ISSN 0389-9012

NISE A-22

NISE Bulletin
Vol.22

August 2023

National Institute of Special Needs Education, Japan

About the NISE Bulletin
The NISE Bulletin reports on the results of the research activities, training operations, information
gathering, awareness raising, and other business and topics conducted under the auspices of NISE¹ over the
fiscal of the year.
This edition of the Bulletin constitutes the annual report for the 2022 fiscal year.

¹ The National Institute of Special Needs Education is referred to as “NISE” in this publication.

NISE Bulletin Vol. 22 August 2023

Contents

NISE’s Activities
Research Projects for FY2022

1

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

9

Activity Report of Each Department / Center

13

FY2022 Topics

16

Recent Data on Education for Children with Disabilities in Japan

24

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. 50, 2023

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NISE Bulletin Vol.22 August 2023

NISE’s Activities

Research Projects for FY2022
As the national center for special needs education, NISE conducts research into priority issues in education policy
for children with special needs and practical research into priority issues faced on the ground in educational institutions
on a national level, in order to contribute to developing an education system that addresses the individual educationneeds of each child with special needs.
In order for these research activities to proceed in a planned manner over the medium to long term, we haveformulated a Basic Research Plan. This Basic Research Plan is periodically revised in line with the direction of national
policy.

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

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

Disability-CategorySpecific Research

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

OthersCategories

Basic Research
Activities

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

Externally Funded
Research

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

Entrusted
Research

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

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2. Research Themes FY2022
1) Research on curriculums / Priority Issue Research
Research Title

Research on the formulation, implementation, evaluation, andimprovement of curriculums based on the course of study

Research Team

Principal
Researcher

Research
PeriodEducation
Curriculum
Team

YOSHIKAWATomoo

FY2021-2022

This research was conducted with the following objectives in mind: under the curriculum organized and implemented basedon the revised course of study, 1) to grasp the situation of the organization and implementation of the curriculum and organi ze
issues through surveys and research, and 2) to identify specific measures to promote evaluation and improvement from theorganization and implementation of the curriculum through case studies.
The following issues were identified in curriculum organization and implementation in special needs classes: "organizi ng
curriculums according to the needs of multiple students with different conditions," "checking the progress of children's
learning in subjects, etc., and what they have already learned in order to organize curriculums," and "organizing curriculums
that incorporate independence activities." As for the issues of curriculum management in special needs schools, it was foundthat many chief teachers felt that "the awareness and efforts of teachers in their schools regarding curriculum management ar e
insufficient" and that "a system has not yet been established." Some of the efforts to resolve these issues were presented incase studies.
Curriculum management efforts to improve curriculums require schools to establish systems based on the four aspects
indicated in the course of study. What needs to be done going forward is to conduct practical research to support school efforts,
including reviewing the role of the board of education, while analyzing, for example, how teachers interpret and address eachprovision of the course of study, as well as to organize issues to help improve the next course of study.

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

Enhancing instruction and support for students with disabilities using
information and communications technology and assistive devices

Research Team

Principal
Researcher

Research
PeriodICT Team

MUNEKATA
Tetsuya

FY2021-2022

As the progress of the GIGA School Program is being made, the team conducted interviews with schools (recommended by
prefectural boards of education) that were actively teaching and supporting students with disabilities through the utilizatio n of
ICT and other means. The aim of the research was to find the "process of preparing for an advanced school" as readilytransferable knowledge to other schools, in addition to learning about the features and outcomes of the practices, andproviding knowledge that will contribute to the promotion of ICT utilization in spec ial needs schools nationwide.
In the research, the team used qualitative analysis methods to identify a process model for promoting the ICT utilization ,and then developed a guidebook for enhancing ICT-based education in special needs schools.
The guidebook is intended to be used primarily by school administrators and teachers who are in leadership positions inpromoting the ICT utilization in their schools to understand areas where their schools are doing well (strengths and advantag es),
where they are neither doing well nor poorly, and where they are doing poorly, to confirm the current status of ICT-based
education at their schools and the need for focused efforts in the future, and to consider specific measures to address theseissues. The team hopes that this research will be used to promote the ICT utilization and to enhance instruction and support in
the future.
Research on procedures of determining school for enrollment for children
with disabilities

EnrollmentTeam

KUBOYAMA
FY2021-2022
ShigekiIt is said that children with disabilities, children with foreign connections, and their guardians have a great deal of anxie ty
and concern regarding schooling. In order to ensure that children and their guardians can approach schooling with confidence,

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it is necessary to constantly review and enhance the procedures for deciding the school and place of study. Meanwhile, issues
related to schooling have also been examined within the larger educational direction of bu ilding an inclusive education system
philosophy for the formation of a cohesive society.
Therefore, this research was conducted for the following three purposes: 1) to clarify the current situation and issues relat ed
to the procedures for deciding schools and places of study through a questionnaire survey, 2) to collect and organize goodpractices related to the procedures for deciding schools and places of study through on -site surveys, and 3) to provide
information to the national and local educational administration on the current situation, issues, and good practices related tothe procedures for deciding schools and places of study through an overall review of the results of the questionnaire and on site surveys and workshop discussions.
Based on the results, the team has summarized and recommended six key points to ensure that children with disabilities,
children with foreign connections, and their guardians can approach schooling with confidence.
Research on how to promote career guidance and cooperation for thesmooth transition of students with disabilities to society at upper
secondary schools

Career
GuidanceTeam

ITO Yumi

FY2021-2023

Focusing on career guidance for students with developmental disabilities, etc., in upper secondary schools, a questionnaire
survey and an interview survey are conducted with the aim of clarifying career guidance that supports a smooth transition fro mschool to society and how to promote necessary cooperation in this process. Based on the findings from e ach survey, the teamcompiles and disseminates materials (guidebooks) that can be used at schools.
In FY2022, the team analyzed the results of a questionnaire survey conducted in FY2021 targeting companies anduniversities where students with developmental disabilities went to after graduating from upper secondary school, as well as
partner institutions (special needs schools, welfare and labor institutions). In addition, the team conducted a postcard situ ation
survey of upper secondary schools, and based on the results, conducted a questionnaire survey and an interview survey.
Research on consideration in instruction of subjects for students withvarious educational needs in mainstream classrooms

Team for
Instruction of
Subjects

INOUE
Hidekazu

FY2021-2022

In this research, the team examined individualized consideration from the perspective of guaranteeing education aimed at
the integrated enhancement of individualized optimal learning and cooperative learning in accordance with diverse educational
needs in instruction of subjects in mainstream classrooms at elementary, lower secondary, and upper secondary schools, andsummarized the concept of "consideration in instruction of subjects for children with diverse educational needs." The teamalso paid attention to the environment that takes into account individuals and groups, as well as practices based on children's
thoughts and desires.
Regarding the "individualized consideration in instruction of subjects," the team presented the viewpoints of "difficulty, ""background of difficulty," "intention of devising instruction," "individualized measures," and "confirmation of effectivenes sof measures," and summarized the flow when thinking about consideration. In addition, the team prepared reference materials
with examples of consideration for specific difficulties in subjects common to elementary, lower secondary, and upper
secondary schools (Japanese, arithmetic (mathematics), social studies, science, and foreign languages).

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3) Disability-Category-Specific Research
Research Title

Research on lesson design and learning evaluation in education forchildren with intellectual disabilities

Research Team

Principal
Researcher

Research
PeriodLearning
Evaluation
Team

YOKOO
Shun

FY2021-2022

The education of students with intellectual disabilities requires learning content and instruction appropriate to eachindividual's disability status. Based on this, it is important to enhance the relevance between the goals/contents indicated in thecourse of study, the unit goals, and the class objectives, and to evaluate what was acquired through the learning activities.
Against this background, the purpose of this research is to show, based on case examples, how to design a unit of study andhow to evaluate the learning situation of students with intellectual disabilities, including the setting of goals, contents,
methods, and appropriate evaluation criteria, based on an understanding of the actual learning situation of each student inteaching of each subject and teaching of integrated subjects.
In FY2022, as a summary of the research, the team organized opinions on unit creation and learning evaluation for students
with intellectual disabilities, created a unit planning process model for teaching each subject and teachi ng integrated subjects,
and had research partner institutions conduct case studies on unit creation and learning evaluation, and then the team studie dmethods of unit creation and learning evaluation according to students' actual conditions and prepared a report of results.

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

Research Unit

Research into case studies into the use of ICT and other educational materials with a focus
on types of disability and difficulties faced

ICT Unit

The purpose of this research is to collect and analyze case examples of the utilization of ICT devices, including those being
introduced at schools under the GIGA School "One Student, One Tablet" Program, in accordance with the individual
difficulties of students with disabilities and students who require special consideration regardless of whether they havedisabilities, and to identify specific and effective methods of using such devices.
In FY2022, the unit collected information on ICT utilization in actual teaching situations through visits to elementary, lower
secondary, and special needs schools. In addition, through discussions with teachers and others who promote ICT utilization,
the unit studied effective ways to utilize ICTs.
Research on teachers' expertise in career education for pupils with disabilities

Career Unit

(1) Organizing the expertise of teachers involved in career education for students with disabilities enrolled in elementary,lower secondary, and upper secondary schools (FY2021-FY2025)
In promoting career education for students with disabilities, the unit organizes the expertise required of teachers who play acentral role, and creates information media (leaflets, etc.) to raise awareness of and disseminate such expertise at schools. In
FY2022, focusing particularly on the lower secondary school level, followed by the elementary school level, the team discusse dthe expertise (basic knowledge and teaching skills) required in "caree r development support" for the independence and social
participation of students with disabilities through discussions within the group and workshops and collecting information fro mschools.
(2) Collection of information that contributes to improving the teaching skills of teachers involved in career education at
special needs schools (elementary through upper secondary departments) (FY2022 -FY2025)
Focusing on the effective creation and utilization of Career Passports for students with disabilities, the unit c ollects pioneering
examples of good practices and practical ideas that can be used as reference in other schools, and works on the creation of a
Q&A collection. In FY2022, the unit collected information from schools (information from schools where efforts areprogressing, information from specific schools on a regular and year -round basis), collected information from literature, andstudied the introduction and utilization of Career Passports and career education efforts at special needs schools.

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A nationwide survey related to special needs education in ECEC facilities

Infant Unit

In the second year of its research activities, the unit established cooperative relationships with researchers in the field o fchildcare in kindergartens and early childhood education, the kindergarten department of Special Needs Education School forChildren with Autism, University of Tsukuba, the National Association of Directors of Public Kindergartens and Centers for
Early Childhood Education and Care and Education Research Institution of the Japanese Private Kindergarten Federation, the
Early Childhood Education Research Center of the National Institute for Educational Policy Research, and others, in order todevelop research activities in the future.
The unit conducted an analysis of the "National Survey on Education and Care of Children with Special Needs in Nurseries,
Centers for Early Childhood Education and Care, and Kindergartens" conducted in FY2021, and contributed some of theresults to the "Quarterly Journal of Special Needs Education." This survey was conducted with the aim of comprehensively
clarifying the current state of special needs education for infants with special needs, including their enrollment status, thesystem of special needs education, and the awareness of those in charge. Through this, the survey aimed to provide
information to support the educational administration of national and local governments as well as the utilization of prescho olchildcare facilities.
The unit held the "FY2022 Summer Seminar: Let's Think Together about Childcare for Children with Special Needs" online,
which was attended by about 300 people, including childcare providers and researchers. In addition, the unit released a video
for childcare providers, "What is important to realize inclusive childcare," created during the Open Day, on the NISE channel
to disseminate information to childcare providers at nurseries, c enters for early childhood education and care, kindergartens,
and other facilities.
Research into case studies with a view to fully providing for the learning of non -Japanesepupils with disabilities- Placing a focus on classes for special needs education in elementary and lower secondary
schools -Non-Japanese Unit

During NISE's fifth medium-term objectives period (until FY2025), the Non-Japanese Unit aims to create "Considerations
for Accepting Non-Japanese Students with Disabilities (tentative title)" and training contents based on it through individual
cases, in order to enhance the learning of non-Japanese students with disabilities.
In the FY2022 research, the unit visited local governments that were implementing unique initiatives, and compiled casereports, based on the results of the "Survey on Procedures for Determining School for Enrollment for Child ren with
Disabilities and Others" conducted as part of the Priority Issue Research titled "Research on procedures of determining schoo lfor enrollment for children with disabilities," as well as information collected by the Non -Japanese Unit and the results of the"Survey on the Acceptance of Children in Need of Japanese Language Instruction (FY2021)" conducted by the International
Education Division of the Ministry of Education, Culture, Sports, Science and Technology (MEXT).
In parallel, the unit conducted the "Survey on Support Systems for Non-Japanese Students with Disabilities" for allmunicipal boards of education under the jurisdiction of the specified prefectural government (research partner organization)and three designated cities in the prefecture to obtain information on the status of system development, etc., for non -Japanese
students with disabilities. A preliminary report on the results of this survey was presented during the fiscal year. Analysis anddiscussion of the survey results will be conducted in the FY2023 research and will be made public.

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

Research Unit

In-person surveys and preparation of exhibition facilities related to education for pupils withmultiple disabilities

Multiple Disabilities Unit

In the questionnaire survey conducted in FY2019, the unit obtained an overview of the education for students with multiple
disabilities who study in special needs schools and special needs classes in elementary and lower secondary schools across thecountry. This research activity involves visiting special needs schools, special needs classes in elementary and lower
secondary schools, and relevant organizations that are implementing advanced and distinctive initiatives in the education forstudents with multiple disabilities from the viewpoints of appropriate instruction and support, maintenance and improvementof expertise, etc., based on the results of the questionnaire survey, and aims to collect and organize information on issues andspecific efforts.
This fiscal year, the unit visited four special needs schools, four boards of education, and four elementary and lower
secondary schools under the jurisdiction, where the unit heard about the details of the survey conducted in FY2019 andcollected information on issues and specific efforts in the field of education.
In addition, at the Research Unit for Natural Living Environment and Snoezelen Room, which have b een maintained andoperated by the Multiple Disabilities Unit to showcase the results of past specialized research, etc ., the contents of the exhibits
continue to be maintained and updated. In particular, the Research Unit for Natural Living Environment ha s been improved sothat children with deafblindness, teachers in charge, and guardians can visit and receive training, etc.
Examining methods for the continuation and improvement of expertise in education for thevisually impaired

Visual Impairments Unit

The unit exchanged opinions and information on current issues in education for children with visual impairment, including
issues related to expertise in the field, with specialists and others involved in education at special needs schools (visual
impairment). As a result, the issues raised included the decrease in the number of enrolled children/students in special needs
schools (visual impairment) and the resulting decrease in opportunities for them to learn with their peers, and the decrease inopportunities for teachers to demonstrate their expertise in braille, ambulation, and other areas. In addition, it was pointed outthat there was an increase in the number of visually impaired students enrolled in elementary and lower secondary schools,
which made it necessary for special needs schools (visual impairment) to function as a resource center more than ever.
In response to the above issues, it was suggested to create a nationwide network of special needs schools (visual
impairment) and work together to solve these issues. Specifically, it was considered to promote remote joint classes andexchanges among special needs schools (visual impairment) using Zoom, etc., and to share training and ICT utilization efforts
of individual schools with all special needs schools (visual impairment).
Longitudinal survey of special needs schools (hearing impairment) and research on theactual situation and support for hearing of autistic children with intellectual disabilities;
Regional Workshops for Building a Seamless Support System and for Promoting Further
Support for Children Who Are Deaf or Hard of Hearing

Deaf and Hard of Hearing Unit

This fiscal year, the unit conducted longitudinal surveys of special needs schools (hearing impairment) <S urvey 1: "Survey
on the Actual Situation of Communication among Children/Students in Special Needs Schools (Hearing Impairment)" andSurvey 2: "Survey on the Use of Teaching Materials (Japanese Language) in Special Needs Schools (Hearing Impairment)">
and began analyzing the results.
In addition, with research cooperation from Special Needs Education School for Children with Autism, University ofTsukuba, the unit summarized, regarding autistic children with intellectual disabilities enrolled in kindergarte n and elementary
departments, how teachers and guardians understand these children's hearing, and how they provide educational responses.
In addition, with the aim of improving the expertise of those in charge of infant educational counseling at special needs
schools (hearing impairment) nationwide who are involved in early support for children who are hard of hearing, as well as
promoting cooperation among those involved in health, medical care, welfare, and education, the unit conducted the "FY2022
Regional Workshops for Building a Seamless Support System and for Promoting Further Support for Children Who Are Deafor Hard of Hearing." The unit added "Recent Trends in Children with Cochlear Implants" to on -demand lectures this fiscal
year and made it viewable for about six months.
Summary of the FY2021 national survey on the actual conditions of special needs classes
and special support services in resource rooms for students with hearing, speech andlanguage disorders

6

Speech and Language Disorders
Unit

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The unit summarized and discussed the national survey conducted in FY2021 on the actual conditions of special needs
classes and special support services in resource rooms for students with hearing, speech and language disorders. The survey
was sent to 3,022 schools, and 1,704 schools responded, resulting in a collection rate of 56.4%. The 37,227 targetedchildren/students were categorized into "hard of hearing," " articulation disorder," "cleft palate," "stuttering," "delayed
language development," and "other." Again, this survey showed that articulation disorder was the most prevalent. Furthermore,as in previous surveys, it was suggested that there is a tendency for children with hearing, speech and language disorders to betaught by a teacher with few years of experience in teaching such children alone. This situation has made it necessary toenhance the expertise of those in charge of education for children with hearing, speech and language disorders. In this surve y,
it was found that training sessions utilizing online methods were held in various locations as a measure to prevent the spreadof COVID-19. The unit organized answers to open-ended questions asking about what respondents value and what they findchallenging and attractive as a person in charge of education for children with hearing, speech and language disorders, andcompiled the survey results to serve as reference material for maintaining, improving, and passing on the expertise of person sin charge of education for children with hearing, speech and language disorders, in light of the current situation of online
training, etc.
Examination of the effectiveness of teaching methods, tools and materials that utilize ICT
based on the disability characteristics of children with physical/motor disabilities in subject
instruction or independence activities

Physical/Motor Disabilities Unit

With regard to children/students with physical/motor disabilities, their disabilities are becoming more severe, complex, anddiverse. It is necessary to understand their actual conditions from the viewpoint of what difficulties they have in learning or
living, and to what extent these difficulties can be alleviated by using supplementary means, including ICT, and to provide
them with appropriate instruction and support. In light of the GIGA School Program, this research examines by case study theusefulness of ICT-based instructional methods, teaching materials, and teaching tools that are used based on the characteristicsof the physical/motor disabilities in the instruction of subjects and independence activities.
This fiscal year, we collected practices and gave advice while visiting schools, etc., and published a series of documents(SNAPSHOT) outlining the practices collected so far on our website.
Research activities on support in elementary and lower secondary schools based on the
educational needs of students with illnesses - Utilization of the function of special needs
school for children with health impairment as a resource center -Health Impairments Unit

Regarding research activities on students with chronic diseases, etc., the unit summarized the changes in diseases, etc., tha t
health-impaired students have in recent years, based on the results of surveys conducted in cooperation with the National
Federation of Research on Education for Children with Health Impairment, and the actual conditions and issues of education
for children with health impairment in elementary and lower secondary schools, based on information collected fromelementary and lower secondary school teachers in charge of such children. In addition, based on information collected from
special needs schools for children with health impairment, the unit summarized the actual situation and issues related to tho se
schools' function as a resource center. Based on this, the unit was able to organize the aspects of students subject to education
for children with health impairment in recent years, and to obtain information from those in charge of classes for special needs
education with health impairment and teachers at special needs schools for children with health impairment.
Regarding research activities for students with mental illness, the unit collected information on the status of support inelementary and lower secondary schools utilizing the function of special needs schools for children with health impairment asa resource center, and on ways to devise and improve Co-MaMe so that it can be easily utilized in the function as a resource
center. Specifically, the unit obtained information on support based on the educational needs of students with mental illness byholding workshops with the cooperation of special needs schools for children with health impairment, boards of education,
elementary and lower secondary schools, and guardians, and by visiting schools and other facilities. Based on this information,
the unit found that Co-MaMe can be used in elementary and lower secondary schools, and issues in using Co -MaMe inelementary and lower secondary schools were also identified.
Information gathering activities for the next revision of the course of study

Intellectual Disabilities Unit

There is room for further discussion on "what to aim for" in terms of "various learning opportunities with continuity" and"continuity of learning" as indicated in the course of study for special needs schools, and it is necessary to consider the c ontent
and methods of instruction based on the most essential point: "whether students with intellectual disabilities can acqu ire theability to live while spending fulfilling time by understanding class content and having a sense of participation andachievement in learning activities" (the Elementary and Secondary Education Subcommittee of the Central Council for
Education, 2012). In addition, a study designated by MEXT on the practice of teaching students with intellectual disabilities
through special support services in resource rooms has also been conducted, and deliberations are being made.

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In this activity, the unit collected information from schools and study groups that are making unique efforts in the above
areas, such as the "Practical Research Enhancement Project on Special Needs Education (Practical Research on Instruction forIntellectual Disabilities through Special Support Services in Resource Rooms)," with a view to considering the next revision of
the course of study.
A study on implementation of the independence activities(Jiritsu-Katsudou) to children with
autism enrolled in special needs classes for autism/emotional disturbance

Autism Unit

In FY2022, the unit focused on how to connect the contents and/or aims of the independence activities with each subject
study. Unit members interviewed teachers of special needs classes for autism/emotional disturbance at five research partner
institutions. The questions include the actual conditions of the children and their instruction, and the members summarized theissues related to the instruction of the independence activities and its relations with each subject study. Based on this, themembers and the teachers discussed and examined the instruction of daily practices of the independence activities. Then, themembers proposed the process model of connecting the instruction of independence activities with each subject study.
In FY2023, the unit will refine the process model and examine important key points. The unit members also have a plan toshed the light to collaboration among special needs education teachers, exchange class teachers, and subject teachers toachieve the aforementioned goals.
Research activities related to the nature of individual instruction and support responsive tothe unique characteristics of developmental disabilities and educational needs

Developmental Disabilities andEmotional
Disturbances Unit

This research focuses on instruction through special support services in resource rooms, which provide individualized
instruction and support for students with developmental disabilities enrolled in mainstream classrooms. Through the collectionof information on the practice of such instruction and the holding of workshops and other events, this research aims to obtai nmaterials for considering appropriate instruction and necessary support for children with developmental disabilities.
In FY2022, the unit held a workshop on "cooperation with mainstream classrooms" for experienced teachers who are in
charge of instruction through special support services in resource rooms for students with developmental disabilities, andcollected information on practical ideas, issues, and solutions, which were presented at NISE Seminar and other events. In
addition, as part of the collection of information on instruction and support with expertise aimed at social adjustment, the unit
obtained clinical knowledge through case studies with correctional educational institutions and medical care institutions.

4． Entrusted Researches
Research Title
Research on Establishing a Support System for DeafblindChildren/Students

8

Entrusted
Organization

Principal
Researcher

Research
PeriodFast RetailingFoundation-

FY2020-2022

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

R4-01 (Priority Issue Research)

Research on the formulation, implementation, evaluation, and improvement ofcurriculums based on the course of study[Research period] FY2021-2022[Principal researcher] YOSHIKAWA Tomoo[Summary]
In order to steadily implement the course of study revisedin 2017, 2018, and 2019, this research was conducted with thefollowing two objectives: 1) to grasp the situation of theorganization and implementation of the curriculum andorganize issues through surveys and research, and 2) to
identify specific measures to promote evaluation andimprovement from the organization and implementation of thecurriculum through case studies.
The survey covered elementary and lower secondary
schools with special needs classes and the entities that
established them, namely, designated city boards of educationand municipal boards of education, as well as public special

needs schools with elementary, lower secondary, and upper
secondary departments and the entities that established them,
namely, prefectural boards of education and designated cityboards of education. Case studies were conducted at twoelementary schools and one lower secondary school withspecial needs classes, and five special needs schools as
research partner institutions.
From the results of the survey, we were able to grasp thestatus of curriculum organization and implementation at eachschool and sort out issues. In addition, through the case studies
related to the issues, we were able to present some of theinitiatives that will lead to improvement of the curriculum.

[Keywords]
Curriculum, Course of study, Special needs school, Special needs class, Curriculum management

R4-02 (Priority Issue Research)

Enhancing instruction and support for students with disabilities using informationand communications technology and assistive devices[Research period] FY2021-2022[Principal researcher] MUNEKATA Tetsuya[Summary]In this research, in order to provide the knowledge
necessary for the promotion of ICT utilization at schools
amidst the progress of implementation of ICT devices under

the GIGA School Program, we obtained information fromprefectural boards of education nationwide on schools thatwere making advanced efforts in ICT utilization. Based on
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those information, we selected the target schools, andconducted interviews. Qualitative analysis revealed how thoseschools were able to become advanced schools. By doing so,
we developed a practical process model and then implemented
it into a guidebook that promote the guidance and support ofchildren with disabilities utilizing ICT in special needs
schools. The guidebook comes with a checklist to help mainly

school administrators and teachers leading the promotion of
ICT utilization in their schools to grasp the advantages,
strengths, characteristics, and issues of their own schools, andthen to identify what needs to be focused on in their schools.
The guidebook also provides the essence of specific initiatives
at advanced schools so that readers could consider specificmeasures to be taken at their own schools.

[Keywords]
GIGA School Program, Special needs school, ICT utilization in education, KJ-method, Guidebook

R4-03 (Priority Issue Research)

Research on procedures of determining school for enrollment for children withdisabilities[Research period] FY2021-2022[Principal researcher] KUBOYAMA Shigeki[Summary]
It is said that children with disabilities, children withforeign connections, and their guardians have a great
deal of anxiety and concern regarding school
enrollment. In order to ensure that children and theirguardians can approach school enrollment withconfidence, it is necessary to constantly review andenhance the procedures for deciding the school andplace of study. Meanwhile, issues related to school
enrollment have also been examined within the larger
educational direction of building an inclusive education
system philosophy for the formation of a cohesivesociety. Therefore, this research was conducted for thefollowing three purposes: 1) to clarify the current
situation and issues related to the procedures for

deciding schools and places of study through aquestionnaire survey, 2) to collect and organize goodpractices related to the procedures for deciding schools
and places of study through on-site surveys, and 3) toprovide information to the national and local educational
administration on the current situation, issues, and goodpractices related to the procedures for deciding schools
and places of study through an overall review of theresults of the questionnaire and on-site surveys andworkshop discussions. Based on the results, our teamhas summarized and recommended six key points toensure that children with disabilities, children withforeign connections, and their guardians can approachschool enrollment with confidence.

[Keywords]
Deciding schools, Deciding places of study, Support system from the early stage, Inclusive education system, Children withforeign connections

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R4-04(Priority Issue Research)

Research on consideration in instruction of subjects for students with various
educational needs in mainstream classrooms[Research period] FY2021-2022[Principal researcher] INOUE Hidekazu[Summary]
With regard to guidance and support in mainstream
classrooms, there have been calls for enhanced support interms of both "group guidance" that also takes into
consideration the learning environment and "individual
guidance" that addresses the specific characteristics andchallenges of students. In addition, efforts to form groups forlearning, such as practicing universal design of classes that
ensure "comprehensible lessons," fostering a supportive
culture in "a classroom where students acknowledge andsupport each other," and establishing a psychologically safe

"atmosphere where students feel comfortable expressing
their opinions," have also been emphasized.
This research aims to organize the essential viewpoints toconsider "considerations in instruction of subjects" andprovide a framework for understanding them, along with
examples of considerations tailored to individual needs. It
also provides materials related to an environment that is
mindful of both the individual and the group in mainstream
classrooms, as well as practices that consider the thoughts
and wishes of children.

[Keywords]
Mainstream classroom, Considerations in instruction of subjects, Environment that is mindful of both the individual and thegroup, Background of challenges, Thoughts and wishes of children

R4-05 (Disability-Category-Specific Research)

Research on lesson design and learning evaluation in education for children withintellectual disabilities[Research period] FY2021-2022[Principal researcher] YOKOO Shun
[Summary]
In order to enhance the relevance between thegoals/contents indicated in the course of study, the unit
goals, and the class objectives in intellectual disability
education, it is necessary to make curriculum management
function throughout the school based on the findings ofprevious studies, and to examine how the curriculum
should be organized and implemented, how classes should
be designed, and how the learning goals/contents in thecourse of study should be evaluated, based on specificeducational practices.
Given these considerations, this research focused
primarily on special needs schools and conducted thefollowing:(1) Organizing findings and terminology related tolearning evaluation from the domestic literature.
(2) Developing a model for the teaching unit creation

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process for each form of instruction, based on theissues involved in the teaching unit creation process
at school education sites.
(3) Presenting case studies of teaching unit creation andlearning evaluation in relation to the course of study
at eight research partner schools.
(4) Organizing the evaluation criteria and the approach tolearning evaluation based on the case studies.

[Keywords]
Education for children with intellectual disabilities, Learning evaluation, Teaching unit creation process, Setting evaluation
criteria, Curriculum management

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Activity Report of Each Department / Center
The following will introduce the main initiatives implemented by each department and center of NISE in FY2022.

(1) Department of Policy and Planning
The Department of Policy and Planning is responsible
for planning and promoting research activities conducted
at NISE.
In FY2022, in addition to the regular work, thedepartment also worked on the formulation of research to
be started in FY2023.
The department took the lead in reviewing research
themes and research plans for new topics of Priority Issue
Research, Disability-Category-Specific Research, andAdvanced and Leading-edge Research to be conducted byNISE in FY2023. As a result, it was decided to work on
three new topics and one continuing topic of Priority
Issue Research, one new topic of Disability-CategorySpecific Research, and one new topic of Advanced andLeading-edge Research.
In considering new topics, many staff members,
including not only research staff but also administrative
staff, participated in workshops to exchange ideas andgain the overall picture of topics to be studied regarding
policy issues as of FY2022 and the needs of the education
field.
Based on the process up to that point, a working grouporganization examined the contents of the Priority Issue
Research, formulated research themes for the three topics,
including research on curriculums, and prepared researchplans.
Regarding the Disability-Category-Specific Research,
the need to launch a study on ICT utilization, which wasraised at a workshop, was identified and discussed withthe research units responding to specialized issues foreach type of disability. As a result, it was decided that the
Physical/Motor Disabilities Unit would conduct a study
on ICT utilization.
As for the Advanced and Leading-edge Research, after
conducting an internal solicitation of research themes andreviewing them, it was decided that programming
education for students with intellectual disabilities would
be the research topic.
Subsequently, the department surveyed and obtained
opinions of educational institutions regarding the themesof the Priority Issue Research and the DisabilityCategory-Specific Research, revised the plans, and madepreparations to start research in FY2023.

(2) Department of Teacher Training
The Department of Teacher Training conductedtraining aimed at improving the expertise of anddeveloping human resources for teachers and staff
responsible for special needs education.
In order to enhance the inclusive education system, thedepartment plans to provide Teacher Training Programsfor Specific Disability Categories (hereafter referred toas "specialized training") for those who will or are
expected to be in leadership positions in the future in eachprefecture, etc., and leaders (school leaders) who will be

the core of education for each disability category invarious learning environments (mainstream classrooms,
instruction through special support services in resource
rooms, special needs classes, special needs schools), andto organize Workshops for Leaders Involved in the
Enhancement of an Inclusive Education System(hereafter referred to as "Workshop(s) for Leaders)." The
specialized training was conducted in three courses: the"Course for Intellectual Disabilities," the "Courses for
VisualImpairments,
Hearing
Impairments,

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Physical/Motor Disabilities, and Health Impairments,"
and the "Courses for Developmental Disabilities,
Emotional Disturbances, and Speech and Language
Disorders." In addition, the Workshops for Leaders held
includes the "Workshop for Leaders Involved in ICT

Utilization in Special Needs Education," the "Workshop
for Leaders Involved in Special Needs Services inResource Rooms at Upper Secondary Schools," and the"Workshop for Leaders of Promoting Joint Activities andLearning."(3) Department of Information and Support
The Department of Information and Support is working
on the fifth medium-term plan with a focus on enhancing
the dissemination of information on special needs
education, promoting understanding and awareness of
special needs education, providing school support incooperation with related organizations, and providing
consultation and support to Japanese schools. Specificinitiatives
implementedin
FY2022
include:disseminating research results through effective
information dissemination using NISE's website andsocial media; publishing the "Special Needs Education
Leaflet" mainly for teachers who are in charge of special

needs classes or instruction through special support
services in resource rooms for the first time at elementaryor lower secondary schools and for teachers who have not
had many opportunities to learn about special needs
education; holding "Seminars promoting special needs
education" to promote understanding and awareness of
special needs education in local communities; holding"NISE Seminar" to disseminate the results of NISE's
research and share information with educational
institutions and other education-related organizations;and supporting for overseas Japanese schools.

(4) Center for Promoting Education for Persons with Developmental
Disabilities
The Center for Promoting Education for Persons with
Developmental Disabilities provides the latest
information on developmental disabilities and national
trends through websites and teaching-material exhibition
facilities to promote public understanding and awareness,and offers necessary basic knowledge and information
related to instruction and support to teachers at
kindergartens, elementary, lower secondary, upper
secondary, and other schools. The center has decided toenhance the provision of information on developmental
disabilities education in mainstream classrooms fromFY2022, based on the "Survey on Students Requiring

Special Educational Support in Mainstream Classrooms"
and the discussions of the "Study Council on the Support
for Students with Disabilities in Mainstream Classrooms"
by the Ministry of Education, Culture, Sports, Scienceand Technology (MEXT). Based on the report of the"Triangle" project for cooperation between families,
education and welfare, the center has also continued its
efforts to promote cooperation between education andwelfare in communities, which has been undertaken inquadripartite collaboration among the MEXT, Ministry of
Health Labour and Welfare, the National Rehabilitation
Center for Persons with Disabilities, and NISE.

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NISE’s Activities(5) Center for Promoting Inclusive Education System
The Center for Promoting Inclusive Education System
conducted three main projects: "Collaborative Project toSolve Local Issues," which contributes to solving issues
faced by communities when building inclusive education
systems, in collaboration between boards of education
and NISE; "Collection and Dissemination of the Latest
Information on Other Countries and International

Exchange Project," which promotes understanding ofinternational trends, research and dissemination of thelatest information on other countries, and researchexchange with other countries; and "Information
Dissemination and Consultation Support Project," which
promotes the use of the Inclu-DB (Database for
Supporting Development of Inclusive Education System).

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FY2022 Topics(1) World Autism Awareness Day 2022 Event(Joint)April 2 of every year is World Autism Awareness Day
designated by the United Nations General Assembly, andthe Japan Executive Committee, organized by relatedorganizations including NISE, held "World Autism
Awareness Day ONLINE 2022 - Shining People,
Illuminating People -" with the aim of spreading
understanding about autism. From the viewpoint ofpreventing the spread of the novel coronavirus infection,
the event was held in the form of video distribution, whichbegan on Saturday, April 2, 2022.
This event featured "Julia's Haircut" from Sesame
Street and "Messages from the Persons Concerned,"messages that persons with autism and otherdevelopmental disabilities wanted to advocate to society.
The lighting ceremony of the Tokyo Tower Blue Light Up
event was also live-streamed.

to solving issues faced by schools and boards of education
throughout Japan."
It is hoped that the conclusion of this agreement will bebeneficial to both the Yokohama City Board of Education
and NISE for the enhancement of special needs educationin elementary and lower secondary schools, and willfurther contribute to the realization of NISE's mission,
which is to provide education that meets the educational
needs of each and every child with disabilities.

(2) Conclusion of collaboration and cooperationagreement with Yokohama City Board of
Education
On Thursday, July 28, 2022, NISE concluded anagreement on collaboration and cooperation with the
Yokohama City Board of Education for the purpose ofcontributing to the enhancement of special needs
education in Yokohama municipal elementary schools,
lower secondary schools, compulsory education schools,
upper secondary schools, and special needs schools, andto the promotion of national policy planning and measures
for special needs education through research activities andteacher training.
At the signing ceremony, Superintendent Shinya
Koibuchi of the Yokohama City Board of Education andPresident Kazushige Shishido signed the agreement. Then,
Superintendent Koibuchi said, "In promoting inclusive
education, we feel the need to improve expertise in special
needs education in all school and class types and toenhance the support system within schools. We hope thatthe conclusion of the collaboration and cooperationagreement with NISE will provide an opportunity tofurther enhance special support education and improve theexpertise of teachers and staff." President Shishido stated,"Going forward, based on this agreement, we will work
more closely with elementary and lower secondary
schools established by Yokohama City to conduct
practical and empirical research together, and we areconfident that the results of this research will contribute

Photo 1: Commemorative photo after the agreement
signing ceremony
Left: President Shishido, Right: Superintendent Koibuchi of the
Yokohama City Board of Education(3) Holding of the Workshop for Leaders Involvedin ICT Utilization in Special Needs Education
On July 21 (Thu.) and 22 (Fri.), 2022, the "FY2022
Workshop for Leaders Involved in ICT Utilization inSpecial Needs Education" was held. The purpose of thisworkshop is to promote ICT utilization in special needs
education in each community by having teachers and staff
in leadership positions in ICT utilization exchange
opinions on their respective efforts and issues. There were
74 participants (teachers and supervisors of school
education from elementary, lower secondary, and upper
secondary schools, and special needs schools) from allover Japan.
In this workshop, the participants were divided into
groups (12 groups of 5 to 7 members). They held "group
discussions," in which members set common problem
themes and discussed how to solve them.
At intervals of the group discussions, hands-on
practices were conducted using the exhibition facilities of16

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ICT-assisted teaching materials and assistive devices
available at NISE. In addition, lecturers from Nagano
Prefectural Nagano School for children with disabilities,
Gunma Prefectural School for the Deaf, and theInformation Technology Education Center of Kyoto wereinvited to present topics on ICT utilization from various
perspectives. Participants gathered materials and clues
through these hands-on practices and topic presentations
to deepen their discussions.
Photo 4: The ideas were posted on poster paper.

(5) Holding of the Workshop for Leaders of
Guidance Practices in Dormitories of Special
Needs Education Schools
On Friday, August 26, 2022, the FY2022 Workshop for
Leaders of Guidance Practices in Dormitories of Special
Needs Education Schools was held using both online andon-demand formats.
This workshop was attended by 78 dormitory
supervisors recommended by prefectural boards ofeducation and other organizations.
Under the theme of "Trends in Special Needs
Education," the Ministry of Education, Culture, Sports,
Science and Technology (MEXT) provided anadministrative explanation on recent trends in special
needs education, revision of the course of study,enhancement of ICT environment at schools, and the Third
Plan for the Promotion of School Safety, which was filmedand distributed on-demand in advance.
On the day of the workshop, it was held online, and alecturer from Atomi University was invited to give akeynote speech on the theme of "Creating Safe and Secure
Schools: Protecting Children with Disabilities from
Large-Scale Disasters." Also, a lecturer from Akita
Prefectural Yuri Special Needs School was invited toreport on the efforts of disaster prevention leaders andothers under the theme of "Disaster Prevention Efforts
Aimed at Safe and Secure Dormitory Life."
For subcommittee discussions, the participants weredivided into 11 groups, consisting of 2 groups on
education for children with visual impairment, 3 groups
on education for children with hearing impairment, 4groups on education for children with intellectual
disabilities, and 2 groups on education for children withphysical/motor disability and education for children withhealth impairment, and actively discussed and exchanged
information on disaster prevention and safety measuresand issues in the guidance at dormitories according to thecharacteristics of each disability category under the themeof "Efforts and ideas for disaster prevention indormitories." At the end of the workshop, nine principals
recommended by the National Association of Principals of

Photo 2: Hands-on practice(4) Research Idea Workshop
On Wednesday, July 27, 2022, a workshop was held tofind the seeds for new research topics, where everyone
was encouraged to freely share their thoughts,
observations from their daily lives, various questions,realizations, and ideas, without distinction between
research staff and administrative staff. The workshop wasnamed "Research Idea Workshop - Let's talk about the
future of special needs education research!" and aimed togenerate the seeds of ideas for research on special needs
education. Participants shared and discussed various ideas
and wrote them down on poster paper.

Photo 3: Participants are sharing ideas.

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Special Needs Schools offered advice based on their pastexperiences.

On the second day, supervisors of school education
discussed "Efforts to improve the expertise of teachers incharge of special support services in resource rooms" andthe teachers in charge of special support services inresource rooms discussed "Promotion of special needs
education in schools and handover to the next teacher incharge," and then they shared the contents of the
discussions. This was followed by a recap of the entire
workshop, an exchange of information in groups
organized by participants from neighboring communities,
and a review by a Senior Specialist for Special Support
Education from MEXT.
It has been five years since the institutionalization of
instruction through special support services in resource
rooms at upper secondary schools, and prefectures anddesignated cities are seeing increasing cases of theirboards of education adopting measures based on local
conditions and upper secondary schools putting them into
practice. As personnel transfers have begun due topersonnel exchanges, there is a need to consider not justthe introduction, but also the continuation and successionof the instruction through special support services inresource rooms.
NISE will continue to make efforts to contribute to thepromotion of special needs education in upper secondary
schools through holding the workshop.

Photo 5: Workshop for Leaders of Guidance Practices
in Dormitories of Special Needs Education Schools(6) Holding of the Workshop for Leaders Involvedin Special Needs Services in Resource Rooms
at Upper Secondary Schools
In 2018, "instruction through special support services
in resource rooms" was institutionalized in upper
secondary schools as well, and all upper secondary
schools have become the target of special needs education.
Amid such circumstances, NISE is holding a workshop
with the aim of enhancing instruction through special
support services in resource rooms in upper secondary
schools of each community, through research anddiscussion by teachers and staff in leadership positions
who promote the preparation and development of school
systems related to instruction through special support
services in resource rooms in upper secondary schools ineach prefecture, with a view to enhancing the inclusive
education system. This workshop for FY2022 was held
online on September 1 (Thu.) and 2 (Fri.), and attended by
30 supervisors of school education and 50 teachers incharge of instruction through special support services inresource rooms at upper secondary schools from all overJapan.
Prior to the workshop, a special website was set up
where visitors could watch in advance videos of an
administrative explanation by MEXT and a research
introduction by NISE. Participants were also asked tosubmit a pre-workshop report in which they reviewed their
daily efforts and organized their achievements and issues.
On the first day, the Hyogo Prefectural Board of
Education introduced the "Efforts to Improve theExpertise of Teachers in Charge of Instruction throughSpecial Support Services in Resource Rooms" and the
Miyagi Prefectural General Education Center introduced
the "Partial Instruction Start Pack for Upper Secondary
Schools." Then, 13 groups consisting of supervisors ofschool education and teachers in charge held group
discussions using the pre-workshop reports.

Photo 6: Online distribution(7) Publication of Special Needs Education
Leaflets
NISE has begun publishing the "Special Needs
Education Leaflets" for teachers who are in charge of
special needs classes or instruction through special
support services in resource rooms for the first time atelementary or lower secondary schools and for teachers
who have not had many opportunities to learn about
special needs education.
The "Special Needs Education Leaflets" provides
information that can trigger thinking about how to help
students with disabilities learn better and lead fulfillingschool lives in their respective learning environments, aswell as information that can serve as hints for initiatives.
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Each issue of the publication is classified, based on its aim
and main contents, into one of the three series: 1) "Start
from here" series, 2) "Do you have a child like this?"series, and 3) "Why don't you try this approach?" series.
The "Special Needs Education Leaflets" is designed tobe read through in approximately 10 to 15 minutes, andseveral issues of different series will be published eachyear.
○Special Needs Education Leaflets can be found here:
https://www.nise.go.jp/nc/report_material/research_results_publications/leaf_series

the permanent exhibition room. In addition, to deepen
visitors' understanding of disabilities, an activity entitled"Let's Try Sports for the Disabled - Through Sitting
Volleyball" was held with the cooperation of Juntendo
University.

(8) Appointment of New President
October 1, 2022, Mr. Shinichi Nakamura succeeded Mr.
Kazushige Shishido as President of NISE. Former
President Shishido had been devoted to promoting NISE's
activities and the development of special needs education
for nine and a half years since April 1, 2013. Newly
appointed President Nakamura intends to make full use of
his experience in educational administration and otherareas to work towards the future of children withdisabilities, and is committed to ensuring that NISE
fulfills its role as the national center for special needs
education.

Photo 7: Sitting volleyball

The adjacent Special Needs Education School forChildren with Autism, University of Tsukuba, also
cooperated in the exhibition of works by young children.
In addition, users of local after-school day care services
and students from Yokosuka Municipal Yokosuka Sogo
High School served as operational staff.
On the Open Day, Mr. Shinjiro Koizumi, the member ofthe House of Representatives elected from Yokosuka,
visited the facilities and worked up a sweat playing sittingvolleyball with the others in the gymnasium. He also
listened attentively to the results of a survey of students
with deafblindness and an explanation of means ofcommunication with people with deafblindness in the
Research Unit for Natural Living Environment that wasrenovated this fiscal year to propose various ideas for
improving the living environment of children withdisabilities, mainly deafblindness.

(9) Lecture at the 28th International Seminar of
the National Institute of Special Education(ROK)
On Wednesday, November 2, 2022, Research Director
Hisashi Yokokura gave a lecture titled "Policies Related toCurriculums and Current status and issues in organizing
and implementing curriculums based on the Course of
Study in Japan" at the 28th International Seminar of the
National Institute of Special Education (ROK) held at theInstitute's premises. He spoke on the policies related tocurriculums in Japan and the current situation and issues
related to organizing and implementing curriculums basedon the course of study. He reported on the current situationof curriculums in special needs education and research
conducted by NISE (Japan), and had the opportunity tointeract with administrators and researchers from
UNESCO, the ROK, the U.S., and France.
(10) Resumption of accepting visitors to NISE's
Open Day for FY2022
On Saturday, November 5, 2022, under clear autumn
skies, NISE held its FY2022 Open Day and welcomed
visitors for the first time in three years. A total of 260
visitors attended the event.
The research conducted at NISE was introduced
through study tours of the Research Unit for Natural
Living Environment and opening of a section for handson experiences, such as using ICT equipment, as well as

Photo 8: Mr. Shinjiro Koizumi, the member of theHouse of Representatives, experiencing the use of
assistive devices

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Photo 11: Japan-ROK Special Needs Education
Conference

Photo 9: Exhibit of artwork by young children of Special
Needs Education School for Children with Autism

On the morning before the conference, the members
from the National Institute of Special Education (ROK)
visited the Special Needs Education School for the
Visually Impaired, University of Tsukuba, observing
classes and interacting with the students under theguidance of Principal Yuko Hoshi. In the afternoon, they
visited MEXT and received an explanation from Mr. Taizo
Yamada, Director of the Special Needs Education
Division of the Elementary and Secondary Education
Bureau of the Ministry, about the trends in special needs
education in Japan. Given the similar trends in special
needs education in the ROK and Japan, they confirmedthat there are similar advantages and issues, andexchanged information on how to solve the issues.
The conference was held face-to-face for the first time,
following the easing of immigration restrictions in both
Japan and the ROK. A total of 39 participants from bothcountries attended. The conference's theme was "policies
related to curriculums in Japan and the ROK."
After the opening remarks by NISE (Japan) President
Shinichi Nakamura and General Director Han-woo Lee of
the National Institute of Special Education (ROK), thediscussion began. First, Mr. Hyun-tae Kim, Educational
Researcher on the Curriculum Policy Team at the National
Institute of Special Education (ROK), gave a presentationon the curriculum system for special schools in the ROK
and research trends on the curriculums for intellectual
disability special schools and other special schools. Next,
from Japan, Mr. Hiroaki Kato, Senior Specialist forSpecial Support Education at the Special Needs Education
Division of the Elementary and Secondary Education
Bureau at MEXT, discussed the direction of revisions tothe course of study, and Mr. Shun Yokoo, Senior Chief
Researcher at NISE (Japan), presented on the course of
study for special needs schools and its implementation
with a focus on special needs education for students withintellectual disabilities, while Mr. Tomoo Yoshikawa,Research Director at NISE (Japan), presented on researchon the formulation, implementation, evaluation, andimprovement of curriculums based on the course of study.

From the same day until Sunday, December 11, as partof the Open Day event, NISE's website distributed a video
introducing NISE's activities and another, titled"Collaboration with Local Communities! Introducing
NISE's Facilities, "which was created with the help of
local students and others as narrators. Also, as a quiz-styleproject to deepen understanding of NISE, "NISE Online
Quiz Tour" was conducted, which took advantage of thebenefits of online contents.

Photo 10: Examples of contents distributed online(11) Holding of the Japan-ROK Special Needs
Education Conference
On Friday, November 18, 2022, the "Japan-ROK
Special Needs Education Conference" was held at NISE
(Japan).
This conference is to be held annually through an
exchange agreement between the National Institute ofSpecial Education (ROK) and NISE (Japan).

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Based on these presentations, at the summary session, theparticipants from both countries expressed their interest ineach other's special needs education systems andinitiatives, and exchanged opinions.

Seminar for FY 2022 was held. With applications received
from over 1,000 people, the seminar was viewed by a large
number of people.
This seminar aimed to deepen the participants'
understanding of the Inclu-DB by conducting exercises on
reasonable accommodation using practical examples fromthe Inclu-DB database, which is operated by NISE, and by
explaining training examples using the Inclu-DB atschools and educational centers, and it was designed toenable participants to search for cases of children/students
related to reasonable accommodation and basic
environmental improvement, and to use the search resultsin training sessions at schools and in the community.
The seminar's proceedings were also later madeavailable for on-demand video streaming.

(12) Holding of the FY2022 Workshop for Leadersof Promoting Joint Activities and Learning
The "Workshop for Leaders of Promoting Joint
Activities and Learning" was held online on Friday,
November 25. This workshop is held annually to promotejoint activities and learning and understanding of
disabilities in each community through research anddiscussion by teachers and staff who are in a position topromote joint activities
and learning amongchildren/students with disabilities and those without
disabilities in each prefecture, with the aim of enhancing
the inclusive education system.
Seventy-six teachers and supervisors of school
education of special needs schools and elementary andlower secondary schools from all over Japan participatedin the workshop.
First, there was an administrative explanation from theSpecial Needs Education Division of the Elementary andSecondary Education Bureau of MEXT. This wasfollowed by presentations on the initiatives of the Special
Needs Education Division of the Okayama Prefectural
Board of Education on the theme of "Promotion ofresidential school exchange using the 'Exchange
Register,'" on the initiatives of Kazuno School of Hinai
Special Needs School in Akita Prefecture on the theme of"Initiatives to enhance joint activities and learning inspecial needs schools," and on the initiatives of Wakura
Elementary School in Nanao City, Ishikawa Prefecture, on
the theme of "Joint activities and learning - updating theharmony of happiness."
Based on the administrative explanation andintroductions of initiatives, the participants were divided
into groups under three themes and had research
discussions, which were then shared. The three themes are"Administrative issues in promoting joint activities andlearning," "Promoting joint activities and learning
between different schools (residential school exchange,inter-school exchange, etc.)," and "Promoting joint
activities and learning between special needs classes andmainstream classrooms."
In addition, from Friday, November 18 to Friday,
December 9, on-demand training was also conducted,
featuring materials containing NISE's research
introduction and other information.

Photo 12: Inclu-DB seminar (on-demand streaming)(14) Holding of FY2022 Seminars on promoting
Special Needs Education
In FY2022, the Seminars on promoting Special Needs
Education were held in three regional blocs (Kanto
Koshinetsu, Kinki, and Tokai/Hokuriku) in cooperation
with local boards of education, regional special needs
education centers, related organizations, and universities,
with the aim of promoting understanding and awarenessof Special Needs Education in the regions. To facilitate
participation from many areas, the event was streamed
live using an online conferencing system and YouTube
live-streaming.
The theme for the Kanto Koshinetsu bloc was "Actualorganized ICT utilization at schools," and the event washeld on Wednesday, November 30. The number ofparticipants was 217 (excluding YouTube viewers).

(13) Report on the holding of the FY2022 Inclu-DB
SeminarOn Wednesday, December 7, 2022, the Inclu-DB
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common understanding of the inclusive education system.
After the lectures and practical presentations, group
discussions and information exchange based on each
bloc's theme were conducted so that participants fromdifferent areas could exchange information with eachother.
(15) Report on the Holding of the FY2022 Regional
Workshops for Building a Seamless Support
System and for Promoting Further Support
for Children Who are Deaf or Hard of Hearing
Following on from the previous fiscal year, NISE heldthe "Regional Workshops for Building a Seamless Support
System and for Promoting Further Support for Children
Who Are Deaf or Hard of Hearing" this fiscal year, incollaboration with MEXT. This workshop was conducted
through on-demand lecture distribution and three online
sessions, and was attended by 772 participants from thehealth, medical care, welfare, and education fields.
This fiscal year, "Recent Trends in Children with
Cochlear Implants" was added to on-demand lectures.
The morning portion of the event was held online,delivering administrative explanations from the Ministryof Health, Labour and Welfare and MEXT, introduction ofefforts to build a support system for children who are hardof hearing (featuring Iwate Prefecture for the first session,
Osaka Prefecture for the second session, and Shimane
Prefecture for the third session), as well as reports on
MEXT model projects (featuring Shizuoka Prefecture forthe first session, Gifu Prefecture for the second session,and Nagasaki Prefecture for the third session). In theafternoon part, an exchange meeting was held in eachregion (Hokkaido/Tohoku region, Kansai region, andChugoku/Shikoku region). At the exchange meetings,
participants introduced initiatives that took advantage ofregional characteristics, such as "online meetings are heldamong organizations involved in therapeutic care andeducation for children who are hard of hearing to gain acommon understanding of issues," and "the consultation
system places importance on the connection with affectedindividuals."
Although this workshop has come to a close after two
years of holding in all six regions of Japan, it remains
important to improve the expertise of those in charge of
infant educational counseling at special needs schools(hearing impairment) involved in early support forchildren who are hard of hearing, and to promote
cooperation among health, medical care, welfare, andeducational institutions.
To help build a support system for children who are
hard of hearing in each region, NISE has compiled a
training package of materials (lectures delivered on
demand, practical reports, introduction of initiatives,Photo 13: A scene from Kanto Koshinetsu bloc

The theme for the Kinki bloc was "Understanding andsupporting children with developmental disabilities
through cooperation with guardians and relatedorganizations," and the event was held on Thursday,
December 8. There were 144 participants (excluding
YouTube viewers).

Photo 14: A scene from Kinki bloc

The theme for the Tokai/Hokuriku bloc was "Promotionof an inclusive education system in the region - Toward
the realization of a cohesive society" and the event washeld on Friday, December 9. There were 119 participants(excluding YouTube viewers).

Photo 15: A scene from Tokai/Hokuriku bloc

Although each regional bloc has a different theme, alecture entitled "Inclusive Education System" wasincluded in all blocs, so that participants could share a
22

NISE Bulletin Vol.22 August 2023

NISE’s Activities
MEXT model project reports, etc.) for three years from the
FY2020 national training session, and published it on the
NISE website.

for this seminar.
Participants provided feedback such as, "It was veryclear how to expand developmental disabilities educationin mainstream classrooms from different perspectives andhow to promote understanding beforehand. The center isthe children, and I think each role has become clear." and"In the introduction of initiatives, I understood very well
the situation of other municipalities (the position of theorganization and the roles of each municipal board ofeducation or the position of the leading teachers in schools,etc.), and it was helpful."(16) Report on the holding of the Seminar on
Educational Practices for Persons with
Developmental Disabilities
On Thursday, January 26, 2023, the "FY2022 Seminaron Educational Practices for Persons with Developmental
Disabilities" was held online. On the day of the seminar,
many participants attended, with 64 connecting via Zoom
and 186 via YouTube live-streaming.
This fiscal year's Seminar on Educational Practices for
Persons with Developmental Disabilities was held forsupervisors of school education in charge of training at
prefectural and designated city boards of education andeducation centers who are responsible for human resource
development of teachers, with the aim of contributing to
the promotion of efforts related to human resource
development for the enhancement of developmental
disabilities education in mainstream classrooms.
Prior to the seminar, lectures by speakers who are in thepositions of medical care, welfare, and guardians were
distributed on demand on the theme of "Expectations for
the Enhancement of Developmental Disabilities
Education in Mainstream Classrooms," and were viewed
by participants in advance.
On the day of the event, a panel discussion was held on
the theme of "Issues and Future Prospects for Enhancing
Developmental Disabilities Education in Mainstream
Classrooms." Four panelists from the positions of boardof education, educational center, school, and university(teacher training) presented the current status of theirinitiatives and issues from their respective standpoints,
and discussed the prospects for future initiatives based on
their presentations.
Next, the Yamanashi Prefectural Board of Educationand the Sapporo City Board of Education introduced theirinitiatives regarding "Initiatives and System Building for
Human Resource Development in Developmental
Disabilities Education." Yamanashi Prefecture introduced
the establishment of a system for inclusive education
promotion projects, etc., and Sapporo City introduced
teacher development indicators.
This was followed by an information exchange meeting
among the participating municipalities by region, where
they actively exchanged opinions on the results of theirinitiatives and issues. Finally, the Special Needs
Education Division of MEXT gave a concluding speech(17) Holding of FY2022 NISE Seminar
On Saturday, March 4, 2023, the NISE Seminar was
held, welcoming visitors to the facilities for the first timein four years. Online participation was also available, anda total of more than 1,200 people expressed interest in
attending the seminar, which showed that there were highexpectations for this seminar.
On the day of the seminar, the 36th Tsujimura Award
Ceremony was held prior to the opening ceremony. The
recipient of the award was Professor Emeritus Takao Andoof the University of Tsukuba, and a video of hiscommemorative lecture was made available on a special
page of NISE's website.
After the opening ceremony, there was anadministrative explanation of the national special needs
education policy by the Special Needs Education Divisionof the Elementary and Secondary Education Bureau of
MEXT, followed by a lecture by Mr. Kazuhiro Nozawa,
Vice-President (Professor) of Uekusa Gakuen University,
titled "What We Hope for in School Education for the
Enhancement of Special Needs Education."In the afternoon, after an explanation of NISE's researchsystem during the fifth medium-term plan period,
sectional meetings were held on six themes by the teamsof Priority Issue Research and Disability-CategorySpecific Research being conducted by NISE.
In addition, there were poster presentations of research
results and survey results by each research unit responding
to specialized issues for each type of disability (Visual
Impairments Unit, Deaf and Hard of Hearing Unit,Intellectual Disabilities Unit, Physical/Motor Disabilities
Unit, Health Impairments Unit, Speech and Language
Disorders Unit, Autism Unit, Developmental Disabilities
and Emotional Disturbances Unit, and Multiple
Disabilities Unit).

23

NISE Bulletin Vol.22 August 2023

Recent Data on Education for Children with Disabilities in Japan

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

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

Numberestablished by department

ofNumber of children enrolled

schools

Kindergarten dept.

Elementary dept.

Lower secondary dept.

Upper secondary dept.

983

974

1,011

800

36,701

1,301

47,81531,81065,359146,285

86,141

14,116

895

(99)

135

726

719

761

562

25,066

1,195

32,65921,951

47,235103,040

59,680

10,310(1) Visual impairment

62

(1)

43

58

59

53

46

1,073

155

500

387

1,188

2,230

2,874

1,315

(2) Hearing impairment

85

(7)

79

78

72

58

50

1,688

954

1,685

998

1,301

4,938

4,223

1,248

(3) Intellectual disabilities

574

(67)

7

424

421

511

336

17,75963

25,582

17,48941,41484,54841,829

5,833

118

(10)

5

112

114

106

103

3,638

22

4,182

2,416

2,710

9,330

8,611

1,598

56

(14)

1

54

53

33

27

908

1

710

661

622

1,994

2,143

316

265

(13)

32

257

255

250

238

11,635

106

15,156

9,859

18,124

43,245

26,461

3,806(1)+(3)

2

(-)

1

2

2

1

-

89

9

223

116

11

359

177

47

(1)+(5)

1

(-)

1

1

-

1

1

13

1

5

-

17

23

34

28

(2)+(3)

11

(-)

9

11

11

10

7

263

31

276

168

516

991

685

164

(3)+(4)

150

(9)

3

144

144

143

138

7,044

7

9,620

6,211

11,98827,826

16,0632,125(3)+(5)

15

(-)

1

14

13

15

14

677

1

1,036

630

1,140

2,807

1,511

162

(4)+(5)

36

(3)

4

36

36

32

32

1,342

14

1,456

901

1,008

3,379

2,989

519

(1)+(4)+(5)

1

(-)

1

1

1

1

1

29

2

21

14

23

60

71

24

(2)+(3)+(4)

3

(-)

2

3

3

3

3

203

12

221

181

361

775

451

112

(3)+(4)+(5)

26

(-)

3

25

25

25

23

1,126

3

1,336

895

1,864

4,098

2,566

315

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

2

(-)

2

2

2

2

2

105

10

108

91

140

349

235

27

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

1

(-)

1

1

1

1

1

83

1

97

49

102

249

177

6

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

17

(1)

4

17

17

16

16

661

15

757

603

954

2,329

1,502

277

Numb

secondarer ofy dept.

classeclassessforNumber

Total

Upper secondary dept.

167

schools

Lower secondary dept.

(112)

Number of

Elementary dept.

1,160

Type

Kindergarten dept.

with
upper

Numberofoffull-time

full-timeteachers

staffsmultipledisabiliti
es
Total
Total of Schools forSpecific Disability only

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

24

NISE Bulletin Vol.22 August 2023

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

Number ofclasses

Visual impairment

84

Hearing impairment

Kindergarten
dept.

Elementary
dept.

Lower
secondary
dept.

Upper
secondary
dept.

2,054

181

1,552

1,066

1,976

4,775

119

2,759

1,018

2,945

1,674

2,014

7,651

Intellectual disabilities

801

32,095

177

44,252

29,13861,395

134,962

Physical/motor disabilities354

12,11497

13,256

7,836

9,267

30,456

Health impairment

154

7,518

17

7,397

5,032

6,450

18,896

Total

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

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

Lower secondary schools

Compulsory education
schools

Total

Disability Type
Number ofclassesNumber ofchildren

Number ofclassesNumber ofchildren

Number ofclassesNumber ofchildren

Number ofclassesNumber ofchildrenIntellectual disabilities

21,340(41.9%)

102,250(44.1%)

9,626(44.5%)

43,537(47.4%)

261(43.4%)

1,159(47.0%)

31,227(42.7%)

146,946(45.0%)

Physical/motor disabilities

2,331(4.6%)

3,480(1.5%)

838(3.9%)

1,138(1.2%)

22(3.7%)

35(1.4%)

3,191(4.4%)

4,653(1.4%)

Health impairment

1,986(3.9%)

3,137(1.4%)

880(4.1%)

1,459(1.6%)

17(2.8%)

22(0.9%)

2,883(3.9%)

4,618(1.4%)

Low vision392(0.8%)

456(0.2%)

147(0.7%)

170(0.2%)

5(0.8%)

5(0.2%)

544(0.7%)

631(0.2%)

Hard of hearing

945(1.9%)

1,377(0.6%)

382(1.8%)

537(0.6%)

14(2.3%)

17(0.7%)

1,341(1.8%)

1,931(0.6%)

Speech and language
disorders547(1.1%)

1,139(0.5%)

140(0.6%)

202(0.2%)

5(0.8%)

14(0.6%)

692(0.9%)

1,355(0.4%)

Autism/ Emotional
disturbance

23,368(45.9%)

120,266(51.8%)

9,622(44.5%)

44,842(48.8%)

277(46.1%)

1,215(49.3%)

33,267(45.5%)

166,323(50.9%)

50,909232,105

21,63591,885

601

2,467

73,145

326,457

Total
Number of teachers incharge54,44024,054641

79,135

Number of schools
established16,4607,958

13024,548Source: School Basic Survey (MEXT)* The secondary schools are not included here. There are no special classes in those schools.

25

NISE Bulletin Vol.22 August 2023

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

Lower secondary
schools

Upper secondary
schools

Total

Speech and language disorders

42,913(30.6%)

714(3.1%)

3(0.2%)

43,630(26.5%)

Autism26,387(18.8%)

5,401(23.3%)

559(43.0%)

32,347(19.6%)

Emotional disturbance

17,560(12.5%)

4,093(17.7%)

184(14.2%)

21,837(13.3%)

Low vision

184(0.1%)

50(0.2%)

3(0.2%)

237(0.1%)

Hard of hearing

1,626(1.2%)

322(1.4%)

8(0.6%)

1,956(1.2%)

Learning disabilities

23,633(16.9%)

6,796(29.4%)

183(14.1%)

30,612(18.6%)

Attention deficit hyperactivity disorder

27,808(19.8%)

5,688(24.6%)

331(25.5%)

33,827(20.5%)

Physical/motor disabilities

108(0.1%)

45(0.2%)

6(0.5%)

159(0.1%)

Health impairment

36(0.0%)

33(0.1%)

23(1.8%)

92(0.1%)

140,255

23,142

1,300

164,697

Disability Type

Total

Source: Survey of actual conditions of special support services in resource rooms (MEXT).
* For elementary schools, includes the first half curriculum for compulsory education schools, and for lower secondary schools, includes the second half
curriculum for compulsory education schools and the first half curriculum at secondary education schools.
* The percentage of the total is shown in parentheses.
* The number of pupils receiving instruction through partial inclusion for FY2021 will be listed in “Recent Data on Education for Children with
Disabilities in Japan (FY2022).”

26

NISE Bulletin Vol.22 August 2023

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

Elementary schools,
Elementary dept. ofSpecial needs
education schools

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

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

Total

Number ofchildren

1,807,191

6,310,070

3,298,707

3,088,795

14,504,763

Specialneeds
educationschools

1,301(0.07%)

47,815(0.76%)

31,810(0.96%)

65,359(2.12%)

146,285(1.01%)-

233,801(3.71%)

92,657(2.81%)-

326,458(2.25%)

1,301(0.07%)

281,616(4.46%)

124,467(3.77%)

65,359(2.12%)

472,743(3.26%)Classes for
special needs
education
Total(5)-2 Number of children receiving special support services in resource rooms - totals for national, public and private
institutions –【collect as of March 31, 2021】
Kindergartens,
combined schoolingand daycare certified
child centers,
kindergarten dept. of
special needs schools

Elementary schools,
Elementary dept. ofSpecial needs
education schools

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

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

Total

Number ofchildren

1,838,838

6,379,989

3,275,607

3,173,977

14,668,411

specialsupportservices inresourcerooms-

140,255(2.20%)

23,142(0.71%)

1,300(0.04%)

164,697(1.12%)

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

Enrolled in children’s facilities/correctional
institutions

34

6

Multiple nationality

3,574

Others344

27

NISE Bulletin Vol.22 August 2023

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

Number of schools

Type

Elementary dept.

Lower secondary dept.

887

58

59

117

998

2,683

78

72

150

25,582

17,48943,071

424

421

845

4,182

2,416

6,598

112

114

226

710

661

1,371

54

53

107

(1)+(3)

223

116

339

2

2

4

(1)+(5)

5

-

5

1

-

1

(2)+(3)

276

168

444

11

11

22

(3)+(4)

9,620

6,211

15,831

144

144

288

(3)+(5)

1,036

630

1,666

14

13

27

(4)+(5)

1,456

901

2,357

36

36

72

(1)+(4)+(5)

21

14

35

1

1

2

(2)+(3)+(4)

221

181

402

3

3

6

(3)+(4)+(5)

1,336

895

2,231

25

25

50

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

108

91

199

2

2

4

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

97

49

146

1

1

2

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

757

603

1,360

17

17

34

Total

47,81531,81079,625

983

974

1,957

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

Elementary dept.

Lower secondary dept.

Total

500

387

1,685

Special needs education schools

28

Total

NISE Bulletin Vol.22 August 2023

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

Type

Elementary
schoolsLower
secondaryschools

Number of classes

Compulsory
educationschoolsLower
secondaryschools

Elementary
schools

Total

Compulsory
educationschools

Total

classes for special needs education

Intellectual
disabilities

102,250

43,537

1,159

146,946

21,3409,626

261

31,227

Physical/motor
disabilities

3,480

1,138

35

4,653

2,331

838

22

3,191

Healthimpairment

3,137

1,459

22

4,618

1,986

880

17

2,883

Low vision

456

170

5

631

392

147

5

544

Hard of hearing

1,377

537

17

1,931

945

382

14

1,341

Speech andlanguage
disorders

1,139

202

14

1,355

547

140

5

692

Autism/Emotional
disturbance

120,266

44,842

1,215

166,323

23,3689,622

277

33,267

Total

232,105

91,885

2,467

326,457

50,90921,635

601

73,145

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

Elementary
school/dept. total

Lower secondary
school/dept. total

Total

281,615

124,467

406,082【collect as of March 31, 2021】
Number of children
Type

Elementary schools

Lower secondary schools

Totalspecial support services in resource rooms

Speech and language disorders

42,913714

43,627

Autism26,3875,401

31,788

Emotional disturbance

17,560

4,093

21,653Low vision

184

50

234

Hard of hearing

1,626

322

1,948

Learning disabilities

23,633

6,796

30,429Attention deficit hyperactivity disorder

27,8085,688

33,496

Physical/motor disabilities

108

45

153

Health impairment

36

33

69

140,255

23,142

163,397

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

* The number of special needs education schools and the number of students is calculated according to school basic survey (MEXT).
* The number of students enrolled in special support services in resource rooms, at elementary schools, includes the first half curriculum for compulsory
education schools and, at lower secondary schools, includes the second half curriculum for compulsory education schools and the first half curriculum forsecondary education schools.
* The number of students enrolled in special support services in resource rooms for FY2021 will be listed in “Recent Data on Education for Children with
Disabilities in Japan (FY2022).”29

NISE Bulletin Vol.22 August 2023

Recent Data on Education for Children with Disabilities in Japan(7) The number of children belong to the classes for children with multiple disabilities counted by disability
categories and their enroll rates among all children in special needs education schools - total for national, public
and private institutions -Elementary dept.

Lower secondary dept.

Upper secondary dept.

Total

Disability Type

Total

Number ofEnrollment

Number ofEnrollment

Number ofEnrollment

Number ofEnrollment

childrenratechildrenratechildrenratechildrenrate

15,881

33.2%

9,403

29.6%

11,512

17.6%

36,79625.4%(1) Visual impairment

247

49.4%

172

44.4%

201

16.9%

620

29.9%

(2) Hearing impairment

462

27.4%

226

22.6%

225

17.3%

913

22.9%

(3) Intellectual disabilities

5,338

20.9%

3,357

19.2%

4,185

10.1%

12,88015.2%(4) Physical/motor
disabilities

3,704

88.6%

2,044

84.6%

2,151

79.4%

7,899

84.9%

(5) Health impairment

281

39.6%

185

28.0%

254

40.8%

720

36.1%

(1)+(3)

34

15.2%

18

15.5%

-

0.0%

52

14.9%

(1)+(5)

3

60.0%

-

0.0%

3

17.6%

6

27.3%

(2)+(3)

60

21.7%

28

16.7%

39

7.6%

127

13.2%

(3)+(4)

3,596

37.4%

2,064

33.2%

2,786

23.2%

8,446

30.4%

(3)+(5)

202

19.5%

133

21.1%

226

19.8%

561

20.0%

(4)+(5)

1,071

73.6%

594

65.9%

693

68.8%

2,358

70.1%

(1)+(4)+(5)

20

95.2%

11

78.6%

19

82.6%

50

86.2%

(2)+(3)+(4)

87

39.4%

55

30.4%

74

20.5%

216

28.3%

(3)+(4)+(5)

404

30.2%

286

32.0%

369

19.8%

1,059

25.9%

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

31

28.7%

19

20.9%

16

11.4%

66

19.5%

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

70

72.2%

34

69.4%

40

39.2%

144

58.1%

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

271

35.8%

177

29.4%

231

24.2%

679

29.3%

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

30

NISE Bulletin Vol.22 August 2023

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

Hearing

impairme

impairmentntIntellectu

Physical/

al

motor

disabilitie

disabilitiessUpper secondary dept.

Healthimpairme

VisualTotal

nt

Hearing

impairme

impairmentntIntellectu

Physical/

al

motor

disabilitie

disabilitiess

Healthimpairme

Total

nt

%

%

%

%

%

%

%

%

%

%

%

%

1995

35.4

15.7

37.2

71.4

31.4

43.8

8.0

6.0

13.6

51.1

30.6

18.8

2000

41.9

17.9

37.6

75.0

32.5

45.1

7.6

7.9

17.9

60.5

45.1

23.9

2001

43.3

17.4

36.7

74.9

34.1

44.6

7.9

7.3

17.1

59.5

45.0

23.2

2002

43.8

17.9

34.9

74.4

35.9

43.4

8.3

7.2

16.5

60.8

44.5

23.0

2003

42.3

17.9

34.9

74.8

37.9

43.5

8.0

8.0

16.8

60.8

44.5

23.1

2004

44.5

18.4

34.3

75.3

38.5

43.3

7.5

8.9

16.2

59.6

41.6

22.4

2005

46.4

19.4

34.3

75.4

39.5

43.1

7.7

9.5

16.5

58.1

44.2

22.4

2006

46.0

18.8

34.3

75.3

39.3

42.8

7.9

7.9

16.3

57.9

39.5

22.0

2007

47.0

19.6

35.9

66.1

44.4

42.5

8.1

8.0

17.8

46.9

39.5

22.1

2008

48.8

26.1

34.9

64.5

44.8

41.2

15.8

18.8

17.4

43.7

37.7

21.3

2009

46.5

24.9

34.5

63.8

45.5

41.2

15.6

18.3

16.8

41.8

39.1

21.0

2010

44.3

24.7

34.2

63.8

45.5

41.1

15.4

16.9

15.9

40.3

33.9

19.9

2011

45.1

24.8

33.3

61.7

43.3

40.1

16.8

15.9

15.6

37.9

31.6

19.5

2012

41.0

25.0

31.9

59.7

43.1

39.1

16.0

15.5

15.1

36.4

31.2

19.0

2013

42.2

25.7

31.1

58.0

43.8

38.2

17.2

16.3

15.1

35.7

32.1

19.0

2014

41.9

26.1

30.6

57.2

43.6

37.7

18.1

16.8

14.6

34.6

32.3

18.5

2015

41.0

26.5

30.1

56.0

43.0

37.2

19.1

17.4

14.5

34.4

31.0

18.3

2016

41.4

27.1

29.5

55.4

43.2

36.5

18.5

16.9

14.1

33.3

31.0

17.9

2017

40.6

27.8

28.9

54.0

43.4

35.9

18.7

18.0

14.1

32.2

31.1

17.8

2018

40.8

28.8

27.8

53.5

42.6

35.0

19.9

18.5

14.0

32.3

30.6

17.8

2019

38.4

28.7

26.2

52.0

41.3

33.4

20.7

18.7

13.7

32.2

30.6

17.6

2020

38.1

28.9

25.9

51.6

41.7

33.0

22.6

19.4

14.4

33.9

32.2

18.2

2021

38.1

29.0

24.8

49.9

40.0

31.8

21.5

18.5

13.6

33.3

31.4

17.6

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

31

NISE Bulletin Vol.22 August 2023

Recent Data on Education for Children with Disabilities in Japan(9) Situations after graduation①Situations after graduation from lower secondary department of special needs education schools orclasses for special needs education of lower secondary regular schools– totals for national, public and private institutions –【March 2021 graduates】

Others(0.00%)

55(0.6%)

89(0.9%)--(0.0%)

1

-

(---)

-

(---)

1

7,385
(98.6%)

9(0.12%)

4(0.05%)(---)

36(0.5%)

57(0.8%)

1,536(100.0%)

1,505(98.0%)

-

-

-

16
(1.0%)

15(1.0%)

288(100.0%)262(91.0%)

7(2.4%)

1-3(1.0%)

15(5.2%)

26,960(100.0%)25,561(94.8%)

466(1.7%)

187(0.7%)

Number of
students
entering higher
education

Number of
students
entering
training
institutions

Total

9,836
(100.0%)9,670(98.3%)

17(0.2%)

5(0.05%)

Visualimpairment

165(100.0%)163(98.8%)

1

Hearing
impairment

356(100.0%)355(99.7%)

Intellectual
disabilities

7,491(100.0%)Physical/motor
disabilities
Healthimpairment

Type

Lower
secondarydept. ofspecial needs
educationschools

Number of
students
entering
institutions or
medicalinstitutions

Number of students entering
Job finders, etc.

Number of
graduatestudents

Total of lower secondary schoolclasses for special needs
education

Proportionofshort-term
workers746(2.8%)

Source: School Basic Survey (MEXT).
* Total of graduates who entered upper secondary school, the second-half curriculum of secondary education schools, or the regular course or special courseof the upper secondary department of special needs education schools, or a specialized training college.
* The total for educational training institutions shows students who graduated to special training schools (upper secondary curriculum), special training
schools (general curriculum), and public employment skills development facilities, etc.
* Total of job finders, etc. is the total of self-employed workers, etc., permanent workers (fixed-term and indefinite-term workers), and short-term workers．
* The total for those who entered or started attending social welfare institutions shows child welfare institutions, institutions that support the disabled, andmedical organizations.
* Others is the sum of students helping out at home, those who entered schools overseas, those whose life path was undecided, those who were unspecified
or who passed away, etc. Other than graduates of lower secondary classes for special needs education, students who entered or started attending social
welfare institutions are also included.
* Upper columns are for the number of students and lower columns are for its share (%) to the total. The total of all the rates above does not reach 100%
because of the round off.
* Lower secondary school includes the second-half curriculum of compulsory education school. There are no classes for special needs education atsecondary education schools.

32

NISE Bulletin Vol.22 August 2023

Recent Data on Education for Children with Disabilities in Japan②Situations after graduation from upper secondary department of special needs education schools (regularcourse)– totals for national, public and private institutions –【March 2021 graduates】

Others13,447(61.6%)

945(4.3%)

128(44.8%)

23(8.0%)

1(0.2%)

79(18.0%)

17(3.9%)

6,339(33.4%)

53(0.3%)

11,538(60.8%)

738(3.9%)

26(1.5%)

83(4.8%)

1(0.1%)

1,472(84.4%)

125(7.2%)

24(6.3%)

65(16.9%)(---)

230(59.9%)

42(10.9%)

Number of
graduatestudents

Number of
students
entering
training
institutions

Total

21,846(100.0%)405(1.9%)

344(1.6%)

6,650(30.4%)

Visualimpairment

286(100.0%)96(33.6%)

16(5.6%)

23(8.0%)Hearing
impairment

440(100.0%)182(41.4%)

21(4.8%)

140(31.8%)

Intellectual
disabilities

18,992(100.0%)67(0.4%)

257(1.4%)

Physical/motor
disabilities

1,744(100.0%)37(2.1%)

Healthimpairment

384(100.0%)23(6.0%)

Type

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

Number of students entering
Job finders, etc.

Number of
students
entering
highereducation

Proportionofshort-term
workers
55(0.3%)( ---)

Source: School Basic Survey (MEXT)* Total for graduates who entered university (undergraduate), junior college (regular course), correspondence education section of a university or juniorcollege, or broadcast-based university (complete course), university or junior college (special course), upper secondary school (non-degree course), or theupper secondary department of a special needs education school (non-degree course).
* The total for educational training institutions shows students who enrolled in special training schools (upper secondary curriculum), special training
schools (general course), or public employment skills development facilities, etc.
* Total of job finders, etc. is the total of self-employed workers, etc., permanent workers (fixed-term and indefinite-term workers), and short-term workers．
* The total for those who entered or started attending social welfare institutions shows child welfare institutions, institutions that support the disabled andmedical organizations, etc.
* Others is the sum of students helping out at home, those who entered schools overseas, those whose life path was undecided, those who were unspecified
or who passed away, etc.
* Upper columns are for the number of students and lower columns are for its share (%) to the total. The total of all the rates above does not reach 100%
because of the round off.

33

NISE Bulletin Vol.22 August 2023

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

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017

2018

2019

2020

2021

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

91.3

92.1

92.7

94.2

93.7

94.7

95.0

95.6

95.8

95.8

95.8

96.3

96.5

96.7

96.3

96.4

96.4

96.5

94.2

95.3

93.6

96.3

99.4

97.6

98.4

97.6

97.6

98.0

95.5

94.6

96.0

96.3

94.9

95.2

93.8

97.0

96.6

94.6

96.9

96.0

92.0

96.9

94.2

95.7

91.1

93.1

91.1

93.8

95.5

92.4

93.0

93.9

88.9

91.3

95.1

95.8

96.9

97.4

97.0

97.8

97.5

98.2

98.5

97.9

98.3

98.5

98.4

98.3

98.1

98.1

98.3

98.2

94.3

95.5

94.6

96.7

96.7

96.9

95.9

96.3

97.4

97.1

96.9

97.0

97.7

97.4

96.0

95.8

97.2

96.7

45.3

45.0

47.7

49.9

50.0

50.4

52.4

53.1

51.5

53.9

51.7

55.9

55.4

57.6

59.5

62.8

60.2

58.3

62.6

64.6

64.8

65.5

70.2

69.7

70.0

67.3

66.5

65.2

63.4

61.4

58.5

55.1

50.3

47.8

45.4

40.1

Total
Lower
secondary dept.
ofVisualimpairment
Hearing
impairment

Specialneeds
educatio

Intellectual
disabilitiesnPhysical/motor

schools

disabilities
Healthimpairment

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

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

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017

2018

2019

2020

2021

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

19.4

20.4

20.5

22.7

23.1

24.3

23.7

23.6

24.3

25.0

27.7

28.4

28.8

29.4

30.1

31.2

32.3

32.0

30.7

11.9

11.9

17.0

14.4

12.4

15.3

19.1

21.4

16.3

10.9

13.4

17.6

16.2

15.5

11.6

16.2

13.4

7.4

8.0

25.5

31.5

34.4

32.4

35.4

42.4

35.1

33.5

34.5

32.7

37.3

36.1

38.5

39.8

43.2

39.0

49.0

38.9

32.0

22.4

23.2

23.2

25.3

25.8

27.1

26.4

26.7

27.4

28.4

30.2

31.1

31.5

32.1

32.9

34.0

34.9

34.7

33.7

6.0

6.4

6.1

7.7

7.7

11.8

11.0

9.7

12.0

10.5

7.1

6.5

5.8

5.5

5.1

6.0

5.9

6.2

4.8

10.1

13.0

10.3

15.4

18.5

16.4

12.1

11.0

12.2

14.6

18.0

17.5

14.4

16.0

15.8

19.7

18.1

20.0

16.9

Total

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

34

NISE Bulletin Vol.22 August 2023

Recent Data on Education for Children with Disabilities in Japan(11) The status of homebound education in the upper secondary
department of special needs education schools - national, public and private
institutions –Fiscal Year

Number of schools

Number of children

2002

269

1,012

2003

266

1,038

2004

257

936

2005

249

934

2006

235

923

2007

248

929

2008

248

948

2009

244

942

2010

248

894

2011

238

931

2012

235

949

2013

238

940

2014

235

929

2015

237

857

2016

240

841

2017

234

806

2018

231

869

2019

235

822

2020

236

784

2021

231

794

* Calculated according to School Basic Survey (MEXT)(12) Expenditure of school education per one child - public institution - [FY2019]
Elementary schools
FY2019989,122 yen

Lower secondary schools

Special needs education
schools

1,168,297 yen

7,425,732 yen

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

35

NISE Bulletin Vol.22 August 2023

Abstracts of the Research Papers

English Abstracts of the Research Papers from Bulletin of The National Institute of Special
Needs Education or “ 国立特別支援教育総合研究所研究紀要 ”, Vol. 50, 2023

1. IGUCHI Akiko, YAMAMOTO Akira, TERUI Junko (2023). Hearing and support measures for hearing
development in children with autism spectrum disorders and learning difficulties , Bulletin of The National Institute ofSpecial Needs Education, Vol. 50, pp.1-17, 2023

Hearing and support measures for hearing development in children with autism
spectrum disorders and learning difficulties

IGUCHI Akiko, YAMAMOTO Akira, TERUI Junko
Abstract: The development of the sense of hearing is an important component in children’s development. Observationof daily behavior is essential for determining the hearing status of children with autism spectrum disorders and learning
difficulties. The participants in our questionnaire survey were teachers and parents of preschool and elementary school
children from a special needs school for intellectually challenged children. We investigated the children ’s state ofhearing and the support measures for their hearing development provided by teachers and parents. The results were as
follows. (a) Teachers and parents felt that children may be hard of hearing because of the instability of their responses
to sounds and unclear pronunciation. (b) The children were hypersensitive to certain voice tones and sound patterns.
Teachers and parents provided support such as blocking out sounds, using soundproofing equipment, talking to thechildren, and checking the sound source. (c) Teachers used sounds that children liked as opportunities forcommunication and signals to switch activities.
Keywords: autism spectrum disorder, learning difficulties, hearing, hypersensitive

2. MUNEKATA Tetsuya (2023). A Study on the CRPD General Comment No 4 of Article 24: The right to inclusive
education – Key amendments between the draft version and the final one–, Bulletin of The National Institute ofSpecial Needs Education, Vol. 50, pp.18-34, 2023

A Study on the CRPD General Comment No 4 of Article 24: The right toinclusive education– Key amendments between the draft version and the final one –36

NISE Bulletin Vol.22 August 2023

Abstracts of the Research Papers
MUNEKATA Tetsuya

Abstract: The purpose of the present paper is to describe the perspectives of CRPD General Comment No 4 of Article
24: The right to inclusive education. At present, there are eight General Comments on the CRPD. General Comment
No.4 was adopted on August 26th, 2016, by the Committee on the Rights of Persons with Disabilities of the UN. Prior
to the adoption, the Committee issued a draft version and solicited comments from around the world. There were totalof 87 responses from governments as well as NPOs and associations of state parties from around the world. The author
found that special units or classes in ordinary schools were defined as segregation in the draft and then these paragraphs
were omitted in the final version. At the same time, the idea that adapting and empowering special schools into resource
centers to provide support to education environments was omitted. The author also found that the definition of Inclusive
Education was changed from “a process"(UNESCO, 2009) to “the results of a process”. Regarding these changes, theauthor picked up relevant opinions from the responses mentioned above to explain possible reasons for such
amendments. The Committee on the Rights of Persons with Disabilities, in its concluding observations on the initialreport of Japan dated September 9, 2022, in its Article 24, referred the general comment No.4 prior to its
recommendation. In this context, the author believes that the findings in this paper provide important suggestions forJapan to enhance inclusive education as a signatory to the Convention.
Keywords: inclusive education, CRPD, Committee on the Rights of Persons with Disabilities, General Comment

37

NISE Bulletin Vol. 22 August 2023

NISE Bulletin Vol. 22
August 2023
Published by
National Institute of Special Needs Education
5-1-1 Nobi, Yokosuka, KANAGAWA, 239-8585 JAPANURL：https://www.nise.go.jp/nc/

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