletin
President: ODA Yutaka
NISE’s Activities
Research Projects for 2012-2013

1

Report on FY 2011 National Institute of Special Needs Education Seminar

13

Other Topics

16

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

19

Recent Data on Education for Children with Disabilities in Japan

25

Research Papers
English translation of research papers selected from the Bulletin of The National Institute of Special Needs
Education

Current Situation and Problems for Early Detection and Early Support for Children with
Developmental Disabilities
SASAMORI Hiroki, GOKAMI Tetsuo, KUBOYAMA Shigeki,
KOBAYASHI Michiyo, HIROSE Yumiko, SAWADA Mayumi
and FUJII Shigeki

32

Significance of Career Education in Special Needs Education and Background of theDevelopment of a “Career Planning Matrix (Draft)” for Children/Students withIntellectual Disabilities
KIMURA Nobutaka and KIKUCHI Kazufumi

45

Invited Papers from Overseas
Disposable assets. Are special education teachers still needed in 21st Century Australianschools?
Philip GARNER & Fiona FORBES

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NISE Bulletin Vol. 11 March 2012

NISE’s Activities

Research Projects for 2012-2013
I. Research Themes
Category

Specialized
Research A

Specialized
Research B

Specialized
Research D

Collaborative
ResearchResearch title

Research unit

Principal
researcher

PeriodPractical Study on Curriculum Development Based on the New National Curriculum Guidelines for
Schools for Special Needs Education 【Key Research】

Promoting Unit

TSUGE
Masayoshi

FY2010-2011

Study on the Use of ICF-CY in Special Needs Education -With a focus on demonstration anddissemination of proposed methods for the use of ICF-CY-

Perspective UnitTOKUNAGA
Akio

FY
2010-2011

Development of Support Programs for Career Guidance and Vocational Education Provided at Upper
Secondary Departments of Schools for Special Needs Education (Advanced Courses)

Promoting Unit

HARADAKimihito

FY
2010-2011

Study on the School Management and Principals’ Leadership for Promoting Special Needs Education

Promoting Unit

OOUCHI
SusumuFY
2011-2012

Research for Teacher’s Professional Standard and Development of Teacher Training Program in Inclusive
Education Systems 【Mid-term Specific Research (Research on inclusive education systems) / Key
Research】

Perspective Unit

SAWADA
MayumiFY
2011-2012

Study on Consideration and Special Guidance to Children who Need Special Support in Developing an
Inclusive Education System 【Mid-term Specific Research (Research on inclusive education systems) /Key Research】

Perspective Unit

FUJIMOTO
HirotoFY
2011-2012

Basic Survey/Study on the Use of Digital Textbooks/Teaching Materials and ICT 【Mid-term SpecificResearch (Research on the use of ICT in special needs education) / Key Research】

ICT and AT Unit

KANAMORI
Katsuhiro

FY 2011

Practical Study on Educational Guidance and Support for Children with Visual Impairment Enrolled inPrimary and Lower Secondary Schools

Visual Impairments
Unit

TANAKA
Yoshihiro

FY 2011

Study on Guidance and Support for Children with Mild to Moderate Hearing Impairment

Deaf and Hard of
Hearing Unit

HARADAKimihito

FY
2010-2011

Study on Development of the Contents and Methods of Guidance and Support in Regular Classes forChildren with Speech and Language Disorders according to the Characteristics of the Disabilities-Through collaboration between regular classes and special needs services in resource rooms-

Speech andLanguage Disorders
Unit

MAKINO
YasumiFY
2010-2011

Study on Curriculum for Children with Mild Intellectual Disabilities who Belong to an Upper Secondary
Department of a Special Needs School (Intellectual Disabilities) 【Key Research】

Intellectual
Disabilities Unit

INOUE
MasashiFY
2010-2011

Study on Subject Teaching for Students with Physical/Motor Disabilities Considering the Characteristicsof the Disabilities -To develop the ability to express-

Physical/Motor
Disabilities Unit

NAGANUMA
ToshioFY
2010-2011

Study on Creating Support Networks for Sick Children and Information-sharing Using the Functions of
Schools for Special Needs Education (for Health Impairments) as a Resource Center

Health Impairments
Unit

NISHIMAKI
Kengo

FY
2010-2011

Empirical Study on Curriculum Development Based on “Curriculum Assessment” (tentative title) ofStudents with Autism in Classes for Special Needs Education 【Key Research】

Autism Unit

HIROSE
YumikoFY
2010-2011

Study on Relationship between Developmental Disabilities and Emotional Disturbance and Educational
Support -Focusing on measures to prevent secondary disabilities-

Developmental
Disabilities andEmotional
Disturbances Unit

SASAMORI
HirokiFY
2010-2011

Practical Study on Support in School Education for Children with Developmental Disabilities -Continuityof support from early childhood education through upper secondary school education- 【Key Research】

Developmental
Disabilities andEmotional
Disturbances Unit

SASAMORI
HirokiFY
2010-2011

Practical Study Aimed to Improve the Level of Support Provided for Special Needs Services in Resource
Rooms for Children with Developmental Disabilities -Toward preparing “Basic Management Manual forSpecial Needs Services in Resource Rooms for Children with Developmental Disabilities (draft)”-OSHIRO
Masayuki

FY 2011Developmental Study on Handwriting Evaluation System that Takes into Account the Characteristics ofChildren with Low Vision

OOUCHI
SusumuFY
2011-2012

Development of Accessible Design Instructional Materials Using Braille Transliteration Techniques andTactile Drawing Techniques Concurrently Used with Handwriting for Children and Adults with Visual
Impairment

DOI
Kouki

FY
2011-2012

Practical Study on Collaboration among Related Organizations Aiming for Community Development in
Supporting Children with Disabilities

OZAWA
Michimasa

FY
2010-2011

Practical Study on the Collection and Provision of Information on Special Needs Education of Children
with Developmental Disabilities -Establishment of an information-sharing and collaboration system, andevaluation of information services-

HIROSE
YumikoFY
2010-2011

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NISE Bulletin Vol. 11 March 2012

II. Outlines of Studies
Specialized Research A(FY 2010-2011)

Specialized Research A(FY 2010-2011)

Practical Study on Curriculum Development Based on
the New National Curriculum Guidelines for Schools forSpecial Needs Education 【Key Research】

Study on the Use of ICF-CY in Special Needs Education-With a focus on demonstration and dissemination of
proposed methods for the use of ICF-CY-

Research unit: Promoting Unit
Principal researcher: TSUGE Masayoshi
Co-researchers: HARADA Kimihito, YANAGISAWA Akiko,
INOKO Hidetaro, NAGANUMA Toshio, INOUE Masashi,
TAKIGAWA Kuniyoshi, OOUCHI Susumu
Outline:In the New National Curriculum Guidelines for Schools forSpecial Needs Education revised in 2009, improvements weremade from a perspective of providing children with disabilities
with better education and support that appropriately meet
individual educational needs in response to change in society andincrease in more severe, more multiple, and more diversified
disabilities.
The curriculum has been modified to respond to diverse
disabilities. The New National Curriculum Guidelines, however,require more innovative curricula to be prepared, withconsideration of various aspects such as the types and degrees of
disabilities and flexibility as to the number of classes and credits.
This requirement was reflected in a survey conducted by anassociation of principals of schools for special needs education.
In response to the revised guidelines, this study will examine
curriculum development at schools for special needs educationaccording to the individual needs of children based on the New
National Curriculum Guidelines. In relation to the recent revisionof the guidelines, this study will examine how curricula should beformed to suit the actual conditions of children, flexibility as to thenumbers of classes and credits, activities to promote independence,
continuity and relationship between individualized teaching plans
and individualized education support plans, and joint activities andlearning in curricula, by conducting surveys on those in FY 2010.
The study will then seek to develop desirable curricula throughpractice at schools cooperating with this research project.

Research unit: Perspective Unit
Principal researcher: TOKUNAGA Akio
Co-researchers: MATSUMURA Kanyu, KANEKO Takeshi,
KIKUCHI Kazufumi
Research collaborators: KOMATSU Sachie, OOUCHI Susumu,
YOKOO Shun, OSHIRO Masayuki
Outline:
The description of the National Curriculum Guidelines for
Schools for Special Needs Education (2009) noted use of the ICF(International Classification of Functioning, Disability, andHealth) endorsed by the WHO (World Health Organization). A
Japanese translation of the ICF-CY (Version for Children andYouth) was published in the same year. A survey conducted byNISE in 2009 on the recognition and use of ICF and ICF-CY at
schools for special needs education showed that about 21% ofschools for special needs education nationwide used either ICF or
ICF-CY in some way or other. It also indicated the necessity ofreview of methods to make better use of them. Based on this result,in NISE’s “Practical Study on the Use of ICF-CY in Special Needs
Education (FY2008-2009)” (specialized research A), methods forusing ICF-CY were proposed and tools were developed with theaim of contributing to the improvement in providing special needs
education. These methods and tools will be verifi ed and improvedin this study in order to propose easier-to-use methods and spreadtheir use.
More specifically, “Procedures for preparing the use of
ICF/ICF-CY,” “ICF-CY check list,” “Procedures for preparing
ICF-related diagrams,” “Use assisting electronic tools” and othermeans to facilitate the use of ICF and ICF-CY will be developed.
In addition, “Database of literature with application examples” and“Frequently Asked Questions (FAQ) on the use of ICF/ICF-CY in
special needs education” will be prepared and verified throughquestionnaires and/or practice, through which eff orts to improvethe use will be made. Results from the study will be made public
on the NISE website, journals and presentation at scientificconferences, and by other means.
We consider that, by proposing verified methods, we can satisfy
the needs of schools using ICF-CY and at the same time contributeto improving individualized educational support plans, which serve
as a tool for instructing and assisting not only at schools but also intheir cooperative eff orts with those concerned.

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NISE Bulletin Vol. 11 March 2012

Specialized Research A

Specialized Research A(FY 2010-2011)

Development of Support Programs for Career Guidance
and Vocational Education Provided at Upper Secondary
Departments of Schools for Special Needs Education(Advanced Courses)(FY 2011-2012)

Study on the School Management and Principals’
Leadership for Promoting Special Needs Education
Research unit: Promoting Unit
Principal researcher: OOUCHI Susumu
Co-researchers: OZAWA Michimasa, KOMATSU Sachie,
SAITO Yumiko, NAKAMURA Hitoshi, MAKINO Yasumi
Outline:Schools for special needs education are required to provide
appropriate guidance and support that meet individual needs ofchildren with various kinds of disabilities. In managing theseschools, it is necessary to add a perspective that may be notrequired for ordinary schools. The objective of our study is toprovide findings on effective management of schools for special
needs education from a perspective of promoting special needs
education.
More specifically, previous studies on the concept behind theschool management in Japan and examples of the school
management will be analyzed and findings through this analysis
will be organized. Based on the findings on school management,
surveys on the actual use of the concept of the school management
and attitudes toward efforts in the field of special needs education
will be conducted in prefectures, major municipal education
boards, and National Association of Principals of Schools forSpecial Needs Education. It is planned, through this survey, tounderstand and organize information on the current situation ofschool organizations that incorporate the concept of school
management, current efforts of school executives to improve theschool management, and relevant issues to be addressed.
In addition, based on the analysis results of this survey, schools
undertaking progressive approach will be selected, where a visit
survey will be conducted. Based on the results from the surveys
above and information on the progressive approach made by theselected schools, The study will organize information on the use ofschool management techniques to address important issues facing
schools for special needs education, in the context of school
evaluation, such as “further promotion of special needs education,”“improvement of their role as a local resource center for special
needs education,” and “improvement of expertise of teachers incharge of special needs education.”
The study also gather and analyze information, mainly fromliterature, on overseas efforts in relation to special needs educationand school management and research trend on relevant issues so as
to provide findings that contribute to managing schools for special
needs education in Japan.

Research unit: Promoting Unit
Principal researcher: HARADA Kimihito
Co-researchers: YANAGISAWA Akiko, KUDO Takeshi,
KIKUCHI Kazufumi, ODA Yoshiaki
Research collaborators: OOUCHI Susumu, KOBAYASHI
Michiyo, SASAMORI Hiroki, UMEDA Mari
Research trainee: OKABE Kimiko (Shizuoka Prefectural
Hamamatsu Special Needs Education School)
Outline:Concerns over children with disabilities that have been raised
include decrease in the employment of those after completing
upper secondary department education at a school for special
needs education and increase in the number of those admitted towelfare facilities. The New National Curriculum Guidelines forschools for special needs education revised in 2009 has advocatedimproving the vocational education that promotes theindependence and social participation of persons with disabilities.
Accordingly, NISE has presented “(proposed) support tool for
career guidance and vocational education” as a result ofspecialized research A entitled “Study on improvement of career
guidance and vocational education for children with disabilities”(FY 2008-2009).
This study will verify the practicality of the “(proposed) support
tool” in a two-year applied study as the upper stage of the above
research. More specifi cally, in the first year, a survey on (1) thedetails and evaluation of career guidance and vocational training
provided by each type of school, (2) the details of support toparents and issues to be considered and (3) the details of
collaborative efforts with relevant organizations and issues to beaddressed will be conducted at upper secondary departments ofschools for special needs education and advanced courses; and in
the second year, a study to develop support programs for career
guidance and vocational training with focus on addressing issues
identified in the fi rst-year study.
The objective of this program is to provide some directions
toward addressing present-day issues of the employment ofstudents with disabilities of upper secondary departments ofschools for special needs education, including advanced courses.

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NISE Bulletin Vol. 11 March 2012

Specialized Research A(FY 2011-2012)

Specialized Research A(FY 2011-2012)

Research for Teacher's Professional Standard andDevelopment of Teacher Training Program in Inclusive
Education Systems 【Mid-term Specific Research (Research on

Study on Consideration and Special Guidance toChildren who Need Special Support in Developing an
Inclusive Education System 【Mid-term Specific Research

inclusive education systems) / Key Research】(Research on inclusive education systems) / Key Research】

Research unit: Perspective Unit
Principal researcher: SAWADA Mayumi
Co-researchers: MATSUMURA Kanyu, ITO Yumi,
SASAMOTO Ken, OSAKI Hirofumi, KUBOYAMA Shigeki,
KUMATA Hanae, YOKOO Shun, WAKUI Megumi, UEKIDA
Jun
Research collaborator: SASAMORI Hiroki
Outline:This reserch aim to and propose a teacher training trial programin inclusive education system after having a review process ofteacher's professional standard. Our purpose will contribute thepolicy and practice of inclusive education system.
The purposes of this research are break down as below:● Confirming findings about issues for inclusive education systemon policy.(e.g Central Council for Education: The Special
Committee on Special Needs Education etc.)● Reviewing for NISE's previous work and considering
professional standards for staff of education board and teaching
staff .
● Developing the teacher training program through case study
analyses for practices of educational center and training
programs in school.

Research unit: Perspective Unit
Principal researcher: FUJIMOTO Hiroto
Co-researchers: TAMAKI Munehisa, SAITO Yumiko,
TANAKA Yoshihiro, KAIZU Akiko, NISHIMAKI Kengo,
KUDO Takeshi, TSUGE Masayoshi, HIROSE Yumiko,
OSHIRO Masayuki
Research collaborator: NAGANUMA Toshio, OOUCHI
Susumu, KOBAYASHI Michiyo
Outline:The objective of the study is to clarify issues to be considered
and teaching methods required for establishing an inclusive
education system by taking into account the current school
education activities for students with and without disabilities.
The government curriculum guidelines for elementary and lower
secondary schools announced in March 2008 clearly require
schools to make opportunities for joint activity and learning
between students with and without disabilities. Such educational
activities will become significantly associated with establishmentof the inclusive education system, in relation to the formation of acoexisting society in the future and particularly in response to theratifi cation of the Convention on the Rights of Persons with
Disabilities.
The full-scale implementation of the government curriculum
guidelines will start from fiscal 2011 and it is expected moreeducational activities recommended by the guidelines will be
conducted. In this context, examples from such activities involving
all kinds of disabilities will be studied, based on which we will
discuss desirable consideration and teaching methods in
preparation for the establishment of the inclusive education
system.
In this study, disability-based research teams will make survey
visits to gather information on joint activity and learning covering
all kinds of disabilities, based on which we will discuss desirable
consideration and teaching methods. Results from the survey anddiscussion will be presented in the form of a report.
Through this study, we will provide “good practice forconsideration and teaching methods to establish an inclusive
education system” covering all kinds of disabilities.

6
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NISE Bulletin Vol. 11 March 2012

Specialized Research A

Specialized Research B(FY 2011)

Basic Survey/Study on the Use of Digital
Textbooks/Teaching Materials and ICT 【Mid-term Specific(FY 2011)

Practical Study on Educational Guidance and Support forChildren with Visual Impairment Enrolled in Primaryand Lower Secondary Schools

Research (Research on the use of ICT in special needs education) / Key
Research】

Research unit: Visual Impairments Unit
Principal researcher: TANAKA Yoshihiro
Co-researchers: OOUCHI Susumu, SAWADA Mayumi,
KANEKO Takeshi, DOI Kouki
Outline:The Visual Impairment Education Unit conducted the following
two fact-finding surveys in FY 2010 as part of the “Study on
Educational Guidance and Support for Children with Visual
Impairment Enrolled in Primary and Lower Secondary Schools”: asurvey at schools for special needs education providing education
to children with visual impairment of their role as a local resource
center, and the other conducted on site at primary and lower
secondary schools on the actual situation of educational guidance
provided to children with visual impairment.
Based on the current situation and issues that need to beaddressed identified in these surveys, the following activities will
be conducted:(1) Ideas will be proposed on specific methods for schools
providing special needs education to children with visual
impairment to effectively play their role as a local resource
center so that educational guidance and support can beeffectively provided to children with visual impairment atprimary and lower secondary schools.
(2) Specific details of (rational) consideration to children withvisual impairment at primary and lower secondary schools andother relevant issues will be proposed. In addition, information
on specific tools and other means that are effective in providing
educational guidance and support on accessibility using
computer and other technologies will be introduced.
With regard to the effort (1) above, survey visits will be made toschools for special needs education (visual impairment) that makecharacteristic efforts in order to find out what in-school systemthey have and how they cooperate with other organizations andidentify factors for their success. It is expected that other schools
for special needs education (visual impairment) in Japan can
improve their role as a local resource center by following suit ofsuccessful examples. With regard to (2) above, survey visits will
be made to primary and lower secondary schools where children
with visual impairment are enrolled in order to understand theactual situation of educational guidance and support they provide
and, at the same time, propose measures to address issues
identifiied in the fact-finding surveys after making adjustments interms of teaching systems, teaching contents and methods, andother relevant factors. In addition, the effectiveness of tools thatare considered effective in providing educational guidance andsupport will be verified by actual use (on a trial basis). Such
practical efforts will help clarify specific issues relating to rational
consideration paid to children with visual impairment and goodpractices will serve as model cases showing how educational
guidance and support should be.

Research unit: ICT and AT Unit
Principal researcher: KANAMORI Katsuhiro
Co-researchers: MUNEKATA Tetsuya, TANAKA Yoshihiro,
NAKAMURA Hitoshi, UMEDA Mari, DOI Kouki
Research collaborators: SAITO Yumiko, KUBOYAMA Shigeki,
YOKOO Shun, UEKIDA Jun
Outline:The objective of this study is to prepare guidelines (draft) for theuse of digital textbooks and teaching materials, which play a keyrole in using ICT, an important tool for children with disabilities toaccess education and, concurrently, to gather basic informationnecessary to improve education using ICT. The study consists of
two parts that are conducted in parallel: a study on digitaltextbooks and teaching materials for which guidelines should be
developed at an earliest possible time and the other study on theuse of ICT other than digital textbooks and teaching materials.
Details are as follows:● A study on digital textbooks and teaching materials
A survey on examples of leading-edge efforts in foreigncountries, a questionnaire survey in Japan, and discussion withthose involved will be conducted, based on which guidelines(draft) for digital textbooks and teaching materials designed foruse by children with disabilities will be prepared.
● A study on the use of ICT
Onsite surveys at leading-edge schools and research anddiscussion with researchers from schools, universities, and othereducational institutions will be conducted to gather information on
the details and methods of educational use of ICT for students withdifferent disabilities, improvement of instructions using ICT, andimprovement in the expertise in special needs education using ICT.
Gathered information will be analyzed to prepare basic materials.
The final products of this study will be as follows:(1) Guidelines for digital textbooks (draft)(2) Basic materials on the details and methods of educational useof ICT in special needs education, improvement of instructions,and improvement in the expertise in special needs education
Among the final products, (1) Guidelines for digital textbooks(draft) will be provided to organizations involved in thedevelopment of textbooks and teaching materials.

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NISE Bulletin Vol. 11 March 2012

Specialized Research B

Specialized Research B(FY 2010-2011)

Study on Guidance and Support for Children with Mild
to Moderate Hearing Impairment(FY 2010-2011)

Study on Development of the Contents and Methods of
Guidance and Support in Regular Classes for Children
with Speech and Language Disorders according to theCharacteristics of the Disabilities -Throughcollaboration between regular classes and special needs
services in resource rooms-

Research unit: Deaf and Hard of Hearing Unit
Principal researcher: HARADA Kimihito
Co-researcher: ODA Yoshiaki
Research collaborator: FUJIMOTO Hiroto
Research trainee: TSUBOTA Ryoichi (Hyogo Prefectural Himeji
School for Students with Special Hearing Needs)
Outline:NISE has conducted research on the use of sign language andclasses at schools for special needs education (hearing impairment)
and their evaluation. The research findings have suggested that, as
problems in children and communication means have become
diversified and, in particular, early detection systems have become
increasingly sophisticated and the number of children withcochlear implants has increased, educational support to children
with mild to moderate hearing impairment, including thoseenrolled at schools for special needs education, has been regarded
more important than ever. This study will examine guidance andsupport for these children as well as for their guardians.
Specifically, a survey will be conducted on the educational
support provided for children with mild to moderate hearing
impairment, their guardians, and others to comprehend the current
situations and issues. In addition, regarding the guidance andsupport for children with hearing aids or cochlear implants, thestudy will collect examples provided by schools for special needs
education, regular elementary and lower secondary schools, andmedical facilities. Then, these examples will be examined,collaborating with the survey mentioned above, based on thelearning programs for children with hearing impairment such as
the improvement of communication skill and academic
achievement, the language ability, and psychological issues
including self-understanding. Desirable guidance and support will
be summarized in a report.
This study will clarify the educational supports for children withmild to moderate hearing impairment, their guardians, and teachers
in terms of counseling for infants, based on the progress of early
detection of hearing problems and the early intervention forchildren with hearing impairment. The study will also determine
the effective teaching methods, using sense of hearing and related
issues. Additionally, the study will clarify and report on moredetailed educational support in terms of psychological aspects andsocial participation of children with mild to moderate hearing
impairment whose language development is not over-delayed.
Therefore, the study will help develop the ideal guidance andsupport for teachers and guardians.

Research unit: Speech and Language Disorders Unit
Principal researcher: MAKINO Yasumi
Co-researchers: MATSUMURA Kanyu, KUBOYAMA
Shigeki,KOBAYASHI Michiyo
Research trainee: MIKI Nobuko (Kodaira Daini Elementary
School, Kodaira City, Tokyo)
Outline:Regarding guidance and support based on the characteristics ofspeech and language disorders such as articulation disorders andstuttering, research and development on the contents of educationand teaching methods have focused on individualized measurestaken as part of special needs services in resource rooms such asteaching methods for improving speech symptoms and support forawareness and acceptance of speech and language disorders. The
aspects to be considered by those involved with children withspeech and language disorders who spend long hours in regularclasses have been pointed out. However, neither possible methodsof providing guidance and support in regular classes nor matters toconsider in overall school life based on the characteristics of thedisabilities have been fully examined or systematized.
Based on findings in previous research, this study will
systematically summarize innovative forms of guidance andsupport, as well as matters to consider, in various scenes of daily
life such as classes, breaks, and after-school hours according to thecharacteristics of the disorders. The study will also examine
suitable instructions and teaching methods in regular classes toimprove the language ability of children with speech and language
disorders in regular classes.
The study results will be compiled in a report to assist
educational practice. The report will include guidance, support,
and matters to consider for children with speech and language
disorders that can be utilized by classroom teachers in regulareducation, support for regular classes to be provided by teachers incharge of special needs services in resource rooms, and theappropriate way to collaborate between both groups of teachers.
This study will improve the quality of teachers in charge of
special needs services in resource rooms and classroom teachers in
regular education. It will also help improve the way of learningand living of children with speech and language disorders enrolled
in regular classes.

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NISE Bulletin Vol. 11 March 2012

Specialized Research B

at each school. The findings in the study will be compiled into areport in which we will include the details of the current state,background, and issues to be resolved, so that the report can be
useful for special needs schools as well as persons in charge of
special needs education at upper secondary schools. This can also
help to improve the system of special needs education at upper
secondary schools.

(FY 2010-2011)

Study on Curriculum for Children with Mild Intellectual
Disabilities who Belong to an Upper Secondary
Department of a Special Needs School (Intellectual
Disabilities) 【Key Research】
Research unit: Intellectual Disabilities Unit
Principal researcher: INOUE Masashi
Co-researchers: INOKO Hidetaro, KUDO Takeshi, OZAWA
Michimasa, KIKUCHI Kazufumi, WAKUI Megumi, OSAKI
Hirofumi
Outline:NISE conducted "Research Concerning Current Increase ofStudents Enrolled in Schools for Special Needs Education
Educating Children with Intellectual Disabilities and theCorresponding Educational Response to This Situation" in FY
2009. The recent increase of students enrolled in schools for
special needs education (for intellectual disabilities) is an urgent
issue for many schools and municipalities. In particular, upper
secondary departments are facing a substantial increase,particularly in the number and proportion of children with mild
intellectual disabilities, according to a research. The research also
revealed that there were students with mild intellectual disabilities
who enter upper secondary departments of special needs schools
after graduating from regular classes of lower secondary schools,
although the number of such students was small. In view of thissituation, it is necessary to consider educational measures forchildren with mild intellectual disabilities in order to encourage
their social and vocational independence after graduation.
Based on these results, this study will examine the curriculum
for children with mild intellectual disabilities enrolled in upper
secondary departments of special needs schools for intellectual
disabilities, considering the background and situation of theincrease in the number of students at upper secondary departmentsof special needs schools for intellectual disabilities, probablecauses of the increase, and career education. The study will also
examine measures to improve special needs education at upper
secondary schools.
Specifically, the study will examine and summarize curriculum
development, specific teaching systems, teaching contents of eachsubject, contents of instruction combining learning areas andsubjects, required expertise, ideal states of collaboration andinterface with lower secondary schools, and efforts for social andvocational independence, through surveys and model practices atinstitutions assisting this research project, in cooperation with
National Association of Principals of Schools for Special Needs
Education.
The study will classify curricula for children with mild
intellectual disabilities based on the characteristics of schools andcommunities and present models and relevant specializedmeasures, through surveys and practical examples at cooperating
institutions, thus contributing to curriculum development suitable

Specialized Research B(FY 2010-2011)

Study on Subject Teaching for Students with
Physical/Motor Disabilities Considering theCharacteristics of the Disabilities -To develop the ability
to expressResearch unit: Physical/Motor Disabilities Unit
Principal researcher: NAGANUMA Toshio
Co-researchers: TOKUNAGA Akio, KANAMORI Katsuhiro,
SAITO Yumiko, SASAMOTO Ken
Research trainee: ODA Toru (Hokkaido Prefectural Asahikawa
School for Handicapped)
Outline:
The National Curriculum Guidelines for Schools for Special
Needs Education revised in 2009 indicate that, in order to develop“zest for living,” it is important to improve language activities anddevelop abilities to think, judge and express and, particularly inchildren with physical and motor disabilities, the ability to express.
In the teaching of children with physical and motor disabilities,
special consideration and ingenuity are needed for each subject,taking into account the lack of experience due to their disabilities
and learning diffi culties attributable to the characteristics of eachdisability. It has become, however, increasingly difficult to passknowledge and skills for teaching on to successors at schools for
special needs education for those with physical and motor
disabilities where students tend to have severe and multiple
disabilities. The number of students enrolled in classes for children
with physical/motor disabilities at regular elementary and lower
secondary schools has doubled over the past 10 years, and yet theconditions of subject teaching in these classes since the special
needs education system was introduced are not fully understood.
Therefore, this study will collect, organize, and accumulate
information and data on teaching methods, educational materials,
considerations, and innovations in order to develop the ability ofchildren with physical/motor disabilities to express in subject
teaching. The study will identify the conditions of schools andclasses for special needs education, and propose appropriate
teaching based on the needs of individual children. Morespecifically, our efforts will be focused on understanding thecurrent situation on how subjects for developing children’s ability
to express themselves are taught and relevant issues that need to beaddressed, based on which we will propose a way to incorporateteaching expertise (teaching methods, teaching materials, special

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NISE Bulletin Vol. 11 March 2012

consideration, ingenuity) that is regarded effective to develop theability to express into practical teaching settings. Our study will
also focus on understanding the current situation on how subjects
are taught at classes for special needs education for those withphysical and motor disabilities in regular elementary and lower
secondary schools and issues that need to be addressed, based on
which information on effective innovative examples and issues
that need to be addressed will be organized.
A report for teachers will summarize the result and distributed torelated organizations across the country. This study will contributeto subject teaching based on the specialized support required forteaching children with physical/motor disabilities, whether suchchildren study at a school for special needs education or a regularelementary or lower secondary school.

Specialized Research B

certain role in conducting disease surveys and surveys on schools forchildren with health impairments.
This study aims to further promote establishment of a network ofschools for special needs education for students with healthimpairments in each region based on the cooperative system with the
National Association of Principals and the NAER. Items to be studied
are the formation of a network using ICT to provide information on
health impaired education, the gathering of relevant information, andthe dissemination of gathered information. During this research plan
period, 1) our focus will be on understanding the actual situation of
education for students with emotional disorders, including psychiatricdisorders, which was described for the first time in the National
Curriculum Guidelines for Schools for Special Needs Education(2009) and relevant issues that need to be addressed. It is also planned
to establish a format for the “case presentation and description
method,” which will help share information among teaching staff incharge of health impaired education.

(FY 2010-2011)2) One of the roles of schools for special needs education (for healthStudy on Creating Support Networks for Sick Children
and Information-sharing Using the Functions of Schoolsfor Special Needs Education (for Health Impairments) asa Resource Center

impairments), as a resource center, is to disseminate information on
educational support to sick children via the Internet, for which teaching
staff in charge of health impaired education is responsible. To achieve
this function, we will establish a system to provide information on
methods for storing information on examples of teaching of sickResearch unit: Health Impairments Unit
Principal researcher: NISHIMAKI Kengo
Co-researchers: TAKIGAWA Kuniyoshi, UEKIDA Jun
Outline:
The role of schools for special needs education (for healthimpairments) as a resource center is considered to become more
important in the future in providing educational support to sickchildren (including about 40,000 students on long-term sickness
absence according to the School Basic Survey) enrolled in schools for
special needs education (for health impairments), classes for special
needs education for students with health impairments and physicalweakness in regular elementary and lower secondary schools, andregular classes in regular elementary and lower secondary schools. The
joint survey on schools for children with health impairments
conducted in FY 2008 by NISE and the National Association for
Education and Research concerning Children with Health Impairments
and Physical Weakness shows that the number of classes for special
needs education for students with health impairments and physicalweakness in regular elementary and lower secondary schools has been
rapidly increasing since FY 2006. It has become imminent to improvethe expertise of teachers in charge of classes for students with healthimpairments.
Through research activities in the past, we have established acooperative system with the National Association of Principals of
Schools for Special Needs Education for Children with Health
Impairments (hereinafter referred to simply as “the National
Association of Principals”) and the National Association for Education
and Research concerning Children with Health Impairments andPhysical Weakness (hereinafter referred to as the “NAER”). Since FY
2007, the Health Impaired Education Unit of NISE has played achildren and curriculum plans for different disciplines and subjects andinformation on educational support by disease.

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NISE Bulletin Vol. 11 March 2012

Specialized Research B(FY 2010-2011)

Specialized Research B

Empirical Study on Curriculum Development Based on“ Curriculum Assessment” (tentative title) of Students
with Autism in Classes for Special Needs Education 【Key(FY 2010-2011)

Study on Relationship between Developmental
Disabilities and Emotional Disturbance and Educational
Support -Focusing on measures to prevent secondary
disabilities-

Research】

Research unit: Autism Unit
Principal researcher: HIROSE Yumiko
Co-researchers: OZAWA Michimasa, INOUE Masashi,
SASAMORI Hiroki, OSHIRO Masayuki, KIKUCHI Kazufumi,
INOKO Hidetaro, YANAGISAWA Akiko
Outline:
The conditions of students with autism in classes for special
needs education are diverse: students with varying disabilities andgrades are studying in the same classes, which makes it difficult todevelop curricula according to the characteristics of autism.
The previous FY 2008-2009 study conducted a survey of autism
education in classes for children with intellectual disabilities and asurvey of autism education in classes for special needs education atcooperating schools. Practical research was also conducted on
curriculum development of classes for special needs education andideal states of teaching contents and methodology with emphasis
on promoting independence. Based on the results of these surveys
and research, four types of “curriculum development plans” weresummarized and tentatively proposed for students with autism
enrolled in classes for special needs education.
This study will examine autism education in classes for special
needs education for autism and emotional disturbance. It isbecause students with autism who are in classes for special needs
education belong to the tentatively proposed Type A (standard
intellectual development) or Type B (mild delay of intellectual
development) according to the school attendance criteria andstudents with autism account for more than half of students
enrolled in the classes for special needs education for autism andemotional disturbance. Specifically, the study will attempt to
produce curriculum assessment sheet (tentative name) for students
with autism who fall under Type A or B in classes for special
needs education for autism and emotional disturbance, as well as
examine subject teaching using characteristics of the disabilities
and activities to promote independence based on case studies ofstudents with autism enrolled in classes for special needs education
for autism and emotional disturbance.
This study will help improve curriculum development andpractical teaching for those students.

Research unit: Developmental Disabilities and Emotional
Disturbances Unit
Principal researcher: SASAMORI Hiroki
Co-researchers: HIROSE Yumiko, UEKIDA Jun, OSHIRO
Masayuki, ITO Yumi, UMEDA Mari
Research collaborators: TAKIGAWA Kuniyoshi, NISHIMAKI
Kengo
Outline:Children with developmental disabilities often have difficulty
adapting to group living at schools due to the characteristics oftheir disabilities. Accumulated experience of errors and failures inlearning, behavior, and interpersonal relationships, as well as
repeated inappropriate treatment such as coercion, will lead tofurther difficulty in adjustment. It is believed that many of theadjustment problems of children with developmental disabilities
in their school life are the result of secondary disabilities due tolack of appropriate measures. Educational measures for children
with psychogenic emotional disturbances such as mutism andnervous habits
have not been systematically organized.
According to some studies, children with emotional disturbancessuch as mutism account for a large proportion of children with
developmental disabilities.
The objective of the study is to identify the current situation andissues concerning secondary disabilities and make proposals to
educational facilities on how educational support with emphasis on
prevention should be. Other issues to be studied will include thecurrent situation of education based on relevant literature andprevious studies, including medical diagnosis and assessment,
how support should be given to children with psychogenic
emotional disturbances such as mutism, and the relationships
between developmental disabilities and emotional disturbances.
This study will help to resolve the urgent issue of support forchildren with developmental disabilities or emotional
disturbances which is diffi cult to resolve at schools.

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NISE Bulletin Vol. 11 March 2012

Specialized Research B(FY 2010-2011)

Specialized Research D

Practical Study on Support in School Education forChildren with Developmental Disabilities -Continuityof support from early childhood education through upper
secondary school education- 【Key Research】(FY 2011)

Practical Study Aimed to Improve the Level of Support
Provided for Special Needs Services in Resource Rooms
for Children with Developmental Disabilities -Toward
preparing“ Basic Management Manual for Special Needs
Services in Resource Rooms for Children with
Developmental Disabilities（draft）”-

Research unit: Developmental Disabilities and Emotional
Disturbances Unit
Principal researcher: SASAMORI Hiroki
Co-researchers: TSUGE Masayoshi, KOMATSU Yukie,
KUBOYAMA Shigeki, HIROSE Yumiko, TAMAKI Munehisa,
WAKUI Megumi, KOBAYASHI Michiyo, OSHIRO Masayuki,
KAIZU Akiko, ITO Yumi, UMEDA Mari
Research trainees: KUMATANI Ken (Aomori Prefectural
Hachinohe Daini Special Needs Education School),
KOBAYASHI Naoki (Saitama Prefectural Kasukabe Special
Needs Education School), YAMAGUCHI Shinichiro (Saitama
Prefectural Tokorozawa Ozora Special Needs Education
School)Outline:One characteristic of developmental disabilities is that the basic
symptoms last throughout life. The states change with age, from
infancy to adulthood through elementary school age, earlyadolescence, and adolescence. The school education environment
varies from early childhood education to tertiary education, with
substantial differences in required adaptability. Therefore,
educational support needs to be provided with a long-term
longitudinal vision according to age and development phase toensure continuity of support.
The objective of the study is to provide educational facilities
with a model of support that should be provided to children with
developmental disabilities in regular classes, from a long-term andlongitudinal perspective, mainly in the compulsory education
phase, from elementary through lower secondary schools. In
developing a model, focus will be on educational support
according to the needs of each life stage and the continuity of
support.
In providing support to children with developmental disabilities
in regular classes, it is important to take into account support bothto the entire class and to individual students. It is also important toimprove lessons in the classroom and the management of the class.
In this context, assessment of individual students and development
and implementation of a teaching plan that meets their individual
needs will be necessary. With all these factors taken into accountand with emphasis on educational effects and the continuity of
support, we will discuss eff ective models that could be developed
into specific support activities according to age and developmental
stage.
The results of this study will contribute to resolve issues such as
long-term longitudinal educational support for children with
developmental disabilities from an earlier stage of life.

Principal researcher: OSHIRO Masayuki
Research collaborator: SASAMORI Hiroki
Outline:According to an ordinance pertinent to partial revision to the
Enforcement Regulations for the School Education Law in April
2006, autism and emotional disabilities were classifi ed as two
different disorders, and children with LD and ADHD were newly
included in students receiving education in a resource room. There
have recently been occasional studies on the role of a “resourceroom” as a resource for schools in providing educational support tochildren particularly with developmental disabilities such as LD,
ADHD, and autism. However, no sufficient evidence has yet been
established on how teaching provided in a resource room tostudents who are enrolled in a regular class and receive lessons in aresource room on a regular basis is effectively reflected in teachingin a regular class. Lessons provided in a resource room shouldhave continuity with those in a regular class and well-coordinatedcooperation between teaching staff is required, for which the rightexpertise of teachers and the right management of resource rooms
and regular classes are prerequisites.
In this context, the objective of this study is to prepare a basic
operation manual draft for resource rooms for students with
developmental disabilities based on information on the current
efforts that take into account the collaboration and the continuity
between a resource room for students with developmental
disabilities and regular classes, the current situation of classroom
management, and relevant issues that need to be addressed. In
addition, information on specific examples of efforts that havebeen made, including development of activities to promoteindependence and teaching methods for each subject, selection ofteaching materials and tools, methods for collaboration, andspecific measures to ensure the continuity between a resource
room and regular classes, will also be gathered and organized to beincorporated into the manual.

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NISE Bulletin Vol. 11 March 2012

Collaborative Research(FY 2011-2012)

Collaborative Research

Developmental Study on Handwriting Evaluation Systemthat Takes into Account the Characteristics of Children
with Low Vision(FY 2011-2012)

Development of Accessible Design Instructional
Materials Using Braille Transliteration Techniques andTactile Drawing Techniques Concurrently Used with
Handwriting for Children and Adults with Visual
Impairment

Principal researcher: OOUCHI Susumu
Collaborative organization: Tokyo Polytechnic University
Outline:Major problems facing students with low vision who still can
use their sense of vision are diffi culty in visually perceiving
two-dimensional patterns, including Chinese characters andgraphics, and difficulty in correctly writing these patterns based on
their visual perception. To address these problems, various
teaching methods have been developed. In writing Chinesecharacters, many students have difficulty in writing them in awell-balanced manner. Teachers therefore place emphasis onteaching how to write well-balanced Chinese characters. Suchwriting problems may be caused by their difficulty in visuallyperceiving lines and shapes. However, there are also students who
can write well-balanced and legible characters. This indicates thatdifficulty in writing two-dimensional patterns and characters in awell-balanced manner may not only be due to difficulty in seeing
clearly but also due to experience of writing without paying
sufficient attention to details and overall balance. In this study, we
will develop an objective evaluation system to help raise theawareness of such problems in students with low vision
themselves.
In our joint research for FY2009-FY2010 with Tokyo
Polytechnic University, we developed an evaluation system using
ICT for figure tracing by blind children, which allows objective
evaluation of figure tracing by children with visual impairments
and can be used easily at schools for special needs education forvisually impaired students. In this study, by applying the method
used for the system to evaluate the figure tracing ability of blindchildren, we will develop a system to objectively evaluate the sizeand shape of characters and two-dimensional patterns handwritten
by children with low vision. The developed system will be used ona trial basis to verify the usefulness of the system in improving
children’s handwriting skills for legible characters.
It is expected that the system to be developed will allow
teachers to evaluate characters and two-dimensional patterns
handwritten by students with low vision more objectively thanconventional systems and will help these students learn how towrite characters and patterns legibly.

Principal researcher: DOI Kouki
Collaborative organization: Waseda University
Co-researchers: KANAMORI Katsuhiro, TANAKA Yoshihiro
Research collaborators: NAKAMURA Hitoshi, OOUCHI
Susumu, KANEKO Takeshi, SAWADA Mayumi
Outline:Braille characters, which can be read by touch, and tactile
graphics, which serve as a tool to help understand spatial
information and illustrations, are used by both children and adults
with visual impairments. However, it takes many years to learn
Braille and many hours to understand one tactile graphic. For thisreason, it is necessary to improve the learning environment for
those who read Braille and tactile graphics themselves, and todevelop instructional materials containing a system to assist tactile
reading. This means that teachers teaching Braille and students
learning Braille at schools and Braille classes need new Braillelearning materials. Instructional materials such as tactile graphics
that are easy to understand are also needed by teaching staffs
themselves. In this context, we will develop Braille learningmaterials and tactile graphics instructional materials that meet theneeds of teachers as well as children and adults with visual
impairments. It is our hope to contribute to providing instructional
materials accessible by people with or without visual impairments.
In this study, a Braille transliterator and a tactile drawing device
using transparent and colorless ink that can be concurrently usedwith handwriting are used to make instructional materials. Systems
and interfaces that convert handwritten characters, photographs,
and figures into not only Braille and tactile graphics but also
audible information and provide them to users will also be
developed. These systems and interfaces with accessible design
will be incorporated into instructional materials so that anybody
with or without visual impairments can use them.
We believe that our development of instructional materials
based on the accessible design concept will help promote adoptionof the accessible design approach in learning.

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NISE Bulletin Vol. 11 March 2012

Collaborative Research(FY 2010-2011)

Collaborative Research

Practical Study on Collaboration among Related
Organizations Aiming for Community Development in
Supporting Children with Disabilities(FY 2010-2011)

Practical Study on the Collection and Provision ofInformation on Special Needs Education of Children
with Developmental Disabilities -Establishment of an
information-sharing and collaboration system, andevaluation of information services-

Principal researcher: OZAWA Michimasa
Collaborative organizations: Yokosuka City, Kanagawa
University of Human Services
Co-researchers: NISHIMAKI Kengo, KUBOYAMA Shigeki,
SAITO Yumiko, UEKIDA Jun
Outline:
The legal basis of organizational cooperation among relatedorganizations in the field of special needs education has been madeclear in order to improve education for children with disabilities.
The importance of developing systems within schools andestablishing collaborative systems with external organizations has
been increasing. One characteristic of developing systems inspecial needs education is that it requires collaboration among awide range of related organizations as well as collaboration among
schools and boards of education. Organizations involved in special
needs education include public agencies in the fi elds of education,
welfare, labor, and health, including schools, NPOs, enterprises,
and social businesses. These organizations pursue their own
purposes and benefi ts. In order to promote special needs
education, it is necessary to adjust the benefi ts to society,communities/municipalities, and each organization. In thisadjustment process, it is necessary to form values to create better
communities in cooperation with other organizations andcommunities and to develop a mechanism to utilize postproject
evaluation for subsequent measures in special needs education. It
is therefore necessary to accumulate collaboration among relatedorganizations and consolidate findings.
This study will provide a theoretical basis for local governments
to develop special support systems and conduct practical researchin Yokosuka City. Specifically, the study will build on previous
theoretical work and practical research, collect case examples in
Yokosuka City and other communities, and summarize findings on
management based on participation and collaboration of relatedorganizations through collaborative relationships between
researchers and educational sites based on the theory ofparticipatory action research.
The study will provide information on the development ofspecial needs education systems to be achieved in cooperation withrelated organizations and on management in using the systems.
This will promote understanding of special needs education in
overall measures by local governments and will be refl ected inmeasures taken by local governments, thus contributing to theeducational administration of local governments.

Principal researcher: HIROSE YumikoCollaborative organization: Research Institute of Socially Shared
Knowledge of the National Institute of Informatics
Co-researchers: UMEDA Mari, OSHIRO Masayuki, WAKUI
Megumi, YANAGISAWA Akiko, KANAMORI Katsuhiro
Outline:In the education of children with developmental disabilities,
there is an urgent need to raise the skills of teachers at elementaryand lower secondary schools who provide educational support forchildren and to improve comprehensive support for guardians,
related organizations, and other persons through information
services. NISE therefore established the Information Center of
Education of Persons with Developmental Disabilities. This Center
provides information on the education of children with
developmental disabilities, results of educational research
conducted by NISE, and information collected by NISE in aneasily understandable manner. However, teachers wishing toquickly obtain knowledge about measures for children havediverse needs. The information off ered by NISE is insufficient forthese teachers, and yet it takes time to add the results of new
research.
Therefore, this study will examine and develop a system tocollect, arrange, and publicize information on the education ofchildren with developmental disabilities based on systematic
collaboration with prefectures and special needs education centers
using NetCommons, which is a CMS developed by the ResearchInstitute of Socially Shared Knowledge of the National Institute ofInformatics. The Information Center has already introduced
NetCommons, which allows information to be exchanged throughvarious interactive communication methods. Approximately 1,500
boards of education, education centers, and educational institutions
have introduced NetCommons as of October 2007. NetCommons
will make it easier to distribute research results compared with theCenter’s original information system by such means as organicallyintegrating the research results of these organizations.
This will allow a great deal of appropriate information to beprovided to teachers and other people involved in education forchildren with developmental disabilities, and will also raise theawareness of people throughout Japan.

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NISE Bulletin Vol. 11 March 2012

NISE’s Activities

Report on FY 2011 National Institute of Special Needs Education Seminar
FY 2011 National Institute of Special Needs Education Seminarof disabilities which provided information regarding the matters to

was held at the National Olympics Memorial Youth Center for two

be considered in the guidance based on characteristics ofdays from January 31 (Tuesday) to February 1 (Wednesday), 2012,

disabilities. With Mr. Kimihito Harada, the Institute’s Senior Chiefwith the total of over 700 participants, under the theme of “WhatResearcher, as the coordinator, the Senior Chief Researchers at the

are Required in Special Needs Education --- to protect and develop

Institute, Mr. Yoshihiro Tanaka, Mr. Takeshi Kudo, and Mr.

children”.

Katsuhiro Kanamori, talked about education for children with

Starting from FY 2011, the existing Seminar I and II werevisualintegrated into one single seminar, consisting of three sessions:

impairment,

intellectual

disabilities,

andphysicaldisabilities, respectively.

Session 1 taking up a wide range of topics related to special needs

In the afternoon, there were poster presentations on researches

education; Session 2 to reporting on activities of the Institute’s

and the panel exhibition for the 40th anniversary of the Institute,research groups; and Session 3 for disseminating research findings

followed by reports on research activities in three workshops fromand discussion.

FY 2011 key researches. In Workshop 1, entitled “Considering a

Session 1 on Day 1 focused on the 2011 Tohoku earthquake andgood way and continuity of support at kindergartens andtsunami, under the theme of “school responses in time of aelementary schools”, presentations were made on researchdisaster”. During the first half of the session, we learned about theoverviews and cases regarding good ways and means of support

situation of the damage caused by the earthquake and tsunami

for children at elementary schools and kindergartens, followed byfrom the keynote reports by Mr. Hiroshi Sakurada (Principal,

the discussion on the “continuity of support”. In Workshop 2,

Miyagi Prefectural Ishinomaki School for Special Needs

entitled “Japanese Language Education for Students with Autism

Education) and Prof. Hiroyuki Sugai of Miyagi University of

in Classes for Special Needs Education for Students with Autism

Education, followed by designated statements by Mr. Masayoshi

and Emotional Disabilities”, presentations were made on research

Sasaki (Chief Supervisor for School Education and Director offindings and cases in which learning assessment sheets were used

Special Needs Education Division, Office of School Education,in teaching, and a workshop using Japanese language learning

Secretariat of the Iwate Prefecture Board of Education) and Mr.

assessment sheet was held. In Workshop 3, entitled “Practical

Takao Koya (Principal, Fukushima Prefectural School for the

Study on Curriculum Development based on the New National

Deaf). The latter half of the session was conducted in a symposium

Curriculum Guidelines at Schools for Special Needs Education”,

format, in which Mr. Seiji Suwa, a teacher at Hyogo Prefectural

there were presentations and designated discussions on the

Maiko High School, and Dr. Hirokazu Yoshida of Miyagi Child

contents of researches, efforts in curriculum development thatand Family Mental Health Center, provided the subjects of disastercorresponds to individual educational needs of each child withprevention education and mental healthcare, motivating the floor

intellectual disabilities, as well as reports on practice of theand panelists to have a lively discussion.

curriculum development that corresponds to each level ofIn the morning of Day 2, Mr. Yoshiyuki Chihara (Director,

development from early childhood education through advanced

Division of Special Needs Education, Elementary and Secondary

courses (specialist courses) at special needs education schools

Education Bureau, Ministry of Education, Culture, Sports, Science(hearing impairment).

and Technology) provided explanation from the administrative

Records of the two-day seminar will be updated on the website.

perspectives, followed by the Institute’s research groups by types

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NISE Bulletin Vol. 11 March 2012

NISE’s Activities

Other Topics
Report on World Autism Awareness Day 2011 in Yokosuka (April 16, 2011)
World Autism Awareness Day 2011 in Yokosuka was held

they wanted to know more about autism.
The video of the event days will be available for viewing inunder the theme of “Let’s learn about the world of autism”, withthe objectives to promote awareness of general public on autism

mid-May on the Institute’s special website.
Let us work together beyond April 2, the World Autism

and to deepen our understanding on how to treat persons with
autism at the time of disasters.

Awareness Day, to create a society where people with and without

In order to promote understanding and awareness in theautism accept and respect each other to coexist, through activities

community, this year’s event was hosted by the National Instituteto disseminate knowledge about autism around the world andfor Special Needs Education and Special Needs Education School

deepen people’s understanding on the issue.

for Children with Autism, University of Tsukuba, with thecooperation of the PTA of University of Tsukuba’s Special Needs◇Official website of the Japanese Executive Committee for World

Education School for Children with Autism, and “Tampopo no

Autism Awareness Daykai”, which is the association of parents of children and persons→http://www.worldautismawarenessday.jp/

with autism in Yokosuka Area. Total of 221 people participated in
the event, and many families participated with their children.

◇Our institute’s special website for World Autism AwarenessAccording to the questionnaire results, 96% of those surveyed saidDaythe event deepened their understanding of autism, and 93% said

→http://www.nise.go.jp/waad/index.html

Distribution of “Handbook for Teachers who Support Children after the Earthquake Disaster-with a focus on treatment of children with developmental disabilities-”
schools in the affected areas which submit a request to receive

At the Institute, we made a handbook to support teachers
dealing with children in the areas affected by the earthquake andthem. The handbook can also be downloaded from our website andtsunami. This handbook summarizes basic responses to be kept inprinted as necessary.

mind when teachers deal with children at school after a disasterand how to deal with children with developmental disabilities.

◇For more details→http://www.nise.go.jp/cms/6,3758,53.html

This handbook will be distributed to the Boards of Education ofprefectures and ordinance-designated major cities, as well as toReport on the World Autism Awareness Day 2011 Symposium (June 18, 2011)
World Autism Awareness Day 2011, which was scheduled ona discussion in which proposals for responses in time of a disaster

April 2, was postponed due to the impact of the Tohoku

were made. The afternoon session was opened by the wonderful

Earthquake and Tsunami and held on June 18 at Nadao Hall. The

performance by “Ozora Strings” which included persons withtheme was also changed into “Disaster and Autism -support each

autism who rushed to attend the event from Sendai City. Duringother and live together-”.

the intervals, the persons with autism shared their episodes from

Despite rainy weather, approximately 400 people participated in

the earthquake disaster, and the participants were strongly moved

the event. We listened to the reports on the situation of children

by their stories. We strongly believe that we will be able to moveand persons with autism and their families in the areas affected bycloser to the building of a society where people with and without

the Tohoku earthquake and tsunami, as well as reports fromautism accept and respect each other to coexist, through these

medical and welfare organizations, NPOs, and parents associations

activities to disseminate knowledge about autism around the world

which actually provided support in the affected areas, followed byand deepen people’s understanding on the issue.

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NISE Bulletin Vol. 11 March 2012

The video from the event will be available for viewing on the* National Institute for Special Needs Education is part of theofficial website as soon as it is available.

Japanese Executive Committee for World Autism Awareness Day
as a co-sponsor, which is the host organization of this symposium.
Several staff of the Institute worked as committee members to◇Official website of the Japanese Executive Committee for World

organize the symposium.

Autism Awareness Day→http://www.worldautismawarenessday.jp/

FY 2011 Research Conference for Guidance Practice Supervisor at Special Needs Education
School Dormitory was held
Research Conference on Guidance Practice Supervisor atsupervisors and others participated in the conference from all overSpecial Needs Education School Dormitory was held at thethe country. On Day 1, there were an administrative explanation by

Institute from July 25 through July 26, 2011. This conference is

the Special Needs Education Division of the Ministry of Education

held annually, with the objective to improve the expertise of

and a lecture by the staff of the Institute; on Day 2, there was adormitory supervisors or people in a position to give guidance topresentation of practice regarding the guidance practice performed

students and to further develop the guidance practice performed at

at dormitories, followed by a lively sectional discussion by types

dormitories in prefectures and cities. This year 76 dormitoryof disabilities based on reports submitted.

FY 2011 Research Conference for Supervisors of Education for Children with Developmental
Disabilities was held
Research Conference on Supervisors of Education for Children

including teachers at kindergarten and high schools. On Day 1,

with Developmental Disabilities was held at the Institute fromthere were administrative explanations and lectures regarding theAugust 4 through August 5, 2011. This has been held annuallycurrent situation and challenges in relation to education forsince 2008, with the objective to improve the specialized

children with developmental disabilities, as well as consistentknowledge and skills of teaching staff who are in a supervisorial

support for persons with developmental disabilities. On Day 2,

position for the support and guidance for children withparticipants were divided into workshops (Workshop 1: Support

developmental disabilities and to further develop the support andfrom the early stage and coordination with guardians; Workshop 2:

guidance by municipal governments. The Institute used to rent a

Development during high school life), where they listened to thespace in Yokohama until last year; this year, we decided to holdlectures by lecturers from the related organizations andthe event at the Institute.

participated in a small group discussion, where participants

From all over the country, 144 teaching staff participated in theactively gave an account of their reports and exchanged

conference, who are in a supervisorial position for the support andinformation.

guidance for children and students with developmental disabilities,

Research Conference for Those in Charge of Career Guidance and Vocational Training at
Special Needs Education School was held
participated in the conference, who are in charge of career

As part of the research by the Promotion Group (support for

guidance and vocational training at their respective schools.

transition), a research conference was held at the Institute on
August 11 (Saturday), 2012 to exchange information regarding theOn the day of the conference, a symposium was held on thecurrent situation and challenges for career guidance and vocational

practice of career guidance and vocational training by thetraining, among those in charge of these issues.

collaborating institutions, followed by the presentation by Mr.

The conference was started last year, making this year only the

Isamu Sakane of the National Agriculture and Food Researchsecond year to hold the conference. This year, 30 teachers

Organization on “Job Assistance for Persons with Disabilities in

17

NISE Bulletin Vol. 11 March 2012

the Agricultural Sector”. Furthermore, group discussions were held

beyond the types of disabilities, which would be very helpful inon different themes which were the keywords of this study:

developing future activities.

in-school coordination, coordination among related institutions,

Results from the national research, which were also presented at

post-graduation support, and support for guardians (families).

the research conference, are already available on the following

Teachers who participated in this research conference said that it

website.

was a good opportunity for them to discuss common challenges

FY 2011 Research Conference for Promoters of Exchange and Collaborative Learning was held
Research

Conference

for

Promotersof

Exchangeandthrough discussions among teaching staff who are in a position to

Collaborative Learning was held at the Institute from November

promote such exchange and collaborative learning in their

21 through November 22, 2011, with cooperation of the Ministry

respective prefectures and areas.

of Education, Culture, Sports, Science and Technology.

This year 71 teaching staff participated in the conference from

This conference is held annually to contribute to promoting

all over the country; where presentations such as on studies andexchange between students with and without disabilities andresearches, practical studies, and administrative presentations were

further understanding of collaborative learning in each region,

made, followed by research discussion by workshop.

FY 2011 Research Conference for Special Needs Education Coordinator Supervisors was held
Research Conference for Special Needs Education Coordinator

coordinators in each prefectures and areas.

Supervisors was held at the Institute from November 28 throughThis year, 78 teaching staff participated in the conference from

November 30, 2011.

all over the country, where lectures, presentation on relatedThis conference is held annually to contribute to theresearch activities and discussions based on the subjects suggested

development of trainings and activities for regional coordinators

by the participants, regarding coordinator activities, and trainings,

through discussion among teaching staff who are in a supervisory

as well as efforts to support coordinators.

position for trainings and activities for special needs education

18

NISE Bulletin Vol. 11 March 2012

Recent Policy and Status

Policy Trends of Special Needs Education in Japan
Special Needs Education Division,
Elementary and Secondary Education Bureau,
Ministry of Education, Culture, Sports, Science and Technology (MEXT)

I. Introduction
In promoting special needs education in Japan, providing

special needs education support assistant.

education, in consideration of their individual educational needs, isAs of May 1, 2010, the number of children enrolled in schools

positioned as the most important concept which aims at the fullfor special needs education was about 122,000 children, thedevelopment of their capabilities and at their independence andnumber of children enrolled in classes for special needs educationsocial participation. Based on these principles, diversified places ofin elementary and lower secondary schools was about 145,000

learning such as instruction through schools for special needs

children and the number of children receiving instruction througheducation, special needs classes in elementary and lower

special support services in resource rooms was about 61,000

secondary schools and special support services in resource rooms,

children totaling approximately 328,000 children. Of theseand instruction through regular classes are provided.

children, the number of children, who were at the compulsory

Instruction in the schools for special needs education and special

education stage, was approximately 270,000 children and thisneeds classes is offered utilizing specially created textbooks,

comprised 2.5% of the total number of children of about the sameteaching staff, who have professional knowledge and experience,age.

and disability-friendly facilities and equipment based on theconceptofspecialeducation

programs

and

In addition, the number of children enrolled in schools forsmall-classspecial needs education and the number of children receivingorganization. Moreover, in the regular classes, instruction is

instruction through classes for special needs education inoffered utilizing disability-friendly instruction methods such as

elementary and lower secondary schools or instruction throughinstruction depending on achievement-based teaching and teachingspecial support services in resource rooms have been increasing

in small group instruction, and instruction through the use ofyear by year.

Special Needs Education System of Japan- Overview of the SNE System [ In Compulsory Education ] -Mild ← Degree of Disablilities → Severe

Regular Schools
Regular Classes
・Team-Teaching・Achievement-Based Teaching
・Small-Group Classes
・Special Support Services in Resource Rooms

Classes for Special Needs Education

0.57％
1.37％

0.60％

Schools for Special Needs Education

19

2.54％
As of 2010.5.1

NISE Bulletin Vol. 11 March 2012

II. Recent Important Measures and Trends
1. Establishment of the system of schools for special
needs education

revised in June 2006, through which the system of schools for theblind, deaf and for children with intellectual disability, physicaldisability, health impairment was converted to a system of schools

In recent years, a situation can be seen affecting children withfor special needs education that can provide education to students

disabilities where there is growing demand for support to handle

with a diverse range of disabilities. In addition, the amendment

the degree, diversification, aggravation and overlapping andrequests special needs education schools, by applying thediversification

withspecialized knowledge and skills they have accumulated, todevelopmental disabilities such as those with learning disabilities

endeavor to advice and support primary and secondary schools(LD), attention deficit hyperactivity disorders (ADHD) andwhere students with disabilities are enrolled in response to theirhigh-functioning autism, and for educational responses from anrequests to fulfill the role and functions as local centers for special

early stage, as well as demand for a rise in the enrollment rate toneeds education(function as resource centers). Meanwhile, a newsenior high school department and the diversification of career

article was added that clearly requires primary and secondary

paths

schools to develop special needs education for children with

after

of

disabilities

graduation.

as

Taking

well

these

as

childrencircumstances

intodisabilities, including developmental disabilities.

consideration, the School Education Act and other laws were

System Reform since 2007 FY- Change from Single-Category-Specific Special Schools -～2006 FY

【 School System 】

2007 FY～

School for the Blind

School for the Deaf

Increasing number ofstudents withmultiple disabilities

School for Children withIntellectual Disabilities,
Physical Disabilities and
Health Impairment

School forSpecial Needs Education-can educate students withmultiple disabilities-work as a center of education
for children with disabilities
in each local community

2. Revision of the curriculum for special needs
educationschools, lower secondary schools and schools of secondary
education, and second, improvement to respond to changes insociety and the degree, overlap and diversification of theWith regard to the curriculum of schools for special needs

disabilities of the students. In addition, with regard to special needs

education and special needs education of elementary and lower

education in upper secondary schools and other schools, a specificsecondary schools, a study was conducted based on the report ofreference was made to offering instruction in accordance with thethe Central Council for Education on January 17, 2008 and thecondition of the disabilities of the students such as creating

new courses of study for schools for special needs education wereindividual instruction plans and individual special needs education

made public on March 9, 2009. A revision was implemented fromplans as needed. With regard to elementary schools and elementary

the two perspectives of, first, improvement based on improvement

department of schools for special needs education, the new coursesof the standards of the curricula of kindergartens, elementaryof study have been fully implemented since FY 2011.

20

NISE Bulletin Vol. 11 March 2012

III. This Year’s Major Measures and Trends
1. Revision of the Basic Act for Persons with
Disabilities

Ministers and headed by the Prime Minister in order to conduct
intensive reform of the system pertaining to persons withdisabilities commencing with the drafting of domestic legislation

The Convention on the Rights of Persons with Disabilities wasaimed at conclusion of the Convention on the Rights of Persons

adopted by the United Nations General Assembly in December

with Disabilities, and convened a “Committee for Disability Policy

2007 and published in May 2008. Japan signed the Convention in

Reform” (hereinafter referred to as “Committee”) focusing on

September 2007 but has not yet ratified it.

parties with disabilities in January 2010 under the Headquarters.

In December 2009, the government established the “Ministerial

The Committee compiled the Basic Direction for Promotion ofBoard for Disability Policy Reform” composed of all of the Statethe Disability Policy Reform(First Recommendations) in early

Efforts toward Ensuring “Inclusive Education System”

Revision of the Basic Law for Persons with Disabilities
History etc.
1993
th

4 Jun. 2004th

11 Mar. 2011nd

22 Apr. 2011th

16 Jun. 2011th

29 Jul.
th

2011○5 Aug. 2011

Basic Law for the Measures for Persons with Intellectual and Physical Disabilities was renamed as the Basic Law for
Persons with Disabilities
Promulgation and enforcement of the Law which partially amend the Basic Law for Persons with Disabilities(Article 3 of the supplementary provision of the law stipulates that the law requires review in around 5 years of its
enforcement and necessary measures should be taken)
Amendment to the Basic Law for Persons with Disabilities was formalized at Reform of System for People with Disabilities
Division
Cabinet decision
Amendment to the Basic Law for Persons with Disabilities was passed at the House of Representatives after partial revision
Amendment to the Basic Law for Persons with Disabilities was passed at the House of Councilors and enacted
Promulgation and enforcement of partial amendment to the Basic Law for Persons with Disabilities(Enact the provisions related to “Disability Policy Committee” and “council and other collegial institution” within 1 year of
the promulgation)

Extract of education related provision (unofficial translation)【After amendment】(Amended parts are shown with underline. Shaded parts arerevision by the House of Representatives)【Before amendment】(Education)
Article 16 The Government and the local governments shall takenecessary measures to improve and enrich contents and method of
education to enable persons with disabilities receive adequate
education in accordance with their age, capacity, andcharacteristics of disability by paying consideration to educate
students with disabilities and students without disabilities together
as much as possible.

(Education)
Article 14 The Government and the local governments shall takenecessary measures to improve and enrich contents and method of
education to enable persons with disabilities receive adequate
education in accordance with their age, capacity, and conditions of
disability.

2 The Government and the local governments shall provide
sufficient information to students with disabilities and theirguardians and respect their intentions as much as possible toachieve the aforementioned purpose.

2

3 The Government and the local governments shall promote mutual
understanding between students with disabilities and students
without disabilities through positively implementing joint activities
and learning.

3 The Government and the local governments shall promote mutual
understanding between students with disabilities and students
without disabilities through positively implementing joint activities
and learning.

4 The Government and the local governments shall promoteresearch, secure human resources, improve their skills, supply
appropriate teaching materials, improve school facilities and otherenvironment for education of persons with disabilities.

(New provision)

21

The Government and the local governments shall promoteresearch and improve school facilities for education of persons
with disabilities.

NISE Bulletin Vol. 11 March 2012

June of 2010, and on receiving this, the Basic Direction forlearn together for the creation of a cohesive society. It is

Promotion of the Reform of the System for Persons withexpected that children will be able to develop behavior to

Disabilities was approved by the Cabinet on June 29, 2010 and inappreciate the value of individuals and to find value inthe recommendations, the government was to “aim to submit a bill

respecting and cooperating with one another by learning thefor the Basic Act for Persons with Disabilities to the 2011 Ordinary

importance of rightly understanding, helping and supporting

Session of the Diet”. Subsequently, the Committee compiled theeach other as members of a single society.

“Second Opinion for Disability Policy Reform” relating to the○ As the future direction toward establishing an inclusive

revision of the Basic Act for Persons with Disabilities in December

education system, it is necessary to advance efforts steadily by2010 making further recommendations to the government, and inclarifying the short-term and mid and-long term targets.

light of these recommendations, the government submitted a bill2) Future direction of guidance for school advice anddecisions on appropriate schools

on the Basic Act for Persons with Disabilities to the Diet in April
2011 which was approved by the Cabinet.
At the Diet, the government bill was passed by the House of○ It is necessary to begin offering educational consultation and

Representatives on June 16, 2011 after partial revisions were madesupport for children with disabilities as early as their infancy inand was passed by the House of Councillors on July 29, 2011

collaboration with medical and welfare related departments andleading to its enactment. The law was promulgated and partiallybureaus so as to decide which school will be able to provide theenforced on August 5, 2011.

support required to meet the educational needs of each child andto be able to smoothly form unity among the children and their

2. Deliberations of the Special Committee ofSpecial Needs Education of the Subdivision on
Primary and Secondary Education of theCentral Council for Education

parents or guardians, the schools and boards of education.
○ It is appropriate to change the conventional structure of sending,in principle, children with disabilities who come under theschool assignment criteria to schools for special needs
education, and to enable school decision-making from a

The Special Committee of Special Needs Education of thecomprehensive viewpoint based on the condition of the

Subdivision on Primary and Secondary Education of the Central

disabilities, individual educational needs and the opinions of theCouncil for Education organized the points at issue on December

children, their parents or guardians, experts and others. A final

24, 2010 prior to revision of the Basic Act for Persons withschool decision shall be made by the municipal boards ofDisabilities. Taking such points at issue into consideration, after

education after providing sufficient information to the children

further improvement of the contents, deliberations are being heldwith disabilities and their parents or guardians. Utmost respect

aimed at compilation within FY 2011.

should be paid to the opinions of the children and their parents(Reference: Outline of the points at issue presented by the Special

or guardians and, in principle, a consensus should be reached byCommittee)

the children and their parents or guardians, the boards ofeducation and schools on the educational needs and required

1) Future direction of special needs education toward
establishing an inclusive education system

support for the children. In the future, it will be necessary to○ Agree to the philosophy and direction of achieving an inclusive

children and their parents or guardians, the boards of education

review the structure for coordination in case the opinions of theeducation system.

and schools fail to coincide.

○ Under an inclusive education system, it is important to develop a○ It is appropriate to continue offering educational consultation

diverse and flexible system in order to be able to provide theafter a decision has been made on the most suitable school inmost appropriate education that fits the individual educational

order to provide proper support by allowing flexible

needs of the moment for children in need, while pursuing thereconsideration of the school at the time of reviewing

implementation of the education of children both with andindividualized education support plans.

without disabilities together in the same space. It is necessary to○ It is necessary for the municipal boards of education to develop a

prepare “diverse places of learning” with connectivity, such assystem to provide children with disabilities and their parents or

regular classes, special support services in resource rooms,

guardiansclasses for special needs education and schools for special needs

prefectural boards of education need to fulfill and strengthen

education, in order to guarantee every child the right to learning.

withsufficientconsultation/information.

The

their function of providing assistance in the form of professional○ It is desirable for both children with and without disabilities to

consultations and advice.

22

NISE Bulletin Vol. 11 March 2012

3) Preparation of human and material resources inorder to promote an inclusive education system

4) Measures to secure teachers and improve theirexpertise○ Changes in the awareness of people engaged in education, the○ It is necessary to review the future direction of teacher training

enhancement of teaching methods, and preparation of humanat universities, the structure of in-service teacher training

and material resources are needed to further enhance special

including training for management positions, the recruitment

needs education also targeting developmental disabilities.

and deployment of personnel as specific measures to secure○ Reasonable accommodation should be given to both soft andteachers and to improve their expertise for the establishment of

hard (human and material) aspects. A further review is required

an inclusive education system.

on the different needs for resources by the type of disability.
○ Further promotion of joint activities and learning between

In addition, under the same Special Committee, a working group

schools for special needs education and kindergartens, nurseries

to consider the preparation of an environment for practicaland qualified comprehensive facilities for early child care andaccommodation was established in May 2011, through which

education, elementary schools, lower secondary schools, upperconsideration is being given to the classification of disabilities

secondary schools etc. and increased efforts such as allowing(blind, deaf, health impairment, physical disabilities, intellectual

additional school registration at an elementary/lower secondary

disabilities, developmental disorders, etc.), issues common to theseschool in the residential area of the child.

disabilities and practical accommodation, and the Special○ Greater use of the function of schools for special needs

Committee on Ways of Providing Special Needs Education aims to

education as local centers for special needs education.

compile its results within 2011.

IV. Responding to Challenges
1. Development of a support system in schools

disorders and effective strategies for coordinating with relatedorganizations. In 2010, 25 public and private upper secondary

MEXT is implementing the Special Needs Education Generalschools were designated as model schools. Information is being

Development Tasks targeting all prefectures in order to enhancewidely distributed nationwide through the MEXT website on thethe support system in schools for students with disabilities,

results of the efforts being made by the model schools so as toincluding those with developmental disorders.

provide reference material for schools and prefectural boards ofIn this project, measures are being taken to reinforce a support

education so as to be able to provide appropriate support.

system in schools and the community such as the organization of a

3. Allocation of special needs education support
assistantschool committee within the school, establishment of amulti-disciplinary team, allocation of special needs education
coordinator, implementation of advice by visiting experts,
establishment of a special support coordination council in order to

In light of the fact that the certified enrolled students provided

link schools with welfare, health and labor organizations,for in Article 5 of the Order for Enforcement of the School

individualized education support plans and implementation of

Education Act and that students with a variety of disabilities,

support for elementary schools and lower secondary schools

including those with developmental disorders, are enrolled inthrough special needs schools.

elementary and lower secondary schools, the expenses relating to
the allocation of “special needs education support assistant” who

2. Support project for developmental disabilities

will offer support in terms of school life and support in terms oflearning activities in schools to children with disabilities, have

MEXT has designated areas and has developed a system tobeen earmarked in the local public financial measures since FY

provide consistent support from early childhood through to2007. From FY 2009, considering the importance of early

adulthood for children with disabilities, including those with

detection and early assistance for developmental disorders, local

developmental disorders, in the Special Needs Education Generalpublic financial measures have been extended to cover public

Development Tasks, and designating upper secondary schools, haskindergartens. MEXT is providing information such as distributing

been implementing practical research relating to the developmenta brochure compiling such reference material as examples ofof support methods for current students with developmental

utilization of support assistant to the boards of education and has

23

NISE Bulletin Vol. 11 March 2012

such as by proactively utilizing various strategies in laborbeen promoting allocation.
Making full use of these local public financial measures, theorganizations such as job assistance seminars for schools fornumber of support assistant nationwide has been increasing (acrossspecial needs education. In addition, MEXT has been working on

the country: approx. 4,300 assistant to public kindergartens andresearch relating to the improvement of vocational education

approx. 34,000 assistant to public elementary and lower secondary

through collaboration between the schools for special needs

schools were allocated as of May 1, 2010).

education and relevant organizations.

4. Financial schooling support

6. Enhancement of joint activities and learning

A system to encourage special needs education is being

Having children with disabilities share activities with children

implemented in order to support the school attendance of children

without disabilities and members of the local community is notwith disabilities and others pursuant to the Act on Encouragement

only significant in terms of fostering the sociality and richfor children’s Attendance at Schools for Special Needs Education.

humanity of all children, but is also a valuable opportunity forThis system is intended to ensure opportunities for education formembers of the local community to deepen their understanding
and recognition of children with disabilities.

students with disabilities. In consideration of special circumstances

Therefore,

relating to school attendance such as schools for special needs

MEXT

has

traditionallyprovidedfortheeducation and elementary and lower secondary special needs

establishment of opportunities in the courses of study for thoseclasses, for the purpose of alleviating the economic burden on

persons with disabilities and those persons without to shareparents and relating to the school attendance of the students,

activities, and initiatives are underway in each school. In addition,

depending on the extent of the parents’ ability to pay costs, thein light of the Basic Act for Persons with Disabilities, the newnational government or local governments assume all or part of thecourses of study clearly prescribe the provision of opportunities for

expenses necessary for school attendance such as school fees,

interaction and collaborative learning between those withexpenses to purchase textbooks and dormitory fees.

disabilities and those without. Moreover, MEXT has been working
on practical research on the promotion of interaction and

5. Job assistance in tandem with relevantorganizations

collaborative learning with elementary schools and lower
secondary schools since 2010 in the areas where students enrolled
in schools for special needs education reside. Moreover, at the

In recent years, of the graduates of upper secondary courses of

National Institute of Special Needs Education, a research council

schools for special needs education, the percentage of graduates

for the leaders of the promotion of interaction and collaborative

who become residents of welfare facilities has reached 60% andlearning aimed at teachers and supervisors is being implemented

the percentage of those entering employment has remained atand human resources who will become leaders are being trained byabout 20%, and job independence is continuing to prove extremely

each prefecture.

difficult. One of the reasons for this is that the number of students

7. Relevant laws and regulations and Cabinet
decisionenrolled in senior high school department owing to thedevelopment of the senior high school department of schools for
special needs education and the number of students categorized as
visitors for such education with severe or overlapping disabilities-Basic Act for Persons with Disabilities (Act No. 84 of May 21,

have increased but the percentage of persons entering employment

1970)

has remained unchanged.

-School Education Act (Act No. 26 of March 31, 1947)-Order for Enforcement of the School Education Act (Cabinet

In June 2010, in cooperation with the Ministry of Health,Labour and Welfare, MEXT issued a document to each prefectural

Order No. 340 of October 31, 1953)

board of education, etc., and has been facilitating effective-Basic direction for reform of the system for persons withmeasures to support the employment of students with disabilities

disabilities (Cabinet decision of June 29, 2010)

24

NISE Bulletin Vol. 11 March 2012

Recent Policy and Status

Recent Data on Education for Children with Disabilities in Japan
This document is a translation from the Data on Special Needs Education in 2010, edited and published by the Special Needs Education
Division of Elementary and Secondary Education Bureau, Ministry of Education, Culture, Sports, Science and Technology with permission.

(1) Number of schools for special needs education, number of classes, number of children enrolled, numberof teachers and staffs - totals for national, public and private institutions [As of May 1, 2010]
Number of children enrolled
Number ofschools

Number ofclasses

1,039(1) Visual impairment

Kindergarten
dept.

Elementary
dept.

Lower
secondary
dept.

Upper
secondary
dept.

Total

31,3981,597

35,88927,662

56,667

121,815

65

1,242

240

623

487

1,978

3,328

(2) Hearing impairment

93

1,916

1,171

2,076

1,308

1,735

6,290

(3) Intellectual disabilities

495

15,75566

19,076

16,19037,62972,961(4) Physical/motor disabilities

142

4,701

42

5,941

3,418

3,829

13,230(5) Health impairment

65

1,044

2

949

815

929

2,695

(1)+(3)

2

56

7

79

65

24

175

(1)+(5)

1

18

4

4

3

20

31

(2)+(3)

8

183

32

133

137

295

597

(3)+(4)

103

4,280

7

4,668

3,468

7,490

15,633(3)+(5)

14

514

-

573

519

644

1,736

(4)+(5)

16

587

14

611

397

477

1,499

(1)+(4)+(5)

1

24

2

20

18

14

54

(3)+(4)+(5)

19

593

2

697

453

848

2,000

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

2

63

1

64

54

80

199

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

13

422

7

375

330

675

1,387

Total

Total

87,550

Number of teachers

72,803

Number of staffs

14,747*This table is classified by the type of disabilities which each school specifies according to their school regulations.

25

NISE Bulletin Vol. 11 March 2012

(2) Number of schools for special needs education, number of classes, number of children enrolled based on[As of May 1, 2010]
disability categories established - totals for national, public and private institutions Number of children enrolled
Number ofschools

Number ofclasses

Visual impairment

82

2,157

Hearing impairment

116

Intellectual disabilities

Elementary
dept.

Lower
secondary
dept.

Upper
secondary
dept.

Total

274

1,746

1,082

2,672

2,239

2,775

1,228

3,117

1,889

2,357

2,891

656

26,299229

31,58024,341

50,77026,955

Physical/motor disabilities

296

11,780169

13,604

8,110

9,647

12,076

Health impairment

131

7,210

28

7,531

5,421

6,357

7,341

Kindergarten
dept.

*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 -[As of May 1, 2010]

Elementary schools

Lower secondary schools

Total

Number ofclassesNumber ofchildren

Number ofclassesNumber ofchildren

Number ofclassesNumber ofchildrenIntellectual disabilities

14,968(49.3%)

52,959(52.4%)

7,448(54.6%)

27,140(61.1%)

22,416(50.9%)

80,099(55.1%)

Physical/motor disabilities

1,892(6.2%)

3,205(3.2%)

675(4.9%)

1,060(2.4%)

2,567(5.8%)

4,265(2.9%)

Health impairment849(2.8%)

1,541(1.5%)

341(2.5%)

588(1.3%)

1,190(2.7%)

2,129(1.5%)

Low vision223(0.7%)

272(0.3%)

86(0.6%)

101(0.2%)

309(0.7%)

373(0.3%)

Hard of hearing544(1.8%)

926(0.9%)

206(1.5%)

336(0.8%)

750(1.7%)

1,262(0.9%)

Speech and language disorders434(1.4%)

1,411(1.4%)

73(0.5%)

110(0.2%)

507(1.2%)

1,521(1.0%)

Autism, Emotional disturbance

11,457(37.7%)

40,705(40.3%)

4,814(35.3%)

15,077(33.9%)

16,271(37.0%)

55,782(38.4%)

30,367101,019

13,64344,41244,010145,431

Total
Number of teachers in charge

32,544

14,75347,297

Number of schools established

15,501

7,380

22,88126

NISE Bulletin Vol. 11 March 2012

(4) Number of children receiving special needs services in resource rooms,
number of teachers in charge, number of ordinary schools in which[As of May 1, 2010]
resource rooms are established - public institution Elementary
schools

Lower secondary
schools

Total

Speech and language disorders

30,813(54.8%)

253(5.8%)

31,066(51.2%)

Autism8,031(14.3%)

1,117(25.5%)

9,148(15.1%)

Emotional disturbance

4,742(8.4%)

995(22.7%)

5,737(9.5%)

Low vision160(0.3%)

24(0.5%)

184(0.3%)

Hard of hearing

1,646(2.9%)

337(7.7%)

1,983(3.3%)

Learning disabilities

5,542(9.9%)

1,113(25.4%)

6,655(11.0%)

Attention deficit hyperactivity disorder

5,277(9.4%)

521(11.9%)

5,798(9.6%)

Physical/motor disabilities

16(0.03%)

8(0.2%)

24(0.04%)

Health impairment27(0.05%)

15(0.3%)

42(0.07%)

56,254

4,383

60,637

Number of teachers in charge

4,537

580

5,216 *1

*1 The data includes 99 teachers of schools for
special needs education.

Number of schools established

2,465

382

2,910 *2*2 The data includes 63 schools for special needs
education.

Total(5) National demographic data for schooling of children[As of May 1, 2010]

Compulsory education stage(elementary and lower secondary)
Number of children enrolled (all)10,633,265(100.0%)15,671,721(100.0%)269,619(2.5%)

327,883(2.1%)

Enrollment in special schools

63,551(0.6%)

121,815(0.8%)

Enrollment in classes for special needs education

145,431(1.4%)

145,431(0.9%)

Number accessing resouce rooms

60,637(0.6%)

60,637(0.4%)

52(0.0005%)

Number of children receiving special needs education
Breakdownof above

Number of children postponed or exempted schooling because of
their disabilities

Breakdownof above

All stages(kindergarten to upper secondary)Blind/visual impairment0

Deaf/hearing impairment

0Intellectual disabilities

8

Physical/motor disabilities

5

Health impairment

39

Enrolled in children’s facilities/corrective
institutions

70

Others52

3,564*The number of children enrolled in schools for special needs education and special classes include all national, public and private institutions while thoseof resource rooms came from the data of public institution only.

27

NISE Bulletin Vol. 11 March 2012(6-1) Trend of the enrollment rates belong to the classes for children with multiple disabilities counted bydisabilitiy categories among all children in the schools - totals for national, public and private institutions ①Elementary and lower secondary department
1980

1985

1990

1995

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

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

Visual impairment

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

Hearing impairment

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

Intellectual disabilities

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

Physical/motor disabilities

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

Health impairment

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

Total (%)

2010

*The ratios are calculated by the type of major disability of the child after 2008, though they were calculated by the type of school they belonged to until
2007. 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

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

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

Hearing impairment

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

Total (%)

Intellectual disabilities

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

Physical/motor 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

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

*The ratios are calculated by the type of major disability of the child after 2008, though they were calculated by the type of school they belonged to until
2007. Furthermore, in previous cases, cace count might be dubbled or more for the child with multiple disabilities.

(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 [As of May 1, 2010]
Elementary and lower secondary
dept.
Number ofchildren

Enrollment rate

Upper secondary dept.
Number ofchildren

Enrollment rate

Total
Number ofchildren

Enrollment rate

Total

26,13441.1 %

11,27819.9 %

37,41231.1 %(1) Visual impairment521

46.9 %

203

10.3 %

724

23.4 %(2) Hearing impairment694

20.5 %

197

11.4 %

891

17.4 %(3) Intellectual disabilities

10,76130.5 %

4,928

13.1 %

15,68921.5 %(4) Physical/motor disabilities

7,455

79.7 %

2,627

68.6 %

10,08276.4 %(5) Health impairment557

31.6 %

369

39.7 %

926

34.4 %(1)+(3)36

25.0 %

2

8.3 %

38

22.6 %(1)+(5)342.9 %

1

5.0 %

4

14.8 %(2)+(3)64

23.7 %

40

13.6 %

104

18.4 %(3)+(4)

3,929

48.3 %

2,031

27.1 %

5,960

38.1 %(3)+(5)404

37.0 %

131

20.3 %

535

30.8 %(4)+(5)827

82.0 %

313

65.6 %

1,140

76.8 %(1)+(4)+(5)2668.4 %

5

35.7 %

31

59.6 %(3)+(4)+(5)51044.3 %

196

23.1 %

706

35.3 %(2)+(3)+(4)+(5)4639.0 %

29

36.3 %

75

37.9 %(1)+(2)+(3)+(4)+(5)301

42.7 %

206

30.5 %

507

36.7 %*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’.

28

NISE Bulletin Vol. 11 March 2012(7-1) Careers 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[As of May 1, 2010]
Number of
students whoentering
institutions or
medicalinstitutions

Number of
graduate students

Total

8,948
(100.0%)8,788(98.2%)

13(0.1%)

4(0.04%)

73(0.8%)

70(0.8%)

Visualimpairment

182(100.0%)181(99.5%)---

1(0.5%)Hearing
impairment

446(100.0%)445(99.8%)

1(0.2%)---

Intellectual
disabilities

6,364(100.0%)6,255(98.3%)

8(0.1%)

2(0.03%)

58(0.9%)

41(0.6%)

Physical/motor
disabilities

1,544(100.0%)1,522(98.6%)--

7(0.5%)

15(1.0%)

Healthimpairment

412(100.0%)385(93.4%)

4(1.0%)

2(0.5%)

8(1.9%)

13(3.2%)

13,550(100.0%)12,646(93.3%)

335(2.5%)

128(0.9%)Classes for special needs
education

Number of
students whoentering training
institutions

Number of
students whoentering work
life

Number of
students whoentering higher
education

Others441(3.3%)*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.

(7-2) 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 the March in each year]
1980

1990

1995

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

%

%

%

%

%

%

%

%

%

%

%

%

%

%

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

Visualimpairment

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

Hearing
impairment

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

Intellectual
disabilities

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

Physical/motor
disabilities

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

Healthimpairment

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

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

Total

Schools for
special needs
education

1985

Classes for special needs
education

29

NISE Bulletin Vol. 11 March 2012(8-1) Careers after graduation from upper secondary department of schools for special needs education- totals for national, public and private institutions -Number of
graduate students

Schools for
special needs
education[As of May 1, 2010]

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

OthersTotal

16,073(100.0%)476(3.0%)

493(3.1%)

3,792(23.6%)

10,520(65.5%)

792(4.9%)

Visualimpairment

383(100.0%)108(28.2%)

19(5.0%)

82(21.4%)

132(34.5%)

42(11.0%)Hearing
impairment

442(100.0%)203(45.9%)

30(6.8%)

148(33.5%)

40(9.0%)

21(4.8%)

Intellectual
disabilities

12,191(100.0%)82(0.7%)

300(2.5%)

3,261(26.7%)

8,010(65.7%)

538(4.4%)

Physical/motor
disabilities

2,619(100.0%)41(1.6%)

100(3.8%)

253(9.7%)

2,106(80.4%)

119(4.5%)

Healthimpairment

438(100.0%)42(9.6%)

44(10.0%)

48(11.0%)

232(53.0%)

72(16.4%)%*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.

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

1980

1990

1995

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

%

%

%

%

%

%

%

%

%

%

%

%

%

%

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

Visualimpairment

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

Hearing
impairment

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

Intellectual
disabilities

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

Physical/motor
disabilities

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

Healthimpairment

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

Total

Schools for
special needs
education

1985

30

NISE Bulletin Vol. 11 March 2012

(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

249

894

(10) Expenditure of school education per one child - public institution Public
Schools for special needs education
Elementary schools
Lower secondary schools[FY 2008]

Expenditure of school education
8,088,298 Yen

Expenditure of school education per one child

880,948

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

1,035,473

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

31

NISE Bulletin

Research Papers

Vol. 11 March 2012

Current Situation and Problems for Early Detection and Early Support for Children with
Developmental Disabilities
SASAMORI Hiroki*, GOKAMI Tetsuo**, KUBOYAMA Shigeki***, KOBAYASHI Michiyo**
HIROSE Yumiko****, SAWADA Mayumi****, FUJII Shigeki**(*Information Center of Education for Persons with Developmental Disabilities)(**Department of Counseling and Consultation for Persons with Special Needs)(***Department of Policy and Planning)(****Department of Educational Support)

Abstract: In Japan, the consultation rate at infant physical examinations for 1 year and 6 month olds and 3 year (3 year and 6 months) olds
is high, and these examinations are thought to function effectively as a place to screen for children with developmental disabilities byreviewing the details of physical examinations, survey sheets, etc. However, in order to enhance support at an early stage, it is important to
not only improve the accuracy of early detection, but to also improve the system of specialized agencies. In addition, in order to provide
continuous support after children enter school, it is necessary to consider a system of awareness, detection, and support for children
between the ages of 3 and 5 years old. A counseling/support system that would link such awareness to support services is necessary as
many children requiring consideration are found at kindergartens and nurseries. At present, however, mother-child healthcare measures andwelfare bureaus cannot provide sufficient services. Resource rooms for the speech impaired and schools for special needs education, which
serve as educational facilities, provide considerable support services for many small children who have possible developmental disabilities.
It is important for them to collaborate with health and welfare facilities. In addition to providing support for children, support for theirguardians is also important. There is urgent need for the development of information provision and counseling services for pregnant
women, as well as tools for sharing information.
Keywords: Early detection/support, Infant physical examination, Kindergarten and nursery, Resource room for the speech impaired,
School for special needs education

I. Introduction

following are the major challenges we face at present:(1) Earlier diagnosis tends to be more uncertain. In early

For children with developmental disabilities, it is importantchildhood, there is a high ratio of children with possible

from an early stage to provide them with integrated support thatdevelopmental disabilities for which definite diagnosis is

is based on their individual stages of development, and the needdifficult.

address early detection and support is extremely high. In the Law(2) Even if public health nurses or childcare workers are aware ofConcerning Support of Persons with Developmental Disabilities,

possible developmental disabilities, it is hard to make an

as well, the realization of early detection and support isadequate determination.

mentioned as a national responsibility.

(3) The younger the children are, the more difficult it is for

Early childhood is the period in which children establish theparents to accept the disabilities.

base for learning and group life in school, as well as for(4) From mother-child healthcare measures, to welfare, medical

independence and social participation thereafter, including thecare, and education, each related organization provides

development of communication abilities such as speech,

fragmented support, rather than life-long support appropriate tointerpersonal relationships, and social skills, and the acquisition

the developmental stage.

of various cognitive functions. If children do not receive(5) The programs and systems for supporting disabled children at

appropriate support during this period, they often have various

kindergartens and nurseries are insufficient, and they have no

difficulties in learning at school and in their daily lives and may

adequate professional backup systems.

develop secondary disabilities such as emotional anxiety and(6) The social resources provided by local governments vary andmaladjusted behavior. It is therefore very important to establish athere are substantial regional gaps.

comprehensive support system to provide early support toIn this paper, we will examine the results of four surveys

children with developmental disabilities. However, there are also

recently conducted by the National Institute of Special Needs

many problems attributed to the disability characteristics. The

Education (NISE) regarding the current situation and problems

32

NISE Bulletin

for early detection and support for children with developmental

Vol. 11 March 2012

3. Survey Content
We asked questions on: (1) time and system of physicaldisabilities in Japan: “Survey on Detection and Support ofChildren with Developmental Disabilities during the Infant

examination,

Physical Examination,” “Survey on Detection and Support ofpsychologists, etc., (3) track record of physical examinations, (4)

(2)

the

numberofpublichealthnurses,Children Needing Personal Consideration in Kindergartens andresearch and tests on speech and mental development, (5)Nurseries,” “Survey on Support and Guidance for Children in

individual consultations on psychological development, (6)Resource Rooms for the Speech Impaired,” and “Survey ontreatment of children with psychological or developmental risk,

Support of Children in Early Childhood at Schools for Special(7) treatment of children with developmental disabilities or those

Needs Education,” from which we will consider what should be

at risk, (8) partnership with other organizations, (9)method ofdone in the future for establishing systems for early detection andcarrying out physical examination, etc.

support for children with developmental disabilities.
4. Key Findings

II. Survey on Detection and Support of Children
with Developmental Disabilities during theInfant Physical Examination

1) The response rate was 79.2%.
2) Screening rate
In most localities, physical examinations were carried out inthe form of mass-screening, and the screening rate was high forboth age groups: 95.2% for 1 year and 6 month olds and 92.1%

1. Survey Overview
This survey was part of the “Study on Establishment offor 3 year (3 year and 6 month) olds. These examinations are

Integrated Support System for People with Mild Developmental

considered to be effective occasions for identifying infants andDisabilities from Early Childhood: With Focus on Field Survey

toddlers with developmental disabilities or those at risk.

on Detection and Support Systems in Early Childhood” (Lead3) Staffing of public health nurses and psychologists

author: GOKAMI Tetsuo) conducted by NISE in 2005 and 2006.

The number of full-time public health nurses was not

The purpose of the survey was to survey the actual situation of

proportionate to the size of the population: 2.0 in cities of 50,000,

the detection and support of infants and toddlers with

1.6 in cities of 100,000, 0.8 in cities of 200,000-300,000, and 1.8

developmental disabilities or those at risk at the time of the infant

in cities of 400,000 or more people. Full-time psychologists were

physical examination for 1 year and 6 month olds and 3 year (3available in 12 cities (9.0%), and part-time psychologists wereyear and 6 month) olds, and to collect a basis for establishing anavailable in 79 cities (59.4%). The number of professionals was

integrated support system for developmental disabilities, in

not large overall.

particular a support system centered around early childhood.

4) Health checkup items

2. Survey Population and Procedure

preliminary examination. In the physical examination for 1 year

Table 1 shows the health checkup items asked in the
We randomly selected 168 cities in total among those withand 6 month olds, nearly 90% of the localities asked questions

populations of 50,000, 100,000, 200,000-300,000, and 400,000 or

regarding speech development (“expressive language,” “receptive

more in every prefecture, and sent a questionnaire to publiclanguage,” “pointing”), while the ratio of localities asking

health nurses in charge of mother-child healthcare measures atquestions regarding interpersonal relationships (“attachment

health centers. The survey was conducted in February and March

behavior toward mother,” “reaction to being called by name,”of 2006.

“interest in people and other children around them”) was lower,

Table 1: Health checkup items regarding developmental disabilities
Items for 1 year and 6 month olds

No. of localities(n=140)Items for 3 year (3 year and 6 month) olds

No. of localities(n=141)

Expressive language

97%

Hyperactivity

70%

Receptive language

89%

Concentration of attention

68%

Pointing

92%

Expression of the eyes

79%

Attachment behavior toward mother

65%

Reaction to sounds

83%

Reaction to being called by name78%

Obsession with certain objects

47%

Interest in people and other children around them

83%

Inquisitive and talkative

55%

Other

24%

Other

30%

33

NISE BulletinVol. 11 March 2012

with 65% asking questions regarding “attachment behaviorolds), telephone counseling and home visits were most common

toward mother.” In the physical examination for 3 year (3 year

(more than 90%), followed by referral to special institutions

and 6 month) olds, 68-83% of the localities asked about(85%, 89%) and individual counseling (75%, 73%). In the“hyperactivity,” “concentration of attention,” “expression of thecheckup for 1 year and 6 month olds, many localities offeredeyes,” and “reaction to sounds,” which are characteristics ofgroup guidance (81%), while there were not many referrals for

ADHD and autism, while 47% asked about “obsession withfollow-up observation (39%, 37%).

certain objects.” Checkup items to identify infants and toddlers7) Group guidancewith developmental disabilities vary by locality, and further study

In the physical examinations for both 1 year and 6 month olds

is necessary if they are to be used as a screening tool.

and 3 year (3 year and 6 month) olds, group guidance was most

5) Individual psychological (developmental) counselingoften offered to children with worrying levels of hyperactivity

Of the cities surveyed, 70% provided individual psychologicaland restlessness, those who had delayed language or mental(developmental) counseling. Major complaints in individual

development, and those who showed signs of poor interpersonalcounseling were consultations regarding language development

relationships including the mother-child relationship, in that order(about 90%) and behavior/temperament/habits (about 80%),(all of them in the 90% range); followed by those who did not

while

interpersonal

have developmental delays in particular but showed somerelationships and social skills was 32% in the physicalconcerning signs and those who needed parental guidance (in theexamination for 1 year and 6 month olds and 64% for 3 year (380% range), and to those who did not have sufficient play spaceyear and 6 months) olds, showing that the percentage increased

and playmates (in the high 30% range). These groups are

the

ratio

of

consultations

regardingwith age. The level of language development gives a hint of thepresumed to include many children at risk of developmental

need for individual counseling; however, specific criteria fordisabilities, and it is necessary to improve group guidance toassessments leading to individual counseling for behavioral andbetter support interpersonal relationships and social skills.

interpersonal/social aspects is needed (Table 2).

III. Survey on Detection and Support ofChildren Needing Personal Considerationin Kindergartens and Nurseries

6) Treatment of children with psychological or developmental
risks
Table 3 shows how the treatment for children who wereidentified in the mass-screening as having a psychological ordevelopmental risks and in need of special care. In both age

1. Survey Overview
This survey was part of the “Study on Establishment ofgroups (1 year and 6 month olds and 3 year (3 year and 6 month)

Table 2: Major consultations in individual psychological (developmental) counseling
At physical examination for 1 year
and 6 month olds

At physical examination for 3 year
(3 year and 6 month) olds

Physical development

10%

5%

Mental development

50%

53%

Language development

95%

90%

Behavior/temperament/habits

78%

79%

Interpersonal relationships and social skills

32%

64%

Childcare attitude

23%

21%

Lifestyle

20%

16%

Other

3%

5%

Table 3: Treatment of children in need of follow-up
At physical examination for 1 year
and 6 month olds
No. of localities%

At physical examination for 3 year
(3 year and 6 month) olds
No. of localities%

Individual counseling

106

75

103

73

Group guidance

114

81

86

61

Telephone counseling

132

94

130

92

Home visit

132

94

131

93

Referral to follow-up observation

55

39

52

37

Referral to special institution

120

85

125

89

34

NISE Bulletin

Integrated Support System for People with Mild Developmental

Vol. 11 March 20122) Enrollment of children with needs

Disabilities from Early Childhood: With Focus on Field Survey

There were 79 kindergartens (79.8%) and 93 nurseries (83.0%)

on Detection and Support Systems in Early Childhood” (Leadwhere children with needs were enrolled. Table 4 and Table 5

author: GOKAMI Tetsuo) conducted by NISE in 2005 and 2006.

show the enrollment numbers of children with needs at

The purpose of the survey was to investigate the enrollment

kindergartens and nurseries. The number of children withnumbers and actual situation of children with developmental

developmental disabilities or those who were diagnosed as

disabilities in kindergartens and nurseries, when and by whom

possibly having developmental disabilities was larger attheir disabilities were identified, and what kind of consideration

three/four years of age in kindergartens, and at two/three years ofand planning accompany childcare, thereby obtaining the basic

age in nurseries. There were few children who were newly

information for identifying and supporting children withdiagnosed as having developmental disabilities at five years ofdevelopmental disabilities in their early childhood.

age in kindergartens and at four years of age in nurseries;
however, in nurseries, the number of children with needs
increased again at five years of age. It is presumed that these

2. Survey Population and Procedure
We sent a questionnaire to 182 kindergartens and 214 nurseries

children were pointed out at a rather early stage, such as during

in 12 cities, including designated areas for the “Model Project for

infant physical examinations or counseling at specialized

Promoting Special Needs Education System.”

institutions, as possibly having developmental disabilities.
3) Actual situation of children with needs
We tallied behaviors shown by children with autism, ADHD,

3. Survey Content
We have asked questions on (1) the enrollment numbers of

etc., in children with needs. Table 6 shows the findings innurseries, which have a broader age range of children.

children who need personal consideration, support, and planning(“children with needs”), (2) the current situation of children with

The appearance of behaviors varies by age. The most common

needs and when and by whom those children were identified, (3)behavior was (3) “not good at interacting with others” (302),

what kind of planning is involved in caring for children withfollowed by (4) “hyperactive and restless” (299),

needs, (4) partnerships with related organizations to care foract in a group” (260), (6) “has strong obsessions” (238), and (1)children with needs, (5) obtaining information on early“does not follow instructions” (236). In comparison, behaviors

developmental history, (6) staff training, and (7) how care issuch as (7) “has higher level of knowledge in certain aspects thanprovided.

age group” (82) and (5) “likes to climb up high places” (65) were(2) “cannot

uncommon. A similar trend was found at kindergartens.
4) When and by whom children with needs were identified

4. Key Findings

In nurseries, 181 children were identified as those with needs

1) The response rate was 54.4% for kindergartens and 52.3%

before enrollment, 446 during childcare, 50 at infant/schoolfor nurseries.

Table 4: Number of children with needs and others enrolled in kindergartens (n=79)
Younger than 3Children with needs

Children with developmental disabilities

Children to be supported

3 years old

4 years old

5 years old

No. of children

2

54

129

130

Other
3

No. of kindergartens

2

29

58

60

1

No. of children

3

30

94

100

0

No. of kindergartens

3

19

63

63

0

No. of children

0

13

35

34

1

No. of kindergartens

1

8

23

21

1

Table 5: Number of children with needs and others enrolled in nurseries (n=93)

Children with needs

Children with developmental disabilities

Children to be supported

0 years old

1 year old

2 years old

3 years old

4 years old

5 years old

No. of children

15

42

99

163

161

211

No. of nurseries

9

22

56

64

70

68

No. of children

2

19

58

123

116

151

No. of nurseries

2

14

45

79

75

62

No. of children

0

7

21

82

75

82

No. of nurseries

0

6

19

41

45

41

35

NISE Bulletin

physical examinations and at other institutions, and 17 at other

Vol. 11 March 20125) Consideration, support, and planning in caring foroccasions. As for the 446 children identified during childcare, 34

children with needs

were less than 1 year old, 91 were 1 year old, 121 were 2 years

Table 7 shows the kinds of support provided to children withold, 122 were 3 years old, 64 were 4 years old, and 14 were 5

needs in kindergartens and nurseries. The two most common

years old. It was found that many children had been identified asways to support these children were (1) “meticulous, individual

having developmental disabilities during childcare at 1 to 3 years

care by a class teacher” and (3) “childcare system in which theold. It was also found that, in kindergartens, many guardians had

entire staff take care of each child.” Support such as (4)already been aware that their children had developmental“partnerships with physicians and other professionals,” (5)disabilities and discussed with the staff before entering, such as“partnerships with specialized institutions,” (6) “guidance andwhen filing an application or during interviews with teachers.

support for guardians,” and (11) “use of peripatetic consultation

As for those who had identified children with needs, 142 wereby local government or other organizations” were more common

guardians, 661 were the staff in nurseries, 146 were the staff at

in nurseries than in kindergartens.

the infant physical examination or other institutions, and 14 were

IV. Survey on Support and Guidance forChildren in Resource Rooms for the Speech
Impairedother. These children were identified more often by the staff atnurseries than by guardians. This shows these children werespotted by observing them in a group.

Table 6: Behaviors of children with needs (in nurseries) (n=93)(1) Does not follow instructions(2) Cannot act in a group(3) Not good at interacting with others(4) Hyperactive and restless(5) Likes to climb up high places(6) Has strong obsessions(7) Has higher level of knowledge in certain
aspects than age group(8) Suddenly hits or pushes other children(9) Other0 years old

1 year old

2 years old

3 years old

4 years old

5 years old

No. of children

16

34

72

72

55

59

No. of nurseries

9

27

41

41

34

36

No. of children

15

35

76

76

59

75

No. of nurseries

10

26

43

43

37

41

No. of children

20

36

82

82

77

87

No. of nurseries

12

27

45

45

43

42

No. of children

19

44

75

75

76

85

No. of nurseries

12

33

44

44

43

43

No. of children

3

16

17

17

15

14

No. of nurseries

3

12

14

14

11

11

No. of children

16

35

65

65

55

67

No. of nurseries

12

30

46

46

31

34

No. of children

3

7

13

13

20

39

No. of nurseries

3

5

12

12

17

29

No. of children

9

29

43

43

41

44

No. of nurseries

8

20

34

34

27

31

No. of children

9

30

45

45

39

35

No. of nurseries

7

22

25

25

25

23

Table 7: Support provided in kindergartens and nurseries
Kindergartens%

Nurseries%(1) Meticulous care by a class teacher

76

90.5

96

92.3

(2) Care by staff member other than the class teacher

59

70.2

70

67.3

(3) Childcare system in which the entire staff take care of each child

72

85.7

94

90.4

(4) Partnerships with physicians and other professionals

16

19.0

45

43.4

(5) Partnerships with specialized institutions

58

69.0

93

89.4

(6) Guidance and support for guardians

56

66.7

86

82.7

(7) Childcare according to an individual childcare (guidance ) plan

31

36.9

56

53.8

(8) Planning teaching materials

31

36.9

53

51.0

(9) Planning play equipment

11

13.1

25

24.0

(10) Considering the creation of childcare environment

44

52.4

66

63.5

(11) Use of peripatetic consultation by local government or other organizations

24

28.6

45

43.3

(12) Counseling with a professional team of local government or other organizations

23

27.4

30

28.8

(13) Other

12

14.3

10

9.6

36

NISE BulletinVol. 11 March 2012of developmental disabilities as there are many children in these

1. Survey Overview

categories who did not have a physical examination during earlyThis survey was intended to study the actual situation ofchildhood.

education for children with speech and hearing impairment, as
well as the results and problems of that education, and wasRegarding children being provided with guidance, Figure 2

conducted as the “National Survey on Actual Situation ofshows the number of children who “had been diagnosed by a

Hearing Impairment/Speech and Language Impairment Classes

physician or judged by a specialized institution” and the number

and Special Needs Services in Resource Rooms” as a part of theof children who “had not been diagnosed or judged, but had been

2006 NISE Thematic Research titled “Practical Study on

evaluated by a person in charge.” In the Figure, “Diagnosed”

Integrated System to Support Children with Speech and Hearingrefers to “children who had been diagnosed by a physician or

Impairment in the Community” (Lead author: KOBAYASHI

judged by a specialized institution” and “No diagnosis” refers toMichiyo). In education for children with speech and hearing“children who had not been diagnosed or judged, but had been

impairment, support and guidance have been actively provided toevaluated by a person in charge.” The categories of “Diagnosed”

young children, including those with developmental disabilities,

and “No diagnosis” together represent a total of 899 children

as early support and guidance are believed to be effective.

presumed to have developmental disabilities. “Autism” was the

In this paper, we will highlight the actual situation of support

most common symptom with 300 children, 67% of whom had

and guidance to young children in resource rooms for children

already been diagnosed. The second largest group was “Pervasivewith speech impairment.

Developmental Disorder” with 291 children, 42% of whom had
already been diagnosed.

2. Survey Population and Procedure4) Partnerships with other organizations in the community

We sent a questionnaire by mail to educational institutions

As for who recommended the classes for the impaired, thesuch as elementary and lower secondary schools across themost common answer was “kindergarten” and “directly contacted

country that have classes for the hard of hearing, classes forby guardians,” followed by “nursery.” Many classes for thechildren with speech and language impairment, resource rooms

impaired had partnerships with local early childhood education(for the hard of hearing) or resource rooms (for children withinstitutions and childcare organizations as well as educational

speech and language impairment) and kindergartens, etc. that

activities for guardians in the community. Some classes for thehave classes for children with speech and hearing impairment

impaired sent their staff to infant physical examinations and(hereinafter “classes for the impaired”), and collected theirsubsequent guidance. This shows that the classes for the impaired

responses. The survey was conducted from September toare working as a part of the local support system while

December, 2006.

coordinating with local mother-child healthcare measures andmedical care.

3. Key Findings (Section concerning support and guidance to5) Status of “resource rooms for children with speechchildren)impairment”
Table 8 shows the format and who is in charge of resource
rooms for children with speech impairment. There were 135

1) The response rate was 59.4%.
2) The number of institutions and staff that provide guidance
to children

Hearing
impairment (47)1%Cleft palate

Of the 1,299 schools and kindergartens (institutions) that
responded to our questionnaire, 400 had classes for the impaired

Other(478) 10%(63) 1%to provide guidance to children. Among them, 135 reported that

Stuttering (348)7%there was a person in charge of impaired children, while 265

Delay inlanguagedevelopment(2185) 45%

reported that there was no person in charge of impaired children.
A total of 4,859 children were receiving guidance at these
institutions.

Articulation
disorder(1738) 36%

3) Actual Situation of Children with Needs
Figure 1 is a breakdown of the different disabilities of the4,859 children receiving guidance at the abovementioned 400
institutions. It is presumed that categories of “Delay in language
development” and "Other" include children with characteristics

Figure 1: Number of children by disability

37

NISE BulletinVol. 11 March 2012

300
250
200
150
100
50
0

Learning
disabilities

AD/HD

No diagnosis

52

85

Diagnosis

521AutismAsperger's
syndrome

99

Highfunctioning
autism46

34

Pervasive
developmental
disorder
169

201

40

25

122

Figure 2: Children with developmental disabilities (899)organizations providing support and guidance to children. Thosebelonging to the municipal welfare department; and (4)organizations were categorized into “standalone” (30) andkindergarten teachers and nursery school teachers belonging to“annexed to elementary schools” (105), and then further broken

the parent association. Those therapists and teachers worked notinto smaller categories according to the location and theat the organization they originally belonged to, but at theoperating organization that the person in charge belonged to. The

elementary school.

aThe organizations located in a kindergarten are referred to askindergarten” or “within an educational research institution, etc.”“XX Kindergarten Resource Room for the Speech Impaired.”In organizations located within a kindergarten, a teacher at theSome organizations located in an elementary school are calledkindergarten would be the person in charge of such children,“Child Department of XX Elementary School Resource Room forwhile in organizations located within an educational institution,

the Speech Impaired.” These are deemed to be a form of a

etc., a speech-language-hearing therapist from the municipal“resource room for special needs guidance during childhood.” Inboard of education, a supervisor of school education, a retiredorganizations annexed to elementary schools, integrated andteacher, or a kindergarten teacher would be in charge.

unified support can be provided to children from early childhood

standaloneorganizations

werelocatedeither“within

The organizations “annexed to elementary schools” wereto school-age and continuous support can be expected.

categorized into four groups according to the operating

As indicated above, there are no institutional standards fororganization that the person in charge belonged to, namely: (1)“resource rooms for the speech impaired,” and they are set up andkindergarten

andoperated by schools or local governments according to their own

speech-language-hearing therapists from the municipal board ofteachers,

nurseryschoolteachers,

policies based on the actual situation of the community. Some

education; (2) kindergarten teachers from the municipal publicorganizations are relatively easy to access for guardians whenkindergarten; (3) nursery school teachers, child supervisors, etc.,

they would like consultation for language development. In order

Table 8: Format and Person in Charge of Resource Rooms for Children with Speech Impairment
FormatStandalone

Annexed toelementary school

Location

Belongs toWithinkindergarten

Kindergarten

Withineducational
research
institution

Withinelementary school

Type of job

No. ofinstitutions

Kindergarten teacher

24

Speech-language-hearing therapists; other (supervisor of school
education, retired teacher, etc.)

5

Kindergarten teacher

1

Municipal board of education

Kindergarten teacher; nursery school teacher;speech-language-hearing therapist; other (former teacher, counselor,
etc.)

64

Municipal public kindergarten

Kindergarten teacher

20

Municipal government’s welfare
division

Nursery school teacher; other (municipal employee, part-time
employee, child instructor, etc.)

14

Kindergarten teacher; nursery school teacher

1

Municipal board ofeducation
Municipal governor’s departments

Parent association

Other: Belongs to more than one office (e.g., the municipal board of education and the welfare division, themunicipal board of education and kindergarten, etc.); N/A

38

6

Total

30

105

NISE BulletinVol. 11 March 2012

to enhance the function of early childhood support and guidanceenrolled in kindergarten classes (and from among that the number

for children with developmental disabilities in the future, it isof enrolled children with developmental disabilities), (2) support

necessary to make legislative preparations.

programs for children in early childhood other than the children
enrolled in the kindergarten, (3) activities implemented in

V. Survey on Support of Children in Early
Childhood at Schools for Special Needs
Education

partnership with local organizations, etc., and (4) partnerships,
etc. with local elementary schools regarding the attendance ofchildren with developmental disabilities.

1. Survey Overview

4. Key Findings

This survey was conducted as part of a 2006/2007 Project1) The response rate was 82.1%. (823 schools responded)

Study titled “Study on Integrated Support System for Children

2) Children with developmental disabilities enrolled inwith Developmental Disabilities from an Earlier Stage” (Leadkindergarten classes

author: ATSUMI Yoshikata) to understand the actual situation of

Table 9 shows the number of children enrolled in kindergarten

support programs for children in early childhood and to identify

classes of 823 schools that responded as of when the survey was

the current and future issues of support particularly for children

conducted. Of this number, the number of children with

with developmental disabilities, with the aim of enhancing thedevelopmental disabilities was 214 in total (see Table 10). The

central function of schools for special needs education.

most common disability was hearing impairment, and the numberof children with hearing impairment was 128, which accounted
for 60% of the total.

2. Survey Population and Procedure
We sent a questionnaire by mail to 1,002 schools for special

3) Support programs for children other than those enrolled inneeds education throughout the country (71 for the visually

the kindergarten

impaired, 106 for the hearing impaired, 535 for those withOut of 823 schools, (1) 562 schools (69%) answered that they

intellectual disabilities, 198 for those with physical/motor“currently provide support,” (2) 17 (2%) said they “plan todisabilities, and 92 for those with health impairment—as of whenprovide support,” (3) 217 (26%) said they “provide no support,”

the survey was conducted) and collected the responses. Schoolsand (4) 27 (3%) responded with “no response” (see Figure 3). It

that offer programs for several kinds of disabilities wereis shown that about 70% of those schools offer support programs

categorized based on their original program. The survey wasfor children other than the children who were enrolled in

conducted in October and November 2006.

kindergarten classes.
Looking at support programs by the type of disability,
programs for the visually impaired were offered in 60 schools

3. Survey Content
We asked questions on (1) the total number of children(95%) and those for the hearing impaired in 86 schools (91%),

Table 9: Number of children enrolled in kindergarten classes
Type of disability

3 years old

4 years old

5 years old

Visual impairment

74

82

95

Total
251

Hearing impairment

363

378

361

1,102

Intellectual disability

10

24

26

60

Physical/motor disability

11

20

20

51

Health impairment

0

0

1

1

Total

458

504

503

1,465

Table 10: Number of children with developmental disabilities enrolled in kindergarten classes
Type of disability

3 years old

4 years old

5 years old

Total

Visual impairment

7

11

15

33

Hearing impairment

36

40

52

128

Intellectual disability

10

19

19

48

Physical/motor disability

1

2

1

4

Health impairment

0

0

1

1

Total

54

72

88

214

39

NISE Bulletin

No response (27)3%Vol. 11 March 2012(95%) and those for the hearing impaired in 86 schools (91%),
indicating that support programs for both of these disabilities
were being offered at more than 90% of the schools. In addition,

Provide no
support(217) 27%

programs for children with intellectual disabilities were offered in
291 schools (67%), those for children with physical/motor
disabilities in 95 schools (62%), and those for children with

Provide support(562) 68%

health impairment in 30 schools (39%) (see Table 12).
5) Number of children with developmental disabilities

Plan to provide
support(17) 2%

receiving support
As shown in Figure 4, the number of children receiving
support was highest in 5-year-olds, followed by 4-year-olds,

Figure 3: Support for children other than those enrolled inkindergarten classes

children 0 to 3 years of age, and 3-year-olds, while the number ofchildren with developmental disabilities increased by age, with
the number of 5-year-olds being almost four times larger than

indicating that support programs for both of these disabilities

that of children 0 to 3 years of age. This means that 43% of thewere being offered at more than 90% of the schools. In addition,

children receiving support had developmental disabilities.

programs for children with intellectual disabilities were offered in6) Specific content of support programs

291 schools (67%), those for children with physical/motor(1) Support for children and guardians
Many schools offered educational counseling. Mothers’

disabilities in 95 schools (62%), and those for children withhealth impairment in 30 schools (39%) (see Table 11).

classes, guardians’ workshops, and other support programs,4) Support for children in early childhood withincluding awareness of disabilities and child-rearing, were also

developmental disabilities

offered to support guardians in many schools. Many schools not

Out of 823 schools, (1) 562 schools (69%) answered that they

only offered counseling, but guidance as well. Many responses“currently provide support,” (2) 17 (2%) said they “plan tostated that guidance was provided individually or in a group, with

provide support,” (3) 217 (26%) said they “provide no support,”

a focus on play and daily life activities, since the children wereand (4) 27 (3%) responded with “no response” (see Figure 3). It

still in early childhood. Support for developmental tests andis shown that about 70% of those schools offer support programs

assessments were also provided in many schools. In addition, thefor children other than the children who were enrolled inprovision of information on medical institutions, etc., was citedkindergarten classes.

as important assistance.
(2) Support for teachers in kindergartens and nurseries

Looking at support programs by the type of disability,

Most schools offered peripatetic consultations, training

programs for the visually impaired were offered in 60 schools

Table 11: Number of schools providing support to children in early childhood other than those in kindergarten classes
Visualimpairment

Hearing
impairment

Intellectual
disability

Physical/motor
disability

Healthimpairment
30

Provide support

60

86

291

95

Plan to provide support

0

0

14

1

2

Provide no support

3

7

118

49

40

No response

0

2

2

8

5

Total

63

95

435

153

77

Table 12: Number of schools providing support to children with developmental disabilities
3 years old

4 years old

5 years old

Visual impairment

Type of disability

0 to 3 years old
11

15

23

20

Hearing impairment

46

44

46

44

Intellectual disability

63

108

171

227

Physical/motor disability

19

32

41

54

Health impairment

4

8

12

14

Total

143

207

293

359

40

NISE BulletinVol. 11 March 2012

4500
4000
3500
3000

Development disabilities

2500

Other

2000
1500
1000
500
0

0 to 3 years old

3 years old

4 years old

5 years old

Figure 4: Number of children in early childhood receiving support
workshops, and other assistance to kindergartens and nurseries.

meetings for local residents and training workshops, exhibitions

Peripatetic consultations for children with disabilities were

and trials of auxiliary devices, public programs, and public

mostly on how to understand and adequately relate to thelessons, etc., for nursery staff and teachers. In addition, somedisability of a child, things to keep in mind in daily life, how toschools not only exchanged information with health, medical, andimprove the environment, etc. Some training workshops were

welfare organizations, but also organized joint case study

organized by kindergartens, etc., while many sent speakers tosessions. These activities are deemed to be useful for sharing

public training workshops organized by local governments. It was

information

observed that support for children with developmental disabilities

improvement of staff expertise.

was a major issue in kindergartens and nurseries.

8) Partnerships with local elementary schools regarding the7) Partnerships with local organizations, etc.

attendance of children with developmental disabilitieson

specific

cases

and

contributing

to

the

There were many schools that had teachers participate in the

As shown in Figure 5, 518 schools (63%) participated inschool attendance guidance committee of the local board ofactivities of the local school attendance guidance committee, 464

education, specialist teams, and peripatetic consultant activities,

schools (56%) in peripatetic consulting activities, and 411 (50%)

as well as assist at health centers with physical examinations forprovided information, including materials on educational

1 year and 6 month olds and 3 year olds, parent-child classes, andcounseling, etc. However, not many schools participated inchild classes organized after the examination. There were someinternal

schools that implemented therapeutic care and education

educational support, and the planning of individual guidance. It is

counseling and childcare counseling at public institutions, homeeasier to work together when there is an established role as avisits, and assistance to parent association activities as part ofpublic committee member, while there are not enoughconsulting activities. Quite a few schools organized onsite lecture

partnerships in terms of assistance for specific matters concerningschoolcommittees,theplanning

600
500
400
300
200
100
0

Figure 5: Partnerships with local elementary schools regarding school attendance

41

ofindividualNISE BulletinVol. 11 March 2012

children, such as participation in school committees, the planningfollow-up observation as necessary. In order to provide

of individual educational support, and the planning of individual

appropriate follow-up to children with developmental disabilities

guidance.

and those with potential risk, it is necessary to provide
professional counseling to both the children and parents. It is also

VI. Observation and Summary

necessary to establish specialized institutions, such as a

We have summarized the current and future issues we havedetermines the need for therapeutic care and education early on

community center for therapeutic care and education thatobserved from the results of four surveys: “Survey on Detection

and provides appropriate support as needed.

and Support of Children with Developmental Disabilities during

It is required by law that a physical examination should be

the Infant Physical Examination,” “Survey on Detection andgiven to children up through the examination for 3 year (3 year

Support of Children Needing Personal Consideration inand 6 month) olds, and there is no health checkup required after

Kindergartens and Nurseries,” “Survey on Support and Guidance

that until they reach school age. As difficulties caused by thefor Children in Resource Rooms for the Speech Impaired” anddevelopmental disability characteristics are often found in a

“Survey on Support of Children in Early Childhood at Schools

group when children enter kindergarten at the age of three, it isfor Special Needs Education.” In concluding, we will discussconsidered to be necessary to establish an appropriate system ofwhat should be done in the future to establish a system for early

awareness, earlier detection, and support for children with

detection and support for children with developmental disabilities

developmental disabilities when they are around three to fivefrom five points of view.

years old. In some areas, a yearly physical examination isconducted for children from the age of three, and there are also

1. The current and future state of the physical examinations

areas that conduct a physical examination for five-year-olds.

for 1 year and 6 month olds and 3 year (3 year and 6

Further discussion will be needed to utilize and share the resultsmonth) oldsof the physical examination at the time of entering elementary

Both the executing rate and the consultation rate of physicalschool in coordinated manner among health, medical, welfare,examinations for 1 year and 6 month olds and 3 year (3 year andand educational organizations, with the aim of providing

6 month) olds were higher than 90%. In addition, psychologicalcontinuous support also after entering elementary school.

(developmental) counseling and surveys on speech and mental
development were executed by many local governments. It is,

2. Awareness and support in kindergartens and nurseries

therefore, believed that these physical examinations can be

According to the survey results, it was found that

effectively used as a screening opportunity to identify children

approximately 80% of kindergartens and nurseries had children

with developmental disabilities or those with potential risk. The

with special needs, such as those with developmental disabilities.

staffing of full-time health workers and psychologists, however,Children with needs were enrolled in every class level, from thewas not always sufficient, and there were many localities where

one-year-old

these examinations were conducted only by a health worker. It is

under-three-years old class level in kindergartens. Addressing

imperative to assign more professional workers such as

children with developmental disabilities, etc. is therefore a

psychologists in order to enhance these examinations andpressing issue in kindergartens and nurseries as well.

class

level

in

nurseries

and

from

the

Behaviors of children with needs observed in nurseries were

improve the accuracy of screening for detecting children with“does not follow instructions,” “cannot act in a group,” “not gooddevelopmental disabilities or those with potential risk.
The younger a child is, the more difficult it is to provide a

at interacting with others,” “hyperactive and restless,” “has strong

definitive diagnosis on developmental disabilities. As for children

obsessions,” etc. These are signs often found among childrenthat need psychological (developmental) counseling, the content

with developmental disabilities. They become conspicuous in aof the screening test during the preliminary examination andgroup and tend to be easily observed. It is suggested to be highly

criteria for judging whether or not psychological (developmental)

effective if these behaviors are checked in the physicalcounseling is needed are crucial. Survey items on health checkup

examinations for 1 year and 6 month olds and 3 year (3 year andquestionnaires at the preliminary examination vary with locality

6 month) olds as screening items.

and age. Therefore, in order to utilize these examinations as aChildren with needs were often noticed during childcare

screening opportunity more effectively, further study on theactivities. In particular, the number of such children increased

content of the health checkup questionnaires, etc. is necessary.

with age up until the age of three, but decreased among four andChildren screened in the physical examination will be given

five-year-olds. This indicates that children with needs are most42

NISE BulletinVol. 11 March 2012

likely to be identified by the time they turn three, or four at thedevising methods of staffing that are based on the reality in thelatest. Those who noticed such children were primarily the staff

community.

in nurseries, followed by their guardians. As their behaviors are

Resource rooms for the speech impaired function to provide

easily observed in a group in kindergartens and nurseries, it is

support and guidance to a wide range of children, including thosesuggested that children with developmental disabilities can bewith developmental disabilities. Since it is easier for guardians to

identified through meticulous observation by the staff inparticipate in consultation about “language development” rather

kindergartens and nurseries.

than about “developmental disabilities,” these resource rooms
play an important function of consultation in the support system

The Ministry of Education, Culture, Sports, Science andin some communities.

Technology has promoted the special needs education system
also in kindergartens; however, there are still many problems in

The required role of these resource rooms varies considerably

developing this system. For instance, it is not easy to convince

from one community to another, and there is a range of children

parents because providing a definitive diagnosis is difficult forwith different disabilities and ages. It will be necessary in thechildren of this age. It is also not determined yet how to obtain afuture to examine clarifying the position of resource rooms as anclear picture of individual needs and to realize specificeducational organization providing support and guidance toassistance. It will be necessary to consider establishing a systemchildren, including legislative preparations.

to obtain consultation and assistance from external specializedorganizations, so that daily awareness in kindergartens and4. Providing support as the central function of schools fornurseries can be linked to practical support programs.

special needs education
Approximately 70% of schools for special needs education

3. The role of “resource rooms for the speech impaired” as anprovided support to children other than those enrolled inorganization providing support and guidance to children

kindergarten classes. The number of 5-year-old children with

In many localities, the Mother-Child Healthcare Measureneeds was larger than those of 3 years of age, and about 50% of

Division and the Welfare Division are in charge of children

5-year-olds with needs had developmental disabilities. As aneeding special support. In some localities, however, theirsupport organization for children in the community, schools of

support is insufficient, and resource rooms for the speech

special needs education, along with resource rooms for the

impaired play a role in providing support and guidance tospeech impaired, are expected to provide support and guidance tochildren with needs as a part of the integrated support system inmore children with developmental disabilities.

the community in coordination with the mother-child healthcare

Accomplishments of early support include support programs

measure division and medical organizations. In this survey, 4,859

for child development, support programs for guardians who havechildren were receiving support and guidance and at least 899 ofdifficulties in accepting their children’s disabilities and inthem were presumed to have developmental disabilities. Sincechildcare, networking with health, medical, and welfare

the response rate was approximately 60%, it is assumed that aorganizations, support for kindergartens and nurseries, andconsiderable number of children with developmental disabilities

support for enrollment in elementary schools. Early intervention

are receiving support and guidance from resource rooms for theis thought to facilitate the learning of basics in language

speech impaired and other educational organizations of this sort.

development, reduce problem behaviors, and prevent secondary

As for education for children with hearing and speechdisabilities. In addition, it will improve the environment

impairment, there is no legal base for providing support andsurrounding such children by strengthening the ties between

guidance to such children. It is therefore left to the board ofguardians and sharing understanding between the family and theeducation of each school district or municipal government to takekindergarten or nursery.

measures to handle such children. It was also observed in thisOn the other hand, there are issues, such as improving staff

survey that elementary schools, which did not have a person inexpertise in the face of diversified disabilities and multiple

charge of children with needs, often provided support anddisabilities, how to secure the human resources and time to

guidance to such children as “educational services.” Some

provide continuous and systematic support, establishing the entire

schools did have someone in charge of such children; however,school as a local support system, and difficulties in providing athey were from not only educational institutions, such as

definitive diagnosis for developmental disabilities at an earlier

kindergartens and boards of education, but were also fromstage.

welfare divisions of local governments and parent associations.

It is desirable that schools for special needs education provide

These results indicate that municipal boards of education are

specialized support to children from kindergartens and nurseries

43

NISE BulletinVol. 11 March 2012

to elementary, middle, and high schools as their central function.

tool, such as counseling/support files, should be utilized withIn order to play this role effectively, it is crucial to fully

sufficient consideration for personal information so that theunderstand how such children behave in kindergartens andinformation can be shared by health, welfare, medical,

nurseries where they spend many hours each day. Children witheducational, and other related organizations, and continuous anddevelopmental disabilities, in particular, often show completely

integrated support can be guaranteed. While there are various

different behaviors in individual situations, such as educationalorganizations across the country, including childcare support

counseling, from real-life situations, such as in a group.

centers, home education support centers, and child development

Therefore, it is important to observe such children incounseling centers to reduce concerns about child-rearing and tokindergartens or nurseries. It is also important to regard schools

stabilize parent-and-child relationships, it is necessary to enhancefor special needs education as one of the resources in thetheir functions, including the staffing of specialists, etc.

community and to share roles with related organizations within
the network according to their expertise.

< Reference >National Institute of Special Needs Education (2007) Investigative
Study Report: Study on Establishment of Integrated Support

5. Support programs for guardians and use of support tools,
such as consultation support files

System for People with Mild Developmental Disabilities from

In early detection and support for children with developmental

Early Childhood -With Focus on Field Survey on Detection anddisabilities, providing support to guardians is important as well. It

Support Systems in Early Childhood-, National Institute ofis indispensable to establish a system where such children canSpecial Needs Education.

receive appropriate support for their developmental stage, where

National Institute of Special Needs Education (2008) Thematic

guardians’ thoughts and wishes are respected, and where

Research Report: Practical Study on Integrated System toguardians can raise their children without concern. Guardians

Support Children with Speech and Hearing Impairment in thewould feel a deep sense of unease if their child was screened inCommunity, National Institute of Special Needs Education.

the physical examination and referred to a psychological

National Institute of Special Needs Education (2008) Project(developmental) counselor. It is not easy for parents to accept that

Study Report: Study on Integrated Support System fortheir children have developmental disabilities. We should takeChildren with Developmental Disabilities from an Earlier

sufficient time to obtain informed consent from guardians andStage, National Institute of Special Needs Education.

have full accountability to them. Counseling should not be given
only to those who have potential risk, but a system should also be(This paper was received on Augusts 20, 2009 and accepted on

established where necessary information about developmental

November 16, 2009 and published originally on NISE Japanesedisabilities is provided to guardians before childbirth andResearch Bulletin in 2010. This is a translated version for thisguardians can receive counseling on childcare wheneverissue of NISE Bulletin.)necessary. As for information regarding detection and support, a

44

NISE Bulletin

Research Papers

Vol. 11 March 2012

Significance of Career Education in Special Needs Education and Background of the Developmentof a “Career Planning Matrix (Draft)” for Children/Students with Intellectual Disabilities
KIMURA Nobutaka* and KIKUCHI Kazufumi**(*Hokkaido Date High School for Special Needs Education)(**Department of Educational Support)

Abstract: In this research, the “Table of Stages and Contents of Career Development (Draft)” for children/students with intellectual
disabilities, which was prepared as an example of a frame work for supporting the career development of children/students with intellectual
disabilities, was tested and revised from the perspective of a life-career (Super, 1980), and as a result, the revised “Career Planning Matrix(Draft)” for children/students with intellectual disabilities was proposed. Further, for each of the career orientations (strengths to build)presented in the draft, points of concern and examples of instructional contents at the elementary, lower secondary, and upper secondary
departments of special needs schools were organized into the explanations of the career orientations. In this paper, we will discuss thesignificance of career education in special needs education and report on the outline of the preparation and revision of the draft.
It is expected in the future that each school, through the use of this planning matrix, will improve the educational curriculum as acompetency-based program and enhance support for the career development of each child/student.
Keywords: Career education, Intellectual disability, Life career, Stages and contents of career development, Competency-based program

I. Introduction - Background and Purpose of
the Study

in order to promote and enhance career education in schools.
In this paper, we will discuss the significance of career
education in special needs education from the perspective ofSince the “Recommendation on Improvement of Connection of“support for work and transition,” “curriculum,” and “individual

Elementary and Secondary Education to Higher Education” waseducational support plan,” and give an overview of the former

issued by the Central Council for Education on December 16,

draft (2008), the outline of the preparation and revision of

1999, career education has been positioned as a priority action

explanations of career orientations, and points to consider whenplan for educational reform, and various measures have been

applying the new draft (2010).

taken. A part of this was the inclusion of the phrase “career

II. Significance of Career Education in Special
Needs Education

education” in the National Curriculum Guideline for Upper
Secondary Department of Special Needs Schools, announced on
March 2009. Thus, there have been demands for the promotion ofearly career education through a systematic approach in special

1. Definition and Significance of Career Educationneeds education, and there is growing interest in career education

In the “Report of the Integrated Cooperative Researchamong schoolteachers. In special needs education, areas of career

Committee on the Promotion of Career Education” (Guidance

education have been traditionally emphasized; however, efforts

and Counseling Research Center of the National Institute forare being made across the country based on proposals such as the

Educational Policy Research (NIER), 2004) and the “Guidelines“Table of Stages and Contents of Career Development (Draft)”for Promoting Career Education in Elementary, Middle, and High(National Institute of Special Needs Education (NISE), 2008) for

Schools” (Ministry of Education, Culture, Sports, Science andchildren/students(hereinafter

Technology (MEXT), 2006), “career education” is defined as

referred to as the “former draft (2008)”), which was prepared aswithintellectual

disabilities“education to encourage career development for each and every

an example of a framework for reviewing curriculum andchild (student) and to increase the motivation, attitude, and ability

instructional contents, etc.

needed to develop the career suited to each individual. Simply

Against this background, this study aims to 1) verify and revise

stated, education to cultivate an attitude towards working andthe former draft (2008) from the perspective of a life-career socareers in each and every child (student).” Since then, careerthat it can be applied to a wide range of children/students andeducation has been generally understood as “education to

propose a revised version (hereinafter referred to as the “newcultivatedraft (2010)”), and 2) develop a tool for utilizing the new draft

children/students.” It can be interpreted as a possible approach to(2010) and propose a practical model based on the use of the tool,

the challenge that school education has faced in relation to social

45

anattitudetowards

workingandcareersinNISE BulletinVol. 11 March 2012problems such as the transition from school to society andorganic link between welfare support, special needs educationalchanges in the lifestyle and awareness of children, which provide

support,the background for the need for career education. In addition, thedisabilities. The “cultivation of attitude towards working andfocus on the philosophy of career education is also to emphasize

careers” stated above has been referred to in these social

promoting education so that children can flexibly and strongly

contexts.

andemployment

supportforindividuals

withrespond to the various issues they will face and become
self-reliant as a member of society and a professional, without

2. Relationship between Career Education and Support forbeing affected by drastic changes in society; in other words, toWork and Transition

give children the fortitude to live.

“Support for work” or “support for transition” is a social role

In special needs education, the “Report on Career Education inthat schools are expected to play and should be considered

Upper Secondary Department of Schools for the Blind, Deaf andseparately from educational results. Businesses that accept

Otherwise Disabled” (Cooperative Research Committee on

students who have completed school education have their own

Career Education in Upper Secondary Department of Schools forsocial role, and they “employ” people in order to carry out their

the Blind, Deaf and Otherwise Disabled, March 18, 1996) statesrole. As a result, in one’s occupation” or in the “workplace,”

that, in order to enhance career guidance, “efforts should be madesome employees can achieve self-realization by making theto cultivate a desirable attitude towards working and careers, as

pursuit of that role in the focus of their life, while others may

well as good grounding as a professional through overall school

discover they have made the wrong choice. It is necessary to

educational

enhancingconsider each individual ability “developed” as a result ofexperience-learning, so that students can think about their future

education and the adaptation of such abilities to the workplace as

and their role as a member of society, and choose and decide theircompletely different dimensions.

activities,

includingfurthercourse independently.” In addition, the revised national

Regarding this matter, Watanabe (1998) points out the

curriculum guideline emphasizes “enhancing career educationdifference between “occupation” and “career” in the following

towards independence and participation in society” as its basic

manner. One of the most important characteristics of anpolicy. Thus, it appears that the cultivation of an attitude towards“occupation” is that it “exists independently from an individual.”working and careers has been promoted as a focus of careerIn other words, “the occupation exists regardless of the people

education.

who are engaged in it” and “it can choose people who are

In the Notice from the Director of the Elementary andqualified to pursue it.”Secondary Education Bureau, MEXT, “Promotion of Special

In contrast, “a career is something that an individual makes

Needs Education (Notice) No. 125 (April 1, 2007),” it is statedhimself and cannot exist independently from that individual,”that special needs education is education that “provides

Watanabe says. A career is “something an individual builds andappropriate guidance and necessary support in order to improvecreates step by step over time” through specific choices andor overcome problems in life or in learning … from thedecisions.

perspective of offering support to voluntary efforts towards theAn “occupation” exists independently from an “individual”

independence and participation in society of children/students

and chooses the “individual,” but an “individual” develops hiswith disabilities,” and contributes to the establishment of “a basis“career” through the selection of an occupation. This distinction

for creating a coexisting society in which various people actively

affects the relationship of the two roles schools have to play, thatlive and work, recognizing disabilities and other individual

is, the design, implementation, and assessment of curriculum anddifferences.” Strictly speaking, the meaning of “attitude towards

support for work and transition to social participation.

working and careers” in children/students that is developed inorder to be professionally independent and participate in society

3. Challenges in Career Education and Evaluation ofis different from that in “career education.”

Curriculum

For example, providing students with “support for work” is a

“Career development” is a life-long issue. The design ofcentral theme for special needs education, and as shown in the

curriculum in career education, therefore, should connect to the

Notice from the Ministry of Health, Labour and Welfare

development of the “individual careers of children/students at any(MHLW) to the labor departments of prefectural governments ingiven point in time.”

April 2007 and the Notice subsequently issued by the Director of

In addition, it should be noted that the curriculum in career

the Elementary and Secondary Education Bureau, MEXT, it iseducation is a “competency-based program.” Regarding thisnecessary for schools for special needs education to realize thematter, the authors of a MEXT-commissioned study titled46

NISE BulletinVol. 11 March 2012

“Fundamental Study on Occupational Education and Career

agencies in the United States the early 1970s and it was selected

Guidance (Final Report)” (Occupational Education and Career

as a “performance estimate factor.” According to Aihara (2002),

Guidance Research Group, 1998), say that, in structuring career

while the abilities needed to perform a duty can be divided into

guidance, they “have studied definitions of career guidance in

two types: inherent abilities, such as personality, character, andmiddle schools and high schools in Japan, as well as ‘thetalent, and acquired abilities, such as knowledge and skill, factors

fortitude to live,’ and have come to propose the establishment ofstrongly connected to work performance, i.e. “mentality andaprogram

attitude toward work,” “obsession,” and “behavioral traits,”

throughout the 12 years from elementary school to high school.”which are characteristic to people who continuously achieve a

Watanabe (1998) explains that for a competency-based program,strong performance, can also be called competency. Aihara

the education program is structured such that the subject (aexplains that, as shown in the iceberg model of Figure 1, theselearner or a chooser) him/herself “makes a goal to gain the ability

abilities are hidden out of sight just below the waterline.

competency-based

structured

careerguidance

to deal with a specific task and achieving that is a representation

As for the concept of “competency,” Watanabe (1998) says thatof the results of the program,” and claims that “the program is a“the idea of competency-based is common in the education

model expressed by a specific task, the ability needed to deal

world.” In fact, the goal of each subject provided in the nationalwith the task, and a behavioral pattern obtained as a result of

curriculum guideline can be regarded as a competency,

gaining that ability.” This idea has a large effect on what form theirrespective of definitions given in career guidance.
In special needs education, it is now common to establish

assessment of career education (assessments by schools and by

specific guidance goals (goals for action) that can be assessedchildren/students) should take.
When it comes to an assessment of career education, there areobjectively in order to improve lesson contents. That is quite

some questions as to whether career education can be really

important for specifically examining an appropriate assessment

assessed, as the content attempting to be cultivated through careerof classes and improvement measures for the future; however, it

education includes interest, motivation, attitude, expressive

tends to be less clear in recognizing competencies that are

power, social skills, and other factors that are hard to measure. It

developed as children go through many classes. In other words,

is also pointed out that the relationship is not clear between thoseabilities gained by children/students with disabilities are strongly

items listed in the “Table of Stages and Contents of Career

affected by the environment and the same kind of skill can orDevelopment (draft)” for children/students with intellectual

cannot be achieved depending on the environment.

disabilities, which was been developed as an example of a

It is, therefore, important to differentiate assessmentscompetency-based content chart, and the specific goals of the(recording methods included) of specific abilities acquired by

guidance and contents in each class. Thus, several challenges stilltaking individual classes and those developed through theneed to be addressed in order to promote career education.

accumulation of these experiences, and to share that definition

It is said that the concept of “competency” was originallyamong the staff.

developed as a recruiting selection method in governmental
Each course/subject

Knowledge
Skill

Acquirable

Special activity,
moral education,
integrated learning period

Competency

Regular education
Professional education(Vocational education)(attitude, mentality,
behavior, values,
obsession)

Career education

Personality
Inherent

Figure 2-1: Relationship between Each Subject and Career
Education in Regular Education
Source: Guidance and Counseling Research Center of the NIER,
Figure 1: Iceberg Model of Competency (Aihara)

2004, Report of the Integrated Cooperative Research Committee

Source: Takao Aihara, 2002, The Reality of Utilizing Competency,

on the Promotion of Career Education.Competency, Nikkei

Nikkei Publishing

Publishing47

NISE BulletinVol. 11 March 2012

Career education
Support provided in partnership with families and related organizations according to individualized support plan
Each course/subject

Special activity,
moral education,
integrated learning period

Independent activity

Regular education
Professional education(Vocational education)

Career education

Figure 2-2: Relationship between each subject and career education in special needs education
Source: Guidelines for Career Education in Schools for Special Needs Education, Edited by the National Association of
Principals of Special Needs Education School for Children with Intellectual Disabilities, 2010, The Earth Kyoikushinsha.

“temporal axis” and “spatial axis” should be assessed also in the

4. “Individualized Education Support Plan” to Secureindividualized education support plan.

“Individuality” in Career Education
The assessment of children/students’ competency should be

III. “Table of Stages and Contents of Career
Development (Draft)” and “Career
Planning Matrix (Draft)” forChildren/Students with Intellectual
Disabilities

carried out on the “temporal axis” and the “spatial axis” by thepeople involved.
Figure 2-1 shows the scope of career education in schools
indicated in the “Report of the Integrated Cooperative ResearchCommittee on the Promotion of Career Education” (Guidance
and Counseling Research Center of the NIER, 2004). Career
education should be promoted in all educational activities in

1. Background to Developing the “Table of Stages andschools and should be incorporated entirely in every subject

Contents of Career Development (Draft)” for(subject and course in high schools), moral education, special

Children/Students with Intellectual Disabilities

activities, and periods for integrated study.

The former draft (2008) was proposed in the preceding

The promotion of career education in all educational activities

thematic research, “Study on Guidance Contents and Methods toapplies equally to special needs education. Figure 2-2 shows the

Ensure Employment for Persons with Intellectual Disabilities”

scope of career education for special needs education, including

conducted in 2006 to 2007. Based on the four areas of“independent activities,” which is a unique guidance program forcompetency, i.e., “building personal relationships,” “information

special needs education.

utilization,” “future plan making” and “decision making,” which

In addition, schools for special needs education havewere demonstrated in the conceptual model for structuring careerdeveloped an “individualized education support plan” to provide

guidance by the Occupational Education and Career Guidance

support for the educational needs of children/students in

Research Group (1998), we have organized career orientations oncooperation with families, communities, and related medical,“strengths to build” for each department (school). There are 13

welfare, health, and labor organizations, as needed. The

for the elementary department, 17 for the lower secondary“individualized education support plan” is regarded as adepartment, and 18 for the upper secondary department. Thesecomprehensive support plan, together with an “individualized

career orientations and their explanations were prepared on theteaching plan,” which is a curriculum customized for eachbasis of (1) the “Framework for Educational Programs that

individual (Figure 2-2).

Cultivate an Attitude towards Working and Careers (Example)”

Career education, therefore, should be incorporated and(Guidance and Counseling Research Center of the NIER, (2002)),

assessed in each subject, moral education, special activities,(2) the systematic career curriculum that schools should have asactivities to promote independence, and periods for integrated“preparation for employment,” which is idea concept fromstudy, and career development on each child (student)’s

Hanley-Maxwell and Collet-Klingenberg and introduced by48

NISE BulletinVol. 11 March 2012

Table 1: Four areas of competency
Forming Personal Relationships
Respect others’ individuality, communicate with various people while exhibiting own individuality, and work on tasks in cooperation
with others
Information Utilization
Understand the significance of learning and working and their roles and diversity, and utilize a range of information to make choices on
one’s own career and lifestyle
Future Plan Making
Think about own life and lifestyle in the future with hopes and dreams, and positively design own future in light of the social realities
Decision Making
Make better choices and decisions on own accord while actively addressing and overcoming challenges and conflicts in the process

Source: Developed by the author based on Promotion of Education that Cultivates an Attitude towards Working and Careersin Children/Students, 2002, Guidance and Counseling Research Center of the NIER.
Table 2: Systematic Career Curriculum(Cheryl Henley-Maxwell & Collet Klingenberg)
Elementary School
Stage

Lower Secondary School
Stage

Upper Secondary School
Stage

Adult life

Fundamental skill
Academic skill
Personal care skill
Behavioral skill
Communication
Technology
Comprehensive skill
Social skill
Self-determination skill
Individual values
Application skill
Career skill
Job seeking skills
General skills in employment

Source: Cheryl Henley-Maxwell & Collet Klingenberg. (2004) Wehman, P., Kregel, J. (Eds), Functional Curriculum for
Elementary, Middle, and Secondary Age Students with Special Needs. 2nd Ed. PRO-ED, Austin, TX.
* Translation by Koshio reorganized by Kimura (2008).

Wehman and Kregel in “Functional Curriculum (2004),” (3) theit should be further considered from the perspective ofcontents of each subject that schools for special needs education“life-career,” which is now highlighted in the fields ofteach to children/students with intellectual disabilities, in

occupational rehabilitation and career psychology. Second, theaccordance with the National Curriculum Guideline for Schools

table should be examined based on the practice in schools forfor the Blind, Deaf and Otherwise Disabled (March 1999), andspecial needs education (for students with intellectual disabilities)(4) practices offered by 6 partner research institutions across theattended by children/students at various developmental stages,

country. The four areas of competency in (1) are shown in Table

since the previous research collected data from six schools, four

1, the systematic career curriculum in (2) is shown in Table 2,of which were high schools for the disabled (schools for special

and the former draft (2008) is shown in Table 3 (pp.56-57).

needs education that only have a upper secondary department).
Third, practices implemented according to the former draft(2008) should be examined.

2. Revision of “Table of Stages and Contents of Career

We also considered that the overall content should be reviewed

Development (Draft)” for Children/Students withIntellectual Disabilities

in light of current social changes with the announcement of newPrevious research indicated the former draft (2008) should benational curriculum guidelines in March 2009. Thus, we haverevised or examined in terms of the following three points. First,

revised the table based on the above points.

49

NISE BulletinVol. 11 March 2012stages of development. The career orientations and explanations

1) Revision Procedure

should be written based on the concept of “competency,” asIn developing the new draft (2010), we have identified
problems in the former draft (2008) through the following

shown in the “Table of Stages and Contents of Career

methods and discussed how to revise them.

Development (Draft)” and the “Educational Programs that

●Brainstorming sessions in a workshop organized by the

Cultivate an Attitude towards Working and Careers (Example)”(Guidance and Counseling Research Center of the NIER, 2002).

researcher in charge of each area

The title, “Table of Stages and Contents of Career Development●Collecting opinions from practices in six partner research(Draft),” should be also reconsidered, in order to avoid theinstitutions across the country

mistaken idea that the development stage of each child (student)●Launching website related to the research and collecting

is assessed.

opinions through the site

Relating to (2):●Analysis of previous studies and other Japanese texts

More detailed and complete explanations should be written forconcerning career education

elementary and lower secondary departments so that the●Analysis of American texts concerning career education,

explanations are well-balanced between departments. For the

self-determination, etc., of children with disabilities

elementary department, the explanations should be written for●Examine content of explanations of the new national curriculum

lower grades as well as for upper grades, respectively, wherever

guidelines, etc.

possible. The continuity between departments should be
reviewed, and the same topic and examples should be highlighted2) Problems in the Former Draft (2008)

as much as possible.

The following six problems were pointed out as major issues in

Relating to (3):the former draft (2008) as a result of the above methods.

For each career orientation, practical guidance cases should be(1) Many of the career orientations and their descriptions wereshown using information on practices and proposals of

limited to working life and might not be practical to apply

curriculum guidelines and annual teaching plans collected fromto children/students in some cases.

partner research institutions and website members.
Relating to (4) & (5):(2) The contents of explanations were not well-balanced

The framework of the former draft (2008) and “Framework foramong departments and were particularly insufficient for

Educational Programs that Cultivate an Attitude towards Working

the elementary department.
(3) It would be easier to understand these career orientations if

and Careers (Example)” (Guidance and Counseling Research

specific examples of guidance were shown for each ofCenter of the NIER, 2002), and other previous studies should bethem.

considered and their authors should be interviewed. In addition,(4) Among career orientations for lower secondary and upper

foreign texts, such as “Functional Curriculum” (Wehman andsecondary departments, there are some that can be applied

Kregel) should be studied. The career orientations should beto the elementary department as well.

reorganized based on the insights gained by these analyses.

(5)

Some

careerorientations

were

similar

Furthermore, the explanations should also refer to the connection

andand differences between career orientations.

indistinguishable and some were hard to understand.

Relating to (6):(6) Similar terms were used, such as “skills,” “abilities,”

We have studied previous studies that included terms like“strengths to build,” etc., and they should be sorted out.

“skills,” “abilities,” and “strengths to build,” and have revisedthese terms so that they can be understood easily by anyone.
3) Principles for Revision of the Former Draft (2008)
In light of these problems, we have revised the former draft

In the revised version, we tried to include more opinions from(2008) according to the following basic principles.

those who actually work in schools. We maintained the theory

Relating to (1):and significance of career education argued in the previous study

From the perspective of a life- career, the explanations should

but tried to make the “Table of Stages and Contents of Career

include aspects not only of working life but also of family andDevelopment (Draft)” easier to understand visually. We also

community life. Using the explanations of the national

reviewed and revised the style and format of the career

curriculum guidelines as a reference, the explanations should pay

orientations and their explanations so that it would be easy to use

as much consideration as possible to children/students at various

them at schools, etc.

50

NISE BulletinVol. 11 March 2012

(lower secondary department) had an image of being difficult, it4) Concept of the Revision of the Former Draft (2008)
In order to improve the above problems, we reviewed thewas changed to “use and management of money” (lower

structure, scope, and content of each career orientation andsecondary department), which includes not only the management

revised eight points. The revisions and main reasons for theof money but also how to spend money.

revisions are given below.

(4) Changing name of “understanding and sharing of roles”(elementary department) in the area of “information(1) Integration of “self-awareness” (lower secondary andutilization”

upper secondary department) and “understanding of(5) Dividing and integrating “understanding and playing ofothers” (lower secondary and upper secondary
department) in the area of “forming personalroles” (lower secondary and upper secondary departments)

relationships”

in the area of “future plan making” into other career

At present, “self-awareness” and “understanding of others” areorientations

taught separately, but there were many opinions pointing out that(4) and (5) were the major changes in the new draft (2010).

teachers usually teach these two at the same time. Therefore,

These two career orientations were extended from “understanding“self-awareness”

secondaryand sharing of roles” in the area of “information utilization” indepartment) and “understanding of others” (lower secondary andthe former draft (2008), but there were many opinions that thesupper secondary department) were integrated into one asdifference between these two was unclear because of the“self-awareness and understanding of others.”

categorization. Therefore, referring to the idea of various roles(2) Changing name of “social rules” (elementary and lower

indicated in “Life Career Rainbow” (Super, 1980) as well as eight(lowersecondary

and

upper

secondary department) in the area of “informationcompetencies in the four competency areas indicated in theutilization”“Educational Programs that Cultivate an Attitude towards

In the former draft (2008), “social rules” (elementary andWorking and Careers (Example)” (Guidance and Counselinglower secondary department) included the use of social resources

Research Center of the NIER, 2002), we changed the name andin the community and compliance with rules and manners. In

divided/integrated them into other career orientations. Theseorder to encourage students to utilize as many social resources inchanges are shown in Figure 3. The name was changed to “thethe community as possible from an early stage, the name ofjoy of working.” Here, “working” means labor in a broad sense“social rules” was changed to “use of social resources andand was revised as such because it is important to learn to bemanners.”

useful through helping others from the elementary department(3) Changing name of “financial management” (lower

stage.
Various roles included in “understanding and playing roles” insecondary department) in the area of “information
utilization”

the area of “future plan making” in the former draft (2008) (theAs it was pointed out that the name of “financial management”

roles of workers, family members, and citizens in “Life Career< Former Draft (2008) >Elementary School Stage
Information
Utilization
Future Plan
MakingUnderstanding andsharing roles*Diverged from “understanding andsharing roles”

Lower Secondary School Stage

Upper Secondary School Stage

Significance of working
Understanding and enacting roles<New Draft (2010)>
Elementary School Stage
Information
Utilization
Future Plan
MakingJoy of working

Lower Secondary School Stage

Upper Secondary School Stage

Understanding roles and significance of working* Divided or integrated into
“Significance of working(information)” and “Hopes and dreams(future)”Figure 3: Changes from the former draft (2008) to the new draft (2010)

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NISE BulletinVol. 11 March 2012

Rainbow”) are to be emphasized in “dreams and hopes,”but because “self-regulation” is also related to “target setting,”“something to live for and something worthwhile,” etc., in the“choice,” and “choice (decisions and responsibility),” we decided

same competency area.

not to extend it from other career orientations but to relate it with(5) Introduction of “something worthwhile” (elementary

other career orientations in the area of “decision making.” In thedepartment) in the area of “future plan making”

broader sense, “self-regulation” was included in the other career

In the former draft (2008), “something to live for andorientations in the area of “decision making” for the elementary

something worthwhile” was only in the guidelines for the lower

department stage, but we placed it in the scope of lower

secondary and upper secondary departments. However, it has

secondary and upper secondary departments in the sense that it

been observed that even in the elementary department,

relates to career options.

“something worthwhile” could be experience through fully(8) Otherengaging in activities and feeling a sense of accomplishment.

As a result of the above changes, the number of career

There were also some descriptions that were deemed toorientations in the new draft (2010) increased from 13 to 14 forcorrespond to “something worthwhile” in curriculum guidelines

the elementary department, while it decreased from 17 to 16 andfor kindergarten department. Therefore, we have introduced

18 to 16 in the lower secondary and upper secondary“something

departments, respectively.

worthwhile”(elementary

department),

which

These career orientations are horizontally connected, and theycorresponds to “something to live for and something worthwhile”
for the elementary department stage.

are accumulated over time instead of switching to a completely(6) Changing name of “choice” (elementary department) andnew set of career orientations when entering higher-level“choice (decisions and responsibility)” (lower secondary

departments. Therefore, we decided to use the word, “group,” andand upper secondary departments) in the area of “decision

integrated all career orientations into four groups in eachmaking”

competency area, for a total of sixteen groups. Figure 4 shows the

The names of “choice” (elementary department) and “choice

outline of the groups of career orientations.

(decisions and responsibility)” (lower secondary and upper

We also made improvements to the issues pointed out, such as

secondary department s) in the former draft (2008) were changed

standardization of terms, more detailed explanations, and use of

to “self-choice” (elementary department) and “self-choiceconcrete guidance examples. The name of “Table of Stages and(decision and responsibility)” (lower secondary and upper

Contents of Career Development (Draft)” has caused somesecondary departments) to emphasize the importance of making

misconception that it is an assessment scale to evaluate theindependent choices for children/students and of providing

development stages of children/students owing to the use of

assistance to them.

wording such as “stages of development” and “contents.” After(7) Changing the scope of “self-regulation” in the area of

discussing possible alternatives, we decided to rename it “Career“decision making” from “upper secondary department” toPlanning Matrix (Draft)” in the sense that it is a systematic plan

“lower secondary and upper secondary departments”

to support career development for children/students, because it

In the former draft (2008), the career orientation of

was originally a “layout” for providing integrated and systematic“self-regulation” was only for upper secondary department,

support for the career development of children/students. The

which was an extension of “review” and “affirmative selfcareer orientations are also renamed “career orientations andevaluation” (lower secondary and upper secondary departments),

explanations” and curriculum guidelines for each department

Elementary School
Stage

Lower Secondary School
Stage

Upper Secondary School
Stage

Understanding the life of a consumer
How to use and manage money
How to handle money

Figure 4: Concept of groups of career orientations (an example of the groups “how to handle
money/financial management/understanding the life of a consumer)

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NISE BulletinVol. 11 March 2012

(school) stage are presented. Table 4 (pp.58-59) shows the newconcept of competency as a strength to build in the corresponding

draft (2010) and Table 5 (pp.60-61) shows an example of career

department through planned support. It should be noted that there

orientations and explanations.

are also series of cohesive activities, such as the groups in thearea of “decision making.”

3. Notes for using the new draft (2010) and its career(5) The career orientations are structured to be based on any

orientations and explanationsof the four areas of competency

The following points should be noted when using the “Career

The career orientations of the “Career Planning Matrix (Draft)”

Planning Matrix (Draft)” and its career orientations andare structured to be based on any one of the four areas of

explanations.

competency. When it is hard to see which career orientation(1) It is a tool for review guidance and classes

children’s daily activities are directed to, it is necessary to first

The career orientations of the “Career Planning Matrix (Draft)”confirm which competency area the goals of the activities fall

are not used to assess the abilities of children/students but tointo.

enhance teachers’ support for children/students to achieve the(6) The guidelines (examples) shown in the career orientations

targets. The new draft (2010) is developed as an example of aand explanations are just examples

framework for teachers to note and share as basic factors for

The guidelines (examples) shown in the career orientations andpromoting the career development of children/students, and it isexplanations are just examples. The same activity could be

expected to be used as a filter to improve teaching in the class

categorized in another competency area if looked at from aand maintain consistency and integrity of learning content.

different perspective. For instance, the activity of “getting(2) It is a tool for partnership and cooperation

dressed” can be categorized in the area of “forming personal

It is important for teachers to concentrate on classes and therelationships” if it is aimed at having a neat appearance, but incourse units through the positioning of each career orientation in

the area of “information utilization” if it is aimed at using a

the “Career Planning Matrix (Draft)” and to create a common

procedure sheet or other clues for getting dressed, or in the area

understanding between teachers. These career orientations can beof “decision making” if is aimed at selecting which clothes toused as a perspective for creating a common understanding withwear for a special occasion. It is necessary to consider andthe family members as well as in the community.

confirm which competency area the goal of the activity in(3) It is important not to assess ability but to “develop”

question falls into, based on the definitions of the four
competency areas, just as described in (5).

competency
In career education, competency is the focus, rather thanability. Competency is the ability to handle an issue and implies

4. For Enriched Career Education in the Futurethat it is something one can acquire by training. It does not focus

In promoting career education and using the new draft (2010),

on whether or not one can do something or has potential, but

it has sometimes been observed that children/students arerather on the “development” of individuals through training or

assessed in terms of their abilities – what they can and cannot do.

working together. In promoting career education, it is necessary

However, we have to make others aware that career education

to teach and assist children/students from the perspective ofshould be competency-based and promote it that way.

competency. It should also be noted that the career orientations in

The former draft (2008), the new draft (2010), and theeach department stage are presented as “strengths to build” in the“Framework for Educational Programs that Cultivate an Attitude

relevant department based on one’s calendar age.

towards Working and Careers (Example)” are nothing more than(4) Connects between the career orientations“examples,” and it is possible for each school to use them as a

The career orientations in the “Career Planning Matrix (Draft)”guide or reference in improving or assessing their curriculum

are related to each other horizontally as a group. The careerfrom the perspective of career education. On the other hand, iforientations in the group are regarded not as switching to athey are bound by these examples and lose their own creativecompletely different set when entering a higher department but asapproach, then it would become a great disadvantage. It is

accumulating over time. When it is difficult to teach the content

desirable for each school, from hereon out, to examine suchof the career orientation to children/students at the corresponding

frameworks and improve their curriculum as appropriate indepartment, teachers may use the content of the lower

accordance with actual conditions at the schools.

department. However, it is desirable to teach the content of the

The significance of promoting career education through the use

career orientation at the corresponding department by ensuringof such frameworks by schools is the “improvement ofthat children/students can engage in activities based on the

curriculum.” To improve the curriculum from the macro

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NISE BulletinVol. 11 March 2012

viewpoint is to clarify the “meaning and value,” “weighting,” andother words, the career development of children/students should“linking” of the educational methods and contents from thebe encouraged while schools, communities, and society should beperspective of supporting the career development of each childreviewed as a more appropriate environment for that purpose and(student) in each stage of school education (kindergarten throughimproved. It is the relationship between personal factors andupper secondary departments) and to create a better common

environmental factors in ICF. These factors must be integrated inunderstanding within schools as well as between schools andorder to provide enriched education in a better form. Careerfamilies/related organizations. On the other hand, to improve theeducation is the support function for society at large, and wecurriculum from the micro viewpoint is, to study how whatshould note that school education itself needs a fundamental

children/students have learned in one class can be reflected andreview in order to provide a better support.

developed in the next class or other classes, in order to support
the career development of children/students. In other words, it is< Reference >to address the improvement of curriculum based on the career

Takao Aihara (2002) The Reality of Utilizing Competency, Nikkei
Publishing Inc., Japan.

development of children/students and to reflect the results andissues in the improved curriculum. These are all thought to be

The Central Education Council (1999) Improving the Connection

effective for sharing the perspective of improving curriculum andbetween Primary and Secondary Education and Higher

clarifying the purpose and connection of activities; however,Education (the report).

these approaches require careful attention so as to not limit theHenley-Maxwell, C. & Klingenberg, C. (2004) Wehman P.,

scope of that perspective or make it inflexible.

Kregel, J. (Eds.), Functional Curriculum for Elementary,
Middle and Secondary Age Students with Special Needs, 2ndIn order to improve the link between the curriculum, school
program, and classes in career education, we have to understanded., Austin, Tx: PRO-ED.
Kazufumi Kikuchi (2010) Significance of Career Education in

the significance of learning from the standpoint of thechild/student, that is, to understand from the perspective of careerSpecial Needs Education and Some Important Perspectives fordevelopment. Therefore, practical cases of career education

Future Improvement – Career Education as “Support to Careershould not be focused only on their activities and methods, but

Development for Each Child/Student” and as “Perspective tothe significance of the interaction of specific activities andReview Current Educational Activities”, Research on Special

children (student)’s efforts should be emphasized. In other words,

Needs Education, 638, 2-5.

children/students’ changes in their sense of values throughNobutaka Kimura (2010) Significance and Positioning of Career

experience (learning) and the significance of guidance and

Education

support by teachers and others should be simultaneously

Association of Principals of Special Needs Education School

recognized in parallel and documented.

for Children with Intellectual Disabilities (Eds) Guidelines forinSpecialNeeds

Education,the

National

Career Education for Special Needs Education, the Earth

IV. Conclusion

Kyoikushinsha, 16-21.
Guidance and Counseling Research Center (2002) Promotion of

In addition to proposing the new draft (2010), this study

Education that Cultivates an Attitude towards Working andproposes tools to promote efforts to improve the curriculum andCareers, the National Institute of Educational Policy Research.

teaching from the perspective of career education as a specific

Guidance and Counseling Research Center (2004) Report of themeans of using the matrix. These tools include the “Sheet for

Integrated Cooperative Research Committee on the Promotion

career orientation positioning in a course unit,” the “Sheet forof Career Education, the National Institute of Educational

career orientation positioning/class improvement in a class,” andPolicy Research.

the “Sheet for supporting the child/student’s wish.” They have

National Institute of Special Needs Education (2008) Study on

been tested and assessed in the partner research institutions, etc.,

Guidance and Methods to Ensure Employment for Persons

and have been reported in the third and the fourth papers. It iswith Intellectual Disabilities, thematic research report ofcertainly desired that career education in the future be enriched

2006/2007, National Institute of Special Needs Education.

by examination through the specific activities in school statedNational Institute of Special Needs Education (2010) Study on

above, as well as by active discussion based on insights gained

Career Education in Special Needs Education for Persons withthrough these efforts.

Intellectual Disabilities – To Build a Practical Model Based on

In closing, what is sought in career education is boththe “Table of Stages and Contents of Career Developmentcompetency development and environmental development. In(Draft)” for Children/Students with Intellectual Disabilities. A

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NISE Bulletin

research report.

Vol. 11 March 2012

Ministry of Education, Culture, Sports, Science and Technology

Ministry of Education, Culture, Sports, Science and Technology(2009) The National Educational Outline and Curriculum(2005) Guidelines for Promoting Career Education in

Guidelines for Schools for Special Needs Education, Ministry

Elementary, Lower and Upper Secondary Schools, Ministry ofof Education, Culture, Sports, Science and Technology.

Education, Culture, Sports, Science and Technology.

Ministry of Education, Culture, Sports, Science and Technology

Research Committee on Vocational Education in Upper(2009) The National Curriculum Guidelines for Schools for

Secondary Departments of Schools for the Deaf, Blind, andSpecial Needs Education, the Description for General Rules,

Otherwise Disabled (1996) Report on Vocational Education inetc.

Upper Secondary Departments of Schools for the Deaf, Blind,(Kindergarten,

Elementary,

Lower

Secondary

Departments) Kyoiku-Shuppan, Japan.

and Otherwise Disabled.

Ministry of Education, Culture, Sports, Science and Technology

The Vocational Education and Career Guidance Research Group(2009) The National Curriculum Guidelines for Schools for(1998) Fundamental Study on Vocational Education and CareerSpecial Needs Education, the Description for General Rules,

Guidance (Final Report).

etc. (Upper Secondary Department), Kyoiku-Shuppan, Japan.

Super, D. E. (1980) A Life-span, life-space approach to career

Ministry of Education, Culture, Sports, Science and Technology

development. Journal of Vocational Behavior, 16 (3), 282-298.

(2009) The National Curriculum Guidelines for Schools for

Mieko Watanabe (1998) Understanding of the Theoretical Base

Special Needs Education, the Description for Independent

for Career Guidance. The Vocational Education and Career

Activities, etc. (Kindergarten, Elementary, Lower Secondary

Guidance Research Group, 1998, Fundamental Study on

and Upper Secondary Departments), Kaibundo, Japan.
The Japanese Society for the Study of Career Education (2008)

Vocational Education and Career Guidance (Final Report),

Overview of Career Education, Toyokan Publishing, Japan.

85-90.

Mieko Watanabe and Edwin L. Herr (2001) Introduction to
Career Counseling, Nakanishiya Shuppan, Japan.

< Bibliography >Nobutaka Kimura (2007) Special Needs Education and Career

Mieko Watanabe (Ed. 2007) Psychology of Career (New Version)

Education – An Attempt to Develop a “Table of Stages and– Developmental Approach to Career Support, Nakanishiya

Contents of Career Development” for Children/Students with

Shuppan. Japan.

Intellectual Disabilities, Developmental Research, 29(5),Mieko Watanabe (2008) Career Education – Children Becoming

322-330.

Independent. Tokyo Shoseki, Japan.

Ministry of Education, Culture, Sports, Science and Technology(2000) The National Curriculum Guidelines for Schools for the(This paper was received on August 31, 2010 and accepted on

Deaf, Blind, and Otherwise Disabled, March 1999, Description

December 2, 2010 and published originally on NISE Japanesefor each subject, moral education, and special activities.

Research Bulletin in 2011. This is a translated version for thisToyokan Publishing, Japan.

issue of NISE Bulletin.)

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NISE BulletinVol. 11 March 2012

Table 3: “Table of Stages and Contents of Career Development (Draft)” for Children/Students with Intellectual Disabilities

Elementary Department(School)

Career Development Stage

Explanation of career development stages
and developmental issues

Period for acquiring skills to integrate and apply Period for acquiring skills to specifically apply
the fundamental skills for work and daily life into skills required for work and daily life afterworking
graduation by imagining actual working life

In this stage, children are encouraged andmotivated to acquire fundamental skills for workand daily life at home and in the community,
although unspecialized yet, and start learning thecomprehensive skills necessary for a flexible
mind later in life. From the perspective of careerdevelopment, in all activities in school and daily
life, children shift from play to activities withclear goals, from familiar resources to thosefound in the community, and from supported
activities to independent activities, in order toachieve holistic development as a person. Hopesand dreams for work should be also fostered.

In this stage, children apply their fundamental
skills, which have been acquired during theelementary department stage, to their place ofwork (working) and daily life so that they can
respond to changes. From the perspective ofcareer development, they gain an understandingof themselves and others (good points about
themselves and peers), which is a quality
necessary for a working life, discover theiraptitude through actual work experience, andlearn the significance and value of working
through a sense of worth and fulfillment. They
also experience choosing their future path bytheir own judgment.

In this stage, based on the integrated skills
acquired during the lower secondary department
stage, children obtain professional knowledge
and skills through continuous work experienceon the assumption that they will be hired bycompanies, choose their job, and prepare fortransition. From the perspective of careerdevelopment, they make their own decisions
based on their aptitude and sense of satisfaction,acquire knowledge and skills for working, form
attitudes necessary for working, develop thecompetency to seek necessary support
appropriately, understand and carry out
instructions and advice, form the habitsnecessary for a working life, utilize theknowledge necessary for economic life, andmake use of their leisure time.

Strengths to build in
elementary department stage

Strengths to build in
lower secondary department stage

Strengths to build in
upper secondary department stage

Skills in this area

Forming
Personal
Relationships

Understand thesignificance oflearning andworking and theirroles and diversity,and utilize a range
of information to
make choices on
own career andlifestyle

Understand each job isindispensable for people’s
daily lives throughpractical activities andacquire skills to collectand make use of various
information on activities
and jobs that one isinterested in.
In addition, learn thevalue of compensation
paid for labor, understandthe rules necessary in
one’s social life andacquire skills to act
accordingly, as well as
understand various rules
in society and acquire
skills to utilize them.

Interpersonal
relationships

Participation in agroup
Promoting overall development centered on play from early childhood

Discover good points
about themselves andothers through specificactivities, build
Respect others’interpersonal skills
individuality,
necessary to carry out
communicate withvarious activities invarious people
school education, andwhile exhibiting
obtain skills to play a role
own individuality,
in a group in cooperation
and work on tasks in with others.
cooperation with
In addition, increaseothersability to express
intentions appropriately,
which is necessary insocial life, and acquire
skills to respond to theoccasion and situationaccordingly in order toparticipate in various
activities in social life.

Information
Utilization

Upper Secondary Department(School)

Period for acquiring fundamental skills for workand daily life

Competencies related to professional(career options) development
Area

Lower Secondary Department(School)

Expression of
intention

Greetings,
cleanliness, andproper physicalappearance

Interest in various
kinds ofinformation

Social rules

Handling money

Understanding andsharing of roles

Good points about
oneself / Good
points about friends

Affirmative
self-understanding basedon a sense of fulfillment

Self-understanding in the context of work

Self-understanding

Understanding ofothersUnderstand others’
feelings, thoughts, andpositions

Understanding of others’ thoughts andindividuality

Understand one’s role in agroup andcooperate/collaborate

Play one’s role as a member of a group (team)Interact with adults
and friends, andparticipate in group
activities
Express intentions
necessary for daily
life

Greetings andproper physicalappearance

Cooperation andcollaboration

Expression intentions necessary for social life

Words and actions
appropriate for thesituation

Have an interest in
work and working
peopleUtilize community
resources

Understand theimportance ofmoney in daily life

Informationcollection andutilization

Expressive power capable of seeking necessary
help appropriately or consulting with others

Proper greetings andbehaviors for the situation

Words and actions appropriate for the time,
place, and occasion

Collect information on
future path

Collect and utilize information on things
necessary for occupational life

Understand social mechanisms and rules

Managing money

Understand duties
and roles andexecute them

Significance ofworking

Understand the basic lifeof a consumer andwell-planned consumption

Understand the existenceof various kinds of jobs
through experience

Understanding oflaws andinstitutions

Understand various social
institutions and services
and utilization of them inreal life

Understanding thelife of a consumer

Understand therelationship between laborand compensation, andwell-planned consumption

Understand the significance of jobs and working(Continued on the following page)

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NISE BulletinVol. 11 March 2012

(Continued from the preceding page)
Future Plan
MakingDecision
MakingMake better choices
and decisions on
own accord while
actively addressing
and overcoming
challenges andconflicts in theprocess

Understand themeaning of choices andacquire skills to choose
and make decisions. At
the same time, understandthe meaning of fulfilling
one’s responsibility
through acting on one’s
choices.
In addition, decide own
goals in order to develop
problem solving abilities
and acquire the skills to
self-evaluate the results inorder to understand that
there are many choices inconflict situations anddevelop an attitude toseek better choices.

Relationship with stage of each subject for
those with intellectual disabilities

Understanding andplaying roles

Habit formation
Promoting overall development centered on play from early childhood

Think about own
life and lifestyle in
the future withhopes and dreams,
and positively
design own future inlight of the social
realities

Have a longing for a
job and expect a new life
and work throughexperiences that bring a
sense of accomplishment
and fulfillment in various
activities.

Hopes and dreams

Form the habits necessary for a working life

Form the habits necessary for a working life

Interest in a
professional role
modelDreams for the future and longing for a job

Expectations for a new life centered on work

Voluntary efforts forlearning activities

Realize the significance of career and utilize
leisure time according to future plan

Independent plan toachieve a goal

Career plan to connect to the future plan

Career plan

Choices

Understand and play the necessary role in society

Form the habitsnecessary for family
and school life

Something to live
for and somethingworthwhile

Goal setting

Understand the role thatone should play in school
and family life

Consciousness ofand motivation for a
goal

Choice of play andactivities

Set a goal and make efforts to achieve it

Set a goal to realize a future plan and desired
career and make efforts to achieve it

Choices (decisions
and responsibility)

Better choices based on
individuality and interests/ Independent choice for a
future path

Choose a future path based on experience such as
on-site practical work in the industry

Affirmative
self-evaluation

Review activities on-siteand make efforts to utilize
the experience for the
next timeSelf-evaluation of activities carried out in work
on-site in the industry or as practice

Review activities
Review

Self-adjustment

Stage to experience andlearn fundamental
activities one by one
with a teacher’s support(1st and 2nd stages inelementary department)

Stage to learn the basis of social life andworking life in the future, built upon life
experiences already acquired (1st stage inlower secondary department)

Stage toindependently
learn activities
leading to asocial life (3rdstage inelementary
department)

Utilize alternative choices
to solve problems

Stage to learn advanced content, built
upon fundamental content about family
life, social life, and working life after
graduating from school(1st and 2nd stages
in upper secondary department)

National Institute of Special Needs Education (2008)

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NISE BulletinVol. 11 March 2012

Table 4: “Career Planning Matrix (Draft)” for Children/Students with Intellectual Disabilities(Revised Version of the “Table of Stages and Contents of Career Development (Draft)” for Children/Students with Intellectual Disabilities)

Career Development Stage

Explanation of career development stages
and developmental issues

Elementary Department(School)Lower Secondary Department(School)Upper Secondary Department(School)

Period for developing fundamental competency
for work and daily life

Period for developing competency to integrate
and apply the fundamental competency for workand daily life to working

Period for developing competency to specifically
apply necessary competency for work and daily
life after graduation by imagining actual workinglife

In this stage, children are encouraged andmotivated to acquire fundamental competencies
for work and daily life at home and in thecommunity, although unspecialized yet, and startlearning the comprehensive competencies
necessary for a flexible mind later in life. Fromthe perspective of career development, in all
activities in school and daily life, children shift
from play to activities with clear goals, fromfamiliar resources to those found in thecommunity, and from supported activities toindependent activities, in order to achieve
holistic development as a person. Hopes anddreams for work should be also fostered.

In this stage, children apply their fundamental
competencies, which have been acquired during
the elementary department stage, to their place ofwork (working) and daily life so that they can
respond to changes. From the perspective ofcareer development, they gain an understandingof themselves and others (good points about
themselves and peers), which is a quality
necessary for a working life, discover theiraptitude through actual work experience, andlearn the significance and value of working
through a sense of worth and fulfillment. They
also experience choosing their future path bytheir own judgment.

In this stage, based on the competency
developed during the lower secondary
department stage, children obtain professional
knowledge and skills through continuous work
experience on the assumption that they will be
hired by companies, choose their job, andprepare for transition. From the perspective ofcareer development, they make their own
decisions based on their aptitude and sense ofsatisfaction, acquire knowledge and skill ofwork, form attitudes necessary for working,develop the competency to seek necessary
support appropriately, understand and carry out
instructions and advice, form the habitsnecessary for a working life, utilize theknowledge necessary for economic life, andmake use of their leisure time.

Strengths to build in
elementary department stage

Strengths to build in
lower secondary department stage

Strengths to build in
upper secondary department stage

Competencies related to professional(career options) development
Competency area
Forming
Personal
Relationships

Information
Utilization
Understand thesignificance oflearning andworking and theirroles and diversity,and utilize a range
of information to
make choices on
own career andlifestyle

Understand each job isindispensable for people’s
daily lives throughpractical activities anddevelop the competency
to collect and make use ofvarious information on
activities and jobs that
one is interested in.
In addition, learn thevalue of compensation
paid for labor, understandthe rules necessary in
one’s social life anddevelop the competency
to act accordingly, as wellas understand various
rules in society anddevelop the competency
to utilize them.

Understanding oneself and others

Interpersonal relationships●Awareness of good points about oneself●Awareness of good points about friends●Affirmative self-understanding based on a sense ●Self-understanding in the context of work, andof fulfillment, understand others’ feelings,
respect for others’ thoughts and individuality
thoughts, and positions
Cooperation and collaboration

Participation in a group●Interact with adults and friends, andparticipate in group activities
Promoting overall development centered on play from early childhood

Discover good points
about themselves andothers through specificactivities, build
interpersonal skills
Respect others’
necessary to carry out
individuality,
various activities incommunicate withschool education, andvarious people
develop the competency
while exhibiting
to play a role in a group in
own individuality,
and work on tasks in cooperation with others.
In addition, increasecooperation withability to express
othersintentions appropriately,
which is necessary insocial life, and develop
the competency torespond to the situationaccordingly in order toparticipate in various
activities in social life.

●Understand one’s role in a group andcooperate/collaborate●Play one’s role as a member of a group (team)●Express intentions necessary for daily life

●Expression intentions necessary for social life

●Expressive power capable of seeking necessary
help appropriately or consulting with others

Greetings, cleanliness, and proper
physical appearance

Words and actions appropriate for the situation●Make it a habit to greet and maintain proper
physical appearance●Proper greetings and behaviors for the situation

Expression of intention●Words and actions appropriate for the time, place,and occasion

Information collection and utilization

Interest in various kinds of information●Have an interest in surrounding
environment, including work andworking people●Collect and utilize various information on
future path, etc.

●Collect and utilize information on things
necessary for occupational life and social life

Utilization of laws and institutions

Utilization of social resources and manners●Utilization of local society's resources and ●Understand social mechanisms and rules
familiar rules●Understanding of various social institutions andservices and utilization of them in real life

Handling money

Use and management of money

Understanding the life of a consumer●Understand the importance of money
through experience●Understand the basic life of a consumer andwell-planned consumption●Understanding of the relationship between
labor and compensation, and well-planned
consumption

Understanding of roles and significance of work

Joy of working●Understand and play a role of their own●Understand that there are various kinds of jobs
and what work is through experience●Understand and implement the one’s necessaryrole in school and family life

●Understand the significance of job and working
and play the necessary role in society(Continued on the following page)

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NISE BulletinVol. 11 March 2012

(Continued from the preceding page)
Future Plan
MakingDecision
MakingMake better choices
and decisions on
own accord while
actively addressing
and overcoming
challenges andconflicts in theprocess

Understand themeaning of choices andacquire skills to choose
and make decisions. At
the same time, understandthe meaning of fulfilling
one’s responsibility
through acting on one’s
choices. In addition,
decide own goals in orderto develop problem
solving abilities anddevelop the competency
to self-evaluate theresults, in order tounderstand that there aremany choices in conflictsituations and develop an
attitude to seek better
choices.

Relationship with stages of each subject
for those with intellectual disabilities

Habit formation●Form the habits necessary for family
and school life

●Form the habits necessary for a working life

●Form the habits necessary for a working life

●Dreams for the future and longing for a job●Expectations for a new life centered on work

Hopes and dreams●Interest in a professional role model
Promoting overall development centered on play from early childhood

Think about own
life and lifestyle in
the future withhopes and dreams,
and positively
design own future inlight of the social
realities

Have a longing for a
job and expect a new life
and work through various
experiences that bring a
sense of accomplishment
and fulfillment in various
activities. In addition,
develop the competency
to play the role necessary
for an independent life inwork as well as in society,and the competency toform the habits necessary
for a working life.

Something to live for and something worthwhile

Something worthwhile●Actively involved in activities●Voluntary efforts for various learning activities●Realize the significance of career and utilize
leisure time according to future plan

Career plan
●Independent plan to achieve goals●Career plan to connect to the future plan

●Set a goal and make efforts to achieve it●Set a goal to realize a future plan and desired
career and make efforts to achieve it

Goal setting●Consciousness of and motivation
towards a goal

Self choices (decisions and responsibility)

Self-choice●Choice of play and activities●Better choices based on one’s individuality andinterests●Independent choice for a future path

●Choose a future path based on experience suchas practical on-site work in the industry

Affirmative self-evaluation

Review●Review activities●Review activities on-site and make efforts toutilize the experience for the next time

●Self-evaluation of activities carried out in work
on-site in the industry or as practiceSelf-adjustment

Stage to experience andlearn fundamental
activities one by one
with a teacher’s support(1st and 2nd stages inelementary department)●Utilize alternative choices to solve problems●Utilize alternative choices to solve problems

Stage to learn the basis of social life andworking life in the future, built upon life
experiences already acquired (1st stage inlower secondary department class)Stage to learn advanced content, built upon
fundamental content about family life, social
life, and working life after graduating fromschool (1st and 2nd stages in upper secondary
department)

Stage toindependently
learn activities
leading to asocial life (3rdstage inelementary
department)

National Institute of Special Needs Education (2010)

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NISE BulletinVol. 11 March 2012

Table 5: Example of Explanation of Career Orientation
Making Future Plan
Group - Something to live for and something worthwhile
About this group
This group shows that, in order for children to be socially independent, it is important to raise awareness that active involvement in activities,
including work, fully utilizes their talents and leads to a better life. In addition, “something to live for and something worthwhile” is acomprehensive concept that includes various values. It is therefore important to have them discover something to live for or somethingworthwhile, while respecting their individuality. For a student who likes sports, for instance, we can set a goal for the student to participate in atournament. We also can introduce a tea ceremony class under our unique certification system, or we can encourage students to participate in
the Kanji Examination or PC Certification Test, or try to obtain a registered home helper license. It will be encouraging to obtain a higher
certification step by step and motivate them to continue. In addition, attending a concert or expressing themselves through engaging in musicalor artistic activities, together with people in the community or professionals, will result in self-realization and give them a sense of fulfillment
and accomplishment. It is important to tie what they discovered while in school to support after graduation.

Structure of the Group
Elementary Department

Lower Secondary Department

Upper Secondary Department

Something to live for, something worthwhile
Something worthwhile

Future (elementary)

Something worthwhile(1) Strengths to build

Elementary department○Active involvement in activities
Guide them to work on activities to their heart’s content so that they believe they willaccomplish something.

(2) Explanation
In the elementary department stage, let children work fully on activities and cherish the experience of achieving something. Teachers shouldcare for children’s hope of achieving something and provide support so that they can obtain a sense of fulfillment or satisfaction. It is necessary
to celebrate their accomplishments together.
It is also important to introduce learning activities that children feel they can do or that they are good at or would like to do, and let them
have a variety of experiences, while ensuring that they can feel a sense of accomplishment.

(3) Possible Guidelines (Example)
Subject/Theme

PurposePoints to remember

Let’s play on the field(Play: lower Elementary)

Use your body fully and play with whatever
you want.

Secure a sufficient space for play, plenty ofmaterials, instructional equipment, and timeso that everyone can feel they played fully
and really well.

Mr. Postman (life-unit: higher Elementary)

Make sure that you deliver a posted letter tofriends.

Set up a mail box in school and let thempost a letter to their friends. Let children
carefully handle these letters and deliver
them to their friends. Let them have many
experiences of being thanked by others.

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NISE Bulletin

Future (Lower and upper secondary)Vol. 11 March 2012

Something to live for, something worthwhile(1) Strengths to build

Lower secondary department class○Active involvement in various learning activities
Guide them to use their motivation to do what they like as a driving force
for various learning activities.

Upper secondary department class○Let them realize the significance of career and utilize theirleisure time according to their future plan
Guide them to feel a sense of satisfaction about working and to think
about utilizing their leisure time according to their future plan.

(2) Explanation
In the lower secondary department stage, a focus is placed on enhancing self-motivation through activities they like. When their spontaneous
attitude is recognized by others, their motivation is inspired, which has an impact on learning activities as a whole. Take particular note ofexperiences that they have achieved by themselves with as little assistance as possible, such as using some support device. It is believed that
their sense of fulfillment and accomplishment will increase and develop into something worthwhile in the future.
In the upper secondary department stage, let students realize as much as possible through experience, such as practical work on site, that
active involvement in work and other activities will utilize their talents fully and lead them to a better life. In addition, as they will have toparticipate in social life after graduation, let them expand their hobbies, and provide them an opportunity to learn how to participate in group
activities in the workplace and how to use public facilities in their leisure activities so that they will have an enriched life after graduating fromschool. It is also important to help them find a place where they can continue what they have learned and experienced in school.
Leisure time should be used to “enjoy” life, but it is also effective in “reducing stress.” Let them think by themselves about how to reducestress and let them gain the experience to do so. It is also important to give them an opportunity to talk to a consultant in a community
organization.
Enhancing the quality of leisure time activities is important for students so that they will have something to live for after graduation in the
future; however, it is crucial that others should not force them to engage in these activities or have them spend leisure time in a way they really
do not like. These activities should be their choice and significant for them. In some cases, students find their work itself is something they live
for, as their work is very rewarding. Therefore, it is necessary to recognize “something to live for” in a broader sense and provide support tostudents.

(3) Possible Guidelines (Example)
Subject/Theme

PurposePoints to remember

Let’s make the fair a success (work,
life-unit: Lower secondary)

Produce a large amount of products for afair

Produce a large amount of products for afair so that many people can purchase them.
Confirm the number of products being
made and finished each time to enhancetheir motivation.

Prepare and sell a lunch (life-unit: Upper
secondary)Prepare lunch as ordered

Not only sell lunch, but also ask questions
to customer as to how they liked their lunch
and use the information to develop thefuture menu. Ask customers to send a photoof their lunchtime and enhance themotivation of cooks.

Expand your hobbies(life-unit, comprehensive: Lower and upper
secondary)

Learn how to beat a drum from a drummer

Invite a drummer periodically and have an
opportunity to learn how to perform. Hold arecital at the end of the year and invite
guardians and local people to show theresults of their efforts.

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NISE Bulletin Vol. 11 March 2012

Invited Papers from Overseas

Disposable assets. Are special education teachers still needed in 21st Century Australian schools?

Philip Garner – Professor, University of Northampton
Fiona Forbes – National President, Australian Special Education Principals Association

There are many models of provision available in Australia for

geographically isolated capital city in the world, and the state of WA

those children and young people with Special Educational Needs

is five times the size of Texas in the US. To amplify this further,(SEN). However, the quality of educational outcomes for students

WA comprises one third of the Australian land-mass whilst alsowith SEN is reliant principally on the knowledge of their classroom

being 20 times the size of Japan.

stEquity in delivery of education,

Century

whether this be early childhood, primary, secondary, tertiary orAustralian schools still require teachers who have experience andspecial education is hindered by this tyranny of distance. In fact,

training in those pedagogical and content-related approaches inthe states of WA, Queensland and New South Wales have dedicatedorder to meet the educational needs of SEN students. In so doing it

schools for isolated and distance learning - where ‘Schools of the

adopts the position of participant researchers, using a series ofAir’ are still used. Whilst computerisation and advances incritically reflective narratives. The approach, which has been atechnology can materially help to facilitate the education of thosesignificant mode of professional enquiry in many countries since thechildren living in urban and regional areas , those in remote interior

1970s (Stenhouse, 1975), enables linkages to be formulated between

locations must still rely on radio for learning, due to lack of a

useful theories, enquiry and subsequent school-based action

reliable infrastructure.

teacher.

This brief article considers whether 21(McNiff, 2007).
History
Australia is a relatively young country, being only 222 years old.

The Australian Context
Australia like the USA has a federal system of government, with

As a former colony it has traditionally followed the lead of its

states and territories being sub-national entities of the AustralianCommonwealth parent, England. It shared ideals, culture andFederal Commonwealth Government, sharing political power

governance throughout its early periods of development; this was

through a constitution.

particularly the case in respect of education. From the 1950’s it came

State and Territory governments have

responsibility for education, health, transport and so on, with fiscal

to be more influenced in its educational thinking. In these earliest

support from the federal government.

Local Governments arestages of development of the nation state, all information, ideas andestablished by state Governments to look after the needs of theinnovations took time to reach Australia, resulting in acommunity such as garbage collections, parks and gardens, sporting

corresponding delay in incorporating new thinking within education

facilities and local planning issues.

and other services. It could be argued that such a ‘lag’ is still evident

The Australian constitution is the guide for the federal funding

today, although not as pronounced as hitherto.

and delivery of education through collaborative policy and now

The current development of the Australian Curriculum provides

partnerships with states and territories. The Australian government

an apt illustration of this point. The United Kingdom developed its

funds part of education in each state, generally the salaries for‘national curriculum’ in 1989. In Australia, after several failed

teachers and specifically funds provision for students withattempts, its own national curriculum is emerging, some 20 years

disabilities.

The Australian Labour Government entered into

later. A further example of a time-delay in the flow of educational

national partnership agreements with states and territories beginningideas is to be found in the notion of internship, or locating

2008, through the Council of Australian Governments, a ‘peak’

pre-service teachers in schools for teacher training. This has beeninter-governmental forum. These new partnerships have targeted

happening in New Zealand, Canada, the United Kingdom and theareas such as ‘quality teachers’, literacy and numeracy, schools

USA for over 10 years; Australia, on the other hand, is only justserving locations with low socio-economic indicators andbeginning to develop such a model.
But it would be fallacious to assume that no innovation took place

professional learning for leaders.
Geography plays a huge part in the inconsistencies in education

within the Australian educational system. On the contrary, it has

provision throughout Australia. Physical distance is a challenge insome of the finest innovative practices in education, withsecuring and maintaining consistency in educational delivery. Perthexceptional outcomes for students and a secure internationalin Western Australia (WA), for example, is known as the most

reputation.

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It would appear, however, that in some areas ofNISE Bulletin Vol. 11 March 2012

educational reform special education provision being one - Australia

recommendations of the Salamanca Statement in education

continues to be slow to develop, appearing to adopt a’ wait and see’departments across Australia, did so with an “all or nothing”

approach.

approach. The push to include had become such an ideologicalpriority that the needs of students with SEN and their families
seemed to be a secondary issue.

Educational Inclusion

This has caused some resentment

One aspect of education where the so-called ‘lag effect’ isfrom mainstream teaching staff and schools, referred to as a process

discernible in Australia has been its developments in special

called ‘main dumping’ after 1994. The Doherty Report (op cit),

education provision and particularly the rate of impact of inclusion.

which examined NSW special education provision, reported thatIn 1974 the Warnock Committee began its enquiry, with its final

teachers in mainstream schools in the state were ill-equipped to cater

report being released in 1978 (DES, 1978). As England remained afor the inclusion of students with SEN and that training was needed

major influence on Australia in respect of policy, this report was afor success to occur. Both Doherty and Gow et al, found that thepivotal document in Australian Special Education history.

lack of accountability for students with SEN was also a barrier to

Warnock argued for greater integration of students with SEN into

inclusion.

mainstream schools, and shifted categorisation away from negative,

professional reluctance about having ‘those students in my class’.

Almost concurrently there appeared to emerge a

within-child explanations of learning difficulty to that of enablement

Effective teacher training in SEN & Inclusion is the key toand of ‘special educational needs’. Together with the US legislation

successful inclusive provision; and yet it was not at that point – nor

PL 94 – 142 (1975), the impetus to examine existing provision

is it currently - systemically available for all new or existing

elsewhere was overwhelming.

teachers.

Australia began the process of reviewing its provision for students
with SEN. As recently as 1986, special school facilities were not

Pre and Post Service Training

run by central government, but by charities in states such as

Whilst education systems across the world have been working

Queensland (QLD). In that year teachers formerly employed bytowards developing educational provision which is more inclusive,charities became employed by the QLD education department; thesuch moves has been hampered with inadequate training forState assumed responsibility for the education of students with SEN.

teachers, whether they be currently practising or those undertaking

Training in special education at this time was provided by teachers

pre-service training programmes (Davies & Garner, 1997). There

colleges and some universities. In fact special education provisionappears to be a level of naivety and simplicity regarding the training

was so valuable and trained professionals relatively scarce that someneeds of teachers, especially with regard to ta recognition of thestates such as WA provided subsidised year-long programs to train

curricula and pedagogies required to enable included SEN students

personnel as special educators. In spite of this relatively recent

to reach their full potential. The chronic absence of coverage ofhistory in special education development, the reforms resulting in

SEN issues in training and professional development programmes,

the inclusion of students with SEN within mainstream classrooms

both historically and at the present time, has meant that teachers arehave been swift, although understandable concerns have been

at a disadvantage when attempting to design and implement

expressed regarding their level of resourcing. This is consistently

appropriate programs, and in assessing their impact andidentified as a key factor implicated in the ongoing problems

effectiveness.

encountered by schools, their leaders and their teachers when

In Australia schools they endeavour to implement inclusive

attempting to adopt an inclusive approach for all students with SEN.

education with a cadre of poorly trained teachers in the area of SEN.

Several key reports have been undertaken relating to SEN in

It certainly appears that there has been a gap between the rhetoric ofAustralia in recent times. These have contained recommendations

inclusion ‘policy’ and its translation into teacher preparedness. A

oriented towards greater student inclusion, as illustrated by those inbody of research has now developed to demonstrate this gap.

the Collins Report (1984) from Victoria, which sought to include all

Jenkinson (1997) suggested that disadvantages of inclusive

students and dispense with special schools. Other significant reports

practices outweighed their advantages, in instances of students within the sector were produced by Gow, Snow and Ward (1987) and byhigh support needs in regular classes. Others (Kauffman et al., 1988;

Doherty (1985).

Both examined teacher attitudes to inclusion.

Hodges et al.; Ashman, 2003; Forbes & Garner, 2011) demonstrated

With the ratification of the Salamanca Statement in 1994, which

there was a lack of research and therefore little compelling evidence

occurred only six years after some Australian state and territory

regarding academic outcomes for those included, albeit there is

education authorities assumed responsibility for education of SEN,

ample evidence from research to support the benefits of social

the way provision for SEN was viewed in Australia changed again.

outcomes for both the included students and their mainstream peers.

The bureaucrats in States and Territories, who enacted the

The absence of well-resourced and supported inclusive education

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NISE Bulletin Vol. 11 March 2012of SEN students has been premised on a number of factors.

training institutions and special schools act together to make this aImportant amongst these is that the education of SEN students is

viable reality.

about ‘Edu-care’ rather than Education, echoing Fulcher’s ‘charity

A major factor to ensuring that there is an adequate supply of

discourse’ (Fulcher, 1989). It appears that there is no need fortrained specialist teachers in SEN rests in directing funding

specialised instruction, because ‘immersion’ will be effective.

resources to secure this. Too many schools in the Australian system

There has been a perception that continues today that ‘curriculum

view inclusion as being best served by assigning a teaching assistantdifferentiation and adaptation will allow students with SEN to ‘catchto an SEN child in a mainstream environment. In so doing the mostup’ with their mainstream peers’ (Forbes, 2007).

vulnerable students in the school system are being placed with theSuch interpretations are inaccurate. There should be great concern

person who may be least trained to meet their needs. Nor does

amongst educational and social policy makers in westerncurrent pre-service training adequately prepare newly graduatedpost-industrialised countries where inclusion is regularly promoted

teachers to work effectively working with teacher’s assistants.

as the first choice for students with SEN. In many such instances

Furthermore, such assistants are often left to rely on their own

there is evidence of shortfalls and inadequacies in the pre and post

knowledge and are further handicapped by a lack of training, withservice training for teachers. This has a material impact on the

few states having clear role criteria for such personnel.

educational outcomes of students with SEN. Nevertheless, such

It should also be emphasised that for inclusion to work there is aapproaches remain the preferred way forward for westernneed for appropriate training for all teachers to ensure quality

governments; there is little substantive and reliable researcheducational outcomes for students with SEN. Forlin and Lianevidence to indicate its equivocal success (Wu, Ashman and Kim,

(2008) discuss educational reform in the Asia –Pacific region and2008).

the possibility of providing equitable outcomes for SEN with

It will be apparent, even from a cursory survey of provision insignificant changes to teacher education. Ashman et al (2008)

Australian universities that the number of special education courses

discuss the need for expertise and continuum of service, and foundhas diminished over time. The country has an aging trained special

little compelling evidence that suggests inclusive practices provide

education profession and it is apparent that there are very few newenduring learning outcomes for students in academic areas. On the

fully trained teachers available to take their places. Changes tocontrary, these authors found that there was a body of evidence onteacher training in SEN are therefore urgently required, as thesesocial benefits for all.

have tended not to keep pace with the rate at which inclusion

Wu et al, (2008), in discussing mainstreaming or inclusion ofreforms have taken place (Forlin & Lian, 2008). The situation

SEN, argue that these students did not need tailor made instruction.

could be said to have reached a point of crisis.

We believe that this is most certainly not the case. A current

There are many examples of excellent inclusion models inexample is the process of development of the Australian National

Australia, and indeed around the world. The major factor either

Curriculum, where the attitude remains that students with SEN

enabling inclusion to flourish (or, correspondingly, to inhibit its

simply need a teacher to make ‘adjustments’ to the curriculum fordevelopment) is the supply of teachers with appropriate expertise inregular students. Those who work with students with SEN know thatspecial education. With appropriate human resources a model ofthis is certainly not the case.

service can be built to ensure that schools develop inclusive practice,Students with SEN need and deserve an inclusive curriculum

based on the notion of a continuum of service for all students with

provided by quality trained teachers. Curriculum planning is a

SEN. In this, special schools and teachers with specialist skills canfundamental stage of education development. If it is not attended tooperate along an inclusive ‘spectrum’, where free-flow of teachers,by skilled and informed practitioners, then we are dismissing theskills, ideas and students is potentially possible. It is the ‘system’

idea that inclusion is about educational outcomes. Students withthat is inclusive – not the individual school per se.

It may be

SEN are simply there to be shoe-horned into an appropriate ‘place’,argued that a preoccupation with the ideology of inclusion has

irrespective of the appropriateness of the curriculum offered todiluted the essential specialist knowledge needed to teach students

them. In such instances, inclusion becomes about ‘place’, not about

with SEN. If so, then it may be necessary for special schools to‘people’.
Current curriculum documents in Australia are replete withbecome the lighthouse schools for training because this is where thestatements intimating that they refer to all students. However,residual expertise now lies (Forbes, 2007).
However, in order to achieve this desirable situation, true

because currently the provision is mapped from such a level that acollaborative partnerships and pathways of training for pre-service

portion of students will never achieve, they are exclusive in theirteacher education are essential. Previously in Australia there havenature. Forbes (2007), in a paper entitled Towards Inclusion: An

been too few partnership opportunities of this kind, where tertiary

Australian Perspective, argued that in order to realise inclusion we

64

NISE Bulletin Vol. 11 March 2012need to start with the fundamental education document that every

to place value on the work that is undertaken by special educators.

teacher uses: the curriculum. Once SEN is built into that curriculum

Their unique knowledge of pedagogies, strategies and skills should- and not bolted on as an afterthought - it is then that we will begin to

be further developed, as well as being utilised in support of trainee

be truly inclusive.

teachers. There is a regrettable perception in education that ‘special

An appropriately structured curriculum for pre-service teachers

educators can only teach students with SEN’. Furthermore, thistaught in their tertiary courses ,will result in the emergence ofactivity is sometimes regarded as an easy option in teaching,successive cohorts of young teachers who know where to begin tocompared for example to that of being a teacher of English or Maths.

teach students with SEN. Vital to this process, functioning as

Even more damagingly, there is a widely held belief that these

mentors in schools, are those experienced special educationteachers spend their time with SEN students, there is no academic

teachers, who possess the skills and on-the-job know how within the

rigor needed; so therefore these teachers ‘do not work as hard’.

system. Without these talented individuals, we lose a vital link to

For things to change there is an urgent need for a realignment oflearning in SEN. Just as we have science and maths specialist

thinking of the value of special educators and special education.

teachers, or early childhood teachers as essential components in the

We should not be afraid to use the words special education, as

learning and teaching programs in schools, so are the teachers ofindeed our students need this degree of specialisation. There must be

special education equally essential.

awareness about differentiated and adjusted learning considerations,

Forlin (2006) argued that teachers are the ones who are pivotal toand accommodations which in fact are new words for what is known

the success in the inclusive model of education. However for thisas “special education”, regardless of setting. In order to attain this,to occur there is more needed. Teacher preparation for ensuring

what is needed is quality staff with recent practical and extensive

quality outcomes in education is imperative, whatever the model ofclassroom knowledge of special education in our tertiary

service delivery. If systems are committed to ensuring the successinstitutions.

of Australia’s current education reform agenda, such as the $550

pathways forward that are truly inclusive of all, by advocating formillion investment in Improving Teacher Quality National

quality teaching in course design, that is relevant to what happens inPartnership, then teacher preparation to work in inclusive

our classrooms.

These people become vital in advancing the

Are Special Education Teachers needed in 21st Century

environments needs be given the highest status and priority. To
ensure schools are given the best possible opportunity to beClassroom in Australia?

inclusive, then systemic inclusion must also be well constructed andessential. When this happens the nation will be on its way toconceived.

developing an inclusive education system, that values the entire

Most definitely, not only needed but

continuum of service needed to cater for the diversity that is SEN.

However, Loreman and Deppeler (2002) found the opposite
obtained. They suggested that teachers were less than satisfactorily
prepared to teach in inclusive classes. Equally, in 2000, Garner

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NISE Bulletin Vol. 11 March 2012

Editorial Board
TSUGE Masayoshi (Chairman)

KOBAYASHI Michiyo

MUNEKATA Tetsuya (Chief Editor)

KOIKE Masatoshi

ASAMI Hironobu

SARUTA Tomoo

INOUE Masashi

YANAGISAWA Akiko

ITO Yumi

NISE Bulletin Vol. 11
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