ISSN 0389-9012

NISE A-21

NISE Bulletin
Vol.21

July 2022

National Institute of Special Needs Education, Japan

About the NISE Bulletin
The NISE Bulletin reports on the results of the research activities, training operations, information
gathering, awareness raising, and other business and topics conducted under the auspices of NISE¹ over the
fiscal of the year.
This edition of the Bulletin constitutes the annual report for the 2021 fiscal year.

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

NISE Bulletin Vol. 21 July 2022

Contents

NISE’s Activities
Research Projects for FY2021

1

Research Summaries from the Final Reports of the Research Projects in 2021

10

Activity Report of Each Department / Center(1) Activities of the Department of Policy and Planning

16(2) Activities of the Department of Teacher Training

17(3) Activities of the Department of Information and Support

18(4) Activities of the Center for Promoting Education for Persons with
Developmental Disabilities

19(5) Activities of the Center for Promoting Inclusive Education System

20

Other Topics

Recent Data on Education for Children with Disabilities in Japan

21

32

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. 48, 2021 and Vol. 49, 2022

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NISE Bulletin Vol. 21 July 2022

NISE’s Activities

Research Projects for FY2021
As the national center for special needs education, NISE conducts research into priority issues in education policy
for children with special needs and practical research into priority issues faced on the ground in educational institutions
on a national level, in order to contribute to developing an education system that addresses the individual educationneeds of each child with special needs.
In order for these research activities to proceed in a planned manner over the medium to long term, we haveformulated a Basic Research Plan. This Basic Research Plan is periodically revised in line with the direction of national
policy.

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

Characteristics of Research
Research that transcends the boundaries of disability categories and contributes to the promotion ofnational policy of education for children with disabilities or the resolution of urgent issues in the

Priority Issue Research

field of education•Research on curriculums (policy contribution to the country)•Research on the enhancement of seamless support (responding to urgent issues in the field of
education)

Disability-CategorySpecific Research

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

OthersFundamental research by theme-based research units and research units responding to specialized
Basic Researchissues for each type of disability Basic and ongoing research activities such as annual basic surveys,

Activities

surveys and analyses that contribute to the improvement of instruction, and dissemination of theresults of these surveys and analyses

Externally Funded
Research
Entrusted
Research

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

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

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NISE’s Activities
2. Research Themes FY2021
1) Research on curriculums / Priority Issue Research
Research Title

Research Team
Education

Research on the formulation, implementation, evaluation, andCurriculum

improvement of curriculums based on the course of study

Principal

ResearchResearcher

PeriodYOSHIKAWA
Tomoo

Team

FY2021-2022

A survey that aims to understand the current situation and challenges, such as teaching the targeting competency and school
system for curriculum management under the formulated and implemented curriculum based on the course of study in special
needs education will be conducted.
Additionally, case studies of the specific measures which reveal how a school process with the specific actions to formulate,
implement, evaluate, and improve curriculums based on the course of study will be conducted in order to supplement the d ata
from the survey.
The results of this work are intended to serve as useful materials in proposing national policies and promoting measures incommunities.
In FY2021, researchers surveyed the state of curriculum management and the formulation and implementation of curriculums
in prefectural and designated urban boards of education, municipal boards of education, elementary and lower secondary
schools (classes for special needs education), and the elementary and lower secondary departments of special needs education
schools. Researchers selected and performed case studies on schools conducting research from formulation and implementation
to the evaluation and improvement of curriculums.

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

Research Team

Research on enhancing instruction and support for students withdisabilities using information and communications technology andassistive devices

ICT Team

Principal

ResearchResearcher

PeriodMUNEKATA
Tetsuya

FY2021-2022

The government aims to implement individually optimized learning and support methods attuned to the abilities and aptitudesof each pupil, on the basis of an ICT environment provisioned through the GIGA School Program. Researchers will identify
important points in the new challenges of programming education and the use of telepresence robots, methods for sharing theevaluation of learning with parents and guardians, and conducting lessons online and on-demand, as relates to making use of
ICTs, ATs etc. as part of support methods.
The aim of the project is to organize knowledge about responding to the new GIGA School environment in each disability
category and to provide materials that put together this information in the form of a g uidebook. The research will also take onchallenges related to improving school structures and staff capacity for using ICT in partnership with local governments, as wellas continuity of learning between home and school.
In FY2021, researchers have started conducting interviews with schools recommended by prefectural boards of education as
schools conducting leading practices, in order to identify the abilities required for teaching staff amidst the provision of one-toone device ICT environment through the GIGA School Program.

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NISE’s Activities

Research on procedures of determining school for enrollment for children
with disabilities

Enrollment

KUBOYAMA

Team

Shigeki

FY2021-2022

Children with disabilities and their guardians have significant concerns and anxieties around school enrollments. It isnecessary to constantly revise and improve procedures for deciding which schools pupils will be enrolled in, so that children
and guardians can approach enrollments with peace of mind.
In pursuit of this aim, researchers will conduct a written survey of prefectural and municipal boards of education acrossJapan to clarify the current state of, and challenges related to, procedures for deciding school enrollments. Researchers willthen conduct investigative visits to boards of education identified as conducting distinctive measures based on the results of
the written survey, in order to gather and identify positive examples related to procedures for deciding school enrollments. We
will then holistically consider the survey results and provide information to national and local school administrations aboutprocedures for deciding school enrollments as part of an inclusive education system.
In FY2021, researchers ran the written survey about deciding school enrollments targeting municipal boards of education(comprehensive), and also visited and conducted information gathering at the two cities acting as research partnership
institutions.

Research on how to promote career guidance and cooperation for the

Careersmooth transition of students with disabilities to society at upper

Guidancesecondary schools

ITO Yumi

FY2021-2023

Team

Focusing on career guidance for students with developmental disabilities in upper secondary schools, we will conduct aquestionnaire survey and an interview survey with the aim of clarifying career guidance that supports a smooth transition fro mschool to society and how to promote cooperation necessary in the process. Based on the findings from each survey, we willcompile and disseminate them as materials (guidebooks) that can be utilized at school sites.
In FY2021, a preliminary interview survey was conducted to organize issues from cases where students had difficulties incareer guidance. In addition, a questionnaire survey was conducted focusing on the career paths (companies, universities) ofstudents with developmental disabilities after graduation from upper secondary school, and also on special needs education
schools and related organizations (welfare and labor organizations) which are expected to cooperate with each other in provid ing
career guidance. The survey was conducted to understand the situation and issues of members with disabilities in eachorganization.

Research on consideration in instruction of subjects for students withvarious educational needs in regular classes

Team for
Instruction of
Subjects

INOUE
Hidekazu

FY2021-2022

This research project aims to think through considerations that are responsive to the individual and propose “considerations
for subject instruction for children with diverse educational needs, ” from the perspective of guaranteeing an education thataims to fully provide holistic instruction in terms of both optimized individual learning for children with diverse educational
needs and cooperative learning, within the scope of instruction in mainstream classes in elementary, lower secondary and highschools, while also paying due attention to classes that have put into practice supportive climates in schools and environmentsthat form the basis of lessons that anyone can understand.
In FY2021, researchers examined “considerations for subject instruction for children with diverse educational needs,” bysearching the literature on leading research, to serve as the basic materials for Ministry of Education, Culture, Sports, Scienceand Technology projects such as the drafting of guidebooks by education centers fro m prefectures and designated cities across3

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NISE’s Activities

Japan. Researchers also ascertained the educational policies of boards of education and practices in schools in cooperation
with academics and other relevant parties.

3) Disability-Category-Specific Research
Research Title

Research Team

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

Learning
EvaluationTeam

Principal

ResearchResearcher

PeriodYOKOO
Shun

FY2021-2022

In the education of pupils with intellectual disabilities, it is necessary to provide learning content and instruction that i s
appropriate for each individual's disability. Considering in order to achieve these goals, teachers are required to recognize
whether the objectives and contents of the curriculum standards are being implemented in learning activities, and to evaluate
whether students have acquired the qualities and abilities that they are expected to develop.
The purpose of this study is to study the method of appropriate learning assessment in learning activities of students withintellectual disabilities, based on the actual understanding of each pupil's learning situation, and to present a good exampl e ofthis method.
In FY2021, we conducted a literature review of previous studies in Japan and abroad on the evaluation of the learning statusof students with intellectual disabilities, as well as on the educational system. In addition, we studied the process of crea tinglearning plans, and examined the implementation of learning plan creation and learning evaluation in collaboration withcooperating schools.

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

Research Unit

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

ICT Unit

This research aims to clarify the most effective ways to use tablet PCs for children with disabilities and children who require
special consideration regardless of their disability status in the schools. Tablet PCs have been adopted to all schools on a one
device per person basis as part of the GIGA School Program. For research purposes, we are gathering and an alyzing case studies
related to their use in addressing the difficulties faced by the children. In FY2021, we collected information about specific ways
to utilize ICT through visits to sites of actual instruction and exchanges of information with educational staff performing said
instruction. Further, as the case studies thus far are limited to specific disabilities, there is a need to gather more broad ly aboutother disability categories as we advance.

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NISE’s Activities

Research on teachers' expertise in career education for pupils with disabilities

Career Unit

The Career Unit aims to identify the expertise required of teachers who play a key role in promoting career education for
pupils with disabilities in elementary, lower secondary, and high schools, and to produce information media (leaflets and on demand contents) in easy-to-understand manner to aware and disseminate about the expertise.
In FY2021, as a first step, information was collected and discussed on the expertise required for “support in making decision s
about post-educational destinations” and "career development support" before entering society, focusing on the high school
stage, while focusing on support for self-understanding. In addition, information on career education in general was collected
as a research resource. Information on career education for various disability types and developmental stages was also collected
and organized.

A nationwide survey related to special needs education in ECEC facilities

Infant Unit

Early Childhood Education and Care Unit conducted a questionnaire in FY2021. The aim of the survey is to comprehensively
understand the situation, including the enrollment status of children with disabilities in kindergartens, school system, andteachers’ consciousness about special needs education, in order to provide information that could be utilized in educational
administration in national and local governments and ECEC facilities. The subjects of the questionnaire were public and priva teearly childhood providers, such as nurseries, certificated child centers, and kinder gartens. In the process of considering themethod, such as items, we received valuable advice from cooperated research partners and institutions. T he data will be organizedin FY2022.
Other than the activity related to the survey, we have built relationsh ips with cooperated researchers and kindergartens,
including the kindergarten section in Kurihama Special Needs Education School for Children with Autism to consider the furthe rcooperative research activities. Additionally, we have developed the cooperati ve relationships with educational administrations
and related organizations through holding seminars.

Research into case studies with a view to fully providing for the learning of non -Japanesepupils with disabilities- Placing a focus on classes for special needs education in elementary and lower secondary

Non-Japanese Unit

schools In FY2021, the Non-Japanese Unit’s research identified the present state of, and challenges involved in, the provision of
instruction and support to non-Japanese pupils with disabilities in the classes for special needs education of elementary andlower secondary schools, with the aim of providing a fuller learning experience to such pupils. In particular, t he research
focused on judgments around whether such pupils needed to be in classes for special needs education and the state of special
curriculum for such pupils.
Regarding judgments around the place of learning of non-Japanese pupils with disabilities, researcher formulated points
related to such pupils through the “survey on processes for deciding school enrollments for children with disabilities ”
implemented in the priority issues research that is the “research on processes for deciding school enrollments for children withdisabilities,” and thus ascertaining the state of such learning sites and judgments.
The unit also gathered case studies through visits to classes for special needs education under the jurisdiction of cooperative
research institutions and local governments selected on the basis of knowledge gained from past information gathering in orde r
to learn about the state of instruction and support for non -Japanese pupils with disabilities (including special curriculums).
Going forward, the unit will identify the state of, and challenges faced in, providing instruction and support to non-Japanese
students with disabilities in instructional systems and classes for special needs education under local governments characterized

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NISE’s Activities

by concentrated and dispersed residence.

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

Research Unit

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

Multiple Disabilities Unit

Through a written survey conducted in 2019, the Multiple Disabilities Unit ascertained the overall state of education for
pupils with multiple disabilities studying in special needs education schools and classes for special needs education inelementary and lower secondary schools across Japan. This research activity aims to gather and identify information about thechallenges and specific measures related to the education of pupils with multiple disabilities by conducting in -person surveys of
special needs education schools, classes for special needs education in elementary and lower secondary schools and related
institutions that are conducting leading or distinctive measures in this area, from the perspective of maintaining and improving
appropriate instruction, support and expertise in this area, on the basis of the results of the written survey. This year, the unit
was able to conduct visits at four special needs education schools conducting hearings about the details of the survey conducted
in 2019 and gathering information about the challenges and specific measures being implemented in these ed ucational sites.
At the research conference, the unit was also able to debate the particularities of multiple disabilities as opposed to otherdisability categories, hold detailed hearings about some of the questions from the interview survey and debate policies for t henext financial year.
The Multiple Disability Unit is continuing to maintain and update the displays in the Research Unit for Natural Living
Environment and Snoezelen Room which it arranges and manages in a form where visitors can see the results of its past
research in concrete form.

Examining methods for the continuation and improvement of expertise in education for thevisually impaired

Visual Impairments Unit

Based on past instructional practices in special needs education schools (visual impairment) and the knowledge of experts inthe education of the visually impaired, as well as research in research institutions, the unit aims to organize expertise in the
education of the visually impaired, including in response to multiple impairments. The unit has gathered information andconducted exchanges of views with stakeholders about the challenges in education for the visually impaired and the challenges
in special education classes and partial inclusion classes for those with low vision in Kanagawa Prefecture.
The unit has also drafted a booklet (draft) based on the basic content identified in education for the visually impaired
containing information that can be used in special needs education schools other than elementary and lower secondary schools
and schools for the blind, and that can be applied when schools for the blind provide support for local elementary and lower
secondary schools. The booklet (draft) is intended to give an experiential understanding of what it means when pupils withvisual impairments in elementary and lower secondary schools “can’t see properly” when it comes to considerations andprovisions for learning, which can be hard to understand, by including simulation images that show how the visually impaired
may see letters and colors, based on past knowledge gained from the education of the visually impaired.

Examination of survey content oriented towards a longitudinal survey of special needs
education schools (hearing impairments)

Deaf and Hard of Hearing Unit

Research on the assessment of hearing and educational support for children with intellectual

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NISE’s Activities

disabilities and autism
Examination of survey content oriented towards a longitudinal survey of special needs education schools (hearing
impairments): This financial year, the unit identified “questions that continue to need to be asked in the field of education forchildren with hearing impairments,” “questions that should be removed from the survey to match the changing times, or on thebasis of the results of past longitudinal surveys” and “questions that need to be newly added to match the changing times, ” inpreparation for the longitudinal survey that is scheduled to be conducted in special needs education schools (hearing
impairments) next financial year.
Research on the assessment of the hearing and educational support for children with intellectual disabilities and autism : The
unit, as part of its research cooperation with Kurihama Special Needs Education School for Children with Autism, Universityof Tsukuba, also observed lessons, and surveyed in writing the educational staff and guardians of children in order to gain
basic materials for ascertaining the state of hearing of children with intellectual disabilities and autism and support methods
for those children.
Other research activities: Further, the unit also held the “FY2021 Regional Research Conference on Building a SeamlessSupport System and for Promoting Further Support for Children Who are Deaf or Hard of Hearing” with the aim of raising thelevel of expertise on persons responsible for consulting on infant education in special needs education schools (hearing
impairments) across Japan as relates to early intervention for infants with hearing impairments and the aim of promoting
coordination between health, medical, welfare and educational stakeholders. The unit also prepared lectures covering theresults of its research into early support for children with hearing impairments, making them public for around three months aspart of the on-demand lectures being held from this financial year.

Implementing the FY2021 national hard of hearing, speech and language disorder specialclass and partial inclusion field study

Speech and Language Disorders
Unit

This financial year, the unit requested responses from around 3,000 educational institutions across Japan comprisingelementary and lower secondary schools that have implemented special needs classes for students who are hard of hearing, andwho have language disorders, partial inclusion classes (hearing disorders) and partial inclusion classes (language disorders), as
well as kindergartens that have implemented classrooms for the instruction of infants who are hard of hearing and who havelanguage disorders. The unit implements this survey at five-year intervals, with this year being the 10 th such survey. The
survey covers current-day challenges (status of training aimed at improving expertise in each area etc.) in education forstudents with hearing and speech impairments, including basic statistical data (status of classes and classrooms established,
number of staff, number of infants, children and students under instruction etc. ), content and method of instruction,
management of classes and classrooms, training and other matters. The survey also asks staff managing education for hearing
and language impaired students to freely write what it is that they value in their work and what attracts or enthuses them ab out
it. In FY2021, the unit identified and analyzed primarily numerical data, while in 2022 it will examine data including the freewriting sections, before drafting a report. Going forward, based on the results of a national survey, the unit will bring together
this material so that it can be used as basic material for solving pressing challenges in educational institutions.

Examination of the effectiveness of teaching methods, tools and materials that utilize ICT
based on the disability characteristics of children with physical/motor disabilities in subject

Physical/Motor Disabilities Unit

instruction or independence activities
The degree and multiplicity of disabilities among infants and children with physical and motor disabilities is diversifying.
The Physical/Motor Disabilities Unit must therefore seek to ascertain the manner in which these issues cause problems inlearning and daily life and the degree to which the use of assistive means including ICT can alleviate these issues , and also

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provide appropriate support and instruction. This research will also examine through case studies the effectiveness of teaching
methods, tools and materials that utilize ICT based on the disability characteristics of children with physical/motor disabil ities
in subject instruction or independence activities, including on the basis of the GIGA School Program. This financial year, theunit has, insofar as has been possible, performed in -person visits to schools to gather data, in addition to online
communication with research partners and schools, to ascertain specifics of in-practice examples and offer advice where
needed.

Research activities related to support based on the educational needs of pupils with mental
health conditions in elementary and lower secondary schools- Coordination with support by special needs education schools (health impairments) acting

Health Impairments Unit

as resource centers The Health Impairments Unit held the “Educational Support for Children with Mental Health Conditions (“Co-MaMe”)
Seminar” face-to-face in 2019, then online in 2020 and 2021. In FY2019 and 2021, the unit cooperated in drafting a collectionof case studies into the use of Co-MaMe published by the National Alliance for the Education for Children with Health
Impairment (“Zenbyoren”), which is available on Zenbyoren’s website. Through such research activities, we discovered that
there were schools among special needs education schools (health impairment) where leadership felt confused about providing
support to pupils with mental health conditions due to a lack of understanding of their educational needs, and also that many
pupils with mental health conditions were attending elementary and lower secondary schools. Based on the knowledge thus
gained from past research, we moved forward with research with the aim of (1) raising the level of expertise among education
staff in special needs education schools (health impairment), (2) providing support to education staff working with pupils withmental health conditions in elementary and lower secondary schools, utilizing special needs education schools (healthimpairment) as resource centers, and (3) working to improve, and devise ways of making it easier to use, Co-MaMe inelementary and lower secondary schools.
The Health Impairments Unit cooperates in collating the data gathered through NISE across all prefectures in Japan,
classifying and analyzing the disease categories, based on the surveys that Zenbyoren periodically conducts covering the typesof diseases that pupils in special needs education schools (health impairment) and classes for special needs education (healthimpairment) have. The unit performed longitudinal and comparative examinations of this year ’s data combined with past data(since 1991), ascertaining disease categories and movements of pupils in special needs education schools (health impairment)
and special needs classes for the health impaired across Japan.

Activities to spread the availability of the support kit for managers of special needs classes
for intellectual disabilities

Intellectual Disabilities Unit

From FY2019 to 2020, the Intellectual Disabilities Unit developed a “support kit” that brought together tools and materials
to support levelling up the expertise of staff managing special needs classes for the intellectually disabled who have lessexperience in providing special needs education, as part of the “Developing a Support Kit for Staff Responsible for Special
Needs Classes for the Intellectually Disabled – Centering Lesson Creation” core research program. The support kit is designedwith use by teams of special needs education support staff, mid-career and veteran staff and managers in mind. Going forward,
our research unit activity will be to hold online seminars with the aim of spreading the support kit to staff responsible for
special needs classes for the intellectually disabled and trainers in education centers across Japan , and promoting its use.

Promoting research results for raising the level of expertise of staff responsible for special
needs classes for the autistic and emotionally disturbed

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Autism UnitNISE Bulletin Vol. 21 July 2022

NISE’s Activities

This financial year, in addition to promoting collections of case studies and leaflets published as part of the fourth medium term planning period, the Autism Unit also held the Levelling Up Expertise in Instructing Independence Activities for Children
with Autism Seminar (“Levelling Up Expertise Seminar”) online for staff responsible for special needs classes for the autistic
and emotionally disturbed in elementary and lower secondary schools (“staff”). The second Levelling Up Seminar had around
1,700 participants, allowing us to confirm that there is a high level of need for such training and what the challenges facin g
staff are.
The unit also ran a self-directed study group (online) covering instruction related to independence activities and subject
instruction targeting staff who participated in the Levelling Up Expertise Seminars. As it is necessary to plan for coordination
with instruction of independence activities in order to ensure learning in each subject, the unit will examine the relationshipbetween instruction in independence activity time for children with autism and instruction in each subject in FY2022.

Research activities related to the nature of individual instruction and support responsive toDevelopmental Disabilities andEmotional

the unique characteristics of developmental disabilities and educational needs

Disturbances Unit

Pupils with developmental disabilities are often placed in mainstream classes, while some leave the mainstream classroom toreceive special support services located on site (“partial inclusion”). Instruction and support in the context of regular classes iscalled on to guarantee learning that aims to provide a full and unified learning experience that is both individually optimiz ed
and cooperative, based on both fully providing a system made up of “instruction in the collective” that pays heed to the learning
environment and “individual instruction” that is responsive to unique characteristics and challenges, and on the GIGA School
Program. Partial inclusion plays a variety of roles such as guaranteeing learning that exhibits continuity with the instruction andsupport in mainstream classes by performing instruction related to the provision of rational considerations, while performing
instruction equivalent to the independence activities of special needs education schools.
As part of these research activities, this unit gathered information on (1) provision of information to mainstream classes
through partial inclusion practices and (2) instruction and support informed by expertise that aims at social adaptation, while
paying particular attention to individual instruction and support for pupils with developmental disorders in mainstream classes.

4． Entrusted Researches
Research Title

Entrusted

Principal

Research

Organization

Researcher

Period-FY2020-2021

Research on Establishing a Support System for Deafblind

Fast RetailingChildren/Students

Foundation

ICT Utilization Research for Special Needs Education Through the Magic
Project

9

SoftBank Corp.

AOKI
Takamitsu

FY2020-2021

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NISE’s Activities

Research Summaries from the Final Reports of the Research Projects in 2021

R02-01 (Cross-sectional Research)

Comprehensive Research Related to the Development of Inclusive Education System
in Japan - Proposal for "COMPASS" to support independent efforts in schools andlocal communities [Research period] FY2016-2020[Principal researcher] HOSHI Yuko
[Summary]
After the ratification of the Convention on the Rights of
Persons with Disabilities, a range of laws were revised andinstitutionalized, including the enforcement of the Act for
Eliminating Discrimination against People with Disabilities
and the revised Law Concerning Support of Persons with
Developmental Disabilities, and the institutionalization ofleaving the mainstream classroom to receive special support
services located on site in schools such as high schools.
Amongst these processes, educational sites, and the boardsof education that support them, are seeking to identify thestatus of initiatives to build inclusive education system in theirrespective regions, kindergartens, and schools. Due to theneed for indicators to clarify the items that should be further
addressed, this study, "Comprehensive Research Related to
the Development of Inclusive Education System in Japan"(FY2016-2020) was undertaken.
In FY2018, we revised and improved our "Evaluation Index(tentative plan)" for building an inclusive education system,
which had been formulated between FY2016 and 2017,
through trials at the kindergartens and schools of our researchcooperation organizations as "COMPASS (tentative
version)." In FY2019, we collected cases of independent
efforts by research cooperation organizations and made a
proposal for a kindergarten/school "COMPASS."In FY2020, which was the final year of this research, we
gained the cooperation of research cooperation organizations
and regions that participate in “collaborative research onpractices in local communities” and the like to make a numberof revisions to "COMPASS" (tentative version) for boards ofeducation, then to create “COMPASS” for boards ofeducation, and examine its utilization. Moreover, we
published a collection of case studies which summarized theexamples of initiatives by kindergartens and schools that werecollected in FY2019.

[Keywords]
Inclusive Education System, "COMPASS" for the Boards of Education, Independent Effort

R2-02 (Cross-sectional Research)

Comprehensive 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 period] FY2016-2020

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NISE Bulletin Vol. 21 July 2022

NISE’s Activities[Principal researcher] YOKOKURA Hisashi[Summary]
It is important to consider how a curriculum should be

intellectual disabilities, and curriculums focused on

formulated, implemented, assessed, and reviewed, while

activities to promote independence, as well as issues, etc.,

having the aim of enhancing teaching in a range ofrelated to teaching plans and learning evaluation for eachdifferent learning locations. In this research, taking into

subject, etc., for intellectual disabilities. Our survey ofaccount the details of the Courses of Study announced inelementary, lower secondary, and upper secondary

2017, 2018 and 2019, a questionnaire survey was carriedschools revealed the organizational status of special

out and case studies were explored with the purpose of

curriculums of teaching in classes for special needs

grasping the state of teaching children’s attributes andeducation and of leaving the mainstream classroom toabilities that need to be cultivated and the support

receive special support services located on site, as well as

circumstances for needed individual learning. In our

how teaching is devised to cope with possible difficulties

survey of special needs education schools, we could grasp

during the course of learning in each subject inthe organizational status of characteristic curriculums

mainstream classrooms.

such

as

equivalentcurriculums,

curriculumsfor[Keywords]
Curriculum, Special Needs School, Special Needs Class, Leaving the Mainstream Classroom to Receive Special Support
Services Located on Site, Mainstream Classroom

R2-03 (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 period] FY2018-2020[Principal researcher] UNO Kounosuke[Summary]
In Japan, special needs schools for the deaf have been
providing infant educational counseling to infants withhearing impairments and their guardians, since the mid-1960s.
Currently, this continues as a part of the function as a resource
center, however, management issues have been pointed out,for example, a rapid increase in the number of consultations
by the spread of newborn hearing screenings.
Consequently, this research was carried out with the
purpose of clarifying the roles that should be played by infant
educational counseling at schools for the deaf for infants withhearing impairments and their guardians, in Japan.
A nation-wide survey carried out in FY2018 indicated that
there are school differences in the circumstances of

institutional cooperation provided by infant educationalcounseling. It was revealed that key persons exist who are
striving to clarify the roles of related organizations and tobuild systems for mutual cooperation between organizations
through a survey of local governments that was carried out
from FY2019 to FY2020. In addition, by patterning the
support systems of each region, it was shown that there are
discrepancies in the roles that infant educational counseling isrequired to play by regions.
For the future, we found that local governments should
evaluate their support systems, including infant educationalcounseling, and review efforts to improve them.
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NISE’s Activities[Keywords]
Lower Secondary School Students with Speech and Language Disorders, National Survey of Teachers of Language Classrooms,
Interview Survey of Lower Secondary School Students with Speech and Language Disorders, Initiatives Carried out at Each
School that Make the Most of Their Characteristics

R2-04 (Research on Specific Disability Categories)

Development of Support Kits for Teachers of Classes for Special Needs Education forIntellectual Disabilities - Focusing on lesson design [Research period] FY2019-2020[Principal researcher] WAKUI Megumi[Summary]
We have been developing "support kits" within which there
are materials and tools to support the improvement ofexpertise of teachers of classes for special needs education for
intellectual disabilities who lack experience. In a case study
concerning PDCA lesson development for special needs
classes for intellectual disabilities, a NISE lesson development
support sheet was drafted, important points for lesson
development were scrutinized, and the results of these werereflected in the support kits. In addition, with regard to theprototype support kit, an interview survey was carried out onteachers that lack experience in education for children withintellectual disabilities and on teachers that have highexpertise in education for children with intellectual disabilities,
and a questionnaire survey was carried out on teachers thatlack experience in education for children with intellectual
disabilities and supervisors of school education at education
centers and so on. The support kit was updated and improved
based on the results of these surveys, and we achieved thecomplete version of the support kit “Sukett."[Keywords]
Intellectual Disabilities, Special Needs Classes, Expertise Improvement, Lesson Development, Curriculum

R2-05 (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 period] FY2019-2020[Principal researcher] YOSHIKAWA Tomoo[Summary]In this research, after issues were summarized through asurvey that had the aim of identifying the circumstances ofchildren and students enrolled in physical/motor disability
special needs classes and the actual state of teaching, concrete

12

NISE Bulletin Vol. 21 July 2022

NISE’s Activities
examples were introduced for how to improve classes using
local resources in order to examine the ideal methods for
improving classes for elementary and lower secondary school
students with physical/motor disabilities.
From a survey of physical/motor disability special needs
classes it was considered important that: (1) As many teachers
have little experience in education for children withphysical/motor disabilities, and opportunities for training
related to education for children with physical/motor
disabilities is not sufficient, methods are devised to provide
information and knowledge that will lead to the improvement
and enhancement of daily teaching, including understanding
the facts behind characteristics, etc., for difficulties in visual
perception, as well as difficulties in posture, exercise andmovement that are easy to notice, and measures that are
conducive to improving expertise, including ideal training
methods, are reviewed. (2) There is a high need for utilizing

the function as a resource center of special needs education
schools, and therefore, special needs education schools should
devise ways to improve human and time constraints andrequest procedures. For example, they should consider
building systems in which managers are assigned to give fulltime community support.
As initiatives that can improve classes utilizing local
resources, examples of class improvements utilizing local
resources are presented, starting with special needs education
schools that function as a resource center, and including thosefrom boards of education, universities, and medical carefacilities and institutions for therapeutic care and education.
In elementary and lower secondary schools, there is a needto examine the utilization of local resources based on actual
regional conditions, and to improve classes so as to lead to theenhancement of the learning of children and students withphysical/motor disabilities.

[Keywords]
Physical/Motor Disabilities, Elementary and Lower Secondary Schools, Local Resources, Class Improvement, Function as a
Resource Center of Special Needs Education Schools

R2-06 (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 basedon the characteristics and developmental stages [Research period] FY2019-2020[Principal researcher] KAIZU Akiko[Summary]
Under the main purpose of preventing secondary
disabilities, the present conditions of the actual state of various
difficulties in accommodating for children and students with
developmental disabilities, and their primary risk factors andprotection factors, were analyzed and summarized incooperation with related organizations in other fields that are
endeavoring to support children and students with
developmental disabilities, including not only school
education but also medical care, welfare, and correctional
education. When implementing this, we examined what kindof attitude is best for children and students in school education

settings, and what kind of teaching and support are necessary,in terms of new approaches for “specialized instruction inresource rooms," which is professional and effective teachingfor children and students with developmental disabilities, so
as to refine this analysis as more practical knowledge. As aresult, it was suggested that there are at least six components
related to children's difficulties and age groups in teaching thatis equivalent to independence activities focused on
developmental disabilities, and that "access to learning,"“self-comprehension" and “feelings of trust" are important inpreventing and reducing secondary disabilities.

13

NISE Bulletin Vol. 21 July 2022

NISE’s Activities[Keywords]
Developmental Disabilities, Secondary Disabilities, Specialized Instruction in Resource Rooms, Activities to Promote
Independence, Elementary, Lower Secondary and Upper Secondary Schools

R2-07 (Collaborative Research on Practices in Local Communities)

Research on Understanding and Raising Awareness of Inclusive Education System[Research period] FY 2020 (1 year)[Principal researcher] KUBOYAMA Shigeki[Summary]
In order to build an inclusive education system for theformation of a cohesive society, the understanding from allteachers in all schools, children, guardians and local
communities is indispensable, and research is required topropose more specific policies for this. Therefore, continuingon from the National Institute of Special Needs Education(2020), this research was aimed at clarifying (1) what kind ofteachers "fully understand the purpose and significance ofspecial needs education", (2) what kind of schools can make“systematic response" to children with disabilities and educate
the concept of inclusive education systems, (3) how support,
etc., should be provided by boards of education, and (4)howthe concept of inclusive education systems can be conveyed
to children. Research in the 10 prefectures and cities thatparticipated was classified into research on in-school training
models, research on sharing the concept with schools, regions
and so on, and research on regional system creation. Obtaining
results in problem-solving for participating regions, thefollowing recommendations were made to raise understandingof the concept of inclusive education systems; aiming for the
integration of special needs education and regular education,
finding and sharing the significance of individual support
already put into practice by teachers in mainstream classes,
assuming that the basis for education is to nurture children as
supporters of a cohesive society, and making it important forboards of education to show communities the direction that
education should take.

[Keywords]
Fostering Leaders of a Cohesive Society, Preface to National Curriculum Guidelines, Integration of Special Needs Education and
Education in Mainstream Classroom, Classes to Understand Disabilities, In-school Training, and Creation of Community Systems

R2-08 (Collaborative Research on Practices in Local Communities)

Research on Improving Joint Activities and Learning[Research period] FY 2020 (1 year)[Principal researcher] MAKINO Yasumi[Summary]
Joint activities and learning are important teachingenvironment for building an inclusive education system.

activities as they are positioned to improve the basic

Prior research has provided us with knowledge including
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NISE Bulletin Vol. 21 July 2022

NISE’s Activities
methods to step up joint activities and learning, but many

students with disabilities but also the children themselves,

issues remain, such as improving the quality of putting

and moreover the opinions of children in mainstream

them into practice and collaboration with guardians.

classes and their guardians.

Consequently, it is essential to accumulate research andIn addition, in regard to promoting friendship between

practices pertaining to joint activities and learning tochildren with disabilities and other children from local

propel inclusive education systems.

schools and the improvements in the efforts made within

In this research, along with surveying previous policies,

schools at a lower secondary school level, which are also

research and practices related to joint activities andissueslearning, we mention as issues that need to be tackled,interviews were carried out with teachers at special needs

grasping the awareness and feelings of guardians ofeducation schools responsible for promoting friendshipchildren with disabilities, promoting friendship between

between children with disabilities and other children

children with disabilities and other children from local

from local schools, as well as questionnaire surveys wereschools, and enhancing efforts within lower secondary

completed with teachers special needs class at lower

schools (special needs classes and mainstream classes).

secondary schools and interviews were carried out with

The purpose of this research is to examine, organize, andthese teachers and school principals. These elucidated

provide perspectives for the enhancement of joint

perspectives on what should be tackled in order to create

activities and learning and perspectives on efforts that

improvements.

need to be tackled in the future, through interviews withindesignatedresearchcooperation

areas,

Finally, as future issues, the following was flagged:

guardians and teachers, etc.

accumulation of various practices; studies that include

Interviews with guardians of children and students

consideration for the feelings of children and students andwith disabilities has shown the importance of information

their parents; investigations into the quality, results andsharing and common understanding of the actual situation

evaluation of practices; development of secondaryof children and students, activity content, the aims ofenrolment which children with disabilities have at classes

activities, and the wishes of guardians, together with theirother local schools; development of initiatives that utilize

expectations for joint activities and learning. They have

ICT and; enhancement of joint learning activities inalso showed the necessity for taking into account theschools.

opinions of not only the guardians of children and[Keywords]
Joint Activities and Learning, Awareness and Opinions of Guardians, Promoting Friendship between Children with
Disabilities and Other Children from Local Schools, Secondary Enrolment, Joint Activities and Learning at Lower
Secondary Schools

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NISE Bulletin Vol. 21 July 2022

NISE’s Activities

Activity Report of Each Department / Center(1) Department of Policy and Planning Activity Report

The role of the Department of Policy and Planning is to
propose, coordinate, evaluate and otherwise generally support
the promotion of research activities as relates to the researchand survey work conducted at NISE. The department entered
the fifth medium-term objectives period starting FY2021,
constructing a new research structure and launching researchin the following areas.

The Department of Policy and Planning supports thepromotion of the research of each research team andresearch unit in partnership with the Ministry of Education,
Culture, Sports, Science and Technology, local governments,
principals’ associations and prefectural education centers.
In addition to the above, the department will also betaking on the two following roles from this year.
The first is the onboarding of new fellows. Specifically,

Priority issues research (five issues in FY2021)
Research that contributes to promoting national special

this is the onboarding of special research staff for one-yearneeds education policies and solving urgent challenges on

periods from cooperative research institutions recruited by

the ground in education, across disability categories (2-3public advertisement. Fellows joined NISE research teams

years).

and worked together with in-house research staff on research
projects.

Disability-Category-Specific Research (1 issue in FY2021)

The second role has been to work more than before on

Research that contributes to solving urgent challenges indeveloping and more fully conducting research activities inpartnership with other institutions. Specifically, this has

each disability category (2 years in principle).

meant partnering with the Kanagawa Prefecture andYokosuka City boards of education, where NISE is located,

Basic research activities
Basic research in the per theme research units and per

as well as universities, beginning with Hiroshima University.

disability category research. Annual fundamental surveys, as

The department has also worked to disseminate the results

well as survey and analysis contributing to the provision ofof NISE’s research in easier to understand formats than everfuller instruction, and also fundamental and intermittent

before through research reports and leaflets published on the

research activities into the dissemination of the results

NISE website.

thereof.

○ Latest Research Result List
https://www.nise.go.jp/nc/report_material/research_results_publications/result_list

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NISE Bulletin Vol. 21 July 2022

NISE’s Activities(2) Department of Teacher Training Activity Report

NISE, in its capacity as a national center for special

Support System and for Promoting Further Support forneeds education, provides support for the development ofChildren Who are Deaf or Hard of Hearing” were held as

leaders and improvement in quality of teachers, in ordera combination of on demand streams (for a limited period

to contribute to advancing special needs education policyof time) and interactive online streams (one day).

andeducational

practiceinall

prefectures

andThe department’s support for quality improvement

municipalities in Japan, on the basis of the results of theconsisted of supporting a broad range of staff in pursuing

practical research work that NISE conducts.

quality improvement, starting with teachers involved in

As part of the training program aimed at thethe education of pupils with disabilities in prefectures anddevelopment of leaders, the department establishes

municipalities across Japan. Specifically, this took thecourses and programs per disability category and holds

form of a training program over the internet, the “NISE

special needs education specialist training that aims to

Learning Lab - Special Needs Education e-Learning -”improve the expertise and instructional capacity of(viewable via computer, tablet or smartphone). As of theteachers in those fields, as well as leaders training

end of FY2021, some 170 videos are available. These

conferences

urgentvideos are provided in the categories of “General Special

challenges faced in special needs education policy and on

Needs Education,” “Expertise in Disability Categories,”

the ground in schools.

and “Teaching for Learning Difficulties in Mainstream

andseminars

that

deal

with

In FY2021 all special needs education specialist

Classrooms.” The department has also prepared training

training programs were held online in response toprograms, such as “If You Come to be in Charge of ameasures to counter the spread of COVID-19.

Special Needs Class for Children with Intellectual

Leaders training conferences, including conferences

Disabilities,” so that it can provide training to meet all

covering “ICT Utilization in Special Needs Education,”needs. It has also prepared convenient features that can“Instruction Through Partial Inclusion in High Schools, ”

be used in trainings by all schools and education centers.

and “Joint Activities and Learning,” seminars including

In addition to the above, the department also offers

the “Seminar on Educational Practices for Persons with

online accredited courses in education for persons with

Developmental Disabilities,” the joint training programvisualheld in association with the National Association of

impairments, to help increase the rate of teacher license

Principals of Schools for Special Needs Education, theacquisition at schools for special needs education.

“Workshop for Leaders of Guidance Practices in
Dormitories of Schools for Special Needs Education,” aswell as the “Regional Workshops for Building a Seamless

17

impairments,

andpersonswithhearingNISE Bulletin Vol. 21 July 2022

NISE’s Activities(3) Department of Information and Support Activity Report

In NISE’s fifth period medium-term targets, it is madeas well as running seminars promoting special needs

clear in the third point of the item regarding improvement ineducation (this financial year targeting the Hokkaido,

services and operations provided to citizens that the

Tohoku, Chugoku and Kyushu blocks), and alsoorganization will “more fully disseminate information about

disseminating information through leaflets aimed at raising

special needs education and provide support to local

awareness and understanding of special needs education to

governments and schools.” The item about provision of

education staff with limited years of experience.

information regarding special needs education has as two ofRaising awareness of special needs education, promoting

its pillars the promotion of strategic publicity and thecooperation and communication among boards of education,

promotion of activities to spur broad-ranging awareness andprincipals’ associations and related institutions, partnerships

understanding among education stakeholders and citizens

with prefectural education centers and special needs

more broadly. The Department of Information and Support

education centers, and support for schools for Japanese

has established “information strategy” and “school education

students residing outside of Japan are important forms of

support and partnership” lines internally. Eight permanent

support for local bodies and schools. For example, thestaff, two guest research staff and one research assistant havedepartment worked with the National Association ofworked to tackle these goals while cooperating across these

Principals of Schools for Special Needs Education to holdlines.

the Workshop for Leaders of Guidance Practices in

As part of the “information strategy” line, which aims to

Dormitories of Schools for Special Needs Education. From

provide effective information about education materials and

FY2019 it was entrusted by the MEXT Education Policy

education support devices related to special needs education,

Bureau, International Education Unit with the work of

the department is operating the “Portal Site for Special

running the advanced global human resources operation

Needs Education Materials,” the “i-Library” and theAG5 for overseas educational institutions (distance“Tomorrow’s Classroom (common name),” which is being

instruction related to special needs education in overseas

newly prepared. In the fifth period, the department has beenschools for Japanese children) and partnered with the Japanworking towards improving the accessibility features of theOverseas Educational Service to take on research work.

website, and more fully disseminating information by

The Department of Information and Support will continue

utilizing tools with high publicity effectiveness, beginningto take on the challenge of working to more fully support

with the internet.

each child’s special education needs through the work of

The department has also implemented new initiatives,

disseminating information.

such as dividing the country into regional blocks in order toplan partnerships with related organizations and universities,○ Portal site for special needs education materials
http://kyozai.nise.go.jp/○ i-Library
http://forum.nise.go.jp/ilibrary/

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NISE Bulletin Vol. 21 July 2022

NISE’s Activities(4) Center for Promoting Education for Persons with Developmental
Disabilities Activity Report

The Center for Promoting Education for Persons with
Developmental

Disabilities

promotes

curriculum for training people occupying positions ofincreasededucational leadership in regional areas. In FY2020, theawareness of the latest information about developmental

center took on a “project to develop human resources

disabilities and the direction of the government throughaimed at levelling up the quality of education staff

publications on its website and display rooms, targeting a

involved in providing support to the developmentallybroad range of citizens, beginning with education staff at

disabled.” In doing so, it worked with five prefectureskindergartens, elementary schools, lower secondar yand one city to examine the nature of training programs

schools and high schools, as well as guardians. The center

aimed at improving the expertise of education staff

also provides basic knowledge required on the ground in

involvedschools and information about instruction and support.

developmental disabilities utilizing the draft training coreinproviding

supporttopersonswith

In FY2021, the department also worked to deepen

curriculum, and the nature of training related tounderstanding of developmental disabilities and morepartnership and cooperation between education andfully provide for improved practical instruction andwelfare-related parties. In FY2021, the center continued

support through the dissemination of the results of

to work on the same project. The center worked with theresearch related to education for the developmentally

local governments of six prefectures and three cities todisabled, the holding of seminars on education practice,

put together the challenges involved in partnership andand measures to raise awareness and develop humancooperation between education and welfare-relatedresources in regional areas in partnership with boards ofparties, and the nature of joint training programs related

education and welfare agencies.

the human resource development. In January of 2022, theThe center made progress on measures based on thecenter reported on the results and challenges of the three“Home, Education and Welfare Cooperative “Triangle”

years’ work at the Seminar on Educational Practices for

Project Report (dated March 2018)” in partnership with

Persons with Developmental Disabilities, working to

the The Ministry of Education, Culture Sports, Science

disseminate these results to local governments acrossand Technology (MEXT), the Ministry of Health Labour

Japan.

and Welfare (MHLW) and the Developmental Disabilities

On September 30, 2021, the “Developmental Disability

Information Center of the National Rehabilitation Center

Navi Portal” was published as a national portal sitefor Persons with Disabilities (NRCD).

disseminating the latest information about developmental

In FY2019, the center identified the expertise thatdisorders. This site was created through a partnershipparties would need to master to conduct support in

between the MHLW, the MEXT, the NRCD and NISE,

partnership and cooperation among education staff andwhich run the site jointly. The site provides information

welfare-related parties involved in the support of persons

about government policies and area-specific information

with developmental disabilities. It also drafted a core

covering education, medicine, health, welfare and labor.

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NISE Bulletin Vol. 21 July 2022

NISE’s Activities(5) Center for Promoting Inclusive Education System Activity Report

The Center for Promoting Inclusive Education System was

Finland and Sweden. The center specially appointed

founded six years ago in 2016. From this financial year,

researchers from universities and other institutions who areentering the fifth medium-term objectives period, the center

specialists in each country’s education system to gather

will work on developing three operations. These are (1) the

information and prepare materials on them, with the“Collaborative Projects to Solve Local Issues” that addresses

information thus gathered published in the NISE Journal.

challenges faced by regions and schools in building an

The center is also making progress on promoting exchange

inclusive education system, (2) ascertaining internationalwith overseas research institutions working on special needs

movements in inclusive education systems, gathering the

education. In particular, the center continued its exchanges

latest information about overseas examples and researchwith the National Institute of Special Education (ROK), withexchanges with overseas partners, and (3) providing

which it renewed its agreement on research cooperation andinformationexchange in 2019. In November of this year, National Institutethroughan

Databasefor

Supporting

Development of Inclusive Education System (“Inclu-DB).

of Special Education (ROK) held the “Japan-ROK annual

The Collaborative Projects to Solve Local Issues (aconference between the National Institute of Special Needs

regional support operation for building inclusive education

Education (Japan) and the National Institute of Special

systems) has as its aim to make use of the results of

Education (ROK)” online. At this conference, both parties

Collaborative Research on Practices in Local Communities

exchanged information and facilitated exchange among

conducted until FY2020 and to contribute to building

researchers about the status of education for children withinclusive education systems in regional areas throughdisabilities in Japan and ROK and the work of both researchcooperation between local government operations and NISE.

facilities.

This financial year, 13 towns and cities from 10 prefectures

The Inclu-DB is published with the aim of providing aparticipated. In March of 2022, the center held a Collaborative

range of information about building inclusive education

Projects to Solve Local Issues reporting meeting, reporting on

systems to a wide array of people. This year the center also

and exchanging views on the results of one year’s work. The

added case studies, including 590 “Database for Practicalcenter also plans to draft and disseminate a “Collaborative

Examples of "Reasonable Accommodations".” The database

Projects to Solve Local Issues Report” that brings together analso continues to provide “case studies of joint activities andoverview of the operation’s work in FY2022.

learning practice” and “remote lessons and video streaming inInformation gathering on measures to build inclusive

schools, measures for preventing the spread of COVID-19 ineducation systems abroad focused on seven countries: theschools.”

USA, the Republic of Korea, Australia, the UK, Germany,○ Inclu-DB
http://inclusive.nise.go.jp/

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NISE Bulletin Vol. 21 July 2022

NISE’s Activities

FY 2021 Topics
1. Establishment of the West Japan Branch Hiroshima Office
NISE

and

Hiroshima

University

concludedacomprehensive partnership agreement on March 19(Friday), 2021 with the aim of performing joint
research, working to improve the quality of education
staff in schools, promoting the exchange of researchersand support for regional areas in an organized andeffective manner, and contributing to the development
and promotion of Japanese special needs education, theconstruction and promotion of an inclusive education
system and the development and promotion of
associated fields.

Photo 1: Signing of the Comprehensive Partnership

Since April of this year, NISE has maintained aAgreement with Hiroshima University

branch office in the Higashi-Hiroshima Campus ofHiroshima University, strengthening ties between theWest Japan. We expect that this will contribute to NISE

two organizations and promoting organized and wide -being able to fulfill its mission of realizin g an

ranging partnership activities. This has allowed NISE

education system that meets the education needs of

to work more closely with the West Japan region on aevery child with a disability, to a greater level thanvariety of activities in order to solve the problems

before.

faced by prefectures, municipalities and schools in

2. World Autism Awareness Day 2021 Event (Joint)
April 2 of every year is designated by the UN(Friday), 2021.

General Assembly as World Autism Awareness Day.

Through the event, viewers were presented withThe Japan Organizing Committee, made up of related“Story Time,”bodies including NISE, held the “World Autism

experience

Awareness Day ONLINE 2021 – People Shining and

Dekoboko Aru Aru,” an awareness raising video madeShining a Light on Autism,” with the aim of promoting

by Setagaya

understanding of autism. The event was held in thedevelopmental disorders. The event also conveyed theform of video broadcasts, from the perspective of

wonderful power that sports can offer to people withwishing to prevent the spread of infection of COVID-

autism.

19, with video broadcasts commencing on April 2

21

an interactivefrom

SesameonlineStreetCity to promote

andstorytelling“Hattatsu

understanding ofNISE Bulletin Vol. 21 July 2022

NISE’s Activities

3. Onboarding Fellows
From this financial year, NISE has been taking on

NISE specialist training lectures and study groups.

education staff from prefectural and municipal boards

This financial year, six staff from the five local

of education operated special needs or elementary andgovernments

lower secondary schools as special research staff, with

Shizuoka Prefectures, as well as from Yokohama City,

the aim of partnering with prefectures and designatedhave been seconded to NISE. These staff are members

cities to perform research while getting informationof two units in the priority issues research category, thefrom on the ground in schools.

researchof

team

Aomori,on

Saitama,“formulation,

Naganoandimplementation,

Special research staff participate in research into

evaluation and improvement of curriculums based onpriority issues and per disability category special

the course of study” and the research team on

research undertaken by NISE as members of each

“instruction and support for students with disabilities

respective team, working on research to solve issues

using ICT etc.,” and one unit in the per disability

faced in the various regions.

category special research category, the “research teamThe environment for such staff has been designed

on lesson design and learning evaluation in educationsuch that in addition to their research activities, theyfor children with intellectual disabilities.”

also work on self development through participation in

4. Implementation of Workshop for Leaders of Guidance Practices in
Dormitories of Schools for Special Needs Education
On July 21 (Wednesday), 2021, NISE held the FY

address by Atsushi Kanno, honorary professor at Tokyo

2021 Workshop for Leaders of Guidance Practices in

Gakugei University, entitled “Instruction that Fosters

Dormitories of Schools for Special Needs Education

the Abilities Residential Students Need toboth online and on demand.

Independent and Participate in Society’” was followed

The

event

instructors

by 10 workshops divided by research unit, covering

recommended by prefectural boards of education fromvisual impairment education (two units), hearing

acrossimpairment

Japan

saw
eagerly74

residential‘Be

listeningtolecturesandeducation(twounits),

intellectual

participating in exchanges of views.

disability education (four units), motor impairment andIn the on-demand broadcast in advance of the event

health impairment education (two units).

Koji Shimada, Deputy Director of the Ministry of

The workshop welcomed eight school principals

Education, Culture, Sports, Science and Technology,

recommended

Elementary and Secondary Education Bureau, Special

Principals of Schools for Special Needs Education as

Support Education Division, gave an administrative

advisors. Each workshop saw a lively exchange of

explanation on the theme of “Directions in Special

information and views on the practices and challenges

Needs Education,” covering the nature of special needs

involved in residential instruction across regions, witheducation in a new era, reforms to the course of study

a focus on the themes of “Instruction that Fosters theand the greater provision of ICT environments in

Ability Residential Students Need to ‘Be Independent

schools.

and Participate in Society.’” The event saw lively

On the day, NISE ran the workshop online. A keynote

discussions about the challenges and attempts to deal
22

by

the

National

AssociationofNISE Bulletin Vol. 21 July 2022

NISE’s Activities
with them faced on a daily basis by residential

implementing emergency evacuation drills, use of

instructors, including the diversification of residential

mobile phones and smartphones by residential students

students (in terms of degree and multiplicity ofand measures to prevent the spread of COVID-19, withdisabilities, and age range of students), the declining

the sessions ending as a great success.

numbersofresidential

students

comingin,

5. Running of the Workshop for Leaders Involved in ICT Utilization in Special
Needs Education
On August 23 (Monday), 2021, the FY2021 Researcheach participant could individually check in advanceConference for Instructors on ICT Utilization in

the explanation of the aims and purpose of the researchSpecial Needs Education was held online. This

workshop, explanations of research related to ICT,

research conference aimed at more fully providing an

explanations

inclusive education system, and set as its goal

information about the use of ICT.

promoting the utilization of ICT in special needs

of

MEXT’sadministration

andThe afternoon program began with speeches fromeducation across all regions through discussions by

Yukihiro

education staff in instructional positions on the

Responsible for ICT Education, Saitama Education

utilization of ICT needed for providing appropriate

Bureau, Prefectural Schools Division, ICT Education

instruction and support to infants and pupils with

Promotion Section, and Tomohito Yamazaki, Special

disabilities.

Needs School Instructor at Human Development

This

financial

year

96

education

staff

and

Sato,

Department

Supervisor

ofof

ToyamaSchoolUniversity,

Education

entitled

supervisors of school education from special needs“Introducing Measures Taken in Saitama: Measures in

education schools and elementary, lower secondary andPrefectural Special Needs Schools” and “Conveying

high schools from across Japan participated.

EmotionandEnjoying

Our

Time”

respectively,

Last year the event was switched, at short notice, tocovering measures in boards of education and schools

being held online as a measure to prevent the spread ofthat stand out as leading measures for the promotion of

COVID-19. Due to both NISE, the convenor, andthe use of ICT.

participants lacking sufficient experience with holding

By thus sharing basic information on demand inremote meetings, this was a period where we wereadvance then conveying the situation on the groundsearching for the best way to hold such events.

across regions on the day, we were able to ensure there

Learning from last year’s experiences, we have tried

was sufficient time in afternoon for area specificvarious measures this year to provide for a richer

discussions. Through the area specific discussions, we

online workshop experience. Firstly, we used a special

received advance reports on the measures taken in thepage on the NISE website to provide materials on

participating schools and regions, on the basis of which

demand that participants could freely view leading up

we were able to hold fuller discussions.

to the day of the event. We allowed for a period when

6. Presenting the Results of NISE Research in Online Seminars

23

NISE Bulletin Vol. 21 July 2022

NISE’s Activities
While the spread of COVID-19 has rendered it

Online Seminar for staff responsible for special needs

difficult to hold face-to-face lectures and presentations,classes for the intellectually disabled. On August 25

seminars that utilize online meeting systems have come(Wednesday), FY2021, NISE held a briefing covering

to be socially accepted. NISE has thus also come toregistering for and using “NISE Learning Lab.” On

hold online seminars with the aim of promoting theDecember 2 (Thursday) of that year, NISE used theutilization of the results of its research.

“NISE Learning Lab” to hold a consultation meeting

On August 6 (Friday) and August 20 (Friday), 2021,

about the planning and management of training.

NISE held the FY2021 Levelling Up Expertise forFurther, on January 29 (Saturday), 2022, NISE worked

Special Needs Class Staff Working with the Autisticenergetically to hold the Co -MaMe Seminar for

and Emotionally Disturbed Seminar. On August 17

education staff involved in the support of pupils with

(Tuesday),mental health conditions.

December

16(Thursday),

2021,

and

February 17 (Thursday), 2022, NISE held the Sukett

7. Launch of the Developmental Disability Navi Portal
The Developmental Disability Navi Portal is a

Persons with Developmental Disabilities implemented

website operated as a joint project of the Ministry ofin August 2016 and the “‘Triangle’ Project Report on

Education, Culture, Sports, Science and Technology,

Cooperation Between Home, Education and Welfare:

NISE (Center for Promoting Education for Persons

Towards Happier Families with Disabled Children ”

with Developmental Disabilities), the Ministry of(March 2018) (“The Triangle Project Report”).

Health,LabourandWelfare,National

The website lists information primarily for disabled

Rehabilitation Center for Persons with Disabilities

persons themselves and their families intended to(Information and Support Center for Persons withpromoteDevelopmental

thoughts and measures of the people involved in the

Disorders).

We

and

the

publishediton

September 30 (Thursday), 2021.

sufficientmutualunderstanding

of

the

fields of education, medicine, he alth, welfare and laborThis website was made on the basis of the basic

that support those people’s lives.

principles of the revised Law Concerning Support of○Developmental Disability Navi Portal
https://hattatsu.go.jp/

Image: Developmental Disability Navi Portal

8. Holding a 50 th Anniversary of NISE Commemoration Ceremony Among
Other Events
Since its founding in 1971, NISE has continued on

its journey thanks to the support and cooperation of24

NISE Bulletin Vol. 21 July 2022

NISE’s Activities
countless educational institution stakeholders. On

On October 1 (Friday), there had been plans for a

October 1, 2021, NISE reached the day of the 50 thcommemorative ceremony, lecture and tree planting,anniversary of its founding.

but due to the expected landing of Typhoon 16, thecommemorative ceremony was moved to an online
format, while the commemorative lecture and tree
planting were rescheduled for October 22 (Friday). For
the commemorative lecture, we welcomed Akiko
Horiguchi, CEO of Oki Workwel, to talk aboutmeasures for the employment of disabled persons andsupport for disabled persons. A Kawazu sakura tree
was also planted before the entrance to NISE tocommemorate the occasion.

Photo 2: 50 th Anniversary of NISE Commemoration
Ceremony

9. Holding a Special Exhibition at MEXT’s “Information Plaza”
At the MEXT “Information Plaza” special exhibitsroom, NISE held a special exhibition from October 1(Friday) to November 5 (Friday), 2021.
The exhibition presented the development and thework of the organization from its founding to thepresent in the form of poster panels and visuals.
NISE

also

displayed

guidebooks

andsupportmaterials and equipment used on the ground in schools,
as well as books bringing together the results of NISE ’s
Photo 3: NISE’s exhibition at the “Information Plaza”

latest research.

10.
Conclusion of a Partnership and Cooperation Agreement with the
Kanagawa Prefecture Board of Education
NISE and the Kanagawa Prefecture Board oftraining.

Education concluded a partnership and cooperation

At the signing ceremony, Kanagawa Prefectureagreement on October 20 (Wednesday), 2021 , with theBoard of Education Superintendent Jiro Kiritani andaim of contributing to the greater provision of special

NISE

needs education in public schools in Kanagawa

agreement. Shishido said of the agreement, “on the

Prefecture and to the drafting and implementation ofbasis of this agreement, I believe that we will be able

national policies related to special needs education

to contribute to solving problems faced by schools andthrough survey research activities and education staff

boards of education across Japan using the results of
25

President

Kazushige

Shishido

signedtheNISE Bulletin Vol. 21 July 2022

NISE’s Activities
practical and empirical research conducted together

Education, but is also expected to further contribute towith the special needs education schools under theachieving the mission of the institute, which is to bringjurisdiction of Kanagawa Prefecture, on a greater level

about education that meets the education needs of eachthan before,” while Kiritani said “it heartens me thatchild with a disability.

we have concluded this partnership and cooperationagreement with the research institute, which I believe
will be indispensable in preparing the educational
environment, raising the level of expertise of eacheducation staff member responsible for special needs
education, and improving quality.”
The signing of this agreement will not only bebeneficial to both NISE and the Kanagawa Board of
Photo 4: The signing ceremony

11.
National Institute of Special Education (ROK) 27 th International Seminar
LectureOn October 13 (Wednesday), 2021, Information andclasses in the same way as other students to the

Support Department Chief Researcher Takamitsu Aoki

“National Institute of Special Education (ROK) 27thgave a report detailing a case study where, through theInternational Seminar Lecture” organized by theeffective use of tablet PCs, special needs education

National Institute of Special Education (ROK).

recipients were able to participate in mainstream

12.
Holding the Japan-ROK annual conference between the National
Institute of Special Needs Education (Japan) and the National Institute ofSpecial Education (ROK)On November 4 (Thursday) 2021, NISE(Japan) andother along with the current situation of special needs

NISE(ROK) worked together to hold the “Japan-ROK

education in each country using video interview

annual conference between NISE (Japan) and NISE

footage of teachers engaged in special needs education,(ROK)” online.

which was taken at the “National Institute of Special

The theme of this year's conference was the “Current

Education (ROK) 27th International Seminar Lecture ”.

Status and Challenges of Inclusive Education Systems

Both countries’ participants also gave presentations

in Both Countries.”

to each other on topics related to the theme of th e

The National Institute of Special Education (ROK)

conference and engaged in a lively exchange of views

served as host for the 53 participants from bothon the school enrollment system for children withcountries.

disabilities.

At the conference, participants introduced their

The next conference will be hosted in Japan.

respective institutions’ work and initiatives to each

NISE(Japan) will continue to actively collaborate with26

NISE Bulletin Vol. 21 July 2022

NISE’s Activities
overseas research institutions in co llecting information.

13.
Holding the Workshop for Leaders of Promoting Joint Activities andLearning
On November 19 (Friday) 2021, the Workshop forelementary, lower secondary and high school divisions

Leaders of Promoting Joint Activities and Learning

annexed to elementary, lower secondary and highwas held online at NISE. This research workshop

schools as a measure to promote joint activities andaimed to promote joint activities and learning andlearning between different schools, and (3) Shintaku,

greater understanding of disabilities across regions

Supervisor of School Education at the Ishikawa

through research discussions by education staff in a

Prefecture Komatsu City Board of Education Komatsu

position to promote joint activities and learning among

Educational Research Center and School Education

infants and pupils with and without disabilities in all

Section presented the results of theprefectures across Japan,

Education System Building Model Project (Joint

with

a

view towards

providing for a fuller inclusive education system.

“Inclusive

Activities and Learning)” (2013 to 2016), which wasThis financial year 86 education staff from special

run at the direction of the Ministry of Education,

education schools and elementary, lower secondary andCulture, Sports, Science and Technology, as thosehigh schools and supervisors of school education fromresults pertained to the promotion of joint activities

across Japan participated.

and learning in mainstream and special needs classes

Ahead of the event, an on-demand broadcast

held in schools.

explaining the latest administrative policies of the

At the subsequent per group and per subject

Ministry of Education, Culture, Sports, Science anddiscussions, participants split into a total of 13 groups,

Technology and an introduction to NISE’s researchengaging in a lively discussion and exchange of views

work was made available.

about the reports and latest information on the basis of

On the day, the following three measures werereports submitted by each participant.

presented first of all in the online video : (1) Wakuda,

Lastly, the Ministry of Education, Culture, Sports,

Instruction Group Leader, Special Needs Education

Science and Technology Senior Specialist for Special

Section, Shizuoka Prefecture Board of Education

Supportexplained measures to issue and distribute secondary

Education, Culture, Sports, Science and Technology

rosters and guidebooks as an administrative means to

Senior Specialist for Special Support Education

promote joint activities and learning, (2) Matsumoto,

Horinouchi, and Implementation Working Group Headteacher

for this Research Conference Megumi Wakui shared

at

the

MiyazakiPrefecture

Kobayashi

Kosumosu Support School (chief researcher) went overEducation

Fukakusa,

theMinistryofprepared critiques.

a case study of his school, which has established

14.
Holding the NISE 50 th Anniversary Commemoration Online ResearchInstitute Open House
From December 3 (Friday) 2021 to January 31(Monday) 2022, we presented the research and27

NISE Bulletin Vol. 21 July 2022

NISE’s Activities
operations of NISE, Japan’s national center for special

the “inventions” that help disabled adults and children

needs education, in the form of an on-demand video

and the “inventions” all around them.

broadcast on the theme of “Being along with a child:Special Needs Education that Brings Smiles to All. ”
The event also featured unique online content that waselaborately designed to spread the word about NISE
and special needs education far and wide. The content
included unveiling “Local Collaboration! Presenting
NISE Facilities,” a video presenting NISE’s facilities
with narration from Kanagawa Prefectural Iwato
SchoolforChildrenwith

Disabilitiesstudents,

Yokosuka Sogo High School students and users of theafter-hours day services in Yokosuka, the opening of
the “NISE Kid’s Room,” which featured videos that
explained in easy-for-children-to-understand language
Photo 5: NISE Kids’ Room

15.
Report on the Holding of the FY 2021 Regional Workshops for Buildinga Seamless Support System for Children who are Deaf and Hard of Hearing
and for Promoting Further Support
From July last financial year, NISE once again heldand guardians wanted in a support structure forthe “Regional Research Workshops on Building achildren with hearing impairments. The event also

Seamless Support System for Hard of Hearing Children

features three live broadcasts of project reports andand for Promoting Further Support (lectures broadcast

regional exchanges.

through on-demand video, reports on projects throughThe project reports featured reports on leading

live broadcast, regional exchange sessions).” The event

measures for early support for children with hearing

had approximately 1,300 participants from regions all

impairments from the health and welfare bureaus ofacross Japan, exceeding the previous year’s number.

Ishikawa Prefecture, Gifu Prefecture and Kitakyushu

Participants came from a range of backgrounds starting

City. Representatives carefully answered questions,with those involved in health, medical, welfare andproviding a useful case study for reference for othereducation services, but also including members of

local governments.

interested

organizations

andstudents

studying

This financial year’s regional exchange covered theeducation for the hearing impaired at universities andKanto,

Chubu

andKyushu/Okinawa

regions.

other institutions.

Representatives

had

the

exchangechancetoFirstly, through the on-demand lectures, we opened

information about the results, challenges and responses

a lecture series from this financial year adding lectures

to said challenges that each institution faced. Manythat showcased participant voices, guardian voices andusefullectures reporting the results of the institute's research.

governments were shared such as the tools institutions

The content of the lectures conveyed what participants

were using to share information and examples of28

piecesofinformation

for

other

local

NISE Bulletin Vol. 21 July 2022

NISE’s Activities
projects where NPOs used available rooms in special

exchange between neighboring prefectures had notneeds education schools (hearing impairment) to work

been available until now, this online exchange session

with schools to provide support for children withis expected to spur the development of a regional

hearing

network.

impairments. As

suchopportunities

for

16.
Report of the Holding of the FY 2021 Special Needs Education Promotion
Seminar
In order to further the raising of awareness of special

Hokkaido/Tohoku Block (Yamagata Prefecture)needs education in regional areas, NISE partnered with

December21

boards of education, special needs education centers,

Prefectural Education Institute.

universities and other institutions to hold the Special

Held jointly with the Yamagata Board of Education ’s

Needs Education Promotion Seminar in the following“Seminar

three blocks, both in person and while also providing

Developmental Disabilities and Improving Instruction. ”

online broadcasts as a measure to prevent the spread of

Chugoku Block (Hiroshima Prefecture)

COVID-19.

December

Kyushu Block (Miyazaki Prefecture)

University.

November 26 (Friday). Location: Miyazaki Prefectural

Held jointly with Hiroshima University, with which

Education Center.

NISE singed a comprehensive partnership agreement in

Held jointly with the Miyazaki Board of Education’s

March of the previous year.

on

27(Tuesday).

Promoting(Monday).

Location:

Yamagata

Understanding

Location:ofHiroshima“FY 2021 Occupational Ability Selection Training. ”

17.
Report on the Holding of the FY 2021 Seminar on Educational Practices
for Persons with Developmental Disabilities
On January 27 (Thursday), 2022, NISE held the “FY

had been examined up to now, with the main theme

2021 Seminar on Educational Practices for Persons

being “examination of joint training for education andwith Developmental Disabilities” (“the Seminar”)

welfare aimed at more fully providing support to thoseonline. At the Seminar, presenters covered local

with developmental disabilities.” Participants weregovernment measures as part of the “Human Resources

recruited from a wide range of backgrounds, with

Development Project for Quality Improvement ofwelfare administrators, staff from developmental

Education

Needs

disability support centers and welfare stakeholders

Development

joining supervisors of school education in charge ofProject”) based on the “Triangle Project Report” fromteacher training from the boards of education and

the Ministry of Education, Culture, Sports, Science andeducation centers of prefectures, designated cities andTechnology and the Ministry of Health, Labour andcore cities.

Education”

Staff

Responsible(“HumanforResources

SpecialWelfare over the last two years. This financial year, as

In the morning, nine local governments participating

the final year of the project, the focus was on specificin the Human Resources Development Project (Akita,

measures utilizing the “training core curriculum” that

Fukui, Shiga, Yamaguchi, Tokushima and Miyazaki
29

NISE Bulletin Vol. 21 July 2022

NISE’s Activities
Prefectures, together with Miyazaki City, Fukui City

Report. The developmental disability policy director

and Kawasaki City) gave presentations on theirfor the Ministry of Health, Labour and Welfare Officerespective measures to conduct joint education andfor the Support of Children with Disabilities andwelfaremember-

Persons with Developmental Disorders and the Senior

participation style information exchange meeting wasSpecialist for Special Support Education for theheld.

government

Ministry of Education, Culture, Sports, Science andrepresentatives energetically exchanged views about

Technology Special Needs Education Section boththe measures and challenges that they were presently

spoke about the outlook going forward for theirworking on. At the end of the Seminar the heads of therespective organizations.

training.
All

In

the

afternoon,

participating

local

a

NISE Center for Promoting Education for Persons withOn the day, the event was accessed by as many as

Developmental Disabilities and the Developmentalroughly 160 institutions (including via YouTube).

Disabilities

National

Through the questionnaire, we found that over 98% of

Rehabilitation Center for Persons with Disabilities

institutions responded that they found some part of thesummarized the outcomes and challenges of the work

program “very useful” or “somewhat useful.”

Information

Centerofthethey jointly undertook related to the Triangle Project

Photo 6: Broadcast of the Developmental Disorder
Educational Practices Seminar

18.
Report on the Holding of the FY 2021 Seminar on Educational Support
for Children with Mental Health Conditions (Co-MaMe)
On January 29 (Saturday), 2022, NISE ran the “FY

school education from elementary, lower secondary,2021 Seminar on Educational Support for Children

high and special needs education schools, and evenwith Mental Health Conditions (Co-MaMe)” online.

from as far abroad as schools for Japanese students not

The aim of the seminar was to provide a deeper

residing in Japan.

understandingasA lecture was given on “Multi-Phase, Multi-Level

psychiatric disorders, psychosomatic diseases andSupport for Children with Mental Health Conditions

developmental disorders, to deepen understanding of(Co-MaMe),” bringing up many important topics suchContinuous Multiphase and Multistage educationalas the June 2021 MEXT “Guidance on Educational

support (Co-MaMe), and to be useful for the purposes

Support for Children with Disabilities” statement thatof providing practical support. This year’s seminar saw“in recent years, there has been an increase in children

participation from education staff and supervisors ofdiagnosedofsecondary disabilities

such

30

with

autismorattention

deficitNISE Bulletin Vol. 21 July 2022

NISE’s Activities
hyperactivity disorder being subsequently diagnosed“Practicalities of Multi-Phase, Multi-Level Support forwith depression or adjustment disorder, and thusChildren with Mental Health Disabilities (Co -MaMe),”transferring to during the year to special needs

a seminar on using the Co-MaMe assessment sheet andeducation schools (health impairment).” The lectureorganization sheet in practice was held, and an

also covered the necessity of providing support for

explanation was provided on how to use those tools inchildren with mental health conditions and provided an

the support of children.

overview

of

Co-MaMe.

Additionally,

through19.
Report on the Holding of the FY 2021 National Institute of Special Needs
Education Seminar
On February 5 (Saturday), 2022, NISE held the FY

NISE

2021 National Institute of Special Needs Education

importance of each person thinking for themselves

Seminar with a theme of “developing special needs

about the meaning of a cohesive society. The event

education for the formation of a cohesive society”

moved on to an administrative explanation outlining

based on NISE’s fifth period medium-term targets.

national special needs education policy and a keynote

Ahead of the opening of the seminar, NISE held thelecture on independence and the social model ofthPresident

Kazushige

Shishido

about

the

35 Tsujimura Award ceremony. To mark the occasion,

disability, before continuing with a symposium in thethe recipient, Katsuhiro Matsuya, Honorary Professor

afternoon. Group discussions were also held on six

at Tokyo Gakugei University, gave a commemorative

themes by NISE’s priority issues research and per

speech that was available as an on-demand broadcast.

Disability-Category-Specific Research teams.

The event itself opened with introductory remarks fro m

31

NISE Bulletin Vol. 21 July 2022

Recent Data on Education for Children with Disabilities in Japan

Recent Data on Education for Children with Disabilities in Japan
Statistical data are collected as of May 1, 2020

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

Numberestablished by department

ofNumber of children enrolled

schoolsclassess

TotalclasseNumberUpper secondary dept.

y dept.

NumberLower secondary dept.

er ofElementary dept.

NumbsecondarKindergarten dept.

Upper secondary dept.

Lower secondary dept.

Elementary dept.

Kindergarten dept.

with
upper

1,149

(110)

167

983

970

1,003

809

36,497

1,329

46,27330,64966,572

144,823

85,933

14,027

884

(97)

135

726

714

753

569

24,911

1,229

31,61821,29447,932102,073

59,588

10,285(1) Visual impairment

62

(1)

42

59

59

53

46

1,113

166

514

387

1,305

2,372

2,927

1,321

(2) Hearing impairment

85

(7)

80

78

72

58

51

1,700

972

1,756

986

1,352

5,066

4,272

1,277

(3) Intellectual disabilities

562

(64)

8

420

416

503

341

17,48966

24,467

16,81941,91583,26741,540

5,745

117

(11)

5

112

112

105

103

3,652

25

4,169

2,457

2,700

9,351

8,614

1,613

58

(14)

-

57

55

34

28

957

-

712

645

660

2,017

2,235

329

265

(13)

32

257

256

250

240

11,586100

14,655

9,355

18,64042,75026,3453,742(1)+(3)

2

(-)

2

2

2

1

1

89

8

214

114

11

347

179

50

(1)+(5)

1

(-)

1

1

1

1

1

15

2

3

2

19

26

36

25

(2)+(3)

11

(-)

9

11

11

10

8

257

33

271

174

504

982

662

159

(3)+(4)

147

(9)

4

141

141

141

136

6,925

12

9,222

5,807

12,24627,28715,8042,071(3)+(5)

16

(-)

2

15

14

16

15

705

7

957

682

1,255

2,901

1,594

167

(4)+(5)

35

(3)

4

35

35

31

30

1,316

9

1,380

849

987

3,225

2,911

480

(1)+(3)+(4)

1

-

-

1

1

-

-

8

-

8

6

-

14

23

6

(1)+(4)+(5)

1

(-)

1

1

1

1

1

33

1

20

20

22

63

84

21

(2)+(3)+(4)

3

(-)

3

3

3

3

3

198

14

231

158

358

761

451

111

(3)+(4)+(5)

28

(-)

-

27

27

27

26

1,200

-

1,416

881

2,036

4,333

2,723

362

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

1

(-)

1

1

1

1

1

56

4

54

40

72

170

122

11

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

1

(-)

1

1

1

1

1

89

2

101

44

117

264

184

6

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

18

(1)

4

18

18

17

17

695

8

778

578

1,013

2,377

1,572

273

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 Basic Survey (Ministry of Education, Culture, Sports, Science and Technology, or MEXT).
* This table is classified by the type of disabilities that each special needs education schools specifies according to their school regulations.
* The numbers of schools in parentheses represent branch schools. They are included in the total.

32

NISE Bulletin Vol. 21 July 2022

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

Number ofclasses

Visual impairment

86

Hearing impairment

Kindergarten
dept.

Elementary
dept.

Lower
secondary
dept.

Upper
secondary
dept.

2,117

196

1,534

1,037

2,211

4,978

119

2,789

1,042

3,017

1,636

2,155

7,850

Intellectual disabilities

790

31,799208

42,73027,99262,378133,308

Physical/motor disabilities352

12,284100

13,298

7,817

9,690

30,905

Health impairment

158

7,653

15

7,288

4,992

6,945

19,240Total

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

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

Lower secondary schools

Compulsory education
schools

Total

Number ofclassesNumber ofchildren

Number ofclassesNumber ofchildren

Number ofclassesNumber ofchildren

Number ofclassesNumber ofchildrenIntellectual disabilities

20,694(42.4%)

96,639(44.6%)

9,305(45.1%)

40,648(48.5%)

213(45.4%)

945(48.9%)

30,212(43.2%)

138,232(45.7%)

Physical/motor disabilities

2,339(4.8%)

3,505(1.6%)

836(4.1%)

1,150(1.4%)

17(3.6%)

30(1.6%)

3,192(4.6%)

4,685(1.5%)

Health impairment

1,893(3.9%)

3,050(1.4%)

804(3.9%)

1,246(1.5%)

11(2.3%)

16(0.8%)

2,708(3.9%)

4,312(1.4%)

Low vision402(0.8%)

456(0.2%)

157(0.8%)

185(0.2%)

2(0.4%)

2(0.1%)

561(0.8%)

643(0.2%)

Hard of hearing939(1.9%)

1,400(0.6%)

383(1.9%)

553(0.7%)

10(2.1%)

12(0.6%)

1,332(1.9%)

1,965(0.6%)

Speech and language
disorders568(1.2%)

1,279(0.6%)

142(0.7%)

198(0.2%)

5(1.1%)

18(0.9%)

715(1.0%)

1,495(0.5%)

Autism/ Emotional
disturbance

22,013(45.1%)

110,409(50.9%)

9,003(43.6%)

39,822(47.5%)

211(45.0%)

910(47.1%)

31,227(44.6%)

151,141(50.0%)

48,848

216,738

20,63083,802469

1,933

69,947

302,473

Total
Number of teachers incharge52,31022,655507

75,472

Number of schools
established16,484

7,950

107

24,541

Source: School Fundamental Statistics (MEXT)* The secondary schools are not included here. There are no special classes in those schools.

33

NISE Bulletin Vol. 21 July 2022

Recent Data on Education for Children with Disabilities in Japan(4) Number of children receiving special support services in resource rooms - totals for national, public and private
institutions –【correct as of May 1, 2019】
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 support 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.
* The number of pupils receiving instruction through partial inclusion for FY2020 was ascertained as part of the following year’s unit, and thus will belisted in “Recent Data on Education for Children with Disabilities in Japan (FY2021).”34

NISE Bulletin Vol. 21 July 2022

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

Elementary schools,
Elementary dept. ofSpecial needs education
schools

Lower secondary
schools, Lower
secondary dept. ofSpecial needs

Upper secondary
schools, Upper
Total

education schools

secondary dept. ofSpecial needs
education schools

Number ofchildren

1,838,838

6,379,989

3,275,607

3,173,977

14,668,411

Special needs
educationschools

1,329(0.07%)

46,273(0.73%)

30,649(0.94%)

66,572(2.10%)

144,823(0.99%)Classes for
special needs
education-

218,036(3.42%)

84,437(2.58%)-

302,473(2.06%)

1,329(0.07%)

264,309(4.14%)

115,086(3.51%)

66,572(2.10%)

447,296(3.05%)

Total(5)-2 Number of children receiving special support services in resource rooms - totals for national, public and private
institutions –【correct as of May 1, 2019】
Kindergartens,
combined schoolingand daycare certified
child centers,
kindergarten dept. of
special needs schools

Elementary schools,
Elementary dept. ofSpecial needs education
schools

Lower secondary
schools, Lower
secondary dept. ofSpecial needs

Upper secondary
schools, Upper
Total

education schools

secondary dept. ofSpecial needs
education schools

Number ofchildren

1,842,228

6,440,317

3,278,467

3,252,168

14,813,180

specialsupportservices inresourcerooms-

116,633(1.81%)

16,765(0.51%)

787(0.02%)

134,185(0.91%)

Source: School Fundamental Statistics (MEXT), Survey of actual conditions of special support 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.
* The number of pupils receiving instruction through partial inclusion for FY2020 was ascertained as part of the following year’s unit, and thus will be listed in“Recent Data on Education for Children with Disabilities in Japan (FY2021).”(Reference) Number of school-age children not attending school
Number of Children postponed or exempted schoolingbecause of Health impairment/ Growth retardation

35

Enrolled in children’s facilities/corrective
institutions

9

Number ofChildrenpostponedor
exempted
schooling
because ofotherreasons

Multiple nationality

3,609

Others346

35

NISE Bulletin Vol. 21 July 2022

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

Number of schools

Type

Elementary dept.

Lower secondary dept.

901

59

59

118

986

2,742

78

72

150

24,467

16,81941,286

420

416

836

4,169

2,457

6,626

112

112

224

712

645

1,357

57

55

112

(1)+(3)

214

114

328

2

2

4

(1)+(5)

3

2

5

1

1

2

(2)+(3)

271

174

445

11

11

22

(3)+(4)

9,222

5,807

15,029

141

141

282

(3)+(5)

957

682

1,639

15

14

29

(4)+(5)

1,380

849

2,229

35

35

70

(1)+(3)+(4)

8

6

14

1

1

2

(1)+(4)+(5)

20

20

40

1

1

2

(2)+(3)+(4)

231

158

389

3

3

6

(3)+(4)+(5)

1,416

881

2,297

27

27

54

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

54

40

94

1

1

2

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

101

44

145

1

1

2

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

778

578

1,356

18

18

36

total

46,27330,64976,922

983

970

1,953

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

Elementary dept.

Lower secondary dept.

514

387

1,756

total

Special needs education schools

36

total

NISE Bulletin Vol. 21 July 2022

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

Type

Elementary
schoolsLower
secondaryschools

Number of classes

Compulsory
educationschoolsLower
secondaryschools

Elementary
schools

total

Compulsory
educationschools

total

classes for special needs education,

Intellectual
disabilities

96,63940,648945

138,232

20,6949,305

213

30,212

Physical/motor
disabilities

3,505

1,150

30

4,685

2,339

836

17

3,192

Health impairment

3,050

1,246

16

4,312

1,893

804

11

2,708

Low vision

456

185

2

643

402

157

2

561

Hard of hearing

1,400

553

12

1,965

939

383

10

1,332

Speech andlanguage
disorders

1,279

198

18

1,495

568

142

5

715

Autism/Emotional
disturbance

110,40939,822910

151,141

22,0139,003

211

31,227

Total

216,738

83,802

1,933

302,473

48,84820,630469

69,947

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

Elementary
school/dept. total

Lower secondary
school/dept. total

Total

264,309

115,086

379,395【correct as of May 1, 2019】
Type

Elementary schools

Lower secondary schools

totalspecial support 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

116,633

16,765

133,398

total

Source: School Basic Survey (MEXT)* One section is based on study by the Special Needs Education Division of MEXT.
* There are no classes for special needs education at secondary education schools.
* The number of special needs education schools and the number of students is calculated according to school basic survey (MEXT).
* The number of students enrolled in special support services in resource rooms, at elementary schools, includes the first half-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.
* The number of pupils receiving instruction through partial inclusion for FY2020 was ascertained as part of the following year’s unit, and thus will be listed in“Recent Data on Education for Children with Disabilities in Japan (FY2021).”37

NISE Bulletin Vol. 21 July 2022

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

Total

Lower secondary dept.

totalUpper secondary dept.

Number ofEnrolment

Number ofEnrolment

Number ofEnrolment

Number ofEnrolmentchildrenratechildrenratechildrenratechildrenrate

16,001

34.6%

9,409

30.7%

12,13518.2%

37,54526.2%(1) Visual impairment

241

46.9%

161

41.6%

229

17.5%

631

28.6%

(2) Hearing impairment

494

28.1%

208

21.1%

234

17.3%

936

22.9%

(3) Intellectual disabilities

5,399

22.1%

3,386

20.1%

4,493

10.7%

13,27816.0%(4) Physical/motor
disabilities

3,695

88.6%

2,105

85.7%

2,152

79.7%

7,952

85.3%

(5) Health impairment

305

42.8%

199

30.9%

266

40.3%

770

38.2%

(1)+(3)

37

17.3%

13

11.4%

1

9.1%

51

15.0%

(1)+(5)

2

66.7%

1

50.0%

3

15.8%

6

25.0%

(2)+(3)

57

21.0%

35

20.1%

43

8.5%

135

14.2%

(3)+(4)

3,555

38.5%

2,036

35.1%

2,924

23.9%

8,515

31.2%

(3)+(5)

188

19.6%

118

17.3%

245

19.5%

551

19.0%

(4)+(5)

1,040

75.4%

595

70.1%

658

66.7%

2,293

71.3%

(1)+(3)+(4)8100.0%

6

100.0%

14

100.0%(1)+(4)+(5)

17

85.0%

17

85.0%

17

77.3%

51

82.3%

(2)+(3)+(4)

82

35.5%

29

18.4%

59

16.5%

170

22.8%

(3)+(4)+(5)

507

35.8%

287

32.6%

483

23.7%

1,277

29.5%

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

16

29.6%

11

27.5%

17

23.6%

44

26.5%

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

69

68.3%

34

77.3%

50

42.7%

153

58.4%

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

289

37.1%

168

29.1%

261

25.8%

718

30.3%

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

38

NISE Bulletin Vol. 21 July 2022

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

impairme

impairmentntIntellectu

Physical/

al

motor

disabilitie

disabilitiessUpper secondary dept.

Healthimpairme

Visualtotal

nt

Hearing

impairme

impairmentntIntellectu

Physical/

al

motor

disabilitie

disabilitiess

Healthimpairme

total

nt

%

%

%

%

%

%

%

%

%

%

%

%

1995

35.4

15.7

37.2

71.4

31.4

43.8

8.0

6.0

13.6

51.1

30.6

18.8

2000

41.9

17.9

37.6

75.0

32.5

45.1

7.6

7.9

17.9

60.5

45.1

23.9

2001

43.3

17.4

36.7

74.9

34.1

44.6

7.9

7.3

17.1

59.5

45.0

23.2

2002

43.8

17.9

34.9

74.4

35.9

43.4

8.3

7.2

16.5

60.8

44.5

23.0

2003

42.3

17.9

34.9

74.8

37.9

43.5

8.0

8.0

16.8

60.8

44.5

23.1

2004

44.5

18.4

34.3

75.3

38.5

43.3

7.5

8.9

16.2

59.6

41.6

22.4

2005

46.4

19.4

34.3

75.4

39.5

43.1

7.7

9.5

16.5

58.1

44.2

22.4

2006

46.0

18.8

34.3

75.3

39.3

42.8

7.9

7.9

16.3

57.9

39.5

22.0

2007

47.0

19.6

35.9

66.1

44.4

42.5

8.1

8.0

17.8

46.9

39.5

22.1

2008

48.8

26.1

34.9

64.5

44.8

41.2

15.8

18.8

17.4

43.7

37.7

21.3

2009

46.5

24.9

34.5

63.8

45.5

41.2

15.6

18.3

16.8

41.8

39.1

21.0

2010

44.3

24.7

34.2

63.8

45.5

41.1

15.4

16.9

15.9

40.3

33.9

19.9

2011

45.1

24.8

33.3

61.7

43.3

40.1

16.8

15.9

15.6

37.9

31.6

19.5

2012

41.0

25.0

31.9

59.7

43.1

39.1

16.0

15.5

15.1

36.4

31.2

19.0

2013

42.2

25.7

31.1

58.0

43.8

38.2

17.2

16.3

15.1

35.7

32.1

19.0

2014

41.9

26.1

30.6

57.2

43.6

37.7

18.1

16.8

14.6

34.6

32.3

18.5

2015

41.0

26.5

30.1

56.0

43.0

37.2

19.1

17.4

14.5

34.4

31.0

18.3

2016

41.4

27.1

29.5

55.4

43.2

36.5

18.5

16.9

14.1

33.3

31.0

17.9

2017

40.6

27.8

28.9

54.0

43.4

35.9

18.7

18.0

14.1

32.2

31.1

17.8

2018

40.8

28.8

27.8

53.5

42.6

35.0

19.9

18.5

14.0

32.3

30.6

17.8

2019

38.4

28.7

26.2

52.0

41.3

33.4

20.7

18.7

13.7

32.2

30.6

17.6

2020

38.1

28.9

25.9

51.6

41.7

33.0

22.6

19.4

14.4

33.9

32.2

18.2

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

39

NISE Bulletin Vol. 21 July 2022

Recent Data on Education for Children with Disabilities in Japan(9) Situations after graduation①Situations after graduation from lower secondary department of special needs education schools orclasses for special needs education of lower secondary regular schools– totals for national, public and private institutions –【March 2020 graduates】

Number of
students
entering
institutions or
medicalinstitutions

Others1(0.01%)

59(0.6%)

79(0.8%)--

1(0.5%)--

1(0.2%)-

1(0.2%)-

7,639(98.7%)

5(0.06%)

2(0.03%)

1(0.01%)

40(0.5%)

53(0.7%)

1,552(100.0%)1,525(98.3%)

-

-

-

14
(0.9%)

13(0.8%)

Healthimpairment

339(100.0%)319(94.1%)

4(1.2%)--

3(0.9%)

13(3.8%)

Total lower secondary schoolclasses for special needs
education

23,544(100.0%)22,237(94.4%)

479(2.0%)

192(0.8%)

Number of students entering
Job finders, etc.

Number of
graduatestudents

Number of
students
entering higher
education

Number of
students
entering
training
institutions

Total

10,241(100.0%)10,090(98.5%)

9(0.1%)

3(0.03%)

Visualimpairment

195(100.0%)194(99.5%)-

Lower
secondarydept. of

Hearing
impairment

415(100.0%)413(99.5%)

special needs
educationschools

Intellectual
disabilities

7,740(100.0%)Physical/motor
disabilities

Type

Proportionofshort-term
workers.

636(2.7%)

Source: School Basic Survey (MEXT).
* Total of graduates who entered upper secondary school, the second-half curriculum of secondary education schools, or the regular course or literary
course of the upper secondary department of special needs education schools, or a specialized training college.
* The total for educational training institutions shows students who graduated to special training schools (upper secondary curriculum), special training
schools (general curriculum), and public employment skills development facilities, etc.
* 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.

40

NISE Bulletin Vol. 21 July 2022

Recent Data on Education for Children with Disabilities in Japan②Situations after graduation from upper secondary department of special needs education schools (regularcourse)– totals for national, public and private institutions –【March 2020 graduates】

Others72(0.3%)

13,662(60.7%)

935(4.2%)

15(6.9%)

1(0.5%)

96(44.2%)

16(7.4%)

24(5.1%)

179(38.1%)

4(0.9%)

85(18.1%)

18(3.8%)

83(0.4%)

252(1.3%)

6,754(34.4%)

64(0.3%)

11,744(59.8%)

757(3.9%)

1,799(100.0%)38(2.1%)

23(1.3%)

110(6.1%)

2(0.1%)

1,530(85.0%)

96(5.3%)

375(100.0%)18(4.8%)

27(7.2%)

74(19.7%)

1(0.3%)

207(55.2%)

48(12.8%)

Number of
graduatestudents

Number of
students
entering
training
institutions

Total

22,515(100.0%)375(1.7%)

339(1.5%)

7,132(31.7%)

Visualimpairment

217(100.0%)76(35.0%)

13(6.0%)Hearing
impairment

470(100.0%)160(34.0%)

Intellectual
disabilities

19,654(100.0%)Physical/motor
disabilities
Healthimpairment

区分

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

Number of students entering
Job finders, etc.

Number of
students
entering
highereducation

Proportionofshort-term
workers.

Source: School Basic Survey (MEXT)* Total for graduates who entered university (undergraduate), junior college (regular course), correspondence education section of a university or juniorcollege, or broadcast-based university (complete course), university or junior college (special course), upper secondary school (non-degree course), or theupper secondary department of a special needs education school (non-degree course).
* The total for educational training institutions shows students who enrolled in special training schools (upper secondary curriculum), special training
schools (general course), or public employment skills development facilities, etc.
* 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.

41

NISE Bulletin Vol. 21 July 2022

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

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017

2018

2019

2020

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

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

96.4

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

93.8

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

88.9

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

98.3

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

97.2

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

60.2

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

45.4

Total
Lower

Visualsecondaimpairment

ry dept.

Hearingof

impairment

SpecialIntellectual

needsdisabilities

educationschools

Physical/motor
disabilities
Healthimpairment

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

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

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017

2018

2019

2020

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

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

32.0

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

7.4

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

38.9

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

34.7

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

6.2

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

20.0

Total

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

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NISE Bulletin Vol. 21 July 2022

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

Number of schools

Number of children

2001

261

895

2002

269

1,012

2003

266

1,038

2004

257

936

2005

249

934

2006

235

923

2007

248

929

2008

248

948

2009

244

942

2010

248

894

2011

238

931

2012

235

949

2013

238

940

2014

235

929

2015

237

857

2016

240

841

2017

234

806

2018

231

869

2019

235

822

2020

236

784

* Calculated according to School Basic Survey (MEXT)(12) Expenditure of school education per one child - public institution - [FY2018]
Elementary schools
FY2018

938,528 yen

Lower secondary schools

Special needs education
schools

1,125,909 yen

7,277,197 yen

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

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NISE Bulletin Vol. 21 July 2022

Summaries of the Research Papers

English Abstracts of the Research Papers from Bulletin of The National Institute of Special
Needs Education or “ 国立特別支援教育総合研究所研究紀要 ”, Vol. 48, 2021 and Vol. 49, 2022
1. TAKEMURA Yoko (2021). The relation of teacher-pupil interactions in a general classroom to the teacher’s
cooperation with others: An analysis of teacher’s evaluations, Bulletin of The National Institute of Special Needs
Education, Vol. 48, pp.1-13, 2021

The relation of teacher-pupil interactions
in a general classroom to the teacher’s cooperation with others:
An analysis of teacher’s evaluations

TAKEMURA Yoko
Abstract: This study analyzed the results of questionnaires in which a teacher answered questions about cases throughan educational consultation. The researcher participated as an external expert. The relation of teacher -pupil interactionsin the general classroom to the teacher’s cooperation with others was also discussed. We analyzed the changes in theteacher’s evaluation of her interactions with the pupils obtained from the Problem Evaluation Scale and the Coping
Behavior Evaluation Scale (Takemura, 2008) and the course of the cases, and discussed the relationship between theteacher-pupil interactions and the teacher’s cooperation with others. The teacher consulted on two pupils’ leaving theclassroom. Both the teacher’s behavior in the classroom and her cooperation with internal staff and their parents,
allowed the two pupils’ behavior to improve. The results of the questionnaires on the teacher’s evaluations showed thatthe teacher was supported by cooperation with others and she improved her own behavior toward pupils in the classroom,
but that the teacher did not feel that she was doing very well even thou gh the pupils’ behavior improved. The results
were discussed in regard to the possibilities and limits of a classroom teacher ’s individual correspondences with a pupil
and issues of internal and external cooperation.
Keywords: developmental disabilities, elementary school, teachers, parents, internal cooperation, external institutions,
feelings not to give up

2. SAKAI Naoki, LEE Heebok, DOI Kouki, TSUCHIYA Tadayuki, UCHIDA Junichi, MAKINO Yasumi (2021).
Issues related to school determination that can be seen from a survey of parents, and consideration for solving them:from the results of a survey conducted by a focus group interview, Bulletin of The National Institute of Special
Needs Education, Vol. 48, pp.14-29, 2021

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NISE Bulletin Vol. 21 July 2022

Summaries of the Research Papers

Issues related to school determination thatcan be seen from a survey of parents, and consideration for solving them:from the results of a survey conducted by a focus group interview

SAKAI Naoki, LEE Heebok, DOI Kouki, TSUCHIYA Tadayuki,
UCHIDA Junichi, MAKINO Yasumi
Abstract: It is important for the Board of Education to properly understand the situation of children and to fully respect
the thoughts of the parents in the procedure for deciding what school their child should go to. The purpose of this study
was to examine measures to eliminate the "misalignment" that could occur between the Board of Education and parents
when deciding what school their child should go to. We conducted a survey of parents about what they felt during theconsultation on deciding what school their child should go to. As a result, it was found that the parents of children inelementary schools felt more anxious and burdened about the content of the consultation regarding school attendance
than the parents of children in special needs schools. In addit ion, it was found that both of them lower their anxiety
through visiting the school. In order to eliminate the anxiety and burden of parents, it is necessary to improve thequalities of the Board of Education staff regarding consultation.
Keywords: deciding what school their child should go to, consensus building, parents, consultation

3. WAKABAYASHI Kazusa , TAKEMURA Yoko , INOUE Hidekazu, SASAMORI Hiroki, YOKOYAMA
Koichi (2021). Survey on the status of schools and teachers involved in the system of classroom instruction in highschools at the time of its establishment, Bulletin of The National Institute of Special Needs Education , Vol. 48,

pp.30-43, 2021

Survey on the status of schools and teachers
involved in the system of classroom instruction in high schools
at the time of its establishment

WAKABAYASHI Kazusa, TAKEMURA Yoko, INOUE Hidekazu,
SASAMORI Hiroki, YOKOYAMA Koichi
Abstract: In April of 2018, the system of special needs services in resource rooms of high schools was legislated inJapan. The purpose of this study was to understand the situation at schools with a resource room and that of the teachers
45

NISE Bulletin Vol. 21 July 2022

Summaries of the Research Papers

working therein. According to the responses from 122 high schools in 47 prefectures and 20 designated cities, most of
the targeted schools had been entrusted with developmental disability-related projects in the past, and most of them had
set up their own resource rooms. As for the teachers involved in resource room instruction, some had teachingexperience at special-needs schools or special-needs classes, and some had qualifications related to instruction. There
were also a certain number of teachers who did not have these qualifications and who had a long history of teaching inhigh schools. The nature of the establishment of resource room in high schools is also addressed in the discussion.
Keywords: high schools, the system of resource rooms, teachers involved in initiatives of resource rooms

4. KANEKO Takeshi(2021). A review of findings on touch from the point of view of its utilization by children withvisual impairment, Bulletin of The National Institute of Special Needs Education , Vol. 48, pp.44-56, 2021

A review of findings on touch from the point of view of its utilizationby children with visual impairment

KANEKO Takeshi
Abstract: Physiological, psychological and educational findings of touch were reviewed from the point of view ofutilization of touch by children with visual impairment. Then the following perspectives were taken: cutaneous sense
and kinesthetic sense, various information obtained by touch, active touch and passive touch, information on shape bytouch, information on texture by touch, moving and posture patterns of fingers, avoidance of touching or touched. It
was shown to be important once again that children with visual impairment should move their fingers enough whenseeking to obtain information on shape and texture by touch. Also it was suggested that even children with restricted
finger movement, as in the case of infants or physically handicapped chil dren, they could obtain information on simple
shapes such as spheres and cubes, textures such as fur, velvet and metal or materials varying greatly in roughness.
Keywords: touch, visual impairment, shape, texture, physiological and psychological findings

5. KAWAHARA Asako (2022). A case study of social interactions between a child with deafblindness and peers in an
academic class in a mainstream school, Bulletin of The National Institute of Special Needs Education , Vol. 49, pp.112, 2022

A case study of social interactions between a childwith deafblindness and peers in an academic class in a mainstream school
46

NISE Bulletin Vol. 21 July 2022

Summaries of the Research Papers

KAWAHARA Asako
Abstract: In Japan, little research has been carried out on including deafblind children in the regular education system.
In this study, I observed the relationship between deaf-blind children and their peers during regular lessons in a U.K.
primary school, a country that is promoting inclusive education. I observed 22 interactions during four lessons andcategorized these as questioning, answering, participating, helping, and private communication. The teaching assistants(TAs) facilitated communication between peers and deaf-blind children by encouraging direct questioning. In addition,
the classroom environment and teacher training were vital elements to encourage deafblind student involvement. The
observations made here could be applied to Japanese teaching environments.
Keywords: deaf-blind, inclusive setting, social interaction, academic class, facilitation by te achers

6. KITAGAWA Takaaki,YOSHIKAWA Tomoo,IKOMA Yoshio,KUDOH Kayoko (2022). Characteristics of Classes
for Special Needs Education for Students with Physical Disabilities in Elementa ry and Lower Secondary Schools:
Through comparison with the results of a 2014 survey and 2019 survey, Bulletin of The National Institute of Special
Needs Education, Vol. 49, pp.13-24, 2022

Characteristics of Classes for Special Needs Education for Students
with Physical Disabilities in Elementary and Lower Secondary Schools:
Through comparison with the results of a 2014 survey and 2019 survey

KITAGAWA Takaaki,YOSHIKAWA Tomoo,IKOMA Yoshio,
KUDOH Kayoko
Abstract: In this study, in order to investigate measures that contribute to the improvement and enhanc ement of
instruction in special needs classes, the current status of students enrolled in special -needs classes for students withphysical disabilities, the actual conditions of the teachers in charge o f these classes, and the current status of thefunctions of special needs schools as centers was ascertained.
Based on a longitudinal survey conducted by the National Institute of Special Needs Education in 2019, we analyzed
the characteristics of the results by comparing them with the results of the previous survey (conducted in 2014).
As for the conditions at special needs classes, there were many classes with only one student enrolled, many
students were studying grade-based subjects, and cerebral palsy was the most common illness affecting the students.
A high percentage of classroom teachers cited mobility, posture, and u pper limb manipulation as difficulties in thestudents' learning or living. It was found that more than 90% of the teachers had less than 5 years of experience inteaching children with physical disabilities, and 30% had no training opportunities in the ed ucation of children withphysical disabilities. In addition, it became clear that the awareness of classroom teachers of the resource center
47

NISE Bulletin Vol. 21 July 2022

Summaries of the Research Papers

function of special needs schools was declining, and it was difficult to provide support due to time constraints.
Moreover, the results suggested the importance of using local resources to support the instruction of special needs
teachers.
Keywords: physical disability, class for special needs education, function as a resource center of special needs
education schools, community resources

7. NAGAE Kiyokazu, WAKUI Megumi (2022). Examining the teaching expertise needed to design and implement
lessons for special needs classes – A case study on an elementary school class for special needs students withintellectual disabilities −, Bulletin of The National Institute of Special Needs Education , Vol. 49, pp.25-42, 2022

Examining the teaching expertise needed to design and implement lessons
for special needs classes– A case study on an elementary school class for special needs students
with intellectual disabilities −NAGAE Kiyokazu, WAKUI Megumi
Abstract: Special education teachers require the expertise to design and implement lessons that take into accountthe differences in grade levels, developmental differences, and various characteristics of students with disabilities.
However, many special education teachers experience difficulty in doing so. Furthermore, teachers need to planclasses that realize "active, interactive, and deep learning" by the revised national curriculum. In this study, we
examined the expertise required by special education teachers according to the revised national curriculum
guidelines. Specifically, we examined how two experienced teachers teach special needs classes for children withintellectual disabilities in elementary school. There are significant differences in grade and developmental levels inchildren with intellectual disabilities. We found that the teachers spend much more time te aching to a group while
being aware of each specific child. Also, the teachers taught a specific child individually while they were aware of
the group. Here, lessons developed by combining simultaneous and individual instruction are often seen. Finally,
this study suggested two key points. One is that these teaching styles would be necessary for teaching diverse
children groups. The other is that the key is to clarify individual evaluation criteria in the three perspectives ofperspective-based evaluation and conduct immediate evaluation individually before entering the summary session.
Keywords: intellectual disability, special education teacher, expertise, lesson design, teaching behaviors

48

NISE Bulletin Vol. 21 July 2022

NISE Bulletin Vol. 21
July 2022
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