ISSN 0389-9012

NISE A-20

NISE Bulletin
Vol.20March 2021

National Institute of Special Needs Education, JapanNISE Bulletin Vol. 20 March 2021

Contents

NISE’s Activities
Research Projects for FY2020

1

Research Summaries from the Final Reports of the Research Projects in 2020

10

Exchange with the Korean National Institute for Special Education:
Report on the Japan-Korea Pre-seminar

14

Other Topics

21

Recent Data on Education for Children with Disabilities in Japan

29

English Abstracts of the Research Papers from Bulletin of The National
Institute of Special Needs Education or “国立特別支援教育総合研究所研究紀要”, Vol. 47, 2020

41

NISE Bulletin Vol. 20 March 2021

NISE's Activities

Research Projects for FY 2020

Cross-sectional Research
Research
Unit

Research Title

Research
LeaderResearch
PeriodComprehensive Research Related to the Development of Inclusive Education
System in Japan - Proposal for (COMPASS)to support independent effrots inschools and local communities-

Inclusive Education
System TeamHOSHI Yuko

FY 2016-2020

Comprehensive Research Related to Education Curriculums on Special Needs
Education - Current conditions and issues for formulation and implementationof curriculums based on new Courses of Study -Education Curriculum
Team

YOKOKURA Hisashi

FY 2016-2020

Research on Specific Disability Categories
Research Title

Research
Unit

Research on Improving Function as a Resource Center in Education for Students
with Hearing Impairments - Community collaboration focused on infants -Deaf and Hard of Hearing
Unit

UNO Kounosuke

FY 2018-2020

Development of Support Kits for Teachers of Classes for Special Needs
Education for Intellectual Disabilities - Focusing on lesson design -Intellectual DisabilitiesUnit

WAKUI Megumi

FY 2019-2020

Research on Class Improvement Using Community Resources for Instructionand Support of Students with Physical/Motor Disabilities in Elementary andLower Secondary School

Physical/Motor
Disabilities Unit

YOSHIKAWA TomooFY 2019-2020

Research on Effective Instruction and Support for Students with Developmental
Disabilities with a View to Connections with Society - Focusing on the best
approaches to specialized instruction in resource rooms based on thecharacteristics and developmental stages -Developmental
Disabilities andEmotional Disturbances
Unit

KAIZU Akiko

FY 2019-2020

1

Research
LeaderResearch
PeriodNISE Bulletin Vol. 20 March 2021

NISE's Activities

Collaborative Research on Practices in Local Communities
Research
Unit

Research Title

Research
LeaderResearch on Understanding and Raising Awareness of Inclusive Education

Promotion of

KUBOYAMA

SystemUnderstanding taem

ShigekiJoint Avtivies andResearch on Improving Joint Activities and Learning

Learning Team

Research on the Results and Outlook for Promoting Inclusive Education－

Research
PeriodFY 2020

MAKINO Yasumi

FY 2020

YOKOO ShunFY 2020

Systems in Local Communities

Entrusted Researches
Entrusted
Organization

Research Title

Developmental Research on Establishing a Support System for Deafblind

Fast RetailingChildren/Students

Foundation

ICT Utilization Research for Special Needs Education Through the Magic

SoftBank Corp

Project

Research
LeaderHOSHI Yuko

AOKI
Takamitsu

2

Research
PeriodFY 2019-2020

FY 2020NISE Bulletin Vol. 20 March 2021

NISE's Activities
Outlines of Research Projects for FY 2020

Cross-sectional ResearchComprehensive Research Related to the Development of Inclusive Education System
in Japan - Proposal for (COMPASS)to support independent effrots in schools andlocal communitiesResearch unit: Inclusive Education System Teaman inclusive education system in each communities and education

Research Leader: HOSHI Yukosites. Due to this, the Comprehensive Research Related to the

Researchers:

Construction of an Inclusive Education System in JapanYANAGISAWA Akiko(Sub-leader), KANEKO Takeshi, IKOMA(FY2016-FY2020) was carried out five years in the 4th phase of

Yoshio,the medium-term goal period. In the final year of 2020, we revised

NAMEKAWA

Norihiro,

HIROSHIMA

Shinichi,NISHIMURA Takahiro

the index of the school board version with cooperation from

Research period: FY2016-2020

supervisors and research collaborators, and considered theutilization of it. As the study summation of the five years study, we
considered the requirements for proactive practices toward the

Abstract:
The construction of an inclusive education system is a key

construction of an inclusive education system at school sites andpolicy issue for the nation in the ratification of the United

the role of the school board. Additionally, we created a casebook

Convention on the Rights of Persons with Disability and thethat summarized the proactive practices to promote an inclusive

implementation of Act for Eliminating Discrimination against

education system in the kindergartens and schools which was

Persons with Disabilities. The research needs to be carried out that

research cooperation institutions and used the index.

contributes to steadily advancing initiatives for the construction of

Cross-sectional ResearchComprehensive Research Related to Education Curriculums on Special Needs
Education - Current conditions and issues for formulation and implementation of
curriculums based on new Courses of Study Research unit: Education Curriculum Teamin 2018 and 2019, we conduct surveys tailored to an elementary

Research Leader: YOKOKURA Hisashi

school and a lower secondary school and the elementary

Researchers:

departments of special needs schools respectively. We consider the

WAKABAYASHI

Takaakisurvey results with those of 2018 and 2019 to ascertain where each

(Sub-leader), YOSHIKAWA Tomoo, INOUE Hidekazu, KONISI

Kazusa(Sub-leader),KITAGAWAschool is at in working on various issues raised by the Central

Takamasa,

Council

KAMIYAMA Tsutomu

Research period:for

Educationandcurriculum

composition

andimplementation based on the new Courses of Study. Furthermore,

FY2016-2020

among the schools that we visited in 2018, we select schools thatare working on research on curriculum composition and

Abstract:
Over the five years from 2016 to 2020, we have carried out

implementation based on the new Courses of Study, and, as

research under the main theme of Comprehensive Researchresearchers from NISE cooperate with the school research, clarify

Related to Education Curriculums in Special Needs Education. In

as case studies, specific initiatives for improving curriculum.

2020, based on the questions considered in the surveys conducted

In 2020, we summarize the Comprehensive Research Related to3

NISE Bulletin Vol. 20 March 2021

NISE's Activities
Education Curriculums in Special Needs Education that has been

conducted from 2016 to 2017.

conducted over five years, including the results of research

Research on Specific Disability Categories

Research on Improving Function as a Resource Center in Education for Students
with Hearing Impairments - Community collaboration focused on infants Research unit: Deaf and Hard of Hearing Unitan early stage, from the discovery of hearing impairment until the

Research Leader: UNO Kounosuke

start of rehabilitation, we clarify the role that special needs schools

Researchers:(hearing impairment) fulfill for infants with hearing impairment in

YAMAMOTO Akira (Sub-leader), YOKOKURA Hisashi

Japan. Furthermore, we support the initiatives of special needs

Research period: FY2018-2020

schools (hearing impairment) by preparing leaflets that detailresearch results and initiatives of the schools and local
municipalities, etc. The leaflets are made for managers at special

Abstract:
In this research, by surveying 1) the state of collaboration amongneeds schools (hearing impairment), and educate about theorganizations at special needs schools (hearing impairment), 2) thesignificance of infant educational counseling situated in special

content and methods of guidance support and circumstances inneeds schools (hearing impairment).

localities that are constructing uninterrupted support systems from

Research on Specific Disability Categories

Development of Support Kits for Teachers of Classes for Special Needs Education
for Intellectual Disabilities - Focusing on lesson design Research unit: Intellectual Disabilities Unit

teachers of special needs schools is low, and many teachers have

Research Leader: WAKUI Megumi

less

Researchers:

education(National Institute of Special Needs Education, 2014,

MURAI Keitaro(Sub-leader), YOKOO Shun, SAKAMOTO

2018).

Masayuki, KAMIYAMA Tsutomu, HIRANUMA Motoshi

than

three

years

of

experiencein

specialneeds

Therefore, in this research, we aimed to develop a "support kit"that summarizes materials and tools to support teachers of special

Research period: FY2019-2020

classes for intellectual disabilities who have little experience in
special needs education. We also considered special needs

Abstract:
The teacher for the special class for intellectual disabilities must

education support assistants and staff with mid-to-long-term

organize the curriculum according to the actual situation of theexperience and managers, etc., could work as a team when utilizing

students by referring to not only the regular curriculum but also thethe kit. We developed guidance materials and tools that give

curriculum of the special school for intellectual disability. Besides,

easy-to-follow guidance on formulating curriculum and creating

it is necessary to create instruction plans and lesson plans

guidance plans, explicitly focusing on arithmetic and the Japanese

according to various actual conditions such as the status oflanguage. This kit made teachers plan a teaching unit and classes asintellectual disability, the number of students, and the grade of theone set of guidance goals for teaching units and lessons, learning

students enrolled. Thus, teachers require a wide range ofevaluations, etc.

specialization. On the other hand, the rate of holding licenses for

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NISE's Activities

Research on Specific Disability Categories

Research on Class Improvement Using Community Resources for Instruction andSupport of Students with Physical/Motor Disabilities in Elementary and Lower
Secondary School
Research unit: Physical/Motor Disabilities Unit

carried out at many elementary and lower secondary schools, it is

Research Leader: YOSHIKAWA Tomoo

also important to improve classes while considering support andResearchers:

adviceKITAGAWA Takaaki (Sub-leader), IKOMA Yoshio, SUGIURA

resource-center function of special needs schools and theTorutherapeutic care and education organizations that many children

Research period: FY2019-2020

use from before they enter school.

Abstract:

Consequently, in this research, through questionnaires and casen the guidance of children with physical/motor disabilities atstudies, we examine how to utilize guidance on activities todiverse learning sites, consistent support from before enteringpromote independence, and individual education support plans andschool until after graduation that considers collaboration withindividual guidance plans, make proposals for how to make lesson

fields related to health care, medical care, welfare, labor, etc., isimprovements that utilize community resources for the guidance

particularly important. For the enrichment of the learning ofand support of students with physical/motor disabilities at eachchildren with physical/motor disabilities, as well as the structure

school and board of education, and we contribute to the enrichment

within schools that includes the joint activities and learning beingof future initiatives at places of learning.

thatutilizes

community

resources

such

as

the

Research on Specific Disability Categories

Research on Effective Instruction and Support for Students with Developmental
Disabilities with a View to Connections with Society - Focusing on the best
approaches to specialized instruction in resource rooms based on the characteristics
and developmental stages Research unit: Developmental Disabilities and Emotional

Furthermore, with appropriate understanding and support, in many

Disturbances Unit

cases, the adaptive state improves. However, there are also children

Research Leader: KAIZU Akiko

who don’t receive appropriate understanding and support (students

Researchers:

whose various original disability characteristics are seen as a

ITO Yumi (Sub-leader), TAMAKI Munehisa, ENOMOTO Yoko,

primary disability), and suffer adaptive difficulties caused by

SASAMORI Hiroki, HIROSHIMA Shinici, INOUE Hidekazu,

environmental considerations, or so-called secondary disabilities.

WAKABAYASHI

Accordingly, in this research, 1) while considering expertise in the

Kazusa,TAKEMURA

Yoko,

ATSUMI

Yoshikata(Special-Appointment Researcher)fields of welfare and correctional

Research period: FY2019-2020

the field of school education, we categorize the risk factors andeducation, etc., and not only incare factors and actual situations of students who, until now, at
school and in local communities, have not received appropriate

Abstract:
Characteristics of students with developmental disabilities areunderstanding and support and have fallen into a state ofcarried throughout one’s whole life, but the conditionchanges.

adaptation difficulty, or so-called secondary disabilities, 2) we

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NISE's Activities
conduct surveys with resource rooms for students withcategorized, and examine whether there are differences in thedevelopmental disabilities at primary, lower secondary and highinstruction

schools nationwide, and with those teachers, and, based on thebased on the factors of students’ characteristics and school stages

content of activities to promote independence, consider how the(primary, lower secondary, high school). From those results, we

instruction

aim to propose methods of instruction and support that prevent

carriedout

towardstudents

withindividual

developmental disabilities (Learning Disabilities, Attention- Dificit
Hyperactivity

Disorder,AutismSpectrum

Disorder)secondary disabilities.

are

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NISE Bulletin Vol. 20 March 2021

NISE's Activities

Collaborative Research on Practices in Local Communities

Research on Understanding and Raising Awareness of Inclusive Education System
Research period: FY 2020

Research unit: Promotion of Understanding taem
Research Leader: KUBOYAMA Shigeki
Researchers:

Abstract:

ITO Yumi (Sub-leader), UNO Kounosuke, OOSAKI Hirohumi,
SUGIURA Toru,

YAMAMOTO

Akira,AOKI

In order to construct an inclusive education system for the

Takamitsu,

formation of a symbiotic society, it is important to gain

SAKAMOTO Masayuki, TAKEMURA Yoko, TAMAKI Munehisa,

understanding from all teachers, children and communities. In thisFUJITA Masashi, HIRANUMA Motoshi

research, working together with 10 cities and prefectures, throughResearcher of Collaborative Research on Practices in Local

the practical examination of improvement of lessons, etc., via

Communities:

in-school training, communication from boards of education and

HASHIMOTO Masataka, ABE Hisanori, MURAMATSU Izumi,

others, the implementation of lessons for children on understanding

MATSUI Yasuko, WADA Chie, KIJIMA Kunihiko, TAKANO

disability, and construction of community systems, etc., we make

Kumiko, NISHIUCHI Kazuhiro, SUZUKI Miho, ENSHU Yukiyo,

specific proposals for methods that promote awareness and

NISHIKOUJI Machikoedification about Japanese inclusive education system.

Collaborative Research on Practices in Local Communities

Research on Improving Joint Activities and Learning
Research unit: Joint Avtivies and Learning Team

written questionnaires concerning the actions and awareness of

Research Leader: MAKINO Yasumi

teachers, field surveys on initiatives at schools, etc. We will

Researchers:consider and define the concept of teachers who fully understand

SAKAI Naoki(Sub-leader), SAITOU Yumiko, OZAWA Michimasa,

the purpose and significance of special needs education and the

WAKUI Megumi

concept of schools where all teachers are such teachers and the

Researcher of Collaborative Research on Practices in Local

schools can take an organizational response. We will also clarify

Communities:

what type of in-school training and other efforts are made to

KUREBAYASHI Atomu, MIURA Chinatsu

cultivate these types of teachers and schools. Furthermore, we will

Research period: FY 2018-2019

recommend how teachers and schools can explain the concepts ofan inclusive society and an inclusive education system to students,
guardians, and the community. The results of this study have been

Abstract:
To promote the formation of an inclusive society andreported at the community practical research forum and thedevelopment of an inclusive education system, it is essential thatJapanese Association of Special Education, and other gatherings, toall school teachers, students, parents, and communities understanddisseminate them tothe system. In this study, we collaborated with eight prefecturalcommunities, and to schools and educational administrations

cities in FY 2018 and with seven in FY 2019, and carried out

nationwide so they can be implemented.

7

thespecifiedresearch

collaboration

NISE Bulletin Vol. 20 March 2021

NISE's Activities

Collaborative Research on Practices in Local Communities

Research on the Results and Outlook for Promoting Inclusive Education Systems in
Local Communities
Research Leader: YOKOO Shun

The purpose of this study was to summarize the research results of

Researchers:

the designated research communities that participated in the

MURAI Keitarou, TSUCHIYA Tadayuki

Comminity Pratical Research from FY 2016 to 2019, and to makeResearch period:

the following points.

FY 2020(1) To analyze how the research results contributed to thepromotion of an inclusive education system in the region.

Abstract:
The National Institute for Special Needs Education (NIES)(2) To clarify the significance of the regional practice research

conducted a five-year research project from FY 2016 to FY 2020

project.

on the issues faced by communities and schools in order to build(3) To prepare materials to disseminate the results of the designatedan inclusive education system.

research area to other communities.

Entrusted Research

Developmental Research on Establishing a Support System for DeafblindChildren/Students
Entrusted Organization: Fast Retailing Foundationteacher training, it was thought that a training system on the

Research Leader: HOSHI Yuko

national level was needed for the training of teachers in charge of

Research period: FY 2019-2020

deafblind, and from 2016, concentrated training of teachers ofchildren with deafblind was carried out. Furthermore, in 2017,
based on a survey of actual conditions for students with deafblind

Abstract:
Due to the rarity, diversity and dispersed nature of occurrence ofat national schools for specials needs education that clarified thechildren with deafblind, who are both visually and hearing

number of enrolled such students, the degree of disability,

impaired, the current circumstance is that teacher training andcommunication methods and teachers’ desired training content,

support systems have not been put in place. Despite diverse

from 2018, the Seminar on Practical Deafblind Education, andpresenting conditions, they have in common that they cause aothers, were held, and opportunities to provide information on

heavy impediment to receiving information and require much time

specific guidance and understanding related to deaf blindness

and difficulty for communication acquisition and conceptual

education were established. In 2019, the Seminar on Practicalunderstanding. Therefore, teachers in charge of students with

Deafblind Education was held, not only in Tokyo, but also in the

deafblind are required to have rich expertise, beginning with areas

Kinki region, and we invited a lecturer from the Perkins School forthat are considered to be related to communication and information

the Blind, who gave a public lecture. This created an opportunity todisabilities, which are cause by deafblind. However, due to thelearn from the theory and practice of the Perkins School for therareness of disability and because deafblind is seen as one category

Blind, which has been at the center of deafblind education in thewithin multiple disabilities, the current situation is that, whether at

United States. Surveys carried out at these training events showed

the stage of teacher training or after becoming a teacher, there are

great desire and anticipation for continuous training related toalmost no opportunities to learn about deafblind.

deafblind education.

Based on the current circumstance of desired specialization andBased on the above, we aim to carry out research on a teacher

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NISE Bulletin Vol. 20 March 2021

NISE's Activities
training system and content that aims to lay the groundwork for atheir effectiveness and problems. Regarding this training, all of itsupport system for the diverse students with deafblind who are

was highly evaluated by participants, but due to the spread of the

spread out across the nation, the utilization of community

new coronavirus, we are unable to conduct face-to-face teacher

resources, and collaboration with related organizations, etc. In

training, so we will consider how to hold teacher training online.

particular, in the current term, we will advance practical research

Based on both the advantages and limitations of online training,

into teacher training that utilizes the internet, and other methods.

through practical examination of how to conduct effective teacher

Since 2016, we have carried out training in a variety of formats,training, we want to improve the quality of educational activities

such as that held at institutes and visiting training, training atfor students with deafblind and provide information and support toregistered schools, and seminars and public lectures that

guardians. We also want to promote collaboration with related

accommodated many more teaching staff, and we have examinedorganizations.

Entrusted Research

ICT Utilization Research for Special Needs Education Through the Magic Project
Entrusted Organization: SoftBank Corp

learning and social participation opportunities for children with

Research Leader: AOKI Takamitsu

learning difficulties. Over 10 years of research, we have

Research period: FY 2020

accumulated certain results and practical examples, but regarding
the spread of utilization outside of schools, which is one of ouroriginal goals, we have not made much progress. Accordingly, in

Abstract:
Since 2010, the University of Tokyo’s Research Center forthis research, through the utilization of ICT in daily lives,

Advanced Science and Technology and the SoftBank Group haveparticularly by actually utilizing devices to support real-life

been conducting the Magic Project to utilize mobile information

experiences like shopping and travel on public transport, we aim to

devices at schools and verify the effectiveness of that usage. By

examine how children with intellectual disabilities can enjoy richsharing with the public specific and effective examples ofsocial participation.

utilization gained from that work, we have aimed to increase

98
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Research Summaries from the Final Reports of the Research Projects in 2020

R1-01 (Cross-sectional Research)

Comprehensive Research Related to the Development of Inclusive Education
System in Japan - Components for Promoting Inclusive Education System
and Assisting Proactive Practices (COMPASS) (pilot scheme) [Research period] FY2016-2020

We created the index (draft) in FY 2016 to FY 2017. Through the[Principal researcher] HOSHI Yuko

trial usage at research cooperation facilities in FY 2018, we revised[Summary]

this concept and improved items of the index. By way of thisThe construction of an inclusive education system is a key

process, the index to identify issues and future direction for thepolicy issue for the nation in the ratification of the United

promoting inclusive education system was developed. In FY 2019,

Convention on the Rights of Persons with Disability and thewe examined its usage methods and possibilities by using theimplementation of Act for Eliminating Discrimination against

revised index at research cooperation facilities. Furthermore, we

Persons with Disabilities. The research needs to be carried out thatcollected the cases of proactive practices for the promotion ofcontributes to steadily advancing initiatives for the construction ofinclusive education system in kindergartens and schools, showed

inclusive education system in education sites. Our institute carried

the point of them..

out Comprehensive Research Related to the Construction of[Keywords]

Inclusive Education System in Japan, which was conducted overinclusive education system, index, kindergartens and schools,

the five years from 2016 to 2020.

proactive practices

R1-02 (Research on Specific Disability Categories)

Research on Instruction and Support for Lower Secondary Students with
Speech and Language Disorders[Research period] FY 2018-2019

disorders who attend language classrooms, and an interview survey[Principal researcher] NAMEKAWA Norihiroof the students, to grasp the guidance and support that lower[Summary]

secondary school students with speech and language disorders

The low number of special needs classes for speech andrequire. Furthermore, based on practical example initiatives carried

language disorders and resource rooms for speech and languageout at each school that make the most of their characteristics, wedisorders (hereafter referred to as language classrooms) at lower

aimed to consider and establish policy for enriching the system andsecondary schools has been an issue for some time. Due to thethe instruction and support that lower secondary school students

commencement in April 2018 of special needs services in resourcewith speech and language disorders require.

rooms at high schools, in the future, in order to realize continued,[Keywords]

uninterrupted learning, improving the structure and the content oflower secondary school students with speech and language

instruction and support that meet the needs of lower secondary

disorders, national survey of teachers of language classrooms,

school students with speech and language disordersinterview survey of lower secondary school students with speech

Accordingly, in this research, we carried out a national survey ofand language disorders, initiatives carried out at each school thatteachers of language classrooms about the current circumstances ofmake the most of their characteristics

lower secondary school students with speech and language

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R1-03 (Collaborative Research on Practices in Local Communities)

Research on Educational Consultation and Determining School for Enrollment
Research period] FY 2018-2019

hearing of opinions from guardians and specialists in regard to[Principal researcher] MAKINO Yasumi

educational counseling and decisions on school entrance.

[Summary]

Meanwhile, surveys of guardians showed that there are many

Following the partial revision of the Ordinance forissues from the point of view of whether the process and initiatives

Enforcement of the School Education Act in September 2013, infor deciding school entrance are sufficient for the students anddeciding which school a child with disabilities will enter, theguardians.

municipal board of education makes the decision after ensuring an

As well as indicating the importance of listening to the voices ofopportunity to hear the thoughts of the child’s guardians and ofusers and guardians while advancing initiatives related to

specialists in education, medicine and psychology, and after

determination of school entrance, through practical examination

providing adequate information to the child and guardians about

and surveys conducted in designated research cooperation

educational needs and the content and method of essential support,

communities and examination and gathering of approaches foretc. The thoughts of the child and guardians are respected as muchenriching initiatives related to educational counseling andas possible, and in reaching agreement, a comprehensive

determination of school entrance in each region, we identified

judgement is made.

areas for enriching initiatives and resolving issues related to

In this research, we clarify the current state and issues in various

determining school entrance and school counseling for school

regions related to educational counseling and determination ofentrance, from the point of view of initiatives based on points ofschool entrance following the partial revision of the ordinance forconcern when reaching agreement, the content of information

enforcement cited above, identify policy for resolving issues andprovided to guardians, access to specialists, specialization ofpoints of concern, and knowledge that is worthy of reference, andcounselors and teachers, schools’ support structure, collaboration

through practical examination and surveys on educational

among each department, school and related institution, support ofcounseling and decisions on school entrance in the designatedinteraction among guardians, and a community’s characteristic.

research cooperation regions (Nagano Prefecture, Kashiwa City,[Keywords]

Fujimi City, Sakaki Town) of this research, we aim to gather

educational counseling related to entering school, determination ofknowledge to enrich initiatives and issue resolution related toschool entrance, the provision of information to guardians,

decisions about school entrance.

respecting the thoughts of the students and guardians, reaching

Surveys of each local municipality showed the actual state ofagreement, a community’s characteristics

preparations being carried out by each municipality for acounseling system, a committee of specialists on school entrance,
the provision of information to the student and guardians, and theR1-04 (Collaborative Research on Practices in Local Communities)

Research on Understanding and Raising Awareness of Inclusive Education Systemthat specifically examines these questions. Accordingly, in this[Research period] FY2018-2019[Principal researcher] KUBOYAMA

research as a whole, we aim to examine and make proposals about

Shigekiways to conduct awareness and edification about the goal and[Summary]
For the creation of a symbiotic society and the construction of an

significance of Japanese inclusive education system, mainly forinclusive education system, awareness and edification aboutteachers of regular classes in elementary and lower secondary

Japanese inclusive education system is an important issue, butschools. Ten cities and prefectures have participated in thiswhat kind of teachers and schools should we aim for, and, howresearch, which has been classified into three areas of researchshould we work to achieve that—there appears to be no researchaccording to the research goal and content, etc.: 1) an in-school

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NISE's Activities
training model, 2) board of education training, etc., 3) preparation

proposals about 3) in order for board of education training, etc., toof a community system.

reach teachers of regular classes, what kind of content and method

Overall, we have proposed three items regarding 1) what kind ofis best, and 4) how can we communicate the idea of an inclusive

teacher is one that sufficiently comprehends the goal andeducation system to children, guardians and communities.

significance of special needs education (“It would be great to be[Keywords]

like that teacher”), and seven items about 2) what kind of school is

in-school training model, in-school system, lesson in understanding

one that can systematically deal with children with disabilities (“Itdisability, It would be great to be like that school, It would be great

would be great to be like that school”). We have also madeto be like that teacher

R1-05 (Collaborative Research on Practices in Local Communities)

Research on Developing Schools to Meet Various Educational Needs
system was utilized at each designated research cooperation[Research period] FY2018-2019[Principal researcher] SAITOU

community in initiatives for the enrichment of guidance andYumikosupport at high schools, collaboration with special needs schools in[Summary]
Elementary, lower secondary and high schools are being

school-development at high schools, enrichment of in-school

required to develop schools that can meet the diverse educational

support systems at elementary and lower secondary schools, etc.

needs of their enrolled students. In this research, as well as ways toFurthermore, we visited four schools in various areas of Japan that

resolve issues related to this school-development at designatedare carrying out characteristic initiatives and put them together as

research cooperation communities, we aim to identify ways tocase studies of the process of school-development. Regarding thedevelop schools that meet diverse educational needs and fit

perspectives and factors educed from those examples that facilitate

together with Japanese education policy.

a multilayered support system, we organized them into the

By assembling theoretical backgrounds, this research has

School-development Design Map (tentative title) and proposed that

confirmed the direction in aiming for school-development thatas materials that contribute to school-development at elementary,

ensures learning for children with diverse educational needs, while

lower secondary and high schools.

utilizing[Keywords]

expertiseinspecialneeds

educationinschool-development that centers on children’s learning. On that

school-development, diverse educational needs, ensure learning,basis, while referring to the Multi-Tiered System of Supports

multilayered support system, schools that are functioning(MTSS) that is gaining popularity in the U.S., we created a model
for a multilayered support system that reflects Japan’s education
system and school culture. The approach of a multilayered support

R1-06 (Collaborative Research on Practices in Local Communities)

Research on Reasonable Accommodation and Fundamental
Environment Establishment at Schools[Research period] FY2018-2019

is carried out in relation to student difficulties by analyzing the[Principal researcher] YOKOO Shuncase studies in the inclusive database of practical examples; 2)[Summary]

clarifies the issues involved incarrying out

reasonable

To provide teachers who support students with disabilities withaccommodation and basic maintenance of environment, and theexpertise on how to consider reasonable accommodation and howneed for greater expertise at elementary and lower secondary

to enrich the maintenance of environment, which forms the base ofschools, through interviews and questionnaires, etc.; and 3) aims toprovision of reasonable accommodation in an inclusive educationconsider what methods are required to popularize the reality andsystem, this research: 1) identifies how reasonable accommodation

general idea of reasonable accommodation and basic maintenance

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proposed training materials that utilize NISE’s Inclusive Database.

of environment at elementary and lower secondary schools.
Specifically, by confirming the general idea of reasonable[Keywords]

accommodation and basic maintenance of environment andreasonable accommodation, enrichment of the basic maintenanceexamining individual accommodation through the PDCA cycle, weof environment, individual accommodation, teacher training

proposed a model that connects to reasonable accommodation and

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Exchange with the Korean National Institute for Special Education:
Report on the Japan-Korea Pre-seminar
YANAGISAWA Akiko* & HOSHI Yuko*(*Center for Promoting Inclusive Education Systems, Officers for International Research andCo-operation)
Summary: Our institute has entered an exchange agreement with the Korean National Institute for Special Education (KNISE).
We are deepening our interaction by inviting each other to events such as the international symposiums / seminars that we eachorganize, and through contributions to quarterly journal. This year, amid the COVID-19 pandemic, the Japan-Korea Pre-seminar
was held online. We shared and discussed policy and the practices related to support for children with disabilities in Japan andSouth Korea, This article introduces the online learning support room for children with disabilities that KNISE established inorder to assist remote lessons for children with disabilities and the flexible management of school sites where measures were inplace to prevent the spread of the COVID-19.
Key words: Korean National Institute for Special Education (KNISE), COVID -19, remote lessons for children with disabilities,
online learning

Ⅰ . About the Korean National Institute for Special

environment that brings happiness to all,” it carries out the

Education

following projects.
1) Surveys the actual conditions of special education and

The Korean National Institute for Special Education

develops fundamental policy research and materials(KNISE) is an organization that is directly under the2) Holds special education learning events and publishes

Ministry of Education (equivalent to Japan’s Ministry of

an information magazine

Education, Culture, Sports, Science and Technology). As

3) Develops educational curriculum and textbooks forthe central institute of special education in the Republic ofspecial education

Korea, it maintains a close relationship with educational

4) Provides training to deepen expertise in special

sites and, through educational support customized to eacheducation

stage of lifelong development, aims to “realize special

5) E-learning

education¹ that brings happiness to all.”forchildrenwithdisabilities

andenhancement of computerization capabilities

KNISE is made up of four divisions (Division of General

6) Protection of human rights and support for higher

Affairs, Division of Planning and Research, Division of

education

Training, Division of Information Support), four teams7) Supports the career and vocational education of(Curriculum and Teaching Materials Team, Career andchildren with disabilities

Vocational Education Team, Human Rights and Higher

The National Center for the Promotion of Education for

Education Support Team) and the National Center for the

People with Disabilities is in charge of surveys for the

Promotion of Education for People with Disabilities. Withpromotion of lifelong education for people with disabilities

the mission of “revealing the latent abilities of people withand developing teaching tools and materials, and thedisabilities,

development and training of workers.

enrichingthespecializationofspecialeducation and contributing to the creation of a social

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Ⅱ . Exchange with the Korean National Institute forexchange with KNISE.

Special Education

From 2001 to 2012, the KNISE/NISE Seminar on Special
Education was held each year. The seminar aimed to

After KNISE was established in 1994, as a national

facilitate the implementation of education for children withcenter itself, what was at the time the National Institute ofdisabilities

bysharinganddiscussing

issuesandSpecial Education (currently the National Institute of

implementation results and policy related to the special

Special Needs Education, or NISE) entered an exchange

needs education of both countries. The seminar was held 12agreement with it in 1995.

times before being interrupted.
2. Re-entering the exchange agreement

1. Results of exchange with KNISE

In 2019, the exchange agreement was re-entered (Figure1) and both countries’ exchange activities resumed in

After entering into the exchange agreement, the parties
deepenedtheirinteractions

byholding

Japan-Korea

earnest. This led to the Japan-Korea Seminar being

seminars (organization of which alternates between the two

resumed.

countries), NISE and KNISE each inviting the other to theinternational symposiums and international seminars theyhold, and by contributing to KNISE’s quarterly publications(Table 1). Table 2 shows the achievements to date from theTable 1: Contributions to KNISE’s quarterly journal

Date

Topic

Authors
OOUCHI Susumu,

Nov. 2017

Trends in higher education for students with disabilities
Visiting Researcher
Policy trends related to support and diagnostic standards for

SAITO Yumiko,

Feb. 2018
children with profound and multiple disabilities

Senior Chief Researcher
SAITO Yumiko,

May 2018

Curriculum for children with profound and multiple disabilities
Senior Chief Researcher

Aug. 2018

Human rights education for children with disabilities

LEE Heebok, Researcher

Service trends related to the support of children with disabilities inOct. 2018

LEE Heebok, Researcher
Japan
Case study of a science lesson at a Japanese elementary school:

Feb. 2019

joint

activities and learning

betweenchildrenwithvisualHOSHI Yuko,
Research Director

impairment and non-disabled children
June 2019

Actual disaster prevention practice for children with disabilities inJapan: based on case studies at special needs education schools

LEE Heebok,
Chief Researcher
HOSHI Yuko,

Dec. 2019

Support for university students with disabilities
Research Director
Initiatives at Japanese schools for the prevention of infection withYANAGISAWA Akiko,June 2020
the COVID-19

Chief Researcher

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Table 2: Results of exchange with KNISE
Date

Content of exchange

2001 to 2012

Annual Japan-Korea Seminar (held a total of 12 times)
KNISE researchers invited as panelists at the 1st NISE International Symposium on Special Needs

Jan. 2016
Education
In order to share opinions about subsequent exchange, NISE Officers for International Research andFeb. 2017
Co-operation visited South Korea and proposed the resumption of exchange activities
KNISE helped with selection of schools and information on schools, etc., when NISE carried out a
July 2017
field study in South Korea
Two KNISE researchers visited Japan to gather information on the actual conditions of special
Sept. 2017
needs education in Japan
From Nov. 2017

Request from KNISE for periodic submissions to its quarterly journal (continuing)

Oct. 2018

NISE researchers dispatched to the international seminar organized by KNISE

Feb. 2019

KNISE researchers invited to the 4th NISE International Symposium on Special Needs Education
Participation of NISE researchers as joint researchers in KNISE’s “Comparative study ofMar. to Nov. 2019

international trends related to curriculum for children with disabilities.”

Oct. 2019

NISE researchers invited to the international seminar organized by KNISE

Oct. 2020

Japan-Korea Pre-seminar (held online)

Figure 1: Signing ceremony of the re-entering into an exchange agreement with KNISE

Ⅲ. The Japan-Korea Pre-seminar

This year, the first Japan-Korea Seminar, organized1. Aim

by KNISE, was due to be held, but the spread of infection

To share and discuss policy initiatives related toof the COVID-19 prevented us from travelling to Southassistance for children with disabilities in Japan and Korea

Korea. Due to this, a pre-seminar was held online (Figureduring the COVID-19 pandemic, and case studies of2).

support at schools.

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Researcher

PARK

Chan-yong,

Specially

Appointed

2. Event date

Researcher LEE Heebok, President SHISHIDO Kazushige,

2 p.m. to 4 p.m., Wednesday, October 28, 2020

Executive Director UMEZAWA Atsushi, Research Director

3. Attendees

HOSHI Yuko, Chief Researcher YANAGISAWA Akiko.

The attendees were as follows:(Other institute researchers listened in.)

KNISE Director LEE Han-woo, Head of the Planningand Research Division, KIM Tae-jun, Research Officer
LEE

Dong-gun,Research

Officer

KIM

Dong-gyu,

Figure 2: The online pre-seminar between KNISE & NISE

Ⅳ. Support and Guarantee of Learning for Children

Level 2: They can decide whether to hold attend schoolwith Disabilities in South Korea During the Pandemic

at two-thirds density or hold remote lessons.
Level 3: Whether

In this article, based on the report made by KNISE at thePre-seminar,

we

will

explaininitiatives

tolessonsareheldattendschool,remotely or cancelled, is decided on a national

prevent

basis and carried out simultaneously.

COVID-19 infection in South Korea and the support given
to children with disabilities at schools (mainly focusing on

The same response is sought from special schools andensuring a place for the children to be and remote lessons).

special classes², but each school is able to respond flexibly
according to their circumstances.

1. Criteria related to the prevention of the spread of the
COVID-19 in South Korea

2. Flexible management at special schools and special

In South Korea, the Central Disaster and SafetyclassesManagement Headquarters (equivalent to Japan’s Novel

Special schools can take measures such as reducing

Coronavirus Response Headquarters) has set the warning

lesson times from 45 minutes to 40 minutes, and extending

levels for prevention of the spread of infection at threelunchtime from 55 minutes to 100 minutes to prevent

levels of social distancing. Schools hold both remote

crowding. Also, lesson times are planned by using a block

lessons and classes at school that avoid crowding, in line

system.

with those warning levels.

One-on-one and one-on-two educational guidance isbeing carried out in special classes at primary schools,

The criteria for the warning levels are as follows:

lower secondary schools and high schools based on school

Level 1: Schools can decide for themselves whether tomanagement guidelines and with the full application ofhold attend school or via remote lessons.

infection prevention measures. Home-visit education by

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teachers is being held concurrently.

according to the type and severity of disability, and thedevelopment of learning contents that can be used

3. Ensuring a place for children with disabilities

according to disability is being pursued.

In February, the Ministry of Education formulated apolicyrelatedtotheadministration

of

care

In South Korea, the start of the new semester atofkindergartens, primary schools and lower secondary

schoolchildren outside of school hours during emergencies

schools was delayed four times due to the spread of theand put a system in place.

COVID-19, before remote learning began on April 9..

Regarding special schools, surveys were carried out

As support for each type of disability within remoteonline before the new school term began and, for those who

learning, Educational Broadcasting System (EBS is a publicwanted it, remote learning was provided concurrently witheducational broadcaster in South Korea) is providing online

out-of-hours childcare. The personnel involved in thelectures with Braille translation for children with visual

out-of-hours childcare were teachers who specialized in

impairment. For children with hearing impairment, it isspecialproviding real-time interpretation using written messages

education,

after-school

teachers

andspecialeducation assistants.

on cellphones, and learning contents with sign language

It was actively and widely communicated that children

and subtitles added. For children with developmental

with disabilities that were enrolled at kindergartens anddisabilities, the Remote Education Support Group was

primary schools, in particular, not be excluded fromcreated and carries out learning assistance. However, for

out-of-hours childcare services. Furthermore, payments

children who have difficulty with remote learning, lessons

were made to lower secondary schools and high schools forat school and home-visit education are being conducted

the provision and support of youth development and special

concurrently, based on the thorough implementation ofneeds education after-school activities services.

measures to prevent infection.

In July, a survey taken on the actual use of emergency
out-of-hours childcare as a place for children to go found

5. Opening of an online study room for children with

7.8% usage at special schools, 37.3% at kindergartens anddisabilities

9.5% at primary schools. The government is implementing

1) Online study room that takes into account ease ofpolicy that expands support and improved environments foraccess and urgency

out-of-hours childcare for children with disabilities.

At KNISE, based on the concurrent offering of remotelessons and at-school classes becoming long term, in order

4. Actual state of remote learning using ICT at special

to minimize any absence of education for children withschools and special classes

disabilities, the online study room for children with

In preparing to start the new semester online in April (indisabilities (hereafter called the Online Learning Support

Korea the new term starts in March), the Ministry ofRoom) (Figure 3) was established, formulated according to

Education surveyed schools (in the second semester, thetype of disability and curriculum. At this time, ease of

survey was being carried out from October), who said thataccess and the urgency of carrying out remote lessons were

they wanted learning contents to be distributed and an

considered, and it was configured so as not to requireorder-made platform to be established. Due to that, in South

logging in. From March to September, the Online Learning

Korea, 8.5 billion won (about 800 million yen) was

Support Room was accessed more than 2.8 million times,

invested to establish dedicated clouds and platforms

achieving a high usage rate.

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apportioned the work to them. Examples were required tomake the study materials, and they were made by the
Remote Education Support Group, which is made up ofteachers with high ICT skills nationwide.
To carry out remote lessons for children with disabilities,
including all subjects and courses at primary schools, lower
secondary schools and high schools, as many as 14,000
study materials were required. Due to the urgency of
carrying out remote lessons, study materials needed to bemade in one month. They tried apportioning creation of
study materials to the 17 cities and provinces, but at local
governments, where there are few people who are involvedin special education, it was difficult for them to meet thedeadline.

They

therefore

took

into

account

actualconditions in those areas and distributed study materials
that needed to be made. Each city or province’s board of

Figure 3: The learning support room for children

education distributed the study materials given to them towith disabilities (from the KNISE Website)

the schools under their jurisdiction, and they distributed
2) Provision of study materials according to type ofthem to each teacher as work was carried out throughdisability and type of school

apportionment.

The Online Learning Support Room provides study
materials

under

the

disability

categories

of

The Study Support Group was established to assist

visualteachers in charge of special education in the creation of

impairment, hearing impairment, physical disabilities,

study materials and, so that the teachers could easily create

developmental disabilities, and the school categories ofthem, KNISE put an input form on display.

primary school, lower secondary school and high school.
Ⅴ. Summary

Teachers of special education carry out remote lessons bycreating a class on the existing online server, in line withremote lessons, and utilize the study materials and draft

This article mainly introduced the support initiatives foreducational guidelines already uploaded to the Online

children with disabilities amid the COVID-19 pandemic

Learning Support Room.

that KNISE reported at the Japan-Korea Pre-seminar.
In

South

Korea,

KNISE

andnational

and

local

3) Development of study materials via cooperation andgovernment coordinated and cooperated to quickly develop

coordination with local and national governments

study materials to guarantee the learning of children with

The Ministry of Education is in charge of creating thedisabilities. Furthermore, it is truly impressive that thosestudy materials and draft educational guidelines that appear

materials were subdivided into type of disability, type ofon the Online Learning Support Room and KNISE

school, and type of subject and course. It goes without

implements it via coordination and cooperation with thosesaying that, in encountering the difficulties of thein charge of special education at boards of education³ in 17

COVID-19 pandemic for the first time, the teachers’

cities and provinces.

anxiety must have been unfathomable. We would like to

It decided which local government would make study

express our respect for the teachers and those involved atmaterials for which subject and which course, andthe boards of education of each city and province who,

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under those circumstances, developed and created study

Unpublished materials from internal study lecture relatedmaterials in just one month.

to the 4th NISE Special Needs Education International

In Japan, during the period of simultaneous closure,

Symposium

special needs schools, boards of education and education

National Institute of Special Needs Education (2020), Case

centers made study videos and teaching materials of theirstudies of support for children with disabilities in Japanown to guarantee learning for children with disabilities.

during the COVID-19 pandemic

Regarding initiatives in this country to prevent infection of

http://www.nise.go.jp/nc/about_nise/inclusive_center/int

the COVID-19 at schools and to guarantee education for

ernational (posted on November 16, 2020)children with disabilities, they are described in ‘The Latest

National Institute of Special Needs Education (2020),

Information from Foreign Countries and International

Initiatives at schools in Japan to prevent infection with

Exchange,’ by this institute’s Center for Promoting

the COVID-19

Inclusive Education Systems.

http://www.nise.go.jp/nc/about_nise/inclusive_center/int

While in both countries, schools applied imagination andernational (posted on November 16, 2020)

creativity as they worked to guarantee learning for children
with disabilities, the difficulty of providing remote learning

Notes

to children with intellectual disabilities and developmental¹

disabilities emerged as an issue. We hope that, by both

Under the Special Education Law related to people withcountries sharing their experiences of how to guarantee

disabilities, this is defined as education carried out in

learning for them, we can give something back to theorder to meet the educational needs of those receiving

schools.

special education, by providing specially designed

Lastly, the Pre-seminar this year was held online, but it

curriculum and services related special education.

was such worthwhile time for both sides that the scheduled² Special school equates to Japan’s special needs school,time of two hours seemed to pass in a moment. Next year,

and special classes equates to Japan’s special needs

the first Japan-Korea Seminar (to be hosted by South

classes. However, in South Korea, the children receiving

Korea) is due to take place under the title ‘Issues andguidance in special classes are enrolled in regular classes

Actual Conditions in Special Needs Education: Focusing on

and special classes also exist in high schools. These

Conventions Related to the Rights of Individuals withpoints differ to Japan.

Disabilities.’ We hope that next year we can, at last, visit³ In South Korea, beginning with the Ministry of Education,

South Korea and hold a seminar face to face.

it is made up of boards of education of the eight cities(special cities, special autonomous cities, wide area

References

cities) and nine provinces that control high schools andspecial schools, and the education support offices of each

LEE Heebok, (2019) Korea’s Education System, National

city, ward and county that controls kindergartens, primary

Institute of Special Needs Education, Key points fromschools and lower secondary schools.

the 4th NISE Special Needs Education International
Symposium p. 39-62

Appreciation

LEE Heebok, (2020) 2020 Seminar on Promoting Inclusive
Education

Systemspresentationmaterials,

We would like to express our deep gratitude to everyone

Remoteat KNISE and Dr. LEE Heebok (Specially Appointed

Learning Initiatives in South Korea
OH

Yeon-seok,

Education’s

Researcher of NISE) for their cooperation with preparations(2019)

Republic

of

Korea

National

Special

Education

Specialfor the holding of the Japan-Korea Pre-seminar and theInstitute,

management of it on the day.

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Other Topics

Our visit to France’s National Advanced Institute of Special Needs Education(INS-HEA)At the end of February 2020, as part of the research activities ofchildren with disabilities that are called ULIS (unités localisées

our institute’s Cross-sectional Research Education Curriculum

pour l’inclusion scolaire) are set up, and along with the offering ofTeam, we visited France’s National Advanced Institute of Special

individually tailored guidance, they take lessons in regular classes

Needs Education (INS-HEA), with which we have an exchange

while receiving support. While it is similar to the system in Japanagreement, as well as schools there. In order to examine policy thatof special needs services in resource rooms for children withwould lead to the enrichment and development of special needs

disabilities who are enrolled in regular classes, the guidance that is

education curriculum within Japan’s inclusive education system,

given is subject guidance, and there is no special guidance area set

our goal this time was to ascertain the actual conditions of guidanceup like Japan’s activities to promote independence. One needs toand support for children with disabilities within French school

understand this in order to comprehend the system.

education that is implemented based on the national curriculum.

In France’s school education, in order to carry out guidance that

This report, while partially explaining France’s school education

addresses the actual, individual circumstances of children withsystem, shares some of the information gathered on the visit.

disabilities, a plan called a PPS (Projet personnalisé deIn France, as in Japan, guidance is carried out in line with thescolarisation: personal plan for schooling）is created to ensure thatnational curriculum. However, as well as the Ministry of National

guidance tailored to the individual is realized. However,because

Education, Youth and Sport, which is equivalent to Japan’s

PPS was seen as being just a hollow framework, currently, as a step

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

before creation of a PPS, a guide called GEVA-SCO (Guide

also presiding over school education is the IME (Institutsd'évaluation des besoins de compensation en matière demédico-éducatif), which is a special education institute under thescolarisation）is used to ascertain each child’s actual situation andjurisdiction of the Ministry of Solidarity and Health. France signed

educational needs, and while coordinating with guardians and other

the Convention on the Rights of Persons with Disabilities in 2007,

related professions and institutes, a system was constructed thatand is implementing inclusive education. France’s Education Codeconsiders the support and guidance that is required in schoolof Law says that “children and young people with disabilities are toeducation.

be registered at the general school closest to their residence.”

In Japan, too, we are required to create individual education

Although children uniformly register with regular schools, that

support plans and individual guidance plans to enrich the guidance

does not mean that they study at regular schools. Among children

for children with disabilities. Now, how to increase the accuracy

with disabilities, some attend only IME, which was just mentioned,

and application of them has become an issue, and during theand some attend both IME and regular schools. Furthermore, at thejourney home, we realized that both countries are facing similar

primary and lower secondary school level, in-school study units for

issues.

FY2020 Workshop for Leaders Involved in Teaching Resource Rooms at HighSchools
On Friday, November 6, the Workshop for Leaders Involved in

Teaching Resource Rooms at High Schools was held online.

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This Workshop is held with the aim of carrying out training toaddress urgent issues of special needs education policy and at
schools, etc. Attendees include teaching staff in leadership roles at
each prefecture. The system of special needs services in resource
rooms at high schools began in 2018, and due to increased interestin recent years, this year saw the highest number of participants.
After administrative explanation from the Ministry of Education,
Culture, Sports, Science and Technology, an explanation of theresearch that this institute does and of initiatives from boards ofeducation and from schools, participants separated into groups for

Picture1: Instructors Research Workshop

some lively discussion.

FY2020 Workshop for Leaders Promoting Joint Activities and Learning
On Friday, November 20, the Workshop for Leaders Promoting
Joint Activities and Learning was held online.
Participants at this Workshop are in a position to promoteexchange and joint study between infants and children withdisabilities and those without them. Through the discussion ofresearch, etc., this Workshop aims to promote the understanding of
disabilities and joint study and exchange in each community.
In group discussion, participants shared information and ideas
about initiatives in each community.
Picture2: Instructors Research Workshop

FY2020 Practical Workshop for Physical Education and Sports Faculty at Special
Needs Schools
On Friday, November 27, Practical Workshop for Physicalfor lifelong study.

Education and Sports Faculty at SpecialNeeds Schools was held

At the Workshop, Associate Professor at Osaka University of

online.

Health and Sport Sciences, SONE Yuji, gave a lecture titled‘Understanding disabled sports.’

This Workshop was attended by 37 teaching staff in leadershiproles related to physical education and sports activities at special

Participants separated into six groups to discuss issues andneeds schools in various prefectures.

initiatives in various regions. There was a lively exchange of

Through information exchange by participants, it aims to

information.

improve the expertise of physical education and sports instructions
and to improve the nature and ability to cultivate independence andsocial participation of students with disabilities and the foundation

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Picture3: Instructors Research Workshop

FY2020 Inclusive Education System Dissemination Seminar
Under the theme of ‘Predicting future developments based on

WAKUDA Kinji; Tahara City Board of Education, SUZUKI Miho)domestic and overseas initiatives,’ the seminar was held online on

2. International Trends (Associate Professor at Saitama University,

Saturday, November 28, 2020.

YAMANAKA Saeko; NISE Specially Appointed Researcher, LEE

This seminar was made up of three parts:

Heebok)1. Initiatives of Schools and Regions for the Further Enrichment of

3. A lecture titled, ‘Present Conditions and Future Hopes in

Inclusive Education System (Aomori Prefectural Board ofConstructing an Inclusive Education System,’ (Professor Emeritus

Education, SHIMAZU Yuko; Kamaishi City Board of Education,

at University of Tsukuba, ANDO Takao)

WADA

Almost 400 people attended this seminar.

Chie;

SaitamaPrefectural

Board

of

Education,

WAKATSUKI Masako; Shizuoka Prefectural Board of Education,

FY2020 Practical Workshop for Leadership at Dormitories of Special Needs Schools
On Friday, December 25, the Practical Workshop for Leadershipcoronavirus.

at Dormitories of Special Needs Schools was held online, withNISE acting as the main venue.
This Workshop focusses on daily guidance to infants andchildren at special needs school dormitories. Dormitory instructors
from various prefectures give presentations on their actual practices
and participants share information. The Workshop aims to enrich
the guidance given at dormitories.
Professor Emeritus at Utsunomiya University, IKEMOTO
Kiyomasa, gave a keynote speech titled, ‘Daily guidance indormitory education: considered from the point of view of needs.’
Picture4: Instructors Research Workshop

After that, participants separated into groups for discussion.
Groups discussed topics such as coordination between schools
and guardians, and measures to prevent infection with the new23

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National Workshop for the Promotion of Further Support and Construction of a
Support System for Uninterrupted Support for Children with Difficulty Hearing
From Friday, November 13 to Friday, December 11, together

difficulty hearing to be held on a national scale, and 1,335 people

with the Ministry of Education, Culture, Sports, Science andfrom public health, medical care, social welfare and education

Technology, the institute held the National Workshop for theparticipated. Managers and teachers in charge of educational

Promotion of Further Support and Construction of a Support

counselling for infants and toddlers from all special needs schools

System for Uninterrupted Support for Children with Difficulty(hearing impairment) participated. Among them, a number ofHearing. The workshop showed lectures, etc., via video viewing onschools had all their teachers participate as part of in-schoola specially established page on the NISE website, and used the web

training. Furthermore, staff at public health, medical care and social

Workshop system ZOOM for lecture viewing and the presentation

welfare organizations tuned in during their breaks. One of thoseof practical reports, etc., in exchange meetings.

bodies sent us a photo of a viewer dressed in a white doctor’sThis was the first workshop on early support for children withgown.

Practical Seminar for Deafblind Education
The Practical Seminar for Deafblind Education was held online

activities,

interaction

thatboostscommunication

and

the

over the three Saturdays of November 21, December 5 andexplanation of case studies. Participants included not only those

December 12. This seminar, on the education of infants andfrom the field of education, but also from government, social

children with both visual and hearing impairment, or deafblind,

welfare and medical care, as well as people from various

covered ascertaining the actual conditions of impairment, theoccupations and positions, including students, guardians, etc. A

difficulty caused by the impairment, priorities within educational

total of about 340 people participated.

FY2020 NISE Open Day
The NISE open Day for fiscal 2020 was held from Thursday

available videos of examples of initiatives and daily adaptations, as

December 24, 2020, to Monday, January 11, 2021, under the title,

well as adaptations to lesson instruction, according to type of“A NISE first! Virtual Institute Open Day: using the web todisability. Comments from viewers included, “I was grateful for the

discover hints for supporting children.”sharing of the videos because they were easy to watch,” and “It was

It was the first time NISE has held an open Day online, and it

helpful to have the various latest information summarized.” Thefocused on how school education should respond to the ‘newcontents were viewed more than 5,000 times during the open Day

normal’ caused by the coronavirus pandemic. It made publicly

period.

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Public Lecture on Deafblind Education (Completion Report) and Announcement of
Publication of Pamphlet
A public lecture on deafblind education was held online on both

A total of about 140 people from various backgrounds listened toSaturday, January 16 and Saturday, January 23. The first lecture

the public lectures, including educators, administrators, welfare andwas titled, ‘Medical support for hereditary and juvenile, visual andmedical staff, disabled persons, guardians, students and companies.

hearinganThere was great interest, with many participants expressing theirotorhinolaryngology doctor and head of the Hearing andthoughts on the lectures and hopes for the future, as well as an

Equilibrium Sense Research Department at the National Hospital

active question and answer session after the lectures.

doubleimpairment’

and

was

given

by

Organization Tokyo Medical Center, Tatsuo Matsunaga. He spoke

At NISE, since 2017 we have held annual practical seminars on

about initiatives for an integrated diagnostic system for deafblind,deafblind education with the aim of sharing information among

as well as the current support structure and issues. The second

instructors interested in, and those involved in, education of infants

lecture was titled, ‘Work and the utilization possibilities of ICT

and children with deafblind in order to utilize it in daily living

equipment: from the perspective of someone with deafblind,’ andassistance and education activities. This time, we made the contents

was given by Mr. Atsushi Mori, who has hereditary deafblind,of the seminar and other information into a pamphlet for

about his learning in society and in education that led to his current

distribution to various schools for special needs education, etc. We

employment, and about social participation through the use of ICT

also plan to post it on the NISE homepage for public viewing.

equipment.

Seminar on Education for Persons with Developmental Disabilities
Based on the ‘Triangle’ Project of Collaboration among

future training that helps improve practical instructional ability in

Families, Education and Welfare, March 2018 Report, througheducation for people with developmental disabilities.

collaboration in fiscal 2019 with the Ministry of Education,

Ahead of the seminar, we made a video of the initiatives taken

Culture, Sports, Science and Technology (MEXT), the Ministry ofby collaborating local governments and made them available to

Health, Labour and Welfare and the National Rehabilitation Centerview on our homepage. On the day of the seminar (Thursday,

for Persons with Disabilities, NISE created a draft of the training

January 28, 2021), approximately 120 organizations fromcurriculum to train teaching staff and welfare workers who support

prefectures nationwide took part via Zoom webinar and YouTube.

people with developmental disabilities to collaborate and work

In the panel discussion that in the first half was about planning andtogether to carry out support. In fiscal 2020, the Personnel

evaluation of training, and in the second half was about

Development Project was carried out in six collaborating regional

implementation and evaluation of training, we introduced thegovernments nationwide (Akita Prefecture, Fukui Prefecture,

initiatives of collaborating local governments and discussed

Yamaguchi Prefecture, Tokushima Prefecture, Miyazaki Prefecture

collaboration between education and welfare, and personnel

and Kawasaki City) as an initiative that utilized the draft coredevelopment. To finish with, based on these presentations andtraining curriculum.

initiatives introduced at the seminar, the MEXT Senior Specialist

At the practical seminar on education for persons withfor Special Needs Education and the Head of the Information anddevelopmental disabilities, we shared the results of the Personnel

Support Center for Persons with Developmental Disorders gave

Development Project initiatives with supervisor of school

advice to participating local governments regarding desired future

education, etc., from boards of education nationwide, andinitiatives.

discussed, including through panel discussion, how to carry out

In the results of a questionnaire about the event, almost all
participants described it as very helpful or somewhat helpful.

25

NISE Bulletin Vol. 20 March 2021

NISE's Activities

FY2020 Seminar on Educational Support for Students with Mental Illness(Co-MaMe)
On Saturday, January 16 and Saturday, January 30, NISE held

In a questionnaire given to participants after the event, many said

the Seminar on Educational Support for Students with Mental

that the seminar provided content that would be useful to them in

Illness (Co-MaMe) organized by its Health Impairments Team.

the future. We would like to thank the many people who helped

Online via Zoom, the seminar carried out discussion andorganize the event.

presentations on multiphase and multistage support (Co-MaMe) for

Using this seminar as an opportunity, from next year onward,

children with mental illness including mental disorders or

also, we would like to take initiatives such as holding a Co-MaMe

psychosomatic diseases as well as secondary disabilities caused byseminar, in order to help people, at schools and elsewhere, who aredevelopmental disabilities. The two seminars were attended by 280

involved in providing support to children with mental illness.

people from elementary, lower secondary and high schools, schools
for special needs education and boards of education, etc.

FY2020 Regional Practical Research ForumRegional Practical Research Forum were held to discuss thethrough monitors. Many comments that expressed expectations or

research outcomes on practices in local communities and torequests in regard to research on practices in local communities

disseminate the knowledge and results that have been obtained. In

project were received through questionnaires completed bythis fiscal year, these were held online and by on-demand streaming

participants after each forum. Some of them are listed below

from February to March.

(unedited):

These saw the participation and attendance of around 50 to 250

・ “I came to understand very well that promoting inclusive

people from communities across the country, including teachers at

education is the foundation for creating an inclusive society. The

kindergartens, certified centers for early childhood education andburden on teachers is the nurturing of children who will be thecare, nurseries, elementary schools, lower secondary schools, high‘bearers of an inclusive society,’ and I learned that respecting others,

schools, and special needs schools, and staff from prefectural andworking together, and recognizing our own merits are all concepts

municipal boards of education. The local communities where thesethat are connected.”

online forums took place also included active Q&A sessions(Elementary School Teacher)・“Sharing diverse perspectives and ways of thinking make teachers
consciously pay attention to students. As the expressions ofstudents can change depending on the subject or activity, I think it
was really good to be able to share with many other teachers.”(Lower Secondary School Teacher)・“I was able to listen with deep interest about research on issues
directly linked to local communities and schools for creating an
inclusive society, and building an inclusive education system. I
want to promote everything I learned to many communities andschools in the prefecture.”(Education Center Supervisor of School Education)

26

NISE Bulletin Vol. 20 March 2021

NISE's Activities

Picture7: Regional Practical Research Forum (distributed by

NISE)In addition, the results of the eight themes which were tackled
over a four-year period from FY 2016 to FY 2019 were eachpublished as booklets under the title Report on Research on
Practices in Local Communities Project: Development of an
Inclusive Education System in Local Communities.

FY2020 National Institute of Special Needs Education Seminar Commemorating the50th Anniversary of NISE’s Foundation
On Saturday, February 27, we held the 2020 National Institute of

Education Center. Following that, HATTA Kazushi, Director of theSpecial Needs Education Seminar Commemorating the 50th

Special Needs Education Division of the Elementary and

Anniversary of NISE’s Foundation. The theme of this seminar was

Secondary Education Bureau of the Ministry of Education, Culture,“Promoting Inclusive Educational Systems — Thinking about

Sports, Science and Technology, gave a briefing about their

Special Needs Education of the New Age under the Objective of an

administration.

Inclusive Society.” This was the final presentation for the fourth

NISE President Kazushige Shishido gave a commemorative
lecture entitled “The Future of NISE on Its 50th Anniversary—To

medium-term objectives period.
This year, from the perspective of preventing the spread of theEveryone Responsible for Special Needs Education of the New

novel coronavirus infections, the seminar was streamed online. It

Age,” to mark the 50th anniversary of NISE. He gave an

consisted of live streamed content and on-demand content, with

explanation about the history of NISE since it was established,some of the live streamed content added to on-demand content

which took into account the changes that have happened on thelater.

road to special needs education, and presented a vision for NISE’s

There was a live streaming of this fiscal year’s award ceremony

future. In addition, there was a panel discussion under the theme offor the Tsujimura Award, which honors those individuals who have“Prospects for Special Needs Education in the Future—Together

contributed to the development of special needs education in Japan,

with Children,” which brought together experts from within Japan.

and also a commemorative lecture by the award winner, OSHIROThis panel included Shinya Yoshiyuki, Professor at Tamagawa

Masahiro of Okinawa Prefecture, in cooperation with the Okinawa

University, Tomoe Yamanaka, Principal of Chofu City Tobitakyu

Prefectural Board of Education and the Okinawa Prefectural

Elementary School, and Shinichiro Kumagaya, Associate Professor

27

NISE Bulletin Vol. 20 March 2021

NISE's Activities
at the University of Tokyo’s Research Center for Advanced Science

well as case studies on exchange and collaborative learning. In a

and Technology, as well as Atsushi Umezawa, Executive Director

report on the research results of the research on practices in local

of NISE. There were lively discussions, with the panelists sharing

communities and the inclusive education system team, a summary

their opinions and ideas from their respectively different positions.

was given about efforts that have been promoted in cooperation

Following this, we reported the results of research being

with local communities over a five year period starting in fiscal

undertaken at NISE, such as basic research (cross-sectional

year 2016, the state of efforts towards the development of an

research) and research on practices in local communities. In the

inclusive education system, and about Inclusive COMPASS, anbasic research (cross-sectional research) of “Comprehensive

initiative to identify challenges and future courses of action.

Research on Curriculums in Special Needs Education—Current

On-demand streaming consisted of videos on basic research

Situation and Challenges for Organizing and Implementing(research by type of disability), poster presentations, andCurriculums Based on New National Curriculum Guidelines,” anintroductions to teaching materials which had been uploaded to a

explanation was given on the revised points of the national

special page of the NISE website. Participants of the seminar werecurriculum guidelines, and there was a report on the results ofable to watch these materials up until Friday, March 26.

research on guidance for activities to promote independence, as

28

NISE Bulletin Vol. 20 March 2021

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, 2019(1) Overview of schools for special needs education (criterion for establishing schools) - totals for national, public andprivate institutions Number of schools

Numberestablished by department

ofNumber of children enrolled

schools

Upper secondary dept.

classess

TotalclasseNumberUpper secondary dept.

y dept.

NumberLower secondary dept.

er ofElementary dept.

NumbsecondarKindergarten dept.

Lower secondary dept.

Elementary dept.

Kindergarten dept.

with
upper

1,146

(111)

165

980

967

1,002

804

36,353

1,438

44,47530,374

68,147

144,434

85,336

14,082

887

(97)

135

729

717

757

570

25,0891,331

30,781

21,37149,302

102,785

59,84910,472(1) Visual impairment

62

(1)

41

59

58

53

46

1,122

176

511

447

1,333

2,467

2,957

1,341

(2) Hearing impairment

85

(7)

80

78

72

58

48

1,738

1,042

1,761

1,046

1,425

5,274

4,315

1,288

(3) Intellectual disabilities

561

(64)

9

420

416

503

341

17,37982

23,251

16,58242,87882,793

41,175

5,853

122

(11)

5

117

118

109

107

3,885

31

4,465

2,572

2,987

10,055

9,163

1,676

57

(14)

-

55

53

34

28

965

-

793

724

679

2,196

2,239

314

259

(14)

30

251

250

245

234

11,264

107

13,694

9,003

18,84541,64925,4873,610(1)+(3)

2

(-)

2

2

2

1

1

84

9

198

112

11

330

171

48

(1)+(5)

1

(-)

1

1

1

1

1

15

2

3

6

18

29

37

25

(2)+(3)

11

(-)

9

11

11

10

8

258

41

261

186

488

976

659

154

(3)+(4)

148

(10)

4

141

141

142

136

6,909

13

8,676

5,734

12,68927,112

15,651

2,068(3)+(5)

15

(-)

1

14

13

15

14

637

1

852

570

1,228

2,651

1,439

157

(4)+(5)

32

(3)

4

32

32

28

27

1,173

8

1,275

758

918

2,959

2,610

443

(1)+(4)+(5)

1

(-)

1

1

1

1

1

33

1

21

18

24

64

84

18

(2)+(3)+(4)

3

(-)

3

3

3

3

3

210

14

221

145

387

767

466

109

(3)+(4)+(5)

27

(-)

-

27

27

26

25

1,174

-

1,373

854

1,953

4,180

2,652

356

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

3

(-)

1

3

3

3

3

126

4

135

77

151

367

276

22

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

1

(-)

1

1

1

1

1

91

5

103

49

118

275

177

6

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

15

(1)

3

15

15

14

14

554

9

576

494

860

1,939

1,265

204

Type

Number ofschoolsfor
multipleofoffull-time

full-timeteachers

staffsdisabiliti
es
Total
Total of Schools forSpecific Disability only

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

29

NISE Bulletin Vol. 20 March 2021

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

Number ofclasses

Visual impairment

82

Hearing impairment

Kindergarten
dept.

Elementary
dept.

Lower
secondary
dept.

Upper
secondary
dept.

2,135

200

1,490

1,138

2,255

5,083

118

2,879

1,123

3,106

1,774

2,172

8,175

Intellectual disabilities

786

31,501

242

40,65327,43963,651

131,985

Physical/motor disabilities352

12,36399

13,359

7,896

9,740

31,094

Health impairment

151

7,553

22

7,219

4,883

6,739

18,863

Total

Source: School Fundamental Statistics (MEXT)*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

Compulsory education
schools

Total

Number ofclassesNumber ofchildren

Number ofclassesNumber ofchildren

Number ofclassesNumber ofchildren

Number ofclassesNumber ofchildrenIntellectual disabilities

19,994(42.9%)

90,462(45.3%)

9,010(45.7%)

38,105(49.4%)

158(45.4%)

700(47.8%)

29,162(43.8%)

129,267(46.5%)

Physical/motor disabilities

2,341(5.0%)

3,552(1.8%)

794(4.0%)

1,119(1.5%)

15(4.3%)

26(1.8%)

3,150(4.7%)

4,697(1.7%)

Health impairment

1,768(3.8%)

2,900(1.5%)

742(3.8%)

1,135(1.5%)

8(2.3%)

13(0.9%)

2,518(3.8%)

4,048(1.5%)

Low vision387(0.8%)

447(0.2%)

149(0.8%)

179(0.2%)

1(0.3%)

1(0.1%)

537(0.8%)

627(0.2%)

Hard of hearing

916(2.0%)

1,357(0.7%)

371(1.9%)

528(0.7%)

7(2.0%)

8(0.5%)

1,294(1.9%)

1,893(0.7%)

Speech and language
disorders570(1.2%)

1,350(0.7%)

133(0.7%)

197(0.3%)

4(1.1%)

12(0.8%)

707(1.1%)

1,559(0.6%)

Autism/ Emotional
disturbance

20,614(44.2%)

99,496(49.9%)

8,518(43.2%)

35,849(46.5%)

155(44.5%)

704(48.1%)

29,287(43.9%)

136,049(48.9%)

46,590199,564

19,717

77,112348

1,464

66,655

278,140

Total
Number of teachers incharge49,741

21,643369

71,753

Number of schools
established16,4607,948

80

24,488Source: School Fundamental Statistics (MEXT)*One section is based on study by the Special Needs Education Division of MEXT.
*The secondary schools are not included here. There are no special classes in those schools.

30

Recent Policy and Status on Special Needs Education in JapanNISE Bulletin Vol. 20 March 2021

(4) Number of children receiving special needs services in resource rooms - totals for national, public and private
institutions Elementary
schools

Lower secondary
schools

Upper secondary
schools

Total

Speech and language disorders

39,106(33.5%)

556(3.3%)

29(3.7%)

39,691(29.6%)

Autism21,237(18.2%)

4,051(24.2%)

347(44.1%)

25,635(19.1%)

Emotional disturbance

15,960(13.7%)

3,091(18.4%)

104(13.2%)

19,155(14.3%)

Low vision191(0.2%)

27(0.2%)

4(0.5%)

222(0.2%)

Hard of hearing

1,775(1.5%)

423(2.5%)

9(1.1%)

2,207(1.6%)

Learning disabilities

17,632(15.1%)

4,631(27.6%)

126(16.0%)

22,389(16.7%)

Attention deficit hyperactivity disorder

20,626(17.7%)

3,933(23.5%)

150(19.1%)

24,709(18.4%)

Physical/motor disabilities

82(0.1%)

38(0.2%)

4(0.5%)

124(0.1%)

Health impairment

24(0.0%)

15(0.1%)

14(1.8%)

53(0.0%)

116,633

16,765787

134,185

Type

Total

Source: Survey of actual conditions of special needs services in resource rooms (MEXT).
*For elementary schools, includes the first half-year curriculum for compulsory education schools, and for lower secondary schools, includes the second
half-year curriculum for compulsory education schools and the first half-year curriculum at secondary education schools.
*The percentage of the total is shown in parentheses.

31

NISE Bulletin Vol. 20 March 2021

Recent Policy and Status on Special Needs Education in Japan(5) Number of students enrolled at schools for special needs education, in classes for special needs education and attending special needs
services in resource rooms - totals for national, public and private institutions Kindergartens,
combined schoolingand daycare certified
child centers,
kindergarten dept. of
special needs schools

Elementary schools,
Elementary dept. of

Number ofchildren

1,842,228

Schools for
special needs
education

Lower secondary
schools, Lower
secondary dept. ofUpper secondary
schools, Upper
secondary dept. of
Schools for special
needs education

Total

Schools for special
needs education

6,440,317

3,278,467

3,252,168

14,813,180

1,438(0.08%)

44,475(0.69%)

30,374(0.93%)

68,147(2.10%)

144,434(0.98%)Classes for
special needs
education-

200,561(3.11%)

77,579(2.37%)-

278,140(1.88%)

special needs
services inresourcerooms-

116,633(1.81%)

16,765(0.51%)

787(0.02%)

134.185(0.91%)

1,438(0.08%)

361,669(5.62%)

124,718(3.80%)

68,934(2.12%)

556,759(3.76%)

Total

Schools for special
needs education

Source: School Fundamental Statistics (MEXT), Survey of actual conditions of special needs services in resource rooms (MEXT)*For elementary schools, includes the first half-year curriculum for compulsory education schools, and for lower secondary schools, includes the second
half-year curriculum for compulsory education schools and the first half-year curriculum at secondary education schools, and for upper secondary schools,
includes second half-year curriculum at secondary education schools.

(Reference) Number of school-age children not attending school

Number of Children postponed or exempted schoolingbecause of Health impairment/ Growth retardation

30

Enrolled in children’s facilities/corrective
institutions

21

Multiple nationality

3,616

Others346

Number ofChildrenpostponedor
exempted
schooling
because ofotherreasons

32

NISE Bulletin Vol. 20 March 2021

Recent Policy and Status on Special Needs Education in Japan(6) Situation at schools and classes for special needs education and special needs services in resource rooms, by stage of compulsory
education (Number of children, schools, and classes)

Number of children

Number of schools

Type

Elementary dept.

Lower secondary dept.

958

59

58

117

1,046

2,807

72

71

143

23,251

16,582

39,833

382

385

767

4,465

2,572

7,037

108

107

215

793

724

1,517

43

40

83

(1)+(3)

198

112

310

2

2

4

(1)+(5)

3

6

9

1

1

2

(2)+(3)

261

186

447

11

11

22

(3)+(4)

8,676

5,734

14,410

134

134

268

(3)+(5)

852

570

1,422

14

13

27

(4)+(5)

1,275

758

2,033

29

29

58

(1)+(4)+(5)

21

18

39

1

1

2

(2)+(3)+(4)

221

145

366

3

3

6

(3)+(4)+(5)

1,373

854

2,227

27

27

54

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

135

77

212

3

3

6

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

103

49

152

1

1

2

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

576

494

1,072

14

14

28

total

44,47530,374

74,849

904

900

1,804

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

Elementary dept.

Lower secondary dept.

511

447

1,761

total

Schools
for special needs education

33

total

NISE Bulletin Vol. 20 March 2021

Recent Policy and Status on Special Needs Education in Japan

Number of children

Eleme
ntary
schools

TypeIntellectual

Lower
secondary
schools

Number of classes

Compulsory
educationschoolsLower
secondaryschools

Elementary
schools

total

Compulsory
educationschools

total

90,462

38,105700

129,267

19,994

9,010

158

29,162

3,552

1,119

26

4,697

2,341

794

15

3,150

Health impairment

2,900

1,135

13

4,048

1,768

742

8

2,518

Low vision

447

179

1

627

387

149

1

537

Hard of hearing

1,357

528

8

1,893

916

371

7

1,294

Speech andlanguage
disorders

1,350

197

12

1,559

570

133

4

707

Autism/Emotional
disturbance

99,49635,849704

136,049

20,614

8,518

155

29,287

Total

199,564

77,112

1,464

278,140

46,59019,717348

66,555disabilities
Physical/motor
disabilities

classes for special needs education,

Type

Elementary schools

Lower secondary schools

totalspecial needs services in resource rooms

Speech and language disorders

39,106556

39,662Autism21,237

4,051

25,288

Emotional disturbance

15,9603,091

19,051Low vision

191

27

218

Hard of hearing

1,775

423

2,198

Learning disabilities

17,632

4,631

22,263

Attention deficit hyperactivity disorder

20,626

3,933

24,559Physical/motor disabilities

82

38

120

Health impairment

24

15

39

total
Total number of children

116,633
Elementary school/dept. total

16,765Lower secondary school/dept. total

133,398
Total(Special needs education schools, classes,
361,669and special needs services in resource rooms)

124,718

486,387

Source: School Fundamental Statistics (MEXT)＊One section is based on study by the Special Needs Education Division of MEXT.
＊There are no classes for special needs education at secondary education schools.
＊The number of schools for special needs education and the number of students is calculated according to school fundamental statistics (MEXT).
＊As student numbers are determined according to the disability categories served by each school, figures differ to those shown in 2(5) Schools for special
needs education (criterion for establishing classes) disability classification class and number of enrollments (totals for national, public, and private
institutions).
＊The number of students enrolled in special needs services in resource rooms, at elementary schools, includes the first half-year curriculum for compulsory
education schools and, at lower secondary schools, includes the second half-year curriculum for compulsory education schools and the first half-year
curriculum for secondary education schools.

34

NISE Bulletin Vol. 20 March 2021

Recent Policy and Status on Special Needs Education in Japan(7) The number of children belong to the classes for children with multiple disabilities counted by disability
categories and their enroll rates among all children in the schools - total for national, public and private institutions Lower secondary

Elementary dept.

totalUpper secondary dept.

dept.
Number

Total

NumberNumberNumberofEnrolmentofEnrolmentofEnrolmentchildrenratechildrenratechildrenrate

ofEnrolmentchildrenrate

15,709

35.3%

9,298

30.6%

11,965

17.6%

36,972

25.9%(1) Visual
impairment

241

47.2%

184

41.2%

234

17.6%

659

28.8%

(2) Hearing
impairment

483

27.4%

213

20.4%

247

17.3%

943

22.3%

(3) Intellectual
disabilities

5,270

22.7%

3,365

20.3%

4,482

10.5%

13,11715.9%(4) Physical/motor
disabilities

3,870

86.7%

2,145

83.4%

2,299

77.0%

8,314

82.9%

(5) Healthimpairment

323

40.7%

211

29.1%

258

38.0%

792

36.1%

(1)+(3)

37

18.7%

15

13.4%

1

9.1%

53

16.5%

(1)+(5)

2

66.7%

3

50.0%

3

16.7%

8

29.6%

(2)+(3)

54

20.7%

44

23.7%

47

9.6%

145

15.5%

(3)+(4)

3,407

39.3%

1,945

33.9%

2,756

21.7%

8,108

29.9%

(3)+(5)

159

18.7%

108

18.9%

225

18.3%

492

18.6%

(4)+(5)

925

72.5%

527

69.5%

597

65.0%

2,049

69.4%

(1)+(4)+(5)

19

90.5%

14

77.8%

19

79.2%

52

82.5%

(2)+(3)+(4)

76

34.4%

37

25.5%

69

17.8%

182

24.2%

(3)+(4)+(5)

506

36.9%

283

33.1%

451

23.1%

1,240

29.7%

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

58

43.0%

24

31.2%

44

29.1%

126

34.7%

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

68

66.0%

34

69.4%

47

39.8%

149

55.2%

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

211

36.6%

146

29.6%

186

21.6%

543

28.1%

*Calculated according to School Fundamental Statistics (MEXT).
*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’.

35

NISE Bulletin Vol. 20 March 2021

Recent Policy and Status on Special Needs Education in Japan(8) Trend of the enrollment rates belong to the classes for children with multiple disabilities counted by disability
categories among all children in the schools - totals for national, public and private institutions –Elementary dept. & Lower secondary dept.
VisualHearing

impairme

impairmentntIntellectu

Physical/

al

motor

disabilitie

disabilitiessUpper secondary dept.

Healthimpairme

total

nt

VisualHearing

impairme

impairmentntIntellectu

Physical/

al

motor

disabilitie

disabilitiess

Healthimpairme

total

nt

%

%

%

%

%

%

%

%

%

%

%

%

1995

35.4

15.7

37.2

71.4

31.4

43.8

8.0

6.0

13.6

51.1

30.6

18.8

2000

41.9

17.9

37.6

75.0

32.5

45.1

7.6

7.9

17.9

60.5

45.1

23.9

2001

43.3

17.4

36.7

74.9

34.1

44.6

7.9

7.3

17.1

59.5

45.0

23.2

2002

43.8

17.9

34.9

74.4

35.9

43.4

8.3

7.2

16.5

60.8

44.5

23.0

2003

42.3

17.9

34.9

74.8

37.9

43.5

8.0

8.0

16.8

60.8

44.5

23.1

2004

44.5

18.4

34.3

75.3

38.5

43.3

7.5

8.9

16.2

59.6

41.6

22.4

2005

46.4

19.4

34.3

75.4

39.5

43.1

7.7

9.5

16.5

58.1

44.2

22.4

2006

46.0

18.8

34.3

75.3

39.3

42.8

7.9

7.9

16.3

57.9

39.5

22.0

2007

47.0

19.6

35.9

66.1

44.4

42.5

8.1

8.0

17.8

46.9

39.5

22.1

2008

48.8

26.1

34.9

64.5

44.8

41.2

15.8

18.8

17.4

43.7

37.7

21.3

2009

46.5

24.9

34.5

63.8

45.5

41.2

15.6

18.3

16.8

41.8

39.1

21.0

2010

44.3

24.7

34.2

63.8

45.5

41.1

15.4

16.9

15.9

40.3

33.9

19.9

2011

45.1

24.8

33.3

61.7

43.3

40.1

16.8

15.9

15.6

37.9

31.6

19.5

2012

41.0

25.0

31.9

59.7

43.1

39.1

16.0

15.5

15.1

36.4

31.2

19.0

2013

42.2

25.7

31.1

58.0

43.8

38.2

17.2

16.3

15.1

35.7

32.1

19.0

2014

41.9

26.1

30.6

57.2

43.6

37.7

18.1

16.8

14.6

34.6

32.3

18.5

2015

41.0

26.5

30.1

56.0

43.0

37.2

19.1

17.4

14.5

34.4

31.0

18.3

2016

41.4

27.1

29.5

55.4

43.2

36.5

18.5

16.9

14.1

33.3

31.0

17.9

2017

40.6

27.8

28.9

54.0

43.4

35.9

18.7

18.0

14.1

32.2

31.1

17.8

2018

40.8

28.8

27.8

53.5

42.6

35.0

19.9

18.5

14.0

32.3

30.6

17.8

2019

38.4

28.7

26.2

52.0

41.3

33.4

20.7

18.7

13.7

32.2

30.6

17.6

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

36

NISE Bulletin Vol. 20 March 2021

Recent Policy and Status on Special Needs Education in Japan(9) 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 –【March 2019 graduates】

Type

Number of
graduatestudents

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

10,130(100.0%)9,952(98.2%)

50(0.5%)

2(0.02%)

57(0.6%)

69(0.7%)

Visualimpairment

167(100.0%)166(99.4%)

1(0.6%)

-

-

-

Lower
secondarydept. of

Hearing
impairment

396(100.0%)396(100.0%)

-

-

-

-

Schools for
special needs
education

Intellectual
disabilities

7,649(100.0%)7,532(98.5%)

45(0.59%)

2(0.03%)

31(0.4%)

39(0.5%)

Physical/motor
disabilities

1,585(100.0%)1,539(97.1%)

2(0.1%)-

24(1.5%)

20(1.3%)

Healthimpairment

333(100.0%)319(95.8%)

2(0.6%)-

2(0.6%)

10(3.0%)

22,645(100.0%)21,338(94.2%)

479(2.1%)

192(0.8%)

Total lower secondary schoolclasses for special needs education636(2.8%)

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

37

NISE Bulletin Vol. 20 March 2021

Recent Policy and Status on Special Needs Education in Japan②Situations after graduation from upper secondary department of schools for special needs education(regular course)- totals for national, public and private institutions –【March 2019 graduates】

区分

Upper
secondary dept.
of Schools for
special needs
education(regular course)

Number of
graduatestudents

Number of
students whoentering higher
education

Number of
students whoentering
training
institutions

Number of
students whoentering work
life

Number of
students whoentering
institutions or
medicalinstitutions

OthersTotal

21,764(100.0%)377(1.7%)

326(1.5%)

7,019(32.3%)

13,199(60.6%)

843(3.9%)

Visualimpairment269(100.0%)89(33.1%)

12(4.5%)

36(13.4%)

115(42.8%)

17(6.3%)Hearing
impairment

433(100.0%)145(33.5%)

12(2.8%)

212(49.0%)

55(12.7%)

9(2.1%)

Intellectual
disabilities

18,931(100.0%)79(0.4%)

249(1.3%)

6,601(34.9%)

11,294(59.7%)

708(3.7%)

Physical/motor
disabilities

1,760(100.0%)43(2.4%)

20(1.1%)

103(5.9%)

1,522(86.5%)

72(4.1%)

Healthimpairment

371(100.0%)21(5.7%)

33(8.9%)

67(18.1%)

213(57.4%)

37(10.0%)

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

38

NISE Bulletin Vol. 20 March 2021

Recent Policy and Status on Special Needs Education in Japan(10-1) Trend of the enrollment rates in upper secondary department of schools for special needs education - totals fornational, public and private institutions [As of March in each year]
Type

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017

2018

2019

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

90.7

92.0

91.3

92.1

92.7

94.2

93.7

94.7

95.0

95.6

95.8

95.8

95.8

96.3

96.5

96.7

96.3

96.4

92.5

95.4

94.2

95.3

93.6

96.3

99.4

97.6

98.4

97.6

97.6

98.0

95.5

94.6

96.0

96.3

94.9

95.2

94.5

93.8

96.6

94.6

96.9

96.0

92.0

96.9

94.2

95.7

91.1

93.1

91.1

93.8

95.5

92.4

93.0

93.9

94.4

95.8

95.1

95.8

96.9

97.4

97.0

97.8

97.5

98.2

98.5

97.9

98.3

98.5

98.4

98.3

98.1

98.1

95.5

95.0

94.3

95.5

94.6

96.7

96.7

96.9

95.9

96.3

97.4

97.1

96.9

97.0

97.7

97.4

96.0

95.8

46.4

42.9

45.3

45.0

47.7

49.9

50.0

50.4

52.4

53.1

51.5

53.9

51.7

55.9

55.4

57.6

59.5

62.8

64.9

73.1

62.6

64.6

64.8

65.5

70.2

69.7

70.0

67.3

66.5

65.2

63.4

61.4

58.5

55.1

50.3

47.8

Total
Lower
secondary dept.
ofVisualimpairment
Hearing
impairment

Schools

Intellectualfor
specialdisabilities

needs

Physical/motor

education

disabilities
Healthimpairment

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

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

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017

2018

2018

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

20.5

19.4

20.4

20.5

22.7

23.1

24.3

23.7

23.6

24.3

25.0

27.7

28.4

28.8

29.4

30.1

31.2

32.3

13.3

11.9

11.9

17.0

14.4

12.4

15.3

19.1

21.4

16.3

10.9

13.4

17.6

16.2

15.5

11.6

16.2

13.4

29.3

25.5

31.5

34.4

32.4

35.4

42.4

35.1

33.5

34.5

32.7

37.3

36.1

38.5

39.8

43.2

39.0

49.0

23.7

22.4

23.2

23.2

25.3

25.8

27.1

26.4

26.7

27.4

28.4

30.2

31.1

31.5

32.1

32.9

34.0

34.9

6.6

6.0

6.4

6.1

7.7

7.7

11.8

11.0

9.7

12.0

10.5

7.1

6.5

5.8

5.5

5.1

6.0

5.9

6.1

10.1

13.0

10.3

15.4

18.5

16.4

12.1

11.0

12.2

14.6

18.0

17.5

14.4

16.0

15.8

19.7

18.1

Total

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

39

Recent Policy and Status on Special Needs Education in JapanNISE Bulletin Vol. 20 March 2021

(11) The status of homebound education in the upper secondary
department of schools for special needs education - national, public and private
institutions –Fiscal Year

Number of schools

Number of children

2002

269

1,012

2003

266

1,038

2004

257

936

2005

249

934

2006

235

923

2007

248

929

2008

248

948

2009

244

942

2010

248

894

2011

238

931

2012

235

949

2013

238

940

2014

235

929

2015

237

857

2016

240

841

2017

234

806

2018

231

869

2019

235

822

*Calculated according to School Fundamental Statistics (MEXT)(12) Expenditure of school education per one child - public institution - [FY 2017]
Elementary schools
FY2017

943,442 yen

Lower secondary schools

schools for special needs
education

1,117,781 yen

7,201,348 yen

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

40

NISE Bulletin Vol. 20 March 2021

Summaries of the Research Papers
pers
English Abstracts of the Research Papers from Bulletin of The National Institute of Special Needs
Education or “国立特別支援教育総合研究所研究紀要”, Vol. 47, 2020.

1. LEE Heebok, IIJIMA Anna, MURAKAMI Erika and KATO Atsushi (2020). Development of forming relationships withteachers in child with Autism Spectrum Disorder: from records made over eight months, Vol. 47, pp.1-11, 2020

Development of forming relationships with teachers in child with Autism
Spectrum Disorder: from records made over eight months
LEE Heebok , IIJIMA Anna, MURAKAMI Erika and KATO Atsushi
Abstract: The development of a childFUJIMOTO(A) with autism
spectrum disorder (ASD) and the process of forming relationships
Hiroshi＊＊ and WADA Tsutomu＊＊＊
between A and A’s teachers was examined. This study mainly analyzed the following records made over eight months. The
teacher attempted to identify the interests and focus of attention of A that evoked pleasant emotions in A (happiness and joy,among others). An attachment formed between A and the teacher as a result of accumulating these experiences. A regarded theteacher as a secure base and shared emotions with the teacher by looking at the teacher and laughing together. Furthermore, A
started to interact with the teachers in other classes, and as a result, the objects of A's interactions increased. The formation of
attachment to the teacher changed the quality of A's play. As play changed from a type of sensory play to a type of interactive
play with the teacher. These findings indicated that attachment formation is the basis of the development of an ASD child.
Key words: Autism spectrum disorder, relationship, attachment, development

2. KITAGAWA Takaaki and YOSHIKAWA Tomoo and IKOMA Yoshio (2020). Awareness of the problems of the teacher incharge of teaching children with physical disabilities who are enrolled in elementary and junior high schools, Bulletin of The
National Institute of Special Needs Education, Vol. 47, pp. 11-20, 2020.

Awareness of the problems of the teacher in charge of teaching
children with physical disabilities who are enrolled in elementaryand junior high schools
KITAGAWA Takaaki and YOSHIKAWA Tomoo and IKOMA Yoshioo
Abstract: Children with physical disabilities learn at diverse places, as the construction of an inclusive education system iscurrently being promoted. Given this situation, it is a pressing issue to improve the education for children with physicaldisabilities who are enrolled in elementary and lower secondary schools. Using face-to-face interviews, this study aimed toreveal the teaching difficulties and issues facing the classroom teachers and the subject teachers in providing children withphysical disabilities who are enrolled in elementary and lower secondary schools with courses and other types of instruction. At
the same time, the study aimed to obtain basic data necessary to allow schools for special needs education to support
elementary and lower secondary schools effectively as resource centers. As a result, it was found that understanding students'
condition and having teachers grasp the background and factors of students' difficulties was an issue in both the regular classgroup and the group of classes for special needs education. In the future, it will be necessary to conduct research aimed at
improving teaching and enhancing programs to promote independence based on disability characteristics such as the physicaland cognitive aspects of students with physical disabilities.
Key words: Elementary and lower secondary school, regular classes, class for special needs education, physical disabilities,
issues with course instruction

41

NISE Bulletin Vol. 20 March 2021

Summaries of the Research Papers

3. SAITO Yumiko, OZAWA Michimasa (2020). A deliberation on the future of joint activities and learning in elementary andjunior-high schools in Japan: suggestions from the development of measures of Least Restrictive Environment (LRE) andpractice of Multi-Tiered System of Supports (MTSS) in the U.S., Bulletin of The National Institute of Special Needs Education,
Vol. 47, pp. 21-28, 2020

A deliberation on the future of joint activities and learning inelementary and junior-high schools in Japan: suggestions from thedevelopment of measures of Least Restrictive Environment (LRE) andpractice of Multi-Tiered System of Supports (MTSS) in the U.S.
SAITO Yumiko，OZAWA Michimasa
Abstract: The purpose of this study is to have a view of a new framework or future direction of joint activities and learning inelementary and junior high schools, which is one of the core educational measures for developing and promoting an inclusive
education system in Japan. In order to draw on the experience of the U.S., forty years’ historical transition of education basedon the provision of a Least Restrictive Environment (LRE) was reviewed, and as today’s school practice, the development of
the Multi-Tiered System of Supports (MTSS) in Kansas was discussed, including the results of a field investigation. Basedupon the historical transition of interpretation of the LRE and educational practice and the picture of today’s schools in the U.S.,
this study attempts to obtain a view of the framework or future direction that will assure “joint learning of children with andwithout disabilities” in elementary and junior high schools, or even “joint learning of all children with various educational
needs in schools” in Japan.
Key words: Joint activities and learning, Least Restrictive Environment (LRE), curriculum, Multi-Tiered Systems of Supports(MTSS), inclusion

42

NISE Bulletin Vol. 20 March 2021

Editorial Board
YOKOKURA Hisashi(Chairman)

K A I Z U

A k i k o(Chief Editor)

MURAI

Keitarou

NISHIMURA Takahiro
K I TA G AWA Ta k a a k i
KAMI YAMA Tsuto mu
K U WATA

M i k iS A I T O

M i t s u o

OZONESatomiMURAOKAYu k iM AT S U O T a k a n o r i

NISE Bulletin Vol. 20
March 2021
Published by
National Institute of Special Needs Education
5-1-1 Nobi, Yokosuka, KANAGAWA, 239-8585 JAPANURL：https://www.nise.go.jp/nc/

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