ISSN 0389-9012

NISE A-18

NISE Bulletin
Vol.18March 2019

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

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

NISE’s Activities
Research Projects for FY2018

1

Research Summaries of the Final Reports of the Research Projects in 201811

Report on NISE International Symposium on Special Needs Education

17

Other Topics

18

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

25

Recent Data on Education for Children with Disabilities in Japan

29

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

”, Vol. 45, 2018!"#$"#%

37

NISE Bulletin Vol. 18 March 2019

NISE's Activities

Research Projects for FY 2018
Category

Crosssectional
Research

Category

Researchon Specific
Disability
Categories

Research
Unit

Research Title

Research
LeaderResearch
PeriodComprehensive Research Related to the Development of an
Inclusive Education System in Japan

Inclusive
Education
System TeamKANEKO
TakeshiFY
2016-2020

Comprehensive Research Related to Education Curriculums on
Special Needs Education

Education
Curriculum
Team

YOKOKURA
HisashiFY
2016-2020

Research
LeaderResearch
PeriodResearch Title

Research
Unit

Research on Instruction for Students with Multiple Disabilities
Including Visual Impairment- Focusing Especially on Instruction in Schools for Special
Needs Education (Visual Impairment) -Visual Impairments
Unit

KANEKO
TakeshiFY2017-2018

Research on Enhancing the Function as a Resource Center in
Education for Students with Hearing Impairment: Regional
Collaboration for Young Children

Deaf and Hard of
Hearing
Unit

YAMAMOTO
Akira

FY
2018-2019

Research on Educational Support and Accommodations forStudents with Mental Disorders or Psychosomatic Diseases

Health Impairments
Unit

TSUCHIYA
TadayukiFY2017-2018

Research on Enhancing Instruction and Support for JuniorHigh School Students with Speech and Language Disorders

Speech andLanguage Disorders
Unit

NAMEKAWA
Norihiro

FY
2018-2019

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NISE Bulletin Vol. 18 March 2019

NISE's Activities

Category

Research
Unit

Research Title

Research
LeaderResearch
PeriodEducational
Research on Educational Counseling and Determining SchoolCounseling and

MAKINOFY

Enrollment

SchoolYasumi2018-2019

KUBOYAMA

FY

Shigeki

2018-2019

SAITO

FY

Yumiko2018-2019

Enrollment Team

Research on Deepening Understanding and Awareness of theand Awareness

Inclusive Education System

Team

Collaborative
Research on
Practices in
Local

Understanding

SchoolResearch on Developing Schools Capable of Meeting Diverse
Educational Needs

Development
Team

Communities

Reasonable

Research on Reasonable Accommodations and Fundamental

Accommodations

YOKOO

FY

Environment Arrangement in Schools

and Environment

Shun

2018-2019

Arrangement Team

Category

Entrusted
Organization

Research Title

Research
LeaderResearch
PeriodDevelopmental Research towards Building Support Systems
Entrusted
Researches

for deafblind Students- Workshop for Teachers of deafblind Students -Yanai Tadashi

HOSHI

FY

Foundation

Yuko

2017-2018

Japan Association
Survey on Actual State of Children with Hearing Impairmentof Childcare

YAMAMOTO

in Childcare Facilities within Businesses in Japan

Providers within

Akira

FY 2018

Businesses
The OkawaFoundation for
Development of Easy-to-read UV Braille Learning Materials
with Read Aloud Function for Beginners

Information andTelecommunicatio
ns

2

DOI

FY

Kouki

2017-2018

NISE Bulletin Vol. 18 March 2019

NISE's Activities
Outlines of Research Projects for FY 2018

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

Research unit: Inclusive Education System Teambe conducted for a period of five years under the main theme

Research Leader: KANEKO Takeshi“Comprehensive Research Related to the Development of an

Researchers:

Inclusive Education System in Japan.” This research will

YOKOYAMA Koichi(Sub-leader), IKOMA Yoshio, NAMEKAWA

contribute to promoting the development of a future inclusive

Norihiro, YANAGISAWA Akiko, NISHIMURA Takahiro, HOSHI

education in Japan by showing remaining issues and future

Yuko

outlooks at the time an inclusive education system is developed in

Research period: FY2016-2020

Japan while creating an assessment scale which allows for thevisualization of results and issues related to local community based
inclusive education system development, and use the assessment

Abstract:
Based on the ratification of the Convention of the Rights ofscale to verification purposes.

Persons with Disabilities and enactment of the Act for Eliminating

In the two-year period from 2018 to 2019 school year, theDiscrimination against Persons with Disabilities, development ofassessment scale (draft proposal) for developing inclusive

an inclusive education system is an important national policy issue.

education systems will be verified by several selected collaborative

During the fourth medium-term objectives period, it is necessary to

institutions in Japan. In 2020, the final year of the project, theconduct research which supports the steady promotion of efforts

results and issues pertaining to developing of inclusive education

aimed at the development of an inclusive education system in local

systems will be presented together with prospective proposals forcommunities and educational settings. Therefore, this research will

the next development and stabilization.

Cross-sectional ResearchComprehensive Research Related to Education Curriculums on Special Needs
Education
Research unit: Education Curriculum Teamelementary/juniorhighschools

andforelementary/lower

Research Leader: YOKOKURA Hisashi

secondary departments of special needs schools, and in 2018, theResearchers:

national curriculum guidelines for high schools were released
Takaaki(hereinafter referred to as “new national curriculum guidelines”).

(Sub-leader), SHIMIZU Jun, KAIZU Akiko, SAKAI Naoki,

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

KAMIYAMA Tsutomu, SAWADA Mayumi, SASAMORO Hiroki

will be fully implemented in elementary schools and elementary

Research period:

departments of special needs schools based on the guidelines

WAKABAYASHI

Kazusa(Sub-leader),KITAGAWA

FY2016-2020(implementation is planned for 2021 for junior high schools, lower
secondary departments of special needs schools and 2022 for highAbstract:
In 2017, the national curriculum guidelines were released forschools, upper secondary departments of special needs schools).

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NISE's Activities
7) Are specialized courses and specialties being improved?
The following issues have been raised for the smooth8) Is continuity being developed among kindergartens,

implementation of the new national curriculum guidelines (Central

elementary, junior high, and high schools and special needs

Council for Education, 2016):

schools?

1) Is the curriculum for students with visual impairment based

9) Is learning in a variety of venues being enhanced?

on the revised content for each subject in elementary school?

10) Is education for understanding people with disabilities, joint

2) Is the curriculum for students with intellectual disabilities

activities and learning being promoted?

being properly implemented?

11) Are various modern issues being addressed?

3) Is the content for activities to promote independence being
improved and enhanced?

To resolve these issues, we conducted this study while

4) Is the curriculum for students with multiple disabilities being

developing a research system in coordination with the related

properly implemented?

organizations. We aimed to understand the resources assigned for5) Is subjective and interactive deep learning being realized intraining, skills instruction, and support needed for learning byview of the disability state and other factors?

individual students based on the curriculum organized and6) Is career education being enhanced?

implemented according to the new national curriculum guidelines.

Research on Specific Disability Categories

Research on Instruction for Students with Multiple Disabilities Including
Visual impairment- Focusing Especially on Instruction in Schools for Special Needs
Education (Visual Impairment) -Research unit: Visual Impairments Unit

provided at such schools. This sort of research can provide useful

Research Leader: KANEKO Takeshi

findings not just for schools for special needs education (visual

Researchers:

impairment), but also for such schools for other types of

DOI

Kouki(Sub-leader),SAWADA Mayumi,

NISHIMURA

disabilities that include students with multiple disabilities including

Takahiro, OOUCHI Susumu

visual impairment.
Therefore, this research will examine, using national census data

Research period: FY2017-2018

targeted at schools for special needs educations, instructional
issues for students with multiple disabilities including visual

Abstract:
In instruction at schools for special needs education (visual

impairment at schools for special needs education (visual

impairment), from a “visual impairment” perspective it is

impairment). After examining the data, this research will present

important to make use of the visual and tactile senses based on

proper types of instructional content and methods. As a result ofassessments of the visual and tactile functions. There is a need to

the research, a leaflet will be created that collects instructional

clarify the current state and issues of instruction at schools forcontent, methods, and other information, contributing to thespecial needs education (visual impairment), as well as for

improvement and enhancement of instruction for students withnecessary curriculum content and instruction methods to be

multiple disabilities including visual impairment.

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NISE's Activities

Research on Specific Disability Categories

Research on Enhancing the Function as a Resource Center in Education forStudents with Hearing Impairment: Regional Collaboration for Young Children
For this reason, this study will examine the (1) coordination

Research unit: Deaf and Hard of Hearing Unit
Research Leader: YAMAMOTO Akira

between education and medical, welfare, or health organizations,

Researchers:and (2) as the state of family support is investigated, and the

UNO Kounosuke(Sub-leader), YOKOKURA Hisashi

specialization for educational support from an early stage is

Research period: FY2018-2019

maintained, continued, and developed, we will prepare a manualfor promoting specific coordination with related organizations andsmooth family support to support the efforts of special needs

Abstract:
Special needs schools (hearing impairment) undertake education

schools (hearing impairment).

from infants whose disability is found until their school age or

To obtain the basic data for this study, we perform as aentry to higher education. These schools provide parental support

preliminary study, questionnaire survey (sample), and field survey

from infancy, regional support, training of instructors, and(sample) in kindergartens, elementary schools, and junior highcoordination with outside organizations and have achieved positive

schools. These survey results will be used to clarify the

results. However, securing specialized teachers who can provide

specialization of special needs schools (hearing impairment) andeducational support from an early stage has become an agenda

the current state and issues in kindergartens, elementary schools,

amid generational changes in teachers, personnel transfers, andand junior high schools.

other factors.

Research on Specific Disability Categories

Research on Educational Support and Accommodations for Students with Mental
Disorders and Psychosomatic Diseases
Research unit: Health Impairments Unitavailable on support and care for students with mental disorders

Research Leader: TSUCHIYA Tadayuki

and psychosomatic diseases. Thus, in a preliminary survey in 2016,

Researchers:a total of 40 educational needs for students with mental disorders

FUJITA Masashi(Sub-leader), NIIHIRA Shizuhiro

and psychosomatic diseases in special needs schools (healthResearch period: FY2017-2018

impairment) were clearly identified. This study was used to collectthe specific efforts of teachers at special needs schools, to organize
and analyze them, and to propose new method for support and care

Abstract:
A disease type survey conducted by the National Healthbased on educational needs. With the results of this study, we will

Disability Education Research Federation of students enrolled inwork to create a guidebook not only for special needs schools, but

special needs schools and special needs classes in charge ofalso for elementary, junior high, and high schools where a large

educating students with health impairment and physical weakness

number of students with mental disorders and psychosomatic

revealed that mental disorder and psychosomatic disease accountdiseases are present.

for the majority of their morbidity. Currently, no guidebook is

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NISE Bulletin Vol. 18 March 2019

NISE's Activities

Research on Specific Disability Categories

Research on Enhancing Instruction and Support for Junior High School Students
with Speech and Language Disorders
Research unit: Speech and Language Disorders Unit

school level has been improved. However, issues remain with the

Research Leader: NAMEKAWA Norihiro

system, content and method of teaching at the junior high and highResearchers:

school levels. In this study, we will examine teaching contents and

KUBOYAMA Shigeki(Sub-leader), MAKINO Yasumi

methods for junior high school students with speech and language

Research period: FY2018-2019

disorders. We also aim to clarify the role that language classrooms
in junior high schools play within the inclusive education systemof the community. The results of the study will serve as a reference

Abstract:
In education for speech and language disorders, it has been 25

for promoting future policies toward enhanced education foryears since special support services in resource rooms was

speech and language disorders at the junior high and high school

systematized in 1993, and the teaching system at the elementarylevels.

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NISE's Activities

Collaborative Research on Practices in Local Communities

Research on Educational Counseling and Determining School Enrollment
Research unit: Educational Counseling and School Enrollment

of disability of each individual child, the details of the educational

Team

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

Research Leader: MAKINO Yasumi

carry out hearing with guardians and experts, and in particular the

Researchers:

opinions of the child and its guardians shall be respected as much

YAMAMOTO Akira(Sub-leader), TSUCHIYA Tadayuki, LEE

as possible.

HeebokThis study clarifies the current state and issues in providing

Researcher of Collaborative Research on Practices in Local

information to the child and their guardians, educational

Communities:

counseling, consensus building, collaboration among schools, and

KUMAGAI Sachi

reconsidering after the school enrollment.
Based on results of this study, we provide knowledge andResearch period: FY 2018-2019

strategies for resolving and sufficient responding to issues withschool enrollment by local administrations. Also, we organize

Abstract:
As the partial revisions of the enforcement ordinance for School

points to keep in mind for each process related to school

Education Law in 2013, the mechanism for determining school

enrollment, and efforts that can be a reference, in order to enhanceenrollment for children with disabilities has changed as follows.

the educational counselling and process for determining school

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

enrollment.

is most suitable among schools taking into consideration the status

Collaborative Research on Practices in Local Communities

Research on Deepening Understanding and Awareness of the Inclusive Education
SystemResearch unit: Understanding and Awareness Teamall school teachers, students, parents, and communities understandResearch Leader: KUBOYAMA Shigeki

the system. In this study, we collaborated with eight prefectural

Researchers:

cities for conducting written questionnaires concerning the actions

ITO Yumi(Sub-leader), ARAYA Yosuke, UNO Kounosuke,

and awareness by teachers, field surveys on the actions by schools.

ENOMOTO Yoko, OSAKI Hirofumi, TAKEMURA

The surveys were for clearly defining the image of a teacher who

Yoko,TAMAKI Munehisa, HIRANUMA Motoshi, YOSHIKAWA

fully understands the purpose and significance of special needsTomooeducation and the image of a school where all teachers “can takeResearcher of Collaborative Research on Practices in Local

an organizational response”. We will also clarify what type ofCommunities:

in-school training and other efforts are made to cultivate these

SHIMAZU Yuko, WAKATSUKI Masako, KOGAWA Kazuhito,

types of teachers and schools. We will then clarify how teachers

ASANO Junichi, ENDO Koichi, AOKI Takanori, YOSHIE Yukari,and schools can explain the concepts of inclusive society and

OKANO Yumiko, TAKANASHI Toshimi

inclusive education system to students and how they should be to

Research period: FY 2018-2019

their communities. These results will be shared and used byschools and educational scenes and administrations around thecountry, including the eight collaborative prefectural cities through

Abstract:
To promote the formation of an inclusive society andstudy forums on regional practice, and academic conference

development of an inclusive education system, it is essential that

presentations.

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NISE Bulletin Vol. 18 March 2019

NISE's Activities

Collaborative Research on Practices in Local Communities

Research on Developing Schools Capable of Meeting Diverse Educational Needs
This study clarifies the current state and issues for developing

Research unit: School Development Team
Research Leader: SAITO Yumikoschools in communities and organizes the approaches for

Researchers:

developing schools that can respond to diverse educational needs

OZAWA Michimasa(Sub-leader),

MURAI

Keitaro,

FUJITA

in compliance with Japanese educational policies by referring to

MasashiInnovation Configurations (IC) and Multi-Tiered System of

Researcher of Collaborative Research on Practices in Local

Supports (MTSS), which are incorporated into the educational

Communities:

policies of the United States and other countries and examines

OKIDE Jun, KITAI Michiyo, KUBOTA Takeshi

processes and policies for their implementation. Our findings on

Research period:

the approaches for school development and implementation

FY 2018-2019

processes are presented in “School Development Design Map”
(draft proposal). We aim to solve problems of the designated

Abstract:
There is a growing need to develop schools capable of meetingcollaborative research communities by referring to the “School

the diverse educational needs of enrolled students in kindergarten

Development Design Map” (draft proposal) while at the same timeand elementary, junior high, and high schools. The 2015 guidelines

improving this Map with the cooperation of the community toof the Central Council for Education in the Ministry of Education,verify its utility.

Culture, Sports, Science and Technology entitled “How Schools

This study targets students who receive special needs education,

Should Function as a Team and Future Policies for Improvement”

but we are examining the inclusion of students who have

explained the complexity and diversity of issues that schools face,educational needs for learning or social difficulties other thanincluding bullying and absenteeism and measures for enhancing

disabilities. We hope that “School Development Design Map”

special needs education, and mentioned that schools are expected(draft proposal) supports for developing schools capable ofto play more expanding roles.

meeting diverse educational needs, improving the capacities ofindividual teachers and the entire school team.

Collaborative Research on Practices in Local Communities

Research on Reasonable Accommodations and Fundamental Environment
Arrangement in Schools
Research unit: Reasonable Accommodations and Environment

important to deepen understanding of teachers regarding the

Arrangement Teamsupport for the difficulties of individual students.
This study aimed to provide useful knowledge for improving the

Research Leader: YOKOO Shun
Researchers:

expertise to make reasonable accommodations in response to the

SUGIURA Toru(Sub-leader), WAKUI Megumi, DOI Kouki,

living and learning difficulties of individual students. To

NIIHIRA Shizuhiro

accomplish this, we will clarify the knowledge and methods so that

Researcher of Collaborative Research on Practices in Local

teachers in elementary and junior high school can deepen

Communities:

understanding of reasonable accommodations and fundamental

IWAHASHI Yoshihisa, IIMURA Megumi, KATO Atsushi

environment arrangement; we will organize specific reasonable

Research period:

accommodations and fundamental environment arrangement; andFY 2018-2019

we will examine methods of using the inclusive education systemdevelopment assistance database of the National Institute of

Abstract:
In inclusive education systems, the development of a special

Special Needs Education (NISE) to find a way to disseminate thespeed education system within the school is needed, and it isfindings obtained.

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NISE Bulletin Vol. 18 March 2019

NISE's Activities

Entrusted Research

Developmental Research towards Building Support Systems for deafblind Students- Workshop for Teachers of deafblind 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 2017-2018

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

Survey on Actual State of Children with Hearing Impairment in Childcare Facilities
within Businesses in Japan
Entrusted Organization:
ProviderswithinJapan

Businesses

with hearing impairment in company-run childcare facilities andAssociation of Childcare(Jihoren:Nihon

Jigyosho-nai

the actual support provided, clarify issues, and make it as a

Hoikudantai Rengokai)

resource for examining future collaboration with hearing

Research Leader: YAMAMOTO Akira

impairment educational institutions.

Research period: FY 2018

The survey also covers students with disabilities other than hearing
impairment and students suspected of having disabilities.
This study is collecting information by conducting a survey of the

Abstract:
With the support of the Japan Association of Childcare Providers

approximately 1000 childcare facilities within businesses from thewithin Businesses, a survey is conducted in this study on the actual“List of Subsidized Company-run Childcare Providers” (as ofstate of children with hearing impairment in childcare facilities

March 31, 2018) of the Child-rearing Association (Jido Ikusei

within businesses. This study will examine the numbers of children

Kyokai).

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NISE Bulletin Vol. 18 March 2019

NISE's Activities

Entrusted Research

Development of Easy-to-read UV Braille Learning Materials with Read Aloud
Function for Beginners
Entrusted Organization: The Okawa Foundation for Information

braille learning materials thatallow voice-guided brailleand Telecommunications

identification. This study printed UV braille on paper with a 2D dot

Research Leader: DOI Kouki

code for creating braille learning materials that are equipped with

Research period: FY 2017-2018

voice-guided function, easy to learn and read braille. Printing of
UV braille uses a special device that can create high-precision UV
braille compared to the screen printing system used in the existing

Abstract:
Braille with colorless transparent UV hardened resin (UVUV braille manufacturing method. Braille learning materials werebraille) has been commonly used because it can be indicated along

manufactured with the cooperation of specialists who are familiar

withcharacters read by sighted people withoutwith braille production and teachers at special needs schools

undermining the legibility of the text on the printed object.

printed(visual impairment), and we confirm the ease of braille reading and

Because UV braille provides a clear stimulus for the fingertips, itsease of learning with teahchers involved in teaching braille reading

use is effective at the early stage of braille learning. Althoughin special needs schools (visual impairment). The findings frombraille learning materials using UV braille are commerciallythis study will contribute to the examination of manufacturing

available, no manufacturing method has been established formethods for braille learning materials that are easy to learn.

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NISE Bulletin Vol. 18 March 2019

NISE's Activities: Research Summaries from the Final Reports

H29-01 (Cross-sectional Research)

Comprehensive Research Related to the Development of Inclusive Education System
in Japan- Creating an Assessment Scale (Draft) for Building an Inclusive Education System -[Research period] FY2016-2017

systems and special needs education in Japan and overseas,[Principal researcher] HARADA Kimihito

detailed examination of laws and regulations, and nationwide and[Summary]

overseas surveys on developing inclusive education systems. This

Japan has ratified the Convention on the Rights of Persons withscale provides a guideline for actions taken by regions and schools

Disabilities and implemented a variety of laws and regulations.

for developing the inclusive education system and the policies

Although works are underway to develop an inclusive education

implemented for building systems in regions and schools. In

system in regions and schools around the country, no

subsequent years, the assessment scale (draft proposal) will becomprehensive scale is provided for evaluating the progress,

verified, and the next development and stabilization of the system

results, issues, and other factors.

will be proposed.

This research report shows the results for the first two years of a

[Keywords]

five-year study. Based on the above points, an assessment scale

inclusive education system, nationwide survey, overseas survey,(draft proposal) for inclusive education systems was created forassessment scale (draft proposal)

these two years on the grounds of research on inclusive education

H29-02 (Cross-sectional Research)

Comprehensive Research Related to Education Curriculums on Special Needs
Education- Focusing on the Continuity of Learning through Regular Classes and Special
Support Services in Resource Rooms [Research period] FY2016-2017

actual state of coordination with instructors and provide proposals[Principal researcher] SAWADA Mayumi

for issues, and to (2) organize the content of special support[Summary]

services in resource rooms so as to fully utilize its perspective andSpecial support services in resource rooms are provided

foresight in regular classes and their applicability to daily life, andto create a “handbook”.

according to the needs of students to improve and overcome
learning and daily life-related difficulties arising from disabilities;

For (1), we used questionnaires and field surveys with the local

and it is important that the results of the special support services

board of education (randomly selected) that implements the special

can be applied in the regular classes and daily life.

support services in resource rooms and with the principals andThis study focused on the continuity of learning in regularclassroom teachers of the local schools where the students

classes and special support services in resource rooms concerning

receiving the special support services in resource rooms are present.

disability types covered by special support services in resource

We used the results to prepare “Six Proposals for Realizing

rooms. The study aimed to (1) clarify the position of special

Continuity of Learning for Regular Classes and Special Support

support services in resource rooms within the curriculum andServices in Resource Rooms”.

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NISE's Activities: Research Summaries from the Final Reports
For (2), based on the “Six proposals” in (1), we created a

implemented from the 2020 school year.

handbook for regular classroom teachers entitled “Examining

This study is identified as the first two years (study particularly

Special Needs Education in the Curriculum of Elementary andfocused on “regular classrooms”) of the 4th medium-term target

Junior High Schools: Utilizing Special Support Services inperiod (5 years) for the “Comprehensive Study on Curriculum for

Resource Rooms in Regular Classes”.

Special Needs Education”.

We think that the study results for (1) and (2) can contribute to[Keywords]

further promotion of the inclusive education system and a smooth

regular classes, special support services in resource rooms,

transition to the new curriculum guidelines that will be fully

continuity of learning, curriculum, handbook

H29-03 (Research on Specific Disability Categories)

Research for Understanding the Actual Conditions of Children with Autism Enrolled
in Schools for Special Needs Education (for Intellectual Disabilities) and their
Instruction- Consideration of Instruction Focused on the Links between Objectives -[Research period] FY2016-2017‘‘Children with autism tend to relate with specific teachers’’ were[Principal researcher] YANAGISAWA Akiko

noted as the issues.
The practical study was implemented at 4 schools. We examined[Summary]In this study, a survey was conducted a total of 490 out of 610

how teachers set/reviewed targeted goals for children with autism

schools for special needs education (intellectual disability) toand how teachers’ perception for children with autism changed

clarify the enrollment of children with autism and approachthrough they cosidered the linkage with targeted goals. Based on

specialized in them. The results of this survey indicated the number

the results of the practical study, we compiled its significance andof children with autism increased at each department. Especially,

the key points for setting/reviewing goals.

the increase of the upper secondary department was the greatest.

This study shows the points for fulfillment of autism education

Compared to each department, the number of autistic children withand the role of function as a resource center of special need

mild intellectual disability had increased at the upper secondary

education.

demartment. The most outcome responsed at all departments was[Keywords]‘‘Children with autism can calmly spend at their schools’’, andschool for special needs education (intellectual disabilitiy),‘‘Arranging the learning environoment based on the characteristics

enrollment of children with autism, linkage with targeted goals ,of autism’’ was followed. On the other hand, ‘‘Teachers tend to

key points in setting/reviewing goals

correspond/to support individually for children with autism’’ and12

NISE Bulletin Vol. 18 March 2019

NISE's Activities: Research Summaries from the Final Reports

H29-04 (Research on Specific Disability Categories)

Research on the Proper State of Instruction Suited to the Actual State of Students
with Developmental Disorders in Resource rooms of Upper Secondary Schools– Consideration of Issues at the Implementation Stage -This study identified eight issues pertaining to system design[Research period] FY2016-2017[Principal researcher] SASAMORI Hiroki

that should be examined in the introduction period, namely,[Summary]“positioning of special support services in resource rooms”,

With the implementation of special support services in resource“organization of the curriculum and certification of units forrooms in high schools from the 2018 school year, this study

special support services in resource rooms”, “instruction contents

examined the role of special support services in resource rooms inequivalent to activities to promote independence and evaluation”,

high schools, regional implementation schemes, the development“process to understand and determine the educational needs ofof systems devised for use within schools, and the content andtarget students”, “setting of the implementing schools andmethods of instruction for activities to promote independence

implementing

based on the actual status and characteristics of the disability of

implementing teachers”, “understanding of teachers and thestudents who require special support for their disabilities including

school's internal support system”, and “explaining and achieving

developmental disabilities. The systemization of special support

greater system awareness”. Based on this, we compiled 10 key

services in resource rooms is the first in kind for special needs

points that should be observed by all high school teachers.

education in high schools. It is important to proceed with the[Keywords]

system design in phases: the introduction period as the first phase,high schools, special support services in resource rooms,

the expansion period as the second phase, and the stabilization andintroduction phase, issues to be addressed

format”,“assignmentandspecializationofenrichment period as the third phase, while taking into account thepolicies for issues that should be studied based fully on thecharacteristics of high school education.

H29-05 (Collaborative Research on Practices in Local Communities)

Research on the Development of Inclusive Education Systems in
Local Communities[Research period] FY2016-2017

individual community. This study examined and organized policies[Principal researcher] MAKINO Yasumi

and approaches for resolving issues that arise in the development[Summary]of an inclusive education system in local communities throughTo develop an inclusive education system, previous studies

surveys and practical studies based on the studies and actions takenorganized the points of emphasis (grand design) in any local

for resolving issues involving a designated collaborative researchmunicipality, but to make them viable in local communities, thecommunity. The purposes of this study were to provide knowledge

implementation policies and approaches must be examined for theon the interconnection among related organizations, departments,

efforts made to solve issues and the varying situations in eachand organizations, take action, and make it a reference for local

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NISE Bulletin Vol. 18 March 2019

NISE's Activities: Research Summaries from the Final Reports
communities.

coordinators, special support services in resource rooms, internal

Through surveys and practical studies in the designatedschool support systems, individualized education support plans,

collaborative research communities, we showed (1) the importanceand use of outside experts and the need for coordination andof having fully functioning special needs education coordinators,

collaboration among related organizations, departments, andand the need for ways to make peripatetic consultations accessibleorganizations for implementing actions, (7) importance ofand for training to boost the morale and raise motivation, (2)organizing related organizations, departments, and others for

usefulness of resource room functions, (3) the need for

coordination and collaboration and mutual sharing between themunderstanding how students “commute” to school and forand improving the specialization of each.

examining any necessary support, (4) importance of an internal[Keywords]

cooperative structure in schools in the active use of individualized

coordination

education support plans and school support by the board of

coordinator, special support services in resource rooms, internal

education, (5) importance of establishing an internal school

school support system, individualized education support plan, use

structure in the active use of outside experts, (6) need forof outside experts

andcollaboration,

specialneeds

educationinterconnection of actions for enhancing of special needs education

H29-06 (Collaborative Research on Practices in Local Communities)

Research on Training Leading to the Development of an
Inclusive Education System[Research period] FY2016-2017

institute examined seven situations for schools striving to develop[Principal researcher] KUBOYAMA Shigeki

an inclusive education system. We also collaborated with six[Summary]

prefectural cities that were the designated collaborative researchTraining for the improvement of the expertise of individual

communities for the study, and worked on local issues pertaining

teachers is essential for developing an inclusive education system.

to training, namely, support for local boards of education by

The 2012 report by the Elementary and Secondary Educationprefectural boards of education, improving training by the local

Subcommittee of the Central Council for Education evenboard of education, and improving training through collaboration

mentioned “the improvement of the expertise of individualwith special needs schools.

teachers for enhancing special needs education”. This report also

[Keywords]

stressed the importance that all teachers “have a certain level of

improvement of the expertise, in-school training, the expertise forknowledge and skills for special needs education”, “secure theentire schools, collaboration with special needs schools, special

expertise for entire schools”, and “follow leadership of theneeds education at high schools

management including the principal”. Against this backdrop, our

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NISE Bulletin Vol. 18 March 2019

NISE's Activities: Research Summaries from the Final Reports

H29-07 (Collaborative Research on Practices in Local Communities)

Research on Joint Activities and Learning[Research period] FY2016-2017

system, and a general-purpose checklist containing specific points[Principal researcher] SADAOKA Koji

for implementing joint activities and learning was prepared. In[Summary]

addition, the boards of education for Shizuoka prefecture andJoint activities and learning are important educational activities,

Sagamihara city participated as designated collaborative research

positioned as the fundamental environment establishment toward

communities in this study, and practical study was conducted to

an inclusive education system. However, there have been hardly

enhance individual integration of special needs school children to

any studies that specifically examined how joint activities andcommunity regular schools, joint activities and learning inlearning should be implemented and their significance, from theelementary schools. Based on the results of this study, a Q&A

standpoint of developing an inclusive education system, and there(draft proposals) was prepared to serve as a handbook for schools.

is a paucity of data that can be used in schools. Thus, in this study,[Keywords]

a nationwide survey was conducted on joint activities and learning

joint activities and learning, inclusive education system, individualand field survey on the distinctive implementation of joint

integration of special needs school children to community regular

activities and learning. Various approaches to joint activities andschools, joint activities and learning in elementary schools

learning were organized in developing the inclusive education

H29-08 (Collaborative Research on Practices in Local Communities)

Research on the Utilization and Evaluation of Educational Materials[Research period] FY2016-2017

second year of the study, a needs survey was conducted on the use[Principal researcher] ARAYA Yosukeof tablet devices and other ICT in elementary and junior high[Summary]

schools in district A of Nagano prefecture. Paper-based

The use of tablet devices and other information andquestionnaires were given to schools offering the function as acommunication technologies (ICT) is expected to enable moreresource center for teaching materials and tools including ICT

effective and beneficial education for students with disabilities.

among special needs schools around the country. From theseThis study aimed to prepare the “Guide for Using Tablet Devices

surveys, we found 10 needs pertaining to the use of tablet devices

in Elementary and Junior High Schools for Teachers in Charge ofand other ICT in elementary and junior high schools. Based on

the Function as a Resource Center of Special Needs Schools” as athese points, we prepared a guide covering “specific scenarios anduseful resource in schools based on the data that approximately

background of difficulties”, “new possibilities opened up by using

30% of special needs schools provided the function as a resource

tablet devices”, and “changes that can be expected in students”.

center concerning teaching materials and tools including ICT. In

These are made accessible for both special needs school teachers

the first year of the study, 295 practical cases of tablet device use atand elementary and junior high school teachers.

special needs education were analyzed from the standpoint of ICT[Keywords]

use. We clarified the characteristics of use for each disability typeeducational materials, tablet devices, community support, function

and offered training and classes for the improvement of the

as a resource center, guideexpertise of individual teachers at special needs schools. In the

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NISE Bulletin Vol. 18 March 2019

NISE's Activities: Research Summaries from the Final Reports

H29-09 (Collaborative Research)

International Comparison of Teaching Content and Methods for Children withIntellectual Disabilities in Inclusive Education Settings-Based on Comparisons of Finland and Sweden with Japan[Research period] FY2016-2017

3, an inspection was made on the actual state of children with and[Principal researcher] MEIKAN Shigeru

without intellectual disabilities who learn together in Sweden and[Summary]

Finland.

As stated in the Convention on the Rights of Persons with

The research results were analyzed while considering factors

Disabilities and “the 2030 Agenda for Sustainable Development

including the educational systems and cultural background.

(UN, 2015)”, the development of an inclusive education system isSpecific teaching content and methods for learning in regulara pressing issue both in and out of Japan. However, for theclasses were compiled based on the analysis. Also, as proposals forteaching methods at inclusive education venues where students

future implementation in Japan, we raised the two points: (1)with intellectual disabilities learn together with students without

Enhancement

disabilities, there are not enough research findings available aboutteaching) with special needs school teachers and regular classroom

effective teaching techniques and group formation.

teachers and (2) Development of a system to secure the expertiseoforganizational

co-teaching(collaborative

For this reason, this study was conducted to find effectivethat allows special support (freelance teachers who are specializedteaching methods using international comparison between thein special needs education and the assignment and training ofJapanese educational system and its implementation of education

specialized support staff).

in regular classes, and advanced countries in education and welfare[Keywords]

for children and adults with disabilities, namely Sweden andintellectual disabilities, joint activities and learning, inclusive

Finland.

education, Sweden, Finland

Study 1 compiled literature on the trends in Japanese policies
and teaching methods that are considered effective for regularclasses. Study 2 presented case studies of joint activities andlearning in the case of the instruction of subjects in students ofspecial needs classes for intellectual disabilities in Japan. In study16  

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

Report on International Symposium on Special Needs Education
The Fourth NISE International Symposium of Special Needs
Education was held on February 2nd, 2019 at Hitotsubashi Hall (inTokyo). Teachers of kindergartens, elementary and lower
secondary schools, upper secondary schools, and schools for
special needs education as well as staffs working in agencies of
education, welfare, and administrative, 150 people participated in
the symposium.

The participants described that this symposium was theopportunity to get to practicable and useful information in the post
questionnaire. Furthermore, they reaffirmed the importance of theteachers’ role to promote the good relationship between children
with and without disability. This symposium provided themeaningful opportunity to show the significance of joint activities
and learning, and to recognize the importance that children could
feel achievement for learning through the practices of Japan and

The theme of this year was “Encouraging joint activities

Korea.

between children with and without disability: having a view of
future inclusive education system based on approaches in Japanand Korea”. Dr. Youngseok Oh who was an educational researcherof the Korean Institute for Special Education (KISE) reported
policy trends and status of integrated education in Korea. Ms.
Junghee Choi who was a teacher working at Daejeon Sunanm
Elementary School in Korea reported various practices of joint
activities and learning between children with and without disability
in her school. Then, Mr. Yoichi Okano who was a supervisor of theCounseling Center for Youth at Sagamihara City introduced theclasses for understanding people with disability as an example ofpractice of joint activities and learning in Japan. Based on thesepractice, Prof. Inho Chung of University of Tsukuba summarizedschool system by comparing the policy between Japan and Korea.
In the discussion, the speakers exchanged opinions withparticipants, regarding promoting joint activities among children,learning from each other, and challenges for encouraging thatchildren with and without disability act and learn together.
In addition, a researcher of our institute presented an overview
of trends concerning inclusive education system in other countries
in the symposium.

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NISE Bulletin Vol. 18 March 2019

NISE's Activities

Other Topics
World Autism Awareness Day 2018 in JapanOn Saturday, April 7th, the World Autism Awareness Day 2018

live well in their communities. It is essential to increase

Symposium was held at the National Council of Social Welfare“supporters” who have an understanding of people with autism.

Nadao Hall (Tokyo). The theme was “Know about developmental

Thus, the significance of this symposium, which plays a part in the

disabilities: from the perspectives of youngsters, sports and art.”

promotion of such understanding, was recognized again.

The event this year, which made a milestone as the tenth such the○World Autism Awareness Day in Japan Official Website

symposium, had 373 participants.
The symposium 1 titled “Aspire to live comfortably in local

http://www.worldautismawarenessday.jp/

communities,” the mayors of Mitaka City and Takatsuki City
introduced the cities’ efforts to promote the understanding ofdevelopmental disabilities as well as their systems to support
persons with developmental disabilities and their families in thecommunities. The symposium 2 titled “Try! Art, Sports, Music”
highlighted the importance of activities that promote ties with local
communities. These activities provide them places of leisureactivities and opportunities for self-realization. In the symposium 3“Know about your supporters in your town,” support provided forchildren with autism at beauty salons and services for nurturing
interests of them were introduced. It was once again realized that itis necessary to have places and opportunities to foster anddemonstrate their possibilities in order for people with autism to

Themed exhibition and special event “NISE DAY” at “Information Square” ofMEXTexchange opinions with research staff who developed “MIM.” The

A themed exhibition that had been held at the Information
Square of the Ministry of Education, Culture, Sports, Science andvisitors seemed to be very pleased with the exhibition.
It was a beneficial opportunity to obtain visitors’ understanding

Technology (MEXT) since January was closed on April 20.
During the exhibition, MIM (Multilayer Instruction Model), aof research results of the NISE.

reading instruction package for regular classes, panels showing
research summaries, and books describing research results, etc.
were on display.
In addition, the special event “NISE DAY” was held at thelounge of the Information Square of the MEXT on April 4 and 18.
The “NISE DAY” event introduced ICT equipment to support
children with illnesses or disabilities, practical examples of support
and consideration for such children, lectures delivered on theInternet, guidebooks for special needs services in resource rooms
and regular classes, and the “MIM.” Information about theeducation of children with developmental disabilities was also
provided in the event.
The visitors were able to try out the ICT equipment and18

NISE Bulletin Vol. 18 March 2019

NISE's Activities

Workshop for Leaders Involved in Teaching Resource Rooms at High Schools
The FY 2019 Workshop for Leaders Involved in Teachinglecture titled “Independence activities and individual education

Resource Rooms at High Schools was held at NISE for two days

programs for special needs services in resource rooms” byfrom May 7 to May 8. It was the first session of a three-part series

researchers of the institute; and group discussions by participantsannual program that started last year. The purpose of this workshopof the course 1 (supervisors of school education from local boards

is to promote the system for providing “special needs services inof education) and the course 2 (teachers) divided into a total of 15

resource rooms” at high schools, which has been in operation sincegroups.

April this year. In this workshop, teachers in leading positions

On the second day, presentations were made by participants tomake research discussions with the aim of improving the expertise

introduce their efforts with the theme of “Initiatives and challengesof teachers in charge of such services and promoting theof the board of education and schools concerning ‘special needs

understanding of “special needs services in resource rooms at highservices in resource rooms at high schools.’” This was followed byschools.” This first session of the three-part series workshop was

active group discussions, same as the day 1, to discuss andparticipated by 109 people from around Japan, including

exchange opinions for clarifying issues they face, deciding themes

supervisors of school education from local boards of education andfor discussions and choosing practical challenges that should behigh school teachers.

addressed until the next meeting. In addition, participants were

The first day of the workshop featured: a presentation on policy

divided into regional blocks and actively exchanged information

trends by the MEXT titled “Special needs services in resource

under the theme of “Initiatives and challenges of the board ofrooms at high schools”; an introduction of NISE research results

education and schools.”

titled “Study on how to provide education to students withThis workshop was held with the participation of Mr. Tanaka

developmental disabilities based on their actual conditions throughand Ms. Shoji, senior specialists for special needs education.

‘special needs services in resource rooms at high schools’” and a

FY 2018 Workshop for Leaders Involved in ICT Utilization in Special Needs
Education
Tablets and Preparation of Guidelines for Regional Support”

The FY 2018 Workshop for Leaders Involved in ICT Utilizationin Special Needs Education was held at NISE for two days fromserving as an introduction to our research.

July 23 to 24. Aiming for the enhancement of the inclusive

On the second day, a presentation titled “Initiative of theeducation system, the workshop was designed to promote the

Education Board to promote the Utilization of ICT” was given byutilization of ICT in special needs education in each region,

Hirotaka Nagata, a supervisor of school education from thethrough research discussions by educators in leading position with

Nagano Prefectural Education Board, the Division for Special

regard to the utilization of ICT that is necessary for providing

Needs Education. In addition, dividing the participants into two

appropriate guidance and support to infants, children, and students

groups, the group discussion and training II “Considering seminars

with disabilities. 82 people from around the country participated infor utilizing ICT in schools and communities; through training

this year’s workshop, including teachers from special needs

models for examining hypothetical examples” was conducted atschools, elementary and junior high schools as well as supervisors

the ICT utilization training room. At the same time, a facility tourof school education from local boards of education.

was provided to try out supporting equipment and teaching

The first day of the workshop featured a presentation by MEXT

materials. Furthermore, participants, who were divided into 11

on the latest policy trends titled “ICT Utilization Based on the New

groups, actively discussed and shared their thoughts on the latest

National Curriculum Guidelines,” followed by a presentation by

information and presentations prepared on the basis of reports

NISE titled “Collection of Implementation Examples throughsubmitted by each member.

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NISE Bulletin Vol. 18 March 2019

NISE's Activities

FY 2018 Practical Workshop for Leadership at Dormitories of Special Needs Schools“Considering the safety instruction format in dormitories —On Tuesday, July 31, the FY 2018 Practical Workshop for

lessons learned from the Kumamoto Earthquake.”

Leadership at Dormitories of Special Needs Schools was jointly
held at NISE by the institution and the National Association of

In the afternoon, discussions were made by section: education

Special Needs School Principals. As there are very few

for children with visual impairment, education for children with

opportunities for dormitory instructors to have trainings or sharehearing impairment, education for children with intellectual

information at the national level, 67 dormitory instructors

disabilities, education for children with physical/motor disabilities,

recommended by each prefectural board of education took part inand education for children with health impairment. Subjects of thethe workshop.

discussion included: the diversification of dormitory students (inIn the morning, a presentation was given on the latest policy

terms of the severity of their disabilities, age range, and students

trends by the Special Needs Education Division of MEXT, whichwith multiple disabilities); a decline in the number of students;

was followed by a keynote lecture by Toru Nakajima, the principal

how to implement emergency drills; unique education that can beof the Kumamoto Prefectural Kikuchi Special Needs School, titledoffered only by dormitories; daily issues faced by dormitory
instructors and their efforts to address such issues.

FY 2018 Practical Workshop for Physical Education and Sports Faculty at Special
Needs Schools
With the Olympic and Paralympic Games in 2020 and demandteaching in physical education and sports activities at special needs

for the promotion of lifelong learning for people with disabilities,

schools. Implementation reports were made by two schools

further improvement of physical education and sports activities forrepresenting the participants. The second day featured an exchange

infants, children and students is expected.

opportunity through boccia and group discussions and information

NISE and the National Association of Special Needs School

exchange by the participants on initiatives and efforts made by

Principals jointly held the FY 2018 Practical Workshop for

their local governments and schools.

Physical Education and Sports Activity at Special Needs Schools,

The workshop ended on a high note with many participants

following the one we had last year, on Tuesday, August 21 and on

saying that they could obtain new information about the central

Wednesday, August 22. This event is aimed at improving thegovernment’s policies and initiatives on sports for the disabled as

instruction abilities of special needs school teachers regarding

well as about how local governments and schools around thephysical education and sports activities.

country are working on this theme. They also said they want toOn the first day, a policy presentation about sports for the

make use of what they learned in their day-to-day activities.

disabled was given, which was followed by a research report on

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NISE Bulletin Vol. 18 March 2019

NISE's Activities

FY 2018 NISE Open Day
NISE held an Open Day event on Saturday, November 10 under

The event ended successfully thanks to the cooperation by many

the theme “Let’s Discover and Experience NISE — for Deeper

people concerned, including the participation of three student

Knowledge and Broader Understanding,” with more than 400

volunteers from Yokosuka Municipal Yokosuka Sogo High School.

participants.
The event this year offered a wide range of activities, including
one for experiencing boccia, the sport for the disabled, provided incooperation with the Yokohama Municipal Kamisugeta Special
Needs School, anma massage provided by students and teachers
from the Special Needs Education School for the Visually Impaired,
University of Tsukuba, which is popular every year, a workshop for
creating educational materials and trying out such materials fromthe perspective of the special needs education.
In addition, writer Katsuo Nakamura who is associated with
Yokosuka was invited to give a lecture titled “Child rearing inwheel chair.” Having severe cerebral palsy himself, he is cheerfuland positive in child rearing. Many participants were seemed tohave been impressed by his attitude.

FY 2018 Workshop for Leaders of Promoting Joint Activities and Learning
NISE held the Leaders Workshop for Promoting Joint Activities

promoting exchange activities with schools in the areas ofand Learning for two days on November 21 and 22 at the institute.

residence” by Shizuoka Prefectural Numazu Special Needs School;

With the aim of improving the inclusive education system, the“Promotion of joint activities and learning in elementary schools in
Sagamihara City” by Sagamihara City Board of Education.

annual Leaders Workshop is designed to promote joint activities &learning and the understanding of disabilities in each region

On the second day, the participants were divided into three

through research discussions by educators who are in positions tosections (four groups) and had research discussions. The theme ofpromote joint activities & learning of infants, children and students

the first section meeting was “Creative Learning Activities forwith and without disabilities in each prefecture. The workshop thisPromoting Joint Activities and Learning.” The theme of the second

year was participated by 77 people from around Japan, including

section meeting was “Promotion of Joint Activities and Learningsupervisors of school education from local boards of education andfor Infants, Children, and Students in the Areas of Residence.” Theteachers from special needs schools, elementary schools and junior

theme of the third section meeting was “Administrative Initiatives

high schools.

in the Promotion of Joint Activities and Learning.” Lively

The first day of the workshop featured a presentation on thediscussions were held regarding the latest information and otherlatest administrative and policy matters by MEXT, which was

topics presented on the basis of reports from each participant.

followed by presentations of study reports under the title ofInstructions and advice were given to each group by Ms. Fukakusa,“Regional Practical Research: Study on the promotion of joint

Mr. Nakamura, and Ms. Shoji, MEXT Senior Specialists for

activities and learning” by NISE and others. The study reports

Special Needs Education, and NISE senior research fellow Ms.

included: “Focusing on learning activities in regular classes” by

Hoshi, who delivered their feedbacks also in the plenary session.

our chief researcher Ms. Saito; “Proposal of practical points for21

NISE Bulletin Vol. 18 March 2019

NISE's Activities

FY 2018 NISE Inclusive Education System Dissemination Seminar (Nara)
The purpose of the NISE Inclusive Education System

the prefecture. The Uda City Board of Education, Uda City

Dissemination Seminar, which is held in various places in the

Municipal Haibara Elementary School, Gojyo City Municipal

country, is to allow more people to know about activities of the

Sakaaibe Elementary School also introduced their activities. In a

Center for Promoting Inclusive Education System and efforts

panel discussion, with the aim of promoting the establishment of

implemented in each region for the establishment of an inclusive

inclusive education system, the roles to be played by related

education system.

persons were discussed in depth.

The seminar this year was jointly held by NISE and the Nara

Many of the participants commented that they realized thePrefectural Board of Education at the Nara Prefectural Institute forimportance of lateral communications between education, welfare

Educational Research on Saturday, October 20, with about 140

and administration sectors. They also regarded this event as a goodparticipants including teachers from various types of schools andopportunity to directly know about efforts and initiatives made bypeople involved in medical care and welfare.

NISE.

In Part 1 of the seminar, a presentation was given on activities

We would like to express our deep appreciation for themade by the Center for Promoting Inclusive Education System. In

assistance provided by many people in holding this seminar,

Part 2, Nara Prefectural Board of Education made a report on the

including members of the Nara Prefectural Board of Education andrecent developments and their efforts in special needs education in

Nara Prefectural Institute for Educational Research.

Yokosuka City Children’s Fureai Festival “Workshop Part”
NISE co-hosted the “Yokosuka City Children’s Fureai Festival”

also introduced to visitors. We are deeply grateful that the eventwith the Yokosuka City Board of Education on Sunday, December

was participated by 285 people, including teachers, parents, and2, 2018. This event, which was held as a part of the FY 2018

workers of welfare-related organizations as well as members of the

Disabled Person’s Week Campaign YOKOSUKA, comprised two

general public.

parts: the exhibition of works by children of special needs
education classes and special needs education schools in Yokosuka
City, and the workshops designed to promote the understanding ofdevelopmental disabilities including autism. The workshop part,with the aim of providing visitors with deeper understanding ofdevelopmental disabilities through experiences, featured a displayof teaching materials and tools, a corner for psychologicallysimulated experience, short lectures with streaming videos, andresearch introduction. In addition, presentation was made by
Yokosuka Municipal Yokosuka Sogo High School on their efforts
to promote the understanding of disabilities. The World Autism
Awareness Day (on April 2 annually) and the Information &Support Center for Persons with Developmental Disorders(National Rehabilitation Center for Persons with Disabilities) were22

NISE Bulletin Vol. 18 March 2019

NISE's Activities

FY 2018 National Institute of Special Needs Education Seminar
NISE holds the annual seminar to disseminate our research

practical research. In the afternoon of the second day, poster

results and to share information with education-related persons andsessions were held by research groups each focusing on different

organizations. The seminar this year was held under the theme ofkinds of disabilities. Inclusive education data base (Inclu DB) and“Promotion of Inclusive Education System — Utilization of NISEICT equipment were on display, which was followed by aContents in Various Learning Settings” at the National Olympic

symposium on developmental disabilities “What is expected ofMemorial Youth Center for two days on Friday, February 15 andspecial needs services in resource rooms — consider the way to

on Saturday, February 16.

provide such services in high schools.”

On the first day, following a presentation on administrative

It was a fruitful seminar with 624 participants. We thank thosepolicies, the NISE introduced its contents that can be used in

who participated. The materials from the seminar are available atvarious situations such as seminars, professional trainings, andthe website shown below for people who could not attend theimplementation at schools. These contents are offered by various

event.

departments of NISE (Research & Planning Division, Training

We will plan and prepare for the next NISE seminar so that it

Business Division, Information & Support Division, Promotion

again attracts many participants. Please check our e-mailCenter of Education for Persons with Developmental Disabilities,

newsletters and website for the event next year.

Promotion Center for Inclusive Education System). In the morningof the second day, NISE presented the two-year research results ofour main subjects “Teaching for sight-impaired children withmultipledisabilities,”

consideration

for“Studystudentsonwitheducational
mentalsupportdisorders&andpsychosomatic diseases — Proposal of support for children withmental diseases (Co-MaMe).” Research results subsidized bygovernment research grant were presented with the title of“Multilayer Instruction Model (MIM) in regular classes — early
detection & support for reading difficulties.” Also, a presentation
titled “Improvement of joint activities and learning in schools —based on a multi-layer support system” was made to show an
example in which our research results were utilized in regional

23

NISE Bulletin Vol. 18 March 2019

NISE's Activities

FY 2018 Regional Practical Research ForumThe Regional Practical Research Program, which started in FY
2016, is designed to promote an inclusive education system. In thisKamaishi City: Friday, Jan. 11 at Kamaishi Civic Hall
TETTO



Program, the NISE and boards of education jointly deal with issues
faced by local communities and schools. Among themes related to

Aomori Prefecture: Thursday, Jan. 24 at Aomori Prefectural
School Education Center

regional practical research, the education board of each region
chooses an appropriate subject depending on their situations and

Shizuoka Prefecture: Monday, Feb. 4 at Fujieda City
Lifelong Learning Center

problems they face, and by forming a research group consisting ofresearchers from the NISE and regional practical researchers from

Saitama Prefecture: Wednesday, Feb. 6 at Ageo City Culture
Center

the local board of education, they conduct a study for each subject.
The following are the four subjects that completed in FY 2016

Nagano Prefecture: Thursday, Feb. 7 at Nagano Prefectural
Comprehensive Education Centerand 2017. With the participation of four prefectures in the FY 2016



Yokosuka City: Tuesday, Feb. 19. at Yokosuka City halland 13 prefectures and cities in the FY 2017, the research results



Shizuoka Prefecture: Thursday, Feb. 21 at Shizuoka

were presented in each region to demonstrate and disseminate theirPrefectural Center for Gender Equality

achievements.
In each forum, the local board of education explained their

Study on the establishment of inclusive education system ininitiatives and challenges they face, the regional practicaleach region

researchers presented their efforts and achievements, andStudy on teacher trainings for establishing inclusive

researchers from the NISE made a report on our studies andeducation system

operations. The forums had about 60 to 380 participants includingStudy on the promotion of joint activities and learningteachers from special needs schools, kindergartens, certifiedStudy on utilization and evaluation of teaching materials andchildren centers, elementary schools, junior high schools, hightoolsschools, members of prefectural and municipal boards of education,In the FY 2018, 13 prefectures and cities participated under theand parents, with lively exchanges of questions and answers. The

following themes with 14 subjects (names of participating

questionnaires following each forum showed that participants haveprefectures and cities):

many expectations and requests about the NISE and our regionalpractical research project.

Study on educational counselling & school enrollment(Nagano Prefecture)

We would like to express our gratitude for the efforts of many

Study on the promotion of understanding of inclusive

people including members of local boards of education to hold theeducation system

practical research forum in each region.

(Aomori Prefecture, Saitama Prefecture, Shizuoka Prefecture,
Kamaishi City, Miyagi Prefecture, Kanuma City, Hyogo
Prefecture, Shimane Prefecture)Study for creating schools capable of responding various
educational needs(Shizuoka Prefecture, Yokosuka City, Nara Prefecture)Study on reasonable accommodation and fundamental
environment arrangement in schools(Wakayama Prefecture, Fujimi City)
As for the research results shown above, regional practicalresearch forums were held in each region to demonstrate andutilize them in educational settings. The regional forums have been
held as shown below.

24  

  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
For children with disabilities, we should provide necessary

Needs Education should be provided in all schools which has

support as well as enhance diverse learning settings in accordance

special-needs children including those with developmental disorder,

with educational needs of each child and the state of theirand necessary support should also be given to students withdisabilities in order to maximally develop their capabilities anddisabilities in regular classes with reasonable accommodations.

potentials, and cultivate the skills needed for autonomy or social

As of 1 May 2019, approximately 490 thousand students withengagement. Currently, such children are provided with education

disabilities are in schools/classes for special needs education or

by teachers with expert knowledge and experience using text books

receive special support services in resource rooms, whose number

createdwithhas been increasing. Among them, 417 thousand students withconsiderations for disabilities under special curriculum and small

disabilities are in compulsory education, who account for 4.2% ofclass organization in schools and classes for special needs

all students in Japan.

withspecialcareandfacilities/equipment

education, and special support services in resource rooms. Special

2. Recent Measures and Policies for Special Needs Education- In educating students who need special guidance according to(1) Starting special support services in resource rooms in upper
secondary schools

theirdisabilities(speechimpairment,

Upper secondary school students with disabilities had been

disturbance, low vision, hard of hearing, learning disability [LD],disorderautism,[ADHD],

emotional

provided education and assistance with consideration within theattention-deficit/hyperactivity

range of normal classes according to the subjects/courses specified

disability, and health impairment) at upper secondary schools,

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

special curriculum can be used.

special support services in resource rooms with special curriculum.

- Special courses according to their disabilities can be added to the

The number of students with disabilities who receive special

curriculum of upper secondary school, or some selectedsupport services in resource rooms in lower secondary schools has

subjects/courses can be replaced with them.

increased over the years. However, their paths to take after upper- Not more than 7 credits per year related to the special courses

secondary schools have been limited mainly to regular classes inaccording to their disabilities can be included in the credits

upper secondary schools or upper secondary department of special

required for graduation.

needs school. Therefore, diverse learning settings are required so

In FY 2018, these measures have already been started in 45

that such students can also learn appropriately under Special Needs

prefectures and will be implemented in all prefectures from FY

Education at upper secondary schools based on the principal of

2019.

“Inclusive Education System” proposed by Convention on the
Rights of Persons with Disabilities.

(2) Revision of Course of Study etc.

Based on such circumstances, applicable laws and regulations

New Course of Study of kindergarten department of special

were revised in 2016 in order to start special support services inneeds school and national curriculum guidelines of elementary andresource rooms in upper secondary schools in 2018.

lower secondary departments of special needs school were

Overview of the system are described below:

published in April 2017, and new national curriculum guideline of25  

  Recent Policy and Status on Special Needs Education in Japan
upper secondary department of special needs school published in(3) Collaboration between Education and Welfare
It is essential to collaborate seamlessly beyond the areas ofFebruary 2019.

administration in supporting children with disabilities including

The basic idea of the revised Course of Study is aimed atachieving 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

Regarding these issues, the Ministry of Education, Culture,with disabilities flexibly choose the place to learn; enhancement ofdiverseSports, Science and Technology (MEXT) and the Ministry of

disabilities, and for self-assistance and social engagement after

Health, Labor and Welfare (MHLW) discussed on “’Triangle

graduation.

Project’ of Collaboration among Families, Education and Welfare”

curriculum

correspondingtosevere/multiple

andled by the deputy ministers of both ministries, and summarized the

The main improved items are as follows:

report in March 2018.

○ Curriculum focusing on the continuous learning- Regarding curriculum for children with multiple disabilities,

Suggested measures for national and local governments on thebasic principles were specified to ensure children can

two perspectives of promoting collaboration between education

continuously learn.

and welfare and of supporting guardians were compiled in this- Goals and contents of each subject for children withproject after recognition of current issues through reports from

intellectual disabilities were organized based on the three

local governments and related organizations.

pillars of the children’s capabilities/skills to be developed.

i. Current Status and Issues○ Issues Related to Collaboration between Education and○ Enhancement of curriculum meeting needs of each childWelfare- In school for Special Needs Education to provide education tochildren with visual impairment, hearing impairment, physicalSchools and day-care facilities after school etc. can notdisability or health impairment, curriculums are to be enhanced

communicate smoothly or cooperate with each other becausewith consideration according to status and characteristics ofdetails of their activities and issues, contact of persons in charge,

children’s disability to develop their capabilities/skills.

etc. are not shared.
○ Issues Related to Support for Caregiver- In order to enhance curriculum according to various disabilities
including developmental disorder, items on “Understanding

Consultation services necessary for guardians are different incharacteristics of disabilities and adjustment of living

each phase from babyhood and school age to social

environment” were specified as content of activities to promote

engagement, so they do not know which service to use andindependence.

can not receive adequate support.

○ Enhancement of curriculum aimed at autonomy and social

ii. Suggested Measures○ Measures to Promote Collaboration between Education andengagement- Planned and systematic implementation of curriculum

Welfaremanagement is required which emphasizes perspectives after- Setting up “opportunities” to build up relationships, including

graduation.

between Board of Education and welfare department, between- Enhancement of career education is required from the stages ofschools and outpatient support facilities for children withkindergarten, elementary and lower secondary school.

disabilities, etc.

- Special consideration are required so that children can increase- Making the welfare programs related to children withmotivation for lifelong learning and enjoy sports and cultural

disabilities known to school teachers, etc.

and artistic activities throughout life to have a fulfilling life.

- Promoting collaboration between schools and outpatient- Joint activities and learning with children without disabilities

support facilities for children with disabilities, etc.

are to be enhanced.

- Promoting use of individualized education support plan

- Contents of each subject for children with intellectual○ Measures to Promote Support for Caregiver- Organization of consultation service to support caregiverdisabilities are to be enhanced.

- Promotion to provide information for supporting caregiver26  

  Recent Policy and Status on Special Needs Education in Japan- Promotion to provide places where caregivers come together

Promote Remote Education,” where the members had discussion- Consultation services for caregivers by specialists

on the handling of the remote education.

○ Promotion of collaboration between National Institute of

In response to this, “Handling of attendance on student report

Special Needs Education and National Rehabilitation Center

when interactive class delivered for hospitalized children in

for Persons with Disabilities

elementary and lower secondary school ages (notification)” wasissued. This notification enabled the head teachers to treat the○ Education to promote understanding of disabilities

children in elementary and lower secondary school ages receiving

iii. Efforts Associated with the Project
The MEXT revised the Ordinance For Enforcement of theremote class at hospital or home as attendee and reflect their

School Education Act in August 2018 to specify that

performance in evaluation of the subjects concerned when provide

individualized education support plan should be created forinteractive class without any teachers having the appropriate

children in school or in class for Special Needs Education or

license at the receiving site.

those who receive special support services in resource rooms,

Main considerations described in the notification are as follows:

and that necessary information on support for such children○ Teacher at sending site should take notice on provisions ofshould be shared among concerned authorities and organizations

applicable low and regulations such that they should have theappropriate license of the subject for their schools.

with considerations to intention of the children or their guardians○ The school or its administrative agency shall make decisions onin creating the support plan.
On the notification issued in May 2018, the MEXT and MHLW

hospitalized children with 30 days or longer of absence as one ofalso asked every local government to create and use a handbook

references.

for guardians with which they can obtain information on support○ At the receiving site, the school and the guardian should

and consultation service just by looking, in order to relieve thecollaborate and cooperate with each other to establish a system

guardians’ concern or isolation. In addition, the MEXT andthat can manage the children’s physical condition and respond

MHLW created and published the template to assist in creating

appropriately in case of emergency (Even if a teacher does not

the handbook. This template was created as supporting tool for

have to be present at the receiving site, the guardian themselves,the local governments which has difficulties with creating theor medical/welfare personnel contracted by the guardians or theboard of education etc. need to deal with it).

handbook due to some reasons such as lack of human resources.

○ Considerations when implementing classes (e.g. such as securing
opportunities for asking questions, necessary support for system(4) Remote Education
Some elementary and lower secondary schools and so on

use, attention to changes in the children’s physical condition)

distribute simultaneous interactive classes (distribution of real-time○ There are some cases only teachers are present on the delivery
side without students at the sending site.

lesson and simultaneous and interactive communication via media
such as Internet) and perform exchange activities with other○ In addition to simultaneous interactive classroom delivery, it isstudents through it as a learning support for hospitalized children

recommended for teachers to obtain the learning progress andor children recuperating at home. This demonstrates the effect such

living environments of hospitalized children and provide

as securement of educational opportunities for hospitalized

appropriate guidance or necessary assistance by regularly

children, maintenance and improvement their motivation for

visiting them.

learning, relief of concerns on learning and school life leading tosmooth reentry to school. However, school officials pointed out(5) Improvement of teachers’ expertise and skills

under the current system, children taking remote class are not

Teachers for Special Needs Education have been developed

considered as attending or their performance are not reflected inmainly in the related college course. According to the law andevaluation if a teacher does not exist who has the teachingregulations revised in 2017, the students who want to be a teacher

credential of subject concerned of applicable school at thefor Special Needs Education and enter college from April in 2019

receiving site, which may lead to reduced motivation of leaning.

should earn at least one credit of “Understanding of infants andTherefore, it was decided that the system would be revised forchildren who need special support.”

remote education for hospitalized children in elementary and lower

In addition, the National Institute of Special Needs Education

secondary school ages to be recorded as attendance on student

provides online training and lecture related to Special Needs

report and their performance to be reflected in evaluation

Education. The Board of Education of each prefecture incorporates

according to the “Measures and Policies to Promote Remotethe contents related to the Special Needs Education into beginning

Education” compiled in September 2018 in “Task Force toor mid-level teachers’ training for improving the quality of27  

  Recent Policy and Status on Special Needs Education in Japan
education and ask for the promotion, and is working on theteachers.

enhancement of the project on barrier-free minds and nationwide
spread of these efforts.

(6) Joint Activities and Learning
Joint activities and learning have great significance for bothchildren

with

and

without

disabilities,

which

represent(7) Medical Care
Schools for Special Needs Education have children who need

opportunities to form a well-rounded character and learn thedaily medical care so the schools have to appropriately respond toimportance of respect for others leading to “barrier-free minds.”

such needs in learning and living environment.

Based on the Universal Design 2020 Action Plan established by
the government in February 2017, the MEXT, working with the

As of 1st May 2017, there are 8,218 children who need medical

MHLW, held the “Promotion Council of Barrier-free Minds” tocare in schools for Special Needs Education, 858 children in

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

elementary and lower secondary schools. The MEXT provide

in schools, and the proposal on “Promotion of Joint Activities andsubsidize a part of cost needed for assigning nurses to improve theLearning in Schools” was compiled in February 2018.

educational environment for such children. In addition, in order toprovide high-level medical care at schools, the model project toThis proposal states that:- It is important to adequate prior and post learning, proceed

improve the implementation system of the medical care have beensystematically as a continuous activity throughout the year.

executed such as setting up the in-school support system in- It is necessary for the whole school to get involved in thecollaboration with doctors and creating the implementation manual
regarding medical care for children with disabilities.

activities systematically under the leadership of the principal.
- It is important for the board of education to play a main role to

Recently, new issues have been found including high-level

form a network of welfare departments and other related

medical care such as management of ventilatory support andorganizations.

utilization

The MEXT makes this proposal known to each board ofConference on Implementation of Medical Care at Schools” wasofschool-visiting

nurses.

Therefore,

established in October 2017 to have further discussions.

28“Review  

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, 2017

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

Total

Numberofofschoolsclasses

Kindergarten

Elementary

dept.

dept.

Lower

Upper

secondarysecondary

dept.

dept.

Total

1,135

35,7191,440

41,10730,69568,702

141,944880

24,612

1,309

28,486

21,531

49,838101,164(1) Visual impairment

62

1,132

174

518

469

1,472

2,633

(2) Hearing impairment

86

1,767

1,036

1,819

1,148

1,543

5,546

(3) Intellectual disabilities

553

16,89874

20,853

16,55943,04280,528(4) Physical/motor disabilities

122

3,886

25

4,514

2,609

3,073

10,221(5) Health impairment

57

929

_

782

746

708

2,236

255

11,107131

12,621

9,164

18,86440,780(1)+(3)

2

81

17

180

94

14

305

(1)+(5)

1

17

3

5

6

19

33

(2)+(3)

10

241

59

234

173

418

884

(3)+(4)

147

6,760

10

7,945

5,701

12,64526,301(3)+(5)

14

588

-

726

575

988

2,289

(4)+(5)

30

1,185

10

1,322

807

927

3,066

(1)+(4)+(5)

1

34

1

25

21

24

71

(2)+(3)+(4)

3

202

9

195

143

396

743

(2)+(3)+(5)

-

-

-

-

-

-

-

(3)+(4)+(5)

29

1,263

-

1,287

1,060

2,264

4,611

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

2

100

4

90

68

118

280

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

1

86

7

87

54

125

273

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

14

520

11

488

431

853

1,783

Total of Schools forSpecific Disability only

Total of Schools for

two ormore Disabilities

Total of teachers & staffs

97,994

Number of teachers

83,802

Number of staffs

14,192*This table is classified by the type of disabilities which each school specifies according to their school regulations.

2629  

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

82

Hearing impairment

Kindergarten
dept.

Elementary
dept.

Lower
secondary
dept.

Upper
secondary
dept.

2,167

199

1,550

1,228

2,340

5,317

116

2,818

1,141

2,935

1,853

2,340

8,269

Intellectual disabilities

776

30,823247

37,207

27,662

63,796

128,912

Physical/motor disabilities

350

12,474102

13,578

8,381

9,752

31,813

Health impairment

149

7,521

38

7,306

5,158

6,933

19,435Total*In this table, the number of schools, classes and children enrolled were counted based on disability category respectively, so that these numbers were
multi-counted if they are related to two or more disabilities.

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

Lower secondary schools

Total

Number ofclassesNumber ofchildren

Number ofclassesNumber ofchildren

Number ofclassesNumber ofchildrenIntellectual disabilities

18,371(43.9%)

77,743(46.5%)

8,683(47.4%)

35,289(51.7%)

27,054(44.9%)

113,032(48.0%)

Physical/motor disabilities

2,244(5.4%)

3,418(2.0%)

790(4.3%)

1,090(1.6%)

3,034(5.0%)

4,508(1.9%)

Health impairment

1,468(3.5%)

2,480(1.5%)

643(3.5%)

1,021(1.5%)

2,111(3.5%)

3,501(1.5%)

Low vision358(0.9%)

413(0.2%)

119(0.6%)

134(0.2%)

477(0.8%)

547(0.2%)

Hard of hearing793(1.9%)

1,242(0.7%)

329(1.8%)

470(0.7%)

1,122(1.9%)

1,712(0.7%)

Speech and language disorders539(1.3%)

1,570(0.9%)

126(0.7%)

165(0.2%)

665(1.1%)

1,735(0.7%)

Autism/ Emotional disturbance

18,091(43.2%)

80,403(48.1%)

7,636(41.7%)

30,049(44.0%)

25,727(42.7%)

110,452(46.9%)

41,864

167,269

18,326

68,21860,190235,487

Total
Number of teachers in charge

44,85420,09364,947

Number of schools established

16,315

7,907

24,222*The secondary schools are not included here. There are no special classes in those schools.
*Special needs education classes for Autism/Emotional disturbance was substituted for ones for Emotional disturbance since 2009.

26
30

  

Recent Policy and Status on Special Needs Education in Japan  (4) Number of children receiving special needs services in resource rooms, number of teachers in charge,
number of ordinary schools in which resource rooms are established - public institution Elementary
schools

Lower secondary
schools

Total

Speech and language disorders

37,134(38.3%)

427(3.6%)

37,561(34.5%)

Autism

16,737(17.3%)

2,830(23.7%)

19,567(18.0%)

Emotional disturbance

12,308(12.7%)

2,284(19.1%)

14,592(13.4%)

Low vision

176(0.2%)

21(0.2%)

197(0.2%)

Hard of hearing

1,750(1.8%)

446(3.7%)

2,196(2.0%)

Learning disabilities

13,351(13.8%)

3,194(26.7%)

16,545(15.2%)

Attention deficit hyperactivity disorder

15,420(15.9%)

2,715(22.7%)

18,135(16.6%)

Physical/motor disabilities

100(0.1%)

24(0.2%)

124(0.1%)

Health impairment20(0.02%)

9(0.1%)

29(0.03%)

96,996

11,950108,946

Number of teachers in charge

6,967

1,255

8,361

*1

*1 The data includes 139 teachers ofschools for special needs education.

Number of schools established

4,399

809

5,283

*2

*2 The data includes 75 schools for special
needs schools.

Total(5) National demographic data for schooling of children
Compulsory education stage(elementary and lower secondary)
Number of children enrolled (all)9,874,138

Number of children receiving special needs education
Breakdownof above

15,014,459(100.0%)416,235(4.2%)

486,377(3.2%)

Enrollment in special schools

71,802(0.7%)

141,944(0.9%)

Enrollment in classes for special needs education

235,487(2.4%)

235,487(1.6%)

Number accessing resource rooms

108,946(1.1%)

108,946(0.7%)

39(0.0004%)

Number of children postponed or exempted schooling because of
Health impairment/Growth retardation

Breakdownof above(100.0%)All stages(kindergarten to upper secondary)

Health impairment/Growth retardation

39

Enrolled in children’s facilities/corrective
institutions

17

Multiple nationality

3,426

Others

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

26
31

  

Recent Policy and Status on Special Needs Education in Japan  (6-1) 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 and lower secondary department

Total (%)

1995

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017

43.8

45.1

44.6

43.4

43.5

43.3

43.1

42.8

42.5

41.2

41.2

41.1

40.1

39.1

38.2

37.7

37.2

36.5

35.9

35.4

41.9

43.3

43.8

42.3

44.5

46.4

46.0

47.0

48.8

46.5

44.3

45.1

41.0

42.2

41.9

41.0

41.4

40.6

15.7

17.9

17.4

17.9

17.9

18.4

19.4

18.8

19.6

26.1

24.9

24.7

24.8

25.0

25.7

26.1

26.5

27.1

27.8

37.2

37.6

36.7

34.9

34.9

34.3

34.3

34.3

35.9

34.9

34.5

34.2

33.3

31.9

31.1

30.6

30.1

29.5

28.9

71.4

75.0

74.9

74.4

74.8

75.3

75.4

75.3

66.1

64.5

63.8

63.8

61.7

59.7

58.0

57.2

56.0

55.4

54.0

31.4

32.5

34.1

35.9

37.9

38.5

39.5

39.3

44.4

44.8

45.5

45.5

43.3

43.1

43.8

43.6

43.0

43.2

43.4

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



Upper secondary department

Total (%)

1995

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017

18.8

23.9

23.2

23.0

23.1

22.4

22.4

22.0

22.1

21.3

21.0

19.9

19.5

19.0

19.0

18.5

18.3

17.9

17.8

8.0

7.6

7.9

8.3

8.0

7.5

7.7

7.9

8.1

15.8

15.6

15.4

16.8

16.0

17.2

18.1

19.1

18.5

18.7

6.0

7.9

7.3

7.2

8.0

8.9

9.5

7.9

8.0

18.8

18.3

16.9

15.9

15.5

16.3

16.8

17.4

16.9

18.0

13.6

17.9

17.1

16.5

16.8

16.2

16.5

16.3

17.8

17.4

16.8

15.9

15.6

15.1

15.1

14.6

14.5

14.1

14.1

51.1

60.5

59.5

60.8

60.8

59.6

58.1

57.9

46.9

43.7

41.8

40.3

37.9

36.4

35.7

34.6

34.4

33.3

32.2

30.6

45.1

45.0

44.5

44.5

41.6

44.2

39.5

39.5

37.7

39.1

33.9

31.6

31.2

32.1

32.3

31.0

31.0

31.1

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

26
32

  

Recent Policy and Status on Special Needs Education in Japan  (6-2) The number of children belong to the classes for children with multiple disabilities counted by disability
categories and their enroll rates among all children in the schools - total for national, public and private institutions Elementary and lower

Upper secondary dept.

Total

secondary dept.

Total

Number ofEnrolment

Number ofEnrolment

Number ofEnrolmentchildrenratechildrenratechildrenrate

25,79535.9

12,22217.8

38,01727.1(1) Visual
impairment

450

45.6

222

15.1

672

27.3

(2) Hearing
impairment

658

22.2

248

16.1

906

20.1

(3) Intellectual
disabilities

9,142

24.4

4,650

10.8

13,792

17.1(4) Physical/motor
disabilities

6,091

85.5

2,297

74.7

8,388

82.3

(5) Healthimpairment

573

37.5

296

41.8

869

38.9

(1)+(3)

56

20.4

-

-

56

19.4

(1)+(5)

6

54.5

2

10.5-

8

26.7

(2)+(3)

91

22.4

33

7.9

124

15.0

(3)+(4)

5,401

39.6

2,797

22.1

8,198

31.2

(3)+(5)

279

21.4

173

17.5

452

19.7

(4)+(5)

1,499

70.4

524

56.5

2,023

66.2

(1)+(4)+(5)

36

78.3

20

83.3

56

80.0

(2)+(3)+(4)

112

33.1

70

17.7

182

24.8

(2)+(3)+(5)

-

-

-

-

-

-

(3)+(4)+(5)

890

37.9

619

27.3

1,509

32.7

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

65

41.1

33

28.0

98

35.5

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

101

71.6

48

38.4

149

56.0

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

345

37.5

190

22.3

535

30.2

*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’.

33  

Recent Policy and Status on Special Needs Education in Japan  (7) 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 -Number of
graduatestudents

Schools for
special needs
education

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

10,500(100.0%)10,342(98.5%)

23(0.2%)

7(0.07%)

52(0.5%)

76(0.7%)

Visualimpairment

164(100.0%)162(98.8%)--

1(0.6%)

1(0.6%)Hearing
impairment

434(100.0%)432(99.5%)---

2(0.5%)

Intellectual
disabilities

7,975(100.0%)7,860(98.6%)

20(0.25%)

5(0.06%)

39(0.5%)

51(0.6%)

Physical/motor
disabilities

1,625(100.0%)1,606(98.6%)-

1(0.1%)

6(0.4%)

12(0.7%)

Healthimpairment

302(100.0%)282(93.4%)

3(1.0%)

1(0.3%)

6(2.0%)

10(3.3%)

21,132(100.0%)19,909(94.2%)

464(2.2%)

176(0.8%)Classes for special needs
education583(2.8%)*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.

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

Schools for
special needs
education

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

21,292(100.0%)396(1.9%)

381(1.8%)

6,411(30.1%)

13,253(62.2%)

851(4.0%)

Visualimpairment

277(100.0%)92(33.2%)

10(3.6%)

32(11.6%)

119(43.0%)

24(8.7%)Hearing
impairment451(100.0%)162(35.9%)

20(4.4%)

195(43.2%)

60(13.3%)

14(3.1%)

Intellectual
disabilities

18,321(100.0%)66(0.4%)

276(1.5%)

6,029(32.9%)

11,262(61.5%)

688(3.8%)

Physical/motor
disabilities

1,856(100.0%)57(3.1%)

42(2.3%)

94(5.1%)

1,574(84.8%)

89(4.8%)

Healthimpairment

387(100.0%)19(4.9%)

33(8.5%)

61(15.8%)

238(61.5%)

36(9.3%)*Upper columns are for the number of students and lower columns are for its share (%) to the total. The total of all the rates above does not reach 100%
because of the round off.

34  

Recent Policy and Status on Special Needs Education in Japan  (8-1) Trend of the enrollment rates in upper secondary department of schools for special needs education after
graduation from lower secondary department of schools for special needs education or classes for special needs
education of lower secondary regular schools - totals for national, public and private institutions [As of March in each year]
1995

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

77.5

90.1

90.7

92.0

91.3

92.1

92.7

94.2

93.7

94.7

95.0

95.6

95.8

95.8

95.8

96.3

96.5

96.7

91.4

94.4

92.5

95.4

94.2

95.3

93.6

96.3

99.4

97.6

98.4

97.6

97.6

98.0

95.5

94.6

96.0

96.3

95.2

95.4

94.5

93.8

96.6

94.6

96.9

96.0

92.0

96.9

94.2

95.7

91.1

93.1

91.1

93.8

95.5

92.4

81.2

94.5

94.4

95.8

95.1

95.8

96.9

97.4

97.0

97.8

97.5

98.2

98.5

97.9

98.3

98.5

98.4

98.3

84.6

94.1

95.5

95.0

94.3

95.5

94.6

96.7

96.7

96.9

95.9

96.3

97.4

97.1

96.9

97.0

97.7

97.4

31.0

42.9

46.4

42.9

45.3

45.0

47.7

49.9

50.0

50.4

52.4

53.1

51.5

53.9

51.7

55.9

55.4

57.6

52.1

62.2

64.9

73.1

62.6

64.6

64.8

65.5

70.2

69.7

70.0

67.3

66.5

65.2

63.4

61.4

58.5

55.1

Total
Visualimpairment
Schools

Hearingfor

impairment
specialneedsIntellectual
disabilities

education

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

1995

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

29.2

22.0

20.5

19.4

20.4

20.5

22.7

23.1

24.3

23.7

23.6

24.3

25.0

27.7

28.4

28.8

29.4

30.1

18.3

12.6

13.3

11.9

11.9

17.0

14.4

12.4

15.3

19.1

21.4

16.3

10.9

13.4

17.6

16.2

15.5

11.6

37.0

31.4

29.3

25.5

31.5

34.4

32.4

35.4

42.4

35.1

33.5

34.5

32.7

37.3

36.1

38.5

39.8

43.2

33.4

25.5

23.7

22.4

23.2

23.2

25.3

25.8

27.1

26.4

26.7

27.4

28.4

30.2

31.1

31.5

32.1

32.9

13.0

6.5

6.6

6.0

6.4

6.1

7.7

7.7

11.8

11.0

9.7

12.0

10.5

7.1

6.5

5.8

5.5

5.1

18.0

8.0

6.1

10.1

13.0

10.3

15.4

18.5

16.4

12.1

11.0

12.2

14.6

18.0

17.5

14.4

16.0

15.8

Total

Visualimpairment
Schools

Hearingfor

impairment
specialneeds
education

Intellectual
disabilities
Physical/motor
disabilities
Healthimpairment35  

Recent Policy and Status on Special Needs Education in Japan  (9) The status of homebound education in the upper secondary department
of schools for special needs education - national, public and private institutions Prefectures

Number of schools

Number of children

2001

All the prefectures

261

895

2002

All the prefectures

269

1,012

2003

All the prefectures

266

1,038

2004

All the prefectures

257

936

2005

All the prefectures

249

934

2006

All the prefectures

235

923

2007

All the prefectures

248

929

2008

All the prefectures

248

948

2009

All the prefectures

244

942

2010

All the prefectures

248

894

2011

All the prefectures

238

931

2012

All the prefectures

235

949

2013

All the prefectures

238

940

2014

All the prefectures

235

929

2015

All the prefectures

237

857

2016

All the prefectures

240

841

2017

All the prefectures

234

806

(10) Expenditure of school education per one child - public institution Public

Expenditure of school education

Schools for special needs education

7,268,095 Yen

Expenditure per child enrolled in schools for special needs education is

Elementary schools

947,269

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

Lower secondary schools[FY 2015]

1,086,126

6.7 times as high as those of students in ordinary lower secondary schools

36

NISE Bulletin Vol. 18 March 2019

Summaries of the Research Papers
pers
English Abstracts of the Research Papers from Bulletin of The National Institute of Special Needs
Education or “国立特別支援教育総合研究所研究紀要”, Vol. 45, 2018.
1. LEE Heebok and TANAKA Mari (2018). Adjustment of Narrative in Children with Autism Spectrum Disorder：Relationship to “Theoryof Mind”, Bulletin of The National Institute of Special Needs Education, Vol. 45, pp.1-12, 2018

Adjustment of Narrative in Children with Autism Spectrum Disorder：
Relationship to “Theory of Mind”
LEE Heebok and TANAKA Mari
Abstract: This study investigated whether narratives are modified according to the state of the listener’s knowledge when there are gaps in
FUJIMOTO Hiroshi＊＊ and WADA Tsutomu＊＊＊knowledge between children with Autism Spectrum Disorder (ASD) and listeners, as well as between Typically Developed (TD) children andlisteners. The results indicated fewer ASD children adjusted their narratives, compared to TD children. TD children attempted to makeadjustments by quoting listeners statements among others, whereas ASD children did not adapt themselves to the listeners, even when theyattempted to adjust the narratives. The relationship between the adjustment of narratives and experience in “Theory of Mind” tasks was
examined, which indicated a positive correlation. However, certain ASD children that experienced Theory of Mind tasks did not adjust theirnarratives. It is suggested the experience of Theory of Mind tasks might not be a sufficient condition for the adjustment of narratives, although
it might be a necessary condition.
Key words: Autism Spectrum Disorder, Narrative, Adjustment, Theory of Mind

2. MATSUI Yuko and OZAWA Atsushi (2018). A Literature Review on Trends and Issues in Employment of People with Intellectual
Disabilities in Japan, Bulletin of The National Institute of Special Needs Education, Vol. 45, pp. 13-26, 2018.

A Literature Review on Trends and Issues in Employment of People
with Intellectual Disabilities in Japan
MATSUI Yuko and OZAWA Atsushi
Abstract: In recent years, employment of people with disabilities in companies has been increasing. A literature review was conducted toclarify trends and issues of the employment of people with intellectual disabilities.
Using ‘Cinii’, a database search was conducted by combining keywords such as intellectual disability, employment, employment support,
vocational rehabilitation, staff, and job satisfaction. As a result, the literature on the employment of people with intellectual disabilities wasorganized into five categories. (1) employment of people with disabilities, (2) people with intellectual disabilities and special subsidiarycompanies, (3) support of employment for people with intellectual disabilities, (4) employees working with people with intellectual
disabilities, and (5) job satisfaction of employees working with people with intellectual disabilities.
The number of employment of people with intellectual disabilities was 43,000 in 2006, while in 2016, it was 105,000, which is 2.4 times
higher. However, issues such as disability understanding and relationships in workplaces have not been sufficiently studied to date, thus it isnecessary to discover the issues and discuss possible solutions.
Key words: Intellectual disabilities, employment, employment of people with disabilities, special subsidiary companies, job satisfaction

37

NISE Bulletin Vol. 18 March 2019

Summaries of the Research Papers
3. YOKOO Shun (2018). An Analysis of Inspection Reports of the Office for Standards in Education, Children’s Services and Skills on the
Evaluations of School Activities and Requirements for Special Schools, Bulletin of The National Institute of Special Needs Education, Vol. 45,
pp. 27-36, 2018

An Analysis of Inspection Reports of the Office for Standards in
Education, Children’s Services and Skills on the Evaluations of School
Activities and Requirements for Special Schools
YOKOO Shun
Abstract: In the UK, the Office for Standards in Education, Children’s Services and Skills (Ofsted) inspects educational institutions regularly
and publishes the inspection reports on the web.
This paper examines inspection reports evaluating 995 special schools. Among the inspection reports of schools for children withintellectual disabilities, 19 schools were reported to have some areas for improvement regarding learning outcomes. Their indications andcontent to be improved were brought together, and expected content in learning outcomes was examined.
As a result, it became clear that many special schools have received a positive evaluation (outstanding 38.0%, good 56.0%) in the context
of overall effectiveness. As regards learning outcomes, there are indications of overall learning outcomes, reading and writing skills, andcalculation skills. As regards content requiring improvement, there are indications of learning plans and learning evaluations.
Since the inspection reports pointed out improvement in learning plans and learning evaluation, it is assumed that clarification of ‘what tolearn’ in prepared plans, and actual attainment of them in educational activities are expected. To conclude, it is suggested that in the evaluation
by Ofsted, they put emphasis on concrete learning outcomes achieved by each student.
Key words: Ofsted, special school, school evaluation, learning outcomes

4. SAITO Yumiko, OZAWA Michimasa, and OSAKI Hirofumi (2018). Learning of Children with Severe Disabilities Enrolled at Special
Needs Education Classrooms in Elementary and Junior–High Schools and Matters that Support Their Learning – Through Analysis ofInterviews with Students’ Teachers and Observation of their Learning Situations, Bulletin of The National Institute of Special Needs Education,
Vol. 45, pp. 37-52, 2018

Learning of Children with Severe Disabilities Enrolled at Special
Needs Education Classrooms in Elementary and Junior–High
Schools and Matters that Support Their Learning – ThroughAnalysis of Interviews with Students’ Teachers and Observation of
their Learning Situations
SAITO Yumiko, OZAWA Michimasa, and OSAKI Hirofumi
Abstract: In Japan, development of an inclusive education system has been promoted, and some students with relatively severe disabilities
who used to enroll at special needs education schools have started to enroll at regular elementary and junior high schools. In this study,
interviews were conducted with six special needs education classroom teachers who are in charge of students with severe disabilities, andobservational data in their classrooms were collected, for information on matters that teachers consider important and to determine efforts andchallenges in their educational practices. A qualitative analysis revealed that the teachers recognized the significance of taking elementary andjunior high schools as an educational placement for their students, and put emphasis on the importance of “clarifying the educational
curriculum for their students” and “developing a support system for their students” in order to support the current and future independence
and social participation of their students. The results were discussed from the viewpoint of supporting independence and social participationof the teachers’ students and the significance of taking elementary and junior high schools as an educational placement for students withsevere disabilities.
Key words: Severe disabilities, classrooms for special needs education, joint activity and learning, qualitative research

38

NISE Bulletin Vol. 18 March 2019

Summaries of the Research Papers
apers
5. ARAYA Yosuke (2018). Current Situation of Utilization of ICT in Teaching Subjects at Special Needs Education Schools for Students with
Hearing Impairment-Through Analysis of the National Survey on ICT Utilization at Special Needs Education Schools-, Bulletin of The
National Institute of Special Needs Education, Vol. 45, pp. 53-64, 2018.

Current Situation of Utilization of ICT in Teaching Subjects at Special
Needs Education Schools for Students with Hearing Impairment-Through Analysis of the National Survey on ICT Utilization at Special
Needs Education SchoolsARAYA Yosuke
Abstract: A national survey on ICT utilization at special needs education schools was conducted by the National Institute of Special Needs
Education in a study entitled “Comprehensive research on the ICT utilization for the students with disabilities (2014-2015FY)”.
The purpose of this research is to understand the current situation of ICT utilization from the viewpoint of subject teaching in special needs
education schools (hearing impairment), extracting the data from the survey above. The data from 88 schools were analyzed.
As regards the equipment held by the schools, as many as 96% of schools had a digital camera, although only 4% of the schools reported
case examples. Tablet PCs, on the other hand, were held by 63% of the schools, and their case examples were reported by 27% of the schools.
Some case examples of tablet PCs in subject teaching were as follows; “confirming the meaning of terms used in class”, “recording
instructions during physical education”, etc.
As regards what was taught in each subject, case examples utilizing visual information, such as “presenting visualized information” and“enlarging an image for display”, were reported. The future task is to examine tailored utilization to different teaching situations.
Key words: Utilization of ICT, national survey, education for students with hearing impairment

6. YOKOYAMA Koichi (2018). System Building Utilizing School Clusters to Facilitate an Inclusive Education System – Implications of an
Area Support System in Miyazaki Prefecture –, Bulletin of The National Institute of Special Needs Education, Vol. 45, pp. 65-79, 2018.

System Building Utilizing School Clusters to Facilitate an Inclusive
Education System– Implications of an Area Support System in Miyazaki Prefecture –YOKOYAMA Koichi
Abstract: This research examined the practice of Miyazaki Prefecture, which was implemented as a model project of the Ministry of
Education, Culture, Sports, Science and Technology. The outcomes and problems from the practice were organized and analyzed through theanalysis of prefectural materials and an interview with the teachers’ consultants, then, what is needed for promoting an inclusive education
system was discussed.
Miyazaki Prefecture has reorganized the whole prefectural area into seven areas. In each area, teachers with expertise in special needs
education are assigned, and they have a key role in supporting kindergartens and schools within their area.
The results of the analysis found that there were some issues, such as an increasing burden on additional teachers in charge, difficulty inmaintaining school organization for cooperation, and difficulty in improving the support system in schools which were receiving support.
As regards teacher allocation and developing an area support system by school cluster associated with prefecture-wide area reorganization,
firstly, boards of education at prefectural level and city level should cooperate with related organizations to create a mechanism in which
additional teachers in charge could provide support smoothly and thus make the system sustainable. In addition, as regards support forschools, it is necessary to put emphasis on enhancing the support system within the schools.
Key words: Inclusive education system, system building, school cluster, additional teachers in charge, Miyazaki Prefecture39 

Editorial Board
YOKOKURA Hisashi (Chairman)

UNO Kounosuke

KAIZU Akiko (Chief Editor)

KITAGAWA Takaaki

TAMAKI Munehisa

MURAI Keitaro

IWAKI Yukiko

SAITO Mitsuo

OZONE Satomi

TANAKA Nobuaki

NISE Bulletin Vol. 18
March 2019
Published by
National Institute of Special Needs Education
5-1-1 Nobi, Yokosuka, KANAGAWA, 239-8585 JAPANURLhttp://www.nise.go.jp/nc/

   NISE Bulletin
http://www.nise.go.jp/nc/
National Institute of Special Needs Education, Japan
5-1-1 Nobi, Yokosuka, Kanagawa, 239-8585 Japan