ISSN 0389-9012

NISE A-17

NISE Bulletin
Vol.17

March 2018

National Institute of Special Needs Education, JapanNISE Bulletin Vol. 17 March 2018

Contents

NISE’s Activities
Research Projects for FY2017

1

Research Summaries of the Final Reports of the Research Projects in 201710

Other Topics

12

Recent Policy and Status on Special Needs Education in Japan
Japan’s Pluralistic Approach to an Inclusive Education System and its Progress– A Provisional Scenario for the Constructive Dialogue –Special Needs Education Division, MEXT

20

Recent Data on Education for Children with Disabilities in Japan

25

English Abstracts of the Research Papers from Bulletin of The National
Institute of Special Needs Education or “国立特別支援教育総合研究所研究紀要”, Vol. 44, 2017

33

NISE Bulletin Vol. 17 March 2018

NISE's Activities

Research Projects for FY 2017
Category

Crosssectional
Research

Category

Researchon Specific
Disability
Categories

Research
Unit

Research Title

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

Inclusive
Education
System Unit

HARADAKimihito

FY
2016-2020

Comprehensive Research Related to Education
Curriculums on Special Needs Education

Education
Curriculum
Unit

SAWADA
MayumiFY
2016-2020

Research Title

Research
Unit

Research on instruction for students with multiple
disabilities including visual impairment- Focusing especially on instruction in schools for special
needs education (visual impairment) -Visual Impairments
Unit

KANEKO
TakeshiFY2017-2018

Research on educational support and accommodations
for students with mental disorders or psychosomatic
diseases

HealthImpairments
Unit

FUKAKUSA
TamayoFY
2017-2018

Research for Understanding the Actual Conditions ofChildren with Autism Enrolled in Schools for Special
Needs Education (for Intellectual Disabilities) and their
Instruction- Consideration of instruction focused on the links
between objectives -Autism UnitYANAGISAWA
Akiko

FY
2016-2017

Research on the proper state of instruction suited to theactual state of students with developmental disorders inresource rooms of upper secondary schools– Consideration of issues at the implementation stage

Developmental
Disabilities
and Emotional
Disturbances
Unit

SASAMORI
HirokiFY
2016-20171

Research
LeaderResearch
PeriodNISE Bulletin Vol. 17 March 2018

NISE's Activities

Category

Research
Unit

Research Title

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

Research
LeaderResearch
PeriodLocal
Community

MAKINOFY

Yasumi2016-2017

KUBOYAMA

FY

Shigeki

2016-2017

Joint Activity and

SADAOKAFY

Learning Unit

Koji

2016-2017

Materials

Educational

ARAYA

FY

-Improvement of Expertise in Teaching Using Tablet

Materials Unit

Yosuke2016-2017-A Focus on Cooperation among Schools andCooperation between Prefectures and Municipalities-

Inclusive
Education
System Unit

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

Research on

Development Training Guide”-

Training Unit

Practices in
Local

Research on Joint Activity and Learning Promotion

Communities

Research on Utilization and Evaluation of Educational

Devices and Community Support-

Category

Collaborating
Institution

Research Title

Research
LeaderResearch
PeriodInternational Comparison of Teaching Content andCollaborative
Researches

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

Kochi University

MEIKANFY

Tsuda College

Shigeru

2016-2017

Japan-

Category

Entrusted
Researches

Entrusted
Organization

Research Title
Developmental Research towards Building Support
Systems for deafblind Students- Workshop for Teachers of deafblind Students -2

Research
LeaderResearch
PeriodYanai Tadashi

HOSHI

FY

Foundation

Yuko

2016-2017

NISE Bulletin Vol. 17 March 2018

NISE's Activities
Outlines of Research Projects for FY 2017
Cross-sectional ResearchComprehensive Research Related to the Development of an Inclusive
Education System in Japan
Research unit: Inclusive Education System Unit

communities and educational settings. Therefore, this research will

Research Leader: HARADA Kimihito

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

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

IKOMA Yoshio, YOKOYAMA Koichi, MATSUI Yuko, DOI

contribute to promoting the development of a future inclusive

Kouki, YANAGISAWA Akiko, NAMEKAWA Norihiro

education in Japan by showing remaining issues and future

Research period: FY2016-2020

outlooks at the time an inclusive education system is developed in

HOSHI

Yuko(Sub-leader),

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

Abstract:

inclusive education system development, and use the assessment

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

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

an inclusive education system is an important national policy issue.

system development assessment scale (tentative plan) will be

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

conduct research which supports the steady promotion of efforts

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

related evaluation efforts.

Cross-sectional ResearchComprehensive Research Related to Education Curriculums on Special Needs Education
Research unit: Education Curriculum Unit

the next phase is an important role of NISE. Therefore, thisResearch Leader: SAWADA Mayumi

research will be conducted for a period of five years (FY 2016 -Researchers:2020) under the main theme “Comprehensive Research on

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

Education Curriculums for Special Needs Education.”
NISE has conducted research on education curriculums for

KAIZU Akiko, KITAGAWA Takaaki, SHIMIZU Jun, TAKEDOMI
Hirofumi, MURAI Keitaro, WAKABAYASHI Kazusaa

schools for special needs education, classes for special needs

Research period:

educations, and instruction through the use of resource rooms.

FY2016-2020

From the perspective of establishing inclusive education systems,
for the two-year period of FY 2016-2017 there is a focus on regular

Abstract:
At the December 21, 2016, meeting of the Central Council forclasses, “focusing on the continuity of learning through regular

Education, a report was compiled on “Necessary policies andclasses and special support service in resource rooms.” After that,

improvements to Courses of Study for kindergartens, elementary

for the three-year period from FY 2018-2020, NISE will conduct

schools, lower and upper secondary schools, and schools forresearch that comprehensively unifies previous NISE education

special needs education.” On March 31, 2017, the elementary andcurriculum research as “Research on support for the smooth

lower secondary school Courses of Study were announced. In theimplementation of curriculums in a variety of diverse andfuture, after a transitional period that ends FY 2020, curriculums

connected places of learning in schools for special needs education,

based on these Courses of Study will be fully implemented.

classes for special needs education, and regular classes, building on

Supporting the smooth implementation of the Courses of Study inthe new Courses of Study.

3

NISE Bulletin Vol. 17 March 2018

NISE's Activities

Research on Specific Disability Categories

Research on instruction for students with multiple disabilities including
visual impairment- Focusing especially on instruction in schools for special needs
education (visual impairment) Research unit: Visual Impairments Unit

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

Research Leader: KANEKO Takeshi

findings not just for schools for special needs education (visual

Researchers:

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

DOI Koki, SAWADA Mayumi, NISHIMURA Takahiro, OOUCHI

disabilities that include students with multiple disabilities including

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

Research period: FY2017-2018

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

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

impairment at schools for special needs education (visual

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

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

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

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

the research, a leaflet will be created that collects instructional

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

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

multiple disabilities including visual impairment.

Research on Specific Disability Categories

Research on educational support and accommodations for students with mental
disorders and psychosomatic diseases Research unit: Health Impairments Unit

staff expertise and expertise is required at such schools. Some

Research Leader: FUKAKUSA Tamayo

regions have a low number of students, which is considered to

Researchers:

create the problem of a lack of sufficient expertise, and information

TSUCHIYA Tadayuki(Sub-leader), NIIHIRA Shizuhiro

and guides regarding specific support and accommodations for

Research period: FY2017-2018

students are demanded by the schools and classrooms themselves.
At present, mental disorders and psychosomatic illnesses arecovered by education for children with health impairments (special

Abstract:
According to a national survey (joint survey of the Researchneeds education). In order to establish an inclusive education

Federation for Education of Children with Health Impairments

system in the future, there is a need to provide information on

and NISE) on the rate of illnesses among children receiving

accommodations and instruction that is suited to the educational

education for children with health impairments, the most common

needs of a variety of places of learning, based on the actual

illnesses now are mental disorders (including secondary disorders

situation in such places. As research contributing to this end, thisstemming from developmental disabilities) and psychosomatic

research aims to provide analysis and collected practical examples

disorders. Highly specialized schools for special needs education

pertaining to specialized educational needs and support /(health impairments) have a lot of students enrolled, and theaccommodations at schools for special needs education, and todiseases there are very individualized and important even among

make use of research results in actual educational settings.
This core research provides aggregation and analysis of specificeducation for students with health impairments. A high level of4

NISE Bulletin Vol. 17 March 2018

NISE's Activities
examples of support and accommodations for “educational needs”

this research are thought to be useful not only in enhancing

already studied in preliminary research. These examples are drawn

schools for special needs education, but also in regular classes andfrom the practices of highly specialized teachers at schools forresource room instruction at elementary, lower secondary, andspecial needs education, and they are presented after analysis such

upper secondary schools, as well as in instruction and support inthat they can be utilized effectively in actual schools. The results ofclasses for special needs education.

Research on Specific Disability Categories

Research for Understanding the Actual Conditions of Children with Autism
Enrolled in Schools for Special Needs Education (for Intellectual Disabilities) andtheir Instruction - Consideration of instruction Focused on the Links between
Objectives Research unit: Autism Unit

for special needs education (intellectual disabilities), and to

Research Leader: YANAGISAWA Akiko

clarify the state of initiatives on autism education, their results, andResearchers:

relevant issues and problems.
Additionally, for students with autism, new learning has trouble

MURAI Keitaro(Sub-leader), LEE Heebok ,MUNEKATA Tetsuyataking hold or being generalized, making it difficult for one-off

Research period: FY2016-2017

lessons or lessons with unclear aims to achieve lasting learningwith such children. Therefore, it is important to build up multiple

Abstract:
Since the 2001 publication of “Special education in the 21st

lessons with a focus on a clear goal. In this light, the second

century: Proper special support suited to the needs of eachobjective of this research is to clarify how teachers set andindividual (final report),” education suited to the uniquemaintain awareness of connections between the goals (objectives)characteristics of autism has been studied and performed in schoolsof individualized education support plans, individual teaching

designated by the Ministry of Education, Culture, Sports, Scienceplans, and daily lessons during their practice at cooperating

and Technology and other schools for special needs education

research institutions, as well as to clarify the perspectives and(intellectual disabilities). Moreover, although there has been aintentions

noted increase in the enrollment of students with autism over this(objective-setting).

ofteachers

regardingthisgoal-setting

period, there have been no studies on the actual current state of theOn the basis of the above, this research serves to fulfill thematter since NISE’s last study in 2004, and there is no accurate

function of schools for special needs education (intellectual

information on the topic. Therefore, the primary objective of thisdisabilities) as local centers for special needs education byresearch is to assess the current state (enrollment and level ofstudying

intellectual disability) of students with autism enrolled at schools

communicated to classes for special needs education and otherexpertiseinautismeducation

thatshouldbeplaces of learning.

Research on Specific Disability Categories

Practical Research Related to Teaching Content and Methods that Correspond to
the Actual Conditions of Children for Which Special Support for Developmental
Disabilities and Other Disabilities is Important- Consideration of Issues at the Implementation Stage -5

NISE Bulletin Vol. 17 March 2018

NISE's Activities
creative methods of utilizing such instruction within schools, andResearch unit: Developmental Disabilities and Emotional

other system-building topics, in addition to studying the proper

Disturbances Unit

state of instructional content and methods of activities to promote

Research Leader: SASAMORI Hiroki

independence, suited to the actual conditions of students requiring

Researchers:

special aid (for developmental disabilities, etc.) and the

ITO Yumi(Sub-leader), WAKABAYASHI Kazusa, KOUDA

characteristics of their disabilities.

Ryoichi,

KAIZU

Akiko,YOKOYAMA Koichi,

In terms of outcomes, this research organizes methods of

TAMAKI

Munehisa, TAKEMURA Yoko, ATSUMI Yoshikata

implementation and operation of resource room instruction suited

Research period: FY2016-2017

to the actual state of upper secondary schools, as well as organizing
the content and methods of activities to promote independence that
ought to be adopted in resource rooms, This serves to provide

Abstract:
In FY 2018, the system of providing instruction in resource

guidelines for the proper state of resource room instruction inrooms will be begun as a way to also support upper secondary

upper secondary schools, propagating its contents to prefectural

school students that need special support for developmental

boards of education and upper secondary schools. This research on

disabilities, etc. This will be the first time that special instruction

the content and methods of activities to promote independence

will be authorized for students with disabilities in upper secondary

among students with developmental disabilities and other disorders

schools, which is an urgent issue facing the promotion of special

at the upper secondary level shall provide new findings onneeds education in such schools.

reasonable accommodations to be made at such schools, as well as
contribute to establishment and enhancement of inclusive

With the implementation of instruction using resource rooms in

education systems.

upper secondary schools, this research will study the role of such
instruction, creative methods of implementation in local regions,

6

NISE Bulletin Vol. 17 March 2018

NISE's Activities
Collaborative Research on Practices in Local Communities

Research on the Development of an Inclusive Education System in Local Communities-A Focus on Cooperation among Schools and Cooperation between Prefectures
and MunicipalitiesResearch unit: Local Community Inclusive Education System

policies

Unit

incooperative research communities. It is important to havefordeveloping

Research Leader: MAKINO Yasumi

community based approaches which examine the function of the

Researchers:

community’s learning settings and maximize their utilization,

WAKUI Megumi(Sub-leader), FUKAKUSA Tamayo, TAMAKI

mutual cooperation, sharing of knowledge and know-how

Munehisa, TAKEMURA Yoko, TSUCHIYA Tadayuki, LEE

possessed by related organizations and educational settings, andHeebokstrengthening

Researcher of Collaborative Research on Practices in Local

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

Communities:

these factors in accordance with actual situations of local

TAKAMI Shozo, INOUE Wakako, OTA Rie, YAMANAKA

communities and issues surrounding them.

ofsystemsanininclusive

which

education

prefecturessystemsupportWe will examine promoting measures in local communities

Tomokothrough review knowledge built thus far, putting together regional

Research period: FY 2016-2017

issues and efforts, examining the situations of designatedcollaborative research on practices in local communities,

Abstract:
Policies which respond to situations and issues of local

implementation of promotion in local communities (workshops,

communities are necessary in order to make information critical foretc.), and other efforts, and provide efforts which can serve as

developing an inclusive education system indicated by the researchreference in the promotion of the development of inclusiveof NISE effective in local communities. This research examines theeducation systems by each local community.

Collaborative Research on Practices in Local Communities

Research on Training Aimed at the Development of an Inclusive Education System-Utilization of the “Inclusive Education System Development Training Guide”Research unit: Training Unit

system allows each individual teacher to sufficiently demonstrate

Research Leader: KUBOYAMA Shigeki

their abilities.
Aiming for the development of an inclusive education system,

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

NISE created the “Inclusive Education System Development

YAMAMOTO Akira,YOSHIKAWA Tomoo, HANDA Ken

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

Researcher of Collaborative Research on Practices in Local

training measures for the acquisition of capabilities and abilities

Communities:

demanded by teachers by examining what are the capabilities and

FUJIKAWA Kumi, SAKAGUCHI Katsunobu, MATSUMI Kazuki,

skills that serve as the necessary foundation for teachers. During

FUKUI Tomoyuki, NISHIMURA Keiko, GOTODA Kazushige

practical research related to system creation conducted in FY2014,

Research period: FY 2016-2017things which should be emphasized including matters related tofundamental environment establishment in schools, efforts forsupporting reasonable accommodation, enhancement of education

Abstract:
Further promotion of special needs education is necessary forthrough the utilization of local community support, and education

leading to the development of an inclusive education system. The

expertise were put together as content. Referencing suggested

foundation of this is the enhancement of teaching and support

guides and way of thinking through prior research of these matters,

which correspond to the diverse needs of individuals. Therefore, in

we suggest plans and management approaches for training

addition to aiming for the improvement of the expertise ofconnected to the improvement of capabilities and skills of teachers

individual teachers, it is important to consider the development of athrough practical research.

87
6

NISE Bulletin Vol. 17 March 2018

NISE's Activities

Collaborative Research on Practices in Local Communities

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

development of an inclusive education system, etc. Although caseResearch Leader: SADAOKA Koji

examples have been examined through model programs with the

Researchers:

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

SAITO Yumiko (Sub-leader), NIIHIRA Shizuhiro, OZAWA

and other efforts conducted up to today, no research has been foundMichimasa, NISHIMURA Takahiro

which clarifies the conditions and issues surrounding national level

Researcher of Collaborative Research on Practices in Local

implementation, examines from the point of view of an inclusive

Communities:

education system (standpoint of fundamental environment

ENDO Maiko, NISHIUCHI Kazuhiro

establishment, reasonable accommodation, etc.), or specificallyResearch period:

examines the significance behind children with disabilities and

FY 2016-2017

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

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

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

recommend the approaches and the significance of joint activity

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

positioned by fundamental environment establishment aimed at thesystem.

Collaborative Research on Practices in Local Communities

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

provide appropriate guidance. In addition, the Act for Eliminating

Research Leader: ARAYA Yosuke

Discrimination against Persons with Disabilities which was

Researchers:

enacted in April of this year exemplifies the realization of

YOKOO Shun(Sub-leader), MUNEKATA Tetsuya, SUGIURA

reasonable accommodation which utilizes devices, including

Toru, KAMIYAMA Tsutomu

information and communication technology (ICT) devices. It is

Researcher of Collaborative Research on Practices in Local

important to show specific methods for utilizing ICT.
Therefore, the goal is to clarify how to enhance the utilization ofCommunities: NIMURA Shun
Research period:

ICT devices for realizing reasonable accommodation as tools for

FY 2016-2017

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

Abstract:

related to the utilization of tablet devices at schools for special

A MEXT report titled “Development of Educational Materials
for Students with Disabilities” (August 2013) included theneeds education and share those approaches with regional

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

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

portal websites and the website for designated collaborative

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

8

NISE Bulletin Vol. 17 March 2018

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

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

methods

Researchers:

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

comparisons,comparing

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

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

adults, with Japan.

HANDA Ken, FUKUMOTO Toru

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

Research period: FY 2016-2017

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

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

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

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

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

educational results, it is necessary to examine the educational

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

disabilities.

Entrusted Research

Developmental Research towards Building Support Systems for deafblind Students- Workshop for Teachers of deafblind Students -Entrusted Organization: Yanai Tadashi Foundationneeds of such a system could be predicted to be extremely high due

Research Leader: HOSHI Yuko

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

Research period: FY 2016-2017

and other issues.
This research aims to conduct teacher training (at NISE andlocally) and seminars relevant to deaf-blind students ’ daily

Abstract:
Deaf-blind disabilities that affect both sight and hearing are rare

rehabilitation and education, pursuing higher-quality educational

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

throughout Japan. Moreover, teachers responsible for deaf-blindfor deaf-blind students. This research should contribute to thestudents must be highly skilled experts with expertise in how toestablishment of support systems for deaf-blind students who domake accommodations for communication and information

not have such systems due to their affliction’s rarity, diversity, anddisabilities stemming from deaf-blindness. Thus, a national

scattered nature.

training system is required for the training of such teachers, and the10
9

NISE Bulletin Vol. 17 March 2018

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

H28-01 (Researchon Specific Disability Categories)

Practical Research into the Roles Speech Development Classes Play in Building an
Inclusive Education System- Utilizing Expertise in Education for Children with Speech Disorders [Research period] FY2015-2016

learned that, when training seminars aimed at maintaining and[Principal researcher] Yasumi Makino (FY2015)

improving expertise are held, ways are found to enable participants
to learn independently, and awareness-raising booklets, collections

Michiyo Kobayashi (FY2016)of examples and other literature is created to be used in enhancing[Summary]
Around half of all teachers in charge of speech development

expertise. Further, it was learned that efforts are made toclasses (speech disorder resource rooms and speech disordercoordinate the activities of speech development classes with thosespecial support classes) have three years or less of experience withof the classes in which the students are enrolled, school support

speech development classes. The aims of this research were to (1)committees and others, indicating that, in the context of building

identify specific approaches for maintaining, improving andinclusive education systems in local areas, teachers in charge of

passing

languagespeech development classes play the role of child development andintervention and to (2) investigate and summarize the roles speechspeech-related expert as well as teacher having a special needs

development classes can play in building inclusive education

education perspective.

systems in local communities, including from the standpoint of[Keywords]

utilizing expertise in education for children with speech disorders.

Education for children with speech disorders, speech development

Towards these ends, research literature, surveys, opinion

classes, maintaining and improving expertise, school support,

exchanges, field work studies and other resources were used tosocial support

alongexpertiseincommunication

andgather data which was then analyzed. From this analysis it was

10

NISE Bulletin Vol. 17 March 2018

NISE's Activities: Research Summaries from the Final Reports
H28-02 (Researchon Specific Disability Categories)

Curriculum Creation Focused on the Cultivation of Target Capacities and Skills in
Education for Children with Intellectual Disabilities- Active Learning-based Integration of School Subject Goals, Contents, Methods and[Research period] FY2015-2016[Principal researcher] Shigeru Meikan[Summary]
perspective of OECD key competencies, etc., and it was found that

This research was conducted with the aim of contributing to thefurther development of special needs education by empirically

instruction in general-purpose skills is already being done intesting the recommendation that active learning can serve as a key

schools for special needs education (intellectual disabilities). This

instructional method enabling the creation of a curriculum for

confirmed that, for capacities and skills essential in the new era,

education for children with intellectual disabilities which isthe same approach can be applied even in education for children

focused on cultivating capacities and skills essential to a new era,with intellectual disabilities, so long as developmental realities are

one in which the national curriculum is undergoing significant

taken into consideration. With regard to the second and thirdchange.

research focus, five research affiliates implemented an active
learning-focused approach over the course of two years, and thisThe focus of the research was threefold: 1) "SpecificInvestigation of 'Target Capacities and Skills' in Education for

was used to identify characteristics essential for lesson creation inChildren with Intellectual Disabilities," 2) "Investigation of Active

education for children with intellectual disabilities. From this, theLearning Implementation by Research Affiliates in the Field ofimportance of having schools promote a shared understanding of

Education for Children with Intellectual Disabilities" and 3)

what strengths and abilities should be cultivated and then engaging"Investigation of Techniques for Integrating Educational Goals,

in systematic curriculum management of goals, content,

Content, Instructional Methods and Learning Assessments in

instructional methods and learning assessments, centered on

Education for Children with Intellectual Disabilities." With regard

research into the learning-teaching process.

to the first research focus, in order to investigate concrete[Keywords]

manifestations of target capacities and skills in education forIntellectual disabilities, target capacities and skills, learning

children with intellectual disabilities, the systematic charts createdassessment, active learning, curriculum manageme

by research affiliates for individual units were analyzed from the10
11

NISE Bulletin Vol. 17 March 2018

NISE's Activities

Other Topics
World Autism Awareness Day 2017
On Saturday, April 8th, a day in which the cherry blossoms were

together. In addition, works created by people with autism andin full bloom, the World Autism Awareness Day 2017 Symposium

messages of support were also exhibited at the venue. NISE will

was held at Nadao Hall through cooperation of all sponsors undercontinue to strive to spread information through various events andthe theme “Important Things that We Want to Convey to You

awareness

About Developmental Disabilities.” During Symposium 1 titleddevelopmental disorders, including autism, will be further“Thoughts of Leaders Involved in Regional Development,” theenhanced.

projects.so

that

our

supportfor

peoplewithmayors of Amagasaki City (Hyogo Prefecture), Fujieda City
(Shizuoka Prefecture) as well as the Okinawa Prefecture

World Autism Awareness Day Official Website

Association of Small Business Entrepreneurs spoke about

http://www.worldautismawarenessday.jp/

childhood developmental support measures and employment
support efforts for people with disabilities.
While Symposium 2 titled “Effective Ways of Delivering
Messages through Mass Media” was held, members of the media
and representative of general incorporated associations exchanged
opinions about how mass media should exist to provide appropriate
understanding to many people about characteristics of persons withdisabilities.
During Symposium 3 titled “Understanding of People AroundYou,”

writings

addressing

thefeelings

ofpeoplewithdevelopmental disorders as well as the thoughts of their families
were introduced, and discussion was held on what both disabled
persons and their family members think about going through life

Blind Soccer Experience Activity at NISE
On Saturday, April 22nd, NISE held the “Blind Soccer

In addition, NISE’s on-site gymnasium, futsal court, and other

Experience Activity at NISE” in its on-site gymnasium. 95 people,

athletic facilities can also be used by outside parties. Please use

mostly children who are members of soccer teams in the region,

them if you have the opportunity to do so.

participated in the event. This number of participants surpassed
that originally planned for.
During the beginning of the activity, at the beginning an
instructor from the Japan Blind Football Association explained
about the rules of the game and how to communicate using words.
Guided by the instructor, the participants wore blindfolds andpracticed basic soccer moves, such as passing and shooting.
Afterwards, participants ended the activity by forming teams which
played against each other.
When participants were leaving, many children said that theywould like to experience playing blind soccer again, quite amemorable result of the effort.

13
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NISE Bulletin Vol. 17 March 2018

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Workshop for Leaders Involved in Teaching Resource Rooms at High Schools
The first Workshop for Leaders Involved in Teaching Resource

supervisors of school education from local boards of education)

Rooms at High Schools (first of a series of three workshops) was

and Course 2 (for educators) gave presentations focusing on such

held at NISE for a two-day period from May 8 to May 9. This new

efforts. In addition, as for the separate group discussions, lively

workshop has held for aiming to improve the expertise of teachers

discussions and exchanges of opinions about accounts, latest

at high schools and promoting understanding of resource rooms at

information, etc. based on reports submitted by each student werehigh schools through research discussions and other activities atconducted.

the teacher level geared towards the smooth implementation of

Mr. Tanaka and Mr. Shoji, who each hold the title of Senior

resource rooms at high schools, which will begin in the next fiscal

Specialist for Special Needs Education, participated in theyear. 100 supervisors of school education from local boards ofworkshop on both days.

education and high school educators attended this first workshop of
the series.
On the first day of the workshop, a presentation on the latest
policy trends by the Ministry of Education, Culture, Sports,
Science and Technology titled “Preparing for the Introduction of
Resource Rooms at High Schools” was given. Following this, alecture by NISE was given titled “Enhancement of Special Needs
Education at High Schools and the Role of Teaching in Resource
Rooms,” and participants were assigned to 15 groups that held
discussions.
On the second day of the workshop, those who participated in“About Efforts of Board of Education Committees (Schools)
Related to Resource Rooms at High Schools” in Course 1 (for

FY 2017 Workshop for Leaders Involved in ICT Utilization in Special Needs
Education

Utilization of Tablet Computers and other ICT Devices,” serving as

The FY 2017 Workshop for Leaders Involved in ICT Utilization

an introduction to our research.

in Special Needs Education was held at NISE for a two-day period
from July 20th to July 21st. Aiming for the enhancement of an

The second day was divided into two courses: Course 1 (forinclusive education system, the workshop was designed to promote

supervisors of school education from local boards of education)

the utilization of ICT in special needs education in all regions

and Course 2 (for educators). Under the theme “Regarding Efforts

through research discussions by educators through a leadership

Taken by Boards of Education (and Schools) Aimed at Promoting

perspective regarding utilization of ICT necessary for providing

ICT Utilization,” presentations were given by each group in theappropriate guidance and support to students with disabilities. 80

seminar room showing ICT in use, and presentations bypeople from around the country participated in this year’s

participants Masaki Hiraoka (General Teacher Supervisor, Osaka

workshop, including teachers from special needs schools,

City Board of Education) and Takamitsu Aoki (licensed teacher

elementary and junior high schools as well as for supervisors offrom Inariyama Special Needs School in Nagano Prefecture),school education from local boards of education.

highlighting the distinctive efforts taken by their respective
institutions.

The first day of the workshop featured a presentation by MEXT
on the latest policy trends titled “ICT Utilization in Special Needs

In addition, lively discussions and opinion exchanges took place

Education based on the New Curriculum Guidelines,” followed bybased on the content and new information from the reports given

a presentation by NISE titled “Expertise in Teaching withby each participating from a total of 11 groups.

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FY 2017 Practical Workshop for Leadership at Dormitories of Special Needs Schools
Dormitories that Responds to Various Educational Needs Should
On Thursday, July 27th, NISE together with the National

Be to meet your needs – Approach based on Self-confidence.” The

Association of Special Needs School Principals (hereinafter

presentation and speech both shined light on the recently published“Zentokucho”) held the FY 2017 Practical Workshop for

new curriculum guidelines and their relation to leadership at

Leadership at Dormitories of Special Needs Schools at NISE.

special needs school dormitories.

There are very few places for workshops on dormitory leadership

From the afternoon, section meeting discussions were heldat special needs schools or opportunities for information exchange

separately for each type of education (education for the visuallyat the national level. 62 people, including persons in leadership

impaired, hearing impaired education, education for the mentally

positions at special needs school dormitories recommended bydisabled, and education for children with physical/motor

prefectural

disabilities and health impairments). People in leadership positions

boardsofeducation

and

other

organizations

at dormitories discussed issues that they face on a daily basis, suchparticipated.
In the morning, a policy presentation titled “Trends andas diversification of dormitory residents (severity/redundancy of

Measures in Special Needs Education” was given by the Ministrydisability, age), reduction of the number of entering students,of Education, Culture, Sports, Science and Technology, followed

implementation of evacuation drills, guidance that can be provided

by a keynote speech by Kazuya Kuwayama, Principal of the Tokyo

based on the existence of a dormitory environment, their

Metropolitan Bunkyo School for the Blind and Vice Chairman of

improvement, etc.

Zentokucho, titled “The Way Leadership at Special Needs School

FY 2017 Practical Workshop for Physical Education and Sports Faculty at Special
Needs Schools

and learned about how to practice it, provide coaching, etc.

With the Olympic and Paralympic Games in 2020 and demand
for the promotion of lifelong learning for people with disabilities,

Participants obtained a wide variety of information. The

further improvement of physical education and sports activities forworkshop ended on a high note with many participants saying thatchildren is expected through classes and club activities in schools.

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

On Friday, August 18th, NISE together with the National
Association of Special Needs School Principals held the FY 2017
Practical Workshop for Physical Education and Sports Faculty atSpecial Needs Schools at NISE. This new effort is aimed at
improving the leadership abilities of physical education and sports
staff at special needs schools
During the morning of the day of the workshop, there were
presentations on policies related to sports for the disabled, research
reports and lectures given on teaching physical education andsports at special needs schools, and a report given on the actual
situations at two municipal government and school locations. In
the afternoon, we implemented real-life exchange through boccia

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NISE Bulletin Vol. 17 March 2018

NISE's Activities

FY 2017 NISE Open Day
impaired, and the establishment of a childcare area which also

NISE held an Open Day event on Saturday, November 11th

accepted children without disabilities to enter.

under the theme “Gaining Information and Real Experiences

In addition, we received cooperation from many people involved

through NISE.” Many people, mostly from the local community,in making the event happen, including the participation by eightparticipated in the event.

student volunteers from Yokosuka Municipal Yokosuka Sogo HighContinuing from last year, we conducted a stamp rally targeting

School, a local school.

the exhibition spaces which introduce each type of disability. Many
people, mostly together with their families, could be seen walking

The weather improved on the day of the event which saw anaround the venue with their stamp sheets in hand collecting stamps

attendance of 919 people, more than double the number of people

at the exhibition spaces.

who visited last year’s Open Day event. In particular, since there

In addition, other activities were held offering a wide variety ofwere also many children that came to the event, the atmosphere

content, including a lecture by Motonori Watanabe (former

was lively from beginning to end, quite different from the normal

manager of baseball at Yokohama High School) and his discussion

atmosphere one would expect to find at a research facility.

with Kazushige Shishido (President of NISE), class creation
experience activity from a special needs education perspective,
wheelchair basketball experience activity to provide people withthe experience of what it is like playing a sport designed for thedisabled, and an anma massage experience provided conducted by
students and teachers from the Special Needs Education School for
the Visually Impaired, University of Tsukuba, an activity that
visitors responded very well to last year.
New this year was a performance given by hospital clowns, anappearance Tsuepon, a character that uses a cane design for thevisually impaired, an awareness activity related to the bumpy tiles
located in public areas designed to provide a path for the visually

FY 2017 Workshop for Leaders of Promoting Joint Activities and Learning
NISE held the Workshop for Leaders of Promoting Jointa FY 2016/2017 report titled “Research Related to the Promotion

Activities and Learning from two days from November 16 toof Joint Activities and Learning.” Following the report, aNovember 17 at its location.

presentation titled “Cooperating with Municipalities for PromotingThis workshop is held annually to support the promotion of

Exchange in Schools of Residential Areas” was given by the Kochi

understanding of joint activities and learning in each region

Prefectural Board of Education, and another presentation was

through research discussions and other activities led by educators

given by Naroyo City Naroyo Nishi Elementary Schoolin the position of promoting exchange between students with

(Hokkaido) titled “Creating Environments and Schools which

disabilities and students without disabilities and joint learning in

Support Joint Activities and Learning at Elementary Schools.”

each prefecture for the purpose of developing an inclusive

Both presentations addressed the distinct efforts taken by each.

education system. 73 people from around the country, including

On the second day, the participants were divided up into four

teachers from special needs schools, elementary and junior highgroups (three subgroups) where they carried out researchschools, as well as supervisors of school education from local

discussions. The theme of the first subgroup was “Inventive

boards of education, participated in this fiscal year’s workshop.

Learning Activities for the Purpose of Promoting Joint Activities

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

and Learning.” The theme of the second subgroup was “Promotion

administrative and policy matters by MEXT titled “The Currentof Joint Activities and Learning for Students in Their Residential

State and Challenges of Joint Activities and Learning,” followed by

Areas.” The theme of the third subgroup was “Administrative

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NISE Bulletin Vol. 17 March 2018

NISE's Activities
Involvement in the Promotion of Joint Activities and Learning.”

Special Needs Education, Ministry of Education, Culture, Sports,

Lively discussions were held regarding content based on reports

Science and Technology.reasonable accommodation andgiven by each participant and recent information. At the end of thefundamental environmental improvement in schools, the results ofworkshop, reports were given on the content of the discussions

those efforts, and related issues, and held lively researchheld by each subgroup, and afterwards they were provided withdiscussions as well as exchanged information aimed at solving

guidance and support from Mr. Haginiwa, Senior Specialist for

related issues.

FY 2017 NISE Inclusive Education System Dissemination Seminar(Kyushu/Okinawa and Chugoku/Shikoku regions)
The purpose of the Inclusive Education System Dissemination

Prefectural Board of Education gave a report titled “Project for

Seminar is to allow more people to know about activities of thePre-school Level Developmental Support Project,” and Masahiro

Center for Promoting Inclusive Education System (NISE) andOkabe, a teacher at Shoo Choritsu Katsumada Elementary School,

efforts implemented in each region towards building an inclusive

presented a report titled “Project for the Utilization of Special

education system. NISE plans to hold the seminar in six regions

Needs Education Block Leaders for Standard Classes.”
Feedback from participants of both seminars revealed that they

throughout Japan between FY2016 and FY2020. This fiscal year’s
seminar

was

for

the

Kyushu/Okinawa

regions

were quite easily able to understand about current conditions

andsurrounding the inclusive education system as well as future

Chugoku/Shikoku regions.

related demands, want to soon implement efforts that they learned

The seminar for the Kyushu/Okinawa regions was held on
Saturday, December 16th, 2017 co-sponsored by the Okinawa

about from case examples throughout their entire schools, etc.

Prefectural Board of Education, and the seminar for the

We would like to express our deep appreciation for the assistance

Chugoku/Shikoku regions was held on Sunday, December 17th,

provided by many people, including members of the Okinawa

2017 co-sponsored by the Okayama Prefectural Board ofPrefectural Board of Education and Okayama Prefectural Board of

Education. More than 100 people attended each of the seminars.

Education, for holding this seminar. Later we plan to provide

Part One of each seminar consisted of reports about the activities

information about these seminars on the NISE website for yourof NISE, and Part Two of each seminar consisted of reports which

viewing.

addressed the efforts being taken in each region.
At the seminar held in Okinawa Prefecture, Tomoko Sakihama,Principal of Yomitan Sonritsu Furugen Elementary School,presented a report titled “Implementation of Education which
Allows All Students to Experience Joy, Learn, and Grow Together,and Sonoko Shiroma, Associate Professor at the University of the
Ryukyus , presented a report titled “Current Conditions and Issues
Surrounding the Creation of an Inclusive Education System in
Okinawa Prefecture.”
At the seminar held in Okayama Prefecture, Hideo Yoshida,
Principal of Tsuyama City Kita Elementary School, presented areport titled “Enhancement of Seminar-type Functions and Classes
for Disabled Students. Kuzuko Ooka from the Okayama

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NISE Bulletin Vol. 17 March 2018

NISE's Activities

Third NISE International Symposium on Special Needs Education
understanding of consensus building around the wishes

NISE held the Third NISE International Symposium on Special(aspirations) of the other parties.

Needs Education on Saturday, January 20th, 2018 at Hitotsubashi

NISE will continue to hold this international symposium as an

Hall (Chiyoda-ku, Tokyo). More than 230 people from all overeffort to collect and distribute information on overseas trends

Japan participated in the symposium.

related to inclusive education systems.

The theme of this year’s symposium was “Promotion of an
Inclusive Education System: From the current conditions to the
future outlook of efforts in Japan and the UK.” In line with this, afield study results report was provided by NISE researchers who
were dispatched overseas which focused on actual guidance andsupport for disabled children in both standard schools and special
needs schools in the UK, and inclusive education system related
research conducted by NISE was introduced. Afterwards, thekeynote speech was delivered by Dr. Susan Pearson (Visiting
Fellow, University of Leeds (UK)) titled “The Road to Inclusive
Education” which introduced inclusive education related efforts
that are being taken in the UK.
Professor Norimune Kawai of Hiroshima University joined thediscussion

sessionasadesignatedpanelist,

deepening

World Autism Awareness Day in Yokosuka
participated in the event, including guardians, district welfare

On Wednesday, January 24th, 2018, World Autism Awarenessofficers, and child welfare volunteers.

Day in Yokosuka was held at the Yokosuka City Lifelong Learning
Center’s Manabikan as a part of a FY 2017 weeklong campaign forThis event was made possible through co-sponsorship provided

disabled people in Yokosuka under the theme “Knowing and

by NISE, the Special Needs Education School for Children with

Connecting: Towards creating schools in which children with

Autism, University of Tsukuba, Tanpopo no Kai, an organization

autism can easily learn and a society in which they can easily live.”for persons with autism and their parents in the Yokosuka area, andThis year’s event was comprised of two sections: educator training

the Yokosuka Municipal Board of Education.

and a workshop. During educator training, teachers such as special
needs education coordinators from schools in Yokosuka City
learned about important things for the education of children with
autism. The workshop included an introduction to teaching tools,
psychological simulation experience, training lectures, introduction
to research conducted by NISE as well as display of works by
students from the Special Needs Education School for Children
with Autism, University of Tsukuba, and by students in special
needs classes at schools in Yokosuka City, and an introduction to
welfare classes held at Yokosuka Municipal Yokosuka Sogo HighSchool, and a research presentation on autism given by students
from the same school. We are deeply grateful that many people

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NISE Bulletin Vol. 17 March 2018

NISE's Activities

FY 2017 Regional Practical Research ForumThe Regional Practical Research Forum is designed to support

Nagano Prefecture was involved in “Research on the Utilization

the promotion of the creation of an inclusive education system byand Evaluation of Educational Materials.” Research on the current

quickly spreading the results of regional practical research insituation and efforts related to the utilization of ICT equipment for

prefectures participating in the NISE Regional Practical Research

special needs education in Nagano Prefecture was conducted, andProject. In FY 2017, the forum was held in Aomori, Saitama,

research reports on the practical use of ICT equipment were given,

Chiba, Shizuoka, Nagano, Wakayama, and Nara, prefectures

leading participants to consider further dissemination of ICT

designated as cooperative research regions.

equipment at schools.
Approximately 60 to 300 people, including educators fromThe following is an overview of the Regional Practical Research
Forum held in each prefecture:

special needs schools, kindergartens, authorized centers for early

Aomori, Saitama, and Chiba prefectures participated in “Researchchildhood education and care, elementary schools, junior highon Training Aimed at the Development of an Inclusive Education

schools, and high schools as well as staff from prefectural andSystem.” Research reports on teacher training and the current state

municipal boards of education, participated in the forums held inof inclusive education related efforts at senior high school efforts

each prefecture. They listened diligently to research reports andwere presented, leading participants to think about how teacher

participated in lively question and answer sessions. From thetraining systems and school systems inside and outside the schoolparticipant questionnaires completed after the end of each forum, it

should be created in the future. Wakayama and Nara Prefectures

was revealed that there are many expectations and requests forwere involved in “Research on the Development of an Inclusive

NISE and the Regional Practical Research Project.

Education System in Local Communities.” Research reports on thecurrent state of cooperation among schools in local communities
and the situation surrounding the utilization of an individual
educational support plan were given, deepening the understandingof regional system development for constructing inclusive
education systems. Shizuoka Prefecture participated in “Research
on Joint Activity and Learning Promotion.” Reports on research
results of special needs schools designated by the Shizuoka
Prefectural Board of Education and research reports on visits to theboard of education and elementary school in regional practiceresearch related to field surveys at the Board of Education andElementary Schools in carrying out regional practical research,leading participants to think about specific ways to move forwardin joint activity and learning efforts in the future.

FY 2017 National Institute of Special Needs Education Seminar
NISE holds the National Institute of Special Needs Education

On the first day of the seminar, a talk on administrative policy

Seminar annually for its midterm goal of aiming for the sharing of

was given followed by the keynote speech titled “Development of

information with related educational institutions involved in

Education based on the New Curriculum Guidelines: From thespecial needs education and diffusion of research results. The

viewpoint of promoting and further enhancing special needs

theme of the seminar for this fiscal year was “Promotion of an

education” and a symposium titled “Regarding Efforts and Issues

Inclusive Education System: The role of special needs education inin Various Learning Settings Related to the new curriculum

various learning setting” held for two days from Friday, February

guidelines. On the second day of the seminar, NISE presented

16, 2018 to Saturday, February 1h, 2018 at the National Olympics

research results reports (on core research and regional practical

Memorial Youth Center.

research), a developmental disability awareness seminar was given,

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NISE Bulletin Vol. 17 March 2018

NISE's Activities
everyone who attended.

educational materials and other items were placed on display, andInformation and other details about the seminar are featured on

an exhibition of support devices, etc. including presentations was
conducted. 811 people attended the seminar, participating in lively

the website listed below, so please have a look for yourself.

discussions and other activities. The seminar came to a successful

In addition, we plan to change the venue for the next fiscal year

conclusion. The 229 educators from kindergartens, elementary

due to various circumstances. We will plan for and manage theschools, junior high schools, and high schools represent a larger

seminar so that it will be improved. Please check information about

number of such attendees than in normal years. We are thankful tothe seminar in our e-mail magazine, on the NISE website, etc.

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  

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

Japan’s Pluralistic Approach to an Inclusive Education System and its Progress– A Provisional Scenario for the Constructive Dialogue –ISOGAI Keitaro
Former Planning and Research Unit Chief
Special Needs Education Division,
Elementary and Secondary Education Bureau,
Ministry of Education, Culture, Sports, Science and Technology (MEXT)

1. Introduction
The UN Convention on the Rights of Persons with Disabilities

in which the Committee asks various questions to obtain further(hereafter the “CRPD”), which Japan ratified in 2014, is the first

information. In response to the LOI, the government composes alegally binding document that refers to “inclusive education” (UNreply to the LOI and conducts a public “constructive dialogue”

Committee on the Rights of Persons with Disabilities 2016).

with the CRPD Committee. The CRPD Committee then publishes

Article 24 of the CRPD obliges the states parties to “ensure anits

inclusive education system at all levels” (UN General Assembly

implementation of the CRPD in the form of concluding2007). Adoption of this clause symbolizes that recognition ofobservations. Japan submitted its initial report in 2016 based on the

inclusion was increasingly seen as a “key to achieving the right tocollected views of the Policy Commission on the status of theeducation” (UN Committee on the Rights of Persons with

Basic Program for Persons with Disabilities, which is a five-year

Disabilities 2016).

national programme to improve policies for persons withassessment

andrecommendations

in relation

to

the

To ensure proper implementation of the CRPD’s precepts, thedisabilities (United Nations 2016). The following procedure is yet

signatories are accountable to both national and international

to come; when and what kind of LOI to Japan is to be released

monitoring bodies (Office for the High Commissioner for Humanremains to be determined.

Rights 2010). At the domestic level, how well the states parties

As a government official, a trigger to initiate this task is theimplement the precepts of the CRPD is monitored by national focal

forthcoming international monitoring by the CRPD Commission.

points and independent monitoring mechanisms. In Japan, theSome intellectuals have raised concerns regarding a problem that

Office of the Director General for Policy on Cohesive Society inJapan would face in reporting on the implementation of Article 24

the Cabinet Office and the Human Rights and Humanitarian(Nagase 2014; Ochiai and Shimada 2016). They argue that a recent

Affairs Division in the Ministry of Foreign Affairs are jointly

increase of the number of students attending special needs schools

designated as the national focal points, and the Commission on

in Japan may become a target of criticism in the LOI. Contrarily,

Policy for Persons with Disabilities (hereinafter the “Policy

my claim is that Japan’s recent initiatives in special needs

Commission”) as the independent monitoring body (United

education are in line with the spirit of the CRPD, contributing to

Nations 2016). At the international level, the Committee on thethe development of an inclusive education system. Observers

Rights of Persons with Disabilities (hereafter “the CRPD

should not be distracted by the increase in the number of students

Committee”) monitors the implementation and the Conference ofattending special needs schools when evaluating the progress ofStates Parties (hereafter the “Conference”). The administrative

Japan’s inclusive education system. As the Japanese government

bodies of the signatories, therefore, must undergo regularmakes clear, Japan’s special needs schools are part of the “generalmonitoring in both national and international frameworks

education system” stipulated in Article 24 of the CRPD (MEXT
2012b).

The CRPD Committee requires the states parties to report on
how well the rights stipulated in the CRPD are implemented within

Increased accessibility to quality education has been improving

two years following ratification, and thereafter every four years

education for children with disabilities in a variety of settings in(Division for Social Policy and Development, n.d.). These reports

Japan, from regular classes to special needs schools. This spectrum

serve as the basis for the review process by the CRPD Committee.

way of thinking will offer more pragmatic and realistic ways toFollowing the submission of the initial report, the CRPD

promote inclusion. Although I was in charge of legal affairs ofCommittee is expected to draft a List of Issues (hereafter “LOI”),

Japan’s special needs education from July 2016 to January 2018,20  

  Recent Policy and Status on Special Needs Education in Japanthe view presented in this article is solely my own and does not

explains how the CPRD Committee and states parties haverepresent any of my institution. Readers are asked to be aware that

understood the concept of “inclusive education”. International

this article is a provisional document for discussion purposes andvariation of approaches to inclusive education is evident, and I will

does not necessarily represent the official position of the Ministryemphasize the risk of advocating an interpretation that inclusion isof Education, Culture, Sports, Science and Technology (MEXT).

possible only by integration of educational settings. I then look into

This article begins by exploring the relationship between theJapan’s efforts to abide by the concept of “inclusive education

concept of inclusive education and special educational settings. It

system” and its remaining challenges.

2. “Inclusive education” and special educational settings
Nations 2014).

Interpreting the concept of “inclusive education” referred to in
Article 24 has been controversial, especially in relation to “special

Although the United Kingdom and Mauritius were wary aboutschools” or other forms of education schemes specially reserved

the risk of denying the right to “special schools” to the point wherefor children with disabilities. While such environments arethey maintain their reservations on Article 24, many othersometimes referred to as “segregated settings” or other concepts

signatories have preserved schools and classes reserved for

associated with separation or segregation, I avoid such terminology

children with disabilities. If Article 24 were to mean repealing any

because (i) children with disabilities may have needs for a special

special educational settings for children with disabilities, mosteducational setting; (ii) educational services that special schools or

countries would have opposed the clause. It is incorrect to assumeclasses offer may be regarded as a form of affirmative action; (iii)that whether entering a reservation on Article 24 or not is aboutsome special educational settings (intermediary forms, such as abeing for or against “special schools”.
Variations of approaches to inclusive education can be groupedresource room programs) may facilitate mainstreaming andinto three categories: (i) countries that aim for single track

inclusion.
A consensus of aiming for an inclusive environment in education

education with full inclusion, abolishing special schools; (ii)for children with and without disabilities is almost unanimous

countries with a high enrollment rate in special schools; (iii)

among the signatories of the CRPD. Even the United Kingdom andcountries that provide a variety of learning settings to meet

Mauritius, the only two countries that place a reservation on Article

different needs (Saumont 2015). The rates of children with special

24, seem to agree on the overall principle of inclusiveness. The UK

educational needs in special schools or full-time special classes inreservation on Article 24 is grounded upon the right of children

the countries of the first category are mostly less than 2%, whereas

with disabilities to choose special school education; however, it did

that of the second category are more than 4%, except for the

not fail to express its continued commitment to an inclusive

Netherlands, where there are legal reforms to transform some types

education system. Upon its ratification of the CRPD, the UKof special schools into mainstream schools (European Agency forgovernment entered a reservation and issued an interpretative

Development in Special Needs Education 2003).
The countries in the second and third categories clearly preserve

declaration to Article 24. The interpretive declaration reads:

educational settings reserved for children with disabilities when
The United Kingdom Government is committed to continuingnecessary, while aiming for an increased level of inclusion. It

to develop an inclusive education system where parents ofshould be noted that the CRPD Commission has emphasizeddisabled children have increasing access to mainstream schools“placing students with disabilities within mainstream classes

and staff and which have the capacity to meet the needs ofwithout appropriate support does not constitute inclusion” (UNdisabled children. (Joint Committee on Human Rights 2010)

Committee on the Rights of Persons with Disabilities 2016).
Although the rate of integration has often been regarded

Mauritius is also concerned that accepting Article 24 is a risk forexcessively as a preferred criterion, actual policy initiatives tospecial schools to continue support for severe disabilities, while

promote an inclusive education system usually encompass multiple

acknowledging its continuous efforts to develop a “policy of free

approaches. Opportunities

and inclusive education” (Government of Mauritius 2010). In its

disabilities to engage in Interaction and Collaborative Learning

Initial Report, the Government of Mauritius makes it clear that “it(hereafter “ICL”), intermediary learning settings such as a resourceis expected that special schools will continue to operate alongsideroom program, and allocating special support staff to regularinclusive education until there is total mainstreaming” (United

schools are enumerated as such approaches. I call such a policy

21

for

childrenwith and without  

  Recent Policy and Status on Special Needs Education in Japan
trend a pluralistic approach to inclusive education, or “pluralistic

country like Japan, where quality education has traditionally been

inclusive education”.

offered to children with disabilities, capitalizing on an existing

A dichotomous mindset of integration or separation does not only

framework is indispensable to the efforts to promote an inclusive

overlook diversity in approaches to inclusive education, but also

education system. Even though Japan’s former special education

grants potential leeway to market liberalists to slash the budget for

scheme used to put insufficient attention on the importance ofspecial needs education on a large scale, deteriorating the quality

inclusiveness, the recent efforts of the Japanese government reflectof support that children with disabilities have received. In a

the spirit of an “inclusive education system” in the CRPD.

3. Japan’s pluralistic efforts towards an inclusive education system
As of January 2018, 68 LOIs have been issued from the CRPD

government reports were created, and legal transformations were

Committee. In terms of the focus of Article 24, countries can be

put into place. In the area of education, such efforts are epitomized

roughly classified into three types: (i) countries where still manyin the “Report on the Promotion of Special Needs Education forchildren with disabilities are deprived of the right to education; (ii)Developing an Inclusive Education System Leading to the Creation

countries that have special educational settings, although someof Cohesive Society”, which was issued in 2012 by the Central

children are deprived of the right to education; (iii) countries that

Council for Education and the 2013 Amendment of the Order for

have diminished or abolished special educational settings. The

Enforcement of the School Education Act (MEXT 2013a). Before,

CRPD Committee generally asks countries in the first category

children with relatively severe disabilities had to attend special

about data on the number of children with disabilities who areneeds schools. The Report pointed out that “[t]he appropriate goal

deprived of education, countries in the second category about theis to establish mechanisms that will decide the school of enrolment

rate of inclusion and measures taken to improve the situation, andbased on the condition of the disability, the educational needs ofcountries in the third category about the quality and accessibility of

the child, the opinions of the child and the guardians, and the views

inclusive education. This trend probably reflects the differenceof educational, medical, and psychological specialists” (MEXT

between exclusion, segregation, integration, and inclusion, which

2013b). In the amended Order, whether a child with disabilities

the CRPD Committee emphasized in its General Comment on

attends a regular school or a special needs school is decided by the

Article 24 (UN Committee on the Rights of Persons with

Boards of Education from a “comprehensive viewpoint”, while

Disabilities 2016). Accordingly, it is expected that the focus of therespecting the opinions of the child and his or her parents.
In addition, two important legal reforms were carried out in

LOI issued to Japan will be on the rate of inclusion and measures

2017: one regarding teacher assignment and the other regarding

taken to implement the concept of an inclusive education.
Japan’s initiative to promote an “inclusive education system”

teacher qualification. Teachers for resource room (tsukyu)

can be illustrated as a form of pluralistic inclusive education. It is

programs, in which children with disabilities attending regular

not an overstatement to say that the last decade has seenclasses receive special instruction individually several times aremarkable mainstreaming of special needs education in Japan.

week, had been in high demand despite budgetary restrictions. As a

Both legal and actual transformations are ongoing, which will

result, many children had been on a waiting list. Improving theserve as effective responses to the CRPD Commission on theaccessibility to a resource room program was increasingly

achievements and challenges regarding inclusive education.

becoming a priority in Japan’s teacher assignment system. The Act

On a legal basis, a number of reforms, which can be framed as

on Standards for Class Formation and Fixed Number of Schoolpart of the concept of “continuous diverse learning settings”

Personnel of Public Compulsory Education Schools was amended(MEXT 2012a), have been implemented in recent years. The 2006

in March 2017 so that resource room teachers were allocated in aamendment of the School Education Act changed the framework ofratio of one teacher to 13 children in need in 10 years (MEXT

education for children with disabilities in Japan (MEXT 2006).

2017a). Another reform was on qualifications, requiring all teacher

Accordingly, in 2007, “special schools” were transformed intotraining students to acquire fundamental knowledge on special“special needs schools”, allowing flexibility for establishingneeds education. Having been urged by teachers and specialists inschools that accommodate children with multiple disabilities. The

special needs education for more than a decade, taking more thanamended Act also encourages special needs schools to function as

one course in special needs education is finally going to becomea regional center of special needs education, supporting children

mandatory for all students in teacher training programs (MEXT

with disabilities in regular schools.

2017b). Responding well to the needs of children with disabilities
is now clearly recognized as one of the key competencies that all

As part of Japan’s efforts to ratify the CPRD, several22  

  Recent Policy and Status on Special Needs Education in Japanteachers should acquire.

not judged that they need an individualized instruction plan are

Financial efforts were also made to ensure that children withincluded, the rate of integration will be even higher.

disabilities in Japan have better access to quality inclusive

Furthermore, mainstreaming special needs education is

education. Special support staff are allocated in regular schools to

becoming evident in a social context. Apart from the fact thatassist children with disabilities and make it more likely for them toresource room programs are in high demand, school teachers allege

have a quality school life. The cost of allocating such staff isthat increasingly fewer parents and guardians regard receiving

embedded in the local allocation tax and, each year, more and more

special support in a regular school or enrolling in a special needs

grants are transferred to local governments as an increased number

school as something special. Receiving special support isof special support staff are employed. The latest data of MEXT

becoming a source of confidence and security rather than one of

imply that the number of special support staff in 2016 was about asreluctance and shame.

much as 56,000 nationwide (MEXT 2017c).

The current form of special needs education in Japan demonstrates

It is incorrect to assume that most children with special needs inthe increased diversity of options that children with disabilities are

Japan are taught in special educational settings. In fact, theoffered. In the inclusive education system that Japan is aiming for,majority of children with special needs study in regular schools. It

children with disabilities should be provided with flexible choices

is estimated that 598,607 children are those with special needs

and study together with those without disabilities insofar as(who need an individualized instruction plan) in compulsory

possible. Children with disabilities may be enrolled in a special

education, and around 88% of them are in regular schools (MEXT

needs school, but they should not face social stigma or

2017c). If children who may have developmental disorders but are

discrimination because of the type of school.

4. Remaining challenges
coordinators in regular schools is key for children with special

Despite the significant progress that has been made in the lastneeds to integrate into the school environment.

decade, the construction of an inclusive education system in Japanis still in progress. Although I do not deny integration of
educational settings in appropriate cases, raising the rate of

4.3.Seamless support system

inclusion itself should not be a policy target. Instead, I suggest

An effective use of an individualized instruction plan and an

following policy classifications as a tool of evaluation: (i)individualized support plan is key for the coordinated provision ofcontinuous and diverse learning settings; (ii) enhanced schoolsupport for children with disabilities. How well the plans areorganization; (iii) a seamless support system; (iv) competencies forcreated and utilized and how effective an information sharing

a cohesive society; and (v) a rich study environment. Utilizing

system is working both depend on municipalities. It is necessary tothese classifications, I elaborate on the current challenges behinddisseminate good examples nationwide.

constructing an inclusive education system.
4.4.Competencies for a cohesive society
In the Forum for Promoting Mental Barrier-Free Education

4.1.Continuous and diverse learning settings
Provision of continuous and diverse learning settings result incoordinated by MEXT in 2017, it was pointed out that the level ofincreased options that children with disabilities can take. The mostcommitment to ICL between children with and without disabilities

exigent challenge in this domain is the proliferation of resource

differs depending on schools and teachers. Activating ICL on aroom programs. The recent legal reforms to enhance thewider and deeper scale is essential for fostering in children

availability of the programs still need effective implementation andcompetencies for a cohesive society. A summary of the deliberation

application. It is also important to ensure that reasonable

by the forum will be published by March 2018.

accommodation is effectively provided wherever children withdisabilities study.

4.5.Rich study environment
Efforts to enrich the learning experiences of children withdisabilities involves the provision of financial support to their

4.2.Enhanced school organization
Although most public schools appoint a special needs

parents and guardians and making school facilities barrier-free. In

coordinator, how well coordinators can manage the issues related

some special needs schools, the number of classrooms isto special needs education is sometimes questioned because they

insufficient to accommodate a growing number of students. MEXT

are overloaded with other tasks. Effective use of special needs

has been urging local governments to improve such situations.

23  

  Recent Policy and Status on Special Needs Education in Japan
Nagase, Osamu. 2014. “Shogaishakenrijoyaku No Naritachi toReferences

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Division for Social Policy and Development. n.d. “Monitoring of

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the Implementation of the Convention.”ase.pdf.

https://www.un.org/development/desa/disabilities/convention-

Ochiai, Toshiro, and Yasuhiko Shimada. 2016. “Kyoseisyakai Wo

on-the-rights-of-persons-with-disabilities/monitoring-of-the-iMeguru Tokubetsushienkyoiku Narabini Inclusive Kyoiku No

mplementation-of-the-convention.html.

Arikata Ni Kansuru Ichikosatsu -Mary Warnock and Brahm

European Agency for Development in Special Needs Education.

Norwich (2010) No Shiten Kara-.” Tokubetsushienkyoiku

2003. “Special Needs Education in Europe.”

Jissen Center Kenkyu Kiyo, no. 14: 27–41.

https://www.european-agency.org/sites/default/files/special-ne

https://ir.lib.hiroshima-u.ac.jp/files/public/3/39722/201604141

eds-education-in-europe_sne_europe_en.pdf.

03630776792/CSNERP_14_27.pdf.

Government of Mauritius. 2010. “Republic of Mauritius Country

Office for the High Commissioner for Human Rights. 2010.

Report to the Third Conference of State Parties to the UN“Monitoring the Convention on the Rights of Persons with

Convention on the Rights of Persons with Disabilities.”

Disabilities: Guidance for Human Rights Monitors.”

Joint Committee on Human Rights. 2010. “UN Convention on the

http://www.ohchr.org/Documents/Publications/Disabilities_tra

Rights of Persons with Disabilities: Reservations andining_17EN.pdf.

Interpretative Declaration.”

Saumont, Nel. 2015. “Europe No Keiko.”https://publications.parliament.uk/pa/jt200809/jtselect/jtrights/

http://www.nise.go.jp/cms/6,10767,13,257.html.

70/70.pdf.

UN Committee on the Rights of Persons with Disabilities. 2016.

MEXT. 2006. “Tokubetsushienkyoiku No Suishin No Tameno“General Comment No. 4 (2016), Article 24: Right toGakkokyoikuhoto No Ichibukaitei Ni Tsuite.”

Inclusive Education.” CRPD/C/GC/4.

http://www.mext.go.jp/b_menu/hakusho/nc/06072108.htm.

http://docstore.ohchr.org/SelfServices/FilesHandler.ashx?enc=. 2012a. “Nihon No Gimukyoiku Dankai No Tayona Manabi

6QkG1d%2FPPRiCAqhKb7yhsnbHatvuFkZ%2Bt93Y3D%2

No Ba No Renzokusei.”Baa2r7WiHwAXZ%2FG9E0uHt5DxBGZc%2FFYqJnjv7Fqn

http://www.mext.go.jp/component/b_menu/shingi/giji/__icsFi

ztqhiHjMlyujYDMPEQHYJksg%2F5ScRp%2B2UkTe5yb6J

les/afieldfile/2012/06/26/1321665_1.pdf.

ZzG0ROn9a.

. 2012b. “Sankoshiryo 3: General Education System

UN General Assembly. 2007. Convention on the Rights of Persons

(Kyoikuseido Ippan) No Kaishaku Ni Tsuite.”with Disabilities : Resolution / Adopted by the General

http://www.mext.go.jp/b_menu/shingi/chukyo/chukyo3/044/at

Assembly.

tach/1323316.htm.

United Nations. 2014. “Consideration of Reports Submitted by. 2013a. “Gakkokyoikuhosekorei No Ichibukaisei Ni TsuiteStates Parties under Article 35 of the Convention Initial(Tsuchi).”

Reports of State Parties Due in 2010 Mauritius.”

http://www.mext.go.jp/a_menu/shotou/tokubetu/material/1339

. 2016. “Initial Report Submitted by Japan under Article 35 of

311.htm.

the Convention, Due in 2016.”. 2013b. “Outline of Report on the Promotion of Special Needs

http://docstore.ohchr.org/SelfServices/FilesHandler.ashx?enc=

Education for Developing an Inclusive Education System

6QkG1d%2FPPRiCAqhKb7yhsox6sZe%2Fik6d3iDJzISRPhu

Leading to the Creation of Cohesive Society” 12: 22–27.

XZhFjSGQ8%2FhycldtEBUPkj2z05cFBQaTWY%2FChjsT

https://www.nise.go.jp/cms/resources/content/8770/20131028

m%2B4BCUVaSzQziUL6HwZQtFtCXtTSw45Snjp8b7aB%2-184559.pdf.

FKSGL.

. 2017a. “Gimukyoikushogakko to No Taisei No Jujitsu Oyobi

Unei No Kaizen Wo Hakaru Tame No
Koritsugimukyoikushogakko No Gakkyuhensei Oyobi
Kyoshokuinteisu No Hyojun Ni Kansuru Horitsu to No Ichibu
Wo Kaisei Suru Horitsu Ni Tsuite.” Monbukagaku Koho 210:
1–6.
. 2017b. “Kyoikukomuin Tokureiho to No Ichibu Wo KaiseiSuru Horitsu Ni Tsuite.” Kyoikuiinkai Geppo, no. May: 1–27.
. 2017c. “Tokubetsushienkyoiku Shiryo (Heisei 28 Nendo).”



24

NISE Bulletin Vol. 17 March 2018

Recent Policy and Status on Special Needs Education in Japan

Recent Data on Education for Children with Disabilities in Japan
Statistical data are collected as of May 1, 2017

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

Numberofclasses

1,125

35,081

1,476

39,89631,04367,406

139,821

Total of Schools forSpecific Disability only

876

24,4781,321

27,99822,01949,432

100,770(1) Visual impairment

63

1,157

181

567

450

1,533

2,731

(2) Hearing impairment

86

1,770

1,037

1,898

1,153

1,556

5,644

(3) Intellectual disabilities

540

16,49965

19,866

16,75542,26978,955(4) Physical/motor disabilities

129

4,120

38

4,886

2,916

3,352

11,192(5) Health impairment

58

932

_

781

745

722

2,248

Total of Schools for two or
more Disabilities249

10,603

155

11,8989,024

17,97439,051(1)+(3)

1

61

18

157

86

-

261

(1)+(5)

1

17

3

6

4

16

29

(2)+(3)

11

269

61

231

177

490

959

(3)+(4)

142

6,537

5

7,701

5,714

12,08325,503(3)+(5)

15

612

-

763

670

1,022

2,455

(4)+(5)

26

966

12

980

630

752

2,374

(1)+(4)+(5)

1

33

-

26

19

22

67

(2)+(3)+(4)

3

200

14

181

143

370

708

(2)+(3)+(5)

1

46

13

46

33

62

154

(3)+(4)+(5)

29

1,127

1

1,116

949

2,001

4,067

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

1

56

5

47

50

95

197

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

1

84

6

94

55

130

285

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

17

595

17

550

494

931

1,992

Total

Kindergarten
dept.

Lower
secondarydept.

Elementary
dept.

Upper
secondary
dept.

Total

Total of teachers & staffs

96,560

Number of teachers

82,372

Number of staffs

14,188*This table is classified by the type of disabilities which each school specifies according to their school regulations.

26
25

NISE Bulletin Vol. 17 March 2018

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

84

Hearing impairment

Kindergarten
dept.

Elementary
dept.

Lower
secondary
dept.

Upper
secondary
dept.

2,242

204

1,719

1,304

2,360

5,587

120

2,842

1,158

3,080

1,872

2,315

8,425

Intellectual disabilities

761

30,181

248

35,91427,98562,394

126,541

Physical/motor disabilities349

12,319123

13,562

8,292

9,912

31,889Health impairment

149

7,481

30

7,410

5,389

6,730

19,559Total*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

17,565(44.6%)

71,831(47.1%)

8,571(48.0%)

34,534(52.9%)

26,136(45.7%)

106,365(48.8%)

Physical/motor disabilities

2,130(5.4%)

3,302(2.2%)

788(4.4%)

1,116(1.7%)

2,918(5.1%)

4,418(2.0%)

Health impairment

1,335(3.4%)

2,265(1.5%)

582(3.3%)

943(1.4%)

1,917(3.3%)

3,208(1.5%)

Low vision369(0.9%)

441(0.3%)

101(0.6%)

111(0.2%)

470(0.8%)

552(0.3%)

Hard of hearing

741(1.9%)

1,155(0.8%)

316(1.8%)

462(0.7%)

1,057(1.8%)

1,617(0.7%)

Speech and language disorders499(1.3%)

1,554(1.0%)

122(0.7%)

154(0.2%)

621(1.1%)

1,708(0.8%)

Autism/ Emotional disturbance

16,747(42.5%)

72,032(47.2%)

7,362(41.3%)

27,939(42.8%)

24,109(42.1%)

99,971(45.9%)

39,386

152,580

17,842

65,25957,228217,839

Total
Number of teachers in charge

42,27019,51961,789Number of schools established

16,184

7,882

24,066*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

NISE Bulletin Vol. 17 March 2018

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

36,413(41.4%)

380(3.7%)

36,793(37.4%)

Autism

13,551(15.4%)

2,325(22.4%)

15,876(16.1%)

Emotional disturbance

9,783(11.1%)

2,041(19.7%)

11,824(12.0%)

Low vision161(0.2%)

18(0.2%)

179(0.2%)

Hard of hearing

1,677(1.9%)

414(4.0%)

2,091(2.1%)

Learning disabilities

11,636(13.2%)

2,907(28.0%)

14,543(14.8%)

Attention deficit hyperactivity disorder

14,625(16.6%)

2,261(21.8%)

16,886(17.2%)

Physical/motor disabilities

69(0.08%)

23(0.22%)

92(0.09%)

Health impairment13(0.01%)

14(0.13%)

27(0.03%)

87,928

10,38398,311

Number of teachers in charge

6,158

1,067

7,335 *1

*1 The data includes 110 teachers of schools
for special needs education.

Number of schools established

3,814

690

4,576 *2*2 The data includes 72 schools for special
needs schools.

Total(5) National demographic data for schooling of children
Compulsory education stage(elementary and lower secondary)
Number of children enrolled (all)9,980,769(100.0%)15,108,483(100.0%)

Number of children receiving special needs education
Breakdownof above

387,089(3.9%)

455,971(3.0%)

Enrollment in special schools

70,939(0.7%)

139,821(0.9%)

Enrollment in classes for special needs education

217,839(2.2%)

217,839(1.4%)

Number accessing resource rooms

98,311(1.0%)

98,311(0.7%)

37(0.0004%)

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

Breakdownof above

All stages(kindergarten to upper secondary)

Health impairment/Growth retardation

37

Enrolled in children’s facilities/corrective
institutions

19

Multiple nationality

3,286

Others

393*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
27

NISE Bulletin Vol. 17 March 2018

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 (%)

1990

1995

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

38.3

43.8

45.1

44.6

43.4

43.5

43.3

43.1

42.8

42.5

41.2

41.2

41.1

40.1

39.1

38.2

37.7

37.2

36.5

30.9

35.4

41.9

43.3

43.8

42.3

44.5

46.4

46.0

47.0

48.8

46.5

44.3

45.1

41.0

42.2

41.9

41.0

41.4

12.7

15.7

17.9

17.4

17.9

17.9

18.4

19.4

18.8

19.6

26.1

24.9

24.7

24.8

25.0

25.7

26.1

26.5

27.1

34.0

37.2

37.6

36.7

34.9

34.9

34.3

34.3

34.3

35.9

34.9

34.5

34.2

33.3

31.9

31.1

30.6

30.1

29.5

59.9

71.4

75.0

74.9

74.4

74.8

75.3

75.4

75.3

66.1

64.5

63.8

63.8

61.7

59.7

58.0

57.2

56.0

55.4

33.0

31.4

32.5

34.1

35.9

37.9

38.5

39.5

39.3

44.4

44.8

45.5

45.5

43.3

43.1

43.8

43.6

43.0

43.2

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

Total (%)

1990

1995

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

15.6

18.8

23.9

23.2

23.0

23.1

22.4

22.4

22.0

22.1

21.3

21.0

19.9

19.5

19.0

19.0

18.5

18.3

17.9

7.2

8.0

7.6

7.9

8.3

8.0

7.5

7.7

7.9

8.1

15.8

15.6

15.4

16.8

16.0

17.2

18.1

19.1

18.5

5.3

6.0

7.9

7.3

7.2

8.0

8.9

9.5

7.9

8.0

18.8

18.3

16.9

15.9

15.5

16.3

16.8

17.4

16.9

9.0

13.6

17.9

17.1

16.5

16.8

16.2

16.5

16.3

17.8

17.4

16.8

15.9

15.6

15.1

15.1

14.6

14.5

14.1

32.3

51.1

60.5

59.5

60.8

60.8

59.6

58.1

57.9

46.9

43.7

41.8

40.3

37.9

36.4

35.7

34.6

34.4

33.3

28.8

30.6

45.1

45.0

44.5

44.5

41.6

44.2

39.5

39.5

37.7

39.1

33.9

31.6

31.2

32.1

32.3

31.0

31.0

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

26
28

NISE Bulletin Vol. 17 March 2018

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

25,92036.5

12,05717.9

37,97727.5(1) Visual
impairment

468

46.0

204

13.3

672

26.4

(2) Hearing
impairment

648

21.2

232

14.9

880

19.1

(3) Intellectual
disabilities

9,048

24.7

4,563

10.8

13,611

17.3(4) Physical/motor
disabilities

6,406

82.1

2,409

71.9

8,815

79.0

(5) Healthimpairment

545

35.7

303

42.0

848

37.7

(1)+(3)

47

19.3

-

-

47

19.3

(1)+(5)

7

70.0

-

-

7

26.9

(2)+(3)

111

27.2

32

6.5

143

15.9

(3)+(4)

5,564

41.5

2,768

22.9

8,332

32.7

(3)+(5)

310

21.6

155

15.2

465

18.9

(4)+(5)

1,305

81.1

493

65.6

1,798

76.1

(1)+(4)+(5)

31

68.9

17

77.3

48

71.6

(2)+(3)+(4)

114

35.2

62

16.8

176

25.4

(2)+(3)+(5)

16

20.3

5

8.1

21

14.9

(3)+(4)+(5)

793

38.4

532

26.6

1,325

32.6

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

21

21.6

17

17.9

38

19.8

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

100

67.1

42

32.3

142

50.9

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

386

37.0

223

24.0

609

30.8

*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’.

29

NISE Bulletin Vol. 17 March 2018

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

OthersTotal

10,221(100.0%)10,054(98.4%)

17(0.2%)

1(0.01%)

80(0.8%)

69(0.7%)

Visualimpairment

151(100.0%)151(100.0%)

-

-

-

－

Hearing
impairment

404(100.0%)404(100.0%)

-

-

-

-

Intellectual
disabilities

7,664(100.0%)7,555(98.6%)

13(0.17%)

1(0.01%)

51(0.7%)

44(0.6%)

Physical/motor
disabilities

1,623(100.0%)1,601(98.6%)--

5(0.3%)

17(1.0%)

Healthimpairment

379(100.0%)343(90.5%)

4(1.1%)-

24(6.3%)

8(2.1%)

19,135(100.0%)18,028(94.2%)

416(2.2%)

180(0.9%)Classes for special needs
education

511(2.7%)*Upper columns are for the number of students and lower columns are for its share (%) to the total. The total of all the rates above does not reach 100%
because of the round off.

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

Schools for
special needs
education

Number of
students whoentering higher
education

Number of
students whoentering
training
institutions

Number of
students whoentering work
life

Number of
students whoentering
institutions or
medicalinstitutions

OthersTotal

20,882(100.0%)440(2.1%)

358(1.7%)

6,139(29.4%)

12,981(62.2%)

964(4.6%)

Visualimpairment

374(100.0%)101(27.0%)

6(1.6%)

58(15.5%)

114(30.5%)

95(25.4%)Hearing
impairment

528(100.0%)195(36.9%)

32(6.1%)

210(39.8%)

80(15.2%)

11(2.1%)

Intellectual
disabilities

17,754(100.0%)73(0.4%)

233(1.3%)

5,707(32.1%)

11,008(62.0%)

733(4.1%)

Physical/motor
disabilities

1,838(100.0%)47(2.6%)

43(2.3%)

102(5.5%)

1,565(85.1%)

81(4.4%)

Healthimpairment

388(100.0%)24(6.2%)

44(11.3%)

62(16.0%)

214(55.2%)

44(11.3%)*Upper columns are for the number of students and lower columns are for its share (%) to the total. The total of all the rates above does not reach 100%
because of the round off.

29
30

NISE Bulletin Vol. 17 March 2018

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]
1990

1995

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

67.2

77.5

90.1

90.7

92.0

91.3

92.1

92.7

94.2

93.7

94.7

95.0

95.6

95.8

95.8

95.8

96.3

96.5

90.8

91.4

94.4

92.5

95.4

94.2

95.3

93.6

96.3

99.4

97.6

98.4

97.6

97.6

98.0

95.5

94.6

96.0

95.6

95.2

95.4

94.5

93.8

96.6

94.6

96.9

96.0

92.0

96.9

94.2

95.7

91.1

93.1

91.1

93.8

95.5

66.8

81.2

94.5

94.4

95.8

95.1

95.8

96.9

97.4

97.0

97.8

97.5

98.2

98.5

97.9

98.3

98.5

98.4

78.1

84.6

94.1

95.5

95.0

94.3

95.5

94.6

96.7

96.7

96.9

95.9

96.3

97.4

97.1

96.9

97.0

97.7

28.5

31.0

42.9

46.4

42.9

45.3

45.0

47.7

49.9

50.0

50.4

52.4

53.1

51.5

53.9

51.7

55.9

55.4

39.7

52.1

62.2

64.9

73.1

62.6

64.6

64.8

65.5

70.2

69.7

70.0

67.3

66.5

65.2

63.4

61.4

58.5

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

1990

1995

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

35.7

29.2

22.0

20.5

19.4

20.4

20.5

22.7

23.1

24.3

23.7

23.6

24.3

25.0

27.7

28.4

28.8

29.4

27.6

18.3

12.6

13.3

11.9

11.9

17.0

14.4

12.4

15.3

19.1

21.4

16.3

10.9

13.4

17.6

16.2

15.5

47.6

37.0

31.4

29.3

25.5

31.5

34.4

32.4

35.4

42.4

35.1

33.5

34.5

32.7

37.3

36.1

38.5

39.8

40.7

33.4

25.5

23.7

22.4

23.2

23.2

25.3

25.8

27.1

26.4

26.7

27.4

28.4

30.2

31.1

31.5

32.1

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

5.5

18.6

18.0

8.0

6.1

10.1

13.0

10.3

15.4

18.5

16.4

12.1

11.0

12.2

14.6

18.0

17.5

14.4

16.0

Total

Visualimpairment
Schools

Hearingfor

impairment
specialneeds
education

Intellectual
disabilities
Physical/motor
disabilities
Healthimpairment

29
31

NISE Bulletin Vol. 17 March 2018

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

Number of schools

Number of children

2001

All the prefectures

261

895

2002

All the prefectures

269

1,012

2003

All the prefectures

266

1,038

2004

All the prefectures

257

936

2005

All the prefectures

249

934

2006

All the prefectures

235

923

2007

All the prefectures

248

929

2008

All the prefectures

248

948

2009

All the prefectures

244

942

2010

All the prefectures

248

894

2011

All the prefectures

238

931

2012

All the prefectures

235

949

2013

All the prefectures

238

940

2014

All the prefectures

235

929

2015

All the prefectures

237

857

2016

All the prefectures

240

841

(10) Expenditure of school education per one child - public institution Public
Schools for special needs education
Elementary schools
Lower secondary schools[FY 2014]

Expenditure of school education
7,252,341 Yen

Expenditure per child enrolled in schools for special needs education is939,593

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

1,072,523

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

29
32

NISE Bulletin Vol. 17 March 2018

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. 44, 2017.
1. NISHIMURA Takahiro, DOI Kouki, FUJIMOTO Hiroshi and WADA Tsutomu (2017). The Relationship between Vertical and Horizontal
Dot Spacing and Readability of Paper-Based Braille in Braille Beginners, Bulletin of The National Institute of Special Needs Education, Vol.
44, pp.1-12, 2017

The Relationship between Vertical and Horizontal Dot Spacing andReadability of Paper-Based Braille in Braille Beginners
NISHIMURA Takahiro, DOI Kouki, FUJIMOTO Hiroshi and WADA Tsutomu
Abstract: Among people with visual impairments due to accidents, disorders, and aging, many cannot adequately read Braille. Learning
Braille requires a great deal of time and the acquisition of various skills. Previous studies have indicated that one of the problems in learning
Braille is that the standard Braille size is too small for Braille beginners. Therefore, it is necessary to determine the Braille patterns that would
make learning easier for beginners. In this study, we evaluated the conditions of vertical and horizontal dot spacing for beginners that madethe Braille easy to read. We specifically considered Braille beginners with acquired visual impairments who were unfamiliar with Braille. The
effect of vertical and horizontal dot spacing on Braille readability was examined through an evaluation experiment using sighted subjects withno experience of reading Braille. The results of this experiment reveal that Braille beginners can read Braille accurately and quickly whenboth the vertical and horizontal dot spacing are 3.1mm or more.
Key words: Paper-based braille, Vertical and horizontal dot spacing, Readability, Visual impairment, Braille beginner

2. SADAOKA Koji (2017). A Study on the Support of Retention in the Workplace for the Graduates of Upper Secondary Department ofSpecial Needs Education School for the Students with Intellectual Disabilities: Appropriate Vocational Education from the View Point of the
Support of Retention in the Workplace, Bulletin of The National Institute of Special Needs Education, Vol. 44, pp. 13-26, 2017.

A Study on the Support of Retention in the Workplace for the
Graduates of Upper Secondary Department of Special Needs
Education School for the Students with Intellectual Disabilities:
Appropriate Vocational Education from the View Point of the
Support of Retention in the Workplace
SADAOKA Koji
Abstract: This study seeks to clarify the problems and issues faced at workplaces by the graduates of upper secondary department of special
needs education school for the students with intellectual disabilities, focusing on the support provided by the school that helps the students
settle in at a workplace. Moreover, it outlines case studies of six graduates of an upper secondary department of special needs education
school for the students with intellectual disabilities in the last eight years who left their jobs within three years, as well as the reason for their
doing so. The results of the study indicated that in order for the students to continue working it is necessary to respond to the decrease in theirawareness regarding their employment and their morality and ethics to be nurtured, as to promote understanding of persons with disabilities
among the others at the workplace.
Key words: Intellectual disabilities, Support of retention in the workplace for the Graduates, Quits rate of employment, Case study of
support33

NISE Bulletin Vol. 17 March 2018

Summaries of the Research Papers

3. WAKABAYASHI Kazusa (2017). Overview of Practical Research Contributing to Vocational Education for High School Students with
Developmental Disabilities in Japan: Focusing on Empirical Research, Bulletin of The National Institute of Special Needs Education, Vol. 44,
pp. 27-42, 2017

Overview of Practical Research Contributing to Vocational
Education for High School Students with Developmental
Disabilities in Japan: Focusing on Empirical Research
WAKABAYASHI Kazusa

Abstract: It is important that persons with developmental disabilities are given practical and concrete guidance regarding vocational
education during the transition period such as in the high school, as such individuals face difficulties in finding a vocation or stable
employment. This article reviewed empirical research that identifies outcomes and problems regarding vocational education for Japanese highschool students with developmental disabilities. The findings of this review were as follows. First, studies in this area are expected to utilize
more reliable research methods. Especially, more studies are needed for the students with developmental disabilities that put more focus on
the aspects of highfunctioning autism spectrum and intellectual disabilities. Also found was that before students with developmental
disabilities receive instruction in classes, it is necessary to promote an active attitude among them.
Key words: Developmental disabilities, High school vocational education, Social adaptation, Practical research.

4. ITO Yumi (2017). Issues Surrounding the Psychological Support in School to Children with Developmental Disabilities: Using the Cases in
Inclusive DB, Bulletin of The National Institute of Special Needs Education, Vol. 44, pp. 43-56, 2017

Issues Surrounding the Psychological Support in School toChildren with Developmental Disabilities: Using the Cases in
Inclusive DB
ITO Yumi
Abstract: Using the National Institute of Special Education's (NISE) database (Inclusive Database) of practice cases of "reasonableaccommodations," we summarized the current state of psychological support for children with developmental disabilities who enroll in aresource room program. The results showed that teachers were providing the following kinds of support in the twenty-eight cases of children
with developmental disabilities studied: (1) adjusting the amount and method of tasks depending of the child's educational needs, ( 2 ) creating
opportunities of children's active participation, ( 3 ) acknowledging children's effort, (4) improving the children's motivation, (5) trying not to
respond negatively to the children, ( 6 ) maintaining continuity with regular classes and the resource room, ( 7 ) raising awareness to theclassmates.
These seven kinds of psychological support can be further categorized into: (A) teachers' efforts to help children carry out tasks, ( 1 ) ( 2 ),(B) a positive and direct approach to the children by the teacher (3) (4) (5), (C) trying to connect the effects of teaching in regular classes andin the resource room.
Thanks to these three types of psychological support, the children were able to make an effort to complete their tasks, gain confidence uponcompleting tasks, and experience being evaluated positively by their teachers. By meeting the expectations of their teachers and classmates,
the children felt own usefulness, and gained higher self-esteem.
Key words: Developmental disability, Resource room teaching, Inclusive DB, Self-esteem

34

NISE Bulletin Vol. 17 March 2018

Summaries of the Research Papers

5. YANAGISAWA Akiko, UCHIDA Teruo (2017). Families’ Needs of Persons with Autism regarding Community and Family Life: Througha Survey by Kanagawa Autism Society, Bulletin of The National Institute of Special Needs Education, Vol. 44, pp. 57-71, 2017.

Families’ Needs of Persons with Autism regarding Community andFamily Life: Through a Survey by Kanagawa Autism Society
YANAGISAWA Akiko and UCHIDA Teruo

Abstract: Kanagawa autism society conducted a study to clarify what would be sufficient reasonable accommodation for families of thosewith autism in order that they could live in the community. They utilized a questionnaire on positive and negative aspects regarding education,
welfare, medical care and vocation. This study focused on welfare (in particular support for children with autism, life supports and residence)and medical care. Positive comments on welfare showed that the community of residents and relevant people accommodated the individual
needs of persons with autism and had a receptive and cooperative attitude. Negative comments showed misunderstanding and prejudice
towards persons with autism. Positive comments showed that medical doctors and nurses had a receptive attitude and gave consideration to
the characteristics of autism. Negative comments showed that they provided poor support and irrelevant comments towards persons with
autism and their families based on a lack of understanding. This study suggested that it is necessary for citizen and staff working in welfare
and medical care to enhance awareness of autism. Also, support for families is important so that they can tell people around them about theirchildren.
Key words: Autism, Family, Community Life, Family life, Needs

35

NISE Bulletin Vol. 17 March 2018

Editorial Board
Niihira Shizuhiro (Chairman)

OZAWA Michimasa

YAMAMOTO Akira (Chief Editor)

SUGIURA Toru

FUKAKUSA Tamayo

ARAKI Masami

SAITO Mitsuo

TANAKA Nobuaki

TSUTSUI Jun

NISE Bulletin Vol. 17
March 2018
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