ISSN 0389-9012

NISE A-16

NISE Bulletin
Vol.16

March 2017

National Institute of Special Needs Education, JapanNISE Bulletin Vol. 16 March 2017

Contents

NISE’s Activities
Research Projects for FY2016

1

Research Summaries of the Final Reports of the Research Projects in 2016

10

Report on NISE International Symposium on Special Needs Education

17

Other Topics

19

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

28

Recent Data on Education for Children with Disabilities in Japan

33

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. 43, 2016

41

NISE Bulletin Vol. 16 March 2017

NISE's Activities

Research Projects for FY 2016
Category

Crosssectional
Research

Category

Researchon Specific
Disability
Categories

Research
Unit

Research Title

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

Inclusive
Education
System Unit

HARADAKimihito

FY
2016-2020

Comprehensive Research Related to Education
Curriculums on Special Needs Education

Education
Curriculum
Unit

SAWADA
MayumiFY
2016-2020

Research
Unit

Research Title

Research
LeaderResearch
PeriodResearch for Understanding the Actual Conditions ofChildren with Autism Enrolled in Schools for Special
Needs Education (for Intellectual Disabilities) and their
Instruction-Investigation of Teaching based on Educational
Continuity Between Departments-

Autism UnitYANAGISAWA
Akiko

FY
2016-2017

Practical Research Related to Teaching Content andMethods that Correspond to the Actual Conditions ofChildren for Which Special Support for Developmental
Disabilities and Other Disabilities is Important-Examination of Resource Rooms in High Schools-

Developmental
Disabilities
and Emotional
Disturbances
Unit

SASAMORI
HirokiFY
2016-2017

The Way of Organization of Education Curriculums
Based Upon the Capabilities Required in the Future inIntellectual Disability Education-Integration of the Aims, Contents, Methods, andEvaluation of Learning Activities of Each Subject
Utilizing Active Learning-

Intellectual
Disabilities Unit

MEIKAN
ShigeruFY
2015-2016

Practical Research on the Role Played by “Language
Classrooms” in the Development of an Inclusive
Education System-Utilization of Speciality of Speech and Language
Disorder Education-

Speech andLanguage
Disorders
Unit

KOBAYASHI
MichiyoFY
2015-2016

1NISE Bulletin Vol. 16 March 2017

NISE's Activities

Category

Research
Unit

Research Title

Research on the Development of an Inclusive Education
System in Local Communities

Research
LeaderResearch
PeriodLocal
Community

MAKINOFY

Yasumi2016-2017

NAGANUMAFY

Toshio2016-2017

Joint Activity and

KUBOYAMA

FY

Learning Unit

Shigeki

2016-2017

Materials

Educational

KANAMORI

FY-Improvement of Expertise in Teaching Using Tablet

Materials Unit

Katsuhiro

2016-2017-A Focus on Cooperation among Schools andCooperation between Prefectures and Municipalities-

Inclusive
Education
System Unit

Research on Training Aimed at the Development of an
Inclusive Education System
Collaborative-Utilization of the“ Inclusive Education System

Research on

Development Training Guide”-

Training Unit

Practices in
Local

Research on Joint Activity and Learning Promotion

Communities

Research on Utilization and Evaluation of Educational

Devices and Community Support-

Category

Collaborating
Institution

Research Title

Research
LeaderResearch
PeriodInternational Comparison of Teaching Content andCollaborative
Researches

Methods for Children with Intellectual Disabilities in
Inclusive Education Settings-Based on Comparisons of Finland and Sweden withJapan-

2

Kochi University

MEIKANFY

Tsuda College

Shigeru

2016-2017

NISE Bulletin Vol. 16 March 2017

NISE's Activities
Outlines of Research Projects for FY 2016
Cross-sectional ResearchComprehensive Research Related to the Development of an Inclusive
Education System in Japan
Research unit: Inclusive Education System Unit

communities and educational settings. Therefore, this research will

Research Leader: HARADA Kimihito

be conducted for a period of five years under the main theme

Researchers:“Comprehensive Research Related to the Development of an
Takeshi(Sub-leader),Inclusive Education System in Japan.” This research will

KOBAYASHI Michiyo, IKOMA Yoshio, YOKOYAMA Koichi,

contribute to promoting the development of a future inclusive

MATSUI Yuko, DOI Kouki, YANAGISAWA Akiko

education in Japan by showing remaining issues and future

Research period: FY2016-2020

outlooks at the time an inclusive education system is developed in

HOSHI

Yuko(Sub-leader),

KANEKOJapan while creating an assessment scale which allows for thevisualization of results and issues related to local community based

Abstract:

inclusive education system development, and use the assessment

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

Persons with Disabilities and enactment of the Act for Eliminating
Discrimination against Persons with Disabilities, development ofDuring the FY2016-FY2017 period, an inclusive education

an inclusive education system is an important national policy issue.

system development assessment scale (tentative plan) will be

During the fourth medium-term objectives period, it is necessary tocreated by conducting a field survey related to inclusive education

conduct research which supports the steady promotion of efforts

system development conditions both in Japan and overseas andaimed at the development of an inclusive education system in local

related evaluation efforts.

Cross-sectional ResearchComprehensive Research Related to Education Curriculums on Special Needs Education
This research will contribute to the smooth implementation of

Research unit: Education Curriculum Unit
Research Leader: SAWADA Mayumi

the Courses of Study in the next phase by conducting research on

Researchers:

curriculums on diversity and continuity of learning environments

SASAMORI Hiroki(Sub-leader), KOUDA Ryoichi(Sub-leader),based on inclusive education system development and showing

KAIZU Akiko, KITAGAWA Takaaki, SHIMIZU Jun, TAKEDOMI

how teaching in-school systems, designed to correspond to the

Hirofumi, MURAI Keitaro, WAKABAYASHI Kazusa

educational needs of children with disabilities, exist.

Research period:

During the FY2016-FY2017 period, the following efforts will be

FY2016-2020

taken focusing on the continuity of learning through regular classes
and special support service in resource rooms in regards to

Abstract:
Discussions are currently being held by the Central Council fordisabilities types which are subject to special support service in

Education aimed at the revision of Courses of Study. The Central

resource rooms: 1. Clarification of the position of special support

Council for Education will compile a report in FY2016, and it isservice in resource rooms in curriculums, cooperation between

anticipated that a curriculum based on new Courses of Study will

related parties, and issues. Recommendations will be madebe fully implemented in FY2020 after a period of transition.

regarding how to correspond with issues that have been clarified. 2.

Supporting the smooth implementation of the Courses of Study in

Organize points of view and educational accommodations in orderthe next phase is an important role of NISE. Therefore, thisto make use of special support service in resource rooms content inresearch will be conducted for a period of five years under theclasses and in students’ daily lives, and create a educational

main theme “Comprehensive Research Related to Education

manual.

Curriculums on Special Needs Education”.

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NISE Bulletin Vol. 16 March 2017

NISE's Activities

Research on Specific Disability Categories

Research for Understanding the Actual Conditions of Children with Autism
Enrolled in Schools for Special Needs Education (for Intellectual Disabilities) andtheir Instruction -Investigation of Teaching based on Educational Continuity
Between Departments
Research unit: Autism Unit

corresponding curriculum or class organization while grasping

Research Leader: YANAGISAWA Akiko

actual conditions (enrollment conditions, disability severity level,etc.) concerning children with autism enrolled in schools for

Researchers:
MURAI

Keitaro(Sub-leader),NISHIMURA Takahiro,

special needs education (for intellectual disabilities). In addition, at

LEE

Heebokeach level from the kindergarten department to the upper

Research period: FY2016-2017

secondary department of special needs schools, we will examine,based on educational continuity between departments, the actual
conditions of children, how they are taught, and what kind of

Abstract:
Although it is indicated that the number of children with autism

teaching is emphasized in each department. Based on the above,in schools for special needs education (for intellectual disabilities)

this research will investigate autism education expertise that should

has increased, accurate information has not been obtained

be provided to other educational settings, including classes forconcerning the number of those students enrolled, severity of their

special needs education, functioning as a resource center of schools

disability, etc. since NISE has not conducted a related survey sincefor special needs education (for intellectual disabilities). This

2004. In addition, since it is indicated that the number of children

research will put together practical studies on teaching in eachwith mild intellectual disabilities enrolled in schools for special

department as case examples, distribute this information to boards

needs education (for intellectual disabilities) has increased, it canof education, education centers, and schools for special needs

be surmised that the actual conditions concerning children witheducation (for intellectual disabilities), contributing to theautism are diverse. Therefore, this research analyses results andenhancement of teaching which corresponds to development levelissues of schools for special needs education (for intellectual

and improving expertise in autism education.

disabilities) which either specialize in autism or implement a

Research on Specific Disability Categories

Practical Research Related to Teaching Content and Methods that Correspond to
the Actual Conditions of Children for Which Special Support for Developmental
Disabilities and Other Disabilities is Important-Examination of Resource Rooms in High SchoolsResearch unit: Developmental Disabilities and Emotional

Abstract:
Special needs services in resource rooms play an important role

Disturbances Unit
Research Leader: SASAMORI Hiroki

in the education of children with developmental disabilities since

Researchers:

they make it possible to provide individualized instruction.

ITO Yumi(Sub-leader), WAKABAYASHI Kazusa, KOUDA“Research on the Current Status and Future Form of Instructional

Ryoichi,

Setting and Assistance for Children with Developmental

KAIZU

Akiko,YOKOYAMA Koichi,

TAMAKI

Munehisa, MUNEKATA Tetsuya, ATSUMI Yoshikata

Disabilities -A Focus on Surveys of Resource Room-based

Research period: FY2016-2017

Instruction-,” a Specialized Research B project conducted during
the FY2014-2015 research period, clarified the actual conditions

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NISE Bulletin Vol. 16 March 2017

NISE's Activities
surrounding special needs services in resource rooms conducted intime special needs services in resource rooms are introduced tomunicipalities by conducting a nationwide survey.

upper secondary schools, and examine the actual conditions of

The utilization of the special needs services in resource rooms

secondary school students that need special support forsystem will be started in 2018 as a way to also support upper

developmental disabilities, etc., as well as the teaching content,

secondary school students that need special support formethods, etc. of independent activities and other efforts which aredevelopmental disabilities, etc. Special instruction will be allowed

designed for each disability. Clarifying the teaching content,

as a system for the first time in upper secondary schools formethods, etc. of independent activities for upper secondary school

students with disabilities. This research will examine thestudents with developmental or other disabilities shall provide

development and enhancement of in-school support systems,

knowledge

which also include guidance counseling and cooperation withsecondary schools and contribute to the development andrelated organizations, system preparation, and other matters at theenhancement of an inclusive education system.

regardingreasonableaccommodation

in

upper

Research on Specific Disability Categories

The Way of Organization of Education Curriculums Based Upon the Capabilities
Required in the Future in Intellectual Disability Education-Integration of the Aims, Contents, Methods, and Evaluation of Learning Activities
of Each Subject Utilizing Active LearningResearch unit: Intellectual Disabilities Unit

there are still issues remaining concerning promoting evaluation of

Research Leader: MEIKAN Shigeru

learning activities systematically in schools for special needs

Researchers:

education and development of curriculum management methods. It

WAKUI Megumi(Sub-leader), TAKEDOMI Hirofumi(Sub-leader),is necessary for schools for special needs education (for intellectual

YOKOO Shun, SHIMIZU Jun, MATSUI Yuko, KAMIYAMA

disabilities) to examine curriculum management based on the

Tsutomu, HANDA Ken, FUKUMOTO Toru

unification of learning and teaching goals, instructional content,

Research period: FY2015-2016

and evaluation methods and put together case examples as a way toorganize education curriculums based on attributes and abilities
which need to be cultivated.

Abstract:
In the field of education for children with intellectual disabilities,

Therefore, this research will examine what types of creative

which centers on special classes and schools for special needs

plans and improvement policies are considered in educational

education, it is possible to organize education curriculums flexibly

settings concerning the unification of instructional content,with a great deal of freedom. Therefore, as the conditions

methods, and evaluation methods for students to reliably obtainsurrounding intellectual disabilities are varied, instructional goals“attributes and abilities that need to be cultivated” focusing on theand content are determined with important issues being therevision of Courses of Study. From the results of this research weestablishment of teaching methods which include active learning

will propose specific practical methods for active learning andand examining how to proceed with evaluations thereof. In relation

ways to think about and promote curriculum management, and aim

to this, the research project “Research on Policies to Promote

to popularize and make these approaches understood by teachers

Evaluation of Learning Activities systematically in schools forand other educational staff through principal associations and otherspecial needs education (for intellectual disabilities),” which was

activities.

conducted during the FY2013-2014 research period, indicated that

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NISE Bulletin Vol. 16 March 2017

NISE's Activities
Research on Specific Disability Categories

Practical Research on the Role Played by “Language Classrooms” in theDevelopment of an Inclusive Education System-Utilization of Speciality of Speech and Language Disorder EducationResearch unit: Speech and Language Disorders Unit

education system from the point of view of utilizing language

Research Leader: KOBAYASHI Michiyo

disorder education expertise. The results of this research will

Researchers:

contribute to educational administration and classroom efforts

MAKINO Yasumi(Sub-leader), KUBOYAMA Shigeki

through activities including giving reports at Teacher Conference

Research period: FY 2015-2016

of Resource Rooms for Children with Speech Disorder and Hard of
Hearing, regional research conferences, and similar events.

Abstract：

For this research project, we intend to implement demonstration

Due to the large number of children who have the aspect oflessons in Japanese language, arithmetic and mathematics, and thelanguage among their problems in the process of maturation thatstudy of activities to promote independence, with assistance fromhave appeared, language disorder education has played various

cooperating schools for the deaf. Through research meetings withroles as the entry to special needs education. Currently, language

the participation of university professors and other researchdisorder education educators seek the role of developing an

collaborators and visits to collaborating research institutions, we

inclusive education system within schools and local communities

will explore the selection and utilization of instructional materials

while aiming to maintain and improve language teaching expertise.

that facilitate achievement of the goals of course curriculums andTherefore, this research will examine and set the role that language

activities for the promotion of independence.

disorder education plays in the development of an inclusive

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NISE Bulletin Vol. 16 March 2017

NISE's Activities

Collaborative Research on Practices in Local Communities

Research on the Development of an Inclusive Education System in Local Communities-A Focus on Cooperation among Schools and Cooperation between Prefectures
and MunicipalitiesResearch unit: Local Community Inclusive Education Systemcommunity based approaches which examine the function of theUnitcommunity’s learning settings and maximize their utilization,

Research Leader: MAKINO Yasumi

mutual cooperation, sharing of knowledge and know-how

Researchers:

possessed by related organizations and educational settings, andWAKUI Megumi(Sub-leader), MORIYAMA Takashi, FUJIMOTO

strengthening

Hiroto,SASAKI

municipalities. There is a demand for finding a method to promote

Megumi(Researcher of Collaborative Research on Practices inthese factors in accordance with actual situations of local

Local Communities)

communities and issues surrounding them.

FUKAKUSA

Tamayo,LEE

Heebok,ofsystemsinwhich

prefectures

supportWe will examine promoting measures in local communities

Research period: FY 2016-2017

through review knowledge built thus far, putting together regional
issues and efforts, examining the situations of designated

Abstract:
Policies which respond to situations and issues of local

collaborative research on practices in local communities,

communities are necessary in order to make information critical for

implementation of promotion in local communities (workshops,

developing an inclusive education system indicated by the researchetc.), and other efforts, and provide efforts which can serve asof NISE effective in local communities. This research examines thereference in the promotion of the development of inclusive

policies for developing an inclusive education system in

education systems by each local community.

cooperative research communities. It is important to have

Collaborative Research on Practices in Local Communities

Research on Training Aimed at the Development of an Inclusive Education System-Utilization of the “Inclusive Education System Development Training Guide”Aiming for the development of an inclusive education system,

Research unit: Training Unit
Research Leader: NAGANUMA Toshio

NISE created the “Inclusive Education System Development

Researchers:

Training Guide” in FY2012. The guide consists of examples of

OSAKI Hirofumi(Sub-leader), MEIKAN Shigeru, ITO Yumi,

training measures for the acquisition of capabilities and abilities

TAMAKI Munehisa, HANDA Ken, NISHI Satoshi(Researcher ofdemanded by teachers by examining what are the capabilities andCollaborative Research on Practices in Local Communities)

skills that serve as the necessary foundation for teachers. During

Research period: FY 2016-2017practical research related to system creation conducted in FY2014,
things which should be emphasized including matters related tofundamental environment establishment in schools, efforts for

Abstract:
Further promotion of special needs education is necessary forsupporting reasonable accommodation, enhancement of education

leading to the development of an inclusive education system. The

through the utilization of local community support, and education

foundation of this is the enhancement of teaching and support

expertise were put together as content. Referencing suggested

which correspond to the diverse needs of individuals. Therefore, inguides and way of thinking through prior research of these matters,

addition to aiming for the improvement of the expertise of

we suggest plans and management approaches for training

individual teachers, it is important to consider the development of aconnected to the improvement of capabilities and skills of teacherssystem allows each individual teacher to sufficiently demonstrate

through practical research.

their abilities.

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NISE Bulletin Vol. 16 March 2017

NISE's Activities

Collaborative Research on Practices in Local Communities

Research on Joint Activity and Learning Promotion
Research unit: Joint Activity and Learning Unit

examples have been examined through model programs with the

Research Leader: KUBOYAMA Shigeki

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

Researchers:

and other efforts conducted up to today, no research has been found
SAITO

which clarifies the conditions and issues surrounding national level

Yumiko, OZAWA Michimasa, NISHIMURA Takahiro, INOUE

implementation, examines from the point of view of an inclusive

Kumiko(Researcher of Collaborative Research on Practices in

education system (standpoint of fundamental environment

Local Communities)

establishment, reasonable accommodation, etc.), or specifically

SADAOKA

Koji(Sub-leader),Research period:

NIIHIRA

Shizuhiro,

examines the significance behind children with disabilities and

FY 2016-2017

children without disabilities studying together.
Therefore, NISE clarifies the actual conditions surrounding joint

Abstract:
Joint activity and learning provides serves as an opportunity for

activity and learning through national and site surveys tochildren with disabilities and children without disabilities to learn

recommend the approaches and the significance of joint activity

together, and serves as an important educational activity forand learning aimed at the development of an inclusive education

positioned by fundamental environment establishment aimed at thesystem.

development of an inclusive education system, etc. Although caseCollaborative Research on Practices in Local Communities

Research on Utilization and Evaluation of Educational Materials-Improvement of Expertise in Teaching Using Tablet Devices
and Community SupportResearch unit: Educational Materials Unit

provide appropriate guidance. In addition, the Act for Eliminating

Research Leader: KANAMORI Katsuhiro

Discrimination against Persons with Disabilities which was

Researchers:

enacted in April of this year exemplifies the realization of

MUNEKATA Tetsuya(Sub-leader), TANAKA Yoshihiro, ARAYA

reasonable accommodation which utilizes devices, including

Yosuke,information and communication technology (ICT) devices. It is

YOKOO

Shun,

KAMIYAMA Tsutomu,

OHARA

Shunsuke(Researcher of Collaborative Research on Practices inimportant to show specific methods for utilizing ICT.

Local Communities)

Therefore, the goal is to clarify how to enhance the utilization of

Research period:

ICT devices for realizing reasonable accommodation as tools for

FY 2016-2017

the development of an inclusive education system. NISE plans topromote an inclusive education system by improving expertise

Abstract:
A MEXT report titled “Development of Educational Materials

related to the utilization of tablet devices at schools for special

for Students with Disabilities” (August 2013) included theneeds education and share those approaches with regional

following: “In order to enhance learning aimed at the future

elementary and lower secondary schools. Furthermore, we plan toindependence of children with disabilities and their participation indisseminate research results by posting case study information onsociety, it is important to effectively utilize educational materials

portal websites and the website for designated collaborative

based on conditions and specific characteristics of disabilities andresearch in local communities.

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NISE Bulletin Vol. 16 March 2017

NISE's Activities

Collaborative ResearchInternational Comparison of Teaching Content and Methods for Children withIntellectual Disabilities in Inclusive Education Settings-Based on Comparisons of Finland and Sweden with JapanTherefore, this research aims to search for effective teaching

Collaborative Institution: Kochi University, Tsuda College
Research Leader: MEIKAN Shigeru

methods

throughinternational

comparisons,comparingResearchers:

Scandinavian countries (Sweden and Finland), which are leaders in

WAKUI Megumi(Sub-leader), TAKEDOMI Hirofumi, ,YOKOO

education and welfare related to children with disabilities andShun, SHIMIZU Jun, MATSUI Yuko, KAMIYAMA Tsutomu,

adults, with Japan.

HANDA Ken, FUKUMOTO Toru

As for the research method, field surveys will be conducted at

Research period: FY 2016-2017

Scandinavian elementary and middle schools and interview
surveys will be conducted with teachers and other educators. The
data from these surveys will then be qualitatively analyzed.

Abstract:
Although the development of an inclusive education system isAnalysis will be conducted while also taking into account primaryan urgent issue in the current world of education, knowledge is still

factors such as the education system and cultural background oflacking about effective teaching methods in inclusive educationeach country, and specific information will be compiled regarding

settings, where children with and without disabilities learn together,effective teaching content and methods for inclusive classes. Thisand group formation. In addition, in order to truly verify

findings will be useful for teachers in the school setting since it

educational results, it is necessary to examine the educational

deepens the implementation of exchange and joint learning withresults of both children with disabilities and children withoutchildren with intellectual disabilities in Japan.

disabilities.

10
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NISE Bulletin Vol. 16 March 2017

NISE's Activities: Research Summaries from thethe Final
Final Reports
Reports
H27-A-01 (Specialized Research A)

Study Related to Structuring for the Purpose of Developmentof an Inclusive Education System– Creation of Guidelines (Draft) for Creating a System at School [Research period] FY2015

systems for the construction of an inclusive education system,”[Principal researcher] SASAMORI Hiroki

and “fundamental knowledge that should be understood regarding[Summary]an inclusive education system.” As for the “Q&A regarding

This research was aimed at examining the content that should beestablishing systems for the construction of an inclusive education

focused on related to establishing systems for the construction ofsystem” in particular, information regarding matters that are not

an inclusive education system at schools, referring to initiatives atclear, matters that should be better understood, and potential issues

institutions cooperating with the research, information collected

at education sites, etc. was compiled in a “Q&A” format in whichfrom Ministry of Education, Culture, Sports, Science and

35 questions were answered from eight perspectives. The questions

Technology model business areas and school sites, related

are answered and explanations are added.

literature, and trends in foreign countries, etc., and then providing

The information that was examined was compiled into

this information to school sites. It is important to engage in

guidelines for establishing systems at schools (draft proposal), andestablishing systems at schools as an organizational initiative for

an effort was made to spread this at education sites as a reference

the school as a whole based on a common understanding among

guide for establishing systems for the construction of an inclusive

teachers, so the information was shown in a way that would be as

education system at regions (municipalities) and schools in theclear as possible for all teachers.

future.

The information was broadly divided into three categories based[Keywords]

on importance and precedence, etc.: “what should be done when

Inclusive education system, establishing systems at schools,

establishing systems at schools,” “Q&A regarding establishingguidelines

H27-A-02 (Specialized Research A)

Practical Research on Curriculums at School and Classes for Special Needs
Education That Contribute to the Future Development of Special Needs Education
curriculums were organized and shown.

[Research period] FY2014-2015

In order to clarify issues related to special classes associated[Principal researcher] NAGANUMA Toshiowith handling the diversity of children enrolled in classes and the[Summary]In this research, the curriculums of schools for special needs

expertise of the teachers in charge, the organization andeducation and special classes were studied, based on research

implementation of curriculums were examined. Qualitative data

regarding curriculums that have been implemented by the National

was collected from surveys based on interviews with theInstitute of Special Education thus far.

supervising teachers of special classes, and light was shed on theactual condition of initiatives related to the organization of the

It is thought that at schools for special needs education,
implementing

curriculums of special classes and the current status of, and issues

curriculums that meet various educational needs is important in therelated to supervising teachers. Through the collection of data from,context of improving curriculums, and as such, the assessment ofand discussions with city education committee representatives,

curriculums was examined. Through a questionnaire survey

important concepts related to the organization and implementation

targeting schools for special needs education across the countryof curriculums for special classes and examples of specificand a survey involving visits to institutions cooperating with theinitiatives were shown.

research (schools for special needs education), the current status of,[Keywords]

and issues related to the assessment of curriculums were clarified.

Curriculums, schools for special needs education, special classes,

In addition, perspectives and methods related to the assessment oforganization, implementation, assessment

appropriately

assessingtheorganizing

and

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NISE Bulletin Vol. 16 March 2017

NISE's Activities: Research Summaries from the Final Reports

H27-A-03 (Specialized Research A)

Comprehensive Research on the Application of ICT for the Education of Children
with Disabilities–The Collection and Organization of Examples of the Utilization of Assistive
Equipment and Other Teaching Materials–[Research period] FY2014-2015

tablet computers, wireless LAN, electronic blackboards, and[Principal researcher] KANAMORI Katsuhiro

digital textbooks, etc., and onsite surveys were conducted based on[Summary]

the results to collect information regarding actual examples ofThis research shows the status of ICT utilization at research

usage. The survey results were organized and examined, andinstitutes overall in order to summarize and recap current midterm

practical examples of the utilization of ICT devices, etc. were

specification research entitled “research regarding the utilization oforganized. Furthermore, the current status of, and issues related to

ICT in special-needs education.” As for the current status of ICT

ICT utilization in education were summarized separately for eachutilization in Japan, a survey was conducted on ICT utilization at

disability type.

schools for special needs education nationwide, and a survey was[Keywords]

conducted on the status of ICT utilization in special needs

ICT utilization, teaching materials such as devices to support

education at elementary, junior high, and high schools. In thelearning, nationwide survey, utilization examples, status ofsurveys, information was collected on the utilization status ofdevelopment

H27-B-01 (Specialized Research B)

Research on Appropriate Digital Textbook Formats and the Utilization of Digital
Textbook Data in the Education of Children with Visual Impairments–Based on Current Conditions and Issues in Japan and Surveys
of Conditions Abroad–[Research period] FY2014-2015

digital textbook data in education for visually-impaired persons[Principal researcher] TANAKA Yoshihiro

based on surveys on conditions in foreign countries that have been

[Summary]taking pioneering initiatives in this area, etc. The research also

In 2011, the Ministry of Education, Culture, Sports, Science andattempts to verify the modality of browsing viewers that children

Technology announced a “Vision for ICT in Education,” and itwith low vision use when looking at digital textbooks, based on

hoped that information and communications technology (ICT) willtrials with current models.

be effectively utilized in special-needs education. In particular, ICT

In addition, proposals are made regarding the modality of digital

devices—represented by tablet computers—are being increasingly

textbooks for children that make use of braille, in terms ofusedfunctions to add and matters to consider.

for

digitaltextbook

data,

etc.

in

educationforvisually-impaired persons, and it is expected that these devices will

[Keywords]

play an increasingly significant role in the future.

Visual impairments, digital textbook data, digital textbooks,
children with low vision, braille-using children

This research proposes methods for the effective utilization of

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NISE Bulletin Vol. 16 March 2017

NISE's Activities: Research Summaries from the Final Reports
H27-B-02 (Specialized Research B)

Practical Research on the Enhancement of Course Instruction and Activities toPromote Independence in Education for Children with Hearing Impairments–A Quest for the Continuity and Sharing of Expertise from the Perspective ofTeaching Materials Use–
[Research period] FY2014-2015

importance of instructors giving encouragement regarding taking[Principal researcher] HARADA Kimihito

an interest in mathematical matters, having an awareness of the fun[Summary]of learning and the good qualities of mathematics, and making use

Based on the results of a “nationwide survey on the current statusof mathematics in understanding day-to-day matters. In the area ofof the possession and utilization of teaching materials at schools

independence activities, the research showed the need forfor special needs educations (for hearing-impaired persons)” thatsystematic guidance based on developmental stage and thewas conducted in FY2012, class-based research regarding theutilization of individual educational support plans.

selection and utilization of teaching materials for the subjects of

In addition, based on the building of an inclusive education system,formaterials to increase understanding and awareness were preparedindependence activities was conducted in collaboration with six

regarding guidance for hearing-impaired children targeting theinstitutions cooperating with the research. The following insights

supervisors of special classes attended by hearing-impaired

were gained. In the area of Japanese language, the research showedchildren, and special support services in resource rooms

the importance of understanding actual conditions, predicting the(hearing-impairment) and regular classes.

difficulty that hearing-impaired children will have with reading[Keywords]

teaching materials, and initiatives inside and outside of the subject

Education for hearing-impaired persons, utilization of teachingof Japanese language ranging from before to after teaching units.

materials, research on classes, guidance of subjects, independence

In the area of arithmetic/mathematics, the research showed theactivities

Japaneselanguageandarithmetic/mathematics

andH27-B-03 (Specialized Research B)

Research on Utilization of the Resource Center Functions of Special Needs Education
Schools for the Education of Students with Physical/Motor Disabilities at Elementaryand Lower Secondary Schools–Taking the Needs of Elementary and Lower Secondary Schools into Consideration–[Research period] FY2014-2015

enhancement of learning environments, (iv) the elimination of[Principal researcher] TOKUNAGA Akio

anxiety concerning expertise improvement and guidance, (v) the[Summary]statements regarding the possibility of acquiring and utilizing

This research focuses on the utilization of the functions as ainformation on development and courses, and (vi) the necessity ofresource center of schools for special needs education aimed at

the development of systems at schools and the clarification of

guidance for physically-disabled children enrolled at elementary

positioning by installation personnel. On the side of schools forand junior high schools, reveals the modality of utilization on thespecial needs education, the research shows: (i) the development ofside of elementary and junior high schools and the modality ofsystems at schools that promote the function as a resource center,

support on the side of schools for special needs education, and(ii) the positioning of school management policies and special

introduces specific examples. On the side of elementary and juniorneeds education promotion plans, etc. for installation personnel,

high schools, the research shows: (i) an evaluation of the learning(iii) grasping the situation of physically-disabled children enrolled

difficulties and support needs of physically-disabled children, (ii)in elementary and junior high schools within support areas, (iv)appropriate learning arrangements, (iii) the improvement andconcrete and effective support in accordance with the situation of

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elementary and junior high schools, (v) the expertise of supervisors,building networks, and the (ix) the possibility of special support

including initiatives related to handling subject guidance andservices in resource rooms.

increasing expertise, (vi) collaboration with relevant organizations[Keywords]

and personnel of other occupations, and responding at early stages,

Physical disabilities, elementary and junior high schools, function(vii) raising understanding and awareness and improving request

as a resource center, schools for special needs education, special

procedures, (viii) the necessity of holding training workshops andclasses

H27-B-04 (Specialized Research B)

Research Related to the Educational Needs of Children with Chronic Health
Conditions in the Context of Development of an Inclusive Education System,
Reasonable Accommodation, and Preparation of Fundamental Environments[Research period] FY2014-2015

teachers should ascertain when assessing the educational needs of[Principal researcher] KUSAKA Naomi

children with chronic diseases, which are considered to be highly[Summary]

individualized and include illness-related needs. Furthermore,In this research, a survey was conducted on teachers at schools

putting into practice the functions of the schools for special needs

for special needs education (for health impairment), taking into

education as a resource center (for health impairment), which wereconsideration the construction of an inclusive education system,

institutions cooperating with the research, was an initiative in line

and the educational needs of children with chronic diseases—alongwith regional needs, and this contributed to the development ofwith related support and concerns—were once again classified anddiverse and flexible mechanisms. Based on this, a guidebook

organized. Furthermore, the modality of basic environmental

entitled “Guidebook for Teachers: Guide to Support for Children

improvements was examined, centering on the functions of schools

with Illnesses” (draft proposal) was prepared as a basic document

for special needs education as a resource center (for healthcontributing to examination regarding, and the provision of

impairment). As a result, the educational needs of children withreasonable accommodation for children with chronic diseases whochronic diseases were organized and classified into the fiveare enrolled at elementary and junior high schools, etc.

categories of[Keywords]“learning,”“self-management,”“interpersonal

relationships,” “state of mind,” and “cooperation,” and 14 relatedChildren with chronic diseases, education for children with healthsubcategories. It was thought that this information could be used

impairment, educational needs, reasonable accommodation, basic

when understanding and examining the actual condition of children

environmental improvements,

in the process leading up to a decision regarding, and the provisionneeds education as a resource center (for health impairment)functions of schools for specialof reasonable accommodation, as the minimum perspective that

H27-B-05 (Specialized Research B)

Research on Activities to Promote Independence of Children with Autism Enrolled
in Classes for Special Needs Education
Research period] FY2014-2015

emotionally-disturbed persons, and special classes for persons with

[Principal researcher] YANAGISAWA Akiko

intellectual disabilities). The results revealed: (i) the importance of[Summary]

promoting understanding regarding activities for independence

In this research, first of all, a questionnaire survey wasamong supervisors of special classes, (ii) the importance ofconducted in order to uncover the current status of, and issues

establishing teaching plans and guidance goals related to activities

related to guidance regarding the independence activities offor independence, (iii) the importance of guidance that enables

children with autism in special classes at elementary and juniorchildren with autism to view themselves in a positive manner, andhigh schools (special classes for persons with autism and(iv) the necessity of reviews regarding guidance by teachers and

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reviews regarding guidance. Furthermore, specific explanations

the importance of self-assessments by children, etc.

were given regarding each of the key points based on practicalIn addition, based on information collected from questionnaire

examples at the institutions cooperating with the research.

surveys and institutions cooperating with the research, etc. andrelated practical examples, issues related to guidance regarding

Overall, this research considered the significance of giving

activities for independence by supervisors of special classes wereguidance in special classes assigning time for activities for

identified. Based on this, nine key points were compiled thatindependence and what teachers should keep in mind whensupervisors of special classes who have few years of experience orpreparing lessons on activities for independence for children withhave been newly appointed should first of all keep in mind when

autism. It also proposed initiatives for the future aimed at

putting together lessons regarding activities for independence.

maintaining and improving the expertise of supervisors of special

These were divided into three areas: (i) narrowing skills thatclasses.

individual children should acquire (targets), (ii) giving guidance[Keywords]

taking into consideration the disability characteristics and cognitive

Special classes, autism, guidance regarding activities forcharacteristics of children with autism, and (iii) the importance ofindependence

H27-B-06 (Specialized Research B)

Research on the Current Status and Future Form of Instructional Settings andAssistance for Children with Developmental Disabilities–A Focus on Surveys of Special Needs Service in Resource Rooms–[Research period] FY2014-2015

making use of visits. The results were considered based on the[Principal researcher] UMEDA Mari

pillars of “special support services in resource rooms as places of[Summary]

guidance for children with developmental disabilities,” “guidanceThis research looked at the current status of support systems andand support for children with developmental disabilities at regularplaces of guidance for children with developmental disabilities, theclasses,” “the effective operation of special support services incurrent status of the establishment and utilization of special support

resource rooms,” and “systems to assist guidance and support forservices in resource rooms, and the issues and initiatives ofchildren with developmental disabilities.”

municipalities based on a nationwide survey of municipal boards

The nationwide fact-finding survey on this occasion showed thatof education. The research was aimed at setting forth a single

population size has a significant effect on infrastructure

direction for the modality of guidance going forward, taking intodevelopment related to support for children with developmental

consideration the construction of an inclusive education systemdisabilities. It was also revealed that municipalities are making use

related to guidance for children with developmental disabilitiesof their unique characteristics as they search for ways to solve theirbased on an analysis of results. Specifically, three types of surveys

issues.

were carried out: a nationwide inventory survey making use of[Keywords]

questionnaires, a survey making using of telephone calls andDevelopmental disabilities, special support services in resource

e-mails with targets narrowed based on survey results, and a survey

rooms, population size, regular classes, support systems

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H27-K-01 (Collaborative research)

Preparation and Evaluation of In-School Tactile Guide Maps
for Children with Visual Impairments[Research period] FY2013-2015

at schools, making use of a braille and tactile map creation device[Principal researcher] DOI Kouki

that the researchers had been developing, in order to examine the[Summary]

modality of tactile maps at schools that show the locations ofAt school sites such as special-needs schools (for visualclassrooms, etc. in the buildings of schools for special needs

impairment), it is important to enhance “information accessibility

education (for visual impairment) that children with visual

tools” that help visually-impaired children obtain the information

impairments are attending. The usability of the prepared tactilethat they need at school facilities. For example, some teachers andmaps at schools was assessed by teachers (totally blind or with low

children with visual impairments at school sites have been calling

vision) at schools for special needs education (for visualfor tactile maps (tactile maps at schools) that make it possible toimpairment), and the maps received high ratings. The research thus

ascertain the locations of classrooms, etc. in the buildings ofprovided information that will be useful when considering theschools for special needs education (for visual impairment). It is

modality of user-friendly tactile maps at schools.

not easy to gain information about spaces from the sense of touch[Keywords]

alone, so it is necessary to effectively utilize audio information in

Visual impairments, tactile maps at schools, voice output, brailleaddition to tactile maps in order to improve the quality ofand tactile map creation methods, schools for special needs

information accessibility. In light of this situation, in this research,education (for visual impairment)

tactile maps with an additional voice output function were prepared

H27-K-02 (Collaborative research)

Research on the Development of Networks for Assistive Equipment Use
in Special Needs Education–Development of Assistive Networks in Collaboration with Technical Colleges –[Research period] FY2013-2015

tactile maps with an additional voice output function were prepared[Principal researcher] KANAMORI Katsuhiro

at schools, making use of a braille and tactile map creation device[Summary]that the researchers had been developing, in order to examine theAt school sites such as special-needs schools (for visual

modality of tactile maps at schools that show the locations of

impairment), it is important to enhance “information accessibility

classrooms, etc. in the buildings of schools for special needs

tools” that help visually-impaired children obtain the information

education (for visual impairment) that children with visualthat they need at school facilities. For example, some teachers andimpairments are attending. The usability of the prepared tactile

children with visual impairments at school sites have been calling

maps at schools was assessed by teachers (totally blind or with low

for tactile maps (tactile maps at schools) that make it possible tovision) at schools for special needs education (for visual

ascertain the locations of classrooms, etc. in the buildings ofimpairment), and the maps received high ratings. The research thus

schools for special needs education (for visual impairment). It isprovided information that will be useful when considering the

not easy to gain information about spaces from the sense of touch

modality of user-friendly tactile maps at schools.

alone, so it is necessary to effectively utilize audio information in[Keywords]

addition to tactile maps in order to improve the quality of

Utilization of support devices, technical colleges, networks,

information accessibility. In light of this situation, in this research,development, teaching materials

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H27-K-03 (Collaborative research)

Study on Comprehensive Support for Education, Healthcare
and Welfare to Children with Cancer[Research period] FY2014-2015

project research that is currently underway and the WISC-IV[Principal researcher] NIIHIRA Shizuhiro

intelligence tests of children with childhood cancer.

[Summary]

Receiving assistance from 15 schools/classes at childhood cancer

Based on the Basic Plan to Promote Cancer Control Programs,

base hospitals (with special classes at elementary and junior highin February 2013, the Ministry of Health, Labor and Welfare

schools collectively counted as one school), a fact-finding survey

designated 15 hospitals as “childhood cancer base hospitals.” In

was carried out based on inquiries with questionnaires and visits.

response to this, in a March 2013 notification entitled “Enhancing

Facts were obtained regarding the established schools and classes,

education for children receiving medical treatment for an illness,”

trends regarding the enrollment of children, collaboration with

the Ministry of Education, Culture, Sports, Science andformer schools, collaboration with hospitals, and the current status

Technology called not only for the enhancement of educationof follow-ups, etc., and specific information was compiled

during hospitalization but also the enhancement of education after

regarding the content of education and concerns related tohospitalization, and it connected this with the construction of an

guidance, etc. This is information that can be used for education

inclusive education system, which it is currently carrying out.

not only during hospitalization but also after hospitalization.

Furthermore, joint research was carried out with the objective of

Examining the literature of foreign countries and identifying issues

enhancing education for children with childhood cancer, consisting

related to support after returning to school, support for high schoolof “research on the intellectual abilities of, and educational support

students, and follow-ups, etc., recommendations were madefor children who are undergoing treatment for childhood cancer”

regarding the need for new roles for teachers and the need forand “survey research on the current status of schools/classes atincreased awareness regarding education for children withchildhood cancer base hospitals.”childhood cancer.

The need for research on intellectual abilities centering on[Keywords]

cognitive function was already being addressed in foreignChildhood cancer base hospitals, schools/classes at hospitals,

countries, and taking into consideration this need in education in

WISC-IV intelligence test

terms of literature, a long-term follow-up was introduced based on

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Report on International Symposium on Special Needs Education
NISE held the "NISE International Symposium on Special Needs

Practices in the UK and US," reports were presented by each of the

Education" on Saturday, January 14, 2017 for the purposes ofAmerican, British, and Japanese symposiasts who then participateddiscussing the current state and issues, and clarifying the future

in a questions and answers session. Ms. Constance McGrathprospects in elementary and secondary education regarding the(Elementary school teacher at Carlisle Public School in

education of children with developmental disabilities, inviting

Massachusetts, USA) presented information based on her teachingexperts on the subject from the US, UK, and Japan.

experience at public elementary schools in the US. While

Held at Hitotsubashi Hall (Chiyoda-ku, Tokyo), a total of 399

introducing inclusive education class models and concrete

peopleexamples thereof, McGrath also introduced case examples toparticipated,

including

educators,

government

administrators, researchers, parents and guardians, and students.

provide understanding of the importance of a team-based approach.

The program comprised a mini lecture followed by reports and

She explained that it is possible to come closer to achieving classes

discussions by American, British, and Japanese symposiasts.

which are truly inclusive through an accumulation of a series ofsmall changes to head things in a good direction.

Dr. Yoshikata Atsumi (Physician

and Visiting Researcher,

National Institute of Special Needs Education) presented a mini

Dr. Yvonne Griffiths (Associate Professor, School of Education,lecture titled "Latest Diagnoses of Developmental disabilities"

University of Leeds) provided information focusing on an

regarding the establishment of the neurodevelopmental disorderintroduction to the educational system in the UK. Based on a study

category as a diagnostic category of DSM-5, created by the

related to intervention in the education of persons with reading

American Psychiatric Association (APA), and ICD-11, which isdisorders, she introduced information regarding how securing

currently being revised by the World Health Organization (WHO).

high-quality teaching assistants leads to effective intervention, andexplained about the importance of strengthening correlations withtheory, research, policies, and practice for evidence-based
intervention.

During the symposium titled "Learning about Education of Persons
with Developmental disabilities-Learning from Educational

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Ms. Mieko Tsukada (Principal of Saitobun Elementary School,of management is probably significant with the role of research

Yokohama City) introduced information about the frameworkand the spread of such research being the duty of NISE.

related to the Yokohama type center function of her school as aunique effort taken by Yokohama City. She talked about proactive
efforts including conducting training and holding interviews inorder to lead to the stability of parents and guardians themselves
since it is important for parents and guardians to have peace ofmind in order for children to study with peace of mind.

While further promoting research related to the education of
persons with developmental disabilities, NISE will continue tohold international symposiums which introduce information fromoverseas to deliver such useful information to the actual locations
where special needs education takes place.
Following the reports on each of the respective countries, thesymposiasts, together with mini lecture speaker Dr. Yoshikata
Atsumi, engaged in discussions based on the contents of the reports.
In the discussions, they spoke about decreasing work pressure andimproving expertise of educators involved in the education of
persons with developmental disabilities based on examples fromeach of the respective countries. Dr. Yoshikata Atsumi suggested
that since information sharing among educators is very helpful andhas already led to many wonderful results in daily practice, its
further spread will lead to considerable changes, and that the role

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Other Topics
World Autism Awareness Day 2016
The “World Autism Awareness Day 2016 Symposium” was held atunderstand developmental disabilities, including autism, throughNadao Hall (Kasumigaseki, Chiyoda-Ku, Tokyo) on Saturday,

various events and public awareness efforts.

April 9, 2016 co-sponsored by NISE. This year’s theme was“Connectivity—The World with Everyone’s Blue Light of Hope.”

World Autism Awareness Day Official Website

During Symposium 1 titled “Connectivity—Growth of Japan andhttp://www.worldautismawarenessday.jp/

Living,” the mayors of Narashino City in Chiba Prefecture, Yao
City in Osaka Prefecture, and Shiojiri City in Nagano Prefecture
spoke about advanced administrative policy efforts related todevelopmental

support.

DuringSymposium2

titled“Connectivity—Messages from Overseas: A focus on the Asia
Region,” video messages from support groups in China and Korea
were shown, and information was presented highlighting theactivities of the Vietnam Autism Network and Thailand’s
Asia-Pacific

Development

Centeron

Disability(APCD

Foundation). Creative works by people with autism as well as
support messages for them were also displayed at the venue.
NISE works towards spreading information so that complete
support is achieved by informing many people about difficulties toWheelchair Basketball Experience Event
A wheelchair basketball experience event was held on Saturday,

Participants cheered and filled the gym with enthusiasm during an

April 23, 2016 at NISE’s gymnasium. 88 people, primarily from

impressive exhibition match played by athletes from three

the local region, participated in the event.

wheelchair basketball teams from Kanagawa Prefecture (Shonan

During the event, participants had the chance to practice basic

Sports Club, Para Kanagawa Sports Club, and Yokohama

maneuvering in sports wheelchairs, shooting from a seated position,

Dreamer).At the end of the event, listening to many children

and other actions. Participants were often seen enjoying themselves

saying that they wanted to experience this all again left a strongas they experienced difficulty handling the ball while trying toimpression.

maneuver their wheelchair at the same time.

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Center for Promoting Inclusive Education System Opening Ceremony
The Center for Promoting Inclusive Education System opening

schools and the issues that it faces to the role that he expects thisceremony was held in NISE’s lecture hall on May 27, 2016.

center to play.

Participants including Mr. Taira Morishita, Director for Special

The opening ceremony was followed by a Practical Research

Needs Education Policy Planning, MEXT, attended the opening

Responding to Local Needs and Issues project joint meeting. The

ceremony.Many experts also visited from related organizations,

meetingboards of education, education centers, and other institutions

representatives addressing topics such as the four research themes

throughout Japan.

of the Practical Research Responding to Local Needs and Issues

Following an overview of the center given by Mr. Kimihito Harada,

for the current fiscal year, and, in addition to that provided by

Head of Center for Promoting Inclusive Education System, theProfessor Andou, guidance and suggestions were also provided by

Saitama Prefectural Board of Education and the Kanagawa

Shimane University Professor Hiroji Hara who serves as a

Prefectural Board of Education, participants in Practical Research

Practical Research Responding to Local Needs and Issues advisor.

wascomprisedofreports

given

byresearch

Responding to Local Needs and Issues during the current fiscal
year, spoke about their efforts for promoting inclusive education.
Aimed at building the inclusive education system that started
during the current fiscal year, Practical Research Responding toLocal Needs and Issues is a new research architecture in which
research themes which center on issues faced by local communities
and schools are established and research is carried out throughcooperation between NISE and local communities.
In addition, Mr. Takao Andou , Professor at University of Tsukuba,gave a commemorative lecture titled “Outlook on Building an
Inclusive Education System in Japan” in which he addressed topics
from the current state of special needs education in elementary

FY2016 Workshop for Counseling and Support Leadersof Education for School Enrollment
The Workshop for Counseling and Support Leaders for Schoolparticipated in this year’s workshop.

Enrollment was held at NISE from July 14 to 15, 2016. In addition

The first day of the workshop featured a presentation

to the enhancement of an inclusive education system, the current

latest administrative and policy trends related to the state of affairs

state of educational consultations and how schools for enrollment

surrounding the latest in special needs education by the Ministry of

are determined become an important facet in the effort to develop a

Education, Culture, Sports, Science and Technology or MEXT,

cohesive society.

followed by a lecture presented by a NISE researcher titledThis workshop has been held yearly around this time since 2013

“Research related to Creating a System for Building an Inclusive

for the purpose of improving the professional skills of staff and

Education System – Creating Guidelines (tentative plan) for

enhancing counseling and support by conducting research

Creating Systems in Schools,” serving as an introduction to front

conferences led by persons in leading positions related toline research. The second day of the workshop began with thecounseling and support work performed by educational support

presentation of information about unique efforts under the themecommittees (provisional name) in prefectures throughout Japan and“Creation of Systems and Organizations for the Realization ofin specified cities. 67 people from around the country, includingCounseling for School Enrollment through Consensus Building

supervisors of school education from local boards of education,

Involving Students, Parents and Guardians, Schools, and Boards of

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Education.” “Efforts in Nagano Prefecture to Support Counseling

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

for School Enrolment in Municipalities” was presented as aprefectural level initiative, and “Counseling for School Enrollment
in Okayama City” was presented as an ordinance-designated city
initiative.
Over both days, small sectional meetings were held based onparticipant reports and lively research discussions were held as
opinions about the latest conditions and topics concerning efforts
for school enrollment counseling and support in various regions
were exchanged. At the end of the workshop, each of the sectional
meeting groups gave reports about their discussions in a general
meeting in which afterwards they were provided with guidance andsupport from the Senior Specialist for Special Needs Education,

FY2016 Workshop for Leaders of Education for Developmental Disabilities
The Workshop for Leaders of Education for Developmental

Disabilities —A Focus on Surveys of Special Support Service in

Disabilities was held at NISE from July 28 to 29, 2016. This

Resource Rooms—,” serving as an introduction to front line

workshop is held for the purpose of improving the knowledge andresearch. The second day was conducted as a symposium with thespecial skills of support staff members and enhancing support andtheme “Connectivity of Support for Children with Developmental

guidance by local governments through presentations andDisabilities from Infancy to Post Graduation” in which an in-depth

discussions by people in leading positions involving guidance anddiscussion was held concerning the current state of support efforts

support for students with developmental disabilities in prefectures

for each of the many life stages as a way to look at reasonablethroughout Japan. 104 people from all over Japan participated inaccommodation based on topics provided by medical and welfare

this fiscal year’s workshop, including educators from preschools,

personnel.

primary and secondary schools, special needs schools, andOver both days, small group meetings were conducted based ontechnical colleges as well as supervisors of school education fromparticipant reports on the actual guidance and support provided to

local boards of education.

children with developmental disabilities enrolled in normal classes.

The first day of the workshop featured a presentation on the latest

Participants exchanged opinions about specific efforts towards

administrative and policy matters by MEXT titled “The Current

reasonable

State of Education of Persons with Developmental Disabilities andimprovement in schools, the results of those efforts, and related

Related Issues,” followed by a presentation by NISE titledissues, and held lively research discussions as well as exchanged“Research on the Current Status and Future Form of Instructional

information aimed at solving related issues.

Settings and Assistance for Children with Developmental

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Special General Research Seminar at MEXTNISE held the “Special General Research Seminar at MEXT” on

the research issues, furthering their understanding from theAugust 30, 2016 in the first floor lounge of the former Ministry ofanswers provided.

Education, Culture, Sports, Science and Technology building underIn addition, we set up a hands-on section where visitors could use

the theme “Making all Children Shine —Towards Building anteaching materials and operate support equipment designed toInclusive Education System — .”support education for children with disabilities where participants

Based on the fact that this year is the first year of the fourth

were deeply interested listening to explanations by researchers.

medium-term target period, part one of this seminar focused on the
future aims and main activities of NISE (research, training,gathering, accumulation, and provision of information, building of
an inclusive education system, etc.), serving as an introduction to
special general research. In part two, reports were given on the
results of four studies, including studies on ICT utilization fordisabled students and independent activities of autistic children.
In addition to personnel from MEXT and the National Institute for
Educational Policy Research, participants in this seminar included
members of boards of education and principals of special needs
schools. During question and answer sessions conducted after
reports were presented, participants asked questions about each of

Online Accredited Courses for Teacher Certification
In light of the policy trend of the country aiming for all educators

correspondence education for obtaining teaching certifications, Mr.

at special needs schools to possess special needs school teaching

Yoshiie enthusiastically spoke about his hopes for improving thelicenses by fiscal 2020, NISE decided to gradually offer

expertise of special needs school staff and promoting license

Internet-based correspondence education for obtaining special

acquisition.

needs school teaching certification starting in the current fiscal

Detailed information about correspondence education for obtaining

year in the fields of visually impaired education and hearing

teaching certification implemented by NISE is provided on the

impaired education where license possession rates are particularly

website listed below.

low. The first course was held starting October 1, 2016 titled“Teaching Methods for Use in the Education of the VisuallyComprehensive Information Site on Correspondence Education for

Impaired” (1 unit, 15 lectures).

Obtaining Teaching Certification:

This will allow special needs school teachers and others throughout

http://forum.nise.go.jp/tsushin/Japan who do not possess a special needs school teaching license
to obtain a license by using the Internet to watch each video lecture
which NISE provides for free for 24 hours, allowing people toacquire the necessary units. In fiscal 2016, around 350 special
needs school staff, from Hokkaido in northern Japan to Okinawa insouthern Japan, participated.
In addition, NISE held a ceremony commemorating the launch of
the Internet-based correspondence education for obtaining special
needs school teaching certification lectures on October 19, 2016.
During the ceremony, a video message from Hiroyuki Yoshiie,
Senior Vice Minister of Education, Culture, Sports, Science andTechnology, was presented. As a supporter of Internet-based

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FY2016 Open Day
FY2016 Open Day was held on Saturday, November 5, 2016.

the unique features of developmental disabilities, a showing

Many people participated in the event, including teachers,

Raintree no Kuni, a film that places the spotlight on hearing

university students, parents and guardians, and citizens from theimpairment, a goalball activity which allowed visitors to

local community.

experience firsthand what it is like to play this sport designed for

During this fiscal year open house, we conducted a stamp rally

the disabled, and an anma massage experience, a new activity thattargeting the exhibition spaces which introduce each type of

was planned for this fiscal year conducted by students and teachers

disability, addressing support/consideration for the education andfrom the Special Needs Education School for the Visually Impaired,daily living of child-aged students with disabilities. Many people,

University of Tsukuba.

mostly together with their families, could be seen walking around

Blessed with good weather on the day it was held, the eventthe venue with their stamp sheets in hand.

attracted 438 people, far surpassing the number for the previous

In addition, other events consisting which together comprised ayear. In particular, since there were also many children that came tobroad range of subjects were held, including an exchange eventthe event, the atmosphere was lively from beginning to end, quite

called NISE Cafe which gave visitors the opportunity to speak withdifferent from the normal atmosphere one would expect to find at auniversity students wanting to become teachers, mini lectures on

research facility. It was a day filled with interaction.

FY2016 Workshop for Leaders of Promoting Joint Activities and Learning
Obtaining cooperation from MEXT, NISE held the Workshop for

Consultation Support by the Center for Promoting Inclusive

Leaders of Promoting Joint Activities and Learning from

Education System.” Following the report, presentations were given

November 17 to 18, 2016. The workshop is held for the purpose ofby the Saitama Prefectural Board of Education and Goshogaoka

contributing to the promotion of exchange, joint learning, andJunior High School of Moriya City, Ibaraki Prefecture which

understanding about disabilities in all regions through research

addressed the distinct efforts that they take .

discussions and other activities by educators in positions toOn the second day, the participants were divided up into threepromote exchange and joint learning between students with andgroups (five subgroups) where they carried out workshops. The

without disabilities throughout Japan.

theme of the first group was “Inventive Learning Activities for the74 people from around the country, including teachers from special

Purpose of Promoting Exchange and Joint Learning.” The theme ofneeds schools, elementary and junior high schools, as well as

the second group was “Promotion of Exchange and Joint Learningsupervisors of school education from local boards of education,of Students in Their Residential Areas.” The theme of the third

participated in this fiscal year’s workshop.

group was “Administrative Involvement in the Promotion of

The first day of the workshop featured a presentation on the latest

Exchange and Joint Learning.” Lively discussions were held

administrative and policy matters by MEXT titled “The Current

regarding content based on reports given by each participant andState and Challenges of Exchange and Joint Learning,” followed

recent information. Topics addressed during discussions included

by a NISE report titled “Information Transmission andthe significance of exchange and joint learning in an inclusive

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NISE BulletinVol. 16 March 2017

NISE's Activities
education system, reasonable accommodation in exchange andregister. At the end of the workshop, reports were given on the

joint learning, placement of exchange and joint learning incontent of the discussions held by each subgroup, and afterwards

curriculums, and promotion of exchange in schools in students’

they were provided with guidance and support from the Seniorresidential areas through the adoption of a secondary school

Specialist for Special Needs Education, Ministry of Education,
Culture, Sports, Science and Technology.

FY2016 Workshop for Leaders Involved in ICT Utilizationin Special Needs Education
Obtaining cooperation from MEXT, NISE held the FY2016

educators). Under the theme “Regarding Efforts Taken by Boards

Workshop for Leaders Involved in ICT Utilization in Specialof Education (and Schools) Aimed at Promoting ICT Utilization,” a

Needs Education for two days, from November 24 to 25, 2016.

presentation was conducted in the seminar room showing ICT in

This new workshop was held for the purpose of deepening

use, and presentations by participants from Fukuoka Prefectural

participants’ specialized knowledge and enhancing guidance andYanagawa Special Needs School and the Oita Prefectural Board of

support in all regions concerning the utilization of education

Education, highlighting the distinctive efforts taken by theirsupport devices, including ICT utilization which is necessary for

respective institutions. In addition, lively discussions and opinion

providing proper guidance and support to students with disabilities.

exchanges took place based on the content and new information

Designed for educators in teaching positions throughout Japan, 73

from the reports given by each participating from a total of 12

people from around the country participated in this fiscal year’sgroups.

workshop, including teachers from special needs schools,
elementary and junior high schools, as well as supervisors ofschool education from local boards of education.
The first day of the workshop featured a presentation on the latest
administrative and policy matters by MEXT titled “The Current
State and Challenges of ICT Utilization in Special Needs
Education—BasedonthePerspectiveof

Reasonable

Accommodation— ,” followed by a presentation by NISE titled“Comprehensive Research Related to ICT Utilization for Students
with Disabilities,” serving as an introduction to front line research.
The second day was comprised of Course 1 (for supervisors ofschool education from local boards of education) and Course 2 (forWorld Autism Awareness Day 2016 in Yokosuka
On December 3, 2016, World Autism Awareness Day 2016 intheir siblings/other family members, (4) Display of works by

Yokosuka was held in cooperation with the Special Needs

students from the Special Needs Education School for Children

Education School for Children with Autism, University of Tsukuba,with Autism, University of Tsukuba, as well as from Yokosuka

the school’s PTA, and Tanpopo no Kai, an organization for persons

Municipal Uraga Elementary School, and Yokosuka Municipalwith autism and their parents in the Yokosuka area.

Nagai Elementary School, and (5) A simulation experience.

Marking the seventh time the event has been held, this year’s

Participants were able to hear the honest words by brothers andactivities focused on the connections between persons with autism

sisters of people with autism, serving as a good opportunity toand their families/communities under the theme “Know andthink about a cohesive society. On that day, more than 160 people

Connect.” The following activities were conducted during theparticipated. In addition, as in all other years the event has been

event: (1) Screening of the film Have a Song on Your Lips, (2)held, NISE received support from Yokosuka City and the city’s

Mini lectures focusing on the content of the film, (3) A symposium

board of education as well as help from students of Yokosukawith the theme of relationships between persons with autism andMunicipal Yokosuka Sogo High School.

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NISE BulletinVol. 16 March 2017

NISE's Activities

FY2016 Lecture Meeting on Administrative and Policy Trends in Educationin Foreign Countries
NISE held the Lecture Meeting on Administrative and Policy

implemented, and efforts taken to improve understanding and

Trends in Education in Foreign Countries on December 16, 2016.

quality of practice regarding reasonable coordination of teachers.

The purpose of the meeting was to provide an opportunity to make

Mr. Munehisa Yoshitoshi , Associate Professor at Okayama

participants aware of administrative and policy trends in education

University, focused on the US, providing information about trends

in foreign countries, and deepen discussions about where efforts

related to the education of children with disabilities focusing on

for an inclusive education system are headed in Japan.

systems, etc. related to educational environment with minimal

In particular, starting this year, NISE welcomed university level

restrictions after providing an overview of the history of theeducators as visiting researchers who clearly know about the state

education system and compulsory education in the US, and otherof affairs of education overseas. During the event, five visiting

related information.

researchers presented lectures on trends and challenges faced in

At the end of the event, Ms. Kanako Korenaga, Associate Professor

inclusive education systems in various countries.

at Kochi University, focused on Scandinavia through a lecture on

At first, focusing on Italy, NISE Visiting Researcher Mr. Susumu

the education systems of Sweden, Norway, Denmark, and Finland

Oouchi spoke about how fully inclusive education in the country

and features of inclusive education in each country. In addition tois organized and has an established personnel system, theother topics, she spoke about how Denmark assures a diverse

permeation of inclusive education in all around school education,

education, how Norway promotes inclusive education as a core

the aim to improve awareness and expertise of general teachers in

facet of normal schools, how Sweden is promoting a new

regards to the education of children with disabilities, and othercurriculum despite having special schools for students with

topics. Next, Mr. Inho Chung , Professor from the University ofintellectual abilities, and how Finland is implementing three-stage

Tsukuba, presented a talk focusing on Korea in which he provided

support coordinated with normal classes.

an overview of the education system in Korea and special needs
education in the country, talked about the current state of inclusive
education there, and addressed other topics. Some of the issues
addressed concerned improving the quality of inclusive education
training at normal schools, building a system in which teachers
would cooperate together and share responsibility, and theprovision of services related to inclusive education.
Ms. Saeko Yamanaka, Associate Professor at Saitama University ,gave a lecture focusing on education in Australia. Topics included
Australia’s support for inclusive education from a discrimination
perspective,

reasonable

coordination

andsupportefforts

implemented by schools, how efforts to make standards visible are

25

NISE BulletinVol. 16 March 2017

NISE's Activities

Inclusive Education System Dissemination Seminar(Hokkaido/Tohoku region)
participants stated that they were able to identify the basic
elements of inclusive education, are now deeply interested
in regional-based practical research, and that they found therelay lectures to be concrete and easy to understand.
We would like to express our deep appreciation for theassistance provided by many people, including staff fromthe Hokkaido Special Needs Education Center, for holding
this seminar.

The purpose of the Inclusive Education System
Dissemination Seminar is to allow more people to know
about activities of the Center for Promoting Inclusive
Education System (NISE) and efforts implemented in eachregion towards building an inclusive education system.
NISE plans to hold the seminar in six regions throughout
Japan between FY2016 and FY2020. This fiscal year’s
seminar was for the Hokkaido/Tohoku region held on
Saturday, January 28, 2017 cosponsored by the Hokkaido
Special Needs Education Center. Despite the stormy
weather on the day of the event, close to 100 participants
were in attendance who filled the venue with enthusiasm.
Part one of the seminar consisted of reports about theactivities of NISE. In Part Two, two lectures were given as
relay lectures, the first titled “Function of Special Needs
Schools as Local Centers of Special Needs Education and
Coordination Therewith” presented by Mr. Hiroyuki
Kitamura, Professor at Hokkaido University of Education,
Hakodate Campus, and the second titled “Promotion ofPlanned/Organized Exchange and Joint Learning” presented
by Mr. Akira Yaguchi, Professor, Department of Health &Welfare Science, Nayoro City University. According tosurveys which provided feedback on the lectures, some

FY 2016 National Institute of Special Needs Education Seminar
Curriculum Guideline Revision Trends—”; Second
Subworking Group: “Main Points Behind Setting up Classes
which Offer Independent Activities for Children with
Autism—Thoughts on abilities (goals) that we want children
to acquire from real situations—”; Third Subworking
Group: “The Role of Kotoba-no-Kyoshitsu (Classes forChildren with Learning Disabilities) in Building an
Inclusive Education System—Efforts utilizing expertisefound in education of children with language disorders—”.
Each of the reports was presented followed by question andanswer sessions. In addition, a speech was given during thegeneral meeting at the end of the day by guest Ms. Momoko
Kikuchi (Special Inspector, Elementary and Secondary
Education Bureau (MEXT)).
On the second day, a lecture was given by Mr. Shigeru
Amagasa (Visiting Professor at Chiba University; Deputy
Chief Examiner,, Special Section Meeting for Curriculum

Each year, NISE holds the NISE Seminar for disseminating
the results of research activities, etc., and sharing
information with related institutions, including site where
education takes place. This fiscal year’s seminar was held at
the National Olympics Memorial Youth Center for twodays, from February 17 to 18, 2017, under the theme“Promotion of Special Needs Education Aimed at Building
an Inclusive Education System—For Maximizing the
Possibilities for Children Living in the 21st Century — ”.
On the first day of the seminar, an opening ceremony aswell as the 30th Tsujimura Award Ceremony were held
along with a research results meeting and a general meeting.
Research report presentations were given by different
subworking groups. First Subworking Group: “CultivationofAttributes
andAbilities
through
ActiveLearning—Development of Education for Persons withIntellectual Disabilities based on Next-term Government

26

NISE BulletinVol. 16 March 2017

NISE's Activities
Developmental Disabilities website and the teachingmaterial portal site. Information was also introduced by Mr.
Kimihito Harada, Head of Center for Promoting Inclusive
Education System on topics including the information tools
which contribute to building an inclusive education system,
such as Database for Supporting Development of Inclusive
Education System (Inclu-DB) and regional practicalresearch.
From the afternoon, a lively questions and answers session
was conducted with participants regarding the poster
presentation of the previous fiscal year’s researchcompletion theme, ICT devices, display of support devices,
etc. During the symposium, information including examplesof the utilization of the NISE Database for Supporting
Development of Inclusive Education System (Inclu-DB)
in teacher training, was introduced, and a discussion washeld addressing how to move ahead in future support efforts
for building an inclusive education system.
Although programs were also held on Saturdays for the firsttime in the seminar’s history, capacity was surpassed witharound 900 participants who participated in lively
discussions. We believe that this and other factors led theseminar came to a successful close.

Planning,
Central Council for Education (MEXT)),
followed by a talk with Kazushige Shishido (President of
NISE) and Mr. Amagasa hosted by Mr. Shigeru Meikan(Department Head, Department of Information and Support,
NISE ) which provided further understanding about themost recent trends in new government curriculum guidelines
and trends related to special needs education.
In addition, mini lectures on reasonable accommodation,
featured for the first time with this year’s seminar, provided
simple explanations of definitions, including reasonableaccommodationandfundamental
environment
establishment, followed by an introduction of examples ofreasonable accommodation at each school level, fromkindergarten/nursery school, elementary school, middle
school, to high school. Information was provided by Mr.
Yorihiko Katsuno (Executive Director, NISE) on new efforts
by NISE in the form of information tools helpful for placesof learning, connect with the enhancement of special needs
education. The information tools consist of (1) Summaries,
leaflets, and other research results documentation, (2)Training projects, online lectures, and online teachingcertification, and (3) Utilization of websites, including theInformation Center of Education for the Persons with

27
14

NISE Bulletin Vol. 16 March 2017

Recent Policy and Status on Special Needs Education in Japan

Recent Developments in Japan’s Special Needs Education– Promoting an Inclusive Education System –ISOGAI Keitaro
Planning and Research Unit Chief
Special Needs Education Division,
Elementary and Secondary Education Bureau,
Ministry of Education, Culture, Sports, Science and Technology (MEXT)This article aims to provide an overview of special needs education in Japan. The scope of the discussion encompasses the current situation,
policy principles and recent policy trends. Education for children with disabilities in Japan has undergone a systematic transformation inrecent years. The highlight of this transformation was the amendment in 2006 of the School Education Act, which initiated the shift from“special education” to “special needs education” on a legal dimension. Readers will understand the significance of this transformation throughthe discussion developed in this article. The first part of the article outlines the current situation of special needs education. This includes facts
and data that are prerequisite to understanding policy intentions as well as the policies themselves. Based on this situation, policy principles
that underpin Japan’s special needs education are identified and examined. The shift to “special needs education” has had a qualitative effecton the way education for children with disabilities is recognized, understood, and interpreted. Finally, based on the theoretical and historical
discussion on “special needs education” and its ideal of “constructing an inclusive education system”, recent major policies are presented andexplained.

1. Current Situation of Special Needs Education
In Japan, students with disabilities receive special instruction

and the number of such schools continue to increase, what isand support in various settings, including special needs schools,

more remarkable about the recent figures is the growing share of

special needs classrooms, tsukyu classrooms, and regularspecial needs students attending regular schools. The number ofclassrooms. The tsukyu scheme refers to a special program forstudents in special needs classrooms is 201,493 and that of students

disabled students enrolled in regular schools. These students visit aparticipating in tsukyu programs 90,270 (MEXT 2016b). In relative

tsukyu classroom in their schools several hours a week and receive

terms, students attending special needs schools accounted for lesstailored lessons individually or in a small group based on theirthan 1% of all students up to the high school level in 2015 (MEXT

needs.

2016b). This trend reflects recent concerns about inclusiveness aswell as the rising share of students diagnosed with milder forms of

The number of students who are classified as having special

disabilities.

needs is rapidly growing, both in absolute terms and whenmeasured in relation to the shrinking student population. In

According to a survey conducted by the Ministry of Education,

compulsory (primary and lower-secondary) education, there were

Culture, Sports, Science and Technology (MEXT) in 2012, aroundabout 362,000 special-needs students in 2015 (MEXT 2016b). This

6.5% of the students in regular classrooms may possibly havecorresponds to about 3.58% of all students. In Japan, 137,894

developmental disorders (MEXT 2012). Although this survey isstudents study in 1,114 special needs schools, which target students

conducted through observation by teachers, not by medical experts,

with relatively severe disabilities (MEXT 2016b).

the results reveal the need to respond to children with
developmental disorders in regular classrooms.

While the number of students attending special needs schools

2. Principles of special needs education
MEXT (2017b) defines special needs education as “education

with careful consideration for the degree of each condition offor students with disabilities, in consideration of their individual

disability and their individual educational needs, so that they can

educational needs, which aims at full development of theirmaximize their possibility, become independent, and take part incapabilities and at their independence and social participation”.

society. MEXT is tasked with fulfilling this mandate and hasChildren with disabilities need to be given appropriate education

strengthened its efforts to improve special needs education.

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NISE Bulletin Vol. 16 March 2017

Recent Policy and Status on Special Needs Education in JapanAll schools should implement special needs education (MEXT

understood as a negation of the former “special education”

2007a) in response to the growing population of students in need offramework. Practitioners, especially those in “special schools”, had

special support, including those with developmental disorders.

yielded excellent insights that contributed to an advancement of

MEXT recognizes that special needs education is not just for

education for children with disabilities (Miyazaki, Satake, andstudents with disabilities but that it also offers a motive force for a

Chihara 2011). The transformation should be understood as acohesive society within which every person plays an active role

response to the shift of situation.
In 2014, Japan ratified the Convention on the Rights of Persons

while recognizing diverse identities (MEXT 2007a).
Education for disabled children used to be conducted in awith Disabilities. The Convention had already been adopted at theframework of “special education”. Special education focused on

UN General Assembly in December 2006 and taken effect in May

providing thorough care to children with disabilities in special

2008. In consideration of voices raised by people with disabilities,

settings such as “special schools” and “special classrooms”. In

the Japanese government vowed to reform the domestic legal

special education, the priority was placed on providing educationalframework for disability affairs thoroughly before ratifying theopportunities to these children because there were still children

convention (MOFA 2016).
An inclusive education system stipulated in Article 24 of the

who had been judged unable to go to school due to the severity ofConvention means persons with and without disabilities study

their disabilities (MEXT 2017c).
As the multiplication and diversification of disabilities had been

together with the purposes of strengthening respect for humanintensified and the demand for supporting students withdiversity and enabling persons with disabilities to develop theirdevelopmental disorders such as Learning Disabilities (LD),mental and physical abilities to participate in a free society. It is,Attention-Deficit/Hyperactivity

andtherefore, necessary that (i) persons with disabilities are nothigh-functioning autism in regular schools has swelled, focusing

excluded from the general education system (which includes both

only on children with severe disabilities failed to meet theseregular and special needs schools), that (ii) persons with disabilities

demands. It became imperative for MEXT to respond to thesecan access primary education and secondary education in the

demands and take steps to reform the framework of “special

communities in which they live, and that (iii) reasonableeducation”.

accommodations to meet an individual’s requirements are provided

Disorder(ADHD),(MEXT 2017a).

It was in this context that MEXT took the initiative to shift from“special education” to “special needs education”. The School

As a compilation of the efforts to abide by the Convention, theEducation Act was amended in 2006 and the reform went into

Act for Eliminating Discrimination against Persons witheffect the following year to provide a legal status to “special needs

Disabilities was enacted in 2013. The act stipulates the prohibition

education”. Accordingly, MEXT clarified that special needsof discrimination on the basis of disabilities and that of noteducation should be implemented in every school which disabledproviding reasonable accommodations. MEXT established astudents attend (MEXT 2007a). In addition to special needs

detailed guideline in its area of jurisdiction, including education,schools, regular schools are tasked with providing appropriate

culture, and sports, to promote the spirit of the law (MEXT 2015).

guidance and necessary support in response to individual

It has, therefore, become more exigent to provide reasonableeducational needs deriving from disabilities (MEXT 2007a).

accommodations to children with disabilities at school.

The shift to “special needs education”, however, should not be

3. Policy directions of special needs education
MEXT has aimed to promote special needs education for3.1. Continuous and diverse education settings
MEXT has improved continuous and various education settings

constructing an inclusive education system and to educate children
with disabilities and without disabilities together insofar as

for children with disabilities. Accordingly, these children are likely

possible. While this overarching goal connotes various meanings

to receive support and instruction corresponding to their needs in awhen applied to actual administration, they can be summarized

flexible manner. Typically, special needs schools, special needs

into six topics: diverse education settings, enhanced schoolclassrooms, and tsukyu classrooms are classified as education

organization, rich study environment, high degree of expertise of

settings particularly reserved for children with disabilities.

teachers, school curriculum based on the principle of the inclusive

In special needs schools, students with relatively severe

education system, and continuous support system.

disabilities receive thorough support and instruction. Children
learn by special curriculum, surrounded by facilities and equipment

29

NISE Bulletin Vol. 16 March 2017

Recent Policy and Status on Special Needs Education in Japanthat respond to special needs derived from disabilities. Before the

The pupil-teacher ratio is kept low in special needs education

2006 revision of the School Education Act, the types of “Special

settings in comparison with regular classrooms; namely, theSchools” for disabled children had been established separately per

number of students per one teacher is significantly small in special

the types of disabilities: “Schools for the Blind”, “Schools for theneeds schools and in special needs classroom. The Act on

Deaf” and “Schools for the Intellectually Disabled, the PhysicallyStandards for Class Formation and Fixed Number of School

Disabled and the Health Impaired” (MEXT 2017b). These schools

Personnel of Public Compulsory Education Schools (the so-called

were legally organized under the same umbrella of “Special needs

Act on Standards for Public Compulsory Education Schools)

schools” in the 2006 amendment of the School Education Act,

stipulates the national standards for the class size and teacher

responding to the needs of the increasing number of children withallocation for various types of public schools in compulsory

multiple disabilities (MEXT 2006a). Under the new system, one

education. According to the act, the maximum number of students

particular special needs school can accommodate several types ofthat one teacher looks after is set at 35-40 in regular classrooms, 8

disabilities.

in special needs classrooms and 3-6 in special needs schools.

In addition to accommodating students with relatively severe

Although there has not been a legally stipulated standard for thedisabilities, special needs schools are expected to give advice andclass size of the tsukyu scheme, the demand for tsukyu teachers has

support to disabled children by capitalizing on their expertise andgrown drastically in the last decade. As a result of an intense

skills at the request of regular schools (MEXT 2007a). In othernegotiation in 2016, the financial authority conceded to the request

words, special needs schools function as a resource center forfor the creation of the class size standard for the tsukyu scheme.

special needs education in the community.

Through a ten-year process starting from FY2017, a pupil-teacher
ratio of 13 is expected to be achieved in the tsukyu classrooms

Special needs classrooms in regular schools are for children with(MEXT 2017a).

relatively mild disabilities. Children in special needs classrooms
study the same curriculum as those in regular classrooms with

Non-teaching staff also play an important role in supportingsome flexibility allowed depending on the degree of disabilities.

special needs children. The national government aids local efforts

The tsukyu scheme is for children with lighter disabilities,

to employ non-teaching staff in various ways. Notably, the cost ofincluding low vision, hearing problems, learning or language

employing special needs education assistants has been taken into

disorders, LD, or ADHD (MEXT 2006b). Tsukyu students usuallyaccount in the local allocation tax grant since FY2007 (MEXT

spend most of their time in mainstream classes but receive

2007b). The grant provides a significant incentive for local

additional private or small-group lessons for several hours a week.

governments to improve the support system in regular schools

The tsukyu scheme was stipulated in the Ordinance for(including kindergartens). Special needs education assistants

Enforcement of the School Education Act in 1993 for elementary

respond to the needs of children with disabilities, including

schools and middle schools. In 2016, the ordinance was amended

developmental disorders.

to allow high schools to establish tsukyu classrooms, providing
continuous support to high school students who received special

3.3. Rich study environment
The number of the classrooms in special needs schools has notneeds education while in middle school. This amendment will go

kept pace with the increase in the number of the students. In some

into effect in FY2018.
Many children with disabilities, including those in the tsukyu

schools, a classroom is divided by a partition into two

program, study in regular classrooms with children without

compartments, each of which holds a separate lesson. In otherdisabilities. Also, “Joint Activities and Learning” are stipulated incases, non-classroom facilities are converted to temporary

the Courses of Study, Japan’s national curriculum standard, andclassrooms. This situation is considered to deteriorate the quality ofmany schools have implemented educational programs forstudents’ experience in special needs school.

co-learning between children with and without disabilities. MEXT

In 2007, MEXT conducted interviews to investigate the issue. In

is accelerating this trend, for this surely contributes to promoting

the interviews, many prefectural governments referred to financial

the inclusive education system.

constraints in improving the facilities, the difficulty of estimating
the number of students, and the limitation of the school premises.
Since then, MEXT has conducted a survey every year and3.2. Enhanced school organization
Support and instruction that respond to the needs of disabledencouraged the prefectural governments to improve the situation

children necessitate a stable school organization. Accordingly,

systematically by utilizing the subsidies from MEXT; in general,

MEXT has strived to secure teachers and staff members in

MEXT subsidizes from a third to half of the cost of construction.

sufficient numbers to support these children at school.

30

NISE Bulletin Vol. 16 March 2017

Recent Policy and Status on Special Needs Education in Japan
3.5. School curriculum based on the principle of the inclusive

3.4. High degree of expertise of teachers
In addition to the quantity of teachers, the quality of teachers is

education system

critical in the successful provision of a quality learning experience

The Courses of Study have been revised approximately every

to students. While teachers in special needs schools must be

ten years. They stipulate goals and general contents of each subject.

experts in the provision of special needs education, teachers in

Each school organizes a curriculum, taking into consideration theregular schools are increasingly expected to possess, at least,

situation at the school and its surrounding area.

foundational knowledge and skills to deal with disabled children.

The next revision of the Courses of Study will take place in

MEXT has taken measures to improve the expertise of teachers

FY2016 (elementary and middle schools) and FY2017 (highboth for special needs schools and regular schools.

schools). The new Courses of Study will go into effect in FY2018
in kindergartens, FY2020 in primary schools, FY 2021 in middle

Teaching in a special needs school requires possession of adivision

schools, and FY2022 in high schools. The schedule of the(kindergarten, elementary, middle, or high school) and a special

implementation of the new Courses of Study for each department

needs school teacher certificate. Nevertheless, due to a(from kindergarten to upper secondary departments) of special

supplementary provision allowing an exception to the rule, it isneeds schools is expected to follow suit.

generalteaching

licensecorresponding

to

each

permissible for teachers at special needs schools not to possess a

In the coming revision, the way the Courses of Study are

special needs school teacher certificate. The provision seems toorganized will be reformed significantly. While the organization ofhave been inserted reluctantly to overcome the shortage of teachers

the previous Courses of Study has been centered around “what to

at the time of the creation of the certificate system for specialteach”, the new Courses of Study will be structured in a way that

schools.

presents the qualities and abilities which children should acquire

MEXT, however, takes it seriously that approximately 25%

through the learning process. This spirit is shown in the revision of(MEXT 2016a) of the teachers in special needs schools still do not

the Courses of Study for special needs schools as well. In particular,

possess the special needs school teacher certificate. What is at

the goals and contents of each subject for intellectually disabledstake here is the quality of education that students receive by thosechildren are reformed, showing clearly what sort of qualities andwho lack qualifications. MEXT aims to achieve the goal of almost

abilities should be nurtured.

all special needs school teachers possessing the certificate by 2020

Furthermore, the new Courses of Study for special needs schools

so that the supplementary provision can eventually be repealed.

will put an emphasis on the coherence and continuity between the

Accordingly, MEXT is requesting the prefectural boards ofcurriculums of special needs schools and those of regular schools.

education to set out a plan to improve the situation and to allocate

In this context, Planning an Individualized Education Plan andqualified teachers to special needs schools.

Individualized Support Plan is expected to become mandatory for

Encouraging teachers who are already in a special needs school

children in special needs classrooms and tsukyu classrooms as well

but do not possess the certificate to obtain the certificate is also

as those in special needs schools, facilitating the inter-school andimportant. Many universities and boards of education offer

multi-sectoral cooperation. These features reflect the importance of

education programs for acquiring the certificate. In addition to

pursuing the inclusive education system. It will allow a better

them, the National Institute of Special Needs Education (NISE)

flexibility in the choice of education settings, including mainstream

started a distance learning program in October 2016 (NISE 2016).

schools and special needs schools, for children with disabilities.

MEXT is urging the prefectural boards of education to ensure that
more teachers in special needs schools obtain the certificate by

3.6. Continuous support system
Promoting the well-being of children with disabilities requires adeveloping their skills and knowledge through these programs.
Teacher candidates for regular schools also have to acquire

well-structured but flexible support system. The most traditional

fundamental knowledge of special needs education. An expectedsupport scheme that MEXT has implemented is the Promotional

reform of the teacher certificate system will make it compulsory

Program for School Enrollment on Special Needs Education.

for regular school teacher candidates to take at least one course on

Through this program, MEXT has financially supported parents or

special needs education in the teacher training courses from

guardians who have children with disabilities for more than a half

FY2017. This will help regular teachers better understand thecentury. For example, MEXT subsidizes the expenses foressence of special needs education in the context of an increasingtransportation, textbooks, accommodations, and so on, thereby,

number of children with disabilities attending regular classrooms.

reducing the financial burden on parents and guardians.
Recently, there has been an increasing demand for structuring a
more

31

comprehensive

andmulti-sectoral

supportsystem.

NISE Bulletin Vol. 16 March 2017

Recent Policy and Status on Special Needs Education in JapansFiles/afieldfile/2012/12/10/1328729_01.pdf.

Supporting children with disabilities involves various sectors
including education, welfare, medical care, and labor. Preventing

MEXT. 2015. “Monbukagakusho Shokanjigyobunya Ni Okeru

sectionalism and avoiding shortsightedness are key challenges for

Shogai Wo Riyu to Suru Sabetsu No Kaisho No Suishin Ni

those who deal with policies for disabled people. MEXT has been

Kansuru Taioshishin Ni Tsuite.”aware of the importance of improving policy coherence, and has

http://www.mext.go.jp/a_menu/shotou/tokubetu/material/1364

planned and implemented various policies that bridge the gap

725.htm.
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between education and other areas.

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Promoting an Inclusive Education System (MEXT 2017b). In this

Chosakekka No Gaiyo.”project, MEXT subsides local governments’ efforts to improve the

http://www.mext.go.jp/a_menu/shotou/tokubetu/material/__ic

cohesive and continuous support system for children withsFiles/afieldfile/2016/08/05/1375326.pdf.

disabilities from pre-school to post-school periods. It includes

MEXT. 2016b. “Tokubetsushienkyoiku Shiryo (Heiseienhancing cooperation among different government departments

27-Nendo).”such as welfare, medical care, and labor, and promoting

http://www.mext.go.jp/a_menu/shotou/tokubetu/material/1358
539.htm.

information sharing through Individualized Support Plans.

MEXT. 2017a. “Heisei 28-Nendo Yosanan Shuyojiko Shotochutokyoikukyoku.”
http://www.mext.go.jp/component/b_menu/other/__icsFiles/af
ieldfile/2017/01/12/1381132_03_1.pdf.

References

MEXT. 2017b. “Heisei 28-Nendo Yosanan Shuyojiko Jikobeppyo Shotochutokyoikukyoku.”

MEXT. 2017a. “Shogaisha No Kenri Ni Kansuru Joyaku Ni

http://www.mext.go.jp/component/b_menu/other/__icsFiles/af

Tsuite.” Accessed January 26.

ieldfile/2016/01/08/1365888_4_1.pdf.

http://www.mext.go.jp/b_menu/shingi/chousa/shotou/054/shir

Miyazaki, Hidenori, Kyoko Satake, and Yoshiyuki Chihara. 2011.

yo/08081901/008.htm.

“Tokubetsushiengakko No Genzai-Mirai.”

MEXT. 2017b. “Special Needs Education.” Accessed January 26.

Tokubetsushienkyoiku 43: 4–11.

http://www.mext.go.jp/en/policy/education/elsec/title02/detail

MOFA. 2016. “Shogaisha No Kenri Ni Kansuru Joyaku No

02/1373858.htm.

Teiketsu.” http://www.mofa.go.jp/mofaj/files/000069541.pdf.

MEXT. 2017c. “Yoku Aru Shitsumon.” Accessed January 26.

NISE. 2016. “Menkyoho Nintei Tsushin Kyoiku No Gaiyo.”

http://www.mext.go.jp/a_menu/shotou/tokubetu/faq.htm.

http://forum.nise.go.jp/tsushin/gaiyo_kibosha/.

MEXT. 2006a. “Tokubetsushienkyoiku No Suishin No Tameno
Gakkokyoikuhoto No Ichibukaitei Ni Tsuite.”
http://www.mext.go.jp/b_menu/hakusho/nc/06072108.htm.
MEXT. 2006b. “Tsukyu Ni Yoru Shido No Taisho to Suru Koto Ga
Tekito Na Jiheishosha, Jochoshogaisha, Gakushushogaisha
Matawa Chuikekkantadoseishogaisha Ni Gaito Suru Jidoseito
Ni Tsuite (Tsuchi).”
http://www.mext.go.jp/b_menu/hakusho/nc/06050817/001.pdf.
MEXT. 2007a. “Tokubetsushienkyoiku No Suishin Ni Tsuite.”
http://www.mext.go.jp/b_menu/hakusho/nc/07050101.htm.
MEXT. 2007b. “Tokubetsushienkyoikushienin Wo Katsuyo Suru
Tame Ni.”
http://www.mext.go.jp/a_menu/shotou/tokubetu/material/002.
pdf.
MEXT. 2012. “Tsujo No Gakkyu Ni Zaisekisuru Hattatsushogai
No Kanosei No Aru Tokubetsuna Kyoikutekishien Wo
Hitsuyo to Suru Jidoseito Ni Kansuru Chosakekka Ni Tsuite.”
http://www.mext.go.jp/a_menu/shotou/tokubetu/material/__ic

32

NISE Bulletin Vol. 16 March 2017

Recent Policy and Status on Special Needs Education in Japan

Recent Data on Education for Children with Disabilities in Japan
Statistical data are collected as of May 1, 2015

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

Total

Numberofofschoolsclasses

Kindergarten

Elementary

dept.

dept.

Lower

Upper

secondarysecondary

dept.

dept.

Total

1,114

34,535

1,499

38,84531,08866,462

137,894874

24,422

1,338

27,732

22,28949,033

100,392(1) Visual impairment

63

1,199

192

579

441

1,664

2,876

(2) Hearing impairment

87

1,782

1,054

1,943

1,177

1,627

5,801

(3) Intellectual disabilities532

16,29562

19,317

16,87041,54077,789(4) Physical/motor disabilities

131

4,167

30

5,016

3,007

3,420

11,473(5) Health impairment

61

979

_

877

794

782

2,453

240

10,113

161

11,113

8,799

17,42937,502(1)+(3)

1

59

16

138

96

-

250

(1)+(5)

1

17

2

6

4

14

26

(2)+(3)

9

198

57

150

122

350

679

(3)+(4)

142

6,398

12

7,363

5,738

11,94825,061(3)+(5)

14

556

-

591

570

1,095

2,256

(4)+(5)

25

945

13

998

622

801

2,434

(1)+(4)+(5)

1

35

2

28

22

25

77

(2)+(3)+(4)

3

194

15

169

147

356

687

(2)+(3)+(5)

1

39

14

41

27

61

143

(3)+(4)+(5)

25

974

4

972

855

1,719

3,550

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

1

54

4

52

51

88

195

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

1

85

7

94

56

127

284

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

16

559

15

511

489

845

1,860

Total of Schools forSpecific Disability only

Total of Schools for two or
more Disabilities

Total of teachers & staffs

95,081

Number of teachers

80,905

Number of staffs

14,176*This table is classified by the type of disabilities which each school specifies according to their school regulations.

26
33

NISE Bulletin Vol. 16 March 2017

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

Number ofclasses

Visual impairment

83

Hearing impairment

Kindergarten
dept.

Elementary
dept.

Lower
secondary
dept.

Upper
secondary
dept.

2,269

215

1,767

1,229

2,505

5,716

118

2,859

1,174

3,139

1,943

2,369

8,625

Intellectual disabilities

745

29,569218

34,73727,987

61,204

124,146

Physical/motor disabilities

345

12,248132

13,541

8,316

10,10032,089Health impairment

145

7,568

32

7,490

5,604

6,924

20,050Total*In this table, the number of schools, classes and children enrolled were counted based on disability category respectively, so that these numbers were
multi-counted if they are related to two or more disabilities.

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

Lower secondary schools

Total

Number ofclassesNumber ofchildren

Number ofclassesNumber ofchildren

Number ofclassesNumber ofchildrenIntellectual disabilities

16,927(45.4%)

66,720(47.8%)

8,505(49.3%)

33,495(54.1%)

25,432(46.6%)

100,215(49.7%)

Physical/motor disabilities

2,061(5.5%)

3,286(2.4%)

785(4.5%)

1,086(1.8%)

2,846(5.2%)

4,372(2.2%)

Health impairment

1,237(3.3%)

2,112(1.5%)

555(3.2%)

918(1.5%)

1,792(3.3%)

3,030(1.5%)

Low vision350(0.9%)

407(0.3%)

90(0.5%)

103(0.2%)

440(0.8%)

510(0.3%)

Hard of hearing699(1.9%)

1,075(0.8%)

297(1.7%)

443(0.7%)

996(1.8%)

1,518(0.8%)

Speech and language disorders479(1.3%)

1,541(1.1%)

110(0.6%)

150(0.2%)

589(1.1%)

1,691(0.8%)

Autism/ Emotional disturbance

15,571(41.7%)

64,385(46.1%)

6,920(40.1%)

25,772(41.6%)

22,491(41.2%)

90,157(44.7%)

37,324

139,526

17,262

61,96754,586

201,493

Total
Number of teachers in charge

40,003

18,87858,881

Number of schools established

16,085

7,851

23,936*The secondary schools are not included here. There are no special classes in those schools.
*Special needs education classes for Autism/Emotional disturbance was substituted for ones for Emotional disturbance since 2009.

26
34

NISE Bulletin Vol. 16 March 2017

Recent Policy and Status on Special Needs Education in Japan(4) Number of children receiving special needs services in resource rooms, number of teachers in charge,
number of ordinary schools in which resource rooms are established - public institution Elementary
schools

Lower secondary
schools

Total

Speech and language disorders

34,908(43.2%)

429(4.5%)

35,337(39.1%)

Autism12,067(14.9%)

2,122(22.3%)

14,189(15.7%)

Emotional disturbance

8,863(11.0%)

1,757(18.5%)

10,620(11.8%)

Low vision139(0.2%)

22(0.2%)

161(0.2%)

Hard of hearing

1,691(2.1%)

389(4.1%)

2,080(2.3%)

Learning disabilities

10,474(13.0%)

2,714(28.6%)

13,118(14.6%)

Attention deficit hyperactivity disorder

12,554(15.5%)

2,055(21.6%)

14,609(16.2%)

Physical/motor disabilities

61(0.08%)

7(0.07%)

68(0.08%)

Health impairment11(0.01%)

7(0.07%)

18(0.02%)

80,768

9,502

90,270

Number of teachers in charge

5,913

986

7,006 *1

*1 The data includes 107 teachers ofschools for special needs education.

Number of schools established

3,830

705

4,607 *2*2 The data includes 72 schools for special
needs schools.

Total(5) National demographic data for schooling of children
Compulsory education stage(elementary and lower secondary)
Number of children enrolled (all)10,098,611(100.0%)15,181,228(100.0%)

Number of children receiving special needs education
Breakdownof above

361,696(3.6%)

429,657(2.8%)

Enrollment in special schools

69,933(0.7%)

137,894(0.9%)

Enrollment in classes for special needs education

201,493(2.0%)

201,493(1.3%)

Number accessing resource rooms

90,270(0.9%)

90,270(0.6%)

40(0.0004%)

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

Breakdownof above

All stages(kindergarten to upper secondary)

Health impairment/Growth retardation

40

Enrolled in children’s facilities/corrective
institutions

28

Multiple nationality

3,246

Others421*The number of children enrolled in schools for special needs education and special classes include all national, public and private institutions while those ofresource rooms came from the data of public institution only.

26
35

NISE Bulletin Vol. 16 March 2017

Recent Policy and Status on Special Needs Education in Japan(6-1) Trend of the enrollment rates belong to the classes for children with multiple disabilities counted by disability
categories among all children in the schools - totals for national, public and private institutions –① Elementary and lower secondary department

Total (%)

1985

1990

1995

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

36.6

38.3

43.8

45.1

44.6

43.4

43.5

43.3

43.1

42.8

42.5

41.2

41.2

41.1

40.1

39.1

38.2

37.7

37.2

26.6

30.9

35.4

41.9

43.3

43.8

42.3

44.5

46.4

46.0

47.0

48.8

46.5

44.3

45.1

41.0

42.2

41.9

41.0

12.7

12.7

15.7

17.9

17.4

17.9

17.9

18.4

19.4

18.8

19.6

26.1

24.9

24.7

24.8

25.0

25.7

26.1

26.5

34.1

34.0

37.2

37.6

36.7

34.9

34.9

34.3

34.3

34.3

35.9

34.9

34.5

34.2

33.3

31.9

31.1

30.6

30.1

53.9

59.9

71.4

75.0

74.9

74.4

74.8

75.3

75.4

75.3

66.1

64.5

63.8

63.8

61.7

59.7

58.0

57.2

56.0

33.3

33.0

31.4

32.5

34.1

35.9

37.9

38.5

39.5

39.3

44.4

44.8

45.5

45.5

43.3

43.1

43.8

43.6

43.0

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

②Upper secondary department
1985
Total (%)

1990

1995

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

15.6

18.8

23.9

23.2

23.0

23.1

22.4

22.4

22.0

22.1

21.3

21.0

19.9

19.5

19.0

19.0

18.5

18.3

7.2

8.0

7.6

7.9

8.3

8.0

7.5

7.7

7.9

8.1

15.8

15.6

15.4

16.8

16.0

17.2

18.1

19.1

5.3

6.0

7.9

7.3

7.2

8.0

8.9

9.5

7.9

8.0

18.8

18.3

16.9

15.9

15.5

16.3

16.8

17.4

9.0

13.6

17.9

17.1

16.5

16.8

16.2

16.5

16.3

17.8

17.4

16.8

15.9

15.6

15.1

15.1

14.6

14.5

32.3

51.1

60.5

59.5

60.8

60.8

59.6

58.1

57.9

46.9

43.7

41.8

40.3

37.9

36.4

35.7

34.6

34.4

28.8

30.6

45.1

45.0

44.5

44.5

41.6

44.2

39.5

39.5

37.7

39.1

33.9

31.6

31.2

32.1

32.3

31.0

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

26
36

NISE Bulletin Vol. 16 March 2017

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

Upper secondary dept.

Total

secondary dept.

Total

Number ofEnrolment

Number ofEnrolment

Number ofEnrolmentchildrenratechildrenratechildrenrate

25,99837.2

12,19518.3

38,19328.0(1) Visual
impairment

475

46.6

223

13.4

698

26.0

(2) Hearing
impairment

664

21.3

236

14.5

900

19.0

(3) Intellectual
disabilities

9,185

25.4

4,560

11.0

13,74517.7(4) Physical/motor
disabilities

6,617

82.5

2,473

72.3

9,090

79.4

(5) Healthimpairment

576

34.5

305

39.0

881

35.9

(1)+(3)

43

18.4

-

-

43

18.4

(1)+(5)

7

70.0

-

-

7

29.2

(2)+(3)

76

27.9

15

4.3

91

14.6

(3)+(4)

5,503

42.0

2,897

24.2

8,400

33.5

(3)+(5)

299

25.8

196

17.9

495

21.9

(4)+(5)

1,241

76.6

521

65.0

1,762

72.8

(1)+(4)+(5)

35

70.0

19

76.0

54

72.0

(2)+(3)+(4)

106

33.5

57

16.0

163

24.3

(2)+(3)+(5)

15

22.1

2

3.3

17

13.2

(3)+(4)+(5)

682

37.3

401

23.3

1,083

30.5

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

23

22.3

20

22.7

43

22.5

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

98

65.3

48

37.8

146

52.7

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

353

35.3

222

26.3

575

31.2

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

37

NISE Bulletin Vol. 16 March 2017

Recent Policy and Status on Special Needs Education in Japan(7) Situations after graduation①Situations after graduation from lower secondary department of schools for special needs education orclasses for special needs education of lower secondary regular schools- totals for national, public and private institutions -Number of
graduatestudents

Schools for
special needs
education

Number of
students whoentering higher
education

Number of
students whoentering
training
institutions

Number of
students whoentering work
life

Number of
students whoentering
institutions or
medicalinstitutions

Others

Total

9,967
(100.0%)9,799(98.3%)

10(0.1%)

6(0.06%)

86(0.9%)

66(0.7%)

Visualimpairment

167(100.0%)166(99.4%)--

1(0.6%)－（---）

Hearing
impairment454(100.0%)453(99.8%)---

1(0.2%)

Intellectual
disabilities

7,294(100.0%)7,192(98.6%)

6(0.08%)

5(0.07%)

41(0.6%)

50(0.7%)

Physical/motor
disabilities

1,657(100.0%)1,633(98.6%)--

20(1.2%)

4(0.2%)

Healthimpairment

395(100.0%)355(89.9%)

4(1.0%)

1（0.3％）

24(6.1%)

11(2.8%)

18,227(100.0%)17,153(94.1%)

426(2.3%)

169(0.9%)Classes for special needs
education479(2.6%)*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.

②Situations after graduation from upper secondary department of schools for special needs education- totals for national, public and private institutions -Number of
graduatestudents

Schools for
special needs
education

Number of
students whoentering higher
education

Number of
students whoentering
training
institutions

Number of
students whoentering work
life

Number of
students whoentering
institutions or
medicalinstitutions

OthersTotal

20,532(100.0%)428(2.1%)

376(1.8%)

5,909(28.8%)

12,961(63.1%)

858(4.2%)

Visualimpairment

302(100.0%)98(32.5%)

13(4.3%)

49(16.2%)

110(36.4%)

32(10.6%)Hearing
impairment

468(100.0%)183(39.1%)

28(6.0%)

180(38.5%)

66(14.1%)

11(2.4%)

Intellectual
disabilities

17,522(100.0%)73(0.4%)

267(1.5%)

5,515(31.5%)

11,002(62.8%)

665(3.8%)

Physical/motor
disabilities

1,829(100.0%)49(2.7%)

32(1.7%)

106(5.8%)

1,553(84.9%)

89(4.9%)

Healthimpairment

411(100.0%)25(6.1%)

36(8.8%)

59(14.4%)

230(56.0%)

61(14.8%)*Upper columns are for the number of students and lower columns are for its share (%) to the total. The total of all the rates above does not reach 100%
because of the round off.

37
38

NISE Bulletin Vol. 16 March 2017

Recent Policy and Status on Special Needs Education in Japan(8-1) Trend of the enrollment rates in upper secondary department of schools for special needs education after
graduation from lower secondary department of schools for special needs education or classes for special needs
education of lower secondary regular schools - totals for national, public and private institutions [As of March in each year]
1985

1990

1995

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

61.4

67.2

77.5

90.1

90.7

92.0

91.3

92.1

92.7

94.2

93.7

94.7

95.0

95.6

95.8

95.8

95.8

96.3

92.5

90.8

91.4

94.4

92.5

95.4

94.2

95.3

93.6

96.3

99.4

97.6

98.4

97.6

97.6

98.0

95.5

94.6

96.8

95.6

95.2

95.4

94.5

93.8

96.6

94.6

96.9

96.0

92.0

96.9

94.2

95.7

91.1

93.1

91.1

93.8

56.7

66.8

81.2

94.5

94.4

95.8

95.1

95.8

96.9

97.4

97.0

97.8

97.5

98.2

98.5

97.9

98.3

98.5

74.5

78.1

84.6

94.1

95.5

95.0

94.3

95.5

94.6

96.7

96.7

96.9

95.9

96.3

97.4

97.1

96.9

97.0

22.8

28.5

31.0

42.9

46.4

42.9

45.3

45.0

47.7

49.9

50.0

50.4

52.4

53.1

51.5

53.9

51.7

55.9

25.9

39.7

52.1

62.2

64.9

73.1

62.6

64.6

64.8

65.5

70.2

69.7

70.0

67.3

66.5

65.2

63.4

61.4

Total
Visualimpairment
Schools

Hearingfor

impairment
specialneeds
education

Intellectual
disabilities
Physical/motor
disabilities
Healthimpairment

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

1985

1990

1995

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

33.0

35.7

29.2

22.0

20.5

19.4

20.4

20.5

22.7

23.1

24.3

23.7

23.6

24.3

25.0

27.7

28.4

28.8

25.5

27.6

18.3

12.6

13.3

11.9

11.9

17.0

14.4

12.4

15.3

19.1

21.4

16.3

10.9

13.4

17.6

16.2

48.5

47.6

37.0

31.4

29.3

25.5

31.5

34.4

32.4

35.4

42.4

35.1

33.5

34.5

32.7

37.3

36.1

38.5

37.8

40.7

33.4

25.5

23.7

22.4

23.2

23.2

25.3

25.8

27.1

26.4

26.7

27.4

28.4

30.2

31.1

31.5

19.2

20.2

13.0

6.5

6.6

6.0

6.4

6.1

7.7

7.7

11.8

11.0

9.7

12.0

10.5

7.1

6.5

5.8

8.5

18.6

18.0

8.0

6.1

10.1

13.0

10.3

15.4

18.5

16.4

12.1

11.0

12.2

14.6

18.0

17.5

14.4

Total

Visualimpairment
Schools

Hearingfor

impairment
specialneeds
education

Intellectual
disabilities
Physical/motor
disabilities
Healthimpairment

37
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NISE Bulletin Vol. 16 March 2017

Recent Policy and Status on Special Needs Education in Japan(9) The status of homebound education in the upper secondary department
of schools for special needs education - national, public and private institutions Prefectures

Number of schools

Number of children

2001

All the prefectures

261

895

2002

All the prefectures

269

1,012

2003

All the prefectures

266

1,038

2004

All the prefectures

257

936

2005

All the prefectures

249

934

2006

All the prefectures

235

923

2007

All the prefectures

248

929

2008

All the prefectures

248

948

2009

All the prefectures

244

942

2010

All the prefectures

248

894

2011

All the prefectures

238

931

2012

All the prefectures

235

949

2013

All the prefectures

238

940

2014

All the prefectures

235

929

2015

All the prefectures

237

857

(10) Expenditure of school education per one child - public institution Public
Schools for special needs education
Elementary schools
Lower secondary schools[FY 2013]

Expenditure of school education
7,043,301 Yen

Expenditure per child enrolled in schools for special needs education is912,044

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

1,043,471

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

37
40

NISE Bulletin Vol. 16 March 2017

Summaries of the Research Papers

English Abstracts of the Research Papers from Bulletin of The National Institute of Special Needs
Education or “国立特別支援教育総合研究所研究紀要”, Vol. 43, 2016.
1. NISHIMURA Takahiro, DOI Kouki, UMESAWA Yumi, MATSUMORI Harumi, FUJIMOTO Hiroshi, WADA Tsutomu (2016). Evaluating
the effect of character spacing ratio on the readability of Paper-based braille using a variable size braille printing system, Bulletin of The
National Institute of Special Needs Education, Vol. 43, pp.1-12, 2016

Evaluating the effect of character spacing ratio on the readability ofPaper-based braille using a variable size braille printing system
NISHIMURA Takahiro, DOI Kouki, UMESAWA Yumi, MATSUMORI Harumi, FUJIMOTO Hiroshi, WADA Tsutomu

Abstract: In specialized courses at schools for the blind and in Braille lessons offered by social welfare organizations, many people withacquired visual impairments cannot learn to adequately read Braille. In addition to the common Braille patterns being difficult to read forBraille reading beginners, one of the reasons is the scanty knowledge of Braille book manufacturing companies regarding what Braillepatterns would be easy to read for beginners. This study focused on character spacing, which readily affects Braille reading ability, todetermine a suitable character spacing ratio (ratio of character spacing to dot spacing) for beginners. Specifically, considering beginners withacquired visual impairments who are unfamiliar with reading Braille, we quantitatively evaluated the effect of character spacing ratio on
Braille readability through an evaluation experiment using sighted subjects with no experience of reading Braille. Results revealed suitablecharacter spacing ratio to make reading easy for Braille beginners.
Key words: Paper-based Braille, People with Visual Impairments, Character Spacing Ratio, Variable Size Braille Printing System,
Readability

2. YANAGISAWA Akiko, KATO Atsushi, IIJIMA Anna (2016). Support for parents caring for pre-school children with autism at the
pre-school department of a special needs school, Bulletin of The National Institute of Special Needs Education, Vol. 43, pp. 13-28, 2016.

Support for parents caring for pre-school children with autism at
the pre-school department of a special needs school
YANAGISAWA Akiko, KATO Atsushi, IIJIMA Anna

Abstract: This study was to clarify what support was needed by parents caring for pre-school children with autism enrolled in a special
needs school. The study focused on two cases of home support as recorded in the teaching log of a teacher in charge of the pre-school
department. A questionnaire was completed by 16 mothers who participated in a group session for the parents at the school. The following
important points were revealed: (1) teachers need to apprise themselves of what parents really think and understand their needs; (2) parents
were always greatly concerned about the practical aspects of caring for their child; (3) opportunities were created to encourage independence
on the part of parents. It is suggested that teachers should be encouraged to always try and understand the parents’ situation and should
provide activities to parents to positively motivate them and have them approach things from their child’s point of view.
Key words: pre-school children with autism, parent support, group session for parents, home support

41

NISE Bulletin Vol. 16 March 2017

Summaries of the Research Papers

3. OKAMOTO Kunihiro (2016). The results of a functional behavioral assessment of a juvenile with higher brain dysfunction due to an
intellectual disability: Consultation with teachers of special support class in elementary school, Bulletin of The National Institute of Special
Needs Education, Vol. 43, pp. 29-44, 2016

The results of a functional behavioral assessment of a juvenile withhigher brain dysfunction due to an intellectual disability:
Consultation with teachers of special support class in elementary school
OKAMOTO Kunihiro

Abstract: The purpose of current study was to investigate the results of a functional behavioral assessment of a juvenile with higher brain
dysfunction due to an intellectual disability in special support class of elementary school and, through consultation, whether guidance andsupport that made for a contextual fit could be provided. The problem behavior that was the subject of support involved such non-classroom
activities as lunch room situations, going out to use the toilet, etc. Four teachers provided guidance and support based on functional behavioral
assessment made by author. As a result, the behavioral problems of the subject juvenile were reduced, and appropriate interactions between
the juvenile and the teachers increased. Moreover, teachers came up with their own content and methods of guidance.There were indications
that the functional behavioral assessment and support based on an understanding of the teacher's guidance and support aims contributed to a
reduction of behavioral problems. Future issues were studied from the point of view of the appropriateness of multiple factors and whatconnections there might be between the issues and welfare organs.
Key words: Higher brain dysfunction, Intellectual disability, Functional behavioral assessment, Special support class, Consultation,
Contextual fit

4. MORIYAMA Takashi (2016). Study of educational needs of students with mental disorders or psychosomatic disease: Based on research
surveying teachers at special needs school “A” for students with health impairments, Bulletin of The National Institute of Special Needs
Education, Vol. 43, pp. 45-58, 2016

Study of educational needs of students with mental disorders or
psychosomatic disease: Based on research surveying teachers at
special needs school “A” for students with health impairments
MORIYAMA Takashi

Abstract: This study discusses the components of the educational needs of students with mental disorders or psychosomatic disease. Basedon research trends from 1995 to 2014, research on the educational needs of students with mental disorders or psychosomatic disease wasconducted by surveying teachers at special needs school “A” for students with health impairments. As a result of analysis using the KJ
method, students’ educational needs were classified into 6 categories (Psychology, Sociality, Learning, Physical activity and condition, School
life, Self-management) and 38 sub-categories. A future task is to verify the validity of these components of educational needs.
Key words: mental disorders, psychosomatic disease, educational needs, education of children with health impairments

42

NISE Bulletin Vol. 16 March 2017

Summaries of the Research Papers

5. TAKEDOMI Hirofumi, OZAKI Yuzo, MATSUMI Kazuki, WAKUI Megumi, YOKOO Shun (2016). A Study on the learning evaluation
system of two types of special needs schools for students with intellectual disabilities: comparing schools with only a high school section andthose with two or more sections, Bulletin of The National Institute of Special Needs Education, Vol. 43, pp. 59-80, 2016.

A Study on the learning evaluation system of two types of special needs
schools for students with intellectual disabilities: comparing schools with
only a high school section and those with two or more sections
TAKEDOMI Hirofumi, OZAKI Yuzo, MATSUMI Kazuki, WAKUI Megumi, YOKOO Shun

Abstract: This research aims to compare the situation of learning evaluation as practiced by special needs schools for students withintellectual disabilities at two kinds of school: those consisting of only a high school section (A-group) and those consisting of two or more
sections, such as an elementary and junior high school section (B-group). The method is by questionnaire. The result was that learning
evaluation in A-group is more highly organized and systematized in terms of the structure of the system by which learning evaluations arecollected and the standardization of the forms used for learning evaluation.
In addition, A group questionnaires returned were marked by the following more than in the case of B group: reliability of results, guaranteeof validity, teachers’ understanding of the relationship between each point of view of evaluation, and consciousness of the systematic
utilization of learning evaluation.
Furthermore, B group questionnaires returned suggested that the system of learning evaluation in B-group was not as robust as that in
A-group in terms of the following: maintenance of the organization which manages learning evaluation, and the consciousness of the teacher
using the form.
In conclusion, a flexible structure is required by which learning evaluation can be performed for every level of lesson, teaching unit, andoverall level for the year. It is important to maintain a learning evaluation structure which brings these levels together in its organization andsystematization.
Key words: Learning evaluation by point of view, special needs education school (intellectual disabilities) which has only a high school
section, learning evaluation system, lesson improvement, curriculum improvement

6. KANAMORI Katsuhiro, ARAYA Yosuke, DOI Kouki, NISHIMURA Takahiro, NIIHIRA Shizuhiro (2016). Survey regarding how to search
for assistive technology devices and teaching materials in special needs education, Bulletin of The National Institute of Special Needs
Education, Vol. 43, pp. 81-88, 2016.

Survey regarding how to search for assistive technology devices andteaching materials in special needs education
MUNEKATA Tetsuya

Abstract: A survey was conducted regarding ways of searching the internet for special needs education teaching materials, in order tomarshal information about websites are searched. It was found that keywords were used for searching materials much more than the categoryof the materials was looked at. Regarding categorization, keyword searches, which allow for a variety of search methods, were consideredeasier than searches of a fixed category directory. This knowledge was useful during the creating of the new portal site.
Key words: assistive technology device, teaching materials, Web search

43

NISE Bulletin Vol. 16 March 2017

Summaries of the Research Papers

7. MATSUMI Kazuki (2016). Current state of, and issues in, evaluating learning in education of the intellectually disabled: Reviewing researchbulletins and records of teaching practice of schools for the intellectually disabled, Bulletin of The National Institute of Special Needs
Education, Vol. 43, pp. 89-98, 2016.

Current state of, and issues in, evaluating learning in education of
the intellectually disabled: Reviewing research bulletins andrecords of teaching practice of schools for the intellectually disabled
MATSUMI Kazuki

Abstract: This study aims to establish the current state of, and issues in, evaluating learning in educating the intellectually disabled. The
current state of evaluating learning can be summarized into three points. Firstly, many schools’ learning assessments consist of written
descriptions of the state of achievement of targets. Secondly, few schools take an analytic approach such as the “four perspectives forassessing learning”. Thirdly, many schools’ teaching plans lack specified procedures for assessing learning. Rather, they assess theachievement of learning targets by observation; yet this assessment by way of monitoring a child’s learning performance in the classroom
makes it difficult to make analytical or multidisciplinary assessments in the education the intellectually disabled.
Key words: Analytical assessments, multidisciplinary assessments, Observatio

44

NISE Bulletin Vol. 16 March 2017

Editorial Board
SASAMORI Hiroki (Chairman)

HOSHI Yuko

IKOMA Yoshio (Chief Editor)

WAKABAYASHI Kazusa

HANDA Ken

ARAKI Masami

KOBAYASHI Jun

TANAKA Nobuaki

TSUTSUI Jun

NISE Bulletin Vol. 16
March 2017
Published by
National Institute of Special Needs Education
5-1-1 Nobi, Yokosuka, KANAGAWA, 239-8585 JAPANURL：http://www.nise.go.jp/

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