ISSN 0389-9012

NISE A-19

NISE Bulletin
Vol.19March 2020

National Institute of Special Needs Education, Japan  

  Contents

NISE’s Activities
Research Projects for FY2019

1

Research Summaries from the Final Reports of the Research Projects in 201912

Report on NISE International Symposium on Special Needs Education

14

Other Topics

15

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

21

Recent Data on Education for Children with Disabilities in Japan

25

English Abstracts of the Research Papers from Bulletin of The National
Institute of Special Needs Education or “%

”, Vol. 46, 2019!"#!"$

37  

  NISE's Activities

Research Projects for FY 2019

Cross-sectional Research
Research
Unit

Research Title

Research
LeaderResearch
PeriodComprehensive Research Related to the Development of Inclusive Education
System in Japan - Components for Promoting Inclusive Education System andAssisting Proactive Practices (COMPASS) (pilot scheme) -Inclusive Education
System TeamHOSHI Yuko

FY
2016-2020

Comprehensive Research Related to Education Curriculums on Special Needs
Education - Current conditions and issues for formulation and implementationof curriculums based on new Courses of Study -Education Curriculum
Team

YOKOKURA Hisashi

FY 2016-2020

Research on Specific Disability Categories
Research Title

Research
Unit

Research on Improving Function as a Resource Center in Education for Students
with Hearing Impairments - Community collaboration focused on infants -Deaf and Hard of Hearing
Unit

YAMAMOTOAkira

FY 2018-2020

Development of Support Kits for Teachers of Classes for Special Needs
Education for Intellectual Disabilities - Focusing on lesson designIntellectual DisabilitiesUnit

WAKUI Megumi

FY 2019-2020

Research on Class Improvement Using Community Resources for Instructionand Support of Students with Physical/Motor Disabilities in Elementary andLower Secondary School

Physical/Motor
Disabilities Unit

YOSHIKAWA TomooFY 2019-2020

Research on Instruction and Support for Lower Secondary Students with Speechand Language Disorders

Speech and Language
Disorders
Unit

NAMEKAWA
Norihiro

FY 2018-2019

Research on Effective Instruction and Support for Students with Developmental
Disabilities with a View to Connections with Society - Focusing on the best
approaches to specialized instruction in resource rooms based on thecharacteristics and developmental stages -Developmental
Disabilities andEmotional Disturbances
Unit

KAIZU Akiko

FY 2019-2020

1

Research
LeaderResearch
Period  

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Collaborative Research on Practices in Local Communities
Research
Unit

Research Title

Research
LeaderResearch
PeriodEducational
Research on Educational Consultation and Determining School for Enrollment

Consultation and

MAKINO Yasumi

FY 2018-2019

Enrollment Team

Research on Understanding and Raising Awareness of Inclusive Education

Promotion of

KUBOYAMA

SystemUnderstanding Team

ShigekiResearch on Developing Schools to Meet Various Educational Needs

School Creation TeamSAITO Yumiko

FY 2018-2019

YOKOO ShunFY 2018-2019

Research
LeaderResearch
PeriodHOSHI Yuko

FY 2018-2019

FY 2018-2019

Reasonable

Research on Reasonable Accommodation and Fundamental

Accommodation andEnvironment Establishment at Schools

Environment
Establishment Team

Entrusted Researches
Entrusted
Organization

Research Title

Yanai Tadashi
Research on Development of a Support System for Deafblind Children/Students
Foundation

Japanese Association
Investigation of the Actual Conditions of Children with Hearing Impairment at

YAMAMOTO
of Social Welfare

Nursery Facilities at Business Sites in JapanFY 2018-2019
Akira

Management2  

  NISE's Activities
Outlines of Research Projects for FY 2019

Cross-sectional ResearchComprehensive Research Related to the Development of Inclusive Education System
in Japan

Research unit: Inclusive Education System Team

inclusive education system structures at schools and kindergartens,

Research Leader: HOSHI Yuko

and the issues related to them, and to create COMPASS as a point

Researchers:of view from which to obtain insight into subsequent initiatives.

YANAGISAWA Akiko(Sub-leader), KANEKO Takeshi, IKOMA
Yoshio,NAMEKAWA

Norihiro,

HIROSHIMA

COMPASS is an acronym of Components for Promoting

Shinichi,Inclusive Education System and Assisting Proactive Practices.
In FY 2018 and FY 2019, with the cooperation of schools and

NISHIMURA Takahiro

kindergartens in various regions in Shizuoka Prefecture, Funabashi

Research period: FY2016-2020

City, and Yokohama City, we revised the pilot scheme of
COMPASS to reflect various actual circumstances, and by

Abstract:
Amid the ratification of treaties related to the rights of theaccumulating case studies of its actual implementation at schools

disabled and enactment of laws to end discrimination based on

and kindergartens, we aim to propose examples of practical

disability, the construction of an inclusive education system is anapplication of the pilot scheme of COMPASS that are based on

important national policy issue. For that reason, at NISE, from FY

actual circumstances at schools and kindergartens. Furthermore,2016 to 2020, we are carrying out Comprehensive Research

we will continuously gather information from overseas related toRelated to the Development of the Inclusive Education System ininclusive education system initiatives and indicators, and otherJapan. Specifically, we aim to ascertain the current state ofguides to gauge its implementation status.

Cross-sectional ResearchComprehensive Research Related to Education Curriculums on Special Needs
Education
Research unit: Education Curriculum Teamelementary and lower secondary departments of special needs

Research Leader: YOKOKURA Hisashi

schools were released in April that year, and in March 2018, theResearchers:

national curriculum guidelines (hereinafter referred to as “newWAKABAYASHI

Kazusa(Sub-leader),KITAGAWA Takaaki

national curriculum guidelines”) for high schools were released.

(Sub-leader), UNO Kounosuke, YOSHIKAWA Tomoo, INOUE

After the transition period ends in 2020 school year, the curriculum

Hidekazu, KAIZU Akiko, KAMIYAMA Tsutomu

will be fully implemented in elementary schools and elementary

Research period: FY2016-2020

departments of special needs schools based on the guidelines(implementation is planned for 2021 for junior high schools, lower
secondary departments of special needs schools and 2022 for highAbstract:
In March 2017, the national curriculum guidelines forschools, upper secondary departments of special needs schools).

elementary and lower secondary schools were released. Those for3  

  NISE's Activities
The following issues have been raised for the smooth9) Is learning in a variety of venues being enhanced?

implementation of the new national curriculum guidelines (Central

10) Is education for understanding people with disabilities, joint

Council for Education, 2016):

activities and learning being promoted?

1) Is the curriculum for students with visual impairment based11) Are various modern issues being addressed?

on the revised content for each subject in elementary school?

To resolve these issues, we conducted this study while

2) Is the curriculum for students with intellectual disabilities

developing a research system in coordination with the related

being properly implemented?

organizations. We aimed to understand the resources assigned for3) Is the content for activities to promote independence being

training, skills instruction, and support needed for learning byimproved and enhanced?

individual students based on the curriculum organized andimplemented according to the new national curriculum guidelines.

4) Is the curriculum for students with multiple disabilities being
properly implemented?

In order to share the insights gained from this study via

5) Is subjective and interactive deep learning being realized inacademic conferences, research institute seminars, and otherview of the disability state and other factors?

methods, we are analyzing the survey carried out in the research6) Is career education being enhanced?

theme (cross-sectional research) of 2018, Comprehensive Research7) Are specialized courses and specialties being improved?

Related to Education Curriculums on Special Needs Education.

8) Is continuity being developed among kindergartens,
elementary, junior high, and high schools and special needs
schools?

Research on Specific Disability Categories

Research on Improving Function as a Resource Center in Education for Students
with Hearing Impairments- Community collaboration focused on infants Research unit: Deaf and Hard of Hearing Unit

organizations and medical care, welfare, and health care

Research Leader: YAMAMOTO Akira

institutions, we clarify the role that each municipality and special

Researchers:

needs school (for the hearing impaired) has played so far in infant

UNO Kounosuke(Sub-leader), YOKOKURA Hisashi

education counseling at special needs schools (for the hearing

Research period: FY2018-2020

impaired).
Based on that information, we will contribute to future national
policies relating to early-stage educational counseling and

Abstract:
In this study, we determine the current state of the organizational

construction of support systems by creating and distributing a

structure related to educational counseling for infants at special

leaflet that shows the role that special needs schools (for theneeds schools (for the hearing impaired) throughout Japan, and thehearing impaired) play in the community in relation to the earlystatus of initiatives for support and instruction. We also ascertain

detection of hearing impairment and its therapeutic care andthe process from the detection of hearing impairment to the start ofeducation, along with examples from schools, municipalities, andtherapeutic care and education in a sample community. Also, by

other bodies.

ascertaining the state of collaboration between educational4  

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Research on Specific Disability Categories

Development of Support Kits for Teachers of Classes for Special Needs Education
for Intellectual Disabilities - Focusing on lesson design
Research unit: Intellectual Disabilities Unit

many special needs education teachers have less than three years of

Research Leader: WAKUI Megumi

experience (The National Institute of Special Education, 2014).
Accordingly, this study develops a Support Kit of materials andResearchers:
MURAI Keitaro(Sub-leader), YOKOO Shun, SAKAMOTO

tools to support increased expertise, particularly among teachers of

Masayuki, KAMIYAMA Tsutomu, HIRANUMA Motoshi

classes for special needs education for the intellectually disabled,

Research period: FY2019-2020

where experience in special needs education is low. Specifically,
while giving easy-to-understand guidance on the creation ofindividual teaching plans and the reorganization of the curriculum,

Abstract:
Teachers of classes for special needs education for the

integrating learning assessment, and the setting of teachingintellectually disabled are being asked to compose a curriculum

objectives for each lesson and teaching unit, we aim to develop,that responds to the actual conditions of students and that takes into

mainly in Japanese and math, teaching materials and tools thatconsideration the national curriculum guidelines for elementary

support the creation of lessons that meet students’ individual needs

and lower secondary schools and those for special needs schools

and circumstances. We envisage the Support Kit being used by afor the intellectually disabled. Also, because they need to create

team, such as special needs education support assistants, core andlessons and individual teaching plans that meet the diverse realveteran staff, and management, and anticipate that it will contributeneeds of students, such as their number, year level, and theto greater expertise among teachers involved in the education of

conditions of their intellectual disabilities, extensive expertise is

the intellectually disabled. Consequently, it is very sociallybeing sought. However, the percentage of teachers who hold asignificant.

certificate, such as for teaching at special needs schools, is low, andResearch on Specific Disability Categories

Research on Class Improvement Using Community Resources for Instruction andSupport of Students with Physical/Motor Disabilities in Elementary and Lower
Secondary School
Research unit: Physical/Motor Disabilities Unit

collaboration with the related fields of healthcare, medical care,

Research Leader: YOSHIKAWA Tomoo

welfare, and labor, is particularly important. To facilitate abundantResearchers:

learning by children with physical/motor disabilities, as well as a

KITAGAWA Takaaki (Sub-leader), IKOMA Yoshio, SUGIURA

system within schools that includes the joint activities and learning

Toru

that is carried out by many elementary and lower secondary

Research period: FY2019-2020

schools, it is important to improve lessons to take into
consideration support and advice from community resources, such

Abstract:

as resource center functions at special needs schools and

For teaching in the diverse learning environments of children withtherapeutic care and education facilities, which many children

physical/motor disabilities, consistent support from before entering

utilize before entering school.

school through graduation that maintains a perspective of

Due to this, in this study, which includes how individualized5  

  NISE's Activities
education support plans and individualized teaching plans should

disabled students at individual schools and boards of education by

be utilized, we give advice on how to improve lessons to utilize

considering written questionnaires and actual case studies, andcommunity resources for the teaching and support of physicallythereby contribute to enriching future initiatives at schools.

Research on Specific Disability Categories

Research on Instruction and Support for Lower Secondary Students with Speechand Language Disorders
Research unit: Speech and Language Disorders Unithigh school levels. In this study, we examine teaching content andResearch Leader: NAMEKAWA Norihiro

methods used for junior high school students with speech andResearchers:

language disorders. By carrying out a national survey and

KUBOYAMA Shigeki(Sub-leader), MAKINO Yasumi

interviews with junior high school students who have speech andResearch period: FY2018-2019

language disorders, we clarify the current situation and issues. We
also carried out case studies with primary school and junior highschool language classrooms attended by junior high school

Abstract:
In education for speech and language disorders, it has been 26

students with speech and language disorders, and clarify andyears since special support services in resource rooms wereconsider the system, content, and teaching methods used for such

systematized in 1993, and the teaching system at the elementary

students. The results of the study will contribute to future policies

school level has improved. However, issues remain with thefor enhanced education for speech and language disorders at thesystem, content, and teaching methods used at the junior high andjunior high and high school levels.

Research on Specific Disability Categories

Research on Effective Instruction and Support for Students with Developmental
Disabilities with a View to Connections with Society- Focusing on the best approaches to specialized instruction in resource rooms
based on the characteristics and developmental stages Research unit: Developmental Disabilities and Emotional
Disturbances Unit

Abstract:

Research Leader: KAIZU Akiko

Through appropriate understanding and support, many

Researchers:

children

ITO Yumi (Sub-leader), INOUE Hidekazu, TAMAKI Munehisa,

characteristics of their disability, can adapt to daily life. However,

ENOMOTO Yoko, SASAMORI Hiroki, HIROSHIMA Shinici,

some children are unable to receive appropriate understanding and

WAKABAYASHI

support and develop secondary impairments. In this research,

Kazusa,TAKEMURA

Yoko,

ATSUMIwithdevelopmental

disabilities,

even

with

the

Yoshikata(Special-Appointment Researcher)focused on the prevention of secondary impairments, we analyze

Research period: FY2019-2020

and clarify the current situation, including environmental aspects,6  

  of the actual state of the various difficulties that students withguidance that is particularly effective forchildren with

developmental disabilities face in adapting, and the risk factors anddevelopmental disabilities - special needs services in resource

care factors involved, through cooperating with and gathering

rooms. Specifically, as we consider the most effective ways toinformation from related institutions in different fields. We also

instruct and support children with developmental disabilities, weconsider what kind of assistance is needed to support students’

look at activities to promote independence that are regarded as

personal qualities and abilities, and how best to put that into

being worthy of reference when formulating special curricula forpractice at school and elsewhere, while we focus on one area of

instruction via special needs services in resource rooms.

NISE's Activities7  

  NISE's Activities

Collaborative Research on Practices in Local Communities

Research on Educational Counseling and Determining School Enrollment
Research unit: Educational Counseling and Enrollment Teamvarious municipalities regarding educational counseling about

Research Leader: MAKINO Yasumi

entering school and the process of determining school enrollment,

Researchers:

as well as emerging issues, initiatives, and adjustments following

LEE Heebok (Sub-leader), TSUCHIYA Tadayuki, SAKAI Naoki,

the above partial revision of the enforcement ordinance. In addition

DOI Kouki

to clarifying the current state and issues in providing information

Researcher of Collaborative Research on Practices in Local

to children and their guardians, consensus building, collaboration

Communities:

among schools, and flexible reconsideration after determining

UCHIDA Junichi, AOKI Takayo, SAITO Nanami, KATO Atsushi,

school enrollment, this study also clarifies the expertise and

MIYASAKA Tadashi

policies for handling and solving issues related to determining

Research period: FY 2018-2019

school enrollment, points of concern in the various processes
related to determining school enrollment, and initiatives thatprovide reference.

Abstract:

We also gain understanding toward solving issues related to

As the partial revisions of the enforcement ordinance for School
Education Law in 2013, the mechanism for determining school

determining

schoolenrollment for children with disabilities has changed as follows.

clarification from perspectives such as issues related to

Board of Education of cities, towns, and villages determine which

determining

is most suitable among schools taking into consideration the status

cooperation communities are looking at, such as maintenance ofof disability of each individual child, the details of the educational

the structure of educational counseling related to enrollment, how

support required. It is also necessary that the board of education

to share information and provide notifications related tocarry out hearing with guardians and experts, and in particular theeducational counseling on enrollment with guardians andopinions of the child and its guardians shall be respected as much

institutions, collaboration between education and welfare on

as possible.

initiatives for determining school enrollment, and the unification ofschoolenrollment
enrollment

throughthatconsideration
designatedandresearchrequired information.

In this study, we gather and consider information, including
various

We will share these results with various municipalities andmunicipalities, questionnaires and interviews with guardians, andcontribute to enhancing initiatives related to determining school

consultations with associated people about the actual situation at

enrollment and educational counseling.

relateddocuments

andliterature,site

visitstoCollaborative Research on Practices in Local Communities

Research on Understanding and Raising Awareness of Inclusive Education System
Research unit: Promotion of Understanding TeamYOSHIE Yukari, KIJIMA Kunihiko, KOGAWA Kazuhito,

Research Leader: KUBOYAMA Shigeki

SUZUKI Miho, KATSUYAMA Mamoru

Researchers:

Research period: FY 2018-2019

ITO Yumi(Sub-leader), SAKAMOTO Masayuki, TAKEMURA
Yoko, TAMAKI Munehisa, HIRANUMA Motoshi, FUJITA

Abstract:

Masashi, YAMAMOTO Akira

To promote the formation of an inclusive society andResearcher of Collaborative Research on Practices in Local

development of an inclusive education system, it is essential that

Communities:

all school teachers, students, parents, and communities understand

KOUSAKA Masato,MIYOSHI Tatsumasa, OOTA Kazunari,

the system. In this study, we collaborated with eight prefectural8  

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cities in FY 2018 and with seven in FY 2019, and carried out

recommend how teachers and schools can explain the concepts ofwritten questionnaires concerning the actions and awareness ofan inclusive society and an inclusive education system to students,

teachers, field surveys on initiatives at schools, etc. We will

guardians, and the community. The results of this study have been

consider and define the concept of teachers who fully understandreported at the community practical research forum and thethe purpose and significance of special needs education and theJapanese Association of Special Education, and other gatherings, toconcept of schools where all teachers are such teachers and thedisseminate them to theschools can take an organizational response. We will also clarify

communities, and to schools and educational administrations

what type of in-school training and other efforts are made tonationwide so they can be implemented.

specified researchcollaboration

cultivate these types of teachers and schools. Furthermore, we will

Collaborative Research on Practices in Local Communities

Research on Developing Schools to Meet Various Educational Needs
Research unit: School Creation Teamto play more expanding roles.

Research Leader: SAITO YumikoThis study clarifies the current state and issues for developing

Researchers:

schools in communities and organizes the approaches for

OZAWA Michimasa(Sub-leader), MURAI Keitaro, FUJITA

developing schools that can respond to diverse educational needs

Masashiin compliance with Japanese educational policies by referring to

Researcher of Collaborative Research on Practices in Local

Innovation Configurations (IC) and Multi-Tiered System ofCommunities:

Supports (MTSS), which are incorporated into the educational

OISHI Eri, KOIZUMI Takako

policies of the United States and other countries and examines

Research period: FY 2018-2019

processes and policies for their implementation. We propose a“School Development Design Map” (draft plan) for thisdevelopment perspective and the process for promoting these

Abstract:

schools, while referring to examples in Japan of unique schools

There is a growing need to develop schools capable of meetingthat are being developed.

the diverse educational needs of enrolled students in kindergarten
and elementary, junior high, and high schools. The 2015 guidelines

This study targets students who receive special needs education,of the Central Council for Education in the Ministry of Education,

but we are examining the inclusion of students who have

Culture, Sports, Science and Technology entitled “How Schools

educational needs for learning or social difficulties other thanShould Function as a Team and Future Policies for Improvement”

disabilities. We hope that “School Development Design Map”

explained the complexity and diversity of issues that schools face,(draft proposal) supports for developing schools capable ofincluding bullying and absenteeism and measures for enhancing

meeting diverse educational needs, improving the capacities of

special needs education, and mentioned that schools are expectedindividual teachers and the entire school team.

Collaborative Research on Practices in Local Communities

Research on Reasonable Accommodation and Fundamental Environment
Establishment at Schools
Research unit: Reasonable Accommodation and Environment

Communities:

Establishment TeamWATANABE Naoki, HIROSE Koichi

Research Leader: YOKOO Shun

Research period: FY 2018-2019

Researchers:
SUGIURA Toru(Sub-leader), WAKUI Megumi, AOKI Takamitsu

Abstract:
In an inclusive education system, along with enriching the

Researcher of Collaborative Research on Practices in Local

9  

  NISE's Activities
system of special needs education within schools, it is important to

To accomplish this, we explore the need to deepen

deepen teachers’ understanding of the difficulties that each childunderstandingof

reasonableaccommodations

and

basic

faces.

environmental improvement at elementary and lower secondary

This study aims to consider together with communities involved

schools, clarify how reasonable accommodations and basicin the research planning what knowledge is useful for improving

environmental improvement can be explained, and by examining

the expertise needed to provide reasonable accommodations to

topics such as how to utilize the inclusive education system

improve and overcome each child’s living and learning difficulties,

development assistance database of the National Institute of

and what kinds of policies can enrich the establishment of aSpecial Needs Education, consider methods for alleviating issues

fundamental

related to enriching basic environmental improvement in theenvironment

forprovidingreasonableaccommodations.

community.

Entrusted Research

Research on Development of a Support System for Deafblind Children/Students
Entrusted Organization: Yanai Tadashi Foundationof such a system could be predicted to be extremely high due to

Research Leader: HOSHI Yuko

daily inquiries, requests for meetings with the students’ families,

Research period: FY 2018-2019

and other issues.

Abstract:

locally) and seminars relevant to deafblind students  daily

This research aims to conduct teacher training (at NISE and
Deafblind disabilities that affect both sight and hearing are rare

rehabilitation and education, pursuing higher-quality educational

and take a variety of forms. Cases of such disabilities are scatteredpractices and practical study of comprehensive support programs

throughout Japan. Moreover, teachers responsible for deafblindfor deafblind students. This research should contribute to thestudents must be highly skilled experts with expertise in how toestablishment of support systems for deafblind students who do notmake accommodations for communication and information

have such systems due to their affliction’s rarity, diversity, anddisabilities stemming from deafblindness. Thus, a national training

scattered nature.

system is required for the training of such teachers, and the needs

Entrusted Research

Investigation of the Actual Conditions of Children with Hearing Impairment at
Nursery Facilities at Business Sites in Japan
Entrusted Organization: Japan Associationof Childcare

In this study, with the support of the Japanese Association ofProviders

Jigyosho-nai

Social Welfare Management (formerly known as the Japan

withinBusinesses(Jihoren:Nihon

Hoikudantai Rengokai)

Association of Childcare Providers within Businesses), we

Research Leader: YAMAMOTO Akira

conducted a survey of the actual situation of children with hearing

Research period: FY 2019

impairments at nursery facilities within businesses in Japan. This
study examined the number of children with hearing impairment incompany-run childcare facilities and the actual support provided. It

Abstract:10  

  NISE's Activities
also clarified issues, and created materials for examining futureThis study presents the results of a survey to which 435 childcare

collaboration with educational institutions for the hearing

facilities within businesses responded, out of a total of 1,017 (aimpaired.

recovery rate of 42.8%), which were taken from the Child-rearing

The survey also covers students with disabilities other than hearing

Association’s

impairment and students suspected of having disabilities.

Company-run Childcare Providers” (as of March 31, 2018).

11

(Jido

IkuseiKyokai)“Listof

Subsidized  

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Research Summaries from the Final Reports of the Research Projects in 2019

H30-01 (Cross-sectional Research)

Research on Instruction for Students with Multiple Disabilities Including Visual
Impairment- Focusing Especially on Instruction in Schools for Special Needs Education (Visual
Impairment) -[Research period] FY2017-2018

Thus, it is necessary to fully identify the actual status of their use[Principal researcher] KANEKO Takeshi

of vision and tactile sense.

[Summary]

From this standpoint, a national survey and collection of

The ratio of infants and children with multiple disabilities

instruction examples at special needs schools for visual impairment

present in special needs schools for visual impairment has been on

were conducted to examine the method used to identify the actual

the rise in recent years. Accordingly, the workload at these schools

status of their use of vision/tactile sense, the instruction content,

has gravitated toward such children with multiple disabilities.

and instruction methods used for infants and children with multiple

Here, the importance of the education for visually impaired

disabilities at these special needs schools. This research is

students lies in ensuring the use of their still available vision andpresented to show the results of the national survey and instruction

the use of their tactile sense when vision is lost or partially lost.

examples for such children at these special needs schools.

This applies not only to infants and children with a single disorder[Keywords]of vision impairment, but also to those with multiple disabilities

Visual impairment, multiple disabilities, use of vision, use of tactile

accompanying visual impairment.

sense, special needs school for visual impairment

H30-02 (Cross-sectional Research)

Research on educational support and accommodations for students with mental
disorders and psychosomatic diseases[Research period] FY2017-2018

mental disorders, which include secondary disorders such as[Principal researcher] TSUCHIYA Tadayuki

development disorders, and behavioral and adaptational difficulties[Summary]such as school absenteeism. As such, educational assistance isSpecial needs schools/classes responsible for educating children

required not only in special needs schools, but also inwith health impairments mostly deal with mental conditions andprimary/middle schools and high schools. Based on such

psychosomatic diseases, which are the most predominant diseases

educational needs, a preliminary study was conducted in fiscal

among them. However, there are no guidelines for providing

2016 targeting teachers at special needs schools (for healtheducational assistance and care for children with these diseases.

impairment) attended by many children with mental conditions andMental conditions and psychosomatic diseases are also called

psychosomatic diseases, with the aim of clarifying educational12  

  NISE's Activities
needs consisting of 40 items in 6 areas. This research consolidated

reach a common understanding of the direction of assistance before

written information on specific assistance/care gathered fromproceeding to provide assistance/care, and facilitated discussions

teachers at special needs schools (for health impairment), and thewith the healthcare and welfare sectors and among teachers indata obtained were sorted and analyzed. As a result, we were able

regular classes at primary/high schools. This clear understanding of

to come up with “Continuous Multiphase and Multistage

the actual conditions is deemed helpful for teachers in addressing

educational support” (hereinafter, Co-MaMe), a new method forchildren with adaptational and behavioral difficulties, including

providing support that customizes assistance/care according to 40

school absenteeism, in an educational setting.

educational needs and 3 stages of disease (acceptance stage, trial[Keywords]

stage, and stable stage). The actual conditions of and assistance

Educational needs, assessment, method of assistance, mental

provided for children were “visualized” with the use of andisorder, secondary disorders of development disorders, school“assessment sheet” and “assistance/care chart” prepared based on

absenteeism

educational needs and Co-MaMe. This enabled multiple teachers to13  

  NISE's Activities

Report on International Symposium on Special Needs Education

The Fifth NISE International Symposium on Special Needs

techniques for enriching educational practices for the various

Education was held on Saturday, January 25, 2020, at Hitotsubashi

children who need support at elementary and lower secondaryHall, in Tokyo’s Chiyoda Ward. About 350 people participated inschools, etc.

the symposium, including teachers of kindergartens, elementary
schools, lower and upper secondary schools, universities andschools for special needs education, as well as people fromeducational, welfare, and administrative organizations.
Under this year’s theme of “Initiatives to quickly help children
when they stumble in their learning – an outlook based on
educational practices in Finland,” Associate Professor Aya
Watanabe, from Tsuda University, presented on the topic ofFinland’s education system and its present condition, while making
comparisons with Japan. A NISE researcher reported the results ofa Finland field study carried out in 2019. The speech explained
how the national curriculum was put together by Pirjo Koivula for
the Finnish government, then revised in 2014, and how teaching

Picture2: scene of discussion

and support of children with disabilities and of children who arehaving trouble learning is actually carried out in Finland, based on

In addition, before the symposium, regarding trends concerning

the national curriculum in place from 2016.

inclusive education system in other countries, a researcher from
our institute reported on a pamphlet that contains the contents ofsurveys of Finland, South Korea, U.S.A, U.K., Australia, andSweden.
Many participants told us their thoughts on the symposium:-“My field of vision has widened greatly. At the sametime, there were many things that connected with our everyday
experience, which encouraged me.”-

“I felt envious of the solid training of support assistantsin Finland and their generous allocation.”-“There was a speech called ‘Finland is very flexible,’but I wondered whether such flexibility can be created in the “unitlearning” (small-group study) at the special needs education school
where I work.”

Picture1: scene of reporting from NISE researcher

In the discussion, teacher Tomoko Horikawa , from the Kanuma

The symposium was an opportunity to learn things such as,

Municipal Minami Elementary School in Tochigi Prefecture, talked

regardless of the existence of a disability, it is important to create aabout having put into practice morning study suited to the needs ofsystem that can respond flexibly when it is realized that a child iseach individual. After that, based on a report on educational

having trouble learning, and to create lessons that communicate apractices in Japan, a speech and the provision of some topics,

depth of learning and that draw out the potential of each child.

participants contributed to discussion that included issues and14  

  NISE's Activities

Other Topics

World Autism Awareness Day 2019 in JapanOn Saturday, April 6th, the World Autism Awareness Day 2019from Sesame Street were there, and the video showed them

Symposium was held at the Japan National Council of Social

participating in the event lit up with the blue heart. The symposium

Welfare, Nadao Hall (Tokyo). This years theme was Peoplecame to an end in warm atmosphere, with a stream of messages

shining up with great talents and lighting up the world. The

from autistic people around the country.

symposium welcomed 327 participants. Three themes were planned
for this year. The first theme was “People lighting up

communities”; opinions were exchanged regarding cities’ support

World Autism Awareness Day in Japan Official Website
http://www.worldautismawarenessday.jp/

systems and the proactive involvement of businesses. In the second
theme titled, “People shining up with great talents and lighting up
the world on TV”; opinions were exchanged on the possibilities ofusing mass media, specifically television, as a tool to develop
understanding and awareness of autism. In the third theme titled,“People shining up with great talent and lighting up our daily
lives”; the scenes of people with autism sharing joy of growing
together with their families were introduced.
At the venue, works by those with autism and messages rooting forthem were displayed. During the lunch break, a video from thePicture1: World Autism Awareness Day 2019 Symposium

Tokyo Tower Awareness Event was played. This year, characters

Workshop for Leaders Involved in Teaching Resource Rooms at High Schools
The FY 2019 Workshop for Leaders Involved in Teachingplace?” and “Why is it necessary to give students credits for

Resource Rooms at High Schools was held for two days from May

independence activities?” to practical topics such as “What are

7 to 8. The workshop was attended by 111 teachers working at

some creative ways to provide support for students who need it?”schools across the country. Participants brought up issues related to

While listening to the discussions held by the groups on theseproviding special needs services in resource rooms at high schools

topics, it came to our attention that different groups had brought up

in different regions, and held discussions to resolve such issues.

some of the same points. Various questions regarding how theThe workshop was mainly consisted of “group discussions.”

coordination should be in special needs education were raised,Participants were split up into 14 groups, and actively discussed

such as “How should we go about team teaching?” “How can wewith an aim of enriching special needs services in resource rooms

provide opportunities for teachers other than those in charge ofin their regions. Various topics were raised, ranging from thosespecial needs services to contribute?” “How should we makewhich cut to the essence of the system such as “Are special needs

handover from junior high school to senior high school?” “Howservices in resource rooms at high school necessary in the firstshould we go about promoting understanding and awareness in15 !!"#$%&'!( )* +,-./ 0101

NISE's Activities
communities?” and “How can we go about obtaining understanding

outside of the school cooperate. The New National Curriculumfrom their students and their parents?”

Guidelines

Teaching special needs services in resource rooms involves
formulatingaspecialcurriculum,

andteaching

also

stipulates“cooperation

among

teachers,”“cooperation among homeroom teachers and schools,” andstudents“cooperation with related organizations”, to enrich special needs

individually. On the other hand, only one teacher per student is notservices in resource rooms. The said Guidelines frequently mention

necessarily conducive to more fruitful instruction tailored to

keywords to appeal importance of “cooperation”.

individuals. It is imperative that a variety of people inside andSeminar on Educational Practices for Persons with Developmental Disabilities
The “2019 Seminar on Educational Practices for Persons with

Yuichi Tanaka, Senior Specialist for Special Needs Education from

Developmental Disabilities” was held for two days at the NISE

the Ministry of Education, Culture, Sports, Science and Technology

training building from July 17 to 18. This was the third year of this

(MEXT) and Hisatoshi Kato, Senior Specialist for Developmental

annual seminar.

Disabilities from Ministry of Health, Labour and Welfare (MHLW).

In the light of the “Triangle” project report that promotes

Professor Hideo Honda from Shinshu University gave a keynote

cooperation among families, education, and welfare, the main

lecture on the theme of “The present state and issues of support totheme this year was “The ideal teachers’ training for the promotion

children and people with developmental disabilities.” He madeof cooperation among families, education, and welfare to support

many suggestions on issues in the modern society, and the state ofpeople with developmental disabilities.” This time, participation incooperation between families and welfare.

this seminar was limited to supervisors of school education fromOn the second day, panel discussions had the theme of “Thelocal boards of education (hereinafter, supervisors) who are indesirable state of cooperation among education, family, welfare,charge of training at prefectural board of education, and educationand medical care, and the expertise required of teachers.”

centers, to contribute to more thorough training in local

Discussions were held on the ideal state of cooperation, based oncommunities.

suggestions from the three panelists representing family (Osamu

On the day, there were 48 participants including supervisors in

Yamaoka, Japan Developmental Disorders Network (JDDnet)),the seminar. On the first day, accounts of administrative policies

welfare (Koji Nishimura, Hiroshima Prefectural Support Center for

and a keynote lecture were made. On the second day, panel

Persons with Developmental Disorders), and medical care (Kengo

discussions, reports of practices in education and workshops were

Nishimaki, National Rehabilitation Center for Persons with

held.

Disabilities).

Up-to-date information on national policies were provided by

FY 2019 Workshop for Leaders Involved in ICT Utilization in Special Needs
Education
The FY 2019 Workshop for Leaders Involved in ICT Utilization

about the ICT utilization needed to provide appropriate instructionin Special Needs Education was held at the NISE for two days fromand advice to students and children with disabilities. This fiscal

July 22 to 23. This workshop aimed to realize a complete inclusive

year, there were 77 participants including teachers from special

educational system, and to promote the ICT utilization for special

needs schools, elementary/junior high schools, and supervisors.
On the first day, following the presentation of administrativeneeds education in each region through discussions among teachers

16 !!"#$%&'!( )* +,-./ 0101

NISE's Activities
policies by MEXT entitled, “ICT Utilization Based on the New

regions using hypothetical examples, and a hands-on trial of

National Curriculum Guidelines,” the NISE group of teachingsupporting equipment and teaching materials through a tour of thematerials and tools provided information on their finding related to

NISE facilities were conducted.

the ICT utilization.

As a new initiative for this fiscal year, group discussions wereOn the second day, in an advanced effort to promote the ICT

held to corroborate what kind of images of students and schools

utilization, the Koji Katsuta, a supervisor of school education fromare pursued by the efforts of participants’ schools and regions based

the Tottori Prefectural Education Board, the Division for Special

on reports submitted in advance. As each group discusses

Needs Education, and Hiroyuki Nakano, a teacher at the Hiroshimaproblem-solving strategies for issues each participant faces,

Prefectural Onomichi Special Needs School, gave presentations onparticipants drafted a plan for solving future issues. Lastly, based

their efforts in local governments. In addition, the training ofon the plans they wrote down, all of the participants gave poster

re-examining the ideal state of the ICT utilization in schools andpresentations looking back on what they had discussed.

FY 2019 Practical Workshop for Leadership at Dormitories of Special Needs Schools
On July 30, 2019, the NISE held the FY 2019 Practicaleducation.” Participants deepened their understanding of the ideal

Workshop for Leadership at Dormitories of Special Needs Schools

education at dormitory from the perspective of lifelong learning.

in cooperation with the National Association of Special Needs

In the afternoon, discussions were made by section: education

School Principals. As there are very few opportunities forfor children with visual impairments, education for children withdormitory instructors to have trainings or share information at thehearing impairments, education for children with intellectual

national level, 63 dormitory instructors recommended by eachdisabilities (2 groups), education for children with physical/motor

prefectural board of education took part in the workshop.

disabilities, and education for children with health impairment.

In the morning, MEXT gave a presentation on the administrative

Subjects of the discussion included: the diversification of dormitory

policies, explaining trends in special needs education including

students (in terms of the severity of their disabilities/multiple

details of the New National Curriculum Guidelines. This was

disorders, and age range); a decline in the number of students; howfollowed by a keynote lecture by Shigeya Asahi, the Chairman of

to implement emergency drills; the use of cell phones andthe National Association of Special Needs School Principals, also

smartphones by dormitory students; daily issues faced by dormitory

the principal of Otsuka School for the Deaf in Tokyo, on “Further

instructors and other efforts to address such issues.

improvement in lifelong learning and the ideal state of dormitory

FY 2019 Practical Workshop for Physical Education and Sports Faculty at Special
Needs Schools
Needs Schools was held on August 20 to 21 in cooperation with the

Further improvement of the lifelong education, physical

National Association of Special Needs School Principals.

education and sports activities of children and students withOn the first day, the Sports Agency presented administrative

disabilities have become a national agenda.
Since last fiscal year, the NISE has been aiming to improve thepolicies involving sports for those with disabilities, a survey reportability of teachers at special needs schools to teach physicalon the physical education/sports instruction conducted by theeducation and sports to such students. The FY 2019 Practical

National Association of Special Needs School Principals, andWorkshop for Physical Education and Sports Faculty at Special

practical reports from participants. In addition, the Paralympic

17 !!"#$%&'!( )* +,-./ 0101

NISE's Activities
Support Center provided information on the International“boccia”, participants were trained on ideal coaching. In the

Paralympic

afternoon, participants were divided into groups to exchange

Committee’s

officialteaching

materialof“I’

mPOSSIBLE”.

information on how the local governments and schools are

On the second day, through practical networking throughaddressing this matter based on reports submitted in advance.

FY 2019 Workshop for Leaders of Promoting Joint Activities and Learning
The NISE held the “ FY 2019 Workshop for Leaders ofinclusive society, through further networking and cooperative

Promoting Joint Activities and Learning” on November 14 and 15.

learning.” Following this, Yumiko Saito, a chief researcher at the

The goal of this workshop was to further promote an inclusive

NISE, presented a theme from the viewpoint of creating a school

education system. This workshop is held every year with the goal

culture, and Shigeki Kuboyama, a senior chief researcher,of providing an opportunity for networking and cooperative

presented a theme from the perspective of the teachers’ roles. Then,

learning as well as promoting the understanding of disabilities in

the presenters all gathered together, and held discussions alongeach region through researches and discussions among educators

those themes. On the second day, participants were divided into theinvolved in the promotion of networking and cooperative learning

three sections and seven groups, and held workshops based on theirbetween students with disabilities and students without disabilities

reports in consideration of the details of the symposium and thein all prefectures. This year, there were 69 participants including

presentation of administrative policies from the first day. The

teachers and supervisors from special needs schools andtheme of the first section was “Creative Learning Activities forelementary/junior high schools across the country.

Promoting Joint Activities and Learning.” The theme of the second

On the first day, following the presentation of administrative

section was “Promotion of Joint Activities and Learning for Infants,

policies by MEXT, a symposium was held, with the theme ofChildren, and Students in the Areas of Residence.” The theme of“Reconsider the significance of networking and cooperative

the third section was “Administrative Initiatives in the Promotion

learning: towards the formation of an inclusive society.” At theof Joint Activities and Learning.” Lively discussions were held in

symposium, Yoko Ogawa, a teacher at the Shizuoka Prefectural

each section. Lastly, after sharing the contents of the group

Fujieda Special Needs School presented the theme of “Networking

discussions with all of the other groups, Takaichi Aoki, School

and cooperative learning in residential areas using a networking

Inspector from the MEXT Elementary and Secondary Education

box.” Tsuneo Tamae, Principal of the Nanjo Municipal Baten

Bureau, and Daisuke Nakamura, MEXT Senior Specialist for

Elementary School in Okinawa Prefecture, introduced the theme ofSpecial Needs Education, conducted a review of the symposium.

“Creation of schools to raise personnel who will realize an

FY 2019 NISE Open Day“Trying to reach your goals, and cooperating with friends” andOn November 16, the NISE was opened to the public for the first

hosted a hands-on goalball course.

time in the Reiwa era, with a theme of “First Open Day event of the

Furthermore, a wide variety of events were held, including

Reiwa era: Let’s Discover and Experience NISE—Opening thedoors to Inclusivity, starting with Kurihama.” Over 400 people“Masseur

massage” experience

provided by students andparticipated in the event.

teachers from the Kanagawa Prefectural Hiratsuka School for theThis fiscal year, we invited Yoshu Nobusawa, a goalball athlete

Blind.
As volunteers, eight students from Yokosuka Municipal

affiliated with C's Athlete. He gave a lecture on the theme of18  

  NISE's Activities
Yokosuka Sogo High School participated in the event. Also, usersof the after-school day care service for special needs children in
Yokosuka City had workplace experience by taking part in theevent as support staff. With the cooperation of many people, theevent ended in a great success.

Picture2: Teaching material exhibition and craft workshop“Fu-re-ai Festival ” in Yokosuka City
2

Date: Friday, November 29, 2019.

Many people including school officials in Yokosuka City, parents

2

Place: Yokosuka City Culture Hall, Middle Halland families, welfare officials, and regular citizens all participated.

2

Details: Two activities were held with the aim of promoting

broader understanding and awareness of developmental disorders.
(1) A panel discussion: Parents, medical and welfare professionals
took the stage, and introduced persons with disabilities who are
working locally and lively as examples to discuss seamless support
depending on their life stages through the coordination of families,
education, and welfare.
(2) Workshops: Psychological simulated experiences, exhibition ofteaching materials and tools, introduction of videos and books,
mini lectures, and a booth to introduce researches were set up.
Initiatives taken by schools in Yokosuka City were introduced, in

Picture3: A Panel discussion session

addition to the exhibition on support for job seekers.

FY 2019 Inclusive Education System Dissemination Seminar (Chubu Region)
The purpose of the Inclusive Education System Dissemination

This fiscal year, for the Chubu region, the seminar was held on

Seminar is to have as many people as possible find out what theSaturday, December 14, 2019, in cooperation with the Shizuoka

National Institute of Special Needs Education 3 s Center for

Prefectural Board of Education. About 170 people participated,

Promoting Inclusive Education System does, and learn about

including teachers from kindergartens, elementary schools, lower

initiatives implemented in each region for establishing an inclusive

secondary and high schools, and special needs schools, people

education system.

involved with boards of education, medical care and welfareorganizations, parents, and students.

19 !!"#$%&'!( )* +,-./ 0101

NISE's Activities
secondary and high schools
The seminar program consisted of two sections. In the firstsection, NISE reported

5-2

Living together and learning together at special

needs branch schools in elementary and high schools

on community practical research,

international trends, and a short course on the inclusive education
system. In the second section, the Shizuoka Prefectural Board of

We would like to express our deep appreciation for the assistance

Education reported on the prefecture’s initiatives and four

provided by many people in holding this seminar, including

sub-working-groups were held. The topics of each group are

members of the Shizuoka Prefectural Board of Education. You canwritten below. Schools and institutions reported active efforts

see highlights from the seminar on NISE’s website, so please take arelated to each topic and participants discussed them together.

look.

4

-1

In-school systems to systematically promote

understanding of diversity
4-2

See highlights from the Dissemination Seminar (Chubu region)

Career development for the disabled and support forlifelong learning
5-1

here 6https://www.nise.go.jp/nc/news/2019/1225

Special needs services in resource rooms at lower

FY2019 Regional Practical Research ForumRegarding research results from regional practical research, we

daycare centers, elementary schools, lower and upper secondary

held Regional Practical Research Forums, etc. in designatedschools, and employees of prefectural boards of education andresearch cooperation areas that participated in the research to shareboards of education of cities, towns, and villages, and there were

the knowledge and results that we gained. In each region, from

active question and answer sessions. Questionnaires following eachabout 40 to 500 people took part, including teachers from schools

forum showed that participants have many expectations andfor special needs education, kindergartens, certified child centers,

requests for NISE and our regional practical research project.

20  

  Recent Policy and Status on Special Needs Education in Japan

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

1. Current Status of Special Needs Education
disabilities in regular classes with reasonable accommodations.

For children with disabilities, we should provide necessary

Regarding students in compulsory education, as of May 1, 2019,support as well as enhance diverse learning settings in accordancewith educational needs of each child and the state of their

the number of children enrolled at special needs schools, in classes

disabilities in order to maximally develop their capabilities andfor special needs education or attending resource rooms, was about

potentials, and cultivate the skills needed for autonomy or social

452,000 and is increasing.

engagement. Currently, such children are provided with education

Currently, the Ministry of Education, Culture, Sports, Scienceby teachers with expert knowledge and experience using text books

and Technology [MEXT] is holding an advisory committee on

with“Special needs education for a new era.” Based on issues such as

considerations for disabilities under special curriculum and small

promoting collaboration with medical care and welfare, andclass organization in schools and classes for special needsinternational trends regarding the rights of the disabled, thecreatedwithspecialcareandfacilities/equipment

education, and special support services in resource rooms. Special

committee is clarifying the current state and issues involved in

Needs Education should be provided in all schools which has

special needs education, and considering how to create a new era

special-needs children including those with developmental disorder,of special needs education that addresses the needs of eachand necessary support should also be given to students withindividual, as well as policies and other measures to do that.

2. Recent Measures and Policies for Special Needs Education(1) Starting special support services in resource rooms in upper

were revised in 2016 in order to start special support services insecondary schools

resource rooms in upper secondary schools in 2018.
Overview of the system are described below:

Upper secondary school students with disabilities had been
provided education and assistance with consideration within the- In educating students who need special guidance according torange of normal classes according to the subjects/courses specified

theirby the schools, therefore it had been impossible to be provided

disturbance, low vision, hard of hearing, learning disability [LD],special support services in resource rooms with special curriculum.

attention-deficit/hyperactivity disorder [ADHD], physical disability,

The number of students with disabilities who receive special

and health impairment) at upper secondary schools, special

disabilities(speechimpairment,

autism,emotional

support services in resource rooms in lower secondary schools has

curriculum can be used.

increased over the years. However, their paths to take after upper- Special courses according to their disabilities can be added to thesecondary schools have been limited mainly to regular classes incurriculum of upper secondary school, or some selected

upper secondary schools or upper secondary department of special

subjects/courses can be replaced with them.

needs school. Therefore, diverse learning settings are required so- Not more than 7 credits per year related to the special coursesthat such students can also learn appropriately under Special Needs

according to their disabilities can be included in the credits

Education at upper secondary schools based on the principal of

required for graduation.
In FY 2018, these measures have already been started in 45“Inclusive Education System” proposed by Convention on theprefectures and will be implemented in all prefectures from FY

Rights of Persons with Disabilities.

2019.

Based on such circumstances, applicable laws and regulations21  

  Recent Policy and Status on Special Needs Education in Japan
motivation for lifelong learning and enjoy sports and cultural andartistic activities throughout life to have a fulfilling life.

(2) Revision of Course of Study etc.

- Joint activities and learning with children without disabilities

New Course of Study of kindergarten department of special
needs school and national curriculum guidelines of elementary andare to be enhanced.

lower secondary departments of special needs school were

- Contents of each subject for children with intellectual

published in April 2017,

disabilities are to be enhanced.

From FY 2020, new national curriculum guidelines will beapplied across the board in the elementary departments of special(3) Collaboration between Education and Welfare
It is essential to collaborate seamlessly beyond the areas ofneeds schools.
The basic idea of the revised Course of Study is aimed atadministration in supporting children with disabilities including

achieving the following: improvement and enhancement of entire

developmental disorder, further promotion of collaboration has

primary and secondary education including realization ofbeen required. Especially in cooperation between education andcurriculum opened to society, capabilities/skills to be developed,

welfare, support system for high-need children and their guardians

improvement in teaching based on subjective/interactive and deephas been required to be established so that they can receive

learning perspective, establishment of curriculum management at

seamless support in their community from babyhood to school age,each

and eventually to social engagement under the initiative of board

school;continuity

curriculum

amongkindergarten,of education and welfare sector.

elementary, lower and upper secondary school to help children

Through the joint collaboration of MEXT and the Ministry ofwith disabilities flexibly choose the place to learn; enhancement ofdiverseHealth, Labour and Welfare [MHLW], the Triangle Project fordisabilities, and for self-assistance and social engagement after

collaboration among families, education, and welfare, began in

graduation.

December 2017. In March of the following year, policies were put

curriculum

correspondingtosevere/multiple

andThe main improved items are as follows:

together to promote collaboration between education and welfare

Curriculum focusing on the continuous learningand to advance support of guardians. In the written report, as a

- Regarding curriculum for children with multiple disabilities,

specific future measure, it proposed that boards of education andbasic principles were specified to ensure children canwelfare departments at the various local governments act as thecontinuously learn.

main leaders, and speed up collaboration between education and- Goals and contents of each subject for children withwelfare by establishing opportunities to create relationships

intellectual disabilities were organized based on the three pillars

between schools and welfare service operators for the disabled. Itof the children’s capabilities/skills to be developed.

also proposed measures such as reorganizing consultation countersEnhancement of curriculum meeting needs of each childand enhancing initiatives to support guardians. In May that same

- In school for Special Needs Education to provide education toyear, the ministries issued a joint notice to each local government

children with visual impairment, hearing impairment, physicalthat, as well as broadly notifying the points of the report, also

disability or health impairment, curriculums are to be enhanced

described favorable examples and other information fromwith consideration according to status and characteristics ofmunicipalities and urged that active measures be taken toward

children’s disability to develop their capabilities/skills.

advancing further collaboration between education and welfare.

- In order to enhance curriculum according to various disabilities

Furthermore, MEXT in August that year revised Enforcement

including developmental disorder, items on “Understanding

Regulations for the School Education Law to require institutions incharacteristics

areas related to medical care, welfare, health care, and employmentofdisabilities

andadjustmentoflivingto share information needed to support students when creating

environment” were specified as content of activities to promoteindependence.

Enhancement of curriculum aimed at autonomy and social

Individualized education support plans,” while basing those planson the wishes of the students and their guardians.

engagement- Planned and systematic implementation of curriculum(4) Remote Education

management is required which emphasizes perspectives after

In April 2015, remote lessons (simultaneous and interactive)

graduation.

carried out via diverse, high-grade media in places other than

- Enhancement of career education is required from the stages ofclassrooms, were recognized by the Enforcement Regulations forkindergarten, elementary and lower secondary school.

the School Education Law as a form of lesson. This made it- Special consideration are required so that children can increase

possible for high school (or other) students to take lessons via

22  

  Recent Policy and Status on Special Needs Education in Japan
remote education and gain credit for them.
However, to use this system, the high school, or other school(6) Joint Activities and Learning
Joint activities and learning have great significance for bothwhere the lesson was taken was required that the teacher giving thelesson via transmission was one of its own staff and had to be

childrenlicensed to teach that subject. Also, in principle, teachers from theopportunities to form a well-rounded character and learn the

with

and

without

disabilities,

which

represent

applicable high (or other) school needed to be deployed at theimportance of respect for others leading to “barrier-free minds.”
Based on the Universal Design 2020 Action Plan established byreceiving site.

the government in February 2017, the MEXT, working with theAmid these circumstances, in June 2019, MEXT put together the
final draft of its policy, “Promotion of technological utilization to

MHLW, held the “Promotion Council of Barrier-free Minds” tosupport a new era of education,” in which requirements for remote

discuss on action for promoting education on “barrier-free minds”

education were relaxed. In response to this, in November 2019,in schools, and the proposal on “Promotion of Joint Activities and

MEXT issued a notice saying that, for high school students under

Learning in Schools” was compiled in February 2018.
This proposal states that:

medical treatment for illness, the requirement concerning- It is important to adequate prior and post learning, proceed

deployment of a teacher from the school receiving transmitted

systematically as a continuous activity throughout the year

lessons had been relaxed.

- It is necessary for the whole school to get involved in theSpecifically, for students acknowledged as likely to be absent
from school for a considerable amount of time due to disability or

activities systematically under the leadership of the principal.

medical treatment for an illness, in the case of simultaneous- It is important for the board of education to play a main role tointeractive lesson transmission, a teacher from the applicable highform a network of welfare departments and other related(or other) school is no longer required to be in the hospital room,organizations

or equivalent, at the receiving site.

The MEXT makes this proposal known to each board of

Other points of note in such a case are as follows.

education and ask for the promotion, and is working on the

The school and the guardian should collaborate and cooperateenhancement of the project on barrier-free minds and nationwide

with each other to establish a system, based on the childsspread of these efforts.

Furthermore, following “Promotion of joint activities andcircumstances, that can manage the childs physical condition
and respond appropriately in case of emergency.

learning in schools,” the “Joint Activities and Learning Guide” was

The teacher at the transmitting site should collaborate andrevised in March 2019 and examples of initiatives related to jointcooperate with the people in the hospital (or other) room who are

activities and learning were published on the homepage andresponsible for responding appropriately, and understand the

publicized.

daily circumstances and changes that occur in the physicalcondition of the child.

(7) Medical Care
According to the results of a survey conducted by MEXT in
May 2018, the number of children at public special needs schools(5) Improvement of teachers’ expertise and skills
Teachers for Special Needs Education have been developed

and public elementary and junior high schools who need medical

mainly in the related college course. According to the law andcare is increasing. Based on that fact, MEXT is, for example,

regulations revised in 2017, the students who want to be a teacher

expanding the budget for deploying nurses to schools to perform

for Special Needs Education and enter college from April in 2019

medical care, and supporting initiatives at schools, boards ofshould earn at least one credit of “Understanding of infants andeducation, and elsewhere.

children who need special support.” From April 2019, based on thejudgement of the Central Council for Education, a new

Changes in the number of children at public special needs schools

teacher-training curriculum began at universities approved by theand public elementary and junior high schools who need medical care

Minister of Education, Culture, Sports, Science and Technology.

Type of school
Special needs
schoolIn addition, the National Institute of Special Needs Education
provides online training and lecture related to Special Needs
Education. The Board of Education of each prefecture incorporates

Elementary,
Junior Highschoolthe contents related to the Special Needs Education into beginningor mid-level teachers’ training for improving the quality ofteachers.

23

2018

2017

2016

8,567

8,218

8,116

974

858

766

  

  Recent Policy and Status on Special Needs Education in Japan
In addition, in recent years, amid advances in medical

is preferable that medical care is carried out through the joint work,

technology, the number of children who have tracheotomies andor cooperation, of teachers and nurses. Due to that peculiarity, it isuse artificial respirators is increasing, and creating a structure toimportant not only for teachers to receive training, but also nurses.

accept such children at school is an urgent issue. Based on this,

Therefore, in order for boards of education to be able to offer and

MEXT began an investigative study in 2017 into issues such as theenhance training opportunities for nurses, with cooperation fromtype of system schools should have when handling medical care

MHLW and the Japanese Nursing Association, MEXT held

and management of oxygen treatment and artificial respirators.

training sessions for nurses and others about conducting medical

Furthermore, at schools – which are not medical institutions – itcare at schools.

24  

Recent Policy and Status on Special Needs Education in Japan  Recent Data on Education for Children with Disabilities in Japan
Statistical data are collected as of May 1, 2018

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

Numberestablished byofdepartment

schools

Number of children enrolledwithNumberNumberElementary dept.

Lower secondary dept.

Upper secondary dept.

Total

NumberKindergarten dept.

Upper secondary dept.

Lower secondary dept.

Elementary dept.

Kindergarten dept.

upper

teachers

1,141

(110)

167

974

966

996

802

36,1391,440

42,92830,126

68,885

143,379

84,60014,099

882

(97)

138

722

714

751

565

24,8281,314

29,57321,097

49,689101,673

59,212

10,475(1) Visual impairment

62

(1)

43

59

59

53

46

1,143

180

522

455

1,419

2,576

2,991

1,348

(2) Hearing impairment

86

(8)

81

79

73

58

49

1,731

1,030

1,760

1,101

1,477

5,368

4,328

1,299

(3) Intellectual disabilities

556

(64)

9

414

411

499

338

17,13779

22,073

16,223

43,107

81,48240,599

5,822

121

(10)

5

115

117

107

102

3,843

25

4,405

2,565

2,998

9,993

9,044

1,689

57

(14)

-

55

54

34

30

974

-

813

753

688

2,254

2,250

317

259

(13)

29

252

252

245

237

11,311

126

13,355

9,029

19,196

41,70625,3883,624(1)+(3)

2

(-)

2

2

2

1

1

84

11

191

95

13

310

168

50

(1)+(5)

1

(-)

1

1

1

1

1

19

4

2

7

20

33

37

24

(2)+(3)

11

(-)

9

11

11

10

7

256

47

237

197

480

961

655

146

(3)+(4)

147

(10)

3

141

141

141

138

6,832

11

8,331

5,585

12,736

26,663

15,3882,049(3)+(5)

16

(-)

1

15

15

16

15

686

2

915

652

1,286

2,855

1,525

165

(4)+(5)

32

(2)

4

32

32

28

27

1,233

19

1,362

817

937

3,135

2,705

458

(1)+(4)+(5)

1

(-)

1

1

1

1

1

32

1

22

20

21

64

80

18

(2)+(3)+(4)

3

(-)

2

3

3

3

3

204

7

214

143

392

756

457

100

(3)+(4)+(5)

29

(-)

-

29

29

28

28

1,250

-

1,356

984

2,222

4,562

2,812

389

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

2

(-)

1

2

2

2

2

97

3

103

57

125

288

208

17

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

1

(-)

1

1

1

1

1

88

7

97

45

129

278

171

7

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

14

(1)

4

14

14

13

13

530

14

525

427

835

1,801

1,182

201

Type

Number ofschools

secondary dept.
classesofclassesformultipledisabiliti

ofoffull-time

full-time
staffses
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 Fundamental Statistics (Ministry of Education, Culture, Sports, Science and Technology, or MEXT).
*This table is classified by the type of disabilities that each school specifies according to their school regulations.
*The numbers of schools in parentheses represent branch schools. They are included in the total.

25  

Recent Policy and Status on Special Needs Education in Japan  (2) Number of schools for special needs education, number of classes, number of children enrolled based on
disability categories established - totals for national, public and private institutions Number of children enrolled
Number ofschools

Number ofclasses

Visual impairment

81

Hearing impairment

Kindergarten
dept.

Elementary
dept.

Lower
secondary
dept.

Upper
secondary
dept.

2,191

207

1,577

1,123

2,408

5,315

117

2,818

1,119

2,955

1,788

2,302

8,164

Intellectual disabilities

781

31,277

226

39,16927,19864,224130,817

Physical/motor disabilities

350

12,499121

13,466

8,289

9,800

31,676

Health impairment

152

7,595

42

7,314

5,039

6,882

19,277

Total

Source: School Fundamental Statistics (MEXT)*In this table, the number of schools, classes and children enrolled were counted based on disability category respectively, so that these numbers were
multi-counted if they are related to two or more disabilities.

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

Lower secondary schools

Compulsory education
schools

Total

Number ofclassesNumber ofchildren

Number ofclassesNumber ofchildren

Number ofclassesNumber ofchildren

Number ofclassesNumber ofchildrenIntellectual disabilities

19,190(43.4%)

84,140(45.8%)

8,785(46.5%)

36,452(50.7%)

136(46.4%)

568(49.3%)

28,111(44.4%)

121,160(47.2%)

Physical/motor disabilities

2,310(5.2%)

3,591(2.0%)

797(4.2%)

1,110(1.5%)

10(3.4%)

17(1.5%)

3,117(4.9%)

4,718(1.8%)

Health impairment

1,619(3.7%)

2,676(1.5%)

655(3.5%)

1,041(1.4%)

5(1.7%)

8(0.7%)

2,279(3.6%)

3,725(1.5%)

Low vision372(0.8%)

432(0.2%)

136(0.7%)

160(0.2%)

0(0.0%)

0(0.0%)

508(0.8%)

592(0.2%)

Hard of hearing859(1.9%)

1,310(0.7%)

361(1.9%)

506(0.7%)

6(2.0%)

9(0.8%)

1,226(1.9%)

1,825(0.7%)

Speech and language
disorders569(1.3%)

1,621(0.9%)

130(0.7%)

184(0.3%)

5(1.7%)

10(0.9%)

704(1.1%)

1,815(0.7%)

Autism/ Emotional
disturbance

19,289(43.6%)

89,921(49.0%)

8,009(42.4%)

32,376(45.1%)

131(44.7%)

539(46.8%)

27,429(43.3%)

122,836(47.9%)

44,208

183,691

18,87371,829293

1,151

63,374

256,671

Total
Number of teachers incharge47,197

20,760309

68,266

Number of schools
established

16,392

7,928

73

24,393

Source: School Fundamental Statistics (MEXT)*One section is based on study by the Special Needs Education Division of MEXT.
*The secondary schools are not included here. There are no special classes in those schools.

26

Recent Policy and Status on Special Needs Education in Japan  

  (4) Number of children receiving special needs services in resource rooms - totals for national, public and private
institutions Elementary
schools

Lower secondary
schools

Upper secondary
schools

Total

Speech and language disorders

38,275(35.3%)

477(3.3%)

2(0.4%)

38,754(31.5%)

Autism20,418(18.9%)

3,529(24.7%)

228(44.9%)

24,175(19.6%)

Emotional disturbance

13,317(12.3%)

2,669(18.7%)

86(16.9%)

16,072(13.1%)

Low vision

184(0.2%)

24(0.2%)

6(1.2%)

214(0.2%)

Hard of hearing

1,719(1.6%)

392(2.7%)

11(2.2%)

2,122(1.7%)

Learning disabilities

16,142(14.9%)

4,069(28.5%)

82(16.1%)

20,293(16.5%)

Attention deficit hyperactivity disorder

18,129(16.7%)

3,086(21.6%)

85(16.7%)

21,300(17.3%)

Physical/motor disabilities

98(0.1%)

31(0.2%)

5(1.0%)

134(0.1%)

Health impairment

24(0.0%)

4(0.0%)

3(0.6%)

31(0.0%)

108,306

14,281

508

123,095

Type

Total

Source: Survey of actual conditions of special needs services in resource rooms (MEXT).
*For elementary schools, includes the first half-year curriculum for compulsory education schools, and for lower secondary schools, includes the second
half-year curriculum for compulsory education schools and the first half-year curriculum at secondary education schools.
*The percentage of the total is shown in parentheses.

27  

Recent Policy and Status on Special Needs Education in Japan  (5) Number of students enrolled at schools for special needs education, in classes for special needs education and attending special needs
services in resource rooms - totals for national, public and private institutions Kindergartens,
combined schoolingand daycare certified
child centers,
kindergarten dept. of
special needs schools

Elementary schools,
Elementary dept. of

Number ofchildren

1,813,278

Schools for
special needs
education

Lower secondary
schools, Lower
secondary dept. ofUpper secondary
schools, Upper
secondary dept. of
Schools for special
needs education

Total

Schools for special
needs education

6,494,115

3,309,312

3,320,594

14,937,299

1,440(0.08%)

42,928(0.66%)

30,126(0.91%)

68,885(2.07%)

143,379(0.96%)Classes for
special needs
education-

184,474(2.84%)

72,197(2.18%)-

256,671(1.72%)

special needs
services inresourcerooms-

108,306(1.67%)

14,281(0.43%)

508(0.02%)

123.095(0.82%)

1,440(0.08%)

335,708(5.17%)

116,604(3.52%)

69,393(2.09%)

523,145(3.50%)

Total

Schools for special
needs education

Source: School Fundamental Statistics (MEXT), Survey of actual conditions of special needs services in resource rooms (MEXT)*For elementary schools, includes the first half-year curriculum for compulsory education schools, and for lower secondary schools, includes the second
half-year curriculum for compulsory education schools and the first half-year curriculum at secondary education schools, and for upper secondary schools,
includes second half-year curriculum at secondary education schools.

(Reference) Number of school-age children not attending school
Number of Children postponed or exempted schoolingbecause of Health impairment/ Growth retardation

34

Enrolled in children’s facilities/corrective
institutions

17

Multiple nationality

3,528

Others306

Number ofChildrenpostponedor
exempted
schooling
because ofotherreasons28  

Recent Policy and Status on Special Needs Education in Japan  (6) Situation at schools and classes for special needs education and special needs services in resource rooms, by stage of compulsory
education (Number of children, schools, and classes)

Number of children

Number of schools

Type

Elementary dept.

Lower secondary dept.

977

59

59

118

1,101

2,861

79

73

152

22,073

16,22338,296

414

411

825

4,405

2,565

6,970

115

117

232

813

753

1,566

55

54

109

(1)+(3)

191

95

286

2

2

4

(1)+(5)

2

7

9

1

1

2

(2)+(3)

237

197

434

11

11

22

(3)+(4)

8,331

5,585

13,916

141

141

282

(3)+(5)

915

652

1,567

15

15

30

(4)+(5)

1,362

817

2,179

32

32

64

(1)+(4)+(5)

22

20

42

1

1

2

(2)+(3)+(4)

214

143

357

3

3

6

(3)+(4)+(5)

1,356

984

2,340

29

29

58

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

103

57

160

2

2

4

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

97

45

142

1

1

2

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

525

427

952

14

14

28

total

42,92830,12673,054

974

966

1,940

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

Elementary dept.

Lower secondary dept.

522

455

1,760

total

Schools for special needs education

29

total

  

Recent Policy and Status on Special Needs Education in Japan
Number of childrenType  Number of classes

Eleme

Lower

Compulso

ntary

secondary

schoolry

educationsschools

schools

Intellectual

Elementary

total

schools

Lower

Compulsory

secondaryeducationschools

schools

total

84,14036,452

568

121,160

19,1908,785

136

28,111

3,591

1,110

17

4,718

2,310

797

10

3,117

Health impairment

2,676

1,041

8

3,725

1,619

655

5

2,279

Low vision

432

160

-

592

372

136

-

508

Hard of hearing

1,310

506

9

1,825

859

361

6

1,226

1,621

184

10

1,815

569

130

5

704

89,921

32,376539

122,836

19,2898,009

131

27,429183,691

71,8291,151

256,671

44,20818,873

293

63,374disabilities
Physical/motor
disabilities
classes for special needs education,

Speech andlanguage
disorders
Autism/Emotional
disturbance
Total

Type

Elementary schools

Lower secondary schools

totalspecial needs services in resource rooms

Speech and language disorders

38,275477

38,752Autism20,4183,529

23,947

Emotional disturbance

13,317

2,669

15,986Low vision

184

24

208

Hard of hearing

1,719

392

2,111

Learning disabilities

16,142

4,069

20,211

Attention deficit hyperactivity disorder

18,1293,086

21,215

Physical/motor disabilities

98

31

129

Health impairment

24

4

28

total
Total number of children

108,306
Elementary school/dept. total

14,281
Lower secondary school/dept. total

122,587
Total(Special needs education schools, classes,
335,708

and special needs services in resource rooms)

116,604

452,312Source: School Fundamental Statistics (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 schools for special needs education and the number of students is calculated according to school fundamental statistics (MEXT).

As student numbers are determined according to the disability categories served by each school, figures differ to those shown in 2(5) Schools for special
needs education (criterion for establishing classes) disability classification class and number of enrollments (totals for national, public, and private
institutions).
The number of students enrolled in special needs services in resource rooms, at elementary schools, includes the first half-year curriculum for compulsory
education schools and, at lower secondary schools, includes the second half-year curriculum for compulsory education schools and the first half-year
curriculum for secondary education schools.
30  

Recent Policy and Status on Special Needs Education 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 the schools - total for national, public and private institutions Lower secondary
Elementary dept.

totalUpper secondary dept.

dept.
Number

Total

NumberNumberNumberofEnrolmentofEnrolmentofEnrolmentchildrenratechildrenratechildrenrate

ofEnrolmentchildrenrate

15,903

37.0%

9,682

32.1%

12,23117.8%

37,81626.6%(1) Visual
impairment

250

47.9%

190

41.8%

226

15.9%

666

27.8%

(2) Hearing
impairment

444

25.2%

224

20.3%

240

16.2%

908

20.9%

(3) Intellectual
disabilities

5,409

24.5%

3,541

21.8%

4,592

10.7%

13,542

16.6%(4) Physical/motor
disabilities

3,879

88.1%

2,154

84.0%

2,284

76.2%

8,317

83.4%

(5) Healthimpairment

310

38.1%

261

34.7%

304

44.2%

875

38.8%

(1)+(3)

33

17.3%

20

21.1%

1

7.7%

54

18.1%

(1)+(5)

1

50.0%

3

42.9%

3

15.0%

7

24.1%

(2)+(3)

56

23.6%

41

20.8%

50

10.4%

147

16.1%

(3)+(4)

3,413

41.0%

1,946

34.8%

2,833

22.2%

8,192

30.7%

(3)+(5)

196

21.4%

137

21.0%

218

17.0%

551

19.3%

(4)+(5)

970

71.2%

588

72.0%

573

61.2%

2,131

68.4%

(1)+(4)+(5)

18

81.8%

16

80.0%

18

85.7%

52

82.5%

(2)+(3)+(4)

85

39.7%

44

30.8%

78

19.9%

207

27.6%

(3)+(4)+(5)

505

37.2%

330

33.5%

542

24.4%

1,377

30.2%

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

49

47.6%

20

35.1%

33

26.4%

102

35.8%

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

71

73.2%

34

75.6%

50

38.8%

155

57.2%

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

214

40.8%

133

31.1%

186

22.3%

533

29.8%

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

31  

Recent Policy and Status on Special Needs Education 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 the schools - totals for national, public and private institutions –Elementary dept. & Lower secondary dept.
VisualimpairmentIntellectu

Physical/

al

motor

disabilitie

disabilitiessHearing

Upper secondary dept.

Healthimpairme

impairment

Visualtotal

nt

impairmentIntellectu

Physical/

al

motor

disabilitie

disabilitiessHearing

Healthimpairme

impairme

nt

total

nt

%

%

%

%

%

%

%

%

%

%

%

%

1995

35.4

15.7

37.2

71.4

31.4

43.8

18.8

8.0

6.0

13.6

51.1

30.6

2000

41.9

17.9

37.6

75.0

32.5

45.1

23.9

7.6

7.9

17.9

60.5

45.1

2001

43.3

17.4

36.7

74.9

34.1

44.6

23.2

7.9

7.3

17.1

59.5

45.0

2002

43.8

17.9

34.9

74.4

35.9

43.4

23.0

8.3

7.2

16.5

60.8

44.5

2003

42.3

17.9

34.9

74.8

37.9

43.5

23.1

8.0

8.0

16.8

60.8

44.5

2004

44.5

18.4

34.3

75.3

38.5

43.3

22.4

7.5

8.9

16.2

59.6

41.6

2005

46.4

19.4

34.3

75.4

39.5

43.1

22.4

7.7

9.5

16.5

58.1

44.2

2006

46.0

18.8

34.3

75.3

39.3

42.8

22.0

7.9

7.9

16.3

57.9

39.5

2007

47.0

19.6

35.9

66.1

44.4

42.5

22.1

8.1

8.0

17.8

46.9

39.5

2008

48.8

26.1

34.9

64.5

44.8

41.2

21.3

15.8

18.8

17.4

43.7

37.7

2009

46.5

24.9

34.5

63.8

45.5

41.2

21.0

15.6

18.3

16.8

41.8

39.1

2010

44.3

24.7

34.2

63.8

45.5

41.1

19.9

15.4

16.9

15.9

40.3

33.9

2011

45.1

24.8

33.3

61.7

43.3

40.1

19.5

16.8

15.9

15.6

37.9

31.6

2012

41.0

25.0

31.9

59.7

43.1

39.1

19.0

16.0

15.5

15.1

36.4

31.2

2013

42.2

25.7

31.1

58.0

43.8

38.2

19.0

17.2

16.3

15.1

35.7

32.1

2014

41.9

26.1

30.6

57.2

43.6

37.7

18.5

18.1

16.8

14.6

34.6

32.3

2015

41.0

26.5

30.1

56.0

43.0

37.2

18.3

19.1

17.4

14.5

34.4

31.0

2016

41.4

27.1

29.5

55.4

43.2

36.5

17.9

18.5

16.9

14.1

33.3

31.0

2017

40.6

27.8

28.9

54.0

43.4

35.9

17.8

18.7

18.0

14.1

32.2

31.1

2018

40.8

28.8

27.8

53.5

42.6

35.0

17.8

19.9

18.5

14.0

32.3

30.6

*Calculated according to School Fundamental Statistics (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.

32  

Recent Policy and Status on Special Needs Education in Japan  (9) Situations after graduation
Situations after graduation from lower secondary department of schools for special needs education orclasses for special needs education of lower secondary regular schools- totals for national, public and private institutions –Type

Number of
graduatestudents

March 2018 graduates

Number of
students whoentering higher
education

Number of
students whoentering
training
institutions

Number of
students whoentering work
life

Number of
students whoentering
institutions or
medicalinstitutions

OthersTotal

10,491(100.0%)

10,322(98.4%)

21(0.2%)

4(0.04%)

62(0.6%)

82(0.8%)

Visualimpairment

177(100.0%)174(98.3%)--

1(0.6%)

2(1.1%)

Lower
secondarydept. of

Hearing
impairment

402(100.0%)400(99.5%)---

2(0.5%)

Schools for
special needs
education

Intellectual
disabilities

7,881(100.0%)7,780(98.7%)

14(0.18%)

3(0.04%)

29(0.4%)

55(0.7%)

Physical/motor
disabilities

1,698(100.0%)1,657(97.6%)

2(0.1%)-

24(1.4%)

15(0.9%)

Healthimpairment

333(100.0%)311(93.4%)

5(1.5%)

1(0.3%)

8(2.4%)

8(2.4%)

22,132(100.0%)20,927(94.6%)

429(1.9%)

153(0.7%)

Total lower secondary schoolclasses for special needs education623(2.8%)

Source: School Fundamental Statistics (MEXT).
*Total of graduates who entered upper secondary school, the second-half curriculum of secondary education schools, or the regular course or literary courseof the upper secondary department of special needs 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.
*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.

33  

Recent Policy and Status on Special Needs Education in Japan  Situations after graduation from upper secondary department of schools for special needs education(regular course)- totals for national, public and private institutions –




Upper
secondary dept.
of Schools for
special needs
education(regular course)

Number of
graduatestudents

March 2018 graduates

Number of
students whoentering higher
education

Number of
students whoentering
training
institutions

Number of
students whoentering work
life

Number of
students whoentering
institutions or
medicalinstitutions

OthersTotal

21,657(100.0%)427(2.0%)

342(1.6%)

6,760(31.2%)

13,241(61.1%)

887(4.1%)

Visualimpairment

290(100.0%)90(31.0%)

10(3.4%)

47(16.2%)

125(43.1%)

18(6.2%)Hearing
impairment492(100.0%)193(39.2%)

20(4.1%)

192(39.0%)

68(13.8%)

19(3.9%)

Intellectual
disabilities

18,668(100.0%)76(0.4%)

241(1.3%)

6,338(34.0%)

11,267(60.4%)

746(4.0%)

Physical/motor
disabilities

1,841(100.0%)43(2.3%)

47(2.6%)

111(6.0%)

1,575(85.6%)

65(3.5%)

Healthimpairment

366(100.0%)25(6.8%)

24(6.6%)

72(19.7%)

206(56.3%)

39(10.7%)

Source: School Fundamental Statistics (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 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.
*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.

34  

Recent Policy and Status on Special Needs Education in Japan  (10-1) Trend of the enrollment rates in upper secondary department of schools for special needs education - totals fornational, public and private institutions [As of March in each year]
Type

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017

2018

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

90.1

90.7

92.0

91.3

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

94.4

92.5

95.4

94.2

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

95.4

94.5

93.8

96.6

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

94.5

94.4

95.8

95.1

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

94.1

95.5

95.0

94.3

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

42.9

46.4

42.9

45.3

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

62.2

64.9

73.1

62.6

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

Total
Lower
secondaVisualimpairment

ry dept.
Hearingof
impairment
Schools

Intellectualfor
specialdisabilities

needs

Physical/motor

education

disabilities
Healthimpairment

Classes for special needs
education of lower
secondary regular schools* Calculated according to School Fundamental Statistics (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 schools for
special needs education (regular course) - totals for national, public and private institutions [As of March in each year]
Type

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017

2018

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

22.0

20.5

19.4

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

12.6

13.3

11.9

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

31.4

29.3

25.5

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

25.5

23.7

22.4

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

6.5

6.6

6.0

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

8.0

6.1

10.1

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

Total

Visualimpairment
Hearing
impairment
Intellectual
disabilities
Physical/motor
disabilities
Healthimpairment*Calculated according to School Fundamental Statistics (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.

35

Recent Policy and Status on Special Needs Education in Japan  

  (11) The status of homebound education in the upper secondary
department of schools for special needs education - national, public and private
institutions –Fiscal Year

Number of schools

Number of children

2001

261

895

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

*Calculated according to School Fundamental Statistics (MEXT)(12) Expenditure of school education per one child - public institution - [FY 2016]
Elementary schools

FY2016

931,435 yen

Lower secondary schools

schools for special needs
education

1,084,063 yen

7,273,494 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, schools for special needs education, upper secondary schools (full-day, part-time, correspondence), secondary education schools, special
training schools, each type of school and specialized training colleges.

36   !"#$%&'&'

Summaries of the Research Papers
pers

English Abstracts of the Research Papers from Bulletin of The National Institute of Special Needs 

”, Vol. 46, 2019.

Education or “

1. LEE Heebok and TANAKA Mari (2019). Narrative Ability about the Personal Experience in Children with Autism Spectrum Disorder,
Bulletin of The National Institute of Special Needs Education, Vol. 46, pp.1-14, 2019

Narrative Ability about the Personal Experience in Children
with Autism Spectrum Disorder
LEE Heebok and TANAKA Mari

 
 

 
 

Abstract: The ability of children with autism s p e c t r u m d i s o r d e r A S D a n d t y p i c a l l y developing TD children to narrate theirpersonal experiences, and special events were investigated. ASD children n= 1 7 and TD children n= 2 9 were asked to relate narratives

of their personal experiences about a time when they had been happy, sad, or unpleasant with their family or friends, as well as special eventsthat they experienced. The results indicated 1 ASD children were less likely than TD children to talk about “results” as narrative components

of their personal experiences. 2 ASD children were less likely to identify causes of their mental states and emotions and between self andothers. 3

It was more difficult for ASD children to narrate personal experiences from their perspective. 4

Also, ASD children narrated

about special events without others. These results suggest that ASD children’s narrative ability is related to their understanding of self andothers.
Key words: Autism Spectrum Disorder, Personal Narrative, Understanding of Self, Understanding of others

2. YANAGISAWA Akiko and NATSUUMI Yoshio (2019). Activities to Promote Independence of Students with Autism: Clarification of Key
Goals throughout Educational Activities and Relations between the Goals in a Vocational Training Program, Bulletin of The National Instituteof Special Needs Education, Vol. 46, pp. 15-27, 2019.

Activities to Promote Independence of Students with Autism:
Clarification of Key Goals throughout Educational Activities andRelations between the Goals in a Vocational Training Program
YANAGISAWA Akiko and NATSUUMI Yoshio
Abstract:(

Activities to promote independence” is a specialized subject area in the national curriculum for special needs education schoolsthat aims to promote independent living for children with disabilities. The present study examined teaching based on the relations between thegoals of activities to promote independence in a vocational training program, by clarifying key goals throughout the educational activities of a
student with autism who cried loudly and had difficulty in entering into relationships from others when he became emotionally unstable. At
first, the class teacher focused on the problem behaviors of the student with autism and had a hard time dealing with them. However, theteacher’s teaching style and understanding of the student improved after the teacher reconsidered the goals and clarified the key goals of theactivities to promote independence. This study discussed the significance of clarifying the key goals of activities to promote independencethroughout educational activities and its effect on the teacher and the student.
Key words: autism, activities to promote independenceteaching

jiritsu katsudo , vocational training program, key goal-setting, improvement of37   !"#$%&'&'

Summaries of the Research Papers

3. YOSHIKAWA Tomoo, KITAGAWA Takaaki, IKOMA Yoshio and SUGIURA Toru (2019). The Current Status and Issues of Students with
Physical Disabilities enrolled in Elementary and Lower Secondary Schools, Bulletin of The National Institute of Special Needs Education, Vol.
46, pp. 29-42, 2019

The Current Status and Issues of Students with Physical Disabilities
enrolled in Elementary and Lower Secondary Schools
YOSHIKAWA Tomoo, KITAGAWA Takaaki, IKOMA Yoshio and SUGIURA Toru

Abstract: An inclusive education system is being promoted at present, thus the number of classes for special needs education for students
with physical disabilities in elementary and lower secondary schools and the number of students enrolled in these classes is increasing. It istherefore important to enhance the quality of instruction for students with physical disabilities enrolled in elementary and lower secondary
schools, including students likely to be enrolled in regular classes in the future.
This study investigated the enrollment status of students with physical disabilities enrolled in regular classes and/or classes for special
needs education for students with physical disabilities in elementary and lower secondary schools. The discussion focused on potential futureissues.
The results of this study suggested that it is necessary to improve the instruction given in courses and the teaching strategies employed,
considering the cognitive as well as physical characteristics of the students with physical disabilities. Moreover, it appears that special needs
education schools play important roles as resource centers.
Key words: physical disability, class for special needs education, regular class, function as a resource center of special needs education
schools

4. YAMAMOTO Akira, YOKOKURA Hisashi, and UNO Kounosuke (2019). Survey on the State of Communication and Language in Special
Needs Education Schools for Children with Hearing Impairments, Bulletin of The National Institute of Special Needs Education, Vol. 46, pp.
43-52, 2019

Survey on the State of Communication and Language in Special
Needs Education Schools for Children with Hearing Impairments
YAMAMOTO Akira, YOKOKURA Hisashi, and UNO Kounosuke

Abstract: Questionnaire surveys on the state of communication and language in special needs education schools for children with hearing
impairments are conducted every five years, with the most recent study conducted in fiscal 2017. The results of the 2017 survey were as
follows: 20.7% of those enrolled at the above schools were children and students with multiple disabilities, while 27.4% of those enrolledwere children and students wearing a cochlear implant. Moreover, the main communication means in the schools were utterances andutterances along with sign language. In addition, many test and examination tools are utilized in order to grasp the state of communication andlanguage of children and students.
Key words: hearing impairment, communication, language, evaluation

38   !"#$%&'&'

Summaries of the Research Papers
apers

5. WAKABAYASHI Kazusa, KAMIYAMA Tsutomu, HANDA Ken, ENDO Ai and KATO Tetsubumi (2019). Discussion on the Process of
Support provided by Special Needs Education Coordinators to General Education Teachers, Bulletin of The National Institute of Special
Needs Education, Vol. 46, pp. 53-67, 2019.

Discussion on the Process of Support provided by Special Needs Education
Coordinators to General Education Teachers
WAKABAYASHI Kazusa, KAMIYAMA Tsutomu, HANDA Ken, ENDO Ai and KATO Tetsubumi

Abstract: In this study, interviews were conducted with 10 Special Needs Education Coordinators (SENCos) in order to obtain and discuss acomprehensive picture of the process of support given to general education teachers in charge of instructing regular classes.
The interviews were recorded, transcribed, and then analyzed utilizing the Modified Grounded Theory Approach. Under the theme of"Effective support from SENCos for general education teachers”, 17 concepts and 5 categories were generated, and the relationships between
them were considered. As a result, two processes in the support given by SENCOs were illustrated: the process of developing a teaching plan
based on the SENCo’s analysis, sharing information, and implementing and evaluating the instructions and support; and the process ofpromoting general education teachers’ understanding to improve their teaching.
The processes and categories generated were considered and compared with previous studies. The discussion focused particularly on how theevaluation of instructions and support bolsters teachers’ instructions and supports, as well as feedback for developing new individual support
plans.
Key words: Special Needs Education Coordinator, support for general education teachers, Modified Grounded Theory Approach, promoting
general education teachers’ understanding

6. ENDO Maiko and SAITO Yumiko (2019). Points to Note in High Quality Joint Activities and Learning at Schools in Local Communities –through Analysis of Case Examples –, Bulletin of The National Institute of Special Needs Education, Vol. 46, pp. 69-83, 2019.

Points to Note in High Quality Joint Activities and Learning at Schools in
Local Communities– through Analysis of Case Examples –ENDO Maiko and SAITO YumikoAbstract: Currently, there are very few studies on a practical approach towards joint activities and learning at schools in local communities,
and many researchers have pointed out the need to accumulate and share relevant practices. This research aimed to present points to note injoint activities and learning for regular classroom teachers in elementary and junior high schools, and illustrate practical efforts by examples
through analyzing quality case examples.
The targets of analysis were six case examples that were part of research conducted by the National Institute of Special Needs Education(2018).
Items on “The checklist on joint activities and learning” (working title), which were developed as points to note regarding joint activities
and learning, were used to observe points for data analysis, and practical efforts in the case examples were organized.
Through the analysis of case examples, the items on the checklist were reviewed, and practical efforts in the case examples were organized
into 18 items from 5 domains.
The significance of this research was discussed and an approach for quality joint activities and learning at schools in local communities was
proposed.
Key words: joint activities and learning at schools in local communities, case examples, checklist

39 

Editorial Board
Y O K O K URA Hi s a sh i

( Ch a i r m a n )K A I Z U

A k i k o(Chief Editor)

WA K U I

MegumiNISHIMURA Takahiro
K I TA G AWA Ta k a a k i
KAMIYAMA Tsut om u
I WA K I

Yu ki k o

SAI T O

Mi t su oOZONESatomiTA N A K A N obu a k i
MURAOKAYu k iNISE Bulletin Vol. 19
March 2020
Published by
National Institute of Special Needs Education
5-1-1 Nobi, Yokosuka, KANAGAWA, 239-8585 JAPANURLhttps://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