ISSN 0389-9012

NISE A-15

NISE Bulletin
Vol.15

March 2016

National Institute of Special Needs Education, JapanNISE Bulletin Vol. 15 March 2016

Contents

NISE’s Activities
Research Projects for FY2015

1

Research Summaries of the Final Reports of the Research Projects in 2015

12

Report on NISE International Symposium on Special Needs Education

15

Other Topics

17

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

25

Recent Data on Education for Children with Disabilities in Japan

30

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. 42, 2015

38

NISE Bulletin Vol. 15 March 2016

NISE's Activities

Research Projects for FY 2015
Category

Specialized
Research A

Specialized
Research B

Research
Unit

Research
LeaderMedium-term Specific Research (Research on an
Inclusive Education System)
Research Related to Structuring for the Purpose ofDevelopment of an Inclusive Education System-Creation of Guidelines (Draft) for Research–

Perspective Unit

SASAMORI
HirokiFY
2015

Practical Research on Curriculums at School andClasses for Special Needs Education that Contribute to
the Future Development of Special Needs Education

Promoting Unit

NAGANUMA
ToshioFY
2014-2015

Medium-term Specific Research (Research on
Application of ICT in Special Needs Education)
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—

ICT/AT Unit

KANAMORI
Katsuhiro

FY
2014-2015

Medium-term Specific Research (Research on
Application of ICT in Special Needs Education)
Research on Appropriate Digital Textbook Formats andthe Utilization of Digital Textbook Data in the Education ofChildren with Visual Impairments—Based on Current Conditions and Issues in Japan andSurveys of Conditions Abroad—

Visual Impairments
Unit

TANAKA
Yoshihiro

FY
2014-2015

Practical Research on the Enhancement of Course
Instruction and Activities to Promote Independence in
Education for Children with Hearing Impairments—A Quest for the Continuity and Sharing of Expertisefrom the Perspective of Teaching Materials Use—

Deaf and Hard of
Hearing Unit

HARADAKimihito

FY
2014-2015

The Way of Organization of Education Curriculums
Based Upon the Capabilities Required in the Future inIntellectual Disability Education-Focus on Aims and Contents of Subjects at Schools forChildren with Intellectual Disabilities-

Intellectual
Disabilities Unit

MATSUMI
KazukiFY
2015-2016

Research on Utilization of the Resource Center Functionsof Special Needs Education Schools for the Education ofStudents with Physical/Motor Disabilities at Elementary
and Junior High Schools—Taking the Needs of Elementary and Junior HighSchools into Consideration—

Physical/Motor
Disabilities UnitTOKUNAGA
Akio

FY
2014-2015

A Research Related to the Educational Needs ofChildren with Chronic Illnesses in the Context ofDevelopment of an Inclusive Education System,
Reasonable Accommodation, and Preparation of
Fundamental Environments.

HealthImpairments Unit

KUSAKA
Naomi

FY
2014-2015

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

MAKINO
YasumiFY
2015-2016

Research Title

1

Research
PeriodNISE Bulletin Vol. 15 March 2016

NISE's Activities

Research on Activities to Promote Independence ofChildren with Autism Enrolled in Classes for Special

Autism Unit

Needs Education
Specialized
Research B

Category

Research on the Current Status and Future Form ofDevelopmental

Instructional Settings and Assistance for Children with

Disabilities andDevelopmental Disabilities

Emotional—A Focus on Surveys of Resource Room-based

Disturbances

Instruction—

Unit

Collaborating
Institution

Research Title

YANAGISAWFY

A Akiko2014-2015

UMEDA

FY

Mari

2014-2015

Research
LeaderResearch
PeriodPreparation and Evaluation of In-School Tactile Guide

WasedaDOI

FY

Maps for Children with Visual Impairments

University

Kouki

2013-2015

KANAMORI

FY

Katsuhiro

2013-2015

Institute of
Research on the Development of Networks for Assistive
Equipment Use in Special Needs Education

Collaborative—Development of Assistive Networks in Collaboration

Researcheswith Technical Colleges—

National
Colleges ofTechnology,
Japan; Sendai
National College
of Technology
National Center

A Field Survey of Hospital Schools at Pediatric Cancer

for Child Health

NIIHIRAFY

Centers with an Analysis of Related Issues

andShizsuhiro

2014-2015

Development

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NISE Bulletin Vol. 15 March 2016

NISE's Activities
Outlines of Research Projects for FY 2015
Specialized Research A

Medium-term Specific Research (Research on an Inclusive Education System)

Study Related to Structuring for the Purpose of Development of an Inclusive
Education System–Creation of Guidelines (Draft) for Research –Research unit: Perspective Unit

“Research for Teacher’s Professional Standards and Development

Research Leader: SASAMORI Hiroki

of Teacher Training Program in Inclusive Education System

Researchers:(FY2011-2012);

KUBOYAMA Shigeki (Sub-leader), ITO Yumi, OKAMOTO

and, as a comprehensive summing up “Practical Study on

Kunihiro, ISHIZAKA Tsutomu, MORIYAMA Takashi, SAWADA

Establishing a Support Regime for Developing an Inclusive

Mayumi,

Education

FUJIMOTO

Hiroto,

MAKINO

Yasumi,SAITO

System,ThroughthePracticesin

Schools

and(draft)for

Yumiko, IKOMA Yoshio, KOUDA Ryoichi, TOKUNAGA Akio,

Communities in Model Projects(FY2013-2014);

OZAWA Michimasa, MATSUMI Kazuki, WAKUI Megumi,

And

OSAKI Hirofumi, MURAI Keitaro, KAIZU Akiko

Development of an Inclusive Education System in Schools andResearch period: FY2015

communities”.

drawing

upof“Structural

Guidelines

Based upon a report of the central council for education, actual
Abstract:

investigations were carried out in the practical realms of gathering

This study consisted of three separate study projects concerningmaterials including research results and documents created up to“Research into Inclusive Education Systems:

this time and model projects of the Ministry of Education, Culture,“Study on Consideration and Special Guidance to Children who

Sports, Science and Technology, and gathering information on the

Need Special Support in Developing

trends in the various overseas countries, demonstrating thean Inclusive Education

guidance of the action of the local government and the school.

System (FY2011- 2012);

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
Research unit: Promoting Unit

Education” closely examined five points that had been cited as

Research Leader: NAGANUMA Toshio

issues in the findings of a nationwide survey: schools for the

Researchers:

special needs education that address multiple disabilities

KUSAKA Naomi (Sub-leader), HARADA Kimihito, OZAKI Yuzo,

categories; classifications of curriculums and course systems;

KOBAYASHI Michiyo, KANEKO Takeshi, YANAGISAWA

vocational education; joint activities and learning; and relationship

Akiko, KAMIYAMA Tsutomu, ATSUMI Yoshikata

between activities to promote independence and other fields andResearch period:

subjects. A survey of special needs education classes in three

FY2014-2015

prefectures was also conducted in parallel with that project and
Abstract：

identified current conditions and challenges in the field.

In FY 2012–2013, a project in specialized research A on theThis study indicated the importance of aiming toward

theme,

improvement by means of appropriate assessment of organization“ResearchonCurriculum

Development

andand actual implementing of education curriculums that meet the

Implementation for Schools and Classes for Special Needs

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NISE's Activities
broad variety of needs in the realm of schools for special needs

assessment of education curriculums.

education, and the necessity to consider “ special education

At classes for special needs education, we will carry out interview

curriculums” in the context of classes for special needs education.

investigations with the people in charge of classes, and on-site

Based upon these matters, this study aims toward the following

investigations of municipal boards of education and summarize thematters concerning curriculums at schools and classes for special

present situation and problems to be addressed in the context of theneeds education.

organization and practical application of education curriculums.

At schools for special needs education, we will carry out a

Further, we will indicate the ways of thinking and concrete

questionnaire survey of the special needs

examples of organization and practical application of “special

education schools

throughout our country as the subject, and onsite local

education curriculums.”

investigations of organizations cooperating in the study (schools

We look forward to practical utilization of the results of this study

for special needs education), and we will thus clarify the present

as basic materials relating to improvement of the standards ofsituation and the problems to be addressed in the context of

education curriculums and reference materials for consideration of

education curriculums.

education curriculums at schools for special needs education and in

In addition, we will indicate the viewpoints and methods forclasses for special needs education.

Specialized Research A

Medium-term Specific Research (Research on Application of ICT in Special Needs Education)

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—
disabilities.

Research unit: ICT/AT Unit

A MEXT report titled “Development of Educational Materials

Research Leader: KANAMORI Katsuhiro
Researchers:

for Students with Disabilities” (August 2013) notes that NISE

UMEDA Mari (Sub-leader), MUNEKATA Tetsuya, NIIHIRA

provides information on favorable examples of the utilization of

Shizuhiro, DOI Kouki, TANAKA Yoshihiro, YOKOO Shun,outside experts for technical assistance relating to ICT and

TAKEDOMI Hirofumi, TAMAKI Munehisa, SADAOKA Koji,

assistive equipment. In that context, we feel that this research

ARAYA Yosuke, NISHIMURA Takahiro

project will be of significant value.
To that end, the project will comprise surveys of the

Research period: FY2014-2015

development of ICT/AT equipment and teaching materials at
special needs education schools nationwide as well as a limited

Abstract:
In two earlier projects implemented in FY 2011–2013 that had tonumber of elementary, lower secondary, and upper secondary

do with medium-term specific research themes on the application

schools, assemble data on issues pertaining to the utilization ofof information and communication technology (ICT) in special

these tools and materials, and prepare a summary of salientneeds education, the central issues for attention were the study ofexamples of educational instruction utilizing ICT/AT equipment

digital textbooks and teaching materials and research on teaching

and teaching materials, by types of disabilities.

materials and instructional methods that utilize ICT for the

NISE will manage a Portal Site for Special Needs Education

education of children with different types of disabilities. To foster

Materials as one element of its program to promote the widespread

fresh advances in ICT research that has been performed to date,acceptance and utilization of assistive equipment and otherthis project organizes its findings on the utilization of ICT withteaching materials. Accordingly, we intend to publish and broadly

cooperation from research units focused on specific types ofdisseminate the findings of this research project through that site.

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NISE Bulletin Vol. 15 March 2016

NISE's Activities

Specialized Research B

Medium-term Specific Research (Research on Application of ICT in Special Needs Education)

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 unit: Visual Impairments Unit

where advanced undertakings are already under way and provide

Research Leader: TANAKA Yoshihiro

recommendations for action in Japan, and (2) propose formats for

Researchers:

digital textbooks aimed at children that read braille.

SAWADA Mayumi (Sub-leader), KANEKO Takeshi, DOI Kouki,

The research methodology for (1) will comprise the collection

MUNEKATA Tetsuya

and organization of information on current conditions and issues

Collaborative Researcher: KANAMORI Katsuhiro

on the basis of field surveys in leading industrial nations (the US,

Research period: FY2014-2015

South Korea, etc.), web searches, and reviews of relevant literature.
For (2), information and ideas pertaining to formats for digital

Abstract:

textbooks (e.g., hardware designs, features, and functions) aimed at

It is currently anticipated that digital textbooks and instructionalchildren that read braille will be assembled through researchmaterials for children will be introduced and come into widespread

meetings with experts and teachers at schools for special needs

use. However, no decisions have been made with regard toeducation (for children with visual impairments).

effective methods for the utilization of digital data in textbooks for

The aforementioned compilation of information on current

children with visual impairments or the formats of digitalconditions and issues will conceivably contribute to the proper

textbooks (e.g., hardware designs, features, and functions) for

management and application of digital textbook data for children inchildren that read braille. Given that state of affairs, this research

Japan with visual impairments as well as the development andproject will (1) conduct a study of conditions in other countries

utilization of digital textbooks for children that read braille.

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 unit: Deaf and Hard of Hearing Unit

instructional methods for children with hearing impairments should

Research Leader: HARADA Kimihito

be carried on and shared, we decided to shed light on these

Researchers:materials and how they are used.

SADAOKA Koji, FUJIMOTO Hiroto

For this research project, we intend to implement demonstration

Research period: FY 2014-2015

lessons in Japanese language, arithmetic and mathematics, and thestudy of activities to promote independence, with assistance from

Abstract：

cooperating schools for the deaf. Through research meetings with

The findings of NISE’s nationwide survey of conditions

the participation of university professors and other researchpertaining to the retention and use of instructional materials at

collaborators and visits to collaborating research institutions, we

special needs education schools (hearing impairments) found thatwill explore the selection and utilization of instructional materials

in many cases, such institutions prepared and retained suchthat facilitate achievement of the goals of course curriculums andmaterials on their own. Accordingly, as expertise on curriculum

activities for the promotion of independence.

5
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NISE Bulletin Vol. 15 March 2016

NISE's Activities
It is anticipated that the knowledge obtained through this research

independence, and supplemental course instruction not only atwill be a useful addition to the reference literature for course

schools for the deaf but at elementary schools in which children

instruction-related considerations, activities to promote.

with hearing impairments are enrolled.

Specialized Research B

The Way of Organization of Education Curriculums Based Upon the Capabilities
Required in the Future in Intellectual Disability Education— Focus on Aims and Contents of Subjects at Schools for Children with Intellectual
Disabilities —Research unit: Intellectual Disabilities Unit

children with intellectual disabilities. The purpose of this study is

Research Leader: MATSUMI Kazuki

to analyse the aims, contents, and methods of each subjects forintellectual disability education in terms of the capabilities required

Researchers:
MEIKAN

Shigeru(Sub-leader),WAKUIin the future in order to consider how the way of education

Megumicurriculums should be.

(Sub-leader),TAKEDOMI Hirofumi, MURAI
Keitaro, YOKOO Shun, KAMIYAMA Tsutomu, HANDA Ken

Literature review and the analysis of data on schools cooperating

Research period: FY 2015-2016

in research will reveal how to teach the capabilities required in the
future on each subjects. Based on result, we will make the ways

Abstract:

and models for concerning new education curriculum organization.

The aim, the contents, and the method of each subjects areThis is useful as reference materials for consideration of

focused as a point of view about the capabilities required in theorganization of education curriculums for special classes for

future (MEXT, 2014), at present. The Minister of Education,

intellectual disabilities. And these documents will be useful in the

Culture, Sports, Science and Technology requested the Central

context of consideration of the national curriculums guideline forCouncil for Education to discuss about the improvement of each

intellectual disability education in the next phase.

subject forSpecialized 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 Elementary
and Junior High Schools—Taking the Needs of Elementary and Junior High Schools into Consideration—
Research unit: Physical/Motor Disabilities Unit

In the context of promoting special needs education for

Research Leader: TOKUNAGA Akio

developing an inclusive education system, utilization of the

Researchers:

resource center functions of special needs education schools is

ARAYA Yosuke (Sub-leader), NAGANUMA Toshio,

expected to play an important role. Compared to special needs

KANAMORI Katsuhiro, IKOMA Yoshio

education schools, elementary and lower secondary schools have

Collaborative Researcher: SAITO Yumiko

not devoted nearly enough study to center functions. A report,

Research period: FY 2014-2015

moreover, indicate that community contributions attributable to theresource center functions of special needs education schools forstudents with physical or motor disabilities have not been as

Abstract:

7
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NISE Bulletin Vol. 15 March 2016

NISE's Activities
extensive as the contributions attributable to schools enrolled

students with physical or motor disabilities enrolled in elementary

students with other disabilities. Accordingly, for the purpose ofandproviding suitable guidance to students with physical or motor

regularclasses); (3) field surveys aimed at elementary and lower

disabilities enrolled in elementary and lower secondary schools,

secondary schools

this research will focus on the utilization of resource center

disabilities are enrolled, as well as special needs education schools

functions by teachers in charge of regular or special needs classes

that provide support

in which such students are enrolled, shed light on approaches torelevant undertakings abroad.

utilization by elementary and lower secondary schools and support

This study will obtain results consisting of the stance of support

from special needs schools, present cases of good practices, andfrom special needs education schools, based upon the stance ofprovide proposals for future orientations.

utilization of the resource center functions of special needs

This research project will apply the following four approaches to

education schools by elementary and lower secondary schools andstudy: (1) reviews of relevant literature; (2) surveys (e.g., fullthe needs of those elementary and lower secondary schools.

surveys of instructional practices at special needs education classes

It is anticipated that the findings of this research project will help

for students with physical or motor disabilities and the utilizationenrich and improve promoting special needs education forof center functions ; sampling surveys of learning conditions fordeveloping an inclusive education system.

lower

secondaryschools,

includingconditions

inin which students with physical or motor
to these schools; and (4) the study ofSpecialized Research B

Research on the Educational Needs of Children with Health Impairments andEducational Considerations Reflecting Those Needs—A Qualitative Assessment of Educational Considerations
for Children with Chronic Illnesses—
Research unit: Health Impairments Unit

This research aims to reclassify the educational needs of children

Research Leader: KUSAKA Naomi

with chronic health conditions, shed light on educational

Researchers:

accommodation to reflect those needs, as well as enhancement of

MORIYAMA Takashi (Sub-leader), NIIHIRA Shizuhiro“reasonable accommodation” and ”preparation of fundamental

Research period:

environments” according to individual needs. In FY 2014, data for

FY 2014-2015

this research on “educational accommodation and needs” are
Abstract:

gathered

Advances in medicine and healthcare in recent years have beenchildren with health impairments). In FY 2015, expanded fieldaccompanied by sweeping changes in the educational environment

surveys to target the classes for special needs education, etc. will

for children with chronic health conditions. Not only has thebe added. Through the analysis of the obtained information, thesesituation become increasingly diversified for children with healthdata

impairments at special needs schools, but the number of suchaccommodation for each educational need and will be reclassified

children enrolled in special needs classes and regular classes hason the basis of points of view (or the items) of “reasonable

also been growing. Fostering the creation of an inclusive educationaccommodation “ and “preparation of fundamental environments.”

system in the years ahead will require developing educational

The findings of this research will be assembled in a pamphlet

environments in diversified settings marked by educational“Educational Accommodation for the Educational Needs ofcontinuity (regular classes, resource room-based instruction,

Children with Health Impairments (tentative)”, and published forclasses for special needs education, and special needs schools) as

the use in-service trainings and workshops

well as expanding the range of “reasonableboards and other organizations.

accommodation”

made for children with health impairments.

7

through field surveys of special needs schools (for

from

the

surveyswillbesummarized

educational

held by education

NISE Bulletin Vol. 15 March 2016

NISE's Activities

Specialized Research B

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

speech and language disorder education, in terms of two themes,

Research Leader: MAKINO Yasumi

the first of which is consideration and development of methods

Researchers:

aimed toward maintenance and enhancement of speciality of

KUBOYAMA Shigeki (Sub-leader), KOBAYASHI Michiyoteachers responsible for language classrooms, and the second of

Research period:

which is the role that language classrooms will play in

FY 2015-2016

development of inclusive education systems.
Abstract:

In terms of methods, considerations will be made concerning theMaintenance and enhancement of speciality about language

carrying out of investigations on documentary research by means

therapy have become a problem in the context of languageof research presentation and bulletins related to speech andclassrooms, (resource rooms for children with speech and language

language disorder education, investigations on the researchdisorders, and special classes for children with speech andorganization of teachers responsible for language classrooms in all

language disorders).

parts of Japan, as well as summarization of the actual situation in

On the other hand, due to the large number of children who havethe various activities of language classrooms in all parts of Japan in

the aspect of language among their problems in the process of

preliminary and preparatory research that was carried out in fiscal

maturation that have appeared, it is thought that great expectations

2014, and field research to language classroom.

are being held for the role played by people with speciality in

Expectations are held for these research results to serve in thelanguage classrooms aimed toward development of inclusive

development

education systems.

enhancement of speciality, and support systems in language

In the face of this situation, this study is aimed at consideration

classrooms throughout all Japan.

of

actualaccomplishments,

maintenance,and preparation from the standpoint of utilization of speciality inSpecialized Research B

Research on Activities to Promote Independence of Children with Autism Enrolled inClasses for Special Needs Education
Research unit: Autism Unit

classes due to problems stemming from the characteristics of their

Research Leader: YANAGISAWA Akiko

disorders or cognitive. The importance of providing children with

Researchers:

autism with activities to promote independence has been noted. On

OKAMOTO Kunihiro (Sub-leader), ISHIZAKA Tsutomu,

the other, the correlations between instruction of subject and

WAKABAYASHI Kazusa

activities to promote independence remain unclear in classes for

Research period: FY 2014-2015

special needs education for children with intellectual disabilities. It
is necessary to marshal them.

Abstract:

First, this research will strive to present condition and issues for

Even if children with autism enrolled in special needs education

activities to promote independence of children with autism

classes for children with autism/emotional disturbances are capable

enrolled in classes for special needs education with questionnaireof learning the subject matter taught to children in the same school

surveys (sampling surveys) aimed at teachers in charge of classes

grade, in some cases they may face learning difficulties in regularfor special needs education . Next, key points to construct lesson of

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NISE Bulletin Vol. 15 March 2016

NISE's Activities
activities to promote independence will be indicated through

It is anticipated that this research will enable teachers in charge ofpractices applied by collaborating schools. Additionally, theclass for special needs education to gain a deeper understanding ofsignificance of activities to promote independence for children

thewith autism will be considered.

independence for children with autism, and lead to the enrichment

significanceandessentials

ofactivities

topromoteof it.

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 Support Service in Resource Rooms—
Research unit: Developmental Disabilities and Emotional

The goal of this research is to probe the effective ways to educate

Disturbances Unit

the students with DD based on the results of survey planed as

Research Leader: UMEDA Mari

follows. This questionnaire survey will be carried out nation-wide

Researchers:

to investigate the actual conditions of school settings and ways of

ITO Yumi (Sub-leader), SASAMORI Hiroki, KOUDA Ryoichi,

teaching for the students with DD. The questionnaires will be send

KAIZU Akiko, TAMAKI Munehisa, NISHIMURA Takahiro,

to all boards of education of municipalities in Japan and asked

ATSUMI Yoshikata

about settings, ways of teaching and additional service. Based on

Research period: FY 2014-2015

the issues elucidated by a survey in the first year of this study,inquiring survey will be conducted to the selected boards of

Abstract:

education of municipalities to investigate detailed feature of

According to survey findings released by the Ministry ofeffective education and additional service for students with DD in

Education, Culture, Sports, Science and Technology (MEXT) in

the second year of this study. The results extracted from integral

December 2012, 6.5 percent of all children enrolled in regularanalysis of these surveys will unveil the ideal model of education

school classes are thought to have developmental disabilities (DD).

and additional service for students with DD, and policy-oriented

At present, schools and local education agencies are improvising

recommendations will be done focusing on special needs service intheir own instructional approaches for the children with DD based

resource rooms.

on a variety of settings and methodologies.

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NISE's Activities

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—
The purpose of this research project will be to develop—andCollaborative Institution: Waseda University
Research Leader: DOI Kouki

evaluate the usability of—prototype versions of indoor tactile

Researchers:

guide maps equipped with text-to-speech functions that enable

NISHIMURA Takahiro (sub-leader), KANAMORI Katsuhiro,

visually impaired students at special needs education schools to

TANAKA Yoshihiro, SAWADA Mayumi

find classrooms and other facilities on school grounds or within

Collaborative Researcher: KANEKO Takeshi, OOUCHI Susumu

school buildings.
Furthermore, we plan to verify whether similar indoor tactile

Research period: FY 2013-2015

guide maps can be produced with existing tactile map-producing
equipment that has already been introduced into school systems.

Abstract:

We will then evaluate the feasibility of producing instructional

Children with visual impairments who attend special needs

materials within the educational setting.

education schools have a need for tactile guide maps that enable
them to locate classrooms on school grounds or inside school

If this research demonstrates that such indoor tactile guide maps

buildings. However, given that it takes students years to develop

can be utilized effectively within educational settings, that finding

the ability to readily understand such maps using their sense of

can be expected to lead to future activities designed to enable thetouch, information support that adds verbal information is also

safe and spontaneous mobility of children with visual impairments

needed.

at their schools.

Collaborative ResearchPreparation and Evaluation of In-School Tactile Guide Maps for Children with
Visual Impairments
Collaborative Institution: Institute of National Colleges ofof research and endeavor in this area, it will be necessary for theseTechnology, Japan; Sendai National College of Technology

institutions to explore related issues and develop needed systems

Research Leader: KANAMORI Katsuhiro

that

Researchers:

development and support.

facilitatethesharingofinformationonequipment

DOI Kouki (Sub-leader), ARAYA Yosuke, NISHIMURA Takahiro

Launched in collaboration with the National KOSEN Network for

Research period: FY 2013-2015

Welfareand

Educationwith Information

Technology, thisresearch project will pursue the creation of a coordinated system
Abstract:

for instructional materials development that functions as a national

Practical research on the utilization of assistive equipment iscenter for instructional materials and assistive equipment forunder way on a widespread scale nationwide with a focus on

special needs education, and will shed light on issues as perceived

special needs education schools. To date, efforts by universities,

by the special needs education field.

technical colleges, technical high schools, and other educational

Additionally, while this project is under way, work will beinstitutions to develop assistive equipment in collaboration withinitiated on the development of a system for the preparation of new

special needs education schools as well as efforts in school support

teaching materials in collaboration with technical colleges.

have been pursued as independent undertakings. To foster
heightened levels

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Collaborative Research

A Field Survey of Hospital Schools at Pediatric Cancer Centers with an Analysis ofRelated Issues
Collaborative Institution: National Center for Child Health andtheir established formats and actual operational status. This

Development

research project will comprise a survey chiefly of hospital schools

Research Leader: NIIHIRA Shizuhiro

at pediatric cancer centers and explore appropriate educational

Researchers:

formats with an analysis of undertakings by individual classes and

MORIYAMA Takashi (Sub-leader), KUSAKA Naomi

the challenges they face. As an aid to in-hospital classResearch period: FY 2014-2015

administration, the findings of this project will be shared withprefectures and government-designated municipalities that have set
up such classes.

Abstract:
A March 2013 “Notice Concerning the Enhancement ofThis research will be implemented as one of several projects

Educational Opportunities for Children under Medical Treatment”

under the theme, “A Study of Comprehensive Support for the(Ministry of Education, Culture, Sports, Science and Technology)

Healthcare, Education, and Welfare of Pediatric Cancer Patients,” astipulated measures to be taken by designated pediatric cancer

joint research undertaking with the National Center for Childcenters for their hospitalized children. Hospital schools have been

Health and Development. Plans are to combine its findings with

set up at pediatric cancer centers in individual prefectures andthe findings from related projects and produce a set of “Guidelines

government-designated municipalities but vary significantly infor the Education of Pediatric Cancer Patients (tentative).”

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NISE's Activities: Research Summaries from thethe Final
Final Reports
Reports

NISE BulletinVol. 15 March 2016

H26-A-01 (Specialized Research A)

Practical Study on Establishing a Support Regime for Developing an Inclusive
Education System-Through the Practices in Schools and Communities in Model Projectssystem development,” “government organizational management,”[Research period] FY2013-FY2014[Principal researcher] SASAMORI Hiroki“Early-stage support system (starting from infancy),” “educational[Summary]

consultations and deciding on school to be attended by students,”

This research examines information critical for creating education“reasonable accommodation and fundamental environmental

systems in each region as a result of a promoted effort aimed at

improvement,” “utilization of regional resources,” “educational

developing an inclusive education system. This is done through thespecialization,” and “social infrastructure formation.” Establishing

implementation of activities such as the “Model Project for

specific low-order items for each of these eight points were

Inclusive Education System Development” created by the Ministryorganized using the following three items: Explanations, humanofTechnology.

resources, tools, systems, etc. taken into consideration to bringInformation critical for system creation was collected from eightabout functionality, and efforts in regional case examples used forpoints through regional and school-based case studies to serve toreference.

create a grand design for a national minimum curriculum, in other[Keywords]

words, something which must be created so that the curriculum is

Inclusive education system, model project, system creation, grandthe same regardless of region. The eight points were “visions fordesignEducation,

Culture,Sports,ScienceandH26-B-01 (Specialized Research B)

Research on Strategies to Promote Organized and Systematic Learning Evaluationsin the Education of Children with Intellectual Disabilities-Through Case Studies in Special Needs Education Schools (Intellectual Disabilities)[Research period] FY2013-FY2014

that implemented systematic efforts or worked to improve[Principal researcher] OZAKI Yuzo

curriculums through means such as establishing a common point of[Summary]

view and sharing assessment periods and methods.

A report entitled “The Current State of Learning Assessments ofTherefore, the goal of this research was to reveal measures whichChild-aged Students” released in 2010 by the Central Council for

promote systematic learning assessments in special needs

Education states that “learning assessments in all schools

education. The following four points were examined based on

effectively relate to efforts designed for the improvement of

real-world data from partner research institutions and studies

educational guidance and the overall improvement of school

carried out thereby: 1. State of evaluation of learning attainments

curriculums, and that it is important to implement themfrom various viewpoints, 2. Solutions for using learning

appropriately using a plan-do-check-act (PDCA) method related toassessments to improve educational guidance, 3. Solutions foreducational guidance. However, in a study conducted during ausing learning assessments to provide support to child-aged

2012 NISE Specialized Research D project titled “Examining thestudents, and 4. Promotion of systematic learning assessments.

Status and Issues of Learning Assessments at Schools for Special

This research made it possible to present issues related to

Needs Education (Intellectual Disabilities) (Preliminary andevaluation of learning attainments from various viewpoints,

Preparatory Research)” it was revealed that there were few schools

integration of educational guidance and assessments, utilization of

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NISE's Activities: Research Summaries from the Final Reports

NISE BulletinVol. 15 March 2016

learning assessments to support the development of child-aged2014) requested the examination of “fundamental ideas regarding

students, and the development of a PDCA method for assessment

government curriculum guidelines appropriate for the new ageplanning to bring about the implementation of systematic learningwhich unify educational goals, content and learning, guidance

assessments.

methods, and learning assessment status,” and it is thought that the

Furthermore, a statement of request for deliberation from thepromotion of learning assessment within the systematic learning

Minister of Education, Culture, Sports, Science and Technology

assessment PDCA method created by this research will serve as aprovided to the Center Council for Education entitled “Status ofreference.

Elementary and Secondary Education Curriculum Standards, Etc.”[Keywords](Ministry of Education, Culture, Sports, Science and Technology,

Intellectual disabilities, learning assessments, integration of
educational guidance and assessments, curriculum management

H26-B-02 (Specialized Research B)

Research on Development of Information Packages that Contribute to theAssessment, Establishment of Educational Goals and Contents,
and Evaluation for Students with Severe and Multiple Disabilities[Research period] FY2013-FY2014

designed to support children (and their families), who require solid[Principal researcher] SAITO Yumiko

support, now and in the future. Our partner research institution[Summary]utilized PALETTE (tentative) for 1. School wide efforts, 2. Job

The aims of this research are to gain an understanding of the

training, human resource development, etc., and 3. Case studies

actual conditions surrounding severely disabled children, establish

and similar investigations. Devising ways to utilize the information

goals and content for educational guidance, create an information

package allowed it to play a helpful role in designing andpackage which provides important points and information

implementing educational plans (individual educational support

necessary for the PDCA process for adequate assessments,

plans and individual educational guidance plans). In addition, theguidance, and improvements in support, and verify the ease of use

research was able to verify that the information package became aof such information and its usefulness in actual school

tool which prompted educators to reflect on matters and allows

environments. In this research, severely disabled children, forfellow faculty to share their understanding and policies pertaining

which the information package is designed for, are defined as

to children. Furthermore, the research examined points to be“Children who have complex and varied needs, meaning that they

improved regarding the information package for its future

require solid support.”In addition, we created PALETTE (tentative),

distribution.

an information package which aids in the creation and[Keywords]

implementation of individual educational support plans, individualChildren requiring solid support, person-centered planning,educational guidance plans, etc. from a person-centered planning

individual educational support plans, individual educational

perspective where education plans are created and implemented

guidance plans

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NISE's Activities: Research Summaries from the Final Reports

Vol. 15 March 2016

H26-K-01 (Collaborative research)

Practical Research on the Evaluation of Three-Dimensional Teaching Materials
Fabricated with 3-D Printers for the Education of Children with Visual Impairments[Research period] FY2013-FY2014

three-dimensional[Principal researcher] OOUCHI Susumu

three-dimensional tactile teaching materials for the education of[Summary]

children with visual impairments. It then goes into great detailThis research was conducted by NISE as a collaborative research

about the characteristics of 3D printers which use fused deposition

with Chiba Institute of Technology in FY2013 and FY2014 titledmodeling (hereinafter “FDM”), a 3D printing technique that is“Practical Research on the Evaluation of Three-Dimensional

thought to become widely used at educational institutions in the

Teaching Materials Fabricated with 3-D Printers for the Education

future, and points to consider for their use. Section IV introducesof Children with Visual Impairments” for examining the state ofthree-dimensional tactile teaching materials for the education of

three-dimensional tactile teaching materials created using 3Dchildren with visual impairments actually created with a 3D printerprinters for the education of children with visual impairments using

to serve as teaching material prototypes. Section V shows, throughthe sense of touch. Section I, the introduction, discusses thean experimental method, the importance of gaining a solidbackground, purpose, and method of this research, and talks about

understanding about the special characteristics of each printerhow the report is organized. Section II talks about the significancebefore selecting one from the perspective of creating tactileof three-dimensional teaching materials used for the education ofteaching materials. Although there are various 3D printers on thechildren with visual impairments. By showing examples of goodmarket, molding precision, surface texture, and other factors differ

practices of students who are visually impaired, it is specificallyaccording to model. Sections II, III, IV, and V have been arranged

shown that three-dimensional tactile teaching materials are veryin the form of a guidebook with easy to understand expressions.

important in the education of children with visual impairments.

[Keywords]

SectionVisual impairments, tactile teaching materials, 3D printers, ICT

III

providesgeneralinformation

about

the

12
13
14

molding

which

is

used

to

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NISE's Activities

Report on International Symposium on Special Needs Education(towards a bright future for children with disabilities).

On January 21, NISE held the “NISE International Symposium on
Special Needs Education” at Hitotsubashi Hall (Chiyoda-ku,
Tokyo) for purposes of discussing the current state and issues, andclarifying the future prospects, regarding the development of an
inclusive educational system for elementary and secondary
education. Experts from France’s National Higher Education
Institute for Teacher Training and Research on Special Needs
Education (INS-HEA) and the Korean National Institute forSpecial Education (KNISE) were invited. A total of 186 people
participated, including educators, government administrators,
researchers, child guardians, students, and more.
The program comprised a keynote speech followed bypresentations from NISE and then reports and discussions by
French, Korean and Japanese symposiasts.
In the opening ceremony, addresses were delivered by Mr.

In presentations by NISE, Mr. Yorihiko Katsuno (Executive

Kazushige Shishido (President, NISE) and Mr. Shinjiro Komatsu

Director, NISE) spoke about “Actions of NISE for Development of(Director-General , Elementary and Secondary Education Bureau,an Inclusive Education System” while Ms. Yumiko Saito (Senior

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

Chief Researcher, NISE) talked about “Situation of Education forStudents with Disabilities in Foreign Countries.”

Mr.

Masayoshi

Tsuge(Professor,

Tsukuba

University;

Committeeman, Cabinet Office Committee on Policy for Persons

In the symposium, firstly, there were reports, by French, Korean

with Disabilities; President, Japan Academy for Learning

and Japanese symposiasts, on the theme of “Current Policies andDisabilities; Visiting Researcher, NISE) delivered the keynote

Challenges for Ensuring an Inclusive Education System inspeech. Based on the theme, “The UN Convention on the Rights ofElementary and Secondary Education in Each Country” Regarding

Persons

Reasonable

the efforts and issues in France, Mme. Murielle Mauguin (National

Accommodation in Educational Setting – Japanese Responses toHigher Education Institute for Teacher Training and Research on

Date and Future Prospects –” he spoke about three subjects: 1. The

Special Needs Education, France.(INS-HEA)) spoke about: 1.

UN Convention on the Rights of Persons with Disabilities, andCurrent policies and measures for ensuring an inclusive

Japan’s related efforts (aimed at ensuring the rights of persons witheducational system; 2. Current challenges in France; and 3.

disabilities);

Measures to be taken for developing an inclusive educational

withDisabilities and2.

Japan’s

Perspective

efforts

toofprovidereasonablesystem.

accommodations in education (in order to support assured learningand a fulfilling way of life); and 3. Japan’s future prospects

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Regarding the efforts and issues in Korea, Mr. Kim Suk-Jin

Following the reports, the symposiasts, together with keynote(Korean National Institute for Special Education (KNISE)) spoke

speaker Mr. Masayoshi Tsuge, engaged in discussions based on theabout: 1. The laws and ordinances related to special education andcontents of the reports. In the discussions, they exchanged

integrated education; 2. The current status of special education andinformation from their respective countries, about such subjects as

integrated education policies in Korea; and 3. The current state of

how reasonable accommodation is described in educational plans,

KNISE’s support for special education and inclusive education.

and how to train teachers who have expertise for developing an
inclusive educational system. In the discussions, valuablesuggestions were obtained from each country on issues which
Japan will be focusing on in the future, such as children withdisabilities being able to go on to college and other issues of higher
education, and the problem of building consensus on reasonableaccommodation.

Regarding the efforts and issues in Japan, Mr. Hiroki Sasamori(Research Director, NISE) spoke about: 1. Current status ofeducation for children with special educational needs; 2. NISE’s
research projects regarding development of inclusive education
system; and 3. Current situation and issues with an inclusive
educational system and to reasonable accommodation.

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Other Topics
Establishment of Portal Site for Special Needs Education Materials
The Portal Site for Special Needs Education Materials was

Portal Site for Special Needs Education Materials

established on March 30, 2015.

http://kyozai.nise.go.jp/

This web portal was established in response to a report from thePlanning Conference for Improving Teaching Materials Designed
for Students with Disabilities, which was established by the
Ministry of Education, Culture, Sports, Science, and Technology,
that stated that it is the duty of nations to “create a database for
information exchange on a national level related to teachingmaterials, assistive devices, teaching methods, application
examples, etc. which respond to conditions and special
characteristics of disabilities.
Focusing on case studies and teaching materials/assistive devices,
this web portal introduces information including research results
related to teaching materials/assistive devices which respond to
conditions and special characteristics of disabilities, and training
course information.

World Autism Awareness Day 2015
On Saturday, April 4th, 2015, the World Autism Awareness Day

Communities in Japan and around the world were lit up in blue in2015 Symposium was held in Nadao Hall which is located inobservance of World Autism Awareness Day.

Kasumigaseki, Tokyo. Over 300 people from around Japan
participated in the event. NISE took part in the planning of theWorld Autism Awareness Day Official Website

symposium by serving as a co-organizer.

http://www.worldautismawarenessday.jp/

With the theme “Supporting each other together – Forming a large
circle of individuals that come together,” the event consisted of two
symposiums with mayors from four cities participating as
symposiasts. During the first symposium, the mayors of Sanjo City
(Niigata Prefecture) and Konan City (Shiga Prefecture) spoke
about efforts for supporting childrearing starting from early stage.
During the second symposium, the mayors of Soja City (Okayama
Prefecture) and Kobe City (Hyogo Prefecture) spoke about efforts
to support children in early adolescence and efforts for job
assistance.
In addition, the World Autism Awareness Day Executive
Committee in Japan held events on Thursday, April 2nd to promoteawareness, including exhibitions and concerts at outdoor venues
and theaters together with lighting up Tokyo Tower in blue.

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100th (Commemorative) Issue of the NISE E-mail Magazine
On July 5th, 2015, the 100th (commemorative) issue of the NISE

Inoue , Director of the Division of Special Needs Education,

E-mail Magazine was published, serving as a milestone. Issue No.

Bureau of Elementary and Secondary Education, Ministry of

1 of this E-mail magazine was published in April 2007, which was

Education, Culture, Sports, Science and Technology, and Hisashi

when the special needs education system was started. Over a

Yokokura , President of the National Special Needs Education

period of around eight years since that time, the publication has

Schools Principal’s Association in commemoration of thereached its 100th issue with more than 8,000 registeredpublication reaching its 100th issue.

subscribers.

NISE will continue to help promote special needs education

The 100th (Commemorative) Issue features messages from Keiji

through this E-mail magazine.

FY 2015 Workshop for Counseling and Support Staff for School Enrolment
NISE held the Workshop for Counseling and Support Staff for

Yamaguchi Prefecture to Support Counseling for school enrolment

School Enrolment July 16-17, 2015. This workshop has been heldin cities and towns - Focusing on the Roles of Special Needs

yearly around this time since 2013 for the purpose of improving

Education Centers and Regional Coordinators” was presented as a

the professional skills of staff and enhancing counseling andprefectural level initiative, and “The state of affairs and issues

support by conducting research conferences led by persons inrelated to the counseling system in Hamamatsu City” wasleading positions related to counseling and support work

presented as an ordinance-designated city initiative. Afterwards,

performed by educational support committees (provisional name)prefectural and ordinance-designated city sectional meetings werein prefectures throughout Japan and in specified cities. 68 people

formed where lively group discussions were held by each groupfrom around the country, including supervisors of school education

while exchanging information on latest conditions and issues

from local boards of education, participated in this year’s

facing counseling and support for school enrolment in various

workshop.

regions.

The first day of the workshop featured an presentation on theadministrative and policy matters by the Ministry of Education,
Culture, Sports, Science and Technology on the state of affairs
surrounding the latest in special needs education, followed by alecture presented by a NISE researcher titled “Creating a System
which Supports Efforts Aimed at Developing Inclusive Education
Systems – A Focus on Counseling and Support for School
Enrolment.” The second day of the workshop began with thepresentation of topics under the theme “Creation of Systems andOrganizations for the Realization of Counseling for School
Enrolment through Consensus Building Involving Students,
Guardians, Schools, and Boards of Education.” “Efforts inpositions and improving guidance practices in school dormitories.

FY 2015 Workshop for Leaders of Guidance Practices in Dormitories
of Schools for Special Needs Education
NISE held the Workshop for Leaders of Guidance Practices in

71 people from around the country, including school dormitory

Dormitories of Schools for Special Needs Education from July 23

guidance staff, participated in this year’s workshop.

to July 24, 2015. This workshop has been held yearly around thisThe first day of the workshop featured a presentation on thetime since 2001 for the purpose of improving in each prefecture theadministrative and policy matters by the Ministry of Education,

professional skills of school dormitory guidance staff in leadership

Culture, Sports, Science and Technology titled “Promotion of

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Special Needs Education Administration,” followed by a lecture

Education for Deaf and Hard of Hearing, Education for Intellectual

presented by a NISE researcher titled “Disaster-Prevention

Disabilities, Education for Physical/Motor Disabilities, andMeasures for Creating Safe and Secure Schools.” The second day

Education for Health Impairments. The Senior Specialist forof the workshop began with lectures by participants pertaining toSpecial Needs Education , Ministry of Education, Culture, Sports,

guidance practices in school dormitories, including “Thoughts on

Science, and Technology, and principles/teachers from special

Career Education in School Dormitories – The Supports thatneeds schools (for intellectual disabilities and physical/motor

Visualizes Students’ Lives after Graduation,” and “Guidance Plans

disabilities) attended these separate section meeting based lectures

for Individual School Dormitories” Initiative – Based on Fouras guidance advisors who participated in passionate debate until

Years of Implementation.” These talks were followed by separate

the workshop was brought to a close.

section meeting based lectures: Education for Visual Impairments,

FY 2015 Children's Day for Visiting Kasumigaseki
A corner was set up where people could experience using

by many children and their guardians. They had the opportunity

educational materials and assistive devices designed to support

to actually experience using educational materials and assistive

children with developmental disabilities at the Children’s Day for

devices, took photos of items on display, deeply listened tovisiting Kasumigaseki event July 29-30, 2015, which is held

explanations. Guardians could be seen asking questions as well.

annually for the purpose of deepening the understanding of thepolicies of governmental departments and other organizations,while serving as an experience activity for children to learn more
about society during summer vacation. The corner was also set up
by NISE at the former Ministry of Education, Culture, Sports,
Science and Technology building (6th floor, Lecture Hall No. 2).
Since the theme of this year’s event was developmental disabilities,NISE brought and displayed items from the Information Center of
Education for Persons with Developmental Disabilities for display
which included educational materials, such as writing materials
andsoftware,assistive

devices,andposters

relatedtodevelopmental disabilities.
There was also a corner set up at the main venue which was visited

FY 2015 Workshop for Leaders of Education for Developmental Disabilities
NISE held the Workshop for Leaders of Education for

Culture, Sports, Science and Technology titled “The state of affairs

Developmental Disabilities from July 30 to July 31, 2015. Thisand issues concerning education for children with developmental

workshop has been held yearly for the purpose of contributing todisabilities” followed by a lecture presented by a NISE researcher

enhancing guidance and support at regional public organizations bytitled “Creating a System which Supports Efforts Aimed at

improving specialized knowledge and skills through means

Developing Inclusive Education Systems – A Focus on Support forincluding group discussions by educators in leading positions inChildren with Developmental Disabilities.”

each prefecture related to guidance and support for children withOn the second day of the workshop, two sectional meetings weredevelopmental disabilities. 107 people from around the country,

formed in which topics were presented and group based

including teachers from special needs schools and preschools,

discussions were held. With the theme “Continuous support fromelementary schools, middle schools, and high schools as well aspreschool to elementary school,” sectional-meeting 1 presented

supervisors of school education from local boards of education,

topics centering on “Continuous support from preschool toparticipated in this year’s workshop.

elementary school – Deeply connecting with children’s growth

The first day of the workshop featured a presentation on thethrough efforts by preschool education centers.” With the theme

administrative and policy matters by the Ministry of Education,“Continuous support from middle school to high school until

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NISE BulletinVol. 15 March 2016

NISE's Activities
graduation,” sectional-meeting 2 presented topics centering on

developments based on reports given by each participant. It was a“Case examples of continuous support from middle school to highgood opportunity which allowed participants to look at efforts

school until graduation – Supporting ‘Work’”. Later in group basedwhich should be taken in educational environments from various

discussions consisting of 6 to 8 people in each group participatedpoints of view.

in a lively information exchange centering on information and new

FY2015 Workshop for Practical Use of Teaching Materials andAssistive Devices, etc for Special Needs Education
NISE held the Workshop for Practical Use of Teaching Materials

Information Center of Education for Persons with Developmental

and Assistive Devices, etc for Special Needs Education from

Disabilities, a Snoezelen room , and facilities of the Research Unit

August 17 to August 18, 2015. Designed for leaders in eachfor Natural Living Environment .

prefecture, this workshop was held as an activity to promote thePortal Site for Special Needs Education Materials, which was
newly created at the end of the 2014 fiscal year as a NISE project
for the promotion of special needs education teaching materials.
The first day of the workshop featured an administrative talkpresented by the Ministry of Education, Culture, Sports, Scienceand Technology on the newest teaching materials and assistive
devices used in special needs education followed by a special
lecture presented by Kenryu Nakamura, professor at Tokyo
University. On the second day, a workshop was conducted led by
Hisashi Ogawa, lecturer at Hyogo University of Teacher Education.
In addition, participants toured NISE’s i-Library (room withspecial needs education devices and similar items on display), the

NISE holds Research Exchange Meeting and Study Report Meeting with the National
Institute for Educational Policy Research
NISE, together with the National Institute for Educational Policy

Institute for Educational Policy Research and the Ministry of

Research (NIER) , held a Research Exchange Meeting on August

Education, Culture, Sports, Science and Technology. At the same

28, 2015

time, assistive devices and teaching materials related to reported

in the first floor lounge of the former Ministry of

Education, Culture, Sports, Science and Technology building.

research topics were displayed. Participants deeply listened to theThis meeting included reports given on research activities

talks given by researchers.

conducted at both institutes, and an opinion exchange regarding
common topics surrounding education, such as the future state ofschools for developing an inclusive education system, future
curriculums, guidance methods, and the state of training for
guidance staff.
In addition, a Study Report Meeting was held after the Research
Exchange Meeting was concluded. The Study Report Meeting
included research topics related to the development of an inclusive
education system completed in 2014, use of 3D printers, andreports on trend in foreign countries related to inclusive education
systems. Participants consisted of principals and teachers from
special needs schools, including researchers from the National

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FY2015 Open Day
NISE held an Open Day event on November 7, 2015. 383 people,

becoming teachers called “NISE Cafe,” mini lectures related toincluding educators, university students, guardians, and local

characteristics of developmental disorders. These are just some of

citizens, participated in the event.

the many activities of the day.

During this year’s Open Day event, NISE introduced its research
results and efforts taken, provided an opportunity for guests to

In addition, a screening of the film “Minna no Gakko (school forexperience various disabilities through simulations, displays andeverybody)” and a blind soccer experience activity were held asdemonstrations of teaching materials, tools, and assistive devices

newly planned activities. Many of the participants were crying

for special needs education, introduced thoughts and support

after watching the film. Also, watching the participants who tried

approaches on living environments for children with disabilities,

to play blind soccer, the fear of not being able to see as well as the

conducted an exchange event with university students who plan on

importance of using one’s voice could be felt.

FY 2015 Workshop for Leaders of Promoting Joint Activities and Learning
education from local boards of education, participated inthis year’s workshop.
The first day of the workshop featured a presentation on theadministrative and policy matters by the Ministry of
Education, Culture, Sports, Science and Technology, topic
presentations on educational practices, and other activities.
On the second day of the workshop, sectional-meetings
were formed which held group discussions. During thegroup discussions, people enthusiastically exchanged
information and opinions based on reports given by eachparticipant.

The Workshop for Leaders of Promoting Joint Activities andLearning was held at NISE for a two day period from
November 19 to November 20, 2015.
This workshop is held annually for educators in the positionof promoting exchange between students with disabilities
and students without disabilities and joint learning in eachregion for the purpose of developing an inclusive education
system. 70 people from around the country, including
educators from special needs schools, elementary schools,
and middle schools as well as supervisors of school

World Autism Awareness Day 2015 in Yokosuka
On December 5, 2015, “World Autism Awareness Day 2014
in Yokosuka” was held under the joint sponsorship of theSpecial Needs Education School for Children with Autism
affiliated by University of Tsukuba with support from
Yokosuka City and the Yokosuka Municipal Board of
Education.

This year, which marks the sixth year of the event, under the themeof “Let’s learn about the world of autism - Let’s expand small
relationships” which was continued from last year, programs werecarried out, including (1) Screening of the film “Simple Simon,”(2) Mini lectures concerning understanding and ways to help
people with autism as seen in scenes in the film; and (3) Messages

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NISE BulletinVol. 15 March 2016

NISE's Activities
from students with autism from high school sections of special

Municipal Yokosuka Sogo High School, which provides assistanceneeds schools.

each year, participated as volunteers. There were many first timeOn the day of the event, about 190 participants, from small

participants at the event. Having these participants learn about andchildren and senior citizens, including the staff members,

gain an understanding about developmental disabilities, including

participated in the programs. In addition, students of Yokosuka

autism, is related to realizing a society where anyone, not only
people with developmental disorders, can live happily.

Fiscal 2015 Tsujimura Award Ceremony and Memorial Lecture
The “Tsujimura Award” is given to people for their outstanding

Disabilities,” which was an extremely valuable opportunity for thecontributions or distinguished research in the field of special needs

members of NISE.

education. The award has been established in long commemorationof the posthumous influence of the late Yasuo Tsujimura who was
the first president of the NISE and who exerted unstinting efforts
toward promotion and development as Japan’s leading expert in thefield of special needs education.
At the selection committee meeting held in November, Mr. Koji
Nishikawa (Chairman of the Japanese Association of Education
for Children with Physical Disabilities ) was chosen as therecipient of the fiscal 2015 year “Tsujimura Award,” and on
December 17, 2015, an award ceremony and memorial lecture
were held at the NISE.
For the memorial lecture, Mr. Nishikawa gave a speech titled“Myself, NISE, and Education for Children with Physical

FY 2015 Overseas Trip Report and Study Meeting Related to Education Policy
Trends in Other Countries
NISE staff from other countries, to learn about education
policy trends in other countries, and provide an opportunity
for deep discussions on where inclusive education systemdevelopment is heading in Japan.

“Overseas Trip Report and Study Meeting Related to
Education Policy Trends in Other Countries” was held at
NISE on December 18, 2015.
The purpose of the event is to share information gathered by

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This is a two-part event. In the first half, a lecture was given by

support conducted by the educational support section of NISE for

NISE Visiting Researcher Mr. Susumu Oouchi titled “Education

guardians, teachers, etc. related to Japanese schools in otherof Children with Disabilities in Denmark.” In addition tocountries.

addressing what was learned from the country and what the

NISE’s Survey, International Research, and Co-operation section in

speaker would like to learn, the speech consisted of five topics:

Department of Policy and Planning works to frequently holdDiversity (Culture free of comparisons with others without being

convenient briefing sessions at our institute for the purpose ofconcerned about people being the same in various aspects.

rapidly sharing information when staff return to Japan from

Individuality is valued.), Team Based Support (teamwork byoverseas. In contrast, overseas information reports and speeches

paramedical staff plays a role in the education of children withrelated to education policy trends in other countries as introduced

disabilities), Consistent Support (consistency of support is easily

here are considered to be important. Therefore, we plan to holdmaintained through team performance without personnel changes),

continue holding such events once a year. We would like toLife Options (Providing choices to children with disabilities duringcontinue creating opportunities for providing and sharing important

their lives provides flexibility, makes their lives easier, and also

information on overseas education.

helps in creating their careers), and Flexibility and Study Style(Development of individuals rather than competition is given
importance in compulsory education. This will allow for thedevelopment of an inclusive education system in which children
with various needs can easily function).
In the second half, reports focusing on overseas information were
given one after the other by NISE staff. Reports on “Support at
Shanghai Japanese School, HongQiao Campus in China” and“Participation in Conferences of Japanese Schools Located in
France, North America, and the European Region, and Visit to
National Higher Education Institute for Teacher Training andResearch on Special Needs Education (INS-HEA) in France”
providedcontent

also

linkedtoeducational

guidance

FY 2015 National Institute of Special Needs Education Seminar
The FY2015 National Institute of Special Needs Education

utilization of educational resources that support school andSeminar (hereafter, the “NISE Seminar”) was held over a period ofcommunity efforts to develop an inclusive educational system. In

two days, February 25 (Thursday) and 26 (Friday), 2016, at thethis connection, a designated discussant pointed out that it is

National Olympics Memorial Youth Center; more than 800 people

necessary to recognize the diversity of children, that it is necessary

participated. Its theme was “Promoting Special Needs Education

to perceive disabilities as arising from the interaction between thewith the Aim of Developing an Inclusive Educational System –environment and social obstacles, and that, in order to provide

Focusing on utilizing Educational Resources that Support Practices

reasonable accommodations, it is important to accuratelyof schools and communities.” On the first day, lectures and aunderstand, guide and evaluate the educational needs of each childsymposium based on the theme were carried out. On the second

while thinking about school administration and how it should be.

day, NISE’s research activities and projects were explained and its

In the activities report on the morning of the second day, an

research results were reported.

explanation was provided of the research activities, research policy,

On the first day, Mr. Hidenori Miyazaki (Special Advisor, Toyo

research

University) gave a detailed speech on providing reasonable

disseminating the fruits of research, related to the 4th

accommodations in school education, while also outlining the Act

Medium-Term Objectives and Medium-Term Plan, which will be

related to Promoting Elimination of Discrimination due tocarried out starting in the fiscal year 2016. Moreover, new

Disabilities, which will be implemented April, 2016. In theundertakings were introduced, including the Collaborative

symposium that followed, reports from the standpoints of school

Research Project on Practices in Local Communities and theeducation, school administration, etc., were made about theestablishment of Center for Promoting Inclusive Education

23

system,research

subjects,

and

the

methodofNISE BulletinVol. 15 March 2016

NISE's Activities
System.

issues of curriculum of special needs education schools and special

In the projects report, each of the following was explained: mattersneeds education classes revealed through questionnaire surveys

related to international research, the Portal Site for Special Needs

and interviews; Examination of places of education and provision

Education Materials, the distribution of lectures via the Internet,of supports for children with developmental disabilities with aand the ICT-Application Laboratory.

focus on special support services in resource rooms; Issues andIn the afternoon, research results were reported and question andprospects of application of ICT for assuring reasonableanswer sessions were conducted in sectional meeting style. The

accommodations.

topic of each sectional meeting was as follows; Current status and

24
14

NISE Bulletin Vol. 15 March 2016

Recent Policy and Status on Special Needs Education in Japan

Promotion of Special Needs Education for
Developing an Inclusive Education System
Special Needs Education Division,
Elementary and Secondary Education Bureau,
Ministry of Education, Culture, Sports, Science and Technology (MEXT)

１Current Situation of Special Needs Education
Children with disabilities, need to be given appropriate education

developmental disabilities such as Learning Disabilities (LD),with special consideration for the degree of each condition of

Attention-Deficit/Hyperactivity

disability and their individual educational needs, so that they canhigh-functioning autism and requests for finding educational

maximize their possibility, become independent, and take part inrequirements from the early stage have been growing. In addition,society. Therefore, special textbooks for them, faculties with expert

the percentage of enrollment to high school level special needs

knowledge and experience, and wheel chair accessible structure

education school increases, and students with disabilities haveare in use at schools for special needs education and classes formore chances after graduation. In consideration of all situations,special needs education at primary and secondary schools (which

the School Education Act was amended in June of 2006. And,are hereinafter referred to as public schools). Also, In addition toprevious school system for the blind, deaf and otherwise wasspecial support services in resource rooms, each person’s

converted into “special needs education school system” which can

educational need is filled by disabled-friendly teaching methods

manage two or more types of disabilities in order to handle

such as achievement based teaching and teaching in small groups,

multiple disabilities. Schools for special needs education should

1

Disorder(ADHD),and effective use of Special Needs Education Assistants in thegive advice and support about the educational matters of students

public school classes.

with disabilities by using their highly specialized knowledge andst

As of May 1 2014, approximately 406,000 students belong toskills at the request of public schools, so that they play a role as aschools for special needs education, classes for special needs

center system of special needs education (functioning as a resource

education of public schools and special support services incenter) in the community. Also in public schools, fosterage of2

resource rooms .

Among them, the students at the stage of

special needs education for students with disabilities including

compulsory education were about 339,000, or 3.3% of all students

development disabilities is specifically set by law.

at the same educational stage. The number of students taking

Along with the issue of Revised Basic Law for Persons withclasses at schools for special needs education, in the public school

Disabilities in August of 2011, the law set out that necessaryclasses, or by special support services increases year after year.

measures such as better education content, methods and so on must

And, the rate of students who weren’t mentally challenged, but had

be taken with the best effort possible to enable students witha possibility of developmental disability is around 6.5% when the

disabilities and other students to study together as much as

Ministry of Education, Culture, Sports, Science and Technology

possible. The purpose is to give people with disabilities good

(MEXT) carried out research in 2012.

education suitable for their ages, abilities, and characteristics ofIn recent years, the seriousness, overlap, and diversification of

their disabilities.

disabilities was increased. Demands for supporting students with

2 Actions for Fostering Special Needs Education(1)Looking at the Future Direction of Special Needs Education

Assembly in December of 2006 and took effect in May 2008.

Treaty for the rights of people with disabilities (Convention on the

The Japanese government signed the treaty in September 2007

Rights of Persons with Disabilities) was adopted at the Generaland ratified it in January 2014.

1

Employees who assist school life and give learning support to children with disabilities in public schools.

2

Offering extra class in public school for children with mild disabilities (excluding intellectual disability) to reverse their disabilities.

25

NISE Bulletin Vol. 15 March 2016

Recent Policy and Status on Special Needs Education in JapanThe government was trying to conclude the convention as soon as

We summarized the points to prevent and deal with abuse topossible and was discussing how to adjust Japanese laws andpersons with disabilities in July 2012, and reported how toregulations. In the field of education, our task was adapting to an

teach children under medical treatment in March 2013. The

inclusive education system. Therefore, the Special Committee of

information was made public to the relevant organizations.

the Future Direction of Special Needs Education set by the

According to the research of improving status of special

Central Education Council considered the way to develop special

needs education in fiscal 2004, public schools almost

needs education in order to establish the system. As a result,

perfectly arranges foundation such as establishment of“Promotion of Special Needs Education to Build an Inclusive“in-school committee3” to set up support system and

Education System Directed at Forming a Cohesive Society (madeappointment of “Special Needs Education Coordinator4.”

by The Subcommittee on Primary and Secondary Education)”

And also, they steadily encourage making “individualized

was released in July 2012. The report states; ① creating anteaching plans” and “individualized education support

inclusive education system in order to realize a cohesive society,plans.” Kindergartens and high schools are in progress, but②advising families about entering school and selecting a school,

are relatively behind compared to the schools.

③ enhancing reasonable accommodation and an educational
environment, ④ developing various places to study and②Allocation of Special Needs Education Assistant frompartnerships between schools, ⑤raising the expertise of teacher

Public Kindergartens to High Schools

and staff.

In public schools, there are many different types of children

Based on the report, in August 2013, the Order for Enforcementwith disabilities including developmental disability. With theof the School Education Act was revised. One of the details of theabove in mind, Japan has continued financial measures

revision was to change the past scheme where children andtowards each municipality to let it allocate a “Special Needs

students with disabilities had to attend schools for special needs

Education Assistant” who assists school life and gives

education into a new scheme where Boards of Education inlearning support to children with disabilities since 2007. The

municipalities determine what schools students should attend

financial support expanded into kindergartens from 2009

from a comprehensive viewpoint including the status of theirand to high schools from 2011. We assist allocation of

disability.

SpecialNeeds

Education

Assistants

byprovidinginformation like giving pamphlets which explain activity(2)Improving Support System Provided by Community andexamples of the assistants to the Boards of Education.

SchoolThe allocation number of Special Needs Education-Support for Children Include

Developmental

Disability-

Assistants nationally increases. (Public kindergartens: about①System Improvement to Develop Special Needs Education

5,600, public primary and secondary school: about 43,600,

Revision of School Education Act became effective after April 1st

public high schools: around 480 assistants are allocated as ofof 2007. On the same day, MEXT gave a notification called

May 1st 2014.)“FosterageofSpecialNeeds

Education(announced

byDirector-General Elementary and Secondary Education Bureau)”③Adaptation to severity and overlap of disability

to promote the efforts of Each School and the Board of

Recently, disabilities of children who attend schools for

Education. In addition to support system improvement, it also

specialmentioned basic idea and points of attention about special needs

overlapped. It is required for us to appropriately respond toeducation.

the issue. Considering these situations, Law was changed in

Our nation pays part of expense as Project for the Promotion ofJune 2006 so that the school system for the blind, deaf andSpecial Needs Education System for every school (fromotherwise changed into the system for school for special

kindergarten to high school, school for special needs education,needs education. The course of study5 for school for special

and so on.)needs education posted in March 2009 was also improved.

needs

education

becomemore

severeandIn this project, cooperation with relevant organizations, visiting
and advising school, helping by specialized team, building up and④”Medical Care” at School for Special Needs Education

opening training courses and more are conducted.

There are pre-school children and pupils who need daily

3

Committee for Special needs education led by a principal in order to establish support system through the entire school

4Specialized teacher who helps school to cooperate with related organizations (educational or medical institution) and gives parents

educational advices.

26

NISE Bulletin Vol. 15 March 2016

Recent Policy and Status on Special Needs Education in Japan
medical care at schools for special needs education, and theyschools for special needs education, primary and secondary

should be protected in order to have a safe school life.

schools, we investigated it based on a report from the Central

Therefore, MEXT and Ministry of Health, Labour and Welfare

Council for Education posted in January 2008. After that, the(MHLW) have worked together and practically studied how tocourses of study for primary and secondary school were

foster connections between schools for blind, deaf and otherwise

published the same March, and the courses of study for high(now called as special needs education school) and medical

school and school for special needs education were issued

institutions since 1998.

following March.

On the other hand, the Certified Social Worker and Certified

The course of study for school for special needs education

Careworker Act are partially revised because of “the Nursing

were updated from following points of view; ①updating its

Care Insurance Act for Strengthening the Basis of Nursing

educational curriculum along with an improvement ofService” (Act No.72 of 2011) which came into effect in June

educational curriculums for kindergarten, elementary, middle

2012. Due to this change, nursing care staff who took certain

and high school, ②enhancement of teaching contents for eachmeasure of training programs can also provide a medical care

student to adapt severity, overlap and diversification ofsuch as clearing phlegm blocked throats under certain

disability. ③ enhancement of carrier education to promoteconditions. Teachers in schools for special needs education used

students’ independence and social participation.

to provide medical care by ignoring the illegality. But, the new

Also, about special needs education in public schools, we

act makes them able to provide medical care institutionally.

specified that teachers provide students planned and organized

In October 2011, MEXT began “the Medical Care Review

teaching according to respective state of disability such as

Committee for Special Needs Education School” in order tocreating individualized teaching plans and individualized

consider whether schools for special needs education can

education support plans. Middle school and junior high school

provide safe and appropriate medical cares or not, and thelevel special needs education school have fully carried out thecommittee put together its conclusion as a report in December.

new course of study since 2012.

In response to it, MEXT notified the Boards of Education how①

to apply new act effectively to protect health and safety forchildren who need medical care.

Adaptation for Severity, Overlap, and Diversificationof Disability

In school for special needs education, in order to adapt for⑤School Enrollment Support

severity, overlap, and diversification of disability, we had

In order to support the students with disabilities, there is aregulated making individualized teaching plan, thinking out ansystem to encourage school enrollment on special needs

educational curriculum for students with intellectual disability,

education based on “the Act Related to Encouragement ofand offering in-home or hospital visitation teaching to students

School Enrollment for Special Needs Education School.”

who cannot go to school because of their disability. The new

The system is used for guarantee educational opportunities tocourse of study for special needs education was issued in

students

specialMarch 2009. It newly defines example methods such as

circumstances about attending school for special needs

cooperation between teachers and employment of outside

education and class for special needs education in public school,

experts. Also, the course of study states that faculty have tothe nation and local authorities pay whole or part of expenses

make individualized educational support plans in order to help

which is required to attend school according to their financial

students with related organization from the perspective of

capacity. For example, expense for transportation, textbook,providing appropriate teaching for each students, as well asboarding house, and so on. The purpose is to reduce parents’

adding rule, “basics to interact with other people” as a content

financial burden.

of “independent activity”.

(3)Improving Educational Curriculum for Special Needs

②

with

disabilities.

ConsideringwithEducationwith Related Organization

About educational curriculum for special needs education in

5

Carrier Education and Working Support Cooperating

It is very important for person with disability to be supported

National guideline books for making school curriculum

27

NISE Bulletin Vol. 15
13 March 2016
2014

Recent Policy and Status on Special Needs Education in Japanfor employment and achieve vocational independence in orderregulated to provide a time which both children can share,

to be independent and take part in society throughout his or her

and every school has been taking necessary steps. And

life. Nevertheless, among graduates of schools for special

now, the new course of study adds regulation of making

needs education high school division, ratio of the people who

opportunity for joint activities and learning together based

enter welfare institutions are reached 64%. At the same time,on The Basic Law for Persons with Disabilities. Besides,

ratio of people who get job are still 28% in 2014. Thus,

since 2010, MEXT have been taking on a practical

vocational independent rate is in harsh conditions. Possible

research which fosters relationship and joint educational

factors are improvement of organizing school for special needs

programs with public schools in the areas where school

education’s high school division, and the number of people

for special needs education exists and its students live.

who find employment is remaining flat although the number of

National Institute of Special Needs Education (NISE)

students attended the high school division is increasing

develops human resources that will be leaders of eachbecause of the growth of in-home or hospital visitationprefecture. It targets for teachers and teaches’ consultants,

teaching caused by increasing severity and overlap ofand holds the Research Council for Leader to Foster Joint

disabilities.

Activity and Learning.

The new course of study describes several improvements due
to enhancement of carrier education and working support; ①(4)Improving Specialty of Teachers

increasing opportunity for job experience such as long-term

The revised Basic Law for Persons with Disabilities

training at industrial fields, ②development of organizational

issued in Aug 2011 states “Related to education forframework at schools and cooperation with labour- andpersons with disabilities, the nation and local authority③ creating

expert(omitted) have to hire experts and enhance theirsubject, ”Welfare” in school for special needs education’s highqualifications, (omitted) foster development of the otherschool division where students with intellectual disability goenvironment.” Now, further improvement of teachers’

to. Now, MEXT studies development of carrier education inexpertise is required. As of May 1st of 2014, among theline with the purpose of the new course of study.

teachers working at schools for special needs education,

To foster employment of people with disabilities, a measure

the ratio of teachers who have special needs education

which unites institutions in the field of education, welfare,school teacher’s license is 72.7%, so that raising the

medical care and labour as one is required. For example,

percentage is an urgent issue.

developing measures making smooth transition not only from

Therefore, MEXT requests the Prefectural Boards ofwelfare to employment, but also from school life to working

Education to set a goal and make a plan for increasing thelife.

percentage. At the same time, we ask them comprehensive

Therefore, MEXT cooperated with MHLW in March 2013 anddecision with deep thought about status of teacher’s

issued a document to the Prefectural Boards of Education. The

license holding ratio when they employ, train, and allocate

document fosters job support activities for children withteachers. Also, we have held leader training course which

disabilities by using various measures for labor organizations

targets leaders of the Prefectural Boards of Educationsuch as working support seminar and project fostering ofsince 2006. Besides, NISE provides a variety of training

people with disabilities’ job experiment.

programs in order to raise talented person to be a leader at

welfare-related

institutions,aneweach prefecture.
③

6

Development of Joint Activities and Learning

Spending the time with children with disabilities and children(5)Actions for eliminating discrimination against

without disabilities together is not only significant for all

persons with disabilities

children to raise sociability and enrich humanity, but also very

Based on the concept of the Treaty for the rights of people

important opportunity to understand and get to know eachwith disabilities, “Act for Eliminating Discrimination

other in a right way.

against Persons with Disabilities” was adopted in June of

For that reason, former version of the course of study has

2013. This act includes prohibition of discrimination on

6

Students with and without disabilities spending some time together as part of the school activities.

28
22

NISE Bulletin Vol. 15 March 2016

Recent Policy and Status on Special Needs Education in Japanthe basis of disabilities and that of not providing reasonable(7)Efforts by National Institute of Special Needs Educationaccommodation.

(NISE)

After

that,

fundamental

policyabout

eliminating discrimination against persons with disabilities was

NISE, as the only national institute for special needs education,

made as a government decision in February of 2015. In

fosters specialized study and training about how to teachaddition, MEXT established response guideline in areas ofpreschool children, school children, and adolescent withactivities under its control, which includes concrete examples

various disabilities which include developmental disability.

of injurious discrimination and reasonable accommodation in

Moreover, it establishes “information center for developmental

November of 2015.

disability education,” and the center offers educational
information related to developmental disability and shows(6)Actions for establishing a system for special needs

lectures for teachers to educators and parents through theservices in resource rooms in high schools

internet.

In high schools, special composition of course of study like inclasses for special education and special support services inresource rooms at primary and elementary schools is notallowed within the present system. Therefore, MEXT began a
conference to consider such measures as establishing a system
for special support services in resource rooms in high schools
from October of 2015. The conference is going to present areport by the end of 2015 fiscal year.

29

NISE Bulletin Vol. 15 March 2016

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, 2014

(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

1,096

34,017

1,586

38,16830,49365,370135,617860

24,204

1,441

27,41622,04948,58699,492(1) Visual impairment

65

1,217

196

595

427

1,794

3,012

(2) Hearing impairment

88

1,793

1,140

1,937

1,233

1,622

5,932

(3) Intellectual disabilities

514

15,99669

18,83016,57240,93976,410(4) Physical/motor disabilities

130

4,216

36

5,149

3,032

3,449

11,666(5) Health impairment

63

982

_

905

785

782

2,472

236

9,813

145

10,752

8,444

16,784

36,125(1)+(3)

1

56

14

124

94

-

232

(1)+(5)

1

18

-

7

3

22

32

(2)+(3)

10

238

53

177

147

403

780

(3)+(4)

141

6,353

8

7,273

5,620

11,90524,806(3)+(5)

13

539

-

601

546

1,025

2,172

(4)+(5)

23

873

13

909

573

731

2,226

(1)+(4)+(5)

1

35

2

28

24

25

79

(2)+(3)+(4)

1

58

5

59

50

68

182

(2)+(3)+(5)

1

38

18

40

21

60

139

(3)+(4)+(5)

26

919

4

916

777

1,469

3,166

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

1

50

3

48

38

94

183

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

1

86

8

92

59

121

280

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

16

550

17

478

492

861

1,848

Total of Schools forSpecific Disability only

Total of Schools for two or
more Disabilities

Total of teachers & staffs

93,508

Number of teachers

79,280

Number of staffs

14,228*This table is classified by the type of disabilities which each school specifies according to their school regulations.

26
30

NISE Bulletin Vol. 15 March 2016

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

85

Hearing impairment

Kindergarten
dept.

Elementary
dept.

Lower
secondary
dept.

Upper
secondary
dept.

2,248

215

1,778

1,197

2,560

5,750

118

2,813

1,248

3,093

1,882

2,370

8,593

Intellectual disabilities

725

29,041

237

34,00427,37259,931

121,544

Physical/motor disabilities

340

12,090141

13,562

8,291

9,820

31,814

Health impairment

145

7,490

17

7,503

5,480

6,955

19,955Total*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

16,369(46.0%)

62,591(48.5%)

8,271(50.2%)

32,230(55.5%)

24,640(47.3%)

94,821(50.7%)

Physical/motor disabilities

2,016(5.7%)

3,205(2.5%)

780(4.7%)

1,159(2.0%)

2,796(5.4%)

4,364(2.3%)

Health impairment

1,142(3.2%)

1,992(1.5%)

480(2.9%)

781(1.3%)

1,622(3.1%)

2,773(1.5%)

Low vision317(0.9%)

365(0.3%)

92(0.6%)

106(0.2%)

409(0.8%)

471(0.3%)

Hard of hearing652(1.8%)

1,029(0.8%)

266(1.6%)

410(0.7%)

918(1.8%)

1,439(0.8%)

Speech and language disorders458(1.3%)

1,460(1.1%)

103(0.6%)

148(0.3%)

561(1.1%)

1,608(0.9%)

Autism/ Emotional disturbance

14,616(41.1%)

58,376(45.2%)

6,490(39.4%)

23,248(40.0%)

21,106(40.5%)

81,624(43.6%)

35,570129,018

16,482

58,082

52,052

187,100

Total
Number of teachers in charge

38,122

18,03056,152

Number of schools established

15,986

7,784

23,770*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
31

NISE Bulletin Vol. 15 March 2016

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

34,071(45.2%)

304(3.6%)

34,375(41.0%)

Autism11,363(15.1%)

1,977(23.6%)

13,340(15.9%)

Emotional disturbance

7,783(10.3%)

1,609(19.2%)

9,392(11.2%)

Low vision160(0.2%)

30(0.4%)

190(0.2%)

Hard of hearing

1,796(2.4%)

385(4.6%)

2,181(2.6%)

Learning disabilities

9,554(12.7%)

2,452(29.2%)

12,006(14.3%)

Attention deficit hyperactivity disorder

10,593(14.1%)

1620(19.3%)

12,213(14.6%)

Physical/motor disabilities

35(0.05%)

5(0.06%)

40(0.05%)

Health impairment

9(0.01%)

4(0.05%)

13(0.02%)

75,364

8,386

83,750

Number of teachers in charge

5,553

905

6,562 *1

*1 The data includes 104 teachers ofschools for special needs education.

Number of schools established

3,693

645

4,413 *2*2 The data includes 75 schools for special
needs schools.

Total(5) National demographic data for schooling of children
Compulsory education stage(elementary and lower secondary)
Number of children enrolled (all)10,193,001(100.0%)15,162,936(100.0%)

Number of children receiving special needs education
Breakdownof above339,511(3.3%)

406,467(2.7%)

Enrollment in special schools

68,661(0.7%)

135,617(0.9%)

Enrollment in classes for special needs education

187,100(1.8%)

187,100(1.2%)

Number accessing resource rooms

83,750(0.8%)

83,750(0.6%)

48(0.0005%)

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

48

Enrolled in children’s facilities/corrective
institutions

40

Multiple nationality

3,010

Others

506*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
32

NISE Bulletin Vol. 15 March 2016

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 (%)

1980

1985

1990

1995

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

31.0

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

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

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

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

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

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

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
1980
Total (%)

1985

1990

1995

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

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

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

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

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

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

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

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
33

NISE Bulletin Vol. 15 March 2016

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

25,89638.6

12,06318.9

37,95929.0(1) Visual
impairment

488

46.2

229

11.9

717

24.1

(2) Hearing
impairment

654

20.4

217

13.1

871

17.9

(3) Intellectual
disabilities

9,077

26.1

4,624

11.5

13,701

18.3(4) Physical/motor
disabilities

6,700

77.6

2,464

67.7

9,164

74.7

(5) Healthimpairment

590

33.4

316

38.9

906

35.2

(1)+(3)

43

20.9

-

-

43

20.9

(1)+(5)

7

63.6

1

5.3

8

26.7

(2)+(3)

89

23.5

22

5.0

111

13.5

(3)+(4)

5,538

47.6

2,793

25.6

8,331

37.0

(3)+(5)

292

27.5

175

18.0

467

23.0

(4)+(5)

1,177

90.1

520

84.7

1,697

88.4

(1)+(4)+(5)

41

83.7

21

84.0

62

83.8

(2)+(3)+(4)

59

56.2

22

31.4

81

46.3

(2)+(3)+(5)

13

19.7

1

1.6

14

11.0

(3)+(4)+(5)

673

38.3

377

25.9

1,050

32.7

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

19

22.4

21

31.3

40

26.3

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

110

75.3

54

45.8

164

62.1

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

326

35.2

206

24.1

532

29.9

*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’.

34

NISE Bulletin Vol. 15 March 2016

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

9,648
(100.0%)9,494(98.4%)

7(0.1%)

1(0.01%)

75(0.8%)

71(0.7%)

Visualimpairment

178(100.0%)177(99.4%)---

1（0.6％）Hearing
impairment

440(100.0%)440(100.0%)---Intellectual
disabilities

7,005(100.0%)6,911(98.7%)

4(0.06%)-

45(0.6%)

45(0.6%)

Physical/motor
disabilities

1,638(100.0%)1,603(97.9%)--

16(1.0%)

19(1.2%)

Healthimpairment

387(100.0%)363(93.8%)

3(0.8%)

1（0.3％）

14(3.6%)

6(1.6%)

17,342(100.0%)16,318(94.1%)

355(2.0%)

145(0.8%)Classes for special needs
education524(3.0%)*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

19,576(100.0%)418(2.1%)

381(1.9%)

5,557(28.4%)

12,565(64.2%)

655(3.3%)

Visualimpairment352(100.0%)99(28.1%)

10(2.8%)

62(17.6%)

148(42.0%)

33(9.4%)Hearing
impairment

440(100.0%)177(40.2%)

25(5.7%)

159(36.1%)

65(14.8%)

14(3.2%)

Intellectual
disabilities

16,566(100.0%)70(0.4%)

259(1.6%)

5,145(31.1%)

10,636(64.2%)

456(2.8%)

Physical/motor
disabilities

1,790(100.0%)42(2.3%)

51(2.8%)

116(6.5%)

1,480(82.7%)

101(5.6%)

Healthimpairment

428(100.0%)30(7.0%)

36(8.4%)

75(17.5%)

236(55.1%)

51(11.9%)*Upper columns are for the number of students and lower columns are for its share (%) to the total. The total of all the rates above does not reach 100%
because of the round off.

34
35

NISE Bulletin Vol. 15 March 2016

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]
1980

1985

1990

1995

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

59.7

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

89.6

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

94.8

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

49.9

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

71.9

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

24.0

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

11.5

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

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

1980

1985

1990

1995

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

42.7

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

30.2

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

49.7

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

57.9

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

24.5

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

Total

Visualimpairment
Schools

Hearingfor

impairment
specialneeds
education

Intellectual
disabilities
Physical/motor
disabilities
Healthimpairment

34
36

NISE Bulletin Vol. 15 March 2016

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

(10) Expenditure of school education per one child - public institution Public
Schools for special needs education
Elementary schools
Lower secondary schools[FY 2012]

Expenditure of school education
7,264,104 Yen

Expenditure per child enrolled in schools for special needs education is912,818

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

1,054,908

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

34
37

NISE Bulletin Vol. 15 March 2016

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. 42, 2015.
1. YANAGISAWA Akiko (2015). Comprehensive approach to infants with autism spectrum disorder and prospects for their education andsupport, Bulletin of The National Institute of Special Needs Education, Vol. 42, pp.1-12, 2015

Comprehensive approach to infants with autism spectrum disorderand prospects for their education and support
YANAGISAWA Akiko

Abstract: A comprehensive approach to infants with autism spectrum disorders is introduced, and the ideal methods of educating
and supporting such children in the future are suggested. This approach consists of the following features:. (1) Targets for
guidance and support are determined based on the comprehensive assessment of all developmental areas of infants with autism
spectrum disorder; (2) Adults including parents and teachers share the emotions of infants with autism spectrum disorder andurge infants to be spontaneous in interactive situations; (3) The cooperation and the participation of the family is essential; and (4)Flexibility in applying different methods without adhering to a specific technique, or methodology. It is suggested that adapting theideas and the framework of the comprehensive approach would be useful for developing education and support for infants with
autism spectrum disorders in Japan.

2. KUSAKA Naomi (2015). Current status and issues in Education for children with health impairments, a review of an investigation in fiscal
2013, Bulletin of The National Institute of Special Needs Education, Vol. 42, pp. 13-26, 2015.

Current status and issues in Education for children with healthimpairments, a review of an investigation in fiscal 2013
KUSAKA Naomi

Abstract: Results of the national survey on the rate of illnesses at Schools for Special Needs Education, which is conducted every other yearby the Zenbyocho (National Society of Principals in Special Needs Education Schools for Children with Health Impairments) provides
important data on the current condition of students at Special Needs Education Schools for children with health impairments. This paper
reviewed the results of the investigation conducted in fiscal 2013, examined changes in students enrollment, and investigated this topic, as
well as the present status of education for children with health impairments. Results indicated that students’ enrollment might have beenhighly affected by short, infrequent, hospitalizations that have resulted from recent medical advances. It would be necessary to examine
different learning situations, including regular classes in primary and junior high schools, to identify more details about the education of
students with health impairments. Moreover, it was suggested that utilization of the data collected by the national survey on the rate ofillnesses in Schools for Special Needs Education would be useful for developing an Inclusive education system and for facilitating
cooperation among related agencies. This would help to clarify the significance of education for students with health impairments and toflexibly deal with such students, as well as to ensure that such students have an opportunity to receive an education.
Key words: Education for Students with Health Impairments, The National Survey on the Rate of Illnesses in Schools for Special Needs
Education, The National Survey on the Establishment of Education for Students with Health Impairments

38

NISE Bulletin Vol. 15 March 2016

Summaries of the Research Papers

3.ITO Yumi, TSUGE Masayoshi, UMEDA Mari, ISHIZAKA Tsutomu, TAMAKI Munehisa (2015). Roles and issues in resource rooms: 2012
MEXT supplementary survey on children with developmental disabilities, Bulletin of The National Institute of Special Needs Education, Vol.
42, pp. 27-40, 2015

Roles and issues in resource rooms: 2012 MEXT supplementary
survey on children with developmental disabilities.ITO Yumi, TSUGE Masayoshi, UMEDA Mari, ISHIZAKA Tsutomu, TAMAKI Munehisa

Abstract: Findings of a survey conducted by the Ministry of Education, Culture, Sports, Science and Technology in December 2012indicated that 6.5% of all children enrolled in regular school classes could be having developmental disabilities. We used a questionnaire andan interview to inquire teachers about their impressions regarding these survey results, and about the roles and issues concerning resource
rooms for students with developmental disabilities. The results indicated that many teachers felt that over 6.5% of children enrolled in regularschool classes needed educational support. Moreover, it was suggested that resource room teachers were expected not only to teach students,
but also to support guardians and to assist the whole school, including other teachers. Furthermore, various other issues including cooperatingwith class teachers; supplementary teaching for learning delayed students, and obtaining the understanding of other children, which are related
to the setting and the administration of the resource room were indicated. It was also suggested that resource rooms have a significant function
in supporting children.
Key words: Developmentally Disorder, Normal Class, Resource room, Supplement Investigation

4. SHOUJI Michiyo (2015). Communication methods and teaching materials for teaching Japanese at elementary special needs schools forhearing impaired children, Bulletin of The National Institute of Special Needs Education, Vol. 42, pp. 41-50, 2015

Communication methods and teaching materials for teaching
Japanese at elementary special needs schools for hearing impaired
children

Abstract: A questionnaire survey was conducted during fiscal year 2012 by the Department of Education for Children with Hearing
Impairment in the National Institute of Special Needs Education (NISE) at all special needs schools for hearing impaired children in Japan.
Children taking part in Japanese language classes in the elementary school section participated in the study. Teaching materials were used forproviding information and for dealing with language delays caused by hearing impairments. As the grade progressed the use of finger spellingas a communication method in the class increased. This survey indicated that children were examining the content they had learned inJapanese, and were trying to understand it. Based these results, critical factors in using teaching materials at special needs schools arereviewed.
Key words: Hearing Impairment, Japanese Language Class, Teaching Materials, Elementary Sections

39

NISE Bulletin Vol. 15 March 2016

Summaries of the Research Papers

5. WAKUI Megumi, KAMIYAMA Tsutomu, OZAKI Yuzo, TAKEDOMI Hirofumi, MATSUMI Kazuki, KIKUCHI Kazufumi, KUDO Takeshi(2015). Issues and problems Facing Teachers in Special Needs Education for Intellectually Disabled Schoolchildren, Bulletin of The National
Institute of Special Needs Education, Vol. 42, pp. 51-66, 2015.

Issues and problems Facing Teachers in Special Needs Education forIntellectually Disabled Schoolchildren
WAKUI Megumi, KAMIYAMA Tsutomu, OZAKI Yuzo, TAKEDOMI Hirofumi,
MATSUMI Kazuki, KIKUCHI Kazufumi, KUDO Takeshi

Abstract: A nation wide survey was carried out to identify difficulties and issues faced by teachers conducting special needs education forchildren with intellectual disabilities in elementary and junior high schools. Results indicated no significant differences between veteran andnovice teachers. Moreover, a need to build school and community networks to support such teachers in the future, and a need to discuss
methods of teaching disabled children on a daily basis were identified. Furthermore, training on "How to teach group lessons in a population
composed of a wide variety of children," and "teaching tools and materials" were identified as particularly significant needs.
Key words: Intellectual Disabilities, Special Needs Education Classroom Teachers, Nation-Wide Survey, Teachear’s Difficulties

6. MUNEKATA Tetsuya (2015). Japanese research on Education Technology for children with special needs: Review from 2007 to 2013,
Bulletin of The National Institute of Special Needs Education, Vol. 42, pp. 67-84, 2015.

Japanese research on Education Technology for children withspecial needs: Review from 2007 to 2013
MUNEKATA Tetsuya

Abstract: Research on Special Education Technology, published since 2007 were retrieved from the CiNii database, which is the mostcomprehensive research database in Japan, by using keywords based on previous research. The author found 270 papers published in 30
professional journals, 80% of which were in the top 12 journals. These papers were examined and 112 papers related to the use of ICTs wereidentified. The papers were classified into following five categories based on the classification in previous studies on inclusive education andthe use of ICTs: (1) Promoting equity in educational opportunities; (2) Access to ICT as an entitlement; (3) Development and testing of ICT
solutions; (4) Inclusion; and (5) Training of educational staff in general and special ICTs. Several implications for the future are discussed.
Key words: Special Needs Education, ICT, Educational Technology, Inclusive Education System, Review

40

NISE Bulletin Vol. 15 March 2016

Summaries of the Research Papers

7. OOUCHI Susumu, FUJIWARA Noriko (2015). Teacher training and roles of regular schoolteachers resulting from inclusive education in
Italy, Bulletin of The National Institute of Special Needs Education, Vol. 42, pp. 85-96, 2015.

Teacher training and roles of regular schoolteachers resulting from
inclusive education in Italy
OOUCHI Susumu, FUJIWARA Noriko

Abstract: In order to advance the formulation of inclusive education, every school teacher should improve their understanding of education
for children with disabilities and learn the basic methods of teaching based on a child’s disabilities. In Italy, 40 years have passed since theinclusive education system was inaugurated. During this time, the education and teacher training systems have been amended to enhance
inclusive education. We have traced the history of the inclusive education system in Italy, and here, we have reported on the training systemfor elementary and secondary schoolteachers for inclusive education, and on curriculums in university teacher-training courses. We conductedinterviews with administrative officers of the Ministry of Education, Universities and Research (MIUR), as well as with teachers in the facultyof education in Roma Tre University. Results indicated that the teacher training system in Italy has been recently reorganized. Currently,
elementary and secondary schoolteachers are trained only through courses conducted in universities. Correspondingly, terms have been
extended, and the training curriculum has been improved. In the context of inclusive education, academic disciplines and practical teaching
related to special needs education are included in ordinary elementary school teacher training courses conducted at universities. This research
indicated that in Italy, training to enhance the qualification of all elementary school teachers regarding special needs education is being
conducted from the stage of teacher training in universities.
Key words: Italy, Inclusive Education, Special Needs Education, Teacher Training, Elementary School, Middle School

41

NISE Bulletin Vol. 15 March 2016

Editorial Board
NIIHIRA Shizuhiro (Chairman)

MURAI Keitaro

SAITO Yumiko (Chief Editor)

MATSUMI Kazuki

OKAMOTO Kunishiro

MIURA Junichi

KOBAYASHI Jun

AIZAWA Kiaki

TSUTSUI Jun

NISE Bulletin Vol. 15
March 2016
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