ISSN 0389-9012

NISE A-23

NISE Bulletin
Vol.23

August 2024

National Institute of Special Needs Education, Japan

About the NISE Bulletin
The NISE Bulletin reports on the results of the research activities, training operations, information
gathering, awareness raising, and other business and topics conducted under the auspices of NISE¹ over the
fiscal of the year.
This edition of the Bulletin constitutes the annual report for the 2023 fiscal year.
¹ The National Institute of Special Needs Education is referred to as “NISE” in this publication.

NISE Bulletin Vol. 23 August 2024

Contents
NISE’s Activities
Research Projects for FY2023

1

Research Summaries from the Final Reports of the Research Projects in 2023

12

Activity Report of Each Department / Center

13

FY2023 Topics

18

Recent Data on Education for Children with Disabilities in Japan

26

English Abstracts of the Research Papers from Bulletin of The National
Institute of Special Needs Education or “国立特別支援教育総合研究所研究紀要”, Vol. 51, 2024

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NISE’s Activities

Research Projects for FY2023
As the national center for special needs education, NISE conducts research into priority issues in education policy
for children with special needs and practical research into priority issues faced on the ground in educational institutions
on a national level, in order to contribute to developing an education system that addresses the individual educationneeds of each child with special needs.
In order for these research activities to proceed in a planned manner over the medium to long term, we haveformulated a Basic Research Plan. This Basic Research Plan is periodically revised in line with the direction of national
policy.

1. Types of Research Projects

We conduct priority issue research, disability-category-specific research, basic research activities, etc. strategicallyand systematically.
Characteristics of ResearchPriority Issue Research

Research that transcends the boundaries of disability categories and contributes to the promotion ofnational policy of education for children with disabilities or the resolution of urgent issues in thefield of education•Research on curriculums (policy contribution to the country)•Research on the enhancement of seamless support (responding to urgent issues in the field of
education)

Disability-CategorySpecific Research

Research that contributes to the resolution of urgent issues in each disability category

OthersCategories

Basic Research
Activities

Fundamental research by theme-based research units and research units responding to specialized
issues for each type of disability Basic and ongoing research activities such as annual basic surveys,
surveys and analyses that contribute to the improvement of instruction, and dissemination of theresults of these surveys and analyses

Externally Funded
Research

Studies funded by external funds such as MEXT/JSPS KAKENHI Grant

Entrusted
Research

Studies entrusted by an external organization* Apart from the above, Categories include advanced and leading-edge research, research in response to government requests, andjoint research.

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2. Research Themes FY2023
1) Research on curriculums / Priority Issue Research
Research Title

Research Team
Education

Research on Curriculum Standards for Special Needs Education

CurriculumTeam

Principal

ResearchResearcher

PeriodMAKINO
Yasumi

FY2023-2025

The course of study has been improved to ensure that the curriculum is appropriately organized according to the realities ofschools and children. On the other hand, there are lingering issues regarding the approach to subjects in special needs education
schools, which provide education to students with intellectual disabilities.
In this research, the team aims to organize issues examined during the past examination processes as well as possible issues
from the state of organization, implementation, evaluation, and improvement of curricula organized based on the current course of
study, conduct information gathering on practical examples related to these issues, and proceed with their organization andanalysis. Furthermore, for each identified issue, the team will organize the educational outcomes achieved through its realization,
as well as the various conditions necessary for implementation. Additionally, the team will clarify the relationship between theseissues and the content outlined in the course of study. Through this process, the team aims to provide the insights necessary for the
deliberation of the next revision of the course of study.
In FY 2023, the team conducted an organization of issues to be addressed in this research by collecting and organizing current
challenges based on previous research, special needs education policies, and discussions in various meetings. Among these, there
have been numerous challenges pointed out regarding the organization, implementation, evaluation, and improvement ofeducational curricula for individuals with intellectual disabilities. Therefore, the team specifically focused on collecting exemplarycases related to curriculum management in special needs education schools (for individuals with intellectual disabilities).
As a result of specific interviews conducted, it was observed that in schools where curriculum management is effectively
conducted to align with the realities of the school, the leadership of the principal ensures that the educational goals andeducational activity policies of the school are clearly defined. Additionally, it was evident that these schools comprehensively
grasp their current situation, identify challenges, and advance development of both the curriculum and research on the learningteaching process in tandem. Furthermore, as a strategy to advance curriculum management, it was noted that instead of trying toaddress all identified issues comprehensively, schools are progressing by addressing each issue individually to ensure that all staff
can participate. Additionally, specific proposals for tools to facilitate the involvement of all staff members have been made.

2) Research on the enhancement of seamless support / Priority Issue Research
Research Title

Research Team

Research on how to promote career guidance and cooperation for the

Careersmooth transition of students with disabilities to society at upper

Guidancesecondary schools

Principal

ResearchResearcher

PeriodITO Yumi

FY2021-2023

TeamThis study focused on career guidance for students with developmental disabilities in upper secondary schools, with the aimof identifying career guidance that supports a smooth transition from school to society and how to proceed with the necessary

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NISE’s Activities

cooperation in this process. Based on the findings from each survey, a guidebook was developed and disseminated for use atschool sites.
In FY2023, the team analyzed the results of surveys conducted in FY2021 and FY2022, targeting universities, companies,
special needs schools, and welfare and labor organizations, as well as surveys conducted at high schools. In addition,individual cases of career guidance were analyzed. The team organized these results and compiled them into a report ofresearch findings. Also developed a career guidance guidebook for students with disabilities based on five perspectives.

Research on enrichment of learning environment for children with various
educational needs

Learning
Opportunities
Team

INOUE
Hidekazu

FY2023-2025

For children with disabilities enrolled in elementary and lower secondary schools, there has been a situation where children
who are eligible to attend special needs education schools have been learning in mainstream classrooms with the necessary
support, including reasonable accommodation. Furthermore, according to a survey conducted by the Ministry of Education,
Culture, Sports, Science and Technology (MEXT) in 2022, it has been confirmed that there is a possibility of children
requiring special educational support being enrolled in all mainstream classrooms.
In this research, the team aims to clarify how schools are enhancing classroom management, instruction, and internal
support systems for teaching and supporting children with diverse educational needs enrolled in mainstream classrooms at thecompulsory education stage, including elementary and lower secondary schools. Additionally, the team will refer to overseas
practices to provide materials that can be utilized in future policies by national and local governments, as well as in school
settings.
In FY 2023, the team organized past notifications and reports from the Ministry of Education, Culture, Sports, Science andTechnology (MEXT), as well as previous research. The team also organized initiatives aimed at enhancing the learning ofchildren with diverse educational needs enrolled in mainstream classrooms. Additionally, the team gathered information on thepractices of school boards conducting unique initiatives across entire municipalities and schools implementing initiatives
based on recent notifications and reports from the Ministry of Education, Culture, Sports, Science and Technology (MEXT).

Research on education to nurture bearers of cohesive society, focusing on
the examination of education for understanding disabilities

Cohesive

KUBOYAMA

Society Team

Shigeki

FY2023-2025

In order to build a cohesive society, it is necessary to develop educational activities that will prepare children to be leaders insuch a society 10 or 20 years from now. This research aims to examine specific content and methods for education that fosters
understanding and respect for diversity in mainstream classrooms at elementary and lower secondary schools—in other words,
education that cultivates leaders of a cohesive society—and to offer these educational strategies to the educational field. To
achieve this, the team will focus on collecting and examining information about current disability awareness education being
conducted in mainstream classrooms at elementary and lower secondary schools. Additionally, the team will gather and examine
information on practices that promote understanding and respect for diversity in daily lessons and classroom management. Basedon this information, the team will develop a conceptual model that takes into account considerations for the educational fieldand evaluate its validity.
In FY 2023, the team visited ten schools to collect information on the actual implementation of education aimed at
cultivating leaders for a cohesive society. Additionally, the team conducted a questionnaire survey in two prefectures on
disability awareness lessons implemented by special needs education schools in elementary and lower secondary schools. The
team also carried out interview surveys at some of these special needs education schools. The research findings will becompiled into an interim report and will be presented at academic conferences and other events in the future.

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3) Disability-Category-Specific Research
Research Title

Research Team

Research on the utilization of ICT in education for children with

Physical/motor

physical/motor disabilities

disabilities
ICT Team

Principal

ResearchResearcher

PeriodYOSHIKAWATomoo

FY2023-2025

In education for children with physical/motor disabilities, initiatives have been undertaken to devise appropriate aids andsupplementary means based on the characteristics of disabilities, body movement, and the state of expression of intent.
Additionally, instruction utilizing ICT devices such as computers has been deployed. In the GIGA School Program, the utilizationof ICT devices is intended not just for considering the characteristics of disabilities but also for exploring effective ways ofutilization in relation to the development of students' qualities and abilities, as well as for enhancing teachers' instructional
capabilities. Furthermore, to work towards the independence and social participation of children with disabilities, it is important
to ensure that they can utilize the skills acquired through school education and maximize their potential to the fullest extent
possible.
Therefore, in this research, the team will focus on utilizing ICT devices in various subjects, taking into account thecharacteristics of physical/motor disabilities, to aim for the cultivation of qualities and abilities outlined in the course of study.
The team will collect information on effective teaching methods, the utilization of teaching materials and tools, and teacher
training to support these efforts. And, the team is conducting research with the aim of organizing the results, effectiveness,challenges, etc., of each initiative and providing insights that will be useful for local governments and educational institutions.
In FY 2023, the team conducted a survey targeting special needs education schools for students with physical/motor
disabilities, aiming to understand the initiatives and challenges related to the utilization of ICT in these schools. The survey
results were published as a preliminary report on the NISE website. Additionally, practical research was conducted at 12
special needs education schools, which served as research partner institutions.

3. Basic Research Activity Report
1) Theme-based research units / Basic Research Activities
Research Unit Activity

Research Unit

Research on the utilization of teaching materials, teaching aids, and support equipment (ICT
devices, etc.) focusing on the challenges posed by disabilities

ICT Unit

There has been growing interest in the utilization of ICT devices in school settings. This study aims to explore theeffective utilization of ICT devices to address the specific needs of students with disabilities or special needs.
In FY2023, we visited regular and special-needs schools to gather information on the utilization of ICT devices in
actual classroom situations. Additionally, meetings were held to exchange opinions with teachers and otherstakeholders who advocate for the utilization of ICT devices, discussing recent trends and future challenges.

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Research on teachers' expertise in career education for pupils with disabilities①

Career Unit

Organizing the expertise of teachers involved in career education for students with disabilities enrolled in elementary,lower secondary, and upper secondary schools (FY2021-FY2023)

The unit aims to organize the expertise required by teachers who are in a core position to enhance career education forstudents with disabilities, emphasizing the creation and utilization of Career Passports. In FY 2023, through discussions within
the unit based on information collected over the past two years, research meetings, and information gathering targeting schools,
the unit examined, from various perspectives the fundamental knowledge and instructional capabilities expected for supportingthe career development aimed at the independence and social participation of students with disabilities. Based on this, the unitorganized the required expertise perspectives.
②

Collection of information that contributes to improving the teaching skills of teachers involved in career education at
special needs schools (elementary through upper secondary departments) (FY2022-FY2023)

With the focus on the effective creation and utilization of Career Passports for students with disabilities, the unit aims tocollect pioneering examples that can serve as references for other schools. In FY 2023, examples of progressive Career Passportutilization of Career Passports by teachers in special needs education schools. The unit identified examples that used pictures,photographs, videos, or ICT devices as methods for recording and reviewing, tailored to the degree and characteristics ofdisabilities, as well as examples where Career Passports were utilized during practical training in the upper secondary department
or for career selection.

Information gathering on special needs education in kindergartens / Implementation of asummer seminar

Infant Unit

In order to grasp the actual situation of special needs education in kindergartens, etc., the unit established cooperative
relationships for the development of future research activities with researchers in the field of early childhood education, thekindergarten department of Special Needs Education School for Children with Autism, University of Tsukuba, the National
Association of Directors of Public Kindergartens and Childcare Centers, the Early Childhood Care and Education ResearchInstitution of the Japanese Private Kindergarten Federation, the Early Childhood Education Research Center of the National
Institute for Educational Policy Research, and others. The unit visited nurseries, certified child centers, and kindergartens
nationwide to gather information on achieving inclusive childcare.
The unit compiled and published a report on the "National Survey on Education and Care of Children with Special Needs inNurseries, Certified Childcare Centers, and Kindergartens" conducted in FY 2021. This survey was conducted with the aim ofcomprehensively clarifying the current state of special needs education for infants with disabilities, including their enrollment
status, the system of special needs education, and the awareness of those in charge. Through this, the survey aimed to provide
information to support the educational administration of national and local governments as well as the utilization of preschool
childcare facilities.
The unit held the "FY2023 Summer Seminar: Let's Think Together about Childcare for Children with Special Needs" online,
which was attended by about 300 people, including childcare providers and researchers.

Research into case studies with a view to fully providing for the learning of non-Japanesepupils with disabilities- Placing a focus on classes for special needs education in elementary and lower secondary

Non-Japanese Unit

schools During NISE's fifth medium-term objectives period (until FY2025), the Non-Japanese Unit aims to create "Considerations for
Accepting Non-Japanese Students with Disabilities (tentative title)" and training contents based on it through individual cases,

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in order to enhance the learning of non-Japanese students with disabilities.

In FY 2023, the unit analyzed and examined the "Survey on the Status of System Development for Supporting Children with
Foreign Connections Enrolled in Classes for Special Needs Education" conducted in municipalities within particularprefectures in FY 2022. The unit compiled its findings into a report. Furthermore, the unit held online workshops related to
non-Japanese students with disabilities, aiming to share insights among research partner institutions and collaborators. In
addition, the unit participated in municipal international classroom workshops and forums to gather information. Furthermore,
in FY 2023, as it marks the middle year of the research period, the unit created a "Midterm Report" and conducted a publicresearch conference online to widely present the unit’s research findings up to that point.

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2) Research units responding to specialized issues for each type of disability / Basic Research Activities
Research Unit Activity

Research Unit

Research on information gathering regarding educational practices for students withmultiple disabilities and a survey on the actual conditions of "deafblind" infants andMultiple Disabilities Unit

children with disabilities in both vision and hearing
In the education of students with multiple disabilities, particularly, accurate understanding of the actual conditions of thestudents is crucial for actual teaching. However, many teachers experience difficulty in grasping these conditions.
Furthermore, when creating individual syllabuses, it is important to establish a cycle of Plan-Do-Check-Action (PDCA) andproceed with appropriate instruction. However, especially for students with multiple disabilities, each student's disability
condition varies greatly, and there is significant imbalance in various aspects of development. Additionally, these plans are
based on initial hypotheses. For these reasons, uncertainty is further heightened. Therefore, it is crucial to evaluate thelearning situation and implement strategies to further promote improvements in instruction. In implementing this initiative, it
was recognized as an innovative approach to have homeroom teachers and other stakeholders, including external experts,
collaborate, understand the actual situation, establish instructional objectives, and consistently conduct evaluations as part ofan organized effort. Additionally, challenges were identified, such as the difficulty in inheriting the knowledge and skills
necessary for instruction among teachers.
Based on these considerations, from FY 2023 to FY 2025, through case study meetings based on video data in the
educational practice of students with multiple disabilities, the unit will focus on the interactions between teachers andstudents, carefully recording how homeroom and related teachers are promoting the growth of students, so that the recordings
can be utilized in subsequent instruction. The purpose of this initiative is to organize and compile innovative practices as well
as articulate and organize some of the knowledge and skills of teachers involved in education for children with multiple
disabilities. The plan is to carefully follow practical examples of students with multiple disabilities, describe and organize
innovative practices, and then present the insights gained from these practical examples in a way that is easily understandable
for teachers in the educational field.
The surveys conducted on the actual conditions of infants and students with deafblindness (hereinafter referred to as“deafblind children”) in special needs education schools nationwide include "Survey on the Actual Conditions of Children
with Disabilities in Both Eyes and Ears (1999)" and "Survey on the Actual Conditions of Education of Deafblind Infants andStudents in Special Needs Education Schools (FY 2017)," both conducted by NISE. The FY 2017 survey revealed trends in theactual conditions of deafblind children enrolled in special needs education schools, including their enrollment status, thenature of their disabilities, and the difficulties faced by the teachers in charge.
In FY 2023, as it marks the fifth year since the survey conducted in FY 2017, the unit conducted a survey with the aim ofunderstanding the actual situation of deafblind children, obtaining longitudinal data, and grasping the challenges that
educational institutions are currently facing as well as the measures being taken by individual schools to address them.

Examining methods for the continuation and improvement of expertise in education for thevisually impaired

Visual Impairments Unit

The aim was to enhance the expertise in education for children with visual impairments at each school by sharing initiatives
among special needs education schools (for visual impairments) nationwide. To achieve this, this fiscal year, the unit collected
and shared instructional examples that utilized ICT from each school. The unit plans to ask each school to provide examples of
ICT utilization, and to return the consolidated and organized examples to each school.
Additionally, the unit analyzed the results of the "National Survey on the Actual Conditions of Special Needs Education
Classes and Special Needs Services in Resource Rooms for Students with Low Vision at Elementary and Lower Secondary

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Schools," conducted in FY 2022. A report on the survey findings was compiled and published on the NISE website.
Based on these survey results, the unit organized the current challenges faced by special needs education schools for visual
impairments (e.g., providing specialized instruction within their own schools and enhancing support for elementary and lower
secondary schools through the function as a resource center) as well as the direction for future initiatives. To support this, theunit prepared a document summarizing the status of visually impaired students in various settings—special needs education
schools for visual impairments, classes for special needs education for students with low vision, special needs services inresource rooms for students with low vision, and mainstream classrooms, using statistical data on the number of enrolled
students, its trends over time, and the state of instructions.

Dissemination of research outcomes on learning assessment in education for children withintellectual disabilities

Intellectual Disabilities Unit

The research outcomes of the Disability-Category-Specific Research, "Research on Lesson Design and Learning Assessmentin Education for Children with Intellectual Disabilities (FY 2021 to FY 2022)," are considered to be in high demand ineducational settings. Therefore, to disseminate these research findings, activities were conducted with the aim of not only
presenting them in report form but also introducing them through online seminars and video content on the NISE website.
Regarding online seminars, sessions were held for educators in August and December, with a total of over 700 participants
attending. Furthermore, when disseminating the outcomes on the NISE website, the unit published documents for unit creationand five video contents, making them available for use in training in the educational field.
In addition, the unit examined learning assessment practices in classes for special needs education for students withintellectual disabilities, and conducted research on learning-teaching processes in these classes at elementary schools to
introduce these methods. In this research on learning-teaching processes, the unit examined the differences in unit creation
resulting from variations in the environments between special needs education schools and classes for special needs education.

"Research on Support for Students with Hearing Impairments in Elementary and Lower
Secondary Schools" and "Research on the Realities of Hearing and Support for Autistic
Children with Intellectual Disabilities" / "Longitudinal Survey of Special Needs Education

Deaf and Hard of Hearing Unit

Schools for Hearing Impairments"
This fiscal year, the unit collected examples of how special needs education schools for hearing impairments are connectingwith elementary and lower secondary schools, collaborating with them, and undertaking initiatives such as support for students
with hearing impairments and raising awareness and understanding among classmates and others.
Additionally, with the research cooperation of Special Needs Education School for Children with Autism, University ofTsukuba, the unit collected information on the process of audiometry during school health check-ups and preliminary guidance
for autistic children with intellectual disabilities enrolled in the kindergarten and elementary departments.
Furthermore, the unit analyzed the results of longitudinal surveys of special needs education schools (hearing impairments)<Survey 1: "Survey on the Actual Situation of Communication among Children/Students in Special Needs Schools (Hearing
Impairment)" and Survey 2: "Survey on the Use of Teaching Materials (Japanese Language) in Special Needs Schools(Hearing Impairment)"> and compiled a report.

Examination of the effectiveness of teaching methods, tools and materials that utilize ICT
based on the disability characteristics of children with physical/motor disabilities in subject
instruction or independence activities

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Physical/Motor Disabilities UnitNISE Bulletin Vol.23 August 2024

NISE’s Activities

With regard to children/students with physical/motor disabilities, their disabilities are becoming more severe, complex, anddiverse. It is necessary to understand their actual conditions from the viewpoint of what difficulties they have in learning or
living, and to what extent these difficulties can be alleviated by using supplementary means, including ICT, and to provide
them with appropriate instruction and support. In light of the GIGA School Program, this research collects information on theusefulness of ICT-based instructional methods, teaching materials, and teaching tools that are used based on the characteristicsof the physical/motor disabilities in the instruction of subjects and independence activities. This research then conducts casestudies to verify their usefulness.
This fiscal year, overview documents (SNAPSHOT) were created for the seven cases collected. Furthermore, a compilationof case studies was created, on 14 cases, some of which were collected up to the previous fiscal year. These have been releasedon the NISE website.

Research activities on support in elementary and lower secondary schools based on the
educational needs of students with illnesses - Utilization of the function of special needs

Health Impairments Unit

school for children with health impairment as a resource center In research targeting students with physical illnesses, the unit conducted questionnaire surveys of special needs schools forchildren with health impairments. Additionally, the unit held workshops open to the public at the Japanese Association ofSpecial Education’s voluntary symposium. Through these activities, the unit was able to grasp nationwide trends regarding the
support provided to elementary and lower secondary schools by special needs education coordinators at special needs schools
for children with health impairments.
In the research targeting students with mental illnesses, the unit completed "Co-MaMe Guide for Supporting the Educationof Children with Mental Illnesses," tailored for use in special needs education schools, based on previous research andactivities. Furthermore, based on the Co-MaMe Guide, the unit visited workshops and schools to obtain information on theutilization of the Co-MaMe Guide in elementary and lower secondary schools.
For the illness survey, the unit collaborated with the National Research Federation for the Education of the Sick and Frail(NRFESF) to conduct a survey on the illnesses of students enrolled in special needs schools for children with healthimpairments and classes for special needs education (health impairments) nationwide. By collaborating with physicians toorganize and classify the survey results, the unit was able to understand the longitudinal changes in the illnesses of thestudents.

Research on training to enhance the expertise of teachers responsible for speech andSpeech and Language Disorders

language impairment education, contributing to the promotion of a cohesive society

Unit

The Speech and Language Disorders Unit has been collaborating with language classrooms and speech and language
impairment education research groups across various regions to grasp the urgent issues faced by speech and language
impairment education in the field, gather information for formulating research implementation plans, and disseminate researchfindings to address challenges in the educational field.
In FY 2023, the Speech and Language Disorders Unit organized the expertise of teachers responsible for speech andlanguage impairment education based on previous research, literature, and other materials to consider training content that
contributes to enhancing their expertise and promoting a cohesive society. Furthermore, the unit participated in conferences ofspeech and language impairment education research groups and academic meetings, gathering information on the expertise oflanguage classroom teachers and the training situations in various regions, and exchanging opinions with those teachers. In the
coming fiscal years, the unit will continue to review the content of training programs aimed at maintaining, enhancing, andpassing on the expertise of teachers responsible for speech and language impairment education.

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A study on implementation of the independence activities(Jiritsu-Katsudou) to children with
autism enrolled in special needs classes for autism/emotional disturbance

Autism Unit

Over the course of two years from FY 2022 to FY 2023, the unit studied the instruction for children with autism that aims to
associate independence activities with each subject, etc. (hereafter referred to as "instruction for association").
In FY 2022, interviews were conducted regarding instruction for association with teachers responsible for special needs
education classes for children with autism and emotional disturbances at research partner institutions. Through these interviews,
the state of initiatives and challenges were identified. Subsequently, the process of associating the instruction of independence
activities with the instruction of various subjects was examined.
In FY 2023, the unit examined key points for considering "the instruction of independence activities for association witheach subject, etc.," based on practices using the association organization sheet that links the instruction of independence
activities with the instruction of each subject, etc. Regarding each subject, etc., the unit presented through case studies specificmeasures on appropriate collaboration for effective instruction, taking into account the instruction provided by exchange classteachers and subject teachers. The case studies were presented through posters at the FY 2023 National Institute of Special
Needs Education Seminars.

Research activities related to the nature of individual instruction and support responsive tothe unique characteristics of developmental disabilities and educational needs

Developmental Disabilities andEmotional
Disturbances Unit

Many children with developmental disabilities are enrolled in mainstream classrooms and receive special needs services inresource rooms. Special needs services in resource rooms are essential for children with developmental disabilities enrolled inmainstream classrooms. However, the teaching effectiveness can vary depending on the experience and other factors of theteachers in charge. Additionally, since children receiving special needs services in resource rooms are expected to demonstrate
their abilities in their regular classes, the coordination between special needs services in resource rooms and mainstream
classrooms is crucial. However, in cases of peripatetic instruction or attending resource rooms at other schools, it is morechallenging to coordinate with the regular classes compared to attending resource rooms within their own school.
In FY 2023, as part of this research activity, workshops were conducted for teachers responsible for "peripatetic instruction"in elementary and lower secondary schools. The workshops aimed to gather information on practical innovations, challenges,
and solutions, and some of these initiatives were shared with educational boards and teachers. Additionally, through casestudies with correctional educational institutions and medical care institutions, information was gathered on specialized
instruction and support outside the school education settings.

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4． Advanced and Leading-edge Research
Research Title

Research Team

Leading-edge research for the promotion of systematic programming
education for students with intellectual disabilities

Intellectual
Programming
Team

Principal

ResearchResearcher

PeriodORITA
Teruyoshi

FY 2023-2024

Through practical implementation at five research collaboration schools, the team examined the approach to programming
education that takes into account the disability characteristics of students with intellectual disabilities. The team organizedcurricula, teaching methods, and evaluation approaches for programming education according to the developmental and learning
stages of these students. Additionally, the team examined programming materials that are easy to use for students with intellectual
disabilities. Regarding the examination of programming materials, practical research was conducted at research collaboration
schools as a joint research with e-Craft inc. using "embot," a product developed and sold by the company. embot allows
programming learning by combining freely assembled cardboard and a programming-executing core. Through this collaboration,
progress was made in discussions on effectiveness of learning and improvements to the tools and interface.

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Research Summaries from the Final Reports of the Research Projects in 2023

Priority Issue Research

Research on How to Promote Career Guidance and Cooperation for the SmoothTransition of Students with Disabilities to Society at Upper Secondary Schools[Research period] FY2021-2023[Principal researcher] ITO Yumi
[Summary]
In reference to support for career paths after graduationfrom upper secondary schools, the “Report of the Advisory
Committee on Special Needs Education in the New Era”
(2021) highlighted that some students encounter difficulties
in their career paths. It emphasized the importance ofproviding guidance and support starting from the school stage
with a view to post-graduation, ensuring that there is ahandover of information to the student’s future places of
employment or study, and cooperating with special needs
schools and related organizations for this purpose.
Focusing on upper secondary schools, this research

conducted six surveys over three years to identify effective
career guidance for supporting the smooth transition of
students with developmental and other disabilities fromschool to society and methods for promoting the necessary
cooperation for this process. The results of the surveys
revealed that factors contributing to the challenges
encountered at places of employment or study includedifficulties in self-understanding and envisioning career
paths before graduation from upper secondary school, and the
expectations in career guidance for students with
developmental and other disabilities.

[Keywords]
upper secondary school, career guidance, developmental disabilities, cooperation with places of employment or study, support
for a smooth transition

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Activity Report of Each Department / Center
The following will introduce the main initiatives implemented by each department and center of NISE in FY 2023.

(1) Department of Policy and Planning

The Department of Policy and Planning is responsible

topic of Priority Issue Research and Disability-Category-for planning and promoting research activities conducted

Specific Research from the perspective of contributions

at NISE.

to national policy objectives and challenges in the

In FY 2023, the department mainly conducted theeducational field and making assessments internally byfollowing activities:

an evaluation committee, followed by external evaluation①

Activities aimed at promoting research

conducted by the Research Institute Management②

Activities aimed at disseminating research results

Committee comprising external experts. Furthermore, as③

Activities related to the research evaluation process

part of an evaluation-related survey, a utilization survey④

Activities for planning and coordinating research

was conducted targeting prefectural and designated city

activities for the next fiscal year

boards of education, among others, to understand theActivities related to collaboration with institutions

degree of utilization of research outcomes frominvolved in researchcompleted studies.

⑤

The activities aimed at promoting research included

The activities for planning and coordinating research

regularly holding meetings with principal researchers andactivities for FY 2024 included compiling researchother key personnel to ensure the smooth progress of each

implementation plans for each research team and unit.

research team and unit's activities, coordinating with

Furthermore, coordination with executive staff and thecooperating prefectures, and organizing research results

Finance Division was conducted to scrutinize the plans,

reporting sessions where teams and units could sharecontent, budgets, and other details of each research

their findings.

project. Additionally, regarding FY 2024, when a new

The activities aimed at disseminating research results

Priority Issue Research project titled "Research on

included publishing the NISE Research Report, which

Enhancing

provides an overview and results of all research

Disabilities" is scheduled to commence, the department

conducted at NISE, and issuing brochures summarizing

coordinated related planning.

Career

Education

forStudents

withthe research outcomes of NISE. Additionally, starting inRegarding activities related to collaboration with

FY 2023, the department began creating "Research

institutions involved in research, the main focus was on

Activity Overview Diagrams" to explain researchadvancing collaboration with boards of education andactivities. In relation to this, training sessions were also

universities. With the Kanagawa Prefectural Board ofheld to equip participants with techniques for creating

Education,easy-to-understand overview diagrams.

subcommittees, which are positioned as meetings tothedepartment

held

two

research

The activities related to the research evaluation process

promote collaboration and cooperation between the

included setting evaluation criteria for each research

Kanagawa Prefectural Board of Education and NISE, to13

NISE Bulletin Vol. 23 August 2024

NISE’s Activities
discuss ways to enhance the content of research

university under the framework of the comprehensive

cooperation.

Furthermore,ledcollaboration agreement between the university and NISE,

coordination

andHiroshima

holding the Hiroshima University and the National

thecollaboration

department
withUniversity mainly through the Hiroshima Office, West

Institute of Special Needs Education Joint Symposium.

Japan Branch of NISE, which was established within the(2) Department of Teacher Training
NISE serves as a national center for special needs

Schools" was held through a choice of online sessions

education. Based on practical research findings, NISE

only, including on-demand distribution (for a certain

provides support related to the development of leaders

period), or a combination of online sessions andand the quality improvement for teachers and others, sogroup/accommodation-based sessions.

that they will contribute to the advancement of special

Support related to quality improvement aims toneeds education policies and educational practices inenhance the qualities of a wide range of teachers,various prefectures.

including those involved in the education of children withIn training programs aimed at developing leaders,disabilities in various prefectures. Specifically, theprograms for specific disability categories are provided

program is titled “NISE Learning Lab - Special Needs

to enhance expertise and instructional skills through

Education e-Learning,” which utilizes the internet

courses and programs tailored to specific disabilities.

(accessible from personal computers, tablets, andAdditionally, the department conducts workshops andsmartphones). As of the end of FY 2023, there are 174

seminars for leaders to address urgent issues in special

lecture contents available. These contents are classified

needs education policy and the education field.

and provided under three categories: "General Special

In FY 2023, programs for specific disability categories

Needs Education," "Specialization by Disability Type,"

were conducted over a training period of 9 weeks,and "Instruction According to the Level of Learningcomprising 6 weeks of online training and 3 weeks of

Difficulties in Mainstream Classrooms." Furthermore, togroup/accommodation-based training.

cater to individual needs, training programs such as

In the workshops for leaders, discussions were held on"Becoming a Homeroom Teacher for Classes for Special"ICT Utilization in Special Needs Education," "Special

Needs Education (Intellectual Disabilities)" are also

Needs Services in Resource Rooms at Upper Secondary

available. Moreover, there are convenient features that

Schools," and "Joint Activities and Learning." A seminarcan be utilized for training at various schools, educational

was also held, titled "Seminar on Educational Practices

centers, etc.

for

Personswith

Developmental

Disabilities."

Additionally, the department has launched online

Additionally, as part of the coordinated training with theaccredited courses for teacher certification for obtaining

National Association of Special Needs Education School

special needs education school teacher licenses in the

Principals, the "Workshop for Leaders of Guidance

fields of visual impairment education and hearing

Practices in Dormitories of Special Needs Education

impairment education, contributing to the increase of the14

NISE Bulletin Vol. 23 August 2024

NISE’s Activities
licensing rate for special needs education. In FY 2023,

the first semester, followed by "Psychology, Physiology,"Curriculum and Instructional Methods" were offered inand Pathology" in the second semester.

(3) Department of Information and Support
The Department of Information and Support is working

support services in resource rooms at elementary or lower

on the fifth medium-term plan with a focus on enhancing

secondary schools and for teachers who have not had

the dissemination of information on special needs

many opportunities to learn about special needs

education, promoting understanding and awareness ofeducation; held the "Seminar promoting special needs

special needs education, providing school support ineducation" three times to promote understanding andcooperation with related organizations, and providing

awarenessconsultation and support to Japanese schools. Specificcommunities; held "NISE Seminar" to disseminate theinitiatives implemented in FY 2023 included theresults of NISE's research and share information with

dissemination of research findings through the NISE

educational institutions and other education-related

website and social media platforms and the dissemination

organizations;of information related to special needs education and

Furthermore, the department revamped and launched theinclusive

department"Portal Site for Special Needs Education Materials,"published 10 kinds of "Special Needs Education Leaflet"where information on ICT materials and tools related tomainly for teachers who are in charge for the first time of

special needs education and their utilization can be

special needs classes or instruction through special

obtained.

education.

Inaddition,

theofspecial

and

needs

supportededucation

inJapanese

local

schools.

(4) Center for Promoting Education for Persons with Developmental
Disabilities
In FY 2022 the Ministry of Education, Culture, Sports,

showing significant difficulties in learning or behavior

Science and Technology (MEXT) conducted a survey

were 8.8% in elementary and lower secondary schools,

titled "Survey on Students Requiring Special Educational

compared to 2.2% in upper secondary schools. This

Support in Mainstream Classrooms" and published theindicates a rise in the data for elementary and lower

results in December of the same year. According tosecondary schools from the previous survey conducted in

responses from elementary and lower secondary school

2012, where the estimated proportion was 6.5% for

homeroom teachers and others to the survey questions, itelementary and lower secondary schools.

was reported that the estimated proportions of students

In light of such pressing issues, the Center for
15

NISE Bulletin Vol. 23 August 2024

NISE’s Activities
Promoting Education for Persons with Developmental

Instruction and Support," "Development and Training of

Disabilities

In-School Support Systems," and "Seamless Instruction

providesthelatestinformationondevelopmental disabilities and national trends throughand Support."

websites and exhibition facilities to promote public

Furthermore, as a continued effort since FY 2022,

understanding and awareness, and offers necessary basic

the department has been holding the Seminar on

knowledge and information related to instruction and

Educational Practices for Persons with Developmental

support to teachers at kindergartens, elementary, lower

Disabilities for supervisors of school education in charge

secondary, upper secondary, and other schools. However,of training at prefectural and designated city boards of

we, at the department, believe it is necessary to consider

education and educational centers, with the aim offurther enhancing our information dissemination methods

contributing to the promotion of efforts related to humanandresource

make

improvements

so

that

more

effective

information can be provided.

development

for

the

enhancementofdevelopmental disabilities education in mainstream

In light of the results of the aforementioned survey

classrooms. Furthermore, to promote collaboration

conducted by the Ministry of Education, Culture, Sports,

between education and welfare, the department has been

Science and Technology (MEXT) as well as the "Reportundertaking projects such as jointly operating theof the Study Council on the Support for Students with

Developmental Disabilities Navi Portal with the National

Disabilities in Mainstream Classrooms" (March 13,

Rehabilitation Center for Persons with Disabilities

2023), among others, we have established a study group(Developmental Disabilities Information and Support

to advance the enhancement of information provision

Center). Due to the establishment of the Children andregarding

Families Agency in April 2023, it is necessary to promote

developmental

disabilities

educationinmainstream classrooms. That way, the department aims toefforts

improve the provision of information on developmental

developmental disabilities, including children, throughdisabilities education in mainstream classrooms. In FY

greater collaboration than ever before with the Ministry2023, building upon the considerations from FY 2022, theof Health, Labour and Welfare, the Ministry of Education,

department explored specific approaches to information

Culture, Sports, Science and Technology (MEXT), anddissemination, focusing on pillars such as "Individualized

now the Children and Families Agency.

toenhancesupportforindividuals

with(5) Center for Promoting Inclusive Education System
The Center for Promoting Inclusive Education Systeminternational trends in inclusive systems, gathering theaims to contribute to building an inclusive education

latest information of various countries, and conducting

system for the formation of a cohesive society byresearch exchange with overseas entities, and (3)engaging in the following three projects: (1) conducting

providing the Database for Supporting Development of

the "collaborative project to solve local issues" forInclusive Education System (Inclu-DB).

addressing local and school challenges towards building
aninclusiveeducationsystem,(2)(1) The objective of the collaborative project to solve

monitoring

local issues is for NISE to collaborate with municipalities
16

NISE Bulletin Vol. 23 August 2024

NISE’s Activities
on their planned projects to establish an inclusive

Education Conference" with the National Institute ofeducation system. In FY 2023, 16 municipalities

Special Education (ROK). Furthermore, the center

participated.

each

accepted visits and training sessions from overseas,municipality included efforts to raise awareness andincluding those organized by JICA (Japan International

understanding of the inclusive education system, theCooperation Agency), providing information on Japan's

development of regional support structures, and theeducational system.

The

projects

undertakenbypromotion of in-school training. The results of this(3) The Inclu-DB is publicly available with the aim ofproject were disseminated by posting the "Report on theproviding a wide range of information related to theCollaborative Project to Solve Local Issues" on the NISE

establishment of inclusive education systems. In addition

website.

to featuring 590 case studies from "practical examples of(2) In international relations, the center systematicallyreasonableaccommodation"

implementedincollected the latest trends and initiatives in otherkindergartens, elementary, lower secondary, and upper

countries related to building inclusive education systems,

secondary schools, the Inclu-DB included some newcompared and examined them with domestic data, andsections in FY 2023, including training examples

published the results as useful insights on the NISE

utilizing the database and a collection of practicalwebsite. The center facilitates exchanges with overseas

examples related to the childcare and early childhood

special needs education research institutions, e.g., jointlyeducation for children requiring medical care.

organizing the annual "Japan-ROK Special Needs

17

NISE Bulletin Vol.23 August 2024

NISE’s Activities

FY 2023 Topics①

World Autism Awareness Day 2023 Event④(co-sponsor)

Implementation of Workshop for Leaders
Involved in ICT Utilization in Special Needs
Education

Every year, April 2nd is World Autism Awareness Day,
as designated by the United Nations General Assembly.

On July 27 (Thu.) and 28 (Fri.), 2023, the "FY2023

The Japan Executive Committee, organized by related

Workshop for Leaders Involved in ICT Utilization inorganizations including NISE, held "World Autism

Special Needs Education" was held. The purpose of thisAwareness Day ONLINE 2023 - Everyone Matters:

workshop is to promote the ICT utilization in special

Individuality, Characteristics, Diversity -" with the aim ofneeds education in each community by having teachers

spreading understanding about autism.

and staff in leadership positions in ICT utilization

During this event, there was a project where the Sesame

exchange opinions on their respective efforts and issues.

Street character "Julia," who has autism, sang the song

This fiscal year, there were 82 participants (teachers and"We Belong," accompanied by the voices and images ofsupervisors of school education from elementary, lower

individuals with autism. Additionally, there was a lighting

secondary, and upper secondary schools, and special needs

ceremony for the Tokyo Tower's blue illumination.

schools) from all over Japan.
In this workshop, the participants were divided into②

Full-scale operation of the Hiroshima Office,groups (12 groups of 5 to 8 members) and held "group

West Japan Branch of NISE

discussions.” As a tool for the discussion, each group

Since FY 2023, the Hiroshima Office, West Japanutilized an online bulletin board application called Padlet.

Branch of NISE (hereinafter referred to as “Hiroshima

As a result, the discussions were visualized consistently

Office”) has been fully operational. The Hiroshima Officefrom setting common challenge topics to the overall

was established within the School of Education at

sharing on the second day of the conference.

Hiroshima University in FY 2021. Since then, it has

During the group discussions, participants utilized theorganized events such as the "FY 2021 Special Needs

demo facilities for ICT, teaching materials, etc., at NISE,

Education Promotion Seminar (Chugoku Block)" andincluding "Tomorrow's Classroom (Seminar Room forengaged in information gathering related to special needs

Practical Use of ICT)," "i-Library (Exhibition Roomeducation in Hiroshima Prefecture.

Featuring Educational Support Devices and Other

Starting this spring, two researchers and one research

Educational Materials)," "Center for Promoting Education

assistant have been stationed at the office, and they havefor Persons with Developmental Disabilities Exhibition

begun to work primarily towards enhancing special needs

Room," and the "Snoezelen Room," for observation andeducation in the western Japan area.

practical exercises. This fiscal year, participants were
given a new experience with programming teaching③

Holding of the Japan-ROK Special Needs

materials. Furthermore, regarding the utilization of ICT,

Education Conference

distinctive initiatives from boards of education, special

On Friday, May 19, 2023, the "Japan-Korea Special

needs education schools, and elementary schools wereNeeds Education Conference" was held at the National

introduced. Specific themes included the "Project for

Institute of Special Education (ROK) (for details, please

Ensuring Improved Academic Performance through ICT

refer to page 47).

in Special Needs Education Schools" (by the Special
18

NISE Bulletin Vol.23 August 2024

NISE’s Activities
Needs Education Promotion Office, Division of School

educational promotion plan, and the utilization of ICT.

Education, Aomori Prefectural Board of Education),On the day of the event, the workshop was held online.

"Initiatives Utilizing ICT at Keyaki Special Support

Professor Emeritus Ichiro Nomura from Nippon Sport

School - Learning Based on ‘Connections’” (by Saitama

Science University delivered a keynote speech on the

Prefecturalandtheme "Leisure in Dormitory Life," providing an"Utilization of ICT in Classes for Special Needs

opportunity for the participants to reflect on the nature of

Education" (by Midori Elementary School, Sumida Ward,leisure as a proactive issue for those involved with young

Tokyo).

children

KeyakiThrough

introductionsofSpecialthese

Supporthands-oninitiatives,

School),practices

participants

andgatheredandstudents. Additionally,

the AssistantSuperintendent of Dormitory at Special Needs Educationmaterials and clues to deepen their discussions.

School for Children with Autism, University of Tsukuba
gave a practical report on the theme "Dormitory Initiatives
and Practices: Teaching Autistic Children with Intellectual
Disabilities—Instruction Based on Developmental Stages
and Aiming to Be a Reassuring Person." Drawing from
specific practices undertaken in the dormitory of thespecial needs education school, the report summarized
insights about becoming a reassuring person and provided
topics for discussion in the various subcommittees.
In the subcommittee discussions, participants weredivided into 10 groups: education for children with visual

Photo 1: A scene from the workshop for leaders

impairment (3 groups), education for children withinvolved in ICT utilization in special needs education

hearing impairment (1 group), education for children withintellectual disabilities (4 groups), and education for⑤

Implementation of the Workshop for Leaders

children with physical/motor disability and education forof Guidance Practices in Dormitories ofchildren with health impairment (2 groups). They

Special Needs Education Schools

discussed the theme "Proactive Efforts and Innovations to

On Tuesday, August 22, 2023, the “FY2023 Workshop

Support a Rich Dormitory Life for the Future of

for Leaders of Guidance Practices in Dormitories ofDormitory Students." In each group, supervisors of school

Special Needs Education Schools” was held using botheducation from Aomori and Chiba prefectures, along with

online and on-demand formats.

research staff from NISE, served as facilitators, enabling

This workshop was attended by 82 dormitory

lively discussions and information exchange on initiatives

supervisors recommended by prefectural boards ofand challenges in dormitory guidance tailored to theeducation and other organizations.

characteristics of each disability type. At the end of theDuringtheprior

on-demand

distribution,

theworkshop, eight principals recommended by the National

participants received administrative explanations from the

Association of Special Needs Education School Principals

Special Needs Education Division of the Elementary andoffered valuable advice based on their extensive

Secondary Education Bureau of the Ministry of Education,

experience, bringing the workshop to a successful

Culture, Sports, Science and Technology (MEXT), on the

conclusion.

theme of "Enhancing Special Needs Education." Thepresentation covered the current status of special needs
education, recent trends considering the new basic
19

NISE Bulletin Vol.23 August 2024

NISE’s Activities

It set the theme of "Raising Awareness of Special Needs
Services in Resource Rooms" for teachers and "Instruction
Based on Independence Activities" for supervisors ofschool education.
On the first day, Mr. Hiroki Sasamori, a speciallyappointed researcher, delivered a lecture titled "Outcomes
and Challenges of Special Needs Services in Resource
Rooms at Upper Secondary Schools, and Future
Directions." Following this, a supervisor of school
education from the Gifu Prefectural Board of Education
and a teacher from a high school in Miyazaki Prefecture
presented their initiatives aligned with each theme. Based

Photo 2: Online distribution

on the presentations, Mr. Sasamori and a Senior Specialist⑥

Implementation of the Workshop for Leaders

for Special Support Education from the Ministry of

Involvedinin

Education, Culture, Sports, Science and Technology

Resource

Rooms

Secondary(MEXT) provided comments related to the workshop'sSpecial
at

Needs
Upper

Services

Schools

themes, offering an opportunity to reflect on the

The "Workshop for Leaders Involved in Special Needs

significance of special needs services in resource rooms in

Services in Resource Rooms at Upper Secondary Schools"

preparation for the research discussions. After that, boards

has been held at NISE since FY 2017, a year before theof education and teachers responsible for resource room

institutionalization of "special needs services in resource

instruction divided into 11 groups to conduct grouprooms” at upper secondary schools in FY 2018. Last fiscal

discussions using prior reports.

year, due to the impact of the COVID-19 pandemic, theOn the second day, each group held discussions based

event was held online. However, this fiscal year, it wason their respective themes and then presented and shared

held in person over two days on August 31 (Thursday) andthe outcomes of their discussions. Afterward, participants

September 1 (Friday). A total of 77 participants, including

engaged in individual work and exchanged information,

36 supervisors of school education and 41 teachersconcluding with feedback from the Senior Specialist for

responsible for special needs services in resource rooms

Special Support Education from the Ministry of Education,

at upper secondary schools, gathered at NISE from acrossCulture, Sports, Science and Technology (MEXT) on thethe country.

two-day event.

The method of holding the event was face-to-face thistime, but similar to the online format, a dedicated website
was set up to maintain learning opportunities, in otherwords, to ensure participants have the opportunity towatch administrative explanations by the Ministry of
Education, Culture, Sports, Science and Technology(MEXT), as well as research presentations on special
needs services in resource rooms via video, prior toparticipating in the workshop.
This workshop, the seventh since its inception, revisitedthe focus on instruction based on independence activities.

Photo 3: A scene from the workshop for leaders

20

NISE Bulletin Vol.23 August 2024

NISE’s Activities
involved in special needs services in resource rooms

mainstream classroom teachers, reviewing methods forat upper secondary schools

conducting training, creating indicators for teacher
development, and advancing the process of school⑦

NISE Newsletter Issue No. 200 Distributed

attendance consultation. The initiatives of each region are

The NISE Newsletter, which has been distributed sincesummarized and posted as the Community Support Report

April 2007, reached its 200th issue with the distribution

on the NISE website.

on November 1st of 2023.

○ Community Support Report⑧

Introduction of the Collaborative Project toSolve Local Issues
NISE was engaged in the "collaborative research

project on practices in local communities" from FY 2016
to FY 2020, aiming to build and promote an inclusive
education system. Since FY 2021, it has transitioned intothe "collaborative project to solve local issues," drawing
on its previous efforts and achievements, to support
projects to promote inclusive education systems plannedby prefectural and municipal boards of education.
In the "collaborative project to solve local issues,"

https://www.nise.go.jp/nc/about_nise/inclusive_cent

supervisors of school education from local education

er/regional_support_R3

boards participating in this project lead initiatives aimed
at resolving local challenges. At NISE, research staff of⑨

the Center for Promoting Inclusive Education System

The Open Day held on November 3 (national

receive consultations from their areas in charge and work

holiday),under clear autumn skies was attended by manyon advancing the projects. Additionally, project briefing

people, who were able to observe and experience various

sessions are held in April, promotion programs in August,

events.

FY 2023 Open Day

and project reporting sessions in March, providing

This year, as there were no entry restrictions in place,

opportunities for mutual sharing of progress in eachthe event was even more bustling than before the COVID-

region. Furthermore, throughout the year, NISE offers

19 pandemic.
At NISE's events for different types of disabilities,“Exchange Space,” where participants can interact withvisitors had the opportunity to learn about special needs

each other online every month.
In FY 2023, there was participation from boards ofeducation by engaging in activities such as poster

education in five prefectures, nine cities, one ward, andpresentations, learning communication through card

one town: Tochigi Prefecture, Yamanashi Prefecture,games,

Hiroshima Prefecture, Miyazaki Prefecture, Okinawa

and experiencing remote participation using robots.

Prefecture, Nagoya City, Ichinohe Town, Miyako City,

Additionally, many were able to experience Universal

Shimotsuke City, Konosu City, Yoshikawa City, Toshima

Baseball, playing on a considerably large baseball board,

Ward in Tokyo, Iida City, Inuyama City, Akune City, andand the event generated a great deal of excitement with the

Makurazaki City. The participating boards of education

support of students from Yokosuka Sogo High School,

worked on the project to resolve the specific issues in their

who participated as volunteer staff.

respective regions, such as raising awareness among
21

NISE Bulletin Vol.23 August 2024

NISE’s Activities

Photo 6: A scene from the work experience
Photo 4: A scene from Universal BaseballThrough collaboration with the Central ResearchInstitute of Electric Power Industry, NISE was able topropose the utilization of FUTTE-Me in the field of
education during the experience session. In anotherprogram, children were able to experience various
occupations. Children who use nearby after-school
daycare services made preliminary arrangements for theOpen Day by preparing items for distribution to visitors.

Photo 7: A scene from the mini-lecture

On the day of the event, they assumed staff roles anddistributed plastic bottles of green tea, "Oi Ocha,"⑩

Implementation of the FY 2023 Workshop forprovided by Ito En, Ltd., one of the sponsors, to visitors,

Leaders of Promoting Joint Activities andgaining hands-on experience in the operations and staff

Learning
The "FY 2023 Workshop for Leaders of Promoting Joint

duties of the Open Day.

Activities and Learning" was held online on Wednesday,
November 22. To enhance the inclusive education system,
this workshop aims to promote joint activities andlearning and foster understanding of disabilities in each
community through research and discussion by teachersand staff who are in a position to promote joint activities
and learning among children/students with disabilities andthose without disabilities in each prefecture. This fiscal
year, the workshop had a total of 80 participants,

Photo 5: A scene from the FUTTE-Me experiencecomprising teachers and staff from elementary, lower
secondary,andspecialneeds

educationschools

nationwide, as well as supervisors of school educationfrom boards of education and educational centers.
At this workshop, a Senior Specialist for Special
Support Education from the Ministry of Education,
Culture, Sports, Science and Technology (MEXT)
22NISE Bulletin Vol.23 August 2024

NISE’s Activities
providedadministrative

explanations.

Next,

the

capacity of 1,000 attendees. For those who couldn't

participants received presentations from various entities

register due to reaching capacity, simultaneous streamingon their initiatives: the Toshima Ward Board of Education

via YouTube was also conducted, allowing many people

in Tokyo presented on "Efforts to Enhance Joint Activities

to watch the seminar.

and Learning," Ina Special School in Nagano Prefecture

The "Practice Examples Database" of Inclu-DB

discussed "Efforts to Enhance Joint Activities andoperated by NISE has published 590 practical examples

Learning in Special Needs Education Schools," andthat can help determine what kind of basic environmental

Moritaka Lower Secondary School in Nagoya City spoke

improvements

on "Efforts to Enhance Joint Activities and Learning at

effective based on children's actual conditions. Users canMoritaka Lower Secondary School."

also download detailed documentation of these examples.

andreasonableaccommodationsareAfterwards, the participants divided into 12 groups and

NISE aims for broad utilization of Inclu-DB and

conducted group discussions based on the administrative

organized this online seminar to facilitate participants in

explanations, presentations on initiatives, and priordeepening their understanding of Inclu-DB and enable

reports submitted from each participant. After the groupthem to search for examples of cases involving children

discussions, the participants shared the details of theand students related to reasonable accommodations andgroup discussions on three themes: "Administrative issues

basic environmental improvements as well as to apply

in promoting joint activities and learning," "Promoting

these insights in training sessions in schools andjoint activities and learning between different schools

communities.

(residential school exchange, inter-school exchange,

The seminar began with an overview of Inclu-DB andetc.)," and "Promoting joint activities and learning

an explanation of how to search for practical examples in

betweenthe database, provided by NISE. Following this, Ms.

specialneeds

classesandmainstream

classrooms."

Atsumi Kitahata, a supervisor of school education at the

Finally, Mr. Hiroaki Kato, Senior Specialist for Special

Yamanashi Prefectural Education Bureau, gave a detailed

Support Education, provided overall feedback to the entire

explanation of actual teacher training utilizing Inclu-DB.

workshop, and the session was concluded.

On the day of the seminar, many participants from acrossthe country attended, including educators, government⑪

Implementation

of

FY

2023

officials, welfare professionals, guardians, and others.

Seminars

Promoting Special Needs Education

There were many questions from the participants, andIn FY 2023, the seminars promoting special needs
education

were

held

in

three

regionalthrough the question and answer session, the participants

blockswere able to deepen their understanding further.

(Chugoku/Shikoku, Hokkaido/Tohoku, and Kyushu) incooperation with boards of education, special needs⑬

Implementation of the FY 2023 Seminar on

education centers, related organizations, and universities,

Educational

Practicesforwith the aim of promoting understanding and awareness

Developmental Disabilities

Personswith

On Thursday, January 25, 2024, the "FY 2023 Seminarof special needs education in the regions (For details,

on Educational Practices for Persons with Developmental

please refer to page 38).

Disabilities" was held online.
⑫

Implementation of the FY 2023 Inclu-DB

This seminar was held for supervisors of school

Seminareducation in charge of training at prefectural and

On Friday, December 15, 2023, the Inclu-DB Seminar

designated city boards of education and education

for FY 2023 was held, with registrations exceeding thecenters. They are responsible for human resource
23

NISE Bulletin Vol.23 August 2024

NISE’s Activities
developmentofthe Ministry of Education, Culture, Sports, Science andcontributing to the promotion of efforts related toTechnology (MEXT) gave a concluding speech for thishuman resource development for the enhancement

seminar.

ofofteachers,

developmental

with

aim

in

Participants shared their feedback, such as, "The pre-mainstream classrooms. On the day of the event, many

event videos helped me understand the current situation

peoplenationwide,and challenges," "The panel discussion and initiative

including Ishikawa Prefecture, which was still reelingpresentations were very relevant to the issues we face infrom the Noto Peninsula Earthquake that occurred on New

our own prefecture and were extremely informative," andYear's Day. There were 95 connections via Zoom and 126"Even though the time for information exchange was short,connections via "YouTube".

I learned about other prefectures' practice, which I plan toparticipateddisabilities

the

from

education

prefectures

In the morning, a panel discussion was held on theuse as a reference moving forward."

theme of "Establishing an In-School Support system

In this seminar, two on-demand lectures were streamed:for Individualized Support."Three panelists from an"Expectations

educational center (Miyazaki Prefecture), a school

Developmental Disabilities in Mainstream Classrooms"(Sendai City lower secondary school resource room), and(by the National Association of Principals of Schools witha university (faculty of education for teacher training)

Special Needs Classes and Resource Rooms), andpresented the current status of their initiatives and issues"Introduction to the Developmental Disabilities Navi

from their respective standpoints, and discussed thePortal" (by the National Rehabilitation Center for Persons

prospects for future practice.

with Disabilities). Furthermore, For an absent person,

In the afternoon, Nagano Board of Education andforEnhancing

Educationforvideos of the panel discussions and practice presentations

the Tokushima education center, they announced

were made available for viewing afterward.

practice and the practice about the systemarchitecturefor

personnel

developmentally
afternoon.

disabled

training

education

in

by

⑭

the

On Sunday, March 3, 2024, the "FY 2023 NISE Seminar"

The Nagano Board of Education

Implementation of FY 2023 NISE Seminar

was held (for details, please refer to page 37).

announced the practice to strengthen nursing
education in resources room. The Tokushima⑮

education center announced the practice by the
positive

behavior

support

(PBS)

that

Acceptance of Mansfield Trainees
The "Mansfield Fellowship Program," conducted by thethey

U.S. Department of State under the Mike Mansfieldpracticed at all elementary schools and all junior

Fellowship Program Act, is implemented with thehigh schools.

cooperation of the Japanese Ministry of Foreign Affairs
heldand the National Personnel Authority. This program

information exchange sessions divided into three themes:

entails U.S. federal government employees receiving"Development of In-School Support Systems," "Seamlessapproximately one year of practical training at Japanese

Instruction and Support," and "Enhancing Individualized

government agencies, among other institutions. At NISE,

Instruction and Support." There was a lively exchange of

we hosted Ms. Nkemjika Ofodile-Carruthers, a trainee

opinions on the achievements and challenges of eachfrom the 27th term, for approximately two weeks.

Afterward,

theparticipating

municipalities

municipality's practice, incorporating content from thepanel discussions and presentations of practice.
Finally, a Senior Supervisor for Special Support
Education from the Special Needs Education Division of24

NISE Bulletin Vol.23 August 2024

NISE’s Activities

The symposium featured five panelists, including K. Vish
Viswanath, who, based on his keynote speech, discussed
topics such as data collection leading to policy andpractice, offering a deeper perspective on well-being.
Professor Antti M. Kauppinen from the University of
Helsinki discussed "equality (i.e., something that is notaffected by ethnicity, birth or upbringing, or the amountof support needed)" based on the current situation in

Photo 8: Interaction with the Mansfield trainee

Finland,⑯

exploring

variousperspectives.

Research

Hosting of the Hiroshima University and the

Director Tetsuya Munekata from NISE, stemming from

National Institute of Special Needs Education

the topic related to the construction of inclusive education

Joint Symposium

systems, discussed the importance of the sense of

On Sunday, March 24, 2024, the Hiroshima University"agency," a concept central to the topic. Mr. Joe Hironaka

and the National Institute of Special Needs Educationfrom the UNESCO Regional Office, Bangkok, Thailand,

Joint Symposium took

discussed the "Recommendation on the Ethics of Artificial

place at the International

Conference Center Hiroshima, with approximately 150

Intelligence"

participants. Prior to the symposium, a commemorative

Conference in 2021, as well as international initiatives

ceremony and lecture were held to mark the establishment

suchof the Institute for Diversity & Inclusion, Hiroshima

Toshiyuki Yasui from Eikei University of Hiroshima

University.

ceremony,

discussed technologies that enhance Subjective Well-following the remarks by Hiroshima University President

Being (SWB), along with specific examples (such as

Mitsuo Ochi, President Shinichi Nakamura of NISE

Smile Wash) and the results of comparative empiricaldelivered a speech as a guest, and Yumiko Suzuki,

experiments.

DuringthecommemorativeasadoptedUNESCO

bythe

Associated

UNESCO’s
Schools.

GeneralProfessor

Director of the Institute for Diversity & Inclusion,

The designated discussion, facilitated by Professor

Hiroshima University, provided an overview of the

Norimune Kawai from Hiroshima University, noted thatorganization's structure. Subsequently, a commemorative

the improvement of collective well-being enhances

lecture was delivered by Professor K. Vish Viswanath

individual well-being, and the panelists exchanged

from Harvard University.

opinions on what they thought was important, such as how

The symposium proceeded under the theme of

to foster relationships between people. The symposium"Building the Future of Well-Being through Diversity &provided an opportunity to reflect on well-being from

Inclusion: Towards the Formation of a Symbiotic Society

various perspectives, including health communication,

Realizing Human Happiness and Sustainable Growth."

technology, education, and more.

25

NISE Bulletin Vol.23 August 2024

Recent Data on Education for Children with Disabilities in Japan

Recent Data on Education for Children with Disabilities in Japan
Statistical data are collected as of May 1, 2021

(1) Overview of special needs education schools (criterion for establishing schools) - totals for national, public and private
institutions Number of schools

Numberestablished by department

ofNumber of children enrolled

schools
Kindergarten dept.

Elementary dept.

Lower secondary dept.

Upper secondary dept.

987

979

1,021

804

37,1191,203

49,58032,49765,355

148,635

86,816

14,121

902

(104)

133

727

721

768

566

25,266

1,085

33,76922,18747,176104,21760,048

10,265(1) Visual impairment

61

(1)

44

57

58

52

42

1,048

150

471

385

1,124

2,130

2,806

1,271

(2) Hearing impairment

84

(7)

79

77

71

57

46

1,601

870

1,561

956

1,197

4,584

4,059

1,232

(3) Intellectual disabilities

582

(73)

7

427

424

519

345

18,10851

26,871

17,881

41,62886,43142,503

5,846

118

(9)

3

111

114

106

104

3,614

14

4,176

2,330

2,655

9,175

8,564

1,605

57

(14)

-

55

54

34

29

895

-

690

635

572

1,897

2,116

311

269

(12)

30

260

258

253

238

11,853

118

15,811

10,31018,17944,41826,7683,856(1)+(3)

2

(-)

2

2

2

1

1

90

10

242

109

10

371

172

46

(1)+(5)

1

(-)

1

1

1

1

1

14

1

5

1

14

21

36

24

(2)+(3)

12

(-)

9

12

12

10

6

314

36

417

259

512

1,224

767

166

(3)+(4)

154

(8)

1

147

146

147

140

7,331

5

10,171

6,575

12,38929,14016,5232,190(3)+(5)

14

(-)

1

13

13

14

12

672

5

1,113

659

963

2,740

1,450

147

(4)+(5)

35

(3)

4

35

35

31

31

1,261

16

1,363

861

898

3,138

2,850

496

(1)+(2)+(3)

1

-

1

1

1

1

1

30

7

14

6

69

96

80

28

(1)+(4)+(5)

1

(-)

1

1

1

1

1

26

2

19

15

19

55

73

22

(2)+(3)+(4)

3

(-)

2

3

3

3

3

203

11

226

180

358

775

446

131

(3)+(4)+(5)

28

(-)

-

27

26

27

25

1,203

-

1,469

1,013

1,958

4,440

2,746

330

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

2

(-)

2

2

2

2

2

98

11

103

91

131

336

236

26

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

1

(-)

1

1

1

1

1

83

2

92

53

107

254

175

5

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

15

(1)

5

15

15

14

14

528

12

577

488

751

1,828

1,214

245

Numb

secondarer ofy dept.

classeclassessformultiple

Number

Total

Upper secondary dept.

163

schools

Lower secondary dept.

(116)

Number of

Elementary dept.

1,1７1

Type

Kindergarten dept.

with
upper

Numberofoffull-time

full-timeteachers

staffsdisabiliti
es
Total
Total of Schools forSpecific Disability only

(4) Physical/motor
disabilities(5) Health impairment
Total of Schools for two
or more Disabilities* Calculated according to School Basic Survey (Ministry of Education, Culture, Sports, Science and Technology, or MEXT).
* This table is classified by the type of disabilities that each special needs education schools specifies according to their school regulations.
* The numbers of schools in parentheses represent branch schools. They are included in the total.

26

NISE Bulletin Vol.23 August 2024

Recent Data on Education for Children with Disabilities in Japan(2) Number of special needs education schools, number of classes, number of children enrolled based on
disability categories established - totals for national, public and private institutions Number of children enrolled
Number ofschools

Number ofclasses

Visual impairment

82

Hearing impairment

Kindergarten
dept.

Elementary
dept.

Lower
secondary
dept.

Upper
secondary
dept.

2,049

170

1,515

1,055

2,024

4,764

118

2,768

945

2,946

1,709

2,023

7,623

Intellectual disabilities

814

32,601

165

46,142

29,90961,585

137,801

Physical/motor disabilities357

12,19681

13,526

7,950

9,148

30,705

Health impairment

153

7,695

8

7,590

5,203

6,559

19,360Total

Source: School Basic Survey (MEXT)* In this table, class size and enrollment are classified based on classes established in special needs education schools. The number of schools, classes andchildren enrolled were counted based on disability category respectively, so that these numbers were multi-counted if they are related to two or moredisabilities.

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

Lower secondary schools

Compulsory education
schools

Total

Number ofclassesNumber ofchildren

Number ofclassesNumber ofchildren

Number ofclassesNumber ofchildren

Number ofclassesNumber ofchildrenIntellectual disabilities

22,141(41.6%)

108,802(43.5%)

9,953(43.9%)

46,367(46.5%)

338(43.2%)

1,492(45.3%)

32,432(42.3%)

156,661(44.3%)

Physical/motor disabilities

2,295(4.3%)

3,353(1.3%)

832(3.7%)

1,134(1.1%)

32(4.1%)

52(1.6%)

3,159(4.1%)

4,539(1.3%)

Health impairment

2,026(3.8%)

3,181(1.3%)

914(4.0%)

1,487(1.5%)

28(3.6%)

38(1.2%)

2,968(3.9%)

4,706(1.3%)

Low vision

401(0.8%)

461(0.2%)

153(0.7%)

172(0.2%)

4(0.5%)

5(0.2%)

558(0.7%)

638(0.2%)

Hard of hearing

968(1.8%)

1,364(0.5%)

418(1.8%)

563(0.6%)

15(1.9%)

18(0.5%)

1,401(1.8%)

1,945(0.6%)

Speech and language
disorders538(1.0%)

1,113(0.4%)

143(0.6%)

202(0.2%)

6(0.8%)

16(0.5%)

687(0.9%)

1,331(0.4%)

Autism/ Emotional
disturbance

24,898(46.7%)

132,061(52.8%)

10,257(45.2%)

49,887(50.0%)

360(46.0%)

1,670(50.7%)

35,515(46.3%)

183,618(52.0%)

53,267250,335

22,67099,812783

3,291

76,720353,438

Total
Number of teachers incharge56,66024,858839

82,357

Number of schools
established

16,455

7,959

157

24,571

Source: School Basic Survey (MEXT)* The secondary schools are not included here. There are no special classes in those schools.

27

Recent Data on Education for Children with Disabilities in JapanNISE Bulletin Vol.23 August 2024

(4) Number of children receiving special support services in resource rooms - totals for national, public and private
institutions –【collect as of March 31, 2021】
Elementary
schools

Lower secondary
schools

Upper secondary
schools

Total

Speech and language disorders

46,389(30.0%)

774(2.8%)

12(0.7%)

47,175(25.7%)

Autism29,306(19.0%)

6,743(24.4%)

711(42.5%)

36,760(20.0%)

Emotional disturbance

19,376(12.5%)

4,908(17.8%)

270(16.2%)

24,554(13.4%)

Low vision

196(0.1%)

39(0.1%)

4(0.2%)

239(0.1%)

Hard of hearing

1,725(1.1%)

362(1.3%)

12(0.7%)

2,099(1.1%)

Learning disabilities

25,927(16.8%)

7,994(28.9%)

214(12.8%)

34,135(18.6%)

Attention deficit hyperactivity disorder

31,490(20.4%)

6,741(24.4%)

425(25.4%)

38,656(21.0%)

Physical/motor disabilities

105(0.1%)

50(0.2%)

4(0.2%)

159(0.1%)

Health impairment

45(0.0%)

38(0.1%)

19(1.1%)

102(0.1%)

154,559

27,6491,671

183,879

Disability Type

Total

Source: Survey of actual conditions of special support services in resource rooms (MEXT).
* For elementary schools, includes the first half curriculum for compulsory education schools, and for lower secondary schools, includes the second half
curriculum for compulsory education schools and the first half curriculum at secondary education schools.
* The percentage of the total is shown in parentheses.
* The number of pupils receiving instruction through partial inclusion for FY2022 will be listed in “Recent Data on Education for Children with
Disabilities in Japan (FY2023).”

28

NISE Bulletin Vol.23 August 2024

Recent Data on Education for Children with Disabilities in Japan(5)-1 Number of students enrolled at special needs education schools and in classes for special needs education totals for national, public and private institutions Kindergartens,
combined schoolingand daycare certified
child centers,
kindergarten dept. of
special needs schools

Elementary schools,
Elementary dept. ofSpecial needs
education schools

Lower secondary
schools, Lower
secondary dept. ofSpecial needs
education schools

Upper secondary
schools, Upper
secondary dept. ofSpecial needs
education schools

Total

Number ofchildren

1,745,909

6,246,268

3,277,892

3,037,863

14,307,932

Specialneeds
educationschools

1,203(0.07%)

49,580(0.79%)

32,497(0.99%)

65,355(2.15%)

148,635(1.04%)-

252,580(4.04%)

100,858(3.08%)-

353,438(2.47%)

1,203(0.07%)

302,160(4.84%)

133,355(4.07%)

65,355(2.15%)

502,073(3.51%)Classes for
special needs
education
Total(5)-2 Number of children receiving special support services in resource rooms - totals for national, public and private
institutions –【collect as of March 31, 2021】
Kindergartens,
combined schoolingand daycare certified
child centers,
kindergarten dept. of
special needs schools

Elementary schools,
Elementary dept. ofSpecial needs
education schools

Lower secondary
schools, Lower
secondary dept. ofSpecial needs
education schools

Upper secondary
schools, Upper
secondary dept. ofSpecial needs
education schools

Total

Number ofchildren

1,807,191

6,310,070

3,298,707

3,088,795

14,504,763

specialsupportservices inresourcerooms-

154,559(2.45%)

27,649(0.84%)

1,671(0.05%)

183,879(1.27%)

Source: School Basic Survey (MEXT), Survey of actual conditions of special support services in resource rooms (MEXT)* For elementary schools, includes the first half curriculum for compulsory education schools, and for lower secondary schools, includes the second half
curriculum for compulsory education schools and the first half curriculum at secondary education schools, and for upper secondary schools, includes thesecond half curriculum at secondary education schools.
* The number of pupils receiving instruction through partial inclusion for FY2021 will be listed in “Recent Data on Education for Children with Disabilities inJapan (FY2022).”(Reference) Number of school-age children not attending school
Number of Children postponed or exempted schoolingbecause of Health impairment/ Growth retardation
Number ofChildrenpostponedor
exempted
schooling
because ofotherreasons

36

Enrolled in children’s facilities/correctional
institutions

32

Multiple nationality

3,552

Others425

29

NISE Bulletin Vol.23 August 2024

Recent Data on Education for Children with Disabilities in Japan(6) Situation at special needs education schools, classes for special needs education and special support
services in resource rooms, by stage of compulsory education (Number of children, schools, and classes)
Number of children
Type

Number of schools

Elementary dept.

Lower secondary dept.

856

57

58

115

956

2,517

77

71

148

26,871

17,88144,752

427

424

851

4,176

2,330

6,506

111

114

225

690

635

1,325

55

54

109

(1)+(3)

242

109

351

2

2

4

(1)+(5)

5

1

6

1

1

2

(2)+(3)

417

259

676

12

12

24

(3)+(4)

10,171

6,575

16,746

147

146

293

(3)+(5)

1,113

659

1,772

13

13

26

(4)+(5)

1,363

861

2,224

35

35

70

(1)+(2)+(3)

14

6

20

1

1

2

(1)+(4)+(5)

19

15

34

1

1

2

(2)+(3)+(4)

226

180

406

3

3

6

(3)+(4)+(5)

1,469

1,013

2,482

27

26

53

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

103

91

194

2

2

4

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

92

53

145

1

1

2

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

577

488

1,065

15

15

30

Total

49,58032,497

82,077

987

979

1,966

(1) Visual
impairment(2) Hearing
impairment(3) Intellectual
disabilities(4) Physical/motor
disabilities(5) Healthimpairment

Elementary dept.

Lower secondary dept.

471

385

1,561

Total

Special needs education schools

30

Total

NISE Bulletin Vol.23 August 2024

Recent Data on Education for Children with Disabilities in Japan
Number of children
Type

Elementary
schoolsLower
secondaryschools

Number of classes

Compulsory
educationschoolsLower
secondaryschools

Elementary
schools

Total

Compulsory
educationschools

Total

Classes for special needs education

Intellectual
disabilities

108,80246,367

1,492

156,661

22,141

9,953

338

32,432

Physical/motor
disabilities

3,353

1,134

52

4,539

2,295

832

32

3,159

Healthimpairment

3,181

1,487

38

4,706

2,026

914

28

2,968

Low vision

461

172

5

638

401

153

4

558

Hard of hearing

1,364

563

18

1,945

968

418

15

1,401

Speech andlanguage
disorders

1,113

202

16

1,331

538

143

6

687

Autism/Emotional
disturbance

132,061

49,887

1,670

183,618

24,898

10,257360

35,515

Total

250,335

99,812

3,291

353,438

53,26722,670783

76,720Total number of children(Special needs education
schools, classes)

Elementary
school/dept. total

Lower secondary
school/dept. total

Total

302,160

133,355

435,515【collect as of March 31, 2022】
Type

Number of children

Elementary schools

Lower secondary schools

Total

Special support services in resource rooms

Speech and language disorders

46,389774

47,163Autism29,306

6,743

36,049Emotional disturbance

19,376

4,908

24,284Low vision

196

39

235

Hard of hearing

1,725

362

2,087

Learning disabilities

25,927

7,994

33,921

Attention deficit hyperactivity disorder

31,4906,741

38,231

Physical/motor disabilities

105

50

155

Health impairment

45

38

83

154,559

27,649182,208

Total
Source: School Basic Survey (MEXT)* One section is based on study by the Special Needs Education Division of MEXT.
* There are no classes for special needs education at secondary education schools.

* The number of special needs education schools and the number of students is calculated according to school basic survey (MEXT).
* The number of students enrolled in special support services in resource rooms, at elementary schools, includes the first half curriculum for compulsory
education schools and, at lower secondary schools, includes the second half curriculum for compulsory education schools and the first half curriculum forsecondary education schools.
* The number of students enrolled in special support services in resource rooms for FY2022 will be listed in “Recent Data on Education for Children with
Disabilities in Japan (FY2023).”

31

NISE Bulletin Vol.23 August 2024

Recent Data on Education for Children with Disabilities in Japan(7) 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 special needs education schools - total for national, public
and private institutions -Elementary dept.

Lower secondary dept.

Upper secondary dept.

Total

Disability Type

Total

Number ofEnrollment

Number ofEnrollment

Number ofEnrollment

Number ofEnrollment

childrenratechildrenratechildrenratechildrenrate

16,337

33.0%

9,672

29.8%

11,502

17.6%

37,511

25.4%(1) Visual impairment

241

51.2%

175

45.5%

188

16.7%

604

30.5%

(2) Hearing impairment

446

28.6%

237

24.8%

204

17.0%

887

23.9%

(3) Intellectual disabilities

5,615

20.9%

3,433

19.2%

4,262

10.2%

13,310

15.4%(4) Physical/motor
disabilities

3,737

89.5%

1,998

85.8%

2,129

80.2%

7,864

85.8%

(5) Health impairment

275

39.9%

175

27.6%

228

39.9%

678

35.7%

(1)+(3)

40

16.5%

15

13.8%

1

10.0%

56

15.5%

(1)+(5)

4

80.0%

-

0.0%

3

21.4%

7

35.0%

(2)+(3)

87

20.9%

51

19.7%

44

8.6%

182

15.3%

(3)+(4)

3,847

37.8%

2,310

35.1%

2,958

23.9%

9,115

31.3%

(3)+(5)

201

18.1%

139

21.1%

138

14.3%

478

17.5%

(4)+(5)

998

73.2%

584

67.8%

604

67.3%

2,186

70.0%

(1)+(2)+(3)

1

7.1%

4

66.7%

6

8.7%

11

12.4％

(1)+(4)+(5)19100.0%

12

80.0%

15

78.9%

46

86.8%

(2)+(3)+(4)

77

34.1%

41

22.8%

56

15.6%

174

22.8%

(3)+(4)+(5)

466

31.7%

309

30.5%

437

22.3%

1,212

27.3%

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

24

23.3%

17

18.7%

24

18.3%

65

20.0%

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

65

70.7%

38

71.7%

41

38.3%

144

57.1%

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

194

33.6%

134

27.5%

164

21.8%

492

27.1%

* Calculated according to School Basic Survey (MEXT).
* This table is classified by the type of disabilities which each special needs education schools 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
number of children in the school’.

32

NISE Bulletin Vol.23 August 2024

Recent Data on Education for Children with Disabilities in Japan(8) Trend of the enrollment rates belong to the classes for children with multiple disabilities counted by disability
categories among all children in special needs education schools - totals for national, public and private institutions –Elementary dept. & Lower secondary dept.

FY

VisualHearing

impairme

impairmentntIntellectu

Physical/

al

motor

disabilitie

disabilitiessUpper secondary dept.

Healthimpairme

Total

nt

VisualHearing

impairme

impairmentntIntellectu

Physical/

al

motor

disabilitie

disabilitiess

Healthimpairme

Total

nt

%

%

%

%

%

%

%

%

%

%

%

%

1995

35.4

15.7

37.2

71.4

31.4

43.8

8.0

6.0

13.6

51.1

30.6

18.8

2000

41.9

17.9

37.6

75.0

32.5

45.1

7.6

7.9

17.9

60.5

45.1

23.9

2001

43.3

17.4

36.7

74.9

34.1

44.6

7.9

7.3

17.1

59.5

45.0

23.2

2002

43.8

17.9

34.9

74.4

35.9

43.4

8.3

7.2

16.5

60.8

44.5

23.0

2003

42.3

17.9

34.9

74.8

37.9

43.5

8.0

8.0

16.8

60.8

44.5

23.1

2004

44.5

18.4

34.3

75.3

38.5

43.3

7.5

8.9

16.2

59.6

41.6

22.4

2005

46.4

19.4

34.3

75.4

39.5

43.1

7.7

9.5

16.5

58.1

44.2

22.4

2006

46.0

18.8

34.3

75.3

39.3

42.8

7.9

7.9

16.3

57.9

39.5

22.0

2007

47.0

19.6

35.9

66.1

44.4

42.5

8.1

8.0

17.8

46.9

39.5

22.1

2008

48.8

26.1

34.9

64.5

44.8

41.2

15.8

18.8

17.4

43.7

37.7

21.3

2009

46.5

24.9

34.5

63.8

45.5

41.2

15.6

18.3

16.8

41.8

39.1

21.0

2010

44.3

24.7

34.2

63.8

45.5

41.1

15.4

16.9

15.9

40.3

33.9

19.9

2011

45.1

24.8

33.3

61.7

43.3

40.1

16.8

15.9

15.6

37.9

31.6

19.5

2012

41.0

25.0

31.9

59.7

43.1

39.1

16.0

15.5

15.1

36.4

31.2

19.0

2013

42.2

25.7

31.1

58.0

43.8

38.2

17.2

16.3

15.1

35.7

32.1

19.0

2014

41.9

26.1

30.6

57.2

43.6

37.7

18.1

16.8

14.6

34.6

32.3

18.5

2015

41.0

26.5

30.1

56.0

43.0

37.2

19.1

17.4

14.5

34.4

31.0

18.3

2016

41.4

27.1

29.5

55.4

43.2

36.5

18.5

16.9

14.1

33.3

31.0

17.9

2017

40.6

27.8

28.9

54.0

43.4

35.9

18.7

18.0

14.1

32.2

31.1

17.8

2018

40.8

28.8

27.8

53.5

42.6

35.0

19.9

18.5

14.0

32.3

30.6

17.8

2019

38.4

28.7

26.2

52.0

41.3

33.4

20.7

18.7

13.7

32.2

30.6

17.6

2020

38.1

28.9

25.9

51.6

41.7

33.0

22.6

19.4

14.4

33.9

32.2

18.2

2021

38.1

29.0

24.8

49.9

40.0

31.8

21.5

18.5

13.6

33.3

31.4

17.6

2022

38.0

28.2

24.9

49.9

39.0

31.7

20.0

17.2

13.8

33.4

30.4

17.6

* Calculated according to School Basic Survey (MEXT).
* The ratios are calculated by the type of major disability of the child after 2007, though they were calculated by the type of school they belonged to until 2006.
Furthermore, in previous cases, case count might be doubled or more for the child with multiple disabilities.

33

Recent Data on Education for Children with Disabilities in JapanNISE Bulletin Vol.23 August 2024

(9) Situations after graduation①Situations after graduation from lower secondary department of special needs education schools orclasses for special needs education of lower secondary regular schools– totals for national, public and private institutions –【March 2022 graduates】

Number of
students
entering higher
education

Number of
students
entering
training
institutions

Total

10,289(100.0%)10,140(98.6%)

12(0.1%)(---)

1(0.01%)

Visualimpairment

136(100.0%)136(100.0%)

(---)

(---)

(---)

Hearing
impairment

340(100.0%)340(100.0%)

(---)

(---)

(---)

Intellectual
disabilities

8,088(100.0%)7,977(98.6%)

11(0.1%)(---)

1(0.01%)

Physical/motor
disabilities

1,468(100.0%)1,435(97.8%)

1(0.1%)

(---)

(---)

Healthimpairment

257(100.0%)252(98.1%)(---)

1

29,107(100.0%)27,583(94.8%)

576(2.0%)

Type

Lower
secondarydept. ofspecial needs
educationschools

Total of lower secondary schoolclasses for special needs
education

Number of
students
entering
institutions or
medicalinstitutions

Others66(0.6%)

70(0.7%)

-

(---)

(---)

-

(---)

(---)

42
(0.5%)

57(0.7%)-

21(1.4%)

11(0.7%)-

3(1.2%)

2(0.8%)

Number of students entering
Job finders, etc.

Number of
graduatestudents

Proportionofshort-term
workers(---)

206(0.7%)

742(2.5%)

Source: School Basic Survey (MEXT).
* Total of graduates who entered upper secondary school, the second-half curriculum of secondary education schools, or the regular course or special courseof the upper secondary department of special needs education schools, or a specialized training college.
* The total for educational training institutions shows students who graduated to special training schools (upper secondary curriculum), special training
schools (general curriculum), and public employment skills development facilities, etc.
* Total of job finders, etc. is the total of self-employed workers, etc., permanent workers (fixed-term and indefinite-term workers).
* The total for those who entered or started attending social welfare institutions shows child welfare institutions, institutions that support the disabled, andmedical organizations.
* Others is the sum of students helping out at home, those who entered schools overseas, those whose life path was undecided, those who were unspecified
or who passed away, etc. Other than graduates of lower secondary classes for special needs education, students who entered or started attending social
welfare institutions are also included.
* 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.
* Lower secondary school includes the second-half curriculum of compulsory education school. There are no classes for special needs education atsecondary education schools.

34

NISE Bulletin Vol.23 August 2024

Recent Data on Education for Children with Disabilities in Japan②Situations after graduation from upper secondary department of special needs education schools (regularcourse)– totals for national, public and private institutions –【March 2022 graduates】

Others48(0.2%)

12,943(61.1%)

1,122(5.3%)

25(10.8%)

1(0.4%)

84(36.2%)

26(11.2%)

34(7.7%)

132(29.9%)(---)

96(21.7%)

12(2.7%)

81(0.4%)

244(1.3%)

6,043(32.7%)

46(0.2%)

11,140(60.3%)

935(5.1%)

1,684(100.0%)47(2.8%)

25(1.5%)

84(5.0%)

1(0.1%)

1,418(84.2%)

109(6.5%)

344(100.0%)17(4.9%)

24(7.0%)

58(16.9%)(---)

205(59.6%)

40(11.6%)

Number of
graduatestudents

Number of
students
entering
training
institutions

Total

21,191(100.0%)399(1.9%)

337(1.6%)

6,342(29.9%)

Visualimpairment

232(100.0%)86(37.1%)

10(4.3%)Hearing
impairment

442(100.0%)168(38.0%)

Intellectual
disabilities

18,489(100.0%)Physical/motor
disabilities
Healthimpairment

Type

Upper
secondary dept.
of Special
needs education
schools (regularcourse)Number of
students
entering
institutions or
medicalinstitutions

Number of students entering
Job finders, etc.

Number of
students
entering
highereducation

Proportionofshort-term
workers

Source: School Basic Survey (MEXT)* Total for graduates who entered university (undergraduate), junior college (regular course), correspondence education section of a university or juniorcollege, or broadcast-based university (complete course), university or junior college (special course), upper secondary school (non-degree course), or theupper secondary department of a special needs education school (non-degree course).
* The total for educational training institutions shows students who enrolled in special training schools (upper secondary curriculum), special training
schools (general course), or public employment skills development facilities, etc.
* Total of job finders, etc. is the total of self-employed workers, etc., permanent workers (fixed-term and indefinite-term workers).
* The total for those who entered or started attending social welfare institutions shows child welfare institutions, institutions that support the disabled andmedical organizations, etc.
* Others is the sum of students helping out at home, those who entered schools overseas, those whose life path was undecided, those who were unspecified
or who passed away, etc.
* 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.

35

NISE Bulletin Vol.23 August 2024

Recent Data on Education for Children with Disabilities in Japan(10)-1 Trend of the enrollment rates in upper secondary department of special needs education schools - totals for national,
public and private institutions [As of March in each year]
Type
Total
Lower
secondary dept.
ofSpecialneeds
educatio

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017

2018

2019

2020

2021

2022

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

92.1

92.7

94.2

93.7

94.7

95.0

95.6

95.8

95.8

95.8

96.3

96.5

96.7

96.3

96.4

96.4

96.5

96.7

95.3

93.6

96.3

99.4

97.6

98.4

97.6

97.6

98.0

95.5

94.6

96.0

96.3

94.9

95.2

93.8

97.0

95.6

94.6

96.9

96.0

92.0

96.9

94.2

95.7

91.1

93.1

91.1

93.8

95.5

92.4

93.0

93.9

88.9

91.3

87.6

95.8

96.9

97.4

97.0

97.8

97.5

98.2

98.5

97.9

98.3

98.5

98.4

98.3

98.1

98.1

98.3

98.2

98.1

95.5

94.6

96.7

96.7

96.9

95.9

96.3

97.4

97.1

96.9

97.0

97.7

97.4

96.0

95.8

97.2

96.7

96.3

45.0

47.7

49.9

50.0

50.4

52.4

53.1

51.5

53.9

51.7

55.9

55.4

57.6

59.5

62.8

60.2

58.3

66.9

64.6

64.8

65.5

70.2

69.7

70.0

67.3

66.5

65.2

63.4

61.4

58.5

55.1

50.3

47.8

45.4

40.1

37.8

Visualimpairment
Hearing
impairment
Intellectual
disabilitiesnPhysical/motor

schools

disabilities
Healthimpairment

Classes for special needs
education of lower
secondary regular schools* Calculated according to School Basic Survey (MEXT)* Until 2007, aggregated by type of school (visual impairment = school for the blind, hearing impairment = school for the deaf, intellectual disability = schools for children withintellectual disabilities, physical/motor disability = school for children with physical/motor disability, health impairment = schools for children with health impairment). From
2008, aggregated according to students’ main disability.

(10)-2 Trend of the rates of the students who going to the work from the upper secondary department of special needs
education schools (regular course) - totals for national, public and private institutions [As of March in each year]
Type

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017

2018

2019

2020

2021

2022

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

20.4

20.5

22.7

23.1

24.3

23.7

23.6

24.3

25.0

27.7

28.4

28.8

29.4

30.1

31.2

32.3

32.0

30.7

30.2

11.9

17.0

14.4

12.4

15.3

19.1

21.4

16.3

10.9

13.4

17.6

16.2

15.5

11.6

16.2

13.4

7.4

8.0

11.2

31.5

34.4

32.4

35.4

42.4

35.1

33.5

34.5

32.7

37.3

36.1

38.5

39.8

43.2

39.0

49.0

38.9

32.0

29.9

23.2

23.2

25.3

25.8

27.1

26.4

26.7

27.4

28.4

30.2

31.1

31.5

32.1

32.9

34.0

34.9

34.7

33.7

32.9

6.4

6.1

7.7

7.7

11.8

11.0

9.7

12.0

10.5

7.1

6.5

5.8

5.5

5.1

6.0

5.9

6.2

4.8

5.0

13.0

10.3

15.4

18.5

16.4

12.1

11.0

12.2

14.6

18.0

17.5

14.4

16.0

15.8

19.7

18.1

20.0

16.9

16.9

Total

Visualimpairment
Hearing
impairment
Intellectual
disabilities
Physical/motor
disabilities
Healthimpairment* Calculated according to School Basic Survey (MEXT)* Until 2007, aggregated by type of school (visual impairment = school for the blind, hearing impairment = school for the deaf, intellectual disability = schools for children withintellectual disabilities, physical/motor disability = school for children with physical/motor disability, health impairment = schools for children with health impairment). From
2008, aggregated according to students’ main disability.

36Recent Data on Education for Children with Disabilities in JapanNISE Bulletin Vol.23 August 2024

(11) The status of homebound education in the upper secondary
department of special needs education schools - national, public and private
institutions –Fiscal Year

Number of schools

Number of children

2002

269

1,012

2003

266

1,038

2004

257

936

2005

249

934

2006

235

923

2007

248

929

2008

248

948

2009

244

942

2010

248

894

2011

238

931

2012

235

949

2013

238

940

2014

235

929

2015

237

857

2016

240

841

2017

234

806

2018

231

869

2019

235

822

2020

236

784

2021

231

794

2022

231

764

* Calculated according to School Basic Survey (MEXT)(12) Expenditure of school education per one child - public institution - [FY2020]
Elementary schools
FY20201,036,472 yen

Lower secondary schools

Special needs education
schools

1,197,343 yen

7,514,575 yen

Source: Survey on Local Educational Expenditures (MEXT)* School education expenditure is expenses (personnel expenses, educational activities costs, administrative expenses, building costs, etc.) spent on school
educational activities at public kindergartens, combined schooling and daycare certified child centers, elementary schools, lower secondary schools,
compulsory education schools, special needs education schools, upper secondary schools (full-day, part-time, correspondence), secondary education schools,
special training schools, each type of school and specialized training colleges.

37

NISE Bulletin Vol.23 August 2024

Summaries of the Research Papers

English Abstracts of the Research Papers from Bulletin of The National Institute of Special
Needs Education or “ 国立特別支援教育総合研究所研究紀要 ”, Vol. 51, 2024
1. MANABE Shingo (2024). Research on the Effectiveness of Training in Supporting Persons with Autism who have
Behavioral Problems, Bulletin of The National Institute of Special Needs Education, Vol. 51, pp.1-14, 2024

Research on the Effectiveness of Training in Supporting Persons with Autism
who have Behavioral Problems

MANABE Shingo
Abstract: Basic training was provided to a teacher with little experience in teaching children with autism how to deal
with behavioral problems related to intellectual disabilities and autism and consider changes in the teacher’s awarenessthrough seven months of guidance and support for a student A with autism. As a result of the teacher reorganizing theirunderstanding of the situation of student A, who has behavioral problems, conducting a functional assessment, setting
positive behavior, and formulating and implementing a support plan, a decrease in behavioral problems during and after
on-the-job learning and an increase in self-selected learning participation and appropriate behavior were confirmed.
Additionally, changes in the teacher’s awareness gained through providing support for Student A deepened theirunderstanding of Student A's characteristics and behavior problems and clearly defined “environmental adjustments,”“the timing of support,” “how to keep records,” and “sharing information in team support.”
Keywords: autism, behavior problems, teacher training, special needs schools for intellectually challenged children

2. MUNEKATA Tetsuya (2024). An Interpretation of Article 24 Education of the CRPD –As a fundamental resourcefor establishing national policies on Inclusive Education in Japan–, Bulletin of The National Institute of Special Needs
Education, Vol. 51, pp.15-31, 2024

An Interpretation of Article 24 Education of the CRPD –As a fundamental
resource for establishing national policies on Inclusive Education in Japan–
MUNEKATA Tetsuya
Abstract: The purpose of the present paper is to develop an interpretation of Article 24 of the CRPD and General
38

NISE Bulletin Vol.23 August 2024

Summaries of the Research Papers

Comment No. 4 of Article 24: Right to inclusive education. General comment No. 4 on Article 24 of the UN
Convention on the Rights of Persons with Disabilities (CRPD/C/GC/4) is the guideline of Article 24 of theConvention which was decided under the Committee on the Rights of Persons with Disabilities in 2016. The
document contains 22 cited related human rights conventions, articles, and legislations for references. The author
examined all the references as well as several other states parties’ concluding comments which have been decided by
the Committee and developed an interpretation of Article 24 of the CRPD. The author then applied the interpretation
to analyze the contents of the first concluding comments of the Committee of CRPD to the government of Japan anddiscuss the issues. The results can be referred to as a useful resource for establishing national policies on Inclusive
Education in Japan.
Keywords: CRPD, General Comment No.4, commentary(legal interpretation)

39

NISE Bulletin Vol. 23 August 2024

NISE Bulletin Vol. 23
August 2024

Published by
National Institute of Special Needs Education
5-1-1 Nobi, Yokosuka, KANAGAWA, 239-8585 JAPANURL：https://www.nise.go.jp/nc/

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