ISSN 0389-9012

NISE A-14

NISE Bulletin
Vol.14

March 2015

National Institute of Special Needs Education, JapanNISE Bulletin Vol. 14 March 2015

Contents

NISE’s Activities
Research Projects for FY2014

1

Research Summaries of the Final Reports of the Research Projects in 2014

12

Report on FY 2014 National Institute of Special Needs Education Seminar

16

Other Topics

17

Recent Policy and Status on Special Needs Education in Japan
Recent Policy and Status on Special Needs Education in Japan
Special Needs Education Division, MEXT

24

Recent Data on Education for Children with Disabilities in Japan

29

English Abstracts of the Research Papers from Bulletin of The National
Institute of Special Needs Education or “国立特別支援教育総合研究所研究紀要”, Vol. 41, 2014

37

NISE Bulletin Vol. 14 March 2015

NISE's Activities

Research Projects for FY 2014
Category

Specialized
Research A

Specialized
Research B

Research Title

Research
Unit

Research
LeaderResearch
PeriodMedium-term Specific Research (Research on an
Inclusive Education System)
Practical Study on Establishing a Support Regime forDeveloping an Inclusive Education System—Through the Practices in Schools and Communities inModel Projects—

Perspective Unit

SASAMORI
HirokiFY
2013-2014

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

Promoting Unit

NAGANUMA
ToshioFY
2014-2015

Medium-term Specific Research (Research on
Application of ICT in Special Needs Education)
Comprehensive Research on the Application of ICT for
the Education of Children with Disabilities—The Collection and Organization of Examples of the
Utilization of Assistive Equipment and Other Teaching
Materials—

ICT/AT Unit

KANAMORI
Katsuhiro

FY
2014-2015

Research on Development of Information Packages thatContribute to the Assessment, Establishment of
Educational Goals and Contents, and Evaluation forStudents with Severe and Multiple Disabilities

Multiple Disabilities
Unit

SAITO
YumikoFY
2013-2014

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

Visual Impairments
Unit

TANAKA
Yoshihiro

FY
2014-2015

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

Hearing
Impairments Unit

SHOJI
MichiyoFY
2014-2015

Research on Strategies to Promote Organized andSystematic Learning Evaluations in the Education ofChildren with Intellectual Disabilities—Through Case Studies in Special Needs Education
Schools (Intellectual Disabilities)—

Intellectual
Disabilities Unit

OZAKI
Yuzo

FY
2013-2014

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

Physical/Motor
Disabilities UnitTOKUNAGA
Akio

FY
2014-2015

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

HealthImpairments Unit

KUSAKA
Naomi

FY
2014-2015

1NISE Bulletin Vol. 14 March 2015

NISE's Activities

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

Autism Unit

Needs Education
Specialized
Research B

Research on the Current Status and Future Form ofDevelopmental

Instructional Settings and Assistance for Children with

Disabilities andDevelopmental Disabilities

Emotional—A Focus on Surveys of Resource Room-based

Disturbances

Instruction—

Unit

Category

Collaborating
Institution

Research Title

SATO

FY

Hajime2014-2015

UMEDA

FY

Mari

2014-2015

Research
LeaderResearch
PeriodPractical Research on the Evaluation ofThree-Dimensional Teaching Materials Fabricated with

Chiba Institute of

OOUCHIFY

3-D Printers for the Education of Children with Visual

Technology

Susumu2013-2014

Preparation and Evaluation of In-School Tactile Guide

WasedaDOI

FY

Maps for Children with Visual Impairments

University

Kouki

2013-2015

KANAMORI

FY

Katsuhiro

2013-2015

Impairments

Institute ofCollaborative

Research on the Development of Networks for Assistive

Researches

Equipment Use in Special Needs Education—Development of Assistive Networks in Collaboration
with Technical Colleges—

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

A Field Survey of Hospital Schools at Pediatric Cancer

for Child Health

NIIHIRAFY

Centers with an Analysis of Related Issues

andShizsuhiro

2014-2015

Development

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NISE Bulletin Vol. 14 March 2015

NISE's Activities
Outlines of Research Projects for FY 2014
Specialized Research A

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

Practical Study on Establishing a Support Regime for Developing an Inclusive
Education System—Through the Practices in Schools and Communities in Model Projects—
Research unit: Perspective Unit

within each learning environment as well as the nature of

Research Leader: SASAMORI Hirokiorganizational administration in the schools and communities

Researchers:

involved in these processes.

KUBOYAMA Shigeki (Sub-leader), ITO Yumi, SAITO Yumiko,

Within the context of developing an inclusive education system,

SATOU Hajime, TOKUNAGA Akio, ISHIZAKA Tsutomu,

two earlier medium-term specific research projects that wereOSAKI Hirofumi, OKAMOTO Kunihiro, OZAWA Michimasa,

conducted in FY 2011–2012 reconfirmed the need for systematic

WAKUI Megumi, KAIZU Akiko, KOMATSU Sachie, SAWADA

school programs that have education board support if educators,

Mayumi, SHOJI Michiyo, NIIHIRA Shizuhiro, MAKINO Yasumi,

schools, and communities are to acquire and harness education

MATSUMI Kazuki, MORIYAMA Takashi, FUJIMOTO Hiroto

expertise on a continuing basis. Additionally, these studies

Research period: FY2013-2014

reaffirmed the importance of collaboration and cooperation by adiversity of relevant institutions and individuals to this end.
Taking these points into account and drawing from advanced

Abstract:
On July 23, 2012, the Subdivision on Primary and Secondarycase studies, this research strives to organize the content of

Education of the Central Council for Education released a reportundertakings that deserve emphasis within the context of

titled, “Promoting Special Needs Education for Development of an

constructing structures of support for efforts aimed at developing

Inclusive Education System Leading to the Creation of Cohesive

an inclusive education system. Further, case studies for theSociety.” Prompted by the findings of that report and in the interest

examination and verification of this organized content areof facilitating efforts aimed at developing an inclusive education

performed in coordination with practices based on MEXT model

system, this research utilizes cases studies to explore and verify,

projects and related efforts. A goal of this research is to organize

through practices based chiefly on Ministry of Education, Culture,and disseminate the details of these undertakings with information

Sports, Science and Technology (MEXT) model projects, theon school and community case studies and accordingly be ofprocesses through which the professional education skills ofservice to school and community practices aimed at developing the

educators, schools, and communities are acquired and harnessed

inclusive education system of the future.

Specialized Research A

Practical Research on Curriculums at School and Classes for Special Needs
Education that Contribute to the Future Development of Special Needs Education
Research unit: Promoting Unit

Abstract:
In FY 2012–2013, a project in specialized research A on the

Research Leader: NAGANUMA Toshio
Researchers:

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

Implementation for Schools and Classes for Special Needs

KOBAYASHI Michiyo, KANEKO Takeshi, YANAGISAWA

Education” closely examined five points that had been cited as

Akiko, KAMIYAMA Tsutomu, ATSUMI Yoshikata

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

Research period:

special needs education that address multiple disabilities

FY2014-2015

2
3“ResearchonCurriculum

Development

andNISE Bulletin Vol. 14 March 2015

NISE's Activities
categories; classifications of curriculums and course systems;

As its methodology, it will take into consideration the findings

vocational education; joint activities and learning; and relationshipof related surveys performed to date, conduct questionnaire

between activities to promote independence and other fields andsurveys and field surveys of schools and classes for special needs

subjects. A survey of special needs education classes in threeeducations; through research meetings, organize its findings on theprefectures was also conducted in parallel with that project andcurrent status of instruction in activities to promote independence,

identified current conditions and challenges in the field.

course- and subject-level instruction, and curriculums for career

With these points in mind and in anticipation of the next roundeducation; and highlight specific issues.

of revisions to national curriculum guidelines, this research strives,

A goal of this research will be to have the findings utilized asin close coordination with the MEXT Special Needs Education

source material relevant to the revision of curriculum standards

Division, to shed light on current conditions and problems for thewhen initiatives for the future development of special needs

development, implementation, and evaluation of curriculums at

education are explored.

schools and classes for Special needs education.

Specialized Research A

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

Comprehensive Research on the Application of ICT for the Education of Children
with Disabilities—The Collection and Organization of Examples of the Utilization of Assistive
Equipment and Other Teaching Materials—
Research unit: ICT/AT Unit

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

Research Leader: KANAMORI Katsuhiro

National Institute of Special Needs Education (NISE) provides

Researchers:

information on favorable examples of the utilization of outside

UMEDA Mari (Sub-leader), MUNEKATA Tetsuya, DOI Kouki,

experts for technical assistance relating to ICT and assistive

TANAKA Yoshihiro, YOKOO Shun, TAKEDOMI Hirofumi,

equipment. In that context, we feel that this research project will be

TAMAKI Munehisa, ARAYA Yosuke, NISHIMURA Takahiroof significant value.
To that end, the project will comprise surveys of the

Research period: FY2014-2015

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

Abstract:
In two earlier projects implemented in FY 2011–2013 that had tonumber of elementary, middle, and high schools, assemble data on

do with medium-term specific research themes on the application

issues pertaining to the utilization of these tools and materials, andof information and communication technology (ICT) in special

prepare a summary of salient examples of educational instructionneeds education, the central issues for attention were the study ofutilizing ICT/AT equipment and teaching materials, by type ofdigital textbooks and teaching materials and research on teaching

disability.

materials and instructional methods that utilize ICT for the

NISE will develop and manage a Portal Site for Special Needs

education of children with different types of disabilities. To foster

Education Materials (tentative) as one element of its program to

fresh advances in ICT research that has been performed to date,promote the widespread acceptance and utilization of assistive

this project organizes its findings on the utilization of ICT withequipment and other teaching materials. Accordingly, we intend tocooperation from research units focused on specific types ofpublish and broadly disseminate the findings of this researchdisabilities.

project through that site.

A MEXT report titled “Development of Educational Materials

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NISE's Activities

Specialized Research B

Research on Development of Information Packages that Contribute to theAssessment, Establishment of Educational Goals and Contents, and Evaluation forStudents with Severe and Multiple Disabilities
Research unit: Multiple Disabilities Unit

immediate and future support of children with complex and varied

Research Leader: SAITO Yumikoneeds, this project will endeavor to develop information packages

Researchers:

that contribute to the development and implementation of

OZAWA Michimasa (Sub-leader), OSAKI Hirofumi

education programs for children with severe and multiple

Collaborative Researcher: NAGANUMA Toshio

disabilities and, through verification of their effective utility within

Research Period: FY2013-2014

the school setting, strive for improvements and enhancements to

Abstract:

those packages.

National curriculum guidelines call for the preparation of

Elements of information package content will chiefly consist of

individualized education support plan in coordination withelements recognized in preliminary research to have importance.

students’ families, communities, and relevant institutions. For

The content of each element, moreover, will be prepared withindividualized teaching plan, the same guidelines suggest that theattention to domestic and foreign research literature and practicalplan-do-check-act (PDCA) cycle be followed: i.e., that actual

knowledge. Additionally, to aid in the verification of effective

conditions be ascertained, instructional goals defined, instructional

utility within the school setting, collaborating institutions will becontent and methods devised, performance properly evaluated, andasked to conduct trials.

instructional improvements made. An effort in preliminary and

It is anticipated that the findings of this research will contribute

preparatory research implemented in FY 2012 found that manyto the development of individualized education support plan andschool settings were aware of difficulty in properly assessing andindividualized teaching plan at schools for special needs education

evaluating actual conditions and setting long-term goals especiallyin which children with severe and multiple disabilities are enrolled,

for the education of students with severe and multiple disabilities.

and to the enhancement of educational practices based on those

From the standpoint of preparing and implementing individualizedplans.

education support plan and individualized teaching plan for theSpecialized Research B

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

Research on Appropriate Digital Textbook Formats and the Utilization of Digital
Textbook Data in the Education of Children with Visual Impairments—Based on Current Conditions and Issues in Japan and Surveys of Conditions
Abroad—Research unit: Visual Impairments Unit

Abstract:
It is currently anticipated that digital textbooks and instructional

Research Leader: TANAKA Yoshihiro
Researchers:materials for children will be introduced and come into widespread

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

use. However, no decisions have been made with regard to

MUNEKATA Tetsuya, OOUCHI Susumu

effective methods for the utilization of digital data in textbooks for

Collaborative Researcher: KANAMORI Katsuhiro

children with visual impairments or the formats of digital

Research period: FY2014-2015

textbooks (e.g., hardware designs, features, and functions) for
children that read braille. Given that state of affairs, this research

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NISE's Activities
project will (1) conduct a study of conditions in other countries

textbooks (e.g., hardware designs, features, and functions) aimed atwhere advanced undertakings are already under way and provide

children that read braille will be assembled through research

recommendations for action in Japan, and (2) propose formats formeetings with experts and teachers at schools for special needs

digital textbooks aimed at children that read braille.

education (for children with visual impairments).

The research methodology for (1) will comprise the collection

The aforementioned compilation of information on current

and organization of information on current conditions and issues

conditions and issues will conceivably contribute to the properon the basis of field surveys in leading industrial nations (the US,

management and application of digital textbook data for children in

South Korea, etc.), web searches, and reviews of relevant literature.

Japan with visual impairments as well as the development andFor (2), information and ideas pertaining to formats for digitalutilization of digital texts for children that read braille.

Specialized Research B

Practical Research on the Enhancement of Course Instruction and Activities toPromote Independence in Education for Children with Hearing Impairments—A Quest for the Continuity and Sharing of Expertise from the Perspective ofTeaching Materials Use—
For this research project, we intend to implement demonstration

Research unit: Hearing Impairments Unit
Research Leader: SHOJI Michiyo

lessons in Japanese language, arithmetic and mathematics, and the

Researchers:

study of activities to promote independence, with assistance from

HARADA Kimihito (Sub-leader), FUJIMOTO Hiroto

cooperating schools for the deaf. Through research meetings with

Research period: FY 2014-2015

the participation of university professors and other researchcollaborators and visits to collaborating research institutions, wewill explore the selection and utilization of instructional materials

Abstract:
The findings of NISE’s nationwide survey of conditions

that facilitate achievement of the goals of course curriculums andpertaining to the retention and use of instructional materials at

activities for the promotion of independence.

special needs education schools (hearing impairments) found that

It is anticipated that the knowledge obtained through thisin many cases, such institutions prepared and retained suchresearch will be a useful addition to the reference literature formaterials on their own. Accordingly, as expertise on curriculum

course instruction-related considerations, activities to promote

instructional methods for children with hearing impairments should

independence, and supplemental course instruction not only at

be carried on and shared, we decided to shed light on theseschools for the deaf but at elementary schools in which children

materials and how they are used.

with hearing impairments are enrolled.

Specialized Research B

Research on Strategies to Promote Organized and Systematic Learning Evaluationsin the Education of Children with Intellectual Disabilities—Through Case Studies in Special Needs Education Schools (Intellectual
Disabilities)—

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Given these points, this research will explore strategies for the

Research unit: Intellectual Disabilities Unit
Research Leader: OZAKI Yuzo

promotion of organized and systematic learning evaluations in

Researchers:

special needs education for children with intellectual disabilities.

MATSUMI Kazuki (Sub-leader), WAKUI Megumi (Sub-leader),The research methodology will comprise a fresh questionnaire

TAKEDOMI Hirofumi, KAMIYAMA Tsutomu, YOKOO Shunsurvey of special needs education schools (intellectual disabilities)

Research period: FY 2013-2014

with attention to the FY 2012 survey findings. This new survey
will seek information on the status of research on learning
evaluations and efforts to implement systematic learning

Abstract:
Learning evaluations are performed to assess learning conditions

evaluations. Further, it will shed light on the learning evaluation

for children and harness the findings to improve and expand

implementation methods and utilization approaches that schools

educational activities. In the field of education for students withneed. Additionally, we intend to seek the views of collaborating

intellectual disabilities, instruction is based on personalized

institutions on evaluation perspectives, creative evaluation

instructional goals and content. In that context, improving theapproaches, and the plan-do-check-act (PDCA) cycle of learning

validity of defined instructional goals and content or methods will

evaluation as well as implement practical research. Based on these

be a challenge. In striving to find solutions to this challenge,

efforts, we will present perspectives useful to the promotion oflearning evaluations will demonstrate major value. As anorganized and systematic learning evaluations such as clarification

undertaking in preliminary and preparatory research, a surveyof evaluation procedures, approaches for their commoditizing, as

performed in FY 2012 found that although some schools perform

well as points to keep in mind at the evaluation implementation

learning evaluations with defined evaluation perspectives, thosestage, together with actual cases.

evaluations are not always based on standardized perspectives,

As an outcome of this research, it is anticipated that the provisionschedules, methods, or other elements of an organized orof information as described above for the promotion of organizedsystematic approach. Moreover, a closer look at conditions atand systematic learning evaluations in schools and classes forindividual schools reveals that although learning evaluations are

special needs education for children with intellectual disabilities

typically conducted on a class-by-class or course-unit basis, such

will help improve the appropriateness of defined instructional

approaches are not clearly interlinked and do not display any clear

goals, instructional content, and instructional methods and expand

linkages with summative learning evaluations that are based on

or enhance education-related activities.

annual instructional programs.

Specialized Research B

Research on Utilization of the Resource Center Functions of Special Needs Education
Schools for the Education of Students with Physical/Motor Disabilities at Elementary
and Junior High Schools—Taking the Needs of Elementary and Junior High Schools into Consideration—
Research unit: Physical/Motor Disabilities Unit

an inclusive education system, utilization of the resource center

Research Leader: TOKUNAGA Akio

functions of special needs education schools is expected to play an

Researchers:

important role. Compared to special needs education schools,

ARAYA Yosuke (Sub-leader), NAGANUMA Toshio,

elementary and junior high schools have not devoted nearly

KANAMORI Katsuhiro

enough study to center functions. A report, moreover, indicate that

Collaborative Researcher: SAITO Yumikocommunity contributions attributable to the resource center

Research period: FY 2014-2015

functions of special needs education schools for children withphysical or motor disabilities have not been as extensive as the

Abstract:

contributions attributable to schools enrolled children with otherIn the context of promoting special needs education for developing

disabilities. Accordingly, for the purpose of providing suitable

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NISE Bulletin Vol. 14 March 2015

NISE's Activities
guidance to children with physical or motor disabilities enrolled inand junior high schools, including conditions in regular classes);elementary and junior high schools, this research will focus on the(3) field surveys aimed at elementary and junior high schools inutilization of resource center functions by teachers in charge of

which children with physical or motor disabilities are enrolled, as

regular or special needs classes in which such children are enrolled,

well as special needs schools that provide support

shed light on approaches to utilization by elementary and juniorschools; and (4) the study of relevant undertakings abroad.

high schools and support from special needs schools, present cases

to these

It is anticipated that the findings of this research project willof good practices, and provide proposals for future orientations.

help enrich and improve practices by teaching staff at elementaryThis research project will apply the following four approaches toand junior high schools at which children with physical or motor

study: (1) reviews of relevant literature; (2) surveys (e.g., fulldisabilities are enrolled as well as at special needs education

surveys of instructional practices at special needs education classes

schools for children with such disabilities, and serve as a usefulfor children with physical or motor disabilities and the utilizationreference resource for the promotion of initiatives by entities whichof center functions ; sampling surveys of learning conditions forestablished these schools.

children with physical or motor disabilities enrolled in elementarySpecialized Research B

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

classes, resource room-based instruction, classes for special needs

Research Leader: KUSAKA Naomi

education, and schools for special needs education) as well as

Researchers:

expanding the range of “reasonable accommodation” made for

MORIYAMA Takashi (Sub-leader), NIIHIRA Shizuhiro
Research period:

children with health impairments.
To that end, this research aims to reclassify the educational

FY 2014-2015

needs of children with health impairments and shed light on
educational considerations that reflect those needs. In FY 2014,

Abstract:
Advances in medicine and healthcare in recent years have beendata for this research will be gathered through field surveys ofaccompanied by huge changes in the educational environment for

special needs schools (for children with health impairments). In FY

children with chronic illnesses. Not only has the condition become

2015, these field surveys will be continued and the data so

increasingly diversified for children with health impairments at

obtained will be organized and analyzed. The findings of thisspecial needs schools, but the number of such children enrolled inresearchspecial needs classes or regular classes has also been climbing.

Accommodation and Needs for Sick Children (tentative), andFostering the development of an inclusive education system in the

published for use by instructors in school settings and workshops

years ahead will require developing educational environments inheld by education boards and other organizations.

will

be

assembledinapamphlet

Educational

diversified settings marked by educational continuity (regular

Specialized Research B

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

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NISE Bulletin Vol. 14 March 2015

NISE's Activities
is necessary to marshal them.

Research unit: Autism Unit

This research will strive to elucidate status and issues for

Research Leader: SATO Hajime
Researchers:

activities to promote independence of children with autism

YANAGISAWA Akiko (Sub-leader), OKAMOTO Kunihiro,enrolled in classes for special needs education and explore the

ISHIZAKA Tsutomu

significance and effectiveness of it. First, information on the status

Research period: FY 2014-2015

and issues for activities to promote independence in classes for
special needs education will be collected and organized. Next,
questionnaire surveys (sampling surveys) aimed at teachers in

Abstract:
Even if children with autism enrolled in special needs education

charge of classes for special needs education will be performed.

classes for children with autism/emotional disturbances are capable

Additionally, the significance and effectiveness of activities toof learning the subject matter taught to children in the same school

promote independence for children with autism will be exploredgrade, in some cases they may face learning difficulties in regularthrough practices applied by collaborating research institutions.

classes due to problems stemming from the characteristics of their

It is anticipated that this research will enable teachers in charge

disorders or cognitive. The importance of providing children withof class for special needs education to gain a deeper understanding

autism with activities to promote independence has been noted. Onof the significance and essentials of activities to promote

the other, the correlations between instruction of subject andindependence for children with autism, and lead to the enrichment

activities to promote independence remain unclear in classes forof it.

special needs education for children with intellectual disabilities. It

Specialized Research B

Research on the Current Status and Future Form of Instructional Settings andAssistance for Children with Developmental Disabilities—A Focus on Surveys of Special Support Service in Resource Rooms—
The goal of this research is to probe the effective ways to

Research unit: Developmental Disabilities and Emotional
Disturbances Unit

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

Research Leader: UMEDA Marias follows. This questionnaire survey will be carried out

Researchers:

nation-wide to investigate the actual conditions of school settings

ITO Yumi (Sub-leader), SASAMORI Hiroki, KOMATSU Sachie,

and ways of teaching for the students with DD. The questionnaires

KAIZU Akiko, TAMAKI Munehisa, NISHIMURA Takahiro,

will be sent to all boards of education of municipalities in Japan

ATSUMI Yoshikata

and asked about settings, ways of teaching and additional service.

Research period: FY 2014-2015

Based on the issues elucidated by a survey in the first year of thisstudy, inquiring survey will be conducted to the selected boards ofeducation of municipalities to investigate detailed feature of

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

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

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

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

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

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

At present, schools and local education agencies (LEAs) arerecommendations will be done focusing on special support service

improvising their own instructional approaches for the children

in resource rooms.

with DD based on a variety of settings and methodologies.

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NISE's Activities

Collaborative Research

Practical Research on the Evaluation of Three-Dimensional Teaching Materials
Fabricated with 3-D Printers for the Education of Children with Visual Impairments
Collaborative Institution: Chiba Institute of Technology

customization of such materials in response to the needs ofResearch Leader: OOUCHI Susumu

individual children. These benefits have led to predictions that the

Researchers:

adoption of such equipment will move forward and spread in the

KANEKO Takeshi (Sub-leader)years ahead. Although the utilization of such devices is a welcome

Research period: FY 2013-2014

trend, from the perspective of designing teaching materials that
rely on the sense of touch, the properties of tactile perception will
demand adequate levels of consideration and resourcefulness.

Abstract:
In the field of special needs education for children with visualThis research project will be implemented with the objective of

impairments, the utilization of three-dimensional teachingharnessing evaluations of cognitive features based on shape, size,

materials is especially important. With advances in the

texture, material quality, and other aspects of the sense of touchdevelopment of entry-level 3-D printers in recent years, the setting

and, on that basis, proposing areas that deserve attention andfor the ready creation of 3-D objects is in the process ofresourcefulness when producing 3-D teaching materials. For

materializing and schools that provide special needs education toteachers engaged in special needs education for children withchildren with visual impairments have begun to explore the idea ofvisual impairments, we intend to draw from the findings of these

installing such equipment. The adoption of 3-D printers will enable

research undertakings and prepare a set of guidelines on theschools to conveniently create 3-D teaching materials that weregeneration of digital data for the production of 3-D objects andhitherto difficult to produce. Furthermore, they will allow for theaccordingly contribute to improvements in the school setting.

Collaborative ResearchPreparation and Evaluation of In-School Tactile Guide Maps for Children with
Visual Impairments
The purpose of this research project will be to develop—andCollaborative Institution: Waseda University
Research Leader: DOI Kouki

evaluate the usability of—prototype versions of indoor tactile

Researchers:

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

NISHIMURA Takahiro (sub-leader), KANAMORI Katsuhiro,

visually impaired students at special needs education schools to

TANAKA Yoshihiro, SAWADA Mayumi

find classrooms and other facilities on school grounds or within

Collaborative Researcher: KANEKO Takeshi, OOUCHI Susumu

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

Research period: FY 2013-2015

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

Abstract:
Children with visual impairments who attend special needs

We will then evaluate the feasibility of producing instructional

education schools have a need for tactile guide maps that enable

materials within the educational setting.

them to locate classrooms on school grounds or inside school

If this research demonstrates that such indoor tactile guide maps

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

can be utilized effectively within educational settings, that finding

the ability to readily understand such maps using their sense of

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

safe and spontaneous mobility of children with visual impairments

needed.

at their schools.

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NISE's Activities

Collaborative Research

Research on the Development of Networks for Assistive Equipment Use in Special
Needs Education—Development of Assistive Networks in Collaboration with Technical Colleges—
Collaborative Institution: Institute of National Colleges ofheightened levels of research and endeavor in this area, it will beTechnology, Japan; Sendai National College of Technology

necessary for these institutions to explore related issues andResearch Leader: KANAMORI Katsuhiro

develop needed systems that facilitate the sharing of information

Researchers:on equipment development and support.

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

Launched in collaboration with the National KOSEN Network
for Welfare

Research period: FY 2013-2015

andEducationwith Information

Technology,

this research project will pursue the creation of a coordinatedsystem for instructional materials development that functions as a

Abstract:
Practical research on the utilization of assistive equipment isnational center for instructional materials and assistive equipment

under way on a widespread scale nationwide with a focus on

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

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

perceived by the special needs education field.

technical colleges, technical high schools, and other educational

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

special needs education schools as well as efforts in school support

teaching materials in collaboration with technical colleges.

have been pursued as independent undertakings. To foster

Collaborative Research

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

Development

research project will comprise a survey chiefly of hospital schools

Research Leader: NIIHIRA Shizuhiro

at pediatric cancer centers and explore appropriate educational

Researchers:

formats with an analysis of undertakings by individual classes and

MORIYAMA Takashi (Sub-leader), KUSAKA Naomi

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

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

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

Educational Opportunities for Children under Medical Treatment”

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

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

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

Health and Development. Plans are to combine its findings with

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

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

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

NISE BulletinVol. 14 March 2015

H25-A-01 (Specialized Research A)

Research on Curriculum Development and Implementation for Schools and Classes
for Special Needs Education[Research period] FY2012-FY2013

application, subsequent to the period of implementation of[Principal researcher] HARADA Kimihito

transitional measures. By means of a careful pursuit of each

[Summary]

individual school under a qualitative study method, the actual

In 2010 and 2011, the Specialized Research A (priority

situation and the problems were clarified.

promotion study) was executed under the title of “Practical Study

In tandem with this research, a questionnaire survey or visit

on Curriculum Development based on the New National

survey for teachers in charge and school principals were conducted

Curriculum Guidelines at Schools for Special Needs Education.” It

while each of the differing types of disabilities were considered, towas carried out in accordance with a questionnaire survey on all ofclarify the actual present situation and problems concerning

the about 1000 schools for special needs education, and at thedevelopment and execution of “special curricula,” which were topoint of implementation of the New National Curriculum

be developed through reference to the New National Curriculum

Guidelines, and it effected a grasping of the overall practical

Guidelines for Schools for Special Needs Education, at elementary

situation in Curriculum development.

and lower secondary schools for Special Needs Education.

Then, based upon that result, this research project collected[Keywords]

information on the unique involvement of curriculum development

New National Curriculum Guidelines, Curriculum development,

based upon the New National Curriculum Guidelines for schools

Schools for Special Needs Education

for special needs education at the time of actual practical

H25-A-02 (Specialized Research A)

Assessment of the Guidelines for Creating Digital Textbooks through Creation ofPrototype Digital Textbooks and Teaching Materials-Aiming at developing accessible digital textbooks[Research period] FY2012-FY2013

both cost efficient and more accessible. Moreover, the legislation[Principal researcher] KANAMORI Katsuhiro

issues on copyrights with regard to handling of data were

[Summary]

concerned. (* In this research project, the research title of “DigitalThis research was conducted as a medium-term specific research

textbooks and teaching materials” was established due to the factstudy and was aiming for validating the contents and improvingthat these digital textbooks also include contents of teaching

the quality of the Guidelines for Creating Digital Textbooks, whichmaterials, and throughout the final report, it is abbreviated to

we proposed in fiscal 2011, through the prototyping of digital“digital textbooks.” In addition, the term “digital textbook model”

textbook model within the guidelines to be used effectively for theindicates teaching materials that utilize such materials as text andchildren with various types of disabilities. The findings thus

images based upon the digital data excerpted from originalobtained were that a simply-designed digital textbook for the

textbooks, and it is used for validating the guidelines.)learners that consists of only text and diagrams provide easier[Keywords]

access and learning conditions. In order to assure this result, it is

Digital textbooks and teaching materials, Accessible, Guidelines,

thought

Context

thatcreating

original

textbooks

in

paper

with

consciousness of accessibility of digital textbooks will make them

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NISE's Activities: Research Summaries from the Final Reports

NISE BulletinVol. 14 March 2015

H25-B-01 (Specialized Research B)

Research on understanding of characteristics and instruction of children with
autism enrolled class for special needs education of children with autism andemotional disturbance in terms of learning in arithmetic and mathematics classes[Research period] FY2012-FY2013

addition, we found that some of the results of questionnaire survey[Principal researcher] OKAMOTO Kunihiro

support finding from previous study and cases in institution[Summary]

cooperating in this research. In institution cooperating in thisThe purposes of present study were to identify characteristics ofresearch, we considered instruction contents and methods

children with autism enrolled classes for special needs educationnecessary for those students based on instruction process. Fromof children with autism and emotional disturbance in learningthese results, instruction was carried out based upon the instruction

arithmetic and mathematics and to discuss the appropriate teachingprocesses. Particularly, two key points in the necessary instruction

approach for them. Methods were review of arithmetic andin learning arithmetic and mathematics were reflection ofmathematics for autism, information collection from institution

instruction and focusing, selecting, and alteration of arrangement

cooperating in this research, questionnaire survey, and practices atof unit.

institution cooperating in this research. In this questionnaire[Keywords]

survey, we found that students had learned basic calculations, but

Class for special needs education of children with autism andthere were difficulties to apply to daily life and to explain by using

emotional disturbance, Autism, Arithmetic and mathematics,

mathematical expression. Moreover, there were a relatively large

Instruction

number of children who couldn’t understand story problems. In

H25-B-02 (Specialized Research B)

Research on specific support for high school students who have special needs
involving developmental disabilities: LD, ADHD, and HFA etc.
- How to provide effective instruction on classes [Research period] FY2012-FY2013

accordance with the actual situation among students and the[Principal researcher] SASAMORI Hiroki

needs of the instructors in each of the schools brought about[Summary]

alterations in the students motivation to learn. Concerning theThis research project examines the important points concerning

repletion and strengthening of special needs education system,

the repletion and strengthening of special needs education system,

methods of instruction and supports at high schools, theand repletion and methods of instruction and supports at highpresent situation, problems, and points we valued wereschools, through practical application regarding instruction andsummarized in the seven viewpoints of “grasping of the actual

support in answer to the onsite needs, in the schools cooperating insituation,” “organizational correspondence/in-school support

this research project. In terms of practical application in thesystem,” “curricula/instruction strategies,” “instruction andschools cooperating in this research project, universal designing of

support,” “assessment of learning,” “coordination between

classes, distinction in degree of achievement, small classes,

lower secondary and high schools,” “career education/careerdevising of individual instruction, research group meetings, andcounseling.”

instruction through TT and utilization of support personnel were

[Keywords]

carried out.

High school, Special needs education, Support and instruction,
Development of easier-to-understand classes

As a result, these devising of considerations and support in

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NISE Bulletin

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

Vol. 14 March 2015

H25-B-03 (Specialized Research B)

Research on effective use of teaching materials and devices for schools for special
needs education (visual impairments) and sharing of relevant information-With emphasis on roles of ICT [Research period] FY2012-FY2013

impairments), and while making considerations for policies for[Principal researcher] KANEKO Takeshi

attempting repletion and promotion of teaching materials and[Summary]

tools, it also makes considerations concerning the stance of
information sharing in the context of preparation and

The schools for special needs education (visual impairments) areutilization of such teaching materials and tools.

required to carry out high quality specialized visual impairment
education in their own schools. At the same time, based upon their

In the context of these considerations, importance is placed

expertise, they should serve as core facilities for regional visual

upon the role of ICT, which is specified as particularly

impairment education, and while they exercise the role of resource

effective in special needs education, and its utilization wascenters, they are required to further replete their outreach support

particularly investigated.

activities.

[Keywords]
Visual impairments, Teaching materials and devices, ICT,As one of their expertise, this research project grasps the actualSpecial needs education (visual impairments)

situation and problems in the context of preparation and utilizationof teaching materials and tools for special needs education (visual

H25-B-04 (Specialized Research B)

Research on Advancing Effective Use of AT/ICT in Schools for Special Needs
Education (Physical/Motor Disabilities)-Aiming at supporting to regular schools[Research period] FY2012-FY2013

Schools[Principal researcher] NAGANUMA Toshio

Disabilities)” as a tool for grasping the attempts of those[Summary]

schools toward promoting AT/ICT utilization. Further, weforSpecialNeeds

Education(Physical/Motor

This research project conducted an investigation on schools forinquired into the present situation and problems in utilization

special needs education (physical/motor disabilities) across theof AT/ICT for children with physical/motor disabilities innation in the context of AT (assistive technology) and ICTelementary and lower secondary schools that utilize the(information and communication technology) which are extremely

function of schools for special needs education as a resource

importantcenter, utilizing investigation results and practical examples.

inexpertiseofthespecialneeds

education(physical/motor disabilities), to grasp, summarize, and analyze the[Keywords]

present situation and problems in their utilization. It clearlyPhysical/motor

indicated the way of thinking and practical examples of attempts

Information

toward solving of problems identified. At the same time, we

Organizational involvement, Function as a resource center

developed the “AT utilization self-assessment matrix version for

14

disabilities,
andAssistive

Communication

Technology(AT),

Technology(ICT),NISE's Activities: Research Summaries from the Final Reports

NISE BulletinVol. 14 March 2015

H25-B-05 (Specialized Research B)

Research on improvement in teaching children with speech and language delays as
their main needs from the stage of early childhood-Classification of the actual state of children and assessment of effectiveness ofteaching methods[Research period] FY2012-FY2013

workshops, and collection and analysis of materials through[Principal researcher] KUBOYAMA Shigeki

onsite investigations. As a result, concerning the actual[Summary]

condition of those children, we succeeded in abstracting seven

The main educational need of around 30% of the children, who

items of primary background factors, thus obtaining a

are receiving instruction in “language classrooms” (resource rooms

viewpoint for summarizing the actual condition of the children.

or special support classrooms for children with special needs ofIn terms of instruction contents, we succeeded in summarizing

speech and language), is language delays. There is a broad rangeeight key items for instruction in language classrooms.

of the actual condition of children whose main need is language

Concerning language classrooms for young children, wedelays, causing instructors in charge a great deal of struggle inworked in liaison with regional maternal and child health,determining the best form of instruction to provide. In response to

medical, and welfare facilities, as a result of which we clarified

this problem, this research project clarified (1) the actual situation

the role of consistent support up through entering school.

of children whose main need is language delays, (2) the contents[Keywords]

and methodology of instruction, and (3) the role of language

Language delays, Language development, Language disorder,

classrooms for young children we have supported from the earlier

Resource rooms, Language classrooms for young children

stage, by conducting case studies, collection of materials through14
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NISE Bulletin Vol. 14 March 2015

NISE's Activities

Report on FY 2014 National Institute of Special Needs Education Seminar
Annual seminar of NISE(FY2014) was held for two days, on

National Institute of Special Needs Education].

January 29 (Thursday) and January 30 (Friday), 2015, under theDuring the lunch break, we made poster presentation of thetheme of “Promotion of special needs education for developing an

research projects that we have been engaged in up until last year,

inclusiveeducationsystem”

with

thesubtitleof‘newand poster presentation of basic information and recent topics ofdevelopments in school and community involvement.’

the various areas, including education for children with autism,

We were able to welcome an amalgamated total of more thanvisual impairment, or physical disabilities, and exhibition of

900 participants at our venue, the National Olympics Memorialassistive technology devices, in which we exchanged opinions

Youth Center (Yoyogi, Shibuya Ward, Tokyo).

with the participants.

On the first day, an administrative explanation was given by the

During the afternoon of the second day, in Session 3, we held

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

breakout meetings for presentation of results of three researchfollowed by the carrying out of a keynote speech and a symposium

projects.

on the theme of “For providing support for children in schools and

The theme of the first meeting was [Seeking after the desirable

communities” as Session 1.

structuring of a future inclusive education system—case examples

The keynote speech was given by Ms. Hisako Ando (professorof involvement in the model project areas (municipalities) fundedof Ochanomizu University), under the theme of “Structuring of anand supported by the Ministry of Education, Culture, Sports,

effective support system upon the basis of regular

Science, and Technology].

classes atprimary and secondary schools- Aiming toward flexibility of

The theme of the second meeting was [learning assessment that

support that utilizes a broad variety of expertise.”changes classes and schools --strategies for encouraging

She focused upon the current situation and challenges faced byorganizational/systematic learning assessment in education for

special needs education in primary and secondary schools, giving

intellectual disabilities].

examples of involvement of schools and communities that utilized

The theme of the third meeting was [making a proposal of thetheir unique situations, and discoursed on an effective support

information packages PALETTE that contribute to the assessment,

system based upon regular classes at primary and secondary

establishment of educational goals and contents, and evaluation forschools.

students with severe disabilities – application of person-centered

At the symposium, symposiasts from schools for special needs

educational planning].

education, primary schools, and boards of education respectively

In each of these sessions, their study results were reported. All

presented topics from their own points of view concerning actual

the participants deepened their mutual colloquy through taking partpresent involvement of schools and communities.

in a question and answer session with researchers and exchanging

After that, Ms. Ando held designated discussions and exchange

opinions with each other.

of opinions with the participants, and then the symposiasts
discussed new future development in the context of theinvolvement of schools and communities.
On the morning of the second day, in Session 2, during the first
half, explanations were given concerning a summary of theresearch activities in which our research institute is involved, andthis was followed by a report concerning the results of the
supplementaryresearch

titled“Databaseforsupporting

development of inclusive education system (Inclusive DB)” of the[Study concerning students in regular classes suspected ofdevelopmental disabilities and need special education support].
Useful questions and opinions were also gained from theparticipants. During the second half, a project report was made of
the process and current status of [the project for dissemination andpromotion of assistive technology and teaching materials by the16

NISE BulletinVol. 14 March 2015

NISE's Activities

Other Topics
World Autism Awareness Day 2014
At the General Assembly of the United Nations in December 2007,

create a people-friendly community.” On the day it was held, we

the decision was made to designate April 2 as an annual World

were blessed with good weather, and around 360 people

Autism Awareness Day in order to promote public awareness ofparticipated.

Autism around the world through the cooperation of the

The morning symposium 1 was titled “creation of a people-friendly

governments, NPOs, etc.

and comfortable community to live in,” and reports were made by

In response to this, a “World Autism Awareness Day Japanthe mayors of Memuro city in Hokkaido, Kashiwa City in Chiba

Executive Committee” was organized here in Japan, and thePrefecture, and Akashi City in Hyogo Prefecture. The afternoon

National Institute of Special Needs Education (NISE) is actively

symposium 2 was titled “Efforts in our community,” and reports

involved in it as a cosponsored organization, playing a role inwere made by 3 groups of supporters concerning the efforts being

autism public awareness activities. It also works for promotion ofmade in their regions.

understanding and enlightenment of developmental disabilities in

In addition, an event of Blue Light-up of Tokyo Tower was carried

all parts of Japan through the holding of an annual “Development

out on April 2. This event of blue light-up was also carried out

Disability Public Awareness Week” from April 2nd through 8th.

throughout Japan and even overseas.

As this year’s Public Awareness event, the “World Autism
Awareness Day 2014 Symposium” was held at Nadao Hall

World Autism Awareness Day Japan Executive Committee official(Kasumigaseki, Chiyoda-Ku, Tokyo) on March 29, 2014. This

websiteyear’s theme was “Let’s all support each other -Together, let’s

http://www.worldautismawarenessday.jp/

FY2014 Workshop on Counseling Support Staff for School Enrolment
NISE held a “Workshop for Counseling and Support Staff for

69 supervisors from all over Japan participated.

School Enrolment” in cooperation with the MEXT on July 17 andOn the first day, an administrative explanation was given by the18, 2014.

MEXT, under the title of “The current situation in special needs

This workshop has been held since last fiscal year for the purpose

education,” and this was followed by a lecture titled “Utilization ofof improving the special skills of support staff members anda database for supporting development of inclusive educationenriching counseling and support for school enrolment, throughsystem.”presentations and discussions by people in leading positions

On the second day, presentations on efforts in Miyagi Prefecture

involving counseling and support for school enrolment throughout

and Saitama City were given under the theme of “the appropriate

Japan. This fiscal year marks the 2nd holding of this workshop, andway of education counseling and school placement decisions for

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NISE BulletinVol. 14 March 2015

NISE's Activities
the purpose of providing the most appropriate learning venue forand municipal level(designated cities), and these separate groups

meeting the educational needs of each individual student.” Next,

carried out discussion on their efforts in counseling and support forthe participants were divided into two groups: prefectural level,school enrolment.

FY2014 Workshop for Leaders of Guidance Practices in School Dormitories forSpecial Needs Education
NISE held a “Workshop for Leaders of Guidance Practices infor special needs education,” and this was followed by a lecture

School Dormitories for Special Needs Education” in cooperation

titled “Viewpoint for promoting communication between children

with the MEXT on July 24 and 25, 2014.

and people around them.”

This workshop is to be held on an annual basis, for the purpose of

On the second day, presentations were given by participants

improving the special skills and leadership of support staff

concerning on-site efforts in dormitories, with titles as “Themembers in school dormitories for special needs education,

activities of the floor volleyball clubs” and “Involvement inthrough presentations and discussions by people in leading

dormitory student organization activities.” Next, the participants

positions involving guidance practices in school dormitories forwere divided up into types of disability fields, and carried out

special needs education throughout Japan.

group discussions. Senior Specialists for special needs education

This fiscal year, 74 dormitory staff from all over Japan

from the MEXT and headmasters of schools for special needs

participated.

education (hearing impairment, intellectual disabilities, andOn the first day, an administrative explanation was given by thephysical disabilities) participated in the discussion as advisors.

MEXT, under the title of “The current situation in administration

FY2014 Workshop for Leaders of Education for Developmental Disabilities
NISE held a “Workshop for Leaders of Education forwhere they carried out presentations and group discussions. The

Developmental Disabilities” in cooperation with the MEXT on

theme of the first group was “Support for smooth transfer from

July 31 and August 1, 2014.

kindergarten to primary school,” and the theme of the second

This workshop is to be held on an annual basis, for the purpose ofgroup was “Support for smooth transfer from secondary school toimproving the knowledge and special skills of support staff

high school, and to after graduation.” In the group discussions,members and enhancing support and guidance by local

reports and information exchange was carried out upon the basis ofgovernments, through presentations and discussions by people in

the reports of the participants.

leading positions involving guidance and support for students with
developmental disabilities throughout Japan.
This fiscal year, 128 educators from all over Japan participated.
On the first day, an administrative explanation was given by the
MEXT, under the title of “Trends in education for students with
developmental disabilities,” and this was followed by an
explanation of the NISE project titled “ ‘ Reasonable
Accommodation’ in inclusive education systems and related
database,” and after this, a NISE research report titled“Investigation of students enrolled in regular classes suspected ofdevelopmental disabilities andneedspecial educational

support” was given.
On the second day, the participants were divided into two groups

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NISE BulletinVol. 14 March 2015

NISE's Activities

FY2014 Workshop for Utilization of Special Needs Education Teaching Materials andAssistive Technology Devices
NISE held a “Workshop for Utilization of Special needs Education

During the morning of the second day, Tokyo University Professor

Teaching Materials and Assistive Technology Devices” inKenryu Nakamura gave us a special lecture, after which,cooperation with the MEXT on August 18 and 19, 2014.

continuing from the first day, Lecturer Hisashi Ogawa carried out aAt the NISE has started a “Promotion Project for Dissemination ofworkshop. In the afternoon, in poster sessions by the participants,

Assistive Technology and Teaching Materials,” as a new projectvigorous information exchange was carried out.

for fiscal 2014. This workshop is also to be held on an annual basis,
as part of the dissemination activities for special needs educationmaterials and assistive technology devices, for the purpose ofincreasing the specialized knowledge of support staff members andenhancing leadership in each regions, through presentations anddiscussions by people in leading positions relating to utilization ofassistive technology and teaching materials for students withdisabilities throughout Japan. On this first fiscal year of its holding,
55 educators from all over Japan participated.
On the first day, an administrative explanation was given by the
MEXT, under the title of “Promotion of special needs education
and utilization of assistive technology and teaching materials,” andthis was followed by the workshop by Hisashi Ogawa, lecturer at
Hyogo University of Teacher Education.

Full Operation of “Inclu-DB” Database of practical example of “Reasonable
Accommodation”
The NISE has opened a website titled “Database for Supporting

actually being carried out.”

Development of Inclusive Education System (Inclu-DB),” and in
July 2014, it opened a database of practical example of* Database for Supporting Development of Inclusive Education“Reasonable Accommodation” inside its Inclu-DB. As of the end

Systemof January 2015, 84 examples were posted, and there are plans to

http://inclusive.nise.go.jp/

increase the number of examples continuously in the future.
The

databaseofpractical

exampleof“Reasonable

Accommodation” is a database with a compilation of efforts
toward 8 items of “Preparation of Fundamental Environments” and3viewpoints-11items of “Reasonable Accommodation”. Those
items were specified in a report of the Subdivision on Primary andSecondary Education of the Central Council for Education in July
2012, titled “Promoting Special Needs Education for Developmentof an Inclusive Education System Leading to the Creation of
Cohesive Society.”
We hope that you will refer to such practical examples, when you
have concretized reasonable accommodation on new concepts inthe education workplace where there is diverse places of learning,
because it answers your question of “just what sort of activities are

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NISE's Activities

FY2014 Open Day
On November 8, 2014, a FY2014 “Open Day” was held, and 315
people participated, including teachers, child care staff, university
students, guardians, and people from the local community.
This fiscal year, under the theme of KODOMO TO TOMONI(“Being along with a child”), events consisting of a broad range ofsubjects, including easy-to-understand introduction of the mostrecent research results and the work being done in the field by
NISE, as well as introduction of a broad variety of disability virtual
experiences, exhibitions and demonstrations of teaching materials,
teaching tools and assistive technology devices, and devices forcare and support on the living environment for children withdisabilities, plus mini-lectures on the unique features ofdevelopmental disabilities.
Also, as a new plan for this fiscal year, an “Inclu Café” was opened.
At this Inclu Café, 29 people, mainly university students,
participated, and while eating lunch with NISE President
Kazushige Shishido, Executive Director Yoshiyuki Shinya, andresearch staff members, and all of them talked about the questions
concerning special needs education and the ideal educator image.
One of participants said, “I spent extremely enjoyable andsignificant time in freely questioning the NISE staff members that
we have no chance to come into contact with under normal
circumstances, making it possible for us to carry out informationexchange with students from other universities who are aiming
toward becoming educators in the field.”

FY2014 Workshop for Leaders of Promoting Joint Activities and Learning
NISE obtained the cooperation of the MEXT and held athe NISE project titled, “Database for Supporting Development of“Workshop for Leaders of Promoting Joint Activities andInclusive Education System (Inclu-DB),” and then, there was a

Learning” on November 20 and 21, 2014.

presentation concerning practical examples in Ehime and Iwate

This workshop is to be held on an annual basis, for the purpose ofPrefectures under the theme of “Efforts to promote joint activity

promoting joint activity and learning and understanding ofand learning through systematic and organizational approach.”disabilities among all regions, through presentations andOn the second day, the participants were divided up into three

discussions by people in positions for promotion of joint activities

groups where they carried out workshops. The theme of the 1st

and learning between students with and without disabilities

group was “inventive learning activities for the purpose ofthroughout Japan.

promoting joint activities and learning”; the theme of the 2nd group

During this fiscal year, 75 educators from all over Japanwas “Promotion of joint activities and learning of students in their

participated.

residential areas”; and the theme of the 3rd group was

On the first day, an administrative explanation was given by the“Administrative involvement in promotion of joint activities and

MEXT, under the title of “Current situation and challenges of joint

learning.”

activities and learning,” and this was followed by an explanation of

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NISE BulletinVol. 14 March 2015

NISE's Activities

Establishment of a memorial monument titled “KODOMO TO TOMONI (Being
along with a child).”
On November 8, 2014, NISE held an unveiling ceremony for the“Convention on the Rights of Persons with Disabilities” by Japan“KODOMO TO TOMONI” monument. This monument wasin 2014, with a design based upon the logo mark of the NISE.

established in commemoration of the UN ratification of the

The monument bears the following inscription.

"KODOMO-TO-TOMONI"("Being along with a child")
To commemorate the year of our ratification of UN Convention on the Rights of Persons with Disabilities and with
Our sincere gratitude for the past and to the people who dedicated for the education of the children with disabilities,
Our full confidence in everyone who is now working tirelessly for a child with a disability and promotion of Special Needs
Education, andOur strong hope for the future and development of the inclusive education system for enhancing the lives of all the children,
We establish this Memorial Monument here in Yokosuka, Kanagawa, Japan.
November 8th, 2014
The National Institute of Special Needs Education

The monument’s title “KODOMO TO TOMONI” was derived

Trends in Education for Handicapped Children”).

from the words of the first president of the NISE, the late Professor

Today, special needs education aimed toward structuring of an

Yasuo Tsujimura, “What I want to admonish you to keep in mind

inclusive education system has become a major matter of policy,

from now on and forever more is just one thing, that all discussions

and in this context, high hopes are held for this monument to serveon education must never be based upon standards from which

as foundation to rely upon by every individuals involved inchildren are absent.” (quoted from Yasuo Tsujimura’s book “Newexerting unstinting efforts toward children.

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NISE's Activities

World Autism Awareness Day 2014 in Yokosuka
On December 6, 2014, the 5th “World Autism Awareness Day 2014

Special Gifts”; (2) mini-lectures concerning understanding andin Yokosuka” was held at the Yokosuka Municipal General Welfare

ways to help people with autism as seen in scenes in the film; andHall, under the joint sponsorship of the Special Needs Education(3) messages from people with autism. Also, on all the walls of the

School for Children with Autism, University of Tsukuba.

venue, works by students at kindergarten section of Tsukuba

The UN designated April 2 as an annual World Autism Awareness

University’s Kurihama Special School were displayed.

Day, but “World Autism Awareness Day 2014 in Yokosuka” wasOn the day of the event, about 160 participants, including mothers

held, during the disability week (December 3 to December 9)with small children and senior citizens, plus the staff members,

carried out under the auspices of Yokosuka City and the Yokosuka

listened to the programs intently. In addition, five 3rd-year students

Municipal Education Committee, as an event related to theof Yokosuka Municipal Yokosuka Sogo High School participated“Disability Week Campaign Yokosuka.”

as volunteers and acted as ushers and guides inside the venue.

This year, under the theme of “Let’s learn about the world ofautism -Let’s expand small relationships-,” programs were carriedSpecial website for World Autism Awareness Day

out, including (1) screening of the film “My grandchildren with

http://www.nise.go.jp/waad/

Exhibition of Special Needs Education Materials and Assistive Technology Devices
December 6 and 7, 2014, an “Exhibition of Special Needs

simultaneously, many of them participated in this exhibition. On

Education Materials and Assistive Technology Devices” was held

top of this, for the government of City of Kyoto, that served asat the Kyoto International Conference Center.

sponsor, we issued participation certificates for 200 people in

At the NISE, as a new project for this fiscal year, a “Promotion

advance, making it possible for many people to participate as well.

Project for Expansion of Assistive Technology and Other Teaching

From Kyoto, both the mayor and the superintendent of education

Materials” was carried out. This exhibition was held as a part ofattended as observers.

the spreading activities for special needs education teaching

At the exhibit booths inside the venue, 12 teachers gave

materials and assistive technology devices for the purpose ofdemonstrations of practical examples of utilization of the teachingbroader introduction of practical examples of the educationmaterials and the assistive technology devices, giving explanations

materials and assistive technology devices actually being used byto the participants. At all the exhibit booths, they vigorously

school teachers.

exchanged opinions with the participants while they both actually

At this exhibition, 166 people who registered in advance as well asviewed and handled the teaching materials and the assistive

95 people without registration participated. Also, among aroundtechnology devices, creating a bustling atmosphere throughout the

1,200 people participated in the “ATAC Conference” that was held

entire day.

22

NISE BulletinVol. 14 March 2015

NISE's Activities

Fiscal 2014 Tsujimura Award Ceremony and Memorial Lecture
The “Tsujimura Award” is given to people for their outstanding
contributions or distinguished research in the field of special needs
education. The award has been established in long commemorationof the posthumous influence of the late Yasuo Tsujimura who was
the first president of the NISE and who exerted unstinting efforts
toward promotion and development as Japan’s leading expert in thefield of special needs education. .
At the selection committee meeting held in November, Ms. Taiko
Nagasawa (part-time lecturer at the Uekusa Gakuen University)
was chosen as the recipient of the fiscal 2014 year “TsujimuraAward,” and on December 17, 2014, an award ceremony andmemorial lecture were held at the NISE.
For the memorial lecture, Ms. Nagasawa gave a speech title of“Speaking about special needs education for children with speech
and language disorders” and it provided an extremely valuable
opportunity for the members of the NISE.

22
23

Recent Policy and Status on Special Needs Education in JapanNISE Bulletin Vol. 14 March 2015

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

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

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

Attention-Deficit/Hyperactivity

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

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

the percentage of enrollment to high school level special needs

knowledge and experience, and wheel chair accessible structure

education school increases, and students with disabilities haveare in use at special needs education schools and special needs

more chances after graduation. In consideration of all situations,education classes at primary and secondary schools (which are

the School Education Act was amended in June of 2006. And,

hereinafter referred to as public schools). Also, In addition toprevious school system for the blind, deaf and otherwise wasspecial needs services in resource rooms, each person’s

converted into “special needs education school system” which can

educational need is filled by disabled-friendly teaching methods

manage two or more types of disabilities in order to handle

such as achievement based teaching and teaching in small groups,

multiple disabilities. Special needs education schools should give1

Disorder(ADHD),and effective use of Special Needs Education Assistants in theadvice and support about the educational matters of students withpublic school classes.

disabilities by using their highly specialized knowledge and skillsst

As of May 1 2013, approximately 385,000 students belong toat the request of public schools, so that they play a role as a center

special needs education schools, special needs education classes ofsystem of special needs education (functioning as a resource

public schools and special needs services in resource rooms2.

center) in the community. Also in public schools, fosterage ofAmong them, the students at the stage of compulsory education

special needs education for students with disabilities including

were about 320,000, or 3.1% of all students at the samedevelopment disabilities is specifically set by law.

educational stage. The number of students taking classes at special

Along with the issue of Revised Basic Law for Persons withneeds education schools, in the public school classes, or by special

Disabilities in August of 2011, the law set out that necessary

needs services increases year after year. And, the rate of students

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

who weren’t mentally challenged, but had a possibility of

be taken with the best effort possible to enable

developmental disability was around 6.5% when the Ministry of

disabilities and other students to study together as much as

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

possible. The purpose is to give people with disabilities good

carried out research in 2012.

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

their disabilities.

students withdisabilities have been increased. Demands for supporting students

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

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

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

The Japanese government signed the treaty in September 2007

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

1

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

2

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

24

NISE Bulletin Vol. 14 March 2015

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

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

teach children under medical treatment in March 2013. The

inclusive education system. Therefore, the Special Committee of

information was made public to the relevant organizations.

the Future Direction of Special Needs Education set by the

According to the research of improving status of special

Central Education Council considered the way to develop special

needs education in fiscal 2004, public schools almost

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

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

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

by The Subcommittee on Primary and Secondary Education)”

And also, they steadily encourage making “individualized

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

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

are relatively behind compared to the schools.

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

Public Kindergartens to High Schools

and staff.

In public schools, there are many different types of children

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

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

students with disabilities had to attend special needs education

Education Assistant” who assists school life and gives

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

municipalities determine what schools students should attend

financial support expanded into kindergartens from 2009

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

disability.

SpecialNeeds

Education

Assistants

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

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

Developmental

Disability-

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

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

Revision of School Education Act became effective after April 1st

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

May 1st 2014.)“FosterageofSpecialNeeds

Education(announced by

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

to promote the efforts of Each School and the Board of

Recently, disabilities of children who attend special needs

Education. In addition to support system improvement, it also

education school have become more severe and overlapped.

mentioned basic idea and points of attention about special needs

It is required for us to appropriately respond to the issue.

education.

Considering these situations, Law was changed in June 2006

Our nation pays part of expense as Project for the Promotion ofso that the school system for the blind, deaf and otherwise

Special Needs Education System for every school (fromchanged into the system for special needs education school.

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

so on.)

posted in March 2009 was also improved.

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

opening training courses and more are conducted.

There are pre-school children and pupils who need daily

3

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

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

5

educational advices.
National guideline books for making school curriculum25

Recent Policy and Status on Special Needs Education in JapanNISE Bulletin Vol. 14 March 2015

medical care at special needs education schools, and they should

schools for special needs education, primary and secondary

be protected in order to have a safe school life.

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

Therefore, MEXT and Ministry of Health, Labour and Welfare

Council for Education posted in January 2008. After that, thehave worked together and practically studied how to foster

courses of study for primary and secondary school wereconnections between schools for blind, deaf and otherwise (nowpublished the same March, and the courses of study for highcalled as special needs education school) and medical institutions

school and school for special needs education were issued

since 1998.

following March.

On the other hand, the Certified Social Worker and Certified

The course of study for special needs education school wereCareworker Act are partially revised because of “the Nursing

updated from following points of view; ① updating its

Care Insurance Act for Strengthening the Basis of Nursing

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

educational curriculums for kindergarten, elementary, middle

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

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

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

disability. ③ enhancement of carrier education to promote

Teachers in special needs education school used to provide

students’ independence and social participation.

medical care by ignoring the illegality. But, the new act makes

Also, about special needs education in public schools, wethem able to provide medical care institutionally.

specified that teachers provide students planned and organized

In October 2011, MEXT began “the Medical Care Review

teaching according to respective state of disability such as

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

consider whether schools for special needs education can

education support plans. Middle school and junior high school

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

new course of study since 2012.

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

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

Adaptation for Severity, Overlap, and Diversificationof Disability

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

severity, overlap, and diversification of disability, we had

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

educational curriculum for students with intellectual disability,

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

School Enrollment for Special Needs Education School.”

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

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

students

specialMarch 2009. It newly defines example methods such as

circumstances about attending special needs education schoolwithdisabilities.

Consideringwithcooperation between teachers and employment of outsideand special needs education class in public school, the nation

experts. Also, the course of study states that faculty have toand local authorities pay whole or part of expenses which ismake individualized educational support plans in order to help

required to attend school according to their financial capacity.

students with related organization from the perspective ofFor example, expense for transportation, textbook, boarding

providing appropriate teaching for each students, as well ashouse, and so on. The purpose is to reduce parents’ financial

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

burden.

of “independent activity”(3)Improving Educational Curriculum for Special Needs②

Education

Carrier Education and Working Support Cooperatingwith Related Organization

About educational curriculum for special needs education in

It is very important for person with disability to be supported

26

Recent Policy and Status on Special Needs Education in JapanNISE Bulletin Vol. 14 March 2015

for employment and achieve vocational independence in order

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

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

regulated to provide a time which both children can share,

life. Nevertheless, among graduates of schools for special

and every school has been taking necessary steps. And

needs education high school division, ratio of the people who

now, the new course of study adds regulation of making

entered welfare institutions reached 64%. At the same time,

opportunity for joint activities and learning together based

ratio of people who got job was still 28% in 2014. Thus,

on The Basic Law for Persons with Disabilities. Besides,

vocational independent rate is in harsh conditions. Possible

since 2010, MEXT has been taking on a practical research

factors are improvement of organizing high school level

which fosters relationship and joint educational programs

special needs education school, and the number of people whowith public schools in the areas where special needs

find employment is remaining flat although the number ofeducation school exists and its students live. National

students attended the high school division is increasing

Institute of Special Needs Education (NISE) develops

because of the growth of in-home or hospital visitation

human resources that will be leaders of each prefecture. It

teaching caused by increasing severity and overlap oftargets teachers and teaches’ consultants, and holds thedisabilities.

Research Council for Leader to Foster Joint Activity and

The new course of study describes several improvements due

Learning.

to enhancement of carrier education and working support; ①
increasing opportunity for job experience such as long-term(4)Improving Specialty of Teachers

training at industrial fields, ②development of organizational

The revised Basic Law for Persons with Disabilities

framework at schools and cooperation with labour- andissued in Aug 2011 states “Related to education for③ creating

expertpersons with disabilities, the nation and local authority

subject, ”Welfare” in special needs education school high(omitted) have to hire experts and enhance theirschool divisions where students with intellectual disability go

qualifications, (omitted) foster development of the otherto. Now, MEXT studies development of carrier education inenvironment.” Now, further improvement of teachers’

line with the purpose of the new course of study.

expertise is required. As of May 1st of 2013, the ratio of

To foster employment of people with disabilities, a measureteachers who have special needs education school

which unites institutions in the field of education, welfare,teacher’s license is 71.5%, so that raising the percentage

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

is an urgent issue.

developing measures making smooth transition not only from

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

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

percentage. At the same time, we ask them comprehensive

Therefore, MEXT cooperated with Ministry of Health, Labourdecision with deep thought about status of teacher’sand Welfare in March 2013 and issued a document to thelicense holding ratio when they employ, train, and allocate

Prefectural Boards of Education. The document fosters job

teachers. Also, we have held leader training course which

support activities for children with disabilities by using various

targets leaders of the Prefectural Boards of Education

measures for labor organizations such as working support

since 2006. Besides, NISE provides a variety of training

seminar and project fostering people with disabilities’ job

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

experiment.

each prefecture.

welfare-related③

institutions,anewDevelopment of Joint Activities and Learning6(5)Efforts by National Institute of Special Needs

Spending the time with children with disabilities and children

Education (NISE)

without disabilities together is not only significant for all

NISE, as the only national institute for special needs

children to raise sociability and enrich humanity, but also very

education, fosters specialized study and training about

important opportunity to understand and get to know each

how to teach preschool children, school children, andother in a right way.

adolescent with various disabilities which include

6

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

27
22

Recent Policy and Status on Special Needs Education in Japandevelopmental disability. Moreover, it established “Information
Center of Education for the persons with Developmental
Disabilities,” and the center offers educational information
related to developmental disability and shows lectures forteachers, educators, and parents through the internet.

28

NISE Bulletin Vol. 14 March 2015

NISE Bulletin Vol. 14 March 2015

Recent Policy and Status on Special Needs Education in Japan

Recent Data on Education for Children with Disabilities in Japan
Statistical data are collected as of May 1, 2013

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

Total

Numberofofschoolsclasses

Kindergarten

Elementary

dept.

dept.

Lower

Upper

secondarysecondary

dept.

dept.

Total

1,080

33,356

1,604

37,61929,554

63,793

132,570855

24,198

1,467

27,666

21,78748,191

99,111(1) Visual impairment

65

1,240

214

612

444

1,924

3,194

(2) Hearing impairment

90

1,820

1,148

1,965

1,236

1,659

6,008

(3) Intellectual disabilities

502

15,71063

18,724

16,07540,15475,016(4) Physical/motor disabilities

135

4,416

42

5,420

3,213

3,641

12,316(5) Health impairment

63

1,012

_

945

819

813

2,577

225

9,158

137

9,953

7,767

15,60233,459(1)+(3)

1

53

13

114

92

-

219

(1)+(5)

1

18

-

9

2

19

30

(2)+(3)

10

249

42

196

182

444

864

(3)+(4)

132

5,814

12

6,579

5,045

10,902

22,538(3)+(5)

13

504

-

553

508

970

2,031

(4)+(5)

19

769

14

797

509

614

1,934

(1)+(4)+(5)

1

36

1

26

23

25

75

(2)+(3)+(4)

1

58

3

61

44

70

178

(2)+(3)+(5)

1

38

14

43

23

61

141

(3)+(4)+(5)

28

950

5

977

779

1,458

3,219

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

1

47

5

43

42

67

157

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

1

85

9

84

62

118

273

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

16

537

19

471

456

854

1,800

Total of Schools forSpecific Disability only

Total of Schools for two or
more Disabilities

Total of teachers & staffs

92,004

Number of teachers

77,663

Number of staffs

14,341*This table is classified by the type of disabilities which each school specifies according to their school regulations.

26
29

NISE Bulletin Vol. 14 March 2015

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

Number ofclasses

Visual impairment

85

Hearing impairment

Kindergarten
dept.

Elementary
dept.

Lower
secondary
dept.

Upper
secondary
dept.

2,270

239

1,858

1,124

2,719

5,940

120

2,821

1,236

3,090

1,922

2,376

8,624

Intellectual disabilities

706

28,334

209

33,464

26,29958,253

118,225

Physical/motor disabilities

334

12,076

143

13,633

8,311

9,963

32,050

Health impairment

143

7,370

24

7,475

5,244

6,910

19,653Total*In this table, the number of schools, classes and children enrolled were counted based on disability category respectively, so that these numbers were
multi-counted if they are related to two or more disabilities.

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

Lower secondary schools

Total

Number ofclassesNumber ofchildren

Number ofclassesNumber ofchildren

Number ofclassesNumber ofchildrenIntellectual disabilities

15,937(46.7%)

59,738(49.4%)

7,975(51.1%)

30,665(56.8%)

23,912(48.1%)

90,403(51.7%)

Physical/motor disabilities

1,969(5.8%)

3,193(2.6%)

737(4.7%)

1,106(2.0%)

2,706(5.4%)

4,299(2.5%)

Health impairment

1,039(3.0%)

1,794(1.5%)

449(2.9%)

776(1.4%)

1,488(3.0%)

2,570(1.5%)

Low vision291(0.8%)

353(0.3%)

74(0.5%)

89(0.2%)

365(0.7%)

442(0.3%)

Hard of hearing626(1.8%)

989(0.8%)

262(1.7%)

411(0.8%)

888(1.8%)

1,400(0.8%)

Speech and language disorders461(1.4%)

1,511(1.2%)

101(0.6%)

140(0.3%)

562(1.1%)

1,651(0.9%)

Autism/ Emotional disturbance

13,810(40.5%)

53,328(44.1%)

6,012(38.5%)

20,788(38.5%)

19,822(39.8%)

74,116(42.4%)

34,133

120,906

15,61053,97549,743

174,881

Total
Number of teachers in charge

36,466

17,05553,521

Number of schools established

15,84907,65523,504*The secondary schools are not included here. There are no special classes in those schools.
*Special needs education classes for Autism/Emotional disturbance was substituted for ones for Emotional disturbance since 2009.

26
30

NISE Bulletin Vol. 14 March 2015

Recent Policy and Status on Special Needs Education in Japan(4) Number of children receiving special needs services in resource rooms, number of teachers in charge,
number of ordinary schools in which resource rooms are established - public institution Elementary
schools

Lower secondary
schools

Total

Speech and language disorders

33,305(47.0%)

301(4.3%)

33,606(43.1%)

Autism

10,680(15.1%)

1,628(23.4%)

12,308(15.8%)

Emotional disturbance

7,189(10.1%)

1,424(20.5%)

8,613(11.1%)

Low vision156(0.2%)

23(0.3%)

179(0.2%)

Hard of hearing

1,674(2.4%)

370(5.3%)

2,044(2.6%)

Learning disabilities

8,785(12.4%)

1,984(28.5%)

10,769(13.8%)

Attention deficit hyperactivity disorder

9,105(12.8%)

1,219(17.5%)

10,324(13.3%)

Physical/motor disabilities

19(0.03%)

7(0.10%)

26(0.03%)

Health impairment

11(0.02%)

2(0.03%)

13(0.02%)

70,924

6,958

77,882

Number of teachers in charge

5,272

834

6,205 *1

*1 The data includes 99 teachers of schools
for special needs education.

Number of schools established

2,991

566

3,620 *2*2 The data includes 63 schools for special
needs schools.

Total(5) National demographic data for schooling of children
Compulsory education stage(elementary and lower secondary)
Number of children enrolled (all)10,300,120(100.0%)15,279,148(100.0%)

Number of children receiving special needs education
Breakdownof above

319,936(3.2%)

385,333(2.5%)

Enrollment in special schools

67,173(0.7%)

132,570(0.9%)

Enrollment in classes for special needs education

174,881(1.7%)

174,881(1.1%)

Number accessing resource rooms

77,882(0.8%)

77,882(0.5%)

42(0.0004%)

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

Breakdownof above

All stages(kindergarten to upper secondary)

Health impairment/Growth retardation

42

Enrolled in children’s facilities/corrective
institutions

39

Multiple nationality

2,904

Others

587*The number of children enrolled in schools for special needs education and special classes include all national, public and private institutions while those ofresource rooms came from the data of public institution only.

26
31

NISE Bulletin Vol. 14 March 2015

Recent Policy and Status on Special Needs Education in Japan(6-1) Trend of the enrollment rates belong to the classes for children with multiple disabilities counted bydisability categories among all children in the schools - totals for national, public and private institutions –① Elementary and lower secondary department

Total (%)

1980

1985

1990

1995

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

31.0

36.6

38.3

43.8

45.1

44.6

43.4

43.5

43.3

43.1

42.8

42.5

41.2

41.2

41.1

40.1

39.1

38.2

26.6

30.9

35.4

41.9

43.3

43.8

42.3

44.5

46.4

46.0

47.0

48.8

46.5

44.3

45.3

41.0

42.2

12.7

12.7

15.7

17.9

17.4

17.9

17.9

18.4

19.4

18.8

19.6

26.1

24.9

24.7

24.8

25.0

25.7

34.1

34.0

37.2

37.6

36.7

34.9

34.9

34.3

34.3

34.3

35.9

34.9

34.5

34.2

33.3

31.9

31.1

53.9

59.9

71.4

75.0

74.9

74.4

74.8

75.3

75.4

75.3

66.1

64.5

63.8

59.7

61.7

59.7

58.0

33.3

33.0

31.4

32.5

34.1

35.9

37.9

38.5

39.5

39.3

44.4

44.8

45.5

45.5

43.3

43.1

43.8

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

②Upper secondary department
1980
Total (%)

1985

1990

1995

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

15.6

18.8

23.9

23.2

23.0

23.1

22.4

22.4

22.0

22.1

21.3

21.0

19.9

19.5

19.0

19.0

7.2

8.0

7.6

7.9

8.3

8.0

7.5

7.7

7.9

8.1

15.8

15.6

15.4

16.8

16.0

17.2

5.3

6.0

7.9

7.3

7.2

8.0

8.9

9.5

7.9

8.0

18.8

18.3

16.9

15.9

15.5

16.3

9.0

13.6

17.9

17.1

16.5

16.8

16.2

16.5

16.3

17.8

17.4

16.8

15.9

15.6

15.1

15.1

32.3

51.1

60.5

59.5

60.8

60.8

59.6

58.1

57.9

46.9

43.7

41.8

38.0

37.9

36.4

35.7

28.8

30.6

45.1

45.0

44.5

44.5

41.6

44.2

39.5

39.5

37.7

39.1

33.9

31.6

31.2

32.1

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

26
32

NISE Bulletin Vol. 14 March 2015

Recent Policy and Status on Special Needs Education in Japan(6-2) The number of children belong to the classes for children with multiple disabilities counted by disability
categories and their enroll rates among all children in the schools - total for national, public and private institutions Elementary and lower
secondary dept.

Upper secondary dept.

Total

Number ofEnrolment

Number ofEnrolment

Number ofEnrolmentchildrenratechildrenratechildren

rate

Total

25,67938.2

12,11919.0

37,79828.9(1) Visual
impairment

493

46.7

244

12.7

737

24.7

(2) Hearing
impairment

646

20.2

214

12.9

860

17.7

(3) Intellectual
disabilities

9,195

26.4

4,772

11.9

13,96718.6(4) Physical/motor
disabilities

6,960

80.6

2,537

69.7

9,497

77.4

(5) Healthimpairment

577

32.7

322

39.6

899

34.9

(1)+(3)

40

19.4

-

-

40

19.4

(1)+(5)

6

54.5

1

5.3

7

23.3

(2)+(3)

91

24.1

39

8.8

130

15.8

(3)+(4)

5,009

43.1

2,672

24.5

7,681

34.1

(3)+(5)

328

30.9

192

19.8

520

25.6

(4)+(5)

1,047

80.2

443

72.1

1,490

77.6

(1)+(4)+(5)

36

73.5

21

84.0

57

77.0

(2)+(3)+(4)

58

55.2

18

25.7

76

43.4

(2)+(3)+(5)

13

19.7

2

3.3

15

11.8

(3)+(4)+(5)

725

41.3

380

26.1

1,105

34.4

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

19

22.4

21

31.3

40

26.3

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

110

75.3

55

46.6

165

62.5

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

326

35.2

186

21.8

512

28.7

*This table is classified by the type of disabilities which each school specifies according to their school regulations.
*The enrollment rates were calculated as ‘the number of children belonged to the classes for children with multiple disabilities’ divided by ‘the total numberof children in the school’.

33

NISE Bulletin Vol. 14 March 2015

Recent Policy and Status on Special Needs Education in Japan(7) Situations after graduation①Situations after graduation from lower secondary department of schools for special needs education orclasses for special needs education of lower secondary regular schools- totals for national, public and private institutions -Schools for
special needs
education

Number of
graduatestudents

Number of
students whoentering higher
education

Number of
students whoentering
training
institutions

Number of
students whoentering work
life

Number of
students whoentering
institutions or
medicalinstitutions

Total

9,568
(100.0%)9,394(98.2%)

12(0.1%)

1(0.01%)

79(0.8%)

82(0.9%)

Visualimpairment

197(100.0%)197(100.0%)

-

-

-

-

Hearing
impairment

507(100.0%)506(99.8%)---

1(0.2%)

Intellectual
disabilities

6,957(100.0%)6,837(98.3%)

2(0.03%)

1(0.01%)

61(0.9%)

56(0.8%)

Physical/motor
disabilities

1,532(100.0%)1,511(98.6%)--

8(0.5%)

13(0.8%)

Healthimpairment

375(100.0%)343(91.5%)

10(2.7%)-

10(2.7%)

12(3.2%)

15,993(100.0%)14,990(93.7%)

391(2.4%)

119(0.7%)Classes for special needs
education

Others493(3.1%)*Upper columns are for the number of students and lower columns are for its share (%) to the total. The total of all the rates above does not reach 100%
because of the round off.

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

Number of
graduatestudents

Number of
students whoentering higher
education

Number of
students whoentering
training
institutions

Number of
students whoentering work
life

Number of
students whoentering
institutions or
medicalinstitutions

Total

19,439(100.0%)482(2.5%)

436(2.2%)

5,387(27.7%)

12,422(63.9%)

712(3.7%)

Visualimpairment

389(100.0%)115(29.6%)

8(2.1%)

52(13.4%)

171(44.0%)

43(11.1%)Hearing
impairment

502(100.0%)199(39.6%)

33(6.6%)

187(37.3%)

71(14.1%)

12(2.4%)

Intellectual
disabilities

16,387(100.0%)83(0.5%)

302(1.8%)

4,952(30.2%)

10,543(64.3%)

507(3.1%)

Physical/motor
disabilities

1,772(100.0%)42(2.4%)

49(2.8%)

126(7.1%)

1,465(82.7%)

90(5.1%)

Healthimpairment

389(100.0%)43(11.1%)

44(11.3%)

70(18.0%)

172(44.2%)

60(15.4%)

Others*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.

33
34

NISE Bulletin Vol. 14 March 2015

Recent Policy and Status on Special Needs Education in Japan(8-1) Trend of the enrollment rates in upper secondary department of schools for special needs education after
graduation from lower secondary department of schools for special needs education or classes for special needs
education of lower secondary regular schools - totals for national, public and private institutions [As of March in each year]

Total

1980

1985

1990

1995

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

59.7

61.4

67.2

77.5

90.1

90.7

92.0

91.3

92.1

92.7

94.2

93.7

94.7

95.0

95.6

95.8

95.8

89.6

92.5

90.8

91.4

94.4

92.5

95.4

94.2

95.3

93.6

96.3

99.4

97.6

98.4

97.6

97.6

98.0

94.8

96.8

95.6

95.2

95.4

94.5

93.8

96.6

94.6

96.9

96.0

92.0

96.9

94.2

95.7

91.1

93.1

49.9

56.7

66.8

81.2

94.5

94.4

95.8

95.1

95.8

96.9

97.4

97.0

97.8

97.5

98.2

98.5

97.9

71.9

74.5

78.1

84.6

94.1

95.5

95.0

94.3

95.5

94.6

96.7

96.7

96.9

95.9

96.3

97.4

97.1

24.0

22.8

28.5

31.0

42.9

46.4

42.9

45.3

45.0

47.7

49.9

50.0

50.4

52.4

53.1

51.5

53.9

11.5

25.9

39.7

52.1

62.2

64.9

73.1

62.6

64.6

64.8

65.5

70.2

69.7

70.0

67.3

66.5

65.2

Visualimpairment
Hearing
impairment
Intellectual
Schoolsfor
specialdisabilities
Physical/motor
disabilities

needs

Healtheducation

impairment

Classes for special needs
education(8-2) Trend of the rates of the students who going to the work from the upper secondary department of schools
for special needs education (regular course) - totals for national, public and private institutions [As of March in each year]
Type

Total

1980

1985

1990

1995

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

42.7

33.0

35.7

29.2

22.0

20.5

19.4

20.4

20.5

22.7

23.1

24.3

23.7

23.6

24.3

25.0

27.7

30.2

25.5

27.6

18.3

12.6

13.3

11.9

11.9

17.0

14.4

12.4

15.3

19.1

21.4

16.3

10.9

13.4

49.7

48.5

47.6

37.0

31.4

29.3

25.5

31.5

34.4

32.4

35.4

42.4

35.1

33.5

34.5

32.7

37.3

57.9

37.8

40.7

33.4

25.5

23.7

22.4

23.2

23.2

25.3

25.8

27.1

26.4

26.7

27.4

28.4

30.2

24.5

19.2

20.2

13.0

6.5

6.6

6.0

6.4

6.1

7.7

7.7

11.8

11.0

9.7

12.0

10.5

7.1

5.8

8.5

18.6

18.0

8.0

6.1

10.1

13.0

10.3

15.4

18.5

16.4

12.1

11.0

12.2

14.6

18.0

Visualimpairment
Hearing
impairment
Intellectual
disabilities
Schoolsfor
specialPhysical/motor
disabilities

needs

Healtheducation

impairment

33
35

NISE Bulletin Vol. 14 March 2015

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

Number of schools

Number of children

2001

All the prefectures

261

895

2002

All the prefectures

269

1,012

2003

All the prefectures

266

1,038

2004

All the prefectures

257

936

2005

All the prefectures

249

934

2006

All the prefectures

235

923

2007

All the prefectures

248

929

2008

All the prefectures

248

948

2009

All the prefectures

244

942

2010

All the prefectures

248

894

2011

All the prefectures

238

931

2012

All the prefectures

235

949

2013

All the prefectures

238

940

(10) Expenditure of school education per one child - public institution Public
Schools for special needs education
Elementary schools
Lower secondary schools[FY 2011]

Expenditure of school education
7,402,125 Yen

Expenditure per child enrolled in schools for special needs education is898,918

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

1,045,548

7.1 times as high as those of students in ordinary junior high schools

33
36

NISE Bulletin Vol. 14 March 2015

Summaries of the Research Papers
pers
English Abstracts of the Research Papers from Bulletin of The National Institute of Special Needs
Education or “国立特別支援教育総合研究所研究紀要”, Vol. 41, 2014.
1. SAWADA Mayumi (2014). Educational expertise under inclusive education systems and the development of training curricula, Bulletin of
The National Institute of Special Needs Education, Vol. 41, pp. 3-14, 2014

Educational expertise under inclusive education systems and thedevelopment of training curricula
SAWADA Mayumi

Abstract: Between 2011 and 2012, we conducted research on the development of training curricula. As a result of this research, wepublished a document entitled, “A teacher’s training guide for inclusive education systems: Realizing education for diverse forms oflearning, by utilizing the concept of special needs education” (a tentative proposal). This document is a collection of strategies. In this paper, I
have described methods of training, as well as specific objectives that are described in the "teacher training guide" mentioned above.
Key words: Inclusive education system, Expertise, Teacher training, Special needs education, Teacher training guides

2. FUJIMOTO Hiroto (2014). Research on special accommodation and instruction for students with special needs aimed at developing an
inclusive education system: Informative examples of special accommodation and administration, Bulletin of The National Institute of Special
Needs Education, Vol. 41, pp. 15-25, 2014.

Research on special accommodation and instruction for students
with special needs aimed at developing an inclusive education
system: Informative examples of special accommodation andadministration
FUJIMOTO Hiroto

Abstract: Currently, the outlook for developing an inclusive education system in Japan is not clearly defined, because the Convention on the
Rights of Persons with Disabilities is still under consideration for ratification. This study was designed to identify teaching methods and otherconsiderations for developing an inclusive education system, in which students with and without disabilities could learn together andparticipate in contemporary educational activities at school. We conducted field studies on the current status of teaching methods, andrequirements of students with and without disabilities to learn together and summarized specific cases from the study. In summarizing
reference cases of students with disabilities, teaching methods and other considerations for such students were outlined according to thespecifications of the novel concept that was declared in July 23, 2012: “Reasonable Accommodation,” and “Improvement of the Basic
Environment,” as indicated by “Promotion of Special Needs Education in developing an inclusive education system for formation of acohesive society.” (Central Council for Education of the Elementary and Secondary Education Subcommittee.)
Key words: Developing an Inclusive Education System, Reasonable Accommodation, Basic Environmental Improvements, Exchange andJoint Learning Activities

37

NISE Bulletin Vol. 14 March 2015

Summaries of the Research Papers

3. DOI Kouki, NISHIMURA Takahiro, FUJIMOTO Hiroshi, WADA Tsutomu, TANAKA Yoshihiro, SAWADA Mayumi, OOUCHI Susumu,
KANEKO Takeshi, and KANAMORI Katsuhiro (2014). Influence of Character Spacing Ratio on TRUCT Braille Readability, Bulletin of The
National Institute of Special Needs Education, Vol. 41, pp. 27-36, 2014

Influence of Character Spacing Ratio on TRUCT Braille
Readability
DOI Kouki, NISHIMURA Takahiro, FUJIMOTO Hiroshi, WADA Tsutomu, TANAKA Yoshihiro, SAWADA
Mayumi, OOUCHI Susumu, KANEKO Takeshi, and KANAMORI Katsuhiro

Abstract: Braille is an important communication medium for people with visual impairments. However, intensive training is required toachieve even a modest level of Braille reading ability. In recent years, the number of people with acquired visual impairments has increased,
whereas many people, even including those in advanced Braille reading courses, have not mastered the technique. Therefore, we havereceived a number of requests to enhance the Braille-learning environment. Transparent-Resinous-Ultraviolet-Curing-Type (TRUCT) Braille,
which offers stronger stimuli than paper Braille, is becoming more popular and is increasingly used in Braille textbooks. Nevertheless, welack sufficient knowledge on the readability of TRUCT Braille for beginners. We conducted an experiment to evaluate the influence of
TRUCT Braille character spacing ratio on readability for beginners. Participants were eight sighted brail-reading beginners that were assumed
to be people with acquired visual impairment. The results revealed the condition of TRUCT Braille character spacing ratio, which possesses
high readability for beginners. Moreover, beginners found it easy to read TRUCT Braille with a smaller character spacing ratio, which has alarger dot distances than its L size paper Braille. These findings support the use of TRUCT Braille for new Braille textbooks, as well as forprinting Braille signs at public facilities, as well as on products used for daily life requirements.
Key words: TRUCT Braille, People with Visual Impairments, Character Spacing Ratio, Distance between Dots, Readability

4. ITO Yumi, UEKIDA Jun (2014). Transformation of self-expression in children with situational mutism by supporting mother-to-childseparation anxiety, Bulletin of The National Institute of Special Needs Education, Vol. 41, pp. 37-51, 2014

Transformation of self-expression in children with situational
mutism by supporting mother-to-child separation anxiety
ITO Yumi, UEKIDA Jun

Abstract: Children suffering from situational mutism do not have any problems in their ability to speak. However, in some cases, suchchildren may not speak in social situations, including at school. The child “A” was a fourth grade elementary school pupil suffering fromsituational mutism, who could not be separated from her mother. In order to reduce her separation anxiety, the author conducted educationalcounseling for this child, continuously for four years. Parallel counseling was also conducted with her mother. The purpose of counseling was
to stabilize the child’s attachment. The author encouraged the child, attempted to guess her feelings, and put those feelings into words. In thecourse of counseling, the relationship between the author and “A” stabilized gradually, and the child became adapted to making
self-expressions by exchanging notes and through play. Also, she became able to verbalize her feelings and the confusion that was previously
expressed by crying. Furthermore, the child became able to go to school by herself, which allowed her mother to go to work. At thecompletion of the consultation, the child was enjoying herself by showing novels she had written and pictures she had drawn by herself to her
friends and teachers.
Key words: Educational counseling, Situational mutism, Self-expression, Anxiety, Attachment

38

NISE Bulletin Vol. 14 March 2015

Summaries of the Research Papers
apers
5. ISHIZAKA Tsutomu, FUJITA Tsugumichi (2014). Report on the consultation for school on self-injurious behavior of autistic children at a
special needs education school for intellectually disabled, Bulletin of The National Institute of Special Needs Education, Vol. 41, pp. 53-62,
2014.

Report on the consultation for school on self-injurious behavior of
autistic children at a special needs education school for intellectuallydisabled
ISHIZAKA Tsutomu, FUJITA Tsugumichi

Abstract: School consultations consisting of direct observations, support meetings, and communication via email and the telephone wereconducted with autistic children and their teachers at a special needs education school for intellectually disabled. The results of theconsultations were analyzed for the purpose of reducing the children’s self-injurious behaviors. At the beginning of the consultation, teachers
in charge of the target children shared the problem of self-injurious behavior with the school and took their own counter-measures. Following
two sessions of behavioral observation and support meetings, the teachers were instructed to take the following measures: (1) divide children
into groups adequately; (2) refrain from giving unnecessary verbal instructions; (3) not yell; or call the children from a distance, so as not to
confuse them with sounds; (4) enable the each child to be open to his perspective; (5) not to urge the children to take any action when they
do not feel well; (6) to set goals carefully so that children would experience less failures; and (7) teachers in charge give instructions to otherteachers when needed. After the new support policy was established and the children were consistently supported, their self-injurious
behaviors decreased and were maintained at a low level.
Key words: Autistic children, Special needs education school, School consultation and self-injurious behavior

6. Okamoto Kunihiro (2014). Research trends investigating about teaching for students with kanji-writing difficulties, Bulletin of The National
Institute of Special Needs Education, Vol. 41, pp. 63-75, 2014.

Research trends investigating about teaching for students withkanji-writing difficulties
Okamoto Kunihiro

Abstract: The purpose of this study was to discuss trends of research for student’s characteristics with kanji-writing difficulties, teaching andfuture problems for research in Japan. The articles were searched from 1997 to 2012 by CINII. The target articles were 42. Main target werechildren with learning disabilities in elementary school. The articles indicated that many students did not acquire kanji writing for theappropriate grade. The factors of Kanji-writing difficulties were considered weakness of visual memory, visual- motor memory and so on. In
many study, teaching methods were originated by using students’ dominant cognitive function and by giving consideration to the burden of
kanji writing. Teaching were executed for case of auditory memory dominant, case of visual memory dominant, case of visual-motor memory
dominant and case of taking the burden of kanji writing into consideration. Also it was investigated that effects of teaching methods by useof teaching materials of kanji writing in group setting. There were three future problems that are to investigate student’s characteristics withkanji-writing difficulties and the teaching methods in regular classes, to investigate the factors of kanji-writing difficulties by the difference ofstudent’s “age”, “acquisition situation”, “disabilities” and the teaching methods, to investigate teaching materials of kanji writing in regularclasses.
Key words: Kanji-writing, Learning Disabilities, Trend of studies

39

NISE Bulletin Vol. 14 March 2015

Summaries of the Research Papers
7. YANAGISAWA Akiko (2014). Teacher-parent collaboration in special needs education: The parents’ roles and teachers’ needs, Bulletin of
The National Institute of Special Needs Education, Vol. 41, pp. 77-87, 2014.

Teacher-parent collaboration in special needs education: The
parents’ roles and teachers’ needs
YANAGISAWA Akiko

Abstract: Previous studies on collaboration and cooperation between professionals and parents of families having children with disability
were discussed. Then, the meaning of collaboration between teachers and parents in special needs education was analyzed based on thehistorical transition of the role of parents having children with disabilities, and teachers’ needs when working with them.

The role of parents

having children with disabilities has been transformed from specialist and teacher initiated, to a partnership role in subjective decision making
about their children’s education.

Teachers are required to support parents, and parents are

independently

equal advocatesofteachers,

asfor

their childrenwithdisabilities.

able

to

participate

in education

It is important that teachers

build

a

relationship of mutual trust with parents by establishing in-depth communication, as well as give specialized advice to parents.
Moreover, it is important that teachers make progress in collaborating with parents having children with disabilities, being
aware that parents are growing as individuals, andthat parents’ desires and problems change as their children become older.

Key words: Collaboration, Teachers, Parents/families of children with disability

40

NISE Bulletin Vol. 14 March 2015

Editorial Board
NIIHIRA Shizuhiro (Chairman)

MIURA Junichi

KUSAKA Naomi (Chief Editor)

MORIYAMA Takashi

KAWAMURA Takeshi

MUNEKATA Tetsuya

KOBAYASHI Jun

SATO Hajime

KOIKE Masatoshi

TANAKA Nobuaki

NISE Bulletin Vol. 14
March 2015
Published by
National Institute of Special Needs Education
5-1-1 Nobi, Yokosuka, KANAGAWA, 239-8585 JAPANURL：http://www.nise.go.jp

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