National Instituteof Special Needs
Education

Message from the President
The National Institute of Special Needs Education (NISE) was established as an affiliated institution (National
Institute of Special Education) of the then Ministry of Education, in 1971 to contribute to the improvement anddevelopment of education for disabled children in Japan. In 2001, through administrative reforms, the institute became
an independent administrative agency. In 2006, the School Education Law was revised and the system was changed
from "special education" to "special needs education" in 2007. In the same year, the institute changed its name to thecurrent "National Institute of Special Needs Education (NISE)."In addition to the aforementioned major systemic revision of full-scale implementation of special needs educationfrom 2007, the School Education Law Enforcement Order was partially revised in 2013 to allow for the determinationof school placement based on consensus building and with maximum respect for the wishes of the student andtheir guardians. With the ratification of the UN Convention on the Rights of Persons with Disabilities in 2014, theenforcement of the Act for Eliminating Discrimination against Persons with Disabilities in 2016, and the revision of
the course of study from 2017 to 2019, which emphasized flexible selection of learning opportunities and continuity oflearning for children with disabilities, the environment surrounding special needs education has undergone significant
changes. In December 2022, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) released
a survey result which revealed that there is a possibility of 8.8% of students enrolled in mainstream classrooms ofelementary or lower secondary schools "exhibiting significant learning or behavioral difficulties despite not having
intellectual developmental delays." This indicates the growing importance of special needs education in elementary andlower secondary schools as well.
Under these circumstances, NISE began its fifth medium-term objectives and plan period in FY2021.
In FY2023, we will conduct research on four issues of "Priority Issue Research" that transcends the boundaries of
disability categories and contributes to the promotion of national policy of special needs education, "research on theutilization of ICT in education for children with physical/motor disabilities" as "Disability-Category-Specific Research,"which aims to contribute to solving urgent issues by disability type, and "Basic Research Activities" by theme-based
research units and research units responding to specialized issues for each type of disability. In addition, we will workon one issue of "advanced and leading-edge research," which aims at presenting materials for consideration of future
educational policy, options for educational practice, and new methods in special needs education research.
In the teacher training program, we will consider the optimal training format for the with-COVID and after-COVID
periods, while conducting Programs for Specific Disability Categories by combining online and on-site formats. In
addition, we will continue to operate the NISE Learning Lab, where lecture content on special needs education can beviewed on the internet, and continue to offer online accredited courses for teacher certification in the areas of education
for persons with visual impairments and persons with hearing impairments, for which there is an especially low rate oflicense acquisition, and collaborate with the Open University of Japan to improve the acquisition rate of special needs
school teacher licenses.
In terms of information services dissemination, we will use our website to post research results, various information
on developmental disabilities and the Database for Supporting Development of Inclusive Education System (Inclu-DB),
hold the NISE Seminar, and publish "Special Needs Education Leaves," leaflets for teachers who have no or limited
experience in teaching special needs education, in order to disseminate a wide range of information on special needs
education.
To promote special needs education, it is important to make steady efforts on a daily basis. Therefore, we would liketo enhance our various activities by working towards cooperation with related organizations.
I will conclude this message with a request for the understanding and support from all people involved in this effort,
including the general public.
May 2023

President of the National Institute of Special Needs Education (NISE)

Shinichi Nakamura
Contents
Information Services Dissemination of NISE……… 17

Message from the President………………………… 1
Mission of NISE……………………………………… 2
Efforts to Achieve Mission…………………………… 2

Support for International Projects and Local
Governments/Schools Towards Promotion of
Inclusive Education System………………………… 21

History………………………………………………… 2
Organization…………………………………………… 3
Research Staff………………………………………… 5

Collaboration…………………………………………… 23
Budget and Facilities of NISE……………………… 24

Research Activities…………………………………… 9
Teacher Training……………………………………… 15

Access………………………………………………… 25• In this booklet, NISE stands for National Institute of Special Needs Education.
• Unless otherwise noted, the booklet includes information correct as of May 1, 2023.
• The project may be unavoidably subject to cancellation or change due to social conditions or natural disasters.

1

Mission of NISE*
The mission of NISE is to contribute to the realization of education that meets the educational needs of individual
children with disabilities. This is achieved through operations that respond flexibly and quickly to national policy issues
and issues in educational settings based on changes in conditions pertaining to special needs education both in Japanand overseas, while taking advantage of the strengths of the corporation, which has fields for researching educational
practices and can conduct practical research and training in an integrated manner. In carrying out this mission, NISE
collaborates with national and local governments and related organizations as the only national center for special needs
education in Japan in order to build an inclusive education system.
* The mission was presented in the fifth medium-term objectives for NISE set forth by the Minister of Education, Culture, Sports, Scienceand Technology in March 2021.

Efforts to Achieve Mission• Contribution to national policy making and promotion of measures through promotion of practical and comprehensive
research on special needs education, and contribution to the field of education• Teacher training to contribute to the promotion of the policy of education for children with disabilities of eachprefecture and the promotion of educational practices, etc.
• Enhancing information services dissemination on special needs education and providing support for local governments
and schools

History
Oct. 1971
Commencement of the National Institute of Special Education.
Apr. 2001
Commencement of the National Institute of Special Education as anindependent administrative agency.
Apr. 2004
Reorganized to establish Department of Policy and Planning,
Department of Educational Support Research, Department of Teacher
Training and Information, and Clinical Center for Children with
Special Needs.
May 2006
Clinical Center for Children with Special Needs was reorganized into
Department of Counseling and Consultation for Persons with Special
Needs.
Apr. 2007
Renamed as the National Institute of Special Needs Education.
Apr. 2008
Department of Educational Support Research was renamed as
Department of Educational Support.
Established Information Center of Education for the Persons with
Developmental Disabilities. Introduced Research Unit System.
Apr. 2011
Reorganized to establish Department of Policy and Planning,
Department of Educational Support, Department of Counseling andConsultation for Persons with Special Needs, Department of Teacher
Training and Collaborative Projects, and Department of Education
Information.
Apr. 2012
Department of Counseling and Consultation for Persons with Special
Needs was integrated into Department of Educational Support.
Apr. 2016
Reorganized into a 4-Department/1-Center system made up of the Department of Administration, Department of Policy and Planning,
Department of Teacher Training, Department of Information and Support, and Center for Promoting Inclusive Education System.
Apr. 2017
Reorganized into a 4-Department/2-Center system made up of the Department of Administration, Department of Policy and Planning,
Department of Teacher Training, Department of Information and Support, the Center for Promoting Education for Persons with
Developmental Disabilities, and the Center for Promoting Inclusive Education System.
Apr. 2021
Established Hiroshima Office, West Japan Branch of NISE.
Oct. 2021
50th anniversary of foundation

2

Organization
Department of Policy and PlanningDepartment

Department Head of Policy and Planning MAKINO Yasumi
Research Director

Senior Chief Researcher

Chief Researcher

Researcher

MAKINO Yasumi

YOKOO Shun

KATO Atsushi

HIRANUMA Motoshi

TANITO Ryota

YAMAGUCHI Ryo

KANEKO Takeshi
Hiroshima Office, West Japan Branch of NISEHead of Hiroshima Office
MAKINO Yasumi

Department of Teacher Training

HIGASHIUCHI Keiko

KAWAHARA Asako

Department Head of Teacher Training YOSHIKAWA Tomoo

Board of Counselors

Research Director

Senior Chief Researcher
YOSHIKAWA Kazuyuki

President

Executive Director

YOSHIKAWA Tomoo

NAKAMURA Shinichi

KIYOSHIGE Takanobu

SAWADA Mayumi

Chief Researcher
KUDO Kayoko
SHIMANO Takafumi
TSUGE Mifumi
NISHIMURA Takahiro

Councilor

FUJIMOTO Keiji
MANABE Shingo

Audit Office
Audit(Part-time)

Department of Information and Support

Department Head of Information and Support YAMAMOTO Akira

ASANO Ryoichi
NAKAYA Hanae

Research Director

Senior Chief Researcher

YAMAMOTO Akira

OSAKI Hirofumi

Chief Researcher
AIDA Yasuhiro

NAMEKAWA Norihiro

OZAWA Michimasa
ORITA Teruyoshi

Center for Promoting Education for Persons with Developmental Disabilities

Head of Center for Promoting Education for Persons with Developmental Disabilities NAGAE Kiyokazu

Research Director

Senior Chief Researcher

NAGAE Kiyokazu

INOUE Hidekazu

MUNEKATA Tetsuya

Chief Researcher
ENOMOTO Yoko
TAKEMURA Yoko

Center for Promoting Inclusive Education System Head of Center for Promoting Inclusive Education System KUBOYAMA Shigeki
Research Director

Senior Chief Researcher

Chief Researcher

Researcher

KUBOYAMA Shigeki

ITO Yumi

SATO Toshimasa

KAWAHARA Asako

TAMAKI Munehisa
TSUCHIYA Tadayuki
TERUI Junko

Department of Administration Department Head of Administration KOBAYASHI Tsutomu

Chief of General Affairs and Planning Division
MAEHATA Keitaro

General Affairs
Public Relations
Personnel
Planning & Evaluation
Research Enhancement

Chief of Finance Division TANAKA KazuhikoFinance
Contracts

Chief of Information and In-service Training Division
SAITO Mitsuo
Chief of Library and Information Systems Office
KOIKE Masatoshi

Support for Enhancing Qualifications of Teachers
In-service Training
Library & Information

Number of Staff
Executive Staff

2(2)Research Staff

35(1)Administrative Staff

32

Total

69(3)

( ) shows the number of parttime staff. These staff are notincluded in the total.

3

Department of Policy and PlanningThis department is in charge of tasks such as overall planning and coordination of research activities at NISE, as wellas information collection related to the policy of education for children with disabilities, and coordination and liaison
with related ministries and agencies.
Its responsibilities also include formulating plans for the evaluation of NISE's research activities.

Department of Teacher Training
This department is responsible for planning teacher training projects conducted by NISE; developing training
programs; providing support to enhance qualifications of teachers by creating and providing training contents over theInternet; and offering online accredited courses for teacher certification.

Department of Information and Support
This department is responsible for collecting, storing, and providing information on special needs education;
conducting activities to promote understanding and raise awareness of special needs education; collecting and providing
information and documentation on educational materials and educational/assistive devices for special needs education;assessing and using such items, and supporting the persons involved.
In addition, as support and cooperation for school education, the department provides information to promoteawareness and understanding of special needs education and disseminates the results of research to improve special
needs education, in cooperation with kindergarten/school principals’ associations and related organizations including
special needs education centers. The department regularly provides information and consultation support on special
needs education to Japanese educational facilities established overseas as well.
The department is also responsible for planning and implementing the NISE seminar and seminars promoting special
needs education as well as planning and implementing collaborative projects with national associations of parents and soon.

Center for Promoting Education for Persons with Developmental Disabilities
This Center communicates the latest information on developmental disabilities and national trends to teachers at
kindergartens, elementary, lower secondary, upper secondary, and other schools, guardians, and the public at large,
through websites and exhibition facilities. It promotes greater public understanding, and disseminates basic knowledge
and information pertaining to instruction and support, needed at schools. The Center also works to improve practical
instruction abilities related to education for persons with developmental disabilities through efforts including thedissemination of relevant research results on such education, hosting relevant seminars on educational practice, andcollaboration with boards of education and other organizations to develop human resources.

Center for Promoting Inclusive Education System
This Center works toward the promotion of an inclusive education system by carrying out services including"community support projects” implemented through cooperation between NISE and prefectural and municipal boardsof education which participate to resolve issues which prefectures and municipalities face; “international projects” thatcollect the latest information on international trends and foreign countries and carry out research exchange with overseas
research institutions; and “information dissemination” employing the Database for Supporting Development of Inclusive
Education System (Inclu-DB).

Department of Administration
This department is responsible for the formulation of NISE's medium-term and annual plans, public relations,personnel affairs, research support, training support, library operation, information system management, budgets andaccount settlement, facilities management, and support for operations conducted by other departments.

4Research Staff
Department of Policy and Planning
Position

Name

MAKINO
YasumiResearch Director(Jointly held) Department Head of Policy
and Planning, Research Director(Jointly held) Head of Hiroshima Office,West Japan Branch of NISE

Communication and language intervention, Language
acquisition, Communicative relationship, Stuttering, Selfconsciousness

Visual impairments

Independence activities, Tactile educational materials,
Support for infants

Use of tactile senses and formation of spatial concepts in children with visual impairments
Creation and use of tactile educational materials, such as 3D materials, using a 3D printerCreation and use of enlarged textbooks and enlarged educational materials for those with low vision
Support for infants with visual impairment
Intellectual disabilities

Guidance and counseling, Intellectual disabilities andhearing impairment, System of SEN in England

Theory of education for intellectual disabilities, Best approaches to learning evaluation in education for children with intellectual
disabilities
Process of consensus building with guardians and the system of SEN in England
Chief Researcher

KATO Atsushi

Hearing impairment /speech
and language disorder,
Communication disorder

Function and role of "special support services in resource rooms for speech and language disorder", and specialty of teachers for thoserooms
Language function and its disorders
Construction of communicative relationships between children and teachers
Support for language development of children
Support for self-esteem and resilience of children with stuttering

Senior Chief Researcher
YOKOO Shun

Keywords

Information that can be provided, etc.

Research Director
KANEKO
Takeshi

Specialized field

Deafblindness, multiple
disabilities

Deafblindness education, Support for caregivers,
Educational materials development

Understanding and instruction/support of children with both visual and hearing impairments, i.e., deafblindness
Support for guardians of infants/children with disabilities
Development of educational materials that meet the needs of children

Chief Researcher
TANITO Ryota

Childcare and earlychildhood education,
Education for children
with speech and language
disorders

Preschool special needs education, Language andcommunication

Matters related to childcare, early childhood education, and special needs education in kindergartens, certified child centers, andnursery schools
Support and interaction with preschool children with speech and language disorders

HIRANUMA
MotoshiResearcher

Special needs classes, Physical education, Adapted
sportsExpertise of teachers for special needs classes
Role of physical education and adapted sports
Researcher

YAMAGUCHI
RyoIntellectual disabilities,
Developmental disorderIntellectual disabilities,
Developmental disorder

Assessment, Intellectual functioning, Down syndrome,
Individual syllabuses

Characteristics of intellectual functioning and adaptive behavior of children with intellectual disabilities and Educational support
Assessment development research
Assessment in the development of individual syllabuses
Collaboration with guardians

Hiroshima Office, West Japan Branch of NISEHIGASHIUCHI
Keiko

Senior Chief Researcher (Jointly held)
Supervisor for Promotion of Regional
Collaboration

Hearing impairment

Hearing impairment education, Peripatetic consultation,
Curriculum

Hearing impairment education, function as a resource center, and curriculums of education for children with intellectual disabilities

KAWAHARA
Asako

Researcher (Jointly held) Researcher ofCenter for Promoting Inclusive Education
SystemDeafblindness, multiple
disabilities

Interaction between deafblind children and others
Support for work for deafblind students after graduation

5

Communicating with children with deafblindness,
Employment of people with deafblindnessDepartment of Teacher Training
Name

YOSHIKAWA
Tomoo

Position

Research Director(Jointly held) Department Head of Teacher
Training

SHIMANO
Takafumi

NISHIMURA
Takahiro

FUJIMOTO
Keiji

Independence activities, Course instruction, Brailleteaching

Developmental disabilities,
Intellectual disabilities

Special needs education in early childhood, Inclusive
childcare

Multiple disabilities, Physical/
motor disabilities

Research on learning-teaching process, Teacher training

Research on learning-teaching process on instructions for children/students with multiple disabilities
Research/training for enhancing qualifications, abilities/expertise of teachers
Assessment for use in guidance and support
Chief Researcher

Health impairments,
Intellectual disabilities

Research on learning-teaching process, School
attendance support

Lesson design in education for children with health impairments and intellectual disabilities
Education and support for children/students in special needs education schools
Autism, Developmental
disabilities

Interaction, Picture diary, Joint attention, Expression ofemotions

Instructions on the expression of emotions of children with autism
Understanding the actual situation of and providing educational support for children with autism and developmental disabilities
Independence activities for children with autism
Chief Researcher

Ergonomics, Visual
impairment

Human interfaces, Accessibility

Physical/motor disabilities

Independence activities, ICT utilization

Usability of ICT devices
Visual impairment, Information accessibility
Chief Researcher

Assessment and instruction of posture, exercise, and movement, and instruction of independence activities
Utilization of ICT in education for children with physical/motor disabilities
Chief Researcher

MANABE
ShingoVisual impairments

Individualized teaching plans for infants with disabilities, Childcare records, Childcare conferences
Configuration and adjustment of the childcare environment to enable infants with disabilities to express themselves
Practical knowledge of childcare practitioners who create inclusive early childhood education and care

Chief Researcher
TSUGE Mifumi

Independence activities, Curriculums, Augmentative andalternative communication

All aspects of education for children with visual impairment
Independence activities, Course instruction (Japanese), Braille teaching (including instruction for midlife visual impairment)
Enlarged textbooks (creation of enlarged education educational materials), Digital textbooks

Chief Researcher
KUDO Kayoko

Physical/motor disabilities,
Communication disorders

Evaluation and support for communication disorders of children with physical /motor disabilities, and severe and multiple disabilities
Class improvement and creation of individualized teaching plans for independence activities

Senior Chief Researcher
YOSHIKAWA
Kazuyuki

Keywords

Information that can be provided, etc.

Research Director
SAWADA
Mayumi

Specialized field

Autism, Intellectual
disabilities, Developmental
disabilities

Independence activities, Research on learning-teachingprocess, In-school support systems

Independence activities for children with autism
Lesson design for special needs education schools (intellectual disabilities)
Educational support for behavioral problems in autistic children with intellectual disabilities

6Department of Information and Support
Name

YAMAMOTO
Akira

Position

Specialized field

Keywords

Information that can be provided, etc.
Research Director(Jointly held) Department Head ofInformation and Support, Research
Director

Hearing impairment

Independence activities, Communication and language
intervention, Study of teaching-learning

Research on communication and language intervention, and noticing of emotions, by children with hearing impairment
Senior Chief Researcher
OSAKI
Hirofumi

AIDA Yasuhiro

Independence activities, Providing reasonableaccommodation, Meta-cognition, Home/hospital-boundeducation

Research and development of a continuing education assurance program for high school students undergoing medical treatment
Research on development of training programs in upper secondary schools for providing reasonable accommodation and promoting
special needs education
Instruction of independence activities in education for children with health impairments and intellectual disabilities, home/hospital-boundeducation
Senior Chief Researcher

NAMEKAWA
Norihiro

Health impairments,
Intellectual disabilities,
Physical/motor disabilities

Education for children
with speech and language
disorders

Improving education for children with speech andlanguage disorders, Language classrooms, Lower
secondary students with speech and language disorders

Instruction and support for cultivating active learning by students who attend special support services in resource rooms for speech andlanguage disorder
Best approaches to instruction/guidance for lower secondary students with speech and language disorders, Creation of an in-schoolsupport system valuing each individual
Chief Researcher

Multiple disabilities, Career
guidance, Career education

Career counseling, School educational goals, School
evaluation

Career education and career guidance, school management
Chief Researcher
OZAWA
Michimasa

ORITA
Teruyoshi

Multiple disabilities

Consultation, Social support system

Education for children/students with multiple disabilities
School consultation, School evaluation, School management
Function as a resource center, School clusters
Chief Researcher

Physical/motor disabilities,
ICT utilization

Accessibility, ICT utilization, Independence activities

Utilization of ICT in education for children with physical/motor disabilities
Utilization of assistive devices in education for children with physical/motor disabilities

Center for Promoting Education for Persons with Developmental Disabilities
Name

NAGAE
Kiyokazu

Position

Specialized field

Keywords

Information that can be provided, etc.
Research Director(Jointly held) Head of Center for Promoting
Education for Persons with Developmental
Disabilities

Developmental disabilities,
Intellectual disabilities

Intellectual disabilities, Autism/developmental disabilities,
Universal design of classes, Joint activities and learning,
Professional development of teaching staff

Curriculums and teaching methods for schools and classes for special needs education, universal design of classes, inclusive education(joint activities and learning), professional development of teaching staff (development of training programs)

MUNEKATA
Tetsuya

Research Director

Assistive technology, Educational materials, ICTs in
education, Special needs education in foreign countries

ICT (including assistive technology devices and school information management systems) utilization in special needs education
International trends in implementation of the Convention on the Rights of Persons with Disabilities
Senior Chief Researcher

INOUE
Hidekazu

Educational technology

Developmental disabilities

Special needs education in upper secondary schools,
Considerations in instruction of subjects
Implementing measures, Learning opportunities

Research on enhancing learning opportunities for children with diverse educational needs
Consideration in instruction of subjects for children with various educational needs in mainstream classrooms
Implementing measures to promote special needs education in upper secondary schools7Chief Researcher
ENOMOTO
Yoko

TAKEMURA
Yoko

Developmental disabilities,
Vocational rehabilitation

Support for work, Transition support, Career education

Issues in employment and independence of people with developmental disabilities, etc., Collaboration with related organizations such as
welfare, labor, etc.
Support for transition from upper secondary school or university to employment
Development of career education materials and experience-based programs suited to developmental stages ranging from laterchildhood to adolescence
Chief Researcher

Developmental disabilities,
Intellectual disabilities

Teacher-student interactions, Teachers' evaluationof interactions with students, Support for teachers,
Cooperation

Education and support for children with developmental disabilities in general classrooms
Special needs services in resource rooms, Teachers’ Cooperation with parents and related institutions, etc.

Center for Promoting Inclusive Education System
Name

KUBOYAMA
Shigeki

ITO Yumi

Position

Specialized field

Keywords

Information that can be provided, etc.
Research Director(Jointly held) Head of Center for Promoting
Inclusive Education System

Communication disorderChild care support, Kindergartens, certified child centers,
and nursery schools, Community support systems

Interaction of children with delayed language development
Role of language classrooms, special needs education at kindergartens, certified child centers, and nursery schools.
Support for guardians, Cooperation with guardians, Support systems in the community from an early stage
Development counseling in health checkups for infants
Senior Chief Researcher

Developmental disabilities,
Emotional disturbance

Educational counseling, Psychological support

Psychological support for children with developmental disabilities, Special needs services in resource rooms

SATO
Toshimasa

TAMAKI
Munehisa

Chief Researcher

Chief Researcher

Developmental disabilities

LD/ADHD/autism, Learning difficulty, Cognitive function

Learning and cognitive function of children with developmental disabilities such as LD, ADHD, or autism
Health impairments

Mental disorders, Psychosomatic diseases (mental
illness), Chronic diseases (physical illness), In-hospital
education

Theory of education for children with health impairments
Theory of classes in education for children with health impairments
Educational support for children/students with mental disorders or psychosomatic diseases (mental illness)
Chief Researcher

TERUI Junko

Developmental disabilities, Independence activities,
Special needs services in a partial inclusion program

Understanding the characteristics of children with developmental disabilities
Special needs education in upper secondary schools

Chief Researcher
TSUCHIYA
Tadayuki

Developmental disabilities,
Emotional disturbanceHearing impairment

Function as a resource center, Independence activities,
Communication and language intervention

Support for children with hearing impairments studying in local schools, their guardians, and the schools
Lesson design in hearing impairment education
Instruction of independence activities for children with hearing impairments

8

Research Activities
Research Structure

OthersIn FY2023, we will strategically and systematically conduct priority issue research, disability-category-specificresearch, basic research activities, etc.
Categories

Characteristics of ResearchPriority Issue Research

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

Basic Research
Activities

Fundamental research by theme-based research units and research units responding to specialized issues for eachtype of disability. Basic and ongoing research activities such as annual basic surveys, surveys and analyses that
contribute to the improvement of instruction, and dissemination of the results of these surveys and analyses

Advanced andLeading-edge
ResearchResearch conducted aiming at presenting materials for consideration of future educational policy and options foreducational practiceExternally Funded
Research

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

Entrusted ResearchStudies entrusted by an external organization*Apart from the above, Categories include research in response to government requests and joint research.

Priority Issue Research
Research Themes FY2023
Research Type

Research Title

Research Team

Principal
Researcher

Co-Principal
Researcher

Research
PeriodResearch on
curriculums

Research on Curriculum Standards for Special Needs
Education

Education
Curriculum TeamMAKINO Yasumi

KANEKO Takeshi
MANABE Shingo

FY 20232025

Research on how to promote career guidance andcooperation for the smooth transition of students withdisabilities to society at upper secondary schools

Career GuidanceTeam

ITO Yumi

ENOMOTO Yoko
OZAWAMichimasa

FY 20212023

Research on enrichment of learning environment forchildren with various educational needs

Learning
OpportunitiesTeam

INOUE Hidekazu

TERUI Junko
NAMEKAWA
Norihiro

FY 20232025

Research on education to nurture bearers of cohesivesociety, focusing on the examination of education forunderstanding disabilities

Cohesive Society
Team

KUBOYAMA
Shigeki

SHIMANO
Takafumi
HIRANUMA
Motoshi

FY 20232025

Research Team

Principal
Researcher

Co-Principal
Researcher

Research
PeriodPhysical/motor
disabilities
ICT Team

YOSHIKAWATomoo

MUNEKATA
Tetsuya
NISHIMURA
Takahiro

FY 20232024

Research on theenhancementof seamlesssupportDisability-Category-Specific Research
Research Themes FY2023
Research Title

Research on the utilization of ICT in education for children with physical/
motor disabilities

9Basic Research Activities
Basic research activities are carried out by research units, which consist of four theme-based research units that
conduct research activities by transcending the boundaries of disability categories, including basic surveys on issues thatneed to be considered in future school education and urgent issues in the field, and nine research units that respond to
specialized issues for each category of disability.
Research Units FY2023
Research Unit

Theme-based
research units

Research units
responding to
specialized issues foreach type of disability

Leader

Sub Leader

Research Unit on Use of ICT and Educational Materials in Special Needs Education (ICTUnit)

NISHIMURA
Takahiro

TAMAKI
Munehisa

Research Unit on Career Education and Support for Work for Students with Disabilities(Career Unit)

ENOMOTO
Yoko

AIDA Yasuhiro

Research Unit on Special Needs Education for Babies and Infants (Infant Unit)

KUBOYAMA
Shigeki−Research Unit on Special Needs Education for Children with Ties to Foreign Countries(Non-Japanese Unit)

SAWADA
MayumiNAMEKAWA
Norihiro

Research Unit on Special Needs Education for Children with Visual Impairments (Visual
Impairments Unit)

KANEKO
Takeshi−Research Unit on Special Needs Education for Children that are Deaf and Hard of
Hearing (Deaf and Hard of Hearing Unit)

YAMAMOTO
Akira−

Research Unit on Special Needs Education for Children with Intellectual Disabilities(Intellectual Disabilities Unit)

YOKOO ShunHIRANUMA
MotoshiResearch Unit on Special Needs Education for Children with Physical/Motor Disabilities(Physical/Motor Disabilities Unit)

YOSHIKAWATomoo

KUDO Kayoko

Research Unit on Special Needs Education for Children with Health Impairments (Health
Impairments Unit)

TSUCHIYA
Tadayuki

OSAKI Hirofumi

Research Unit on Special Needs Education for Children with Speech and Language
Disorders (Speech and Language Disorders Unit)

NAMEKAWA
Norihiro

TANITO Ryota

Research Unit on Special Needs Education for Children with Autism (Autism Unit)

TSUGE Mifumi

MANABE
ShingoResearch Unit on Special Needs Education for Children with Developmental Disabilities
or Children with Emotional Disturbances (Developmental Disabilities and Emotional
Disturbances Unit)

INOUE
Hidekazu

ITO Yumi

Research Unit on Special Needs Education for Children with Multiple Disabilities(Multiple Disabilities Unit)OZAWA
Michimasa

KATO Atsushi

Advanced and Leading-edge Research
Research Themes FY2023
Research Title

Research Team

Principal
Researcher

Research
PeriodLeading-edge research for the promotion of systematic programming education for students
with intellectual disabilities

Intellectual
Programming TeamORITA Teruyoshi

FY 2023-2024

For details, click here→

NISE Website > Researchhttps://www.nise.go.jp/nc/study10Externally Funded Research
Themes of research funded by Grants-in-Aid for Scientific Research (MEXT/JSPS KAKENHI grant) in FY2023 are
as follows:
Research Themes Funded by MEXT/JSPS KAKENHI Grant FY2023
Category

Research Title

Principal Researcher

Research
PeriodScientific
Research (B)Development of a Training Program that Supports Career Decision-Making by Students with
Developmental Disabilities based on Corporate Needs

ENOMOTO Yoko

FY 2020-2023

Research on Support for Self-esteem of Children with Developmental Disabilities in Special
Needs Services in Resource Rooms

ITO Yumi

FY 2018-2023

NAMEKAWA Norihiro

FY 2018-2023

Development of Training Programs in Upper Secondary Schools for Providing Reasonable
Accommodation and Promoting Special Needs Education

OSAKI Hirofumi

FY 2018-2023

Proposal of Independence Activities for Students with Mental Illness (Including Secondary
Disabilities of Adaptation Difficulties or Developmental Disabilities)

TSUCHIYA Tadayuki

FY 2019-2023

Role of Kindergartens as Places of Developing Leaders of Cohesive Society

KUBOYAMA Shigeki

FY 2019-2023

Development of an Interactive Educational Practices Program Aimed at Improving theResilience of Children with Stuttering

MAKINO Yasumi

FY 2020-2023

Development of a New Learning Evaluation Method Using Eye Tracking to Teach Arithmetic

TAMAKI Munehisa

FY 2020-2023

Research on the current status of abstract word comprehension by children with hearing
impairments and their developmental characteristics

YAMAMOTO Akira

FY 2021-2023

Practical research on instruction and support to foster independence of students with speech
and language disorders attending language classrooms in lower secondary schools

NAMEKAWA Norihiro

FY 2021-2023

Research on implementing measures to promote special needs education in upper secondary
schools

INOUE Hidekazu

FY 2021-2023

YOSHIKAWA Kazuyuki

FY 2022-2025

Support for developmental disabilities in mainstream classrooms: Strategies for creating andutilizing individual syllabuses linked to a partial inclusion program

TAKEMURA Yoko

FY 2022-2025

Development of a continuing education assurance promotion program for high school students
undergoing medical treatment who are willing to study

OSAKI Hirofumi

FY 2022-2024

Nationwide survey on ICT equipment and assistive devices in special needs schools andresearch to promote their utilization

ORITA Teruyoshi

FY 2023-2025

Development of family education programs to support the career development of children with
developmental disabilities

ENOMOTO Yoko

FY 2020-2023

Basic Research on Elucidation of Expertise Based on Reflections of Teachers for Classes forSpecial Needs Education

HIRANUMA Motoshi

FY 2019-2023

Development of haptic perception training system for children who are blind in order to support
their active utilization of tablets

NISHIMURA Takahiro

FY 2021-2023

What do people who could become socially vulnerable ("vulnerable people") seek in studying
history?

TATARA Yusuke

FY 2023-2027

Inheriting the perspective of the teachers in charge of children with deafblindness tounderstand the actual situation - With a focus on the hands of children with deafblindness -KAWAHARA Asako

FY 2023-2025

Development of an autism education modular training program that includes content on
dealing with behavioral disorders

MANABE Shingo

FY 2021-2023

Consideration of communication instruction approach for deafblind children

KAWAHARA Asako

FY 2021-2023

Research on the Role and Best Approaches for the Person in Charge of Language Classroom
at Lower Secondary School - Preparation of a classroom management guidebook -Scientific
Research (C)Longitudinal research on the practical knowledge of childcare practitioners who create
inclusive early childhood education and care

Challenging
Research(Emerging)

Young
Scientists

Supportfor Starting
Research
Activities

Entrusted Researches
Entrusted research themes for FY2023 are as follows:
Research Themes FY2023 (Entrusted Research)
Research Title

Entrusted Organization

Research Period

Developmental Research on a Support System for Deafblind Children/Students - Training
and support for teachers of children with deafblindness using online and other resources -Fast Retailing Foundation

FY 2020-2023

11

Dissemination of Research Results, etc., through Publications
NISE compiles the results of the research it conducted in various forms, including research result reports, summaries,
and guidebooks, all of which are posted on its website for download so that the latest research results can becommunicated to educators as quickly as possible.

Research Result Reports, Books, Leaflets
When a research theme is completed at NISE, a “Research Result Report of the National Institute of Special Needs
Education” is created which summarizes the results for that theme, and these reports are provided on the NISE website.
In addition, NISE prepares a “Summary of Research Result Reports” which concisely summarizes the results, etc. ofeach research theme, and sends it out to education-related organizations throughout Japan as well as posts it on the NISE
website.
Furthermore, the output from our research, which is expected to be directly helpful for teaching and support, isproduced as leaflets, guidebooks, case studies, investigative reports and commercially available books for easy use byeducators.
Summary of Research Result Reports (themes finished in FY2022)

July 2023 (scheduled)Research on the formulation, implementation, evaluation, and improvement of curriculums based on thecourse of study July 2023 (scheduled)Research Result
Reports

Research on instruction and support for students with disabilities using ICT, etc.
July 2023 (scheduled)Research on procedures of determining school for enrollment for children with disabilities
July 2023 (scheduled)Research on consideration in instruction of subjects for students with various educational needs in regularclasses July 2023 (scheduled)
Guidebook for Instruction in Special Needs Classes for Physical/Motor Disabilities- Basics and Fundamentals of Education for Children with Physical/Motor Disabilities Applied to Daily
Instruction - Revised Edition March 2022
Case Study Collection of the "Project for Improving the Education Assurance System for HospitalizedChildren/Students and Others Concerned" July 2021

Guidebooks

Remote Education Q&A for Children/Students Who Need Support Due to Medical Treatment, Etc.
July 2021
Guidebook for Curriculum Development and Implementation for Special Needs Classes to Promote an
Inclusive Education System- Focusing on Special Needs Classes for Intellectual Disabilities and Autism/Emotional Disturbances
March 2021
For the Growth and Learning of Children with Both Visual and Hearing Impairments, i.e., Deaf Blindness- To All Teachers, Guardians, and Other People Concerned - March 2021
Basics and Fundamentals of Special Needs Education 2020
The Earth Kyoikushinsha Co., Ltd., ISBN978-4-86371-548-6, June 2020

Books

Activities to Promote Independence for Children with Autism in Class for Special Needs Education- Kids Surely Grow! Teachers’ Instructional Skills Surely Improve! The Earth Kyoikushinsha Co., Ltd., ISBN978-4-86371-575-2, March 2021
Tips Here! 10 Practices for Advancing Inclusive Education Systems- Discover Strengths and Challenges with “(COMPASS)” The Earth Kyoikushinsha Co., Ltd., ISBN978-4-86371-574-5, March 2021

12

Special Needs Education Leaves Vol.1 - Vol.5
For Lesson Design in Special Needs Classes for Children with Intellectual Disabilities, "Sukett" Helps!
July 2021
Comprehensive Research on Special Needs Education Curriculums- Current conditions and issues for formulation and implementation of curriculums based on new Coursesof Study - March 2021

Leaflets, Case
Studies, andInvestigative
Reports

To All Teachers Involved in the Education of Children with Developmental Disabilities
Maybe it's Creating a Secondary Disability? March 2021
Status of Instruction in Classes for Special Needs Education (Physical/Motor Disability) at Elementary andLower Secondary Schools in Japan March 2021
Research on Class Improvement Using Community Resources for Instruction and Support of Students with
Physical/Motor Disabilities in Elementary and Lower Secondary School, March 2021
Training Package for Building a Seamless Support System for Hard of Hearing Children and for Promoting
Further Support, March 2021
Investigative Report on Education for Children with Multiple Disabilities, March 2021

Bulletin of the National Institute of Special Needs Education
NISE calls for the unpublished articles on special needs education from NISE’s researchers, reviews them, andpublishes them as the “NISE Bulletin.” NISE Bulletin is available on the NISE website.
◆ Contents of the Bulletin Vol. 50 (Issued in March 2023)(1) Original Article• Hearing and support measures for hearing development in children with autism spectrum
disorders and learning difficulties(2) Research Materials• A Study on the CRPD General Comment No 4 of Article 24: The right to inclusive education –Key amendments between the draft version and the final one –(3) Contribution• Expectations for the Bulletin of the National Institute of Special Needs Education in the future13

National Institute of Special Needs Education Journal
Every fiscal year, NISE produces the “National Institute of Special Needs Education Journal” that summarizes theresults of a large range of activities including research, and provides it on its website.
◆ Contents of the Journal Vol. 12 (Issued in April 2023)(1) Research Activity Report FY2022• List of Research Themes• Reports of Basic Research Activities(2) Reports on International Conferences, Foreign Surveys, Etc.
• Report on Participation in the 28th International Seminar of the National Institute ofSpecial Education (ROK)(3) Project Reports• P lanning and Formulation of Research at the National Institute of Special Needs
Education• To Improve the Quality of Core Leaders (School Leaders) in Each Prefecture• Report by the Department of Information and Support: Aiming to Enhance Information
Dissemination on Special Needs Education• Efforts to Improve the Provision of Information on Developmental Disabilities Educationin Mainstream Classrooms•P roject Report of the Center for Promoting Inclusive Education System(4) Trends in Inclusive Education System in Foreign Countries(5) NISE Topics

NISE Bulletin
The “NISE Bulletin” is issued on an annual basis, providing the results from NISE’s
research and other various activities, on the website in English.
◆ Contents of NISE Bulletin Vol. 22 (To be issued in July 2023)• Research Activity Report FY2022• Summary of Research Results FY2022• NISE Topics• Overview of Special Needs Education Materials• Summary of “Bulletin of the National Institute of Special Needs Education Vol. 50”

The view from the rooftop

For details, click here →NISE Website > Publications
https://www.nise.go.jp/nc/report_material

14

Teacher Training
Training for the purpose of developing leaders in prefectures, etc.
For the enhancement of an inclusive education system, NISE is planning and doing teacher training aimed at thedevelopment of leaders who will promote measures, research, and practices on special needs education at the prefecturallevel.
The training programs address the policy issues and urgent issues on special needs education and deepen theknowledge and skills of individuals.
Teacher Training Programs FY2023
Name

Programs for Specific
Disability Categories

Workshops/
Seminarsfor Leaders Involvedin the Enhancementof an Inclusive
Education System

Collaborative Teacher
Training

Term

Total fixed
numberTerm 1

Courses for Visual Impairments, Hearing Impairments,
Physical/Motor Disabilities, and Health Impairments• Training Program for Visual Impairments• Training Program for Hearing Impairments• Training Program for Physical/Motor Disabilities• Training Program for Health Impairments

May 8 - July 7, 2023
*Period of group/accommodationbased training: May 29 - June 16,
2023

70

Term 2

Courses for Developmental Disabilities, Emotional
Disturbances, and Speech and Language Disorders,• Training Program for Developmental Disabilities andEmotional Disturbances• Training Program for Speech and Language Disorders

Sept. 6 - Nov. 10, 2023
*Period of group/accommodationbased training: Oct. 2 - Oct. 20,
2023

70

Term 3Courses for Intellectual Disabilities• Training Program for Intellectual Disabilities

Jan. 10 - Mar. 14, 2024
*Period of group/accommodationbased training: Jan. 29 - Feb. 16,
2024

70

Workshop for Leaders Involved in ICT Utilization in Special Needs
Education.July 27 - July 28, 2023

70

Workshop for Leaders Involved in Special Needs Services in Resource
Rooms at Upper Secondary Schools.Aug. 31 - Sept. 1, 2023

70

Workshop for Leaders of Promoting Joint Activities and Learning

Nov. 22, 2023
*Online implementation

80

Seminar on Educational Practices for Persons with Developmental
Disabilities

Jan. 25, 2024
*Online implementation

About 70

Workshop for Leaders of Guidance Practices in Dormitories of Special
Needs Education Schools

Aug. 22, 2023
*Online implementation

60

All of these programs will be implemented with measures in place to prevent the spread of COVID-19.
NISE started providing teacher training programs immediately after its foundation in 1971. As of March 31, 2023,
10,227 participants in the Programs for Specific Disability Categories and 12,976 participants in other programs havecompleted training. These participants who have completed NISE’s teacher training programs are playing a leading roleat schools, educational administration agencies and relevant institutions nationwide.

For details, click here →NISE Website > Teacher training
https://www.nise.go.jp/nc/training_seminar

15

Extensive Support for Enhancing Qualifications of Teachers
NISE conducts activities to support independent efforts aimed at enhancing the qualifications of a wide range ofteachers in all types of schools to meet the need for teachers to acquire knowledge and skills related to special needs
education for the development of an inclusive education system.

Training contents over the Internet “NISE Learning Lab - Special Needs Educatione-Learning -”NISE provides training contents over the internet in order to support independent efforts to improve the qualificationsof various teachers including teachers engaged in education of children/students with disabilities and others concerned in
prefectures and other institutions.
Training contents are classified as follows, and a total of approximately 170 lecture contents are provided.
• General fundamental theories and comprehensive/cross-sectional content related to special needs education such as
inclusive education system development• Content (overviews, curriculums, teaching methods, etc.) related to expertise by type of disability• Content relating to instruction suited to the learning difficulty in regular classes
All training lectures can be viewed for free from a computer, a tablet or a smartphone after registering for personaluse. Also, boards of education, schools and other establishments that have registered for group use, can configure training
programs to meet the needs of their trainees and then use the programs to train those teachers.
For more on available training content, see the Training Provided “NISE Learning Lab” Contents List on NISE
Website.
For details, click here →NISE Website > NISE Learning Lab
https://www.nise.go.jp/nc/training_seminar/online

Online Accredited Courses for Teacher Certification
To help increase the rate of teacher license acquisition at special needs education schools, NISE offers online
accredited courses for teacher certification through internet for the subjects listed in Column 2 of the table provided in
Article 7 of the Ordinance for Enforcement of Education Personnel Certification Act for the education fields of children
with visual impairments and children with hearing impairments, for which there is an especially low rate of licenseacquisition. The courses are free of charge.
◆ FY2023 Course Overview[First semester]Course: Curriculums and teaching methods for children withvisual impairments (1 unit)
Curriculums and teaching methods for children withhearing impairments (1 unit)
Training period: May 8 (Mon) - Aug. 18 (Fri), 2023
Credit certification exam date: Sept. 10 (Sun), 2023
Capacity: 200 people per course[Second semester]Course: Psychology, physiology, and pathology of children withvisual impairments (1 unit)
Psychology, physiology, and pathology of children withhearing impairments (1 unit)
Training period: Oct. 2 (Mon), 2023 - Jan. 12 (Fri), 2024
Credit certification exam date: Feb. 4 (Sun), 2024
Capacity: 200 people per course

For details, click here →*The above is only an illustrative example of a video lecture.
A manuscript to be read is also displayed.

Comprehensive Information Website for Online Accredited
Courses for Teacher Certification
http://forum.nise.go.jp/tsushin/

16

Information Services Dissemination of NISE
Information Dissemination Through Seminars, Etc.
Seminars promoting special needs education
We hold seminars promoting special needs education with the aimof promoting understanding and awareness of special needs education
in local communities in cooperation with boards of education, special
needs education centers, related organizations, and universities.
In FY2023, we plan to hold this event for the Hokkaido/Tohoku
block, the Chugoku/Shikoku block, and the Kyushu block. NISE
provides useful information on special needs education, etc., byunderstanding the issues and information needed in each communityand collaborating with related organizations, etc., to promote exchange
and build relationships within each block.

Seminars promoting special needs education
Online lecture (photo taken in 2022)

National Institute of Special Needs Education Seminars
Toward the advancement of inclusive education, NISE will provide administrative briefings and lectures on the
research conducted at NISE in FY2023 and important issues in special needs education.
Date: March 2024
Venue: National Center of Sciences Building (Chiyoda Ward, Tokyo)

NISE Seminar poster presentation (FY2022)

NISE Seminar opening ceremony (FY2022)*Date, venue, and method of the event may be subject to change.

For details, click here →NISE Website > NISE Seminars
https://www.nise.go.jp/nc/training_seminar/special_seminar

Projects Relating to World Autism Awareness Day
Every year, April 2nd is World Autism Awareness Day, as designated by the United Nations. Events related to World
Autism Awareness Day are jointly held with related organizations every year.
For details, click here →Official website for World Autism Awareness Day
http://www.worldautismawarenessday.jp/htdocs/17

Information Dissemination Through the NISE Website
Through its websites, NISE provides various information including general information about special needs education,
information related to the development of an inclusive education system, information related to developmental
disabilities, and case studies on the use of educational materials and assistive devices in a way that caters to various
needs. By doing this, NISE offers information not only to those involved in special needs education, but also to thegeneral public.

Website of the Center for Promoting Education for Persons with Developmental
Disabilities and Developmental Disabilities Navi Portal
The Center for Promoting Education for Persons with Developmental Disabilities is engaged in information dissemination
broadly through its website, etc. to promote understanding intended for a cohesive society in which all people can understanddevelopmental disabilities and work together.
In addition, the Center jointly operates the “Developmental
Disabilities Navi Portal” with the Ministry of Education, Culture,
Sports, Science and Technology (MEXT), the Ministry of
Health, Labor and Welfare, and the Developmental Disabilities
Information and Support Center of the National Rehabilitation
Center for Persons with Disabilities. This portal site is anational website that provides information for individuals
Center for Promoting
Developmental Disabilities Navi Portal
with developmental disabilities and their families, as well as
for Persons withinformation in the fields of education, medical care, health, Education
Developmental Disabilities
welfare, and labor that support their lives.

For details, click here →Website of the Center for Promoting Education for Persons
with Developmental Disabilities
http://cpedd.nise.go.jp/
Developmental Disabilities Navi Portal
http://hattatsu.go.jp/

Website of the Center for Promoting Inclusive Education System
The website of the Center for Promoting Inclusive Education System provides information on the work that the Center
is doing to further promote the development of an inclusive education system.
◆ Information Provided on the Website• Basic knowledge of inclusive education systems• Implementation reports by municipalities that participated in the community support
project• Latest information on other countries and international exchange• Inclu-DB (e.g., practical application examples of reasonable accommodation) and how
to utilize it
For details, click here →Website of the Center for Promoting Inclusive Education System
https://www.nise.go.jp/nc/about_nise/inclusive_center

Portal Site for Special Needs Education Materials (Assistive
Educational Materials Portal Site)
In August 2013, a report from the “Committee on Enhancing the Use of Teaching
Materials for Children/Students with Disabilities” set up by the Ministry of Education,
Culture, Sports, Science and Technology (MEXT) showed “the creation of a database forthe purpose of nationwide information exchange relating to items including educationmaterials, assistive devices, instructional methods, and practical application examples in
response to the situation and special characteristics of disabilities,” as a role of the national
government and other institutions.
In response, NISE has been operating a “Portal Site for Special Needs Education Materials” since March 2015 for the
purpose of more widely disseminating practical application examples and related information in the context of utilizationof educational materials and assistive devices.
For details, click here →Portal Site for Special Needs Education Materials
http://kyozai.nise.go.jp/

18

Exhibition Room/Seminar Room of NISE
Center for Promoting Education for Persons
with Developmental Disabilities Exhibition
Room
The Center for Promoting Education for Persons with
Developmental Disabilities Exhibition Room contains panel
exhibits pertaining to basic understanding, response, and support
for developmental disabilities and introduces educational materials,
assistive tools, reference books, etc. with an aim to promote
understanding of and proper response to developmental disabilities
and to enhance support. There is also a section where visitors canexperience and learn about the characteristics of developmental
disabilities.

i-Library – An Exhibition Room Featuring
Educational Support Devices and Other
Educational Materials
i-Library is an exhibition room displaying various kinds ofeducational assistive devices, materials and software products thatmeet the educational needs of individual children with disabilities.
i-Library provides information mainly on commerciallyavailable products that can be used in schools, in an easy-tounderstand manner using explanatory panels and the like in asection for each disability category.

For details, click here →i-Library Website
http://forum.nise.go.jp/ilibrary

Seminar Room for Practical Use of ICT[(Commonly Called) Tomorrow's Classroom]
In the Tomorrow’s Classroom (as it is commonly called as), participants can learn hands-on how to teach with ICT
devices, including tablets provided by the GIGA School "One Student, One Tablet" Program, and how to provide
reasonable accommodation in a classroom.
In this classroom, it is possible to conduct mock classes
and other exercises (including remote distribution) for teacher
training and other purposes. NISE organizes and disseminates
the knowledge gained through this experience-based learning,
and the classroom also functions as a research facility for basic
research activities useful for special needs education.

19

Library
NISE Library collects, maintains and preserves books and materials concerning special needs education, and also
provides services such as browsing, lending, and copying.
NISE Library holds around 80,000 books primarily on special needs education
and around 2,000 kinds of journals and serial publications. In addition, NISE
Library collects around 20,000 materials such as research results and practicereports developed by schools, boards of education and related institutions andorganizations in Japan. A catalog of these collections is available on the Internet.

Special Collections
Name

Contents

Trainee's Reports

Participants taking teacher training programs offered by NISE submit trainee's reports upon completion,
and NISE binds and preserves these reports, which have been archived since the founding of NISE.

Publications of Organizations Involved with
Special Needs Education

NISE widely collects and preserves publications that are not commercially available, such as research
results and practice reports developed by schools, boards of education and related institutions andorganizations in Japan.

Tsujimura Collection

Among the collection previously owned by the late TSUJIMURA Yasuo, the first director of NISE,
approximately 500 books and materials concerning special needs education were donated by his family.
These donated books and materials are separately held in the library.

For details, click here →NISE Website > Libraryhttps://www.nise.go.jp/nc/library

Open Day
Visitors can tour the NISE's facilities for disseminating information.
Research results and other information are presented through experience-based exhibits.
Venue: National Institute of Special Needs
Education (Yokosuka City, Kanagawa)Open Day (photo taken in Nov. 2022)

For details, click here →NISE Website > Open Day
https://www.nise.go.jp/nc/laboratory_release20

Support for International Projects and Local Governments/
Schools Towards Promotion of an Inclusive Education System rasping the Newest Overseas Trends and Research with Overseas
G
Organizations
Collection and Dissemination of Information Regarding the Newest Overseas Trends
As a national center of special needs education, NISE provides information to the world on efforts and research results
regarding special needs education in Japan. It has organized the Nation Survey Unit, and collects information on policy
pertaining to educational systems for children with disabilities in foreign countries with the cooperation of speciallyappointed researchers. Survey results are publicized through NISE’s website, the "NISE Journal," and other channels.

Interaction with Overseas Research Institutes
NISE has exchange agreements with foreign research institutes, under which
we dispatch research staff, invite researchers from overseas, and also exchange
information and researchers relating to special needs education and inclusive
education systems. We have deepened exchanges with the Korea National Instituteof Special Education by holding the "Japan-Korea Special Needs Education
Conference" alternately in Japan and Korea, and by sending our research staff tointernational seminars hosted by the Korea National Institute of Special Education.

Japan-Korea Special Needs Education[International Collaboration between Foreign Organizations]
Conference held at NISE (FY2022)
Korea National Institute of Special Education (since November 1995, again since July 2019)
Faculty of Human Sciences, University of Cologne, Germany (since November, 1998)
National Higher Education Institute for Teacher Training and Research on Special
Needs Education [INS-HEA], France (since March, 2015)

Dispatching Research Staff Overseas and Receiving
Researchers from Overseas
NISE promotes research exchange, by dispatching research staff to participate inand present research results at international academic conferences, or to investigate
conditions relating to inclusive education systems. On the other hand, upon request by
the Japan International Cooperation Agency (JICA), NISE accepts foreign observation
teams of personnel in charge of educational administration and school teachers, andprovides them with training.

Memorandum signing with the
National Institute of Special Education(ROK)(FY2019) ollaborative project to solve local
C
issuesIn order to further promote the establishment of inclusive
education systems in local communities, NISE is implementing a"collaborative project to solve local issues." This is a project aiming
to resolve issues which prefectures and municipalities face when
they develop inclusive education systems, and is promoted throughProgram to promote the collaborative project tosolve local issues
cooperation between NISE and prefectural and municipal boards of(Conducted in person and online in August 2022)
education which participate in the project. In promoting this project,
we are also utilizing the efforts and results including the "collaborative research on practices in local communities"
conducted during the fourth medium-term objectives period.
In FY2023, 16 local governments in 11 prefectures across Japan are participating in the
project, undertaking various activities according to the issues and objectives of each municipality,
such as raising awareness and understanding of inclusive education systems, building local
support systems, and promoting in-school training. The results of the project will be disseminatedthrough efforts such as holding debriefing sessions in each municipality and producing leaflets,
as well as by posting the "Report on the Collaborative Project to Solve Local Issues" thatsummarizes the initiatives of all participating municipalities on NISE's website.
"FY2022 Report on the Collaborative
Project to Solve Local Issues"21 ollaborative Research Project on Practices in Local Communities
C
ReportNISE compiled a “Collaborative Research Project on Practices in Local Communities Report” from the results of thecollaborative research project on practices in local communities conducted during the fourth medium-term objectives
period with the theme of researching issues which local communities and schools face in their effort to develop an
inclusive education system. The report is available on NISE’s website.
In addition, the research
results of each municipality arecompiled in leaflets and othermaterials and posted on NISE's
website.
FY2020 Report

Research results of each municipality

 atabase for Supporting Development of Inclusive Education
D
System (Inclu-DB)
NISE has operated its “Database for Supporting Development of Inclusive Education System (Inclu-DB) sinceNovember 2013. This database provides information on development of an inclusive education system. Inclu-DB
provides case examples indicative to what type of fundamental environment should be established and what reasonableaccommodation is effective based on the actual circumstances of the child.

◆ Contents of information provided through Inclu-DB[Database for Practical Examples of "Reasonable Accommodations"]
This database contains case studies undertaken during projects entrusted by the Ministry of Education, Culture, Sports,
Science and Technology (MEXT), which are the “Model Projects for Inclusive Education System Development” and“Reasonable Accommodation Research Project to Meet Diverse Characteristics of Children/Students with Possible
Developmental Disabilities.”
The database for practical examples allows users to search for cases by theschool where their children are enrolled, disability category, etc. More details on
cases can be obtained by downloading them from search results.
As of April 2023, the site features 590 case studies (practical examples).
[Examples of Training Utilizing Inclu-DB]
Introducing proposed training programs, actually conducted training andteaching, etc., that utilized Inclu-DB.
[Case Studies of Joint Activities and Learning Practice]
The database contains case examples and relevant information for joint activities
and learning practice based on recommendations from the Barrier-free Learning
Promotion Conference.
[Related Information]• Explanation of laws, regulations and measures as well as relevant terms• Q&A for guardians on the development of an inclusive education system• Links to study reports and related websites• Information on remote classes and video distribution at schools

For details, click here →Database for Supporting Development of Inclusive Education
System (Inclu-DB)
http://inclusive.nise.go.jp/

 onsultation Support on Development of an Inclusive Education
C
SystemNISE supports prefectures which seek advice on the development of inclusive education systems by dispatchinglecturers to workshops and by providing information on the efforts and results of collaborative research on practices inlocal communities.

22Collaboration
 ollaboration with the Boards of Education, Schools, RelatedC
Organizations, and Universities
NISE openly invites boards of education, special needs education centers,
kindergartens, schools, etc., across the country to apply to cooperatewith NISE and strives to facilitate practical research by collaboratingwith related organizations in theme-based research units. NISE strives tocontribute to solving issues faced by schools and boards of education acrossthe country through collaborative efforts with various organizations, asseen in, for example, the establishment of Hiroshima Office, West Japan
Branch of NISE in April 2021 following the conclusion of a comprehensive
collaboration agreement with Hiroshima University in March 2021, or theconclusion of a collaboration and cooperation agreement with the Kanagawa
Prefectural Board of Education in October 2021 and with the Yokohama
Agreement signing ceremony held at
Yokohama City HallCity Board of Education in July 2022.
NISE also cooperates with relevant school principals’ associations in conducting survey research. In addition, NISE
cooperates with the National Special Needs Education Promotion Association, a federation consisting of more than 20
associations, in organizing National Special Needs Education Promotion Council meetings co-hosted by the Ministry of
Education, Culture, Sports, Science and Technology (MEXT).
In addition, NISE collaborates with the National Center for Special Needs Education Conference which is comprisedof education centers run by prefectures or government ordinance-designated cities, and holds an annual workshop for
improving the functions of each center.

Support for Overseas Japanese Schools, Etc.
NISE provides overseas Japanese schools, etc. with leaflets, etc., containing information on NISE's research results andvideo content related to special needs education, about 15 times a year through the "Special Needs Education Support
Newsletter" and "Tokusoken Dayori," etc. Through the Japanese school, NISE also provides consultation and support toteachers and parents.
In addition, NISE conducts surveys on the status of special needs education in overseas Japanese schools incooperation with the Ministry of Education, Culture, Sports, Science and Technology (MEXT), and provides the findings
at training sessions for teachers who will be posted to overseas educational facilities and other sessions.

 ollaboration with Special Needs Education School for Children
Cwith Autism, University of Tsukuba
The National Kurihama School for Handicapped Children, the predecessor of the Special Needs Education School forChildren with Autism, University of Tsukuba, was originally established in September 1973, in close cooperation with
National Institute of Special Education (at that time), to provide educational services for children with profound andmultiple disabilities. Based on the practice of the school at the time, the school was later re-established in April 2004 as
the Kurihama School for Children with Autism, University of Tsukuba to provide education equivalent to kindergarten
and elementary school for autistic children with intellectual disabilities, as well as to provide them with the knowledge
and skills necessary to compensate for their disabilities. Then, the school was renamed the Special Education Needs
School for Children with Autism, University of Tsukuba in 2007.
In July 2004, NISE and the University of Tsukuba concluded anagreement on educational research, under which NISE and the school
are making various efforts through mutual cooperation.
Website of Special Needs Education School for Children
with Autism, University of Tsukuba
https://www.kurihama.tsukuba.ac.jp/

Special Needs Education School for Children with
Autism, University of Tsukuba

23

Budget and Facilities of NISE
Budget and Account Settlement
Account Settlement (FY2021)

Budget of Annual Expenditure (FY2023)
Budget funds

Amount (thousands YEN)

Government funding for
operating expenses

1,057,851

Grant for facilities
improvement

78,064Self-generated Income

5,020

Total

Budget funds

Operational
expenses

1,140,935

Amount(thousands YEN)

Personnel
expenses

736,113

Non-personnel
expenses

262,125

Facilities improvement expenses

34,000Contribution

432

Contracted projects, etc. (including
indirect expenses)

12,167

Total

1,044,837

Site and Building(1) Administration Building(2) Information Center of Special Needs Education Building

Bus stop: NISE

(3) Building for In-service Training(4) Gymnasium(5) Canteen(6) West Dormitory for In-service Trainees(7) East Dormitory for In-service Trainees
Bus stop:
Nobi Kaigan(8) Research Unit for Natural Living Environment
Special Needs Education School forChildren with Autism, University of Tsukuba

24

Access
Access◇ Keihin Kyuko Line
From Keikyu Kurihama Station
Take a bus bound for the Kurihama Medical and Addiction Center ( Kurihama Route 3 ) from the bus stop No. 2, andget off at the “NISE” bus stop (about 15 minutes from the station). You will find NISE in front of the bus stop.
Take a bus bound for Nobi Kaigan ( Kurihama Route 8 ) from the bus stop No. 2, and get off at the last bus stop (about
20 minutes from the station). NISE is 300 meters from the bus stop.
or Take a taxi to NISE (about 8 minutes)
From YRP Nobi Station
20-minute walk, or about 5 minutes by taxi.
◇ JR Yokosuka Line
From Kurihama Station
Take a bus bound for Nobi Kaigan ( Kurihama Route 8 ) from the bus stop No. 2, and get off at the last bus stop (about
15 minutes from the station). NISE is 300 meters from the bus stop.
or Take a taxi to NISE (about 10 minutes)

Wide Area Map
Area Map

25

NISE Logo Design
Young leaves vigorously sprout out in spring. Their fresh,youthful, and powerful image overlaps with the image of
special needs education. The circle at the top of the logo
represents “children with disabilities and their guardians,” theleft leaf under the circle represents “NISE,” and the right leaf
represents “educational organizations, such as schools for
special needs education, kindergartens, elementary schools,
junior-high schools, and high schools, as well as medical,
welfare labor, and other relevant organizations.” Two young
leaves mutually cooperate in supporting children withdisabilities and their guardians.

〒239-8585 5-1-1, Nobi, Yokosuka-shi, Kanagawa Pref
TEL 046-839-6803

FAX 046-839-6918

https://www.nise.go.jp/nc/english/

NISE Memorial Monument “Being along with a child”

Add a friend
to receive information about NISE on LINE!
https://page.line.me/126vsvuc

NISE E-Newsletter
https://www.nise.go.jp/nc/about_nise/mail_mag

You can search for detailed information on the research reports introduced in this handbook, the online
training contents provided on "NISE Learning Lab," the National Institute of Special Needs Education
Journal, the website of the Center for Promoting Education for Persons with Developmental
Disabilities, the Open Day, the NISE seminar, the Inclu-DB, and more, all in one place at NISE!

Issued in June 2023 NISE D-394