ISSN 0389-9012

NISE A-１２

NISE Bulletin
Vol.12

March 2013

National Institute of Special Needs Education, JapanNISE Bulletin Vol. 12 March 2013

Contents

NISE’s Activities
Research Projects for FY2012-2013

1

Research Summaries from the Final Reports of the Research Projects in 2012

9

Report on FY 2012 National Institute of Special Needs Education Seminar

16

Other Topics

17

Recent Policy and Status on Special Needs Education in Japan
Introduction
Special Needs Education Division, MEXT
Outline of Report on the Promotion of Special Needs Education for
Developing an Inclusive Education System Leading to the Creation of
Cohesive Society
Special Needs Education Division, MEXT
Recent Data on Education for Children with Disabilities in Japan

20

22

28

Research Paper
Paper presented here is an English translation of research paper selected from the latest issue of“国立特別支援教育総合研究所研究紀要”, or Bulletin of The National Institute of Special
Needs Education.

Practical Tasks and Approaches to School Evaluation Based on the
Characteristics of Special Needs Schools
OOUCHI Susumu

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NISE Bulletin Vol. 12 March 2013

NISE's Activities

Research Projects for FY 2012-2013

I. Research Themes
Category

Specialized
Research A

Specialized
Research B

Research title

Research unit

Principal
researcher

Research
periodStudy on curriculum development and implementation for schools
and classes for special needs education

Promoting Unit

TAKIGAWAKuniyoshi

FY2012-2013

Study on how the school management and principals’ leadershipshould be in order to promote special needs education

Promoting Unit

OOUCHI
SusumuFY
2011-2012

Research for teacher’s professional standards and development ofteacher training program in inclusive education systems[Medium-term specific research (research on inclusive education
systems)]

Perspective Unit

SAWADA
MayumiFY
2011-2012

Study on consideration and special guidance to children who needspecial support in developing an inclusive education system[Medium-term specific research (research on inclusive education
systems)]

Perspective Unit

FUJIMOTO
HirotoFY
2011-2012

Creation of prototype digital textbooks and materials andassessment of guidelines - Aiming at developing accessible digitaltextbooks [Medium-term specific research (research on application of ICT in
special needs education)]

ICT/AT Unit

KANAMORI
Katsuhiro

FY
2012-2013

Study on effective use of teaching materials and devices forschools for special needs education (visual impairments) andsharing of relevant information - With emphasis on roles of ICT [Medium-term specific research (research on application of ICT in
special needs education)]

Visual Impairments Unit

KANEKO
TakeshiFY
2012-2013

Study on effective use of AT by taking advantage of the function ofschools for special needs education (students with physical/motor
disabilities) as a resource center[Medium-term specific research (research on application of ICT in
special needs education)]

Physical/Motor Disabilities
Unit

NAGANUMA
ToshioFY
2012-2013

Speech and Language
Disorders Unit

KUBOYAMA
Shigeki

FY
2012-2013

Autism UnitOZAWA
Michimasa

FY
2012-2013

Study on specific support for high school students who havespecial needs involving developmental disabilities: LD, ADHD,
and HFA etc. - How to provide effective instruction on classes -Developmental Disabilities andEmotional Disturbances Unit

SASAMORI
HirokiFY
2012-2013

Development of accessible design teaching materials using Brailletransliteration techniques and tactile drawing techniques
concurrently used with handwriting for children and adults withvisual impairments

-

DOI
Kouki

FY
2011-2012

Developmental study on handwriting evaluation system that takes
into account the characteristics of children with amblyopia-

OOUCHI
SusumuFY
2011-2012

Study on improvement in teaching children with speech andlanguage delays as their main needs from the stage of earlychildhood - Classification of the actual state of children andassessment of effectiveness of teaching methods Study on understanding of characteristics of children with autism inclasses for special needs education for children with autism andemotional disturbances in terms of learning in arithmetic andmathematics classes

Collaborative
Research

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NISE's Activities
II. Outlines of Ongoing Studies
Specialized Research A

Study on curriculum development and implementation for schools and classes for
special needs education[Research unit] Promoting Unit

individual subjects in developing curricula. This study will be[Principal researcher] TAKIGAWA Kuniyoshi

conducted through repeated visits to schools for special needs[Research period] FY 2012-2013

education and, with the cooperation from those involved in schools[Outline]

participating in the survey, we will discuss how curricula should

In Specialized Research A (key research) "Practical study on

be developed in order to address identified issues and concerns.

curriculum development based on the new national curriculum

We will also discuss the development of "special curricula" forguidelines for schools for special needs education" conducted inclasses for special needs education at elementary and lower

FY 2010 - 2011, a questionnaire survey was conducted in all thesecondary schools, which can be developed based on the National

schools for special needs education in Japan, which amount toCurriculum Guidelines for Schools for Special Needs Education.

some 1,000. As a result, we identified the overall status ofMore specifically, questionnaire and visit surveys to education

implementation of curriculum development and issues that need toboards will be conducted to identify the current status and issues,

be addressed in the transitional phase to the New National

including the presence or absence of manuals for developing

Curriculum Guidelines at Schools for Special Needs Education.

curricula for classes for special needs education and procedures forIn the study for FY 2012 - 2013, based on the results from thedeveloping curricula at schools, with types of disabilities taken

previous questionnaire survey, we will identify the current status

into account.

of issues or concerns that were raised in the previous survey, such

Based on results from the surveys and discussions above, theas the development of curricula specially designed for each type ofstatus of the development and implementation of curricula based

disabilities at schools for special needs education, types ofon the current National Curriculum Guidelines at Schools for

curricula and the course system, vocational education at upper

Special Needs Education will be reviewed comprehensively so as

secondary departments, interactions and collaborative learning into prepare basic materials for the next revision to the curriculum

curricula, and relationships between activities to promote

guidelines.

independence and activities for other educational objectives andSpecialized Research A

Study on how the school management and principals’ leadership should bein order to promote special needs education
More specifically, previous studies on the concept behind the[Research unit] Promoting Unit
[Principal researcher] OOUCHI Susumu

school management in Japan and its implementation, and examples[Research period] FY 2011-2012of the school management will be analyzed and findings through[Outline]

this analysis will be organized. Based on the findings on school

Schools for special needs education are required to provide

management, surveys on the actual use of the concept of the school

appropriate guidance and support that meet individual needs ofmanagement and attitudes toward efforts in the field of special

children with various kinds of disabilities. In managing theseneeds education will be conducted in education boards ofschools, it is necessary to take a perspective that is not required forprefectures and major cities, and the principals’ association ofordinary schools. The objective of our study is to provide findings

schools for special needs education.

on effective management of schools for special needs education

It is planned, through this survey, to understand and organize
information on the current situation of school organizations thatfrom a perspective of promoting special needs education.

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NISE's Activities
incorporate the concept of school management, current efforts ofsuch as "further promotion of special needs education,"

school executives to improve the school management, and relevant"improvement of their role as a local resource center for special

issues to be addressed.

needs education" and "improvement of expertise of teachers in

In addition, based on the analysis result of this survey, schools

charge of special needs education."undertaking leading-edge efforts will be selected, where a visit

We also gathers and analyzes information, mainly fromsurvey will be conducted. Based on the results from the surveys

literature, on overseas efforts in relation to special needs education

above and information on the leading-edge efforts made by theand school management, and research trend on relevant issues soselected schools, we will organize information on the use of schoolas to provide findings that contribute to managing schools for

management techniques to address important issues facing schools

special needs education in Japan.

for special needs education, in the context of school evaluation,

Specialized Research A

Research for teacher’s professional standards and development ofteacher training program in inclusive education systems[Medium-term specific research (research on inclusive education systems)][Research unit] Perspective Unit

must contain two contents. One is fundamental contents such as[Principal researcher] SAWADA Mayumi

the principle of an inclusive education system and the knowledge[Research period] FY 2011-2012of disability, another is the advanced knowledge and skill which[Outline]should be learned by practice.

What is important to create and improve an inclusive education

It is also important for a teacher to carry out mutual promotion

system is that teachers and other staffs related to educationof the learning for such knowledge and skill within the teacher

understand necessity of inclusive system and make continuous

group in the same school. In that case, a teacher who acquire

efforts to improve their professional skills. In addition, a strategic

experience in educational practice may bear a big role.
The purposes of this research are as below

system to ensure that organizations and local communities can・Defining teacher's professional standard which is required

maintain professional skills are necessary.

towards inclusive education system

All teachers of special needs education schools and mainstream
schools should develop professional skills on inclusive education

・Developing a teacher training trial program in consideration ofsystem. It is important for the teacher training in this educationteacher's professional standard in an inclusive education systemsystem to carry out by in-service training. This training program

・Reviewing strategic systems that help organizations and local

Specialized Research A

Study on consideration and special guidance to children who need special support
in developing an inclusive education system[Medium-term specific research (research on inclusive education systems)][Research unit] Perspective Unit

to make opportunities for exchange and joint learning between[Principal researcher] FUJIMOTO Hiroto

students with and without disabilities. Such educational activities[Research period] FY 2011-2012

will become significantly associated with establishment of the[Outline]

inclusive education system, which is being discussed by taking

The government curriculum guidelines for elementary and lower

into account the formation of a coexisting society in the future andsecondary schools notified in March 2008 clearly requires schools

particularly in response to the ratification of the Convention on the3

NISE Bulletin Vol. 12 March 2013

NISE's Activities
Rights of Persons with Disabilities.

system. In this study, more than one team will make survey visits

The full-scale implementation of the government curriculum

to gather information on exchange and joint learning activities

guidelines will start from FY 2011 and it is expected morecovering all kinds of disabilities, based on which we will discuss

educational activities recommended by the guidelines will be

desirable consideration and teaching methods. Results from theconducted. In this context, examples from such activities involving

survey and discussion will be presented in the form of a report.

all kinds of disabilities will be studied, based on which we will
discussdesirable consideration and teachingThrough this study, we will provide "good practice formethods inconsideration and teaching methods to establish an inclusive
education system" covering all kinds of disabilities.

preparation for the establishment of the inclusive education

Specialized Research A

Creation of prototype digital textbooks and materials andassessment of guidelines- Aiming at developing accessible digital textbooks [Medium-term specific research (research on application of ICT in special needs education)][Research unit] ICT/AT Unit

will be assessed by research collaborators and their assessment[Principal researcher] KANAMORI Katsuhiro

results will be reviewed in details by discussing with them. The[Research period] FY 2012-2013

functions will also be assessed at schools where students and[Outline]teachers use the developed digital textbook on a trial basis.

In this study, a prototype digital textbook will be created based

Through these assessments, the effectiveness of the guidelines

on the guidelines for the use of digital textbooks (draft) developed(draft) will be evaluated and results will be reflected on improving

in FY 2011 and through its assessment, effectiveness of thethe guidelines.

guidelines will be verified and the contents will be improved.

We believe that, through this study, we will be able not only to

In this study, a prototype digital textbook will be created basedpresent a specific example of a digital textbook that can meeton the guidelines for the use of digital textbooks (draft) developed

extensive special education needs but also to propose guidelines

in FY 2011. In the process of creating a prototype, its functions

for digital textbooks whose effectiveness will have been verified.

Specialized Research B

Study 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 [Medium-term specific research (research on application of ICT in special needs education)]
support.

[Research unit] Visual Impairments Unit

In this study, we will identify the current status and issues[Principal researcher] KANEKO Takeshi[Research period] FY 2012-2013

concerning maintenance and effective use of teaching materials[Outline]and devices for visually impaired students, which are specialties of

Schools for special needs education (visual impairments) areschools for special needs education (visual impairments). In

required to provide specialized and high quality education for

addition, we will also discuss measures to improve teachingvisually impaired students at their own schools and, at the samematerials and devices and promote their use as well as a system totime, to serve as a regional center for education for visuallyshare information on maintenance and effective use of teaching

impaired children to focus their efforts on increasing externalmaterials and devices.

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NISE Bulletin Vol. 12 March 2013

NISE's Activities
In the discussion, emphasis will be placed on the role of ICT,of the visually impaired.

whose usefulness has been particularly acknowledged in education

Specialized Research B

Study on effective use of AT by taking advantage of the function ofschools for special needs education (students with physical/motor disabilities)
as a resource center[Medium-term specific research (research on application of ICT in special needs education)][Research unit] Physical/Motor Disabilities Unitetc.) concerning the effective use of AT by schools for special[Principal researcher] NAGANUMA Toshio

needs education (students with physical/motor disabilities) will be[Research period] FY 2012-2013

organized and reviewed. Based on organized and reviewed[Outline]knowledge and findings, we will also discuss measures for schools

At schools for special needs education (students withfor special needs education as a resource center to take in order tophysical/motor disabilities), it is particularly important to use

promote the effective use of AT in assisting students withassistive technology (AT) effectively according to a wide variety

physical/motor disabilities at elementary and lower secondaryof disabling conditions of students. It is hoped that AT will be usedschools.

more effectively and systematically and that relevant knowledge

Our emphasis in the study will be particularly on e-AT

and findings will be used more effectively to help improve the role(electronic

andinformation

technologyof these schools as a resource center.

Technology) among AT, one of the roles of ICT.

based

Assistive

In the study, knowledge and findings (information, technology,

Specialized Research B

Study 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 of teaching methods [Research unit] Speech and Language Disorders Unit

assist, from the early childhood, children who need special[Principal researcher] KUBOYAMA Shigeki

education for speech and language needs based on results and[Research period] FY 2012-2013

findings from research that has recently been advanced in other[Outline]

fields, such as LD education and instructions on social skills.

"Language classrooms for young children" and "language

We will identify the actual state of children with speech andclassrooms" provide children with speech and language delays as

language delays as their main needs who are receiving instructions

their main needs and their parents with counseling and assistanceand assistance at "language classrooms for young children" andservices. However, while there are many different factors that"language classrooms." We will also identify what instructions andcause speech and language delays, there have been no sufficientassistance are provided to these children according to the growthefforts to understand the relationships between these factors andof these children and will organize collected information.

actual state of these children. It has also not been clarified in a

*The term "language classrooms" is used to collectively call

well-organized manner how to teach and assist these children. In

resource rooms for children with speech and language needs, andthis study, we will discuss what to teach and how to teach andspecial classes for children with speech and language needs.

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NISE Bulletin Vol. 12 March 2013

NISE's Activities
Specialized Research B

Study on understanding of characteristics of children with autism
in classes for special needs education for children with
autism and emotional disturbancesin terms of learning in arithmetic and mathematics classes[Research unit] Autism Unit

arithmetic and mathematics classes where numbers, amounts,[Principal researcher] OZAWA Michimasa

graphics and other basic knowledge and skills that are needed for[Research period] FY 2012-2013

daily living and learning are taught.
Because some autistic students are good at arithmetic, it is[Outline]
In our study of FY 2010 - 2011, we focused on Japanese

expected that there are some gaps among students in arithmetic

language classes, which are particularly associated with theand mathematics classes in their learning according to different

characteristics of autism. We carefully identified how children

sub-disciplines and approaches. In addition, some autistic students

with autism acquired the language and set goals for Japanese

use their own theory to answer arithmetic questions. In such alanguage classes according to students’ acquisition levels. We thencase, the teacher in charge should try to understand each student’s

discussed the development of curriculum for teaching the language

way of approaching the question.

and annual teaching plans for Japanese language classes, andThe objective of our study is to first identify characteristics ofpresented how to teach the language according to theautistic students in classes for special needs education for students

characteristics of autism. Providing classes based on thewith autism and emotional disturbance in learning arithmetic andunderstanding of the students’ levels of acquisition serves as amathematics and then discuss appropriate teaching approach forbasis for teachers in charge of each subject. We considered thisthem.

method also plays an important role in teaching autistic students inSpecialized Research B

Study 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 issues that need to be addressed, such as the necessity of ingenuity[Research unit] Developmental Disabilities and Emotionalin arranging classes for these students, accommodations given toDisturbances Unit
[Principal researcher] SASAMORI Hiroki

these students on examinations, assessment methods, and career[Research period] FY 2012-2013

guidance. It is therefore necessary to adopt a different approach at[Outline]high schools from that at elementary and lower secondary schools.

Students who have special needs for their developmental

At high schools, while there are some students who lackdisabilities and so forth are not given sufficient accommodations

motivation because of their self-image that they are not good atand modifications in general classes at junior and high schools,

learning, there are quite a few whose motivation for learning canbecause, unlike elementary schools where one teacher is

be raised if they are given accommodations and modifications to

responsible for each student’s daily living activities in general,

help them understand lessons easily, assigned subjects easier forsecondary schools adopt a system where each teacher is only

them to learn, and an individually tailored assessment method,

responsible for teaching his/her specialized subject. This makes itwhich can help them become more independent. In implementing

difficult for secondary schools to establish a system similar to thatthese efforts, it is necessary not only to provide carefulof elementary schools. Particularly at high schools, due toaccommodations and modifications to those with learning

differences of courses and disciplines, there are many serious

difficulty but also to pay careful attention to the whole classrooms.

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NISE's Activities
As students of high schools are in adolescence, it is also necessary

needs for their developmental disabilities and so forth at highto address issues unique to the adolescent stage because aschools according to characteristics of disabilities. This discussion

self-awareness of being different from others may serve as a factor

will be based on onsite experience at schools participating in ourassociated psychological and behavioral problems. It is required

study and from the viewpoints of "methods to assess the actualfor those involved to consider the effective use of services andstate," "development of class curricula," "organization offunctions (e.g. education in like a resource room) to provide

curricula," "test format and other materials," "test implementationindividually-adapted assistance, including psychological care.

and evaluation methods," "teaching systems/setting for teaching"and "support system in school."In the study, we will discuss how instruction and support,
mainly in classes, should be provided to students who have special

Collaborative Research

Development of accessible design teaching materials using
Braille transliteration techniques and tactile drawing techniques concurrently
used with handwriting for children and adults with visual impairments[Principal researcher] DOI Kouki

teaching materials that meet the needs of teachers as well as[Research period] FY 2011-2012

children and adults with visual impairments. It is our hope to[Outline]

contribute to providing teaching materials accessible by people
with or without visual impairments.

Braille characters, which can be read by touch, and tactile
graphics, which serve as a tool to help understand spatial

In this study, a Braille transliterator and a tactile drawing device

information and illustrations, are used by both children and adults

using transparent and colorless ink that can be concurrently usedwith visual impairments. However, it takes many years to learn

with handwritten and printed characters are used to make teaching

Braille and many hours to understand one tactile graphic. For thismaterials. Systems and interfaces that convert handwritten andreason, it is necessary to improve the learning environment for

printed characters, photographs, and figures into not only Braille

Braille reading students and tactile graphics themselves, and toand tactile graphics but also audible information and provide themdevelop teaching materials containing a system to assist tactile

to users will also be developed. These systems and interfaces withreading. This means that teachers of Braille and students learning

accessible design will be incorporated into teaching materials so

Braille at schools and Braille classes need new Braille learningthat anybody with or without visual impairments can used them.

materials. Tactile graphics teaching materials that are easy to

We believe that our development of teaching materials based onunderstand are also needed by teaching staff. In this context, we

the accessible design concept will help promote adoption of thewill develop Braille learning materials and tactile graphics

accessible design approach in learning.

Collaborative Research

Developmental study on handwriting evaluation system that takes into
account the characteristics of children with amblyopia[Principal researcher] OOUCHI Susumu

their visual perception. To address these problems, various[Research period] FY 2011-2012

teaching methods have been developed. In writing Chinesecharacters, many students have difficulty in writing them in a

[Outline]
Major problems facing students with amblyopia who still canwell-balanced manner. Teachers therefore place emphasis on

use their sense of vision are difficulty in visually perceiving

teaching how to write well-balanced Chines characters. Suchtwo-dimensional patterns, including Chinese characters andwriting problems may be caused by their difficulty in visuallygraphics, and difficulty in correctly writing these patterns based on

perceiving lines and shapes. However, there are also students who

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NISE Bulletin Vol. 12 March 2013

NISE's Activities
can write well-balanced and legible characters. This indicates thatvisually impaired students. In this study, by applying the method

difficulty in writing two-dimensional patterns and characters in aused for the system to evaluate the figure tracing ability of blind

well-balanced manner may not only be due to difficulty in seeing

children, we will develop a system to objectively evaluate the size

clearly but also due to experience of writing without paying

and shape of characters and two-dimensional patterns handwritten

sufficient attention to details and overall balance. In this study, we

by children with amblyopia. The developed system will be used on

will develop an objective evaluation system to help raise thea trial basis to verify the usefulness of the system in improving

awareness of such problems in students with amblyopia

children’s handwriting skills for legible characters.

themselves.

It is expected that the system to be developed will allow

In our joint research for FY 2009 - 2010 with Tokyo

teachers to evaluate characters and two-dimensional patterns

Polytechnic University, we developed an evaluation system using

handwritten by students with amblyopia more objectively than

ICT for figure tracing by blind children, which allows objective

conventional systems and will help these students learn how toevaluation of figure tracing by children with visual impairments

write characters and patterns legibly.

and can be used easily at schools for special needs education for

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NISE Bulletin Vol. 12 March 2013

NISE's Activities: Research Summaries from the Final Reports
H23-A-01 (Specialized Research A)

Study on the Use of ICF-CY in Special Needs Education- With a Focus on Demonstration and Dissemination of Proposed Methods for the Use of ICF-CY -[Research period] FY 2010-2011

support plan, the tool was effective in helping them understand not[Principal researcher] TOKUNAGA Akio

only the major disability in children and their behavior at school[Summary]

but also more diversified aspects of them. In this study,

The objective of the study is to apply the “concept behind theinformation on cases where the tool was used for multidisciplinary

ICF (International Classification of Functioning, Disability, andcooperation, cases where students themselves used them, and cases

Health)” described in the National Curriculum Guidelines forwhere many different types of disabilities are involved was

Schools for Special Needs Education in practical settings forgathered and analyzed. As a result, it was confirmed that it was

special needs education. First, the effectiveness of the support tool

effective

for using the ICF and ICF-CY (Children and Youth Version) in

our emphasis was on spreading study results, the results have been

special needs education that had been developed in our previous

disseminated widely on websites, at scientific meetings, instudies for the purpose of trial was assessed based on opinions

magazines, at lectures within the research institution, external

collected from participants of the in-service training sessions andtraining sessions, forums, seminars, and other occasions.

for each case to apply the ICF and the ICF-CY. Since

users in school settings. Based on assessment results, the tool was
improved to make them easier to use at schools. An interview[Keywords]

survey was also conducted at schools that had experience in using

Special needs education, ICF-CY, ICF, Tool, Effectiveness,

the ICF and ICF-CY. The survey confirmed that, under the current

Cooperative efforts involving multiple jobs, Participation ofsystem that requires schools to develop individualized educational

students themselves

H23-A-02 (Specialized Research A)

Practical Study on Curriculum Development Based on the New National
Curriculum Guidelines for Schools for Special Needs Education[Research period] FY 2010-2011

activities and associated issues, positioning of joint activities and[Principal researcher] TSUGE Masayoshi

learning in terms of curriculum development, the current state of[Summary]

the development of a curriculum for classes for children with

The aim of the study is to discuss how education curricula should

multiple disabilities and associated issues, the current state of

be designed in such a way as to respond to the needs of individual

foreign language activities, and assessment of curricula. The

students at schools for special needs education under the New

questionnaire survey revealed the state of the curriculum

National Curriculum Guidelines. In preparation for the discussion,development in fiscal 2010, the transitional period. In addition toa questionnaire survey was conducted at all the schools for special

the result from the questionnaire survey, we studied how

needs education in Japan (about 1,000 public, national and private

curriculum development should be based on the actual

schools). The survey was about the following issues in relation to

implementation at eight schools that participated in our study andthe latest revision to the New National Curriculum Guidelines: thethrough research meetings with collaborators of our project.

development of a desirable curriculum taking into account the
specific needs of children with disabilities, the current state of[Keywords]

development of teaching plans for individual students andNational curriculum guidelines, Curriculum, Schools for special

advantages of the latest revision, how to plan self-supportingneeds education, Development, Actual implementation

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NISE Bulletin Vol. 12 March 2013

H23-A-03 (Specialized Research A)

Development of Support Programs for Career Guidance andVocational Education Provided at Upper Secondary Departments of Schools forSpecial Needs Education (Advanced Courses)[Research period] FY 2010-2011

circumstances of individual parents (families). Based on these[Principal researcher] HARADA Kimihito

issues raised in questionnaire responses and taking into account the[Summary]efforts currently made by institutions that participated in our study

A questionnaire survey focused on “cooperation within a school,”and support tools used by them, we identified particularly“cooperation with various other relevant organizations,” “support

important issues in addressing the raised issues above. Our

after graduation” and “support to parents (families)” that areproposals regarding the identified issues are compiled and reported

associated with career guidance and vocational education wasin the “Support Programs for Career Guidance and Vocational

conducted in staff of upper secondary departments of schools for

Education.”

special needs education who are in charge of career guidance andOur report comprehensively includes the positioning of career

vocational education. This study identified the above four issues

guidance and vocational education in a curriculum, how career

through the survey. The survey result indicates four points. (1) the

guidance and vocational education should be from the perspective

importance of personalized career guidance and vocationalof school management, and reports on regional support programs,

education, (2) the necessity for systematic career guidance andand discusses the outlook of career guidance and vocational

vocational education, the necessity for raising the entire school’s

education at schools for special needs education and future issues.

awareness of the importance of being involved in career guidance
and vocational education and improving the level of their[Keywords]

expertise, (3) the necessity for support taking into account

Schools for special needs education, Upper secondary department,

post-graduation life and improvement of the system in school for

Career guidance, Vocational education, Support programs

transferring students, and (4) the necessity of considerations for the

H23-A-04 (Specialized Research A)

Basic Survey/Study on the Use of Digital Textbooks/Teaching
Materials and ICT[Research period] FY 2011

trend of the development of digital textbooks. Through discussion[Principal researcher] KANAMORI Katsuhiro

with those concerned, we reconfirmed that there are issues[Summary]

concerning copyrights and the use of digital data in Japan. In theThis study is positioned as a start-up study of the medium-term

study on issues relating to the use of ICT in special needs

specific research on the “Use of ICT in Special Needs Education.”education, we proposed research themes that need to be addressed

In preparation for the use of ICT as an important tool for children

for different types of disabilities. (In this study, the term “digitalwith disabilities to access education, we formulated guidelines

textbook” is also used for digital teaching materials as any digital(draft) for the use of digital textbooks, which is expected to serve

textbook includes “teaching materials”.)

as the core of ICT education. In addition, basic informationnecessary to improve ICT-based education was gathered and[Keywords]

research subjects for the next five years were identified. In the

Digital textbooks/teaching materials, Use of ICT, Guidelines, thestudy for the preparation of the digital textbooks guidelines, we

vision for ICT in education, access to education, accessibility

defined three types of digital textbooks and identified the overseas

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NISE Bulletin Vol. 12 March 2013

NISE's Activities: Research Summaries from the Final Reports
H23-B-01 (Specialized Research B)

Practical Study on Educational Guidance and Support forChildren with Visual Impairment Enrolled inPrimary and Lower Secondary Schools
As for support for children with visual impairment who are[Research period] FY 2011
[Principal researcher] TANAKA Yoshihiro

enrolled in primary and lower secondary schools, we selected and[Summary]

compiled information on three individual cases from the view

This is a one-year follow-up study to the “Study on Educational

points of a support system and use of sensory substitution devices.

Guidance and Support for Children with Visual Impairment

The overall review of the study results above was focused on the

Enrolled in Primary and Lower Secondary Schools,” which wasrole in which each school for the blind should play in offering

conducted in fiscal 2010 (hereinafter referred to as “the 2010

guidance and support to children with visual impairment enrolled

study). Based on the fact-finding survey on efforts of schools forin primary and lower secondary schools.

the blind to play a role as a local resource center, which was
conducted in the 2010 study, we selected and compiled some

[Keywords]

advanced approaches by some schools for the blind. We also madeSchools for the blind, The role as a local resource center, Visualsome specific proposals for each school for the blind to improve

impairments, Support system, Sensory substitution devices

their role as a local resource center.

H23-B-02 (Specialized Research B)

Study on Guidance and Support for Children with Mild to Moderate
Hearing Impairment
rooms for children with hearing impairment in regular elementary[Research period] FY 2010-2011[Principal researcher] HARADA Kimihito

schools, regional health and rehabilitation centers, institutions of[Summary]

information and rehabilitation service for hearing impaired persons

A questionnaire survey focused on guidance and support forand other surveyed organizations. Results from this assessment

children/adults with mild to moderate hearing impairment at

combined with reports from external collaborators on cases of

educational institutions and treatment and education institutions

guidance and support for children with mild to moderate hearing

was conducted. Its aim was to identify the current status and issues

impairment were comprehensively reviewed to discuss howthat need to be addressed at special needs education schools foreducational support for children with mild to moderate hearing

hearing impaired, institutions of information and rehabilitation

impairment should be.

service for hearing impaired persons, classes for children withhearing and speech impairment, and classes for special needs[Keywords]

services in resource rooms throughout Japan. In addition, we

Mild to moderate hearing impairment, National survey, Special

assessed issues and concerns raised in the national survey atneeds education schools for hearing impaired, Institutions ofspecial needs education schools for hearing impaired, classes for

information and rehabilitation service for hearing impaired

special needs education and special needs services in resourcechildren

11

NISE Bulletin Vol. 12 March 2013

H23-B-03 (Specialized Research B)

Study on Curriculum for Children with Mild Intellectual Disabilities
who Belong to an Upper Secondary Department of a Special Needs School(Intellectual Disabilities)- Study on the Most Necessary Teaching Contents [Research period] FY 2010-2011

An interview survey was also conducted at institutions thatparticipated in our study and other special needs schools(intellectual disabilities) to gather information on cases of teaching“the most necessary teaching contents” to students with a mild
intellectual disability in order to study the positions of thesecontents on curricula and specific teaching methods.
“The most necessary teaching contents” that were identified inour study can be included in each subject or in a combination ofdifferent subjects in such a way as to put the focus on them ascontents that should be taught to students with mild intellectual
disabilities and to put a particular emphasis on them when eachsubject is taught. We have concluded that, in such cases, it is also
necessary to take into account the relationships between different
teaching styles and teaching methods, rather than only putting the
focus on teaching contents, in developing a curriculum.
In the future, it is necessary to conduct practical research more
often in school settings, based on “the most necessary teachingcontents,” to identify a better position in a curriculum and findout an effective teaching method. It is also necessary to assess thestate of learning in regard to “the most necessary teachingcontents.”[Principal researcher] INOUE Masashi[Summary]
In recent years, the number of students with mild intellectual
disabilities has been significantly increasing at upper secondary
departments of special needs schools (intellectual disabilities). The
objective of the study is to assess curricula for these students andto provide findings beneficial for assessing and improving thesecurricula.
In the study in fiscal 2010, preceding studies including literature
research were conducted, “intellectual disability” and “mild” were
defined, and information on the criteria for physicaldisability/rehabilitation certificates in different municipalities wasgathered and organized. In addition, a study of various curriculathat are actually used at schools was also conducted in cooperation
with the National Association of Principals of Schools for Special
Needs Education for Children with Intellectual Disabilities.
Results from the 2010 study identified the following four
keywords in association with what need to be taught to students
with mild intellectual disabilities: “interpersonal communication,”“rules for social life,” “fundamental lifestyle habits” and“occupational skills development.” In the study in fiscal 2011, asurvey was conducted on specific teaching contents on these issues
and their positions in a curriculum. As a result, the most necessaryteaching contents consisting of 22 items were identified.

[Keywords]
Mild intellectual disabilities, Curriculum, The most necessaryteaching contents

H23-B-04 (Specialized Research B)

Study on Subject Teaching for Students with Physical/Motor Disabilities
Considering the Characteristics of the Disabilities- To Develop the Ability to Express [Research period] FY 2010-2011

Guidelines indicates that it is important to develop abilities to[Principal researcher] NAGANUMA Toshio

think, judge, and express through enriching language activities[Summary]

and, particularly in children with physical/motor disabilities, toIn order for children with physical/motor disabilities to develop

develop the ability to express themselves. In this study, from the“zest for living,” consideration and ingenuity taking into accountstandpoint

difficulties in learning due to lack of experience because of their

physical/motor disabilities to express themselves mainly throughdisabilities and characteristics of each disability are necessary intheir language activities within the teaching subjects, informationteaching any subject. The recently revised National Curriculum

on

12

of

teaching

developing

methods

andtheabilitymaterialsofandchildrendocuments

with

on

NISE Bulletin Vol. 12 March 2013

NISE's Activities: Research Summaries from the Final Reports
considerations and creative ideas and other relevant issues were

examples. Specific considerations and ideas for teaching werecollected and organized. In addition, we also identified the current

examined mainly in Japanese language classes, which is the basis

state and relevant issues to be solved both of special needs

for language activities.

education schools and classes for special needs education in
regular schools. We then identified considerations that should be[Keywords]

taken into account and creative ideas or ingenuities that should be

Physical/motor disabilities, Language activities, Ability to express

employed according to disability characteristics. Effective ideas

oneself,

for teaching subjects were presented along with practical

Considerations and ingenuities

Subject

learning,

Characteristics

ofdisabilities,

H23-B-05 (Specialized Research B)

Study on Creating Support Networks for Children with
Health Impairments and Information-sharing Using the Functions of Schools forSpecial Needs Education (for Health Impairments) as a Resource Center[Research period] FY 2010-2011

format for “case presentation and description” that facilitates[Principal researcher] NISHIMAKI Kengo

information sharing between teachers in charge of education for[Summary]

children with psychiatric disorders. This format provided a

The objective of the study was to establish a system to gather

common direction to help those involved develop their form to be

and use information on educational activities conducted by schools

used to share information needed to support children withfor special needs education (for health impairments) so as topsychiatric disorders.

strengthen the role of these schools as a local resource center andfacilitate at national level daily information sharing among[Keywords]

teachers

healthSchools for special needs education (for health impairments), Use

impairments, with the hope that the system would serve as a means

involvedineducationofchildrenwithof ICT, The role as a local resource center, Information sharing

for addressing various current issues concerning education forsystem, Psychiatric disorderchildren with health impairments. We concurrently developed a

H23-B-06 (Specialized Research B)

Study on Development of the Contents and Methods of Guidance andSupport in Regular Classes for Children with Speech and Language Disorders
according to the Characteristics of the Disabilities- Through Collaboration between Regular Classes and Special Needs Services in Resource Rooms [Research period] FY 2010-2011

current efforts with an eye to school life of children with speech[Principal researcher] MAKINO Yasumi

and language disorders in regular classes and the current state of[Summary]

cooperation between regular classes and classes for special needs

The objectives of the study were to assess and organize

services in resource rooms was collected through literaturefindings and methods that facilitate learning and school life ofresearch, questionnaire and interview surveys, and other means

children with speech and language disorders in regular classes

as well as by conducting practical research. We also assesswith focus on cooperation between regular classes and classes for

guidance and support according to disability characteristics thatspecial needs services in resource rooms, and to provide theseare provided to reduce difficulties facing children with speech

findings and methods to classes for special needs services andand language disorders in regular classes, efforts that can beother educational institutions. In the study, information on themade by homeroom teachers of regular classes and those of13

NISE Bulletin Vol. 12 March 2013classes for special needs services within their respective

teachers of classes for special needs services achieve better

capacity, and more functional collaboration between regular

results in cooperation with homeroom teachers of regular classes.

classes and classes for special needs services. As a result, we
identified findings regarding considerations that can be easily[Keywords]

given by homeroom teachers of regular classes, practical

Speech and language disorders, Classes for special needs

activities that can be conducted by homeroom teachers of classes

services in resource rooms, Regular classes, Collaboration,

for special needs services in cooperation with homeroom

Fulfilling life

teachers of regular classes, and factors that help homeroom

H23-B-07 (Specialized Research B)

Actual Situation of Japanese-Language(“Kokugo-ka”) Teaching to Students with
Autism in Classes for Special Needs Education- With Main Focus on the Assessment of the Level of Acquisition, andCoordination and Use of Teaching Contents at School [Research period] FY 2010-2011

Acquisition Assessment Sheets collected in the previous year were[Principal researcher] HIROSE Yumikoorganized into the following categories: 1) decision on principles[Summary]of teaching Japanese language, 2) composition of the teaching

The objective of the study is to assess the learning of students

hours and specific teaching contents, 3) development of an annualwith autism who are enrolled in classes for special needs educationteaching plan for the Japanese language subject, and 4) practice offor autism and emotional disturbance to identify the acquisition

specific teaching of each unit of the subject. Through the practices

levels of the learning and, based on the results, to study howof teaching, three kinds of formats to determine principles ofteaching contents of the Japanese language subject are composedteaching Japanese language (self-check sheets for homeroom

and how the language should be taught at classes for special needs

teachers to determine teaching principles and for other purposes)

education for autism and emotional disturbance.

were identified as important. It was also revealed that the teachingof the Japanese language taking into account cognitive

In the first part of the study, in reference to examples ofcharacteristics of individual students with autism is important.

assessment criteria for the Japanese language subject proposed by
the National Institute for Educational Policy Research (2002), the[Keywords]“Japanese Language Acquisition Assessment Sheet” was preparedHigh functioning autism and other developmental disorders,and used as a tool to identify the level of acquisition of thelanguage of students with autism. Teachers in charge of classes forClasses for special needs education for autism and emotional

special needs education for autism and emotional disturbance at

disturbance, The Japanese Language Acquisition Assessment

seven schools that participated in our study reported that the sheet

Sheet,

helped them clarify otherwise difficult-to-grasp levels of

Composition of teaching contents of the Japanese language subject

acquisition of the Japanese language of their students with autism.
In the second part of the study, data from the Japanese Language

14

Principles of teaching

Japanese language subject,NISE Bulletin Vol. 12 March 2013

NISE's Activities: Research Summaries from the Final Reports
H23-B-08 (Specialized Research B)

Practical Study on Support in School Education for Children with
Developmental Disabilities- Continuity of Support from Early Childhood Education through Upper Secondary School Education [Research period] FY 2010-2011

effect to make easy-to-understand instructions according to the[Principal researcher]actual conditions of children. It can also be used for workshops on

SASAMORI Hiroki

instructions and teachers’ meetings of the entire school. The plan is[Summary]
While basic symptoms of developmental disabilities last

expected to be used effectively also at kindergartens and upper

throughout one’s life, the states change with each life stage fromsecondary schools in terms of planning support programs based on

infancy to adulthood. At schools, it is necessary to adapt theircommon understanding among teachers.

support to children with developmental disabilities according to

In order to maintain the continuity of support from kindergarten

age and developmental stage and to consider the continuity of theto upper secondary school, support programs should be planned forsupport based on a long-term perspective. In this study, we

the whole life from a long-term perspective and based on theassessed the efficacy of the “class support plan,” a support tool thatdevelopmental stage of the child. In addition, it is also important

was developed in our previous studies, at elementary and lower

that the objective and meaning of support according tosecondary schools. In addition, we also studied how support

characteristics of individual disabilities are commonly understoodshould be designed in such a way as to adapt to each life stage

among different schools.

from kindergarten to upper secondary school from the perspectiveof continuity of support.

[Keywords]

The class support plan, which is designed to be used to improve

Developmental disabilities, life stage, Class support plan,classes based on reviews made by teachers themselves, was inContinuity of support

H23-B-09 (Specialized Research B)

Study on Relationship and Educational Support
between Developmental Disabilities and Emotional Disturbance- To be Prepared for Preventing Secondary Disabilities [Research period] FY 2010-2011

understanding not only of the characteristics of individual[Principal researcher]disabilities but also of the whole being of each child, and to pay

SASAMORI Hiroki

attention so as not to miss even a slight change in his/her[Summary]Children with developmental disabilities have difficulty insymptoms and conditions, and to focus on identifying thelearning, controlling their behaviors, interpersonal relationships,

relationship between the change and his/her surrounding

but the characteristics of disabilities themselves do not necessarily

environment.
It is also important that, because the home environment has acause maladaptation at school. Repeated experiences of failures,andsignificant impact, both the school and parents should understanduncomfortable environment may worsen the original symptoms

the importance of ensuring a comfortable environment for children

and result in new maladaptive behaviors. These secondarywith developmental disabilities in terms of human relationship anddisabilities need to be comprehensively addressed along with thea living environment, and should work together to solve issues.

enforcement,

caution,reprimand

by

other

people,original symptoms, concomitant disabilities, and worsened
accompanying symptoms.

[Keywords]
Developmental disabilities, emotional disturbances, Secondary

The study revealed that, in order to prevent secondary

disabilities, Preventive treatment

disabilities in school settings, it is important to have better

15

NISE Bulletin Vol. 12 March 2013

NISE's Activities

Report on FY 2012 National Institute of Special Needs Education Seminar
FY 2012 National Institute of Special Needs Education Seminar

research projects of NISE regarding development of inclusive

entitled “Current Situations and issues on Special Needs Education

education system were presented. One is entitled “Study on–Thinking on Special Needs Education Leading to the Creation of

consideration and special guidance to children who need special

Cohesive Society-“ was held for two days from January 29

support in developing an inclusive education system” and another(Tuesday) to January 30 (Wednesday), 2012. The venue of theis entitled “Research for teacher’s professional standards andseminar with the total of over 700 participants was the National

development of teacher training program in inclusive education

Olympics Memorial Youth Center, Yoyogi, Japan.

systems.” The second part of the Session 2 focused on topics andIn the afternoon of the Day 1, Ms. OOYAMA Mami, Director of

research issues on two disability categories: the education for

Division of Special Needs Education, Elementary and Secondary

children with hearing impairment and the education for children

Education Bureau, Ministry of Education, Culture, Sports, Science

with developmental disabilities/emotional disturbance.

and Technology (MEXT) provided an explanation from theIn the afternoon on Day 2, poster presentation session was held

administrative perspectives, followed by the Symposium entitledfollowed by the Session 3. In the poster session, results of research“Thinking on Special Needs Education towards Cohesive Society.”projects that finished in previous year were presented. The Session

In this Symposium, the Presidents or the delegates of the national

3 consisted three workshops such as “Use of ICF (International

associations of each school category such as kindergarten,

Classification of Functioning, Disability, and Health) for

elementary schools, lower-secondary schools, elementary andbetterment of understanding, teaching, and support of children

lower-secondary schools in which one or more special needs

with disabilities”, “Career guidance and vocational education

education classes or resource rooms are attached, schools for

towards independence and participation to the society for children

special needs education were invited as panel members. First halfwith disabilities”, and “Supports for the students with mildof the symposium, each of the panel members gave theirintellectual disabilities who belong to upper secondary department

presentation followed by the discussion session. Topics coveredof Special Needs School (Intellectual Disabilities).” In each ofinclude the situations for the present and the past five years since

workshops, the participants and panel members have exchanged

the partial legal reform of the School Education Law in April,ideas through presentations, Q&A, discussions with discussants2007 as well as the perspectives of tomorrow’s Special Needs

and panels.

Education.

Records of the two-day seminar will be updated on the

During the first part of the Session 2 of Day 2, two ongoing

website of NISE.

16NISE Bulletin Vol. 12 March 2013

NISE's Activities

Other Topics
World Autism Awareness Day 2012
On December 2007, the United Nations General Assembly

exhibition at Tokyo Tower from March 23 to April 8. Tokyo Tower

adopted a resolution, tabled by the State of Qatar and supported by

was also the venue of the Light It Up Blue event on April 2 from

Consort of the Emir, to declare April 2 as World Autism Awareness

6:15 PM, where it was lit up in blue along with other famous

Day, encouraging Member States to take measures to raisebuildings around the world.

awareness about autism, in cooperation with NPOs, etc.
In response to this, the Japanese government established theexecutive committee for promoting World Autism Awareness Day
and, as a joint host organization, the National Institute of Special
Needs Education (NISE) is actively playing a role in promoting theawareness for autism. April 2 to 8 was designated as thedevelopmental disabilities week and events to educate the public
about developmental disabilities were held in various locations.
As a part of World Autism Awareness Day 2012 events, a
symposium titled ‘Believe in and love the way we grow’ was heldon April 7 at Nadao Hall in Kasumigaseki. There was an artwork

World Autism Awareness Day in Yokosuka 2012
World Autism Awareness Day 2012 was celebrated in Yokosuka,

understanding about autism. Also, they praised the speech by Mr.

entitled ‘Let’s get to know about autism -spread smallTai, with regard to ‘expanding the parent’s world through theconnections-’ at Yokosuka Sogo High School with the aim ofdevelopment of my child’, who accompanied his autistic son on

educating the general public about autism.

the stage.

To promote understanding of autism in local communities, NISE
and Kurihama Special Needs Education School for Children with
Autism, University of Tsukuba hosted the event with thecooperation of the Kurihama school’s PTA and the parent groupfor autistic children in Yokosuka, Tanpopo-no-kai. This year saw
an increase of visitors compared to the year before, with 251
people participating. Many families came with children, relaxing at
specially set up family seats where the children were seen sitting
next to their siblings or even lying around. The recovery rate of thequestionnaire distributed to the visitors was high at more than
80%, with many people responding that they deepened their

FY 2012 Workshop for Good Practice of Schools forSpecial Needs Education at Dormitories
The Workshop for Good Practice of Schools for Special Needs

expertise of the leaders in residential school settings in prefectural

Education at Dormitories was held on July 25 to 26 at NISE. The

special needs educational institutions as well as to share theworkshop has been held every year to improve the professional

knowledge to lead the school, and support and train teachers.

17

NISE Bulletin Vol. 12 March 2013

NISE's Activities
Seventy five leaders and staff members from all over the country

NISE. On the second day, case studies about leading practice atparticipated this year. On the first day, there was a briefing on

certain residential schools were presented, followed by working

administrative matters from the Special Needs Education Divisiongroup sessions of different disabilities, based on the reportsof the Ministry of Education, Culture, Sports, Science andsubmitted in advance, where active discussions were observed.

Technology (MEXT), followed by a lecture by personnel fromFY 2012 Workshop for Education of Developmental Disabilities
The Workshop for Education of Developmental Disabilities washigh school to high school and after), where case study

held on August 2 to 3 at NISE. The workshop has been held every

presentations by the lecturers in associated organizations wereyear since 2008, to improve the skill and expertise of the leaders,followed

who are in the position of supporting and training the teachers forpre-submitted reports.

byactive

small

group

discussions,

based

on

the children with developmental disabilities in prefectural levels aswell as to strengthen the support and assistance of local
government organizations.
This time, 117 faculty members from all over the country, who
are in the position of leading other teachers in kindergarten to highschools, attended the workshop. On the first day administrative
briefings and lectures with regard to the present situations andissues on support for children with developmental disabilities were
held, as well as case study presentations on how best to support
such children in a school education system. On the second day, theparticipants were divided into 2 working groups (continuity of
support in nursery school to elementary school ages and junior

On participating in the 35th Workshop of Principals of Japanese Schools
in the East Asia and Pacific Region
NISE’s Department of Educational Support, Counseling andwith its wide difference in sizes (for example, the Bangkok campus

Consultation Section has been supporting special needs educationof the Thai Japanese Association Schools has 2,571 pupils in 73

in Japanese Schools overseas. This time, I attended the 35thclasses while Kinabalu Japanese School in Malaysia has 13

Workshop of Principals of Japanese School in the East Asia andstudents in 4 classes). As for the special needs education in the

Pacific Region, held November 9 to 11 in 2011. The workshop has

school, a tailor-made program for each children, based on

been held annually in the region at one of the schools in rotation,‘individual educational support plan’ and ‘individual teaching plan’with the aim of improving the education standard as well as theis carried out in 3 courses, Challenge 1 (support based on hands-on

management efficiency, the topics included issues regarding thelearning), Challenge 2 (support on subjects on individual bases in a

education programs, teaching, and administrative problems in theseparate classroom), and Growing (extra tuition on subjects on

Japanese schools in the region. This time it was held in theindividual bases in a separate classroom). In this year’s workshop,

Singapore Japanese School, Primary School Changi Campus, witha tour of the school was conducted on the 1st day and we had an

37 principals in the region as well as officials from the Ministry ofopportunity to observe the Growing Course where children with

Foreign Affairs, the Ministry of Education, Culture, Sports,

developmental disabilities were learning. The way the children

Science and Technology (MEXT) and the Japan Overseas

were concentrating on the tasks in a relaxed atmosphere gave me a

Educational Services.

very good impression.

The Primary School Changi Campus has 610 pupils in 22

On the 2nd and the 3rd day, the principals were divided intoclasses. It is a middle size school among overseas Japanese schools

working session groups according to the year of the placement and18

NISE Bulletin Vol. 12 March 2013

NISE's Activities
the size of the school, with discussions ranging from issues in eachthe second most talked about topic after the new curriculum

school and creativity and measures to deal with the problems. I

guidance, showing the high degree of concern with regard toparticipated in all the group discussions and found themspecial needs education in overseas Japanese Schools. It was also a

invigorating. The topics covered included how to deal with thevery fruitful experience for me to be able to collect concrete

new curriculum guidance, how to strengthen training for locallyinformation with regard to special needs education at each locality,

employed teachers, how best to secure human resources, and theby interviewing the principals face to face, in order to strengthen

collaboration with local Japanese Societies. What was interesting

the support for Japanese Schools overseas.

for me was the topic regarding special needs education which was

On attending the 12th KNISE-NISE Seminar
We visited the Korea National Institute of Special Education

facility, we could learn a lot about the education system of Korea,th(KNISE) from July 2 to 5, 2012 by the invitation of the 12

the current situation of integrated education, and educational

KNISE-NISE Seminar committee. The theme of the seminar was

initiatives for children with severe and/or multiple disabilities.

‘Current situation of managing educational programs for children

The KNISE-NISE Seminar has come to the end. However, wewith severe and/or multiple disabilities’. The situations with regard

will continue to communicate and exchange ideas on a research by

to the curriculum development and educational reality of children

research basis with KNISE, as well as to reflect the knowledge

with severe and/or multiple disabilities in both Korea and Japan

gained from them into our own research efforts.

were presented in front of approximately 300 delegates mainly
from special needs school teachers in Korea.
We discussed the characteristics and future issues on special
needs education curriculum, being able to clarify the positioning ofspecial needs education in both countries, such as in Korea theeducation for such children is based on a standard subjects based
program while in Japan a more flexible approach for each children
to gain independent life activities is more common.
We also visited a national special needs school for children withphysical disabilities. The school and the classrooms are in goodeducational environments with the latest facilities including ICT
equipment. Through this visit, by observing classes and the19

NISE Bulletin Vol. 12 March 2013

Recent Policy and Status on Special Needs Education in Japan

Introduction
Special Needs Education Division,
Elementary and Secondary Education Bureau,
Ministry of Education, Culture, Sports, Science and Technology (MEXT)

1. The Convention on the Rights of Persons with Disabilities was

responds to the special needs of children with developmental

adopted at the 61st Session of the General Assembly of thedisabilities and intellectual disabilities and education that can

United Nations in December 2006 and became effective in May

utilize sign language and Braille.

2008. Japan signed the Convention in September 2007, and iscurrently moving ahead with consideration of its ratification. In

3. Within this context, on July 12, 2010, MEXT made a request for

December 2008, the Ministerial Board for Disability Policy

deliberations to the Subdivision on Primary and Secondary

Reform was established, comprising all members of the Cabinet,

Education of the Central Council for Education, and under thisincluding the Minister of Education, Culture, Sports, Science

subdivision, the Special Committee of the Future Directions ofand Technology, and headed by the Prime Minister. The initial

Special Needs Education was established. In December 2010,

five-year period has been designated as an intensive period forthis Special Committee issued an interim report as anpromoting systemic reforms for persons with disabilities, and“discussion points,” based on its discussions of studies carried

during this period, general coordination for the promotion ofout by the Advisory Committee for Promotion of Special Needs

reforms, the preparation of drafts for basic policy reforms, and

Education which were set up by MEXT in August 2008 and thestudies for implementing them are being carried out. In order toCommittee for Disability Policy Reform. After the issuance of

seek views regarding the promotion of measures for people with

its interim report, the Special Committee sought views from thedisabilities, a Committee for Disability Policy Reform was

wider public, and it further deepened its deliberations, using theestablished under the Ministerial Board, and on June 7, 2010,

views gained from the public as reference.

the Committee issued its First Opinion report of its findings.
4. During this period, the Committee for Disability Policy Reform
2. A Cabinet decision on June 29, 2010, approving theissued its Second Opinion report. In August 2011, the Basic Law

above-mentioned First Opinion report directed that eachfor Persons with Disabilities was revised, based on the Second

individual field should be investigated by the relevant

Opinion report and the “discussion points.” In regards toministries. In the area of education, the following two points

education, the following revisions were made in Article 16 of

were indicated.

the law.

・Based on the concept of developing an inclusive education(1) In order to enable persons with disabilities to receive adequate

system, as called for by the Convention on the Rights of Persons

education in line with their age and abilities and based on theirwith Disabilities, in which children with disabilities receive

special characteristics, the national and local governments shalleducation together with children without disabilities, MEXT

give due consideration to enabling, as far as possible, school

was charged with framing a conclusion for the basic direction ofchildren with disabilities to receive education together withthe reform of the system in terms of the revision of the Basicschool children without disabilities, and shall take necessary

Law for Persons with Disabilities within fiscal 2010 concerning

measures, including the improvement and enhancement of thethe overall educational system, including systemic and financial

contents and methods for education.

aspects.

(2) In order to achieve the purpose stipulated in the preceding

・A conclusion will be reached on the basic direction of reform

paragraph, the national and local governments shall provide

within fiscal 2012 for developing specific measures for securing

sufficient information to school children with disabilities andappropriate teachers, including persons with hearing impairment

their guardians, and shall respect their intentions as far as

who can communicate in sign language and persons with visualpossible.

impairment who can communicate in Braille, and for improving(3) The national and local governments shall actively develop joint

the expertise of teachers in order to provide education that

activities and learning between school children with disabilities

20

NISE Bulletin Vol. 12 March 2013

and those without disabilities, thereby promoting their mutual

6. Based on the above-mentioned report, this report was compiled
as a result of the discussions conducted at the Subdivision onunderstanding.
(4) With regard to the education of persons with disabilities, thePrimary and Secondary Education. We strongly hope that, based

national and local governments shall carry out surveys andon this report, the steady promotion of special needs education

research, secure human resources and improve their professional

for developing an inclusive education system leading to thequalities, provide appropriate teaching and training materials

creation of a cohesive society will prove greatly beneficial forand others, and improve and maintain school facilities and otherchildren with disabilities, children whose disabilities are notenvironments.

known by those around them but who have difficulties in(*Reference: Basic Law for Persons with Disabilities [excerpts])

learning and daily life, and for all other children.

5. In addition, the Special Committee on Special Needs Education

7. At present, Disability Policy Reform, including discussions on

established the Working Group for Reasonable Accommodation

the enactment of legislation regarding the ban of discriminationin May 2011, and after deliberating over eight sessions, thebased on disabilities, are continuing to be pursued. It will be

Working Group issued its report in February 2012.

incumbent on MEXT to promote collaboration with themeasures taken by other government ministries based on thisreport.

21

NISE Bulletin Vol. 12 March 2013

Recent Policy and Status on Special Needs Education in Japan

Outline of Report on the Promotion of Special Needs Education for
Developing an Inclusive Education System Leading to the Creation of
Cohesive Society
Special Needs Education Division,
Elementary and Secondary Education Bureau,
Ministry of Education, Culture, Sports, Science and Technology (MEXT)

I. Introduction
This report describes the Government of Japan’s efforts in

Law for Persons with Disabilities, and other related matters in light

regards to Disability Policy Reform, deliberations regarding theof the adoption of the Convention on the Rights of Persons withsame at the Central Council for Education, revisions to the Basic

Disabilities at the United Nations.

II. Towards the Creation of Cohesive Society
An inclusive educational system seeks to: allow pupils and1. Development of an inclusive education system for thecreation of cohesive society

students with disabilities to learn together in the same space withAn “cohesive society” is one in which persons with disabilities,

pupils and students without disabilities, provide guidance that most

who have not necessarily had access up to now to an environment

appropriately responds to the educational needs of pupils andthat would allow them to adequately participate in society, canstudents with disabilities to ensure both their independence andactively participate in and contribute to such a society. It is asocial participation, and prepare varied and flexible mechanisms

totally inclusive society in which all persons mutually respect andand arrangements to meet these needs. It is also necessary tosupport the individuality and personality of each person andprepare “diverse places of learning,” with connectivity, such as

mutually recognize the diversity among members of the society.

regular classes in elementary and lower secondary schools, special

Striving to build this kind of society is one of the most important

support services in resource rooms, classes for special needs

issues that Japan must actively pursue.

education, and schools for special needs education.

Article 24 of the Convention on the Rights of Persons with
Disabilities states that the aims of an inclusive education system

2. Promotion of special needs education for development of an

are to: strengthen respect for human diversity, develop the mental

inclusive educational systemand physical capabilities of persons with disabilities to their fullest

Special needs education is indispensable for the development ofpotential, and enable persons with disabilities to participate

an inclusive educational system leading to the creation of cohesive

effectively in a free society. To realize these aims, States aresociety. For this, it is necessary to develop special needs education

required to ensure that persons with disabilities are not excluded

based on the concepts described in subsections (i) to (iii) below.

from the general education system and can learn together with

The promotion of special needs education under this framework

persons without disabilities, are given access to primary andensures that the educational needs of each and every child will besecondary education in the communities in which they live, andascertained and appropriate guidance and necessary support will be

are provided with “reasonable accommodation” of their individual

provided. It is believed that promoting education from thisrequirements.

perspective will prove greatly beneficial and effective for children

For the creation of cohesive society, the concept of an inclusivewith disabilities, children whose disabilities are not known byeducational system based on the precepts of the Convention on thethose around them but who have difficulties in learning and daily

Rights of Persons with Disabilities is essential, and Japan believes

life, and for all other children.

that the steady promotion of special needs education is necessary

i. So that children with disabilities can expand their capabilities

for building such a system.

and possibilities to their fullest potential and became

22

NISE Bulletin Vol. 12 March 2013independent and participate in society, it is important tohe/she spends a fulfilling learning experience by feeling a sense ofstrengthen collaboration among medical, health, welfare, andaccomplishment in understanding the contents of lessons andlabor organizations, and to enhance education for children withparticipating in learning activities. It is thus vital to prepare an

disabilities so that these children can receive adequate education

appropriate environment for this.

utilizing the various functions of the entire society.
ii. So that children with disabilities can play active roles in their

3. Proceeding to the creation of cohesive society

communities and lead fulfilling lives as members of them, it isAfter the formulation of short-term (until ratification of theessential that a foundation for their daily lives be created in their

Convention on the Rights of Persons with Disabilities) andcommunities through exchanges with children of their own age

mid-term measures (ten-year period after the ratification of theand other persons. For this, it is important to consider how to let

Convention), a phased implementation will be carried out.

children with disabilities learn with other children as much as

Short-term: Reform of system for receiving counseling andpossible.

determining school for enrolment; enhancement of teacher

iii. In regards to special needs education, it is important to build a

training;

preparation

foundation whereby equitability is ensured and people withenvironment;

disabilities can function as integral members of society, as people

individual needs. The funding necessary for these reforms will bein the community learn and live with people and children withsecured, and the reforms will be sequentially implemented.

disabilities through the promotion of understanding and acceptanceMid-term: Additional preparation of learning environments andof disabled persons.

measures for further enhancing the expertise of teachers will beeffortsofimmediately

necessarylearningfor“reasonableaccommodation”

ofA basic direction for reform should aim at having children withconsidered based on the progress of the short-term measures. The

disabilities learn in the same space as much as possible withfinal aim will be the development of an inclusive educationalchildren without disabilities. In such cases, the most importantsystem leading to the creation of cohesive society, as called for by

viewpoint is whether each child can develop a zest for living as

the Convention on the Rights of Persons with Disabilities.

III. Guidance and Decision about Schools for Enrolment
schools for enrolment, which hitherto have, in principle, called for1. Early-stage educational consultation and support
It is essential to provide adequate information to children withchildren with disabilities, who come within the purview of thedisabilities and their guardians by offering educational consultation

enrolment criteria, to be enrolled in schools for special needs

and guidance from an early age, even as early as infancy, about

education. The appropriate goal is to establish mechanisms thatpossible schools for enrolment, in order to ensure that assistance iswill decide the school of enrolment based on the condition of theprovided that responds to the individual educational needs of eachdisability, the educational needs of the child, the opinions of thechild. Deepening mutual understanding of each child’s educationalchild and the guardians, and the views of educational, medical, andneeds and required support among the relevant parties, including

psychological specialists. During this process, the municipal board

guardians, at kindergartens and elsewhere will lead to a betterof education should respect to the greatest degree possible theacceptance of the disability by the guardian and smoother

opinions of the child and his/her guardians while providing

subsequent provision of assistance. It will also be important toappropriate information to them. In principle, a consensus

form consensus among the children with disabilities, theiragreement should be reached among the child and his/her

guardians, the municipal boards of education, schools, and others

guardians, the municipal board of education, and the school about

on the educational needs and required support for the children.

the child’s educational needs and necessary assistance; the final

It is also necessary to promptly establish a system ensuring thatdecision should be made by the relevant board of education.

children can receive educational counseling and support

In regards to the “School Attendance Guidance Committees,”

throughout their childhood from infancy in collaboration withwhich many municipal boards of education have established, a

medical, health, welfare, and other organizations. Through thesemore appropriate naming would be “Educational Support

efforts, a high level of educational effectiveness can be expected.

Committee” (provisional name) since such committees not only
decide the school of enrolment and provide educational advice andsupport to the child from an early stage but should also extend

2. Mechanisms for deciding schools for enrolment
It will be necessary to reform the mechanisms for deciding

continuous support after that. These Educational Support

23

NISE Bulletin Vol. 12 March 2013

Committees are expected to expand their functions and play an

expert’s advice as part of the guidance/advice given to theimportant role for providing continuous support to children withmunicipal board of education.

disabilities.
The “place of learning” decided at the time of initial enrolment

3. Mechanisms for continuous support

is not necessarily permanently fixed; an important aim will be a

Also necessary is the sharing and utilization of information bycommon understanding among all relevant parties about therelated organizations as needed regarding the child’s record of

possibility of flexible school transfers based on consideration of

growth and guidance so that continuous guidance and support can

the stage of development of each student and the state of his/herbe given from as early an age as possible until the child reaches

adaptability.

adulthood.

It will be necessary to explain beforehand at the initial stage ofschool enrolment guidance to the student and his/her guardians

4. Role of central government and prefectural boards ofabout the flow of the procedures for deciding the school ofeducation in guidance and selection of schools of enrolment

enrolment and the possibility of flexible transfers after the

Functions for guidance and advice by prefectural boards ofeducation regarding selection of schools of enrolment should beenrolment decision (school enrolment guidance).

strengthened.

If a consensus of agreement cannot be reached among thestudent, his/her guardians, the municipal board of education,

Since there are limitations to leaving all efforts regarding

school, etc., based on, for example, a request from the municipal

guidance for selection of schools of enrolment to local government

board of education originating from a request from the student andboards of education, it is incumbent on the central government tohis/her guardians, the prefectural board of education could add aprepare a model framework for such guidance and to promote

third-person expert to the prefectural board of education’s

concrete examples for sharing this expertise.

Educational Support Committee (provisional name) to utilize thisIV. For the Adequate Education of Children with Disabilities:
The Concept of Reasonable Accommodation and the Preparationof a Fundamental Environment for its Implementationbasis for “reasonable accommodation,” and they are called the

1. “Reasonable Accommodation”
In accordance with the definition given in the Convention on the“preparation of basic environments.” The preparation of these

Rights of Persons with Disabilities, in this Report, “reasonable

environments will differ according to circumstances, but with theseaccommodation” is defined as: “the necessary and appropriate

environments as the basis, schools will offer “reasonablemodifications and adjustments carried out by establishers ofaccommodation” at each school to children with disabilities inschools and schools themselves where necessary in particular cases

accordance with their circumstances.

and depending on the circumstances of children with disabilities in

In deciding “reasonable accommodation,” consideration must beorder to ensure to children with disabilities the enjoyment or

given from the viewpoint of whether it conforms to the goals of

exercise of the ‘right to education’ on an equal basis with otherstrengthening respect for human diversity, developing the mental

children.” “Reasonable accommodation” shall not “impose aand physical abilities of persons with disabilities to their fullest

disproportionate or undue burden or lack of balance on school

potential, and enabling persons with disabilities to participate

establishers and schools on a fiscal or systemic level.” Also in

effectively in a free society, as stated in Article 24(1) of theaccordance with the Convention, due attention must be paid so that

Convention on the Rights of Persons with Disabilities in regards tothe negation of “reasonable accommodation” shall not constitutethe rights of persons with disabilities.

discrimination based on disabilities as a reason.

“Reasonable accommodation” is decided based on the state ofRegarding assistance to children with disabilities, the central

the disability of each and every child, their educational needs, andgovernment on a national scale, prefectural governments within

so on. Based on the perspective of “reasonable accommodation,”the prefecture, and city, town, and village governments at the local

the widest possible consensus is reached regarding the “reasonablelevel are respectively preparing an educational environment foraccommodation” between the school side and the student andthese children based on the law and through appropriate fiscal

his/her guardians, considering the stage of the student’s

measures. The preparations of these environments become thedevelopment. This agreement should then be clearly stated in an

24

NISE Bulletin Vol. 12 March 2013individualized education support plans. Should the school side andevery child and their educational needs.

the student and his/her guardians not reach an agreement, theA common understanding must also be reached among relevant

matter should be resolved by recommendations from theparties regarding what “reasonable accommodation” is required at

Educational Support Committee (provisional name). It is alsopresent, what should be provided as priority accommodations, andimportant that there should be a common understanding thatso on.

schools, families, and communities should be united in conducting

If a child should have multiple disabilities, “reasonableeducation, with adequate collaboration and mutual support

accommodations” for each type of disability should be flexibly

ensured. Moreover, after “reasonable accommodation” is decided,

combined.

common understanding should also be ensured so that it can be
flexibly reviewed and modified while taking into consideration the

4. Enhancement of “reasonable accommodation”

process of the development of each child and student and the state

Although consideration has been given to students withof his/her adaptability.

disabilities at schools up to now, “reasonable accommodation” is a

If a student moves to another school, information about the

new concept, and understanding the need for the ensuring of it isstudent should be transferred, and assistance should be seamlessly

not sufficient at present. Both the school side and theprovided.

child/gurdians side have insufficient information. Accordingly,
research studies for enhancing “reasonable accommodation”
should be promptly carried out, and a national “reasonable

2. Preparing the “fundamental environment”
Preparing the “fundamental environment” is indispensable foraccommodation” database based on the results of such surveys andrealizing “reasonable accommodation.” For this, necessary

research should be created, which can then be used as reference byfinancial resources must be secured. The national government andschools and students with disabilities and their guardians.

prefectural and local governments must enhance their preparation

Enhancementof a “fundamental environment” for the developing of an inclusive“preparation of a fundamental environment” should be carried out

educational system.

based on these studies over the mid- and long-term. Theof“reasonableaccommodation”

and

the

A common understanding should be further promoted for theperspectives of “reasonable accommodation” in schools andcreation of cohesive society, and higher priority should be assigned

representative examples should be reviewed depending on theto measures for developing an inclusive educational system.

need.
Evaluations are also necessary from the perspective of whether“reasonable accommodation” is being offered so that children with

3. The perspective of “reasonable accommodation” in schools
Disability-specific“reasonableaccommodation”

anddisabilities can receive adequate education, and research should be

adjustments from the perspective of “reasonable accommodation”

carried out regarding these evaluations. For example, concerning

exemplify what can be considered representative concerns.

individualized educational support plans and individualized

However, concerns other than those indicated must also beteaching plans, a PDCA cycle should be established at schools so

addressed, and it is desirable for “reasonable accommodation” tothat the results achieved based on these plans can be evaluated andbe decided based on the situation of the disability of each andregularly reviewed.

V. Preparation of Diverse Places of Learning and Promotion of Collaboration
among Schools
There are limits to responses only by teachers for accurately

1. Preparation of deverse places of learning and securing

meeting the needs of a diverse range of children by special needs

teaching staff
It is necessary to enhance the various environments of regulareducation. A support structure should be established within schools

classes, special support services in resource rooms, classes forunder the leadership of school principals, and it goes without

special needs education, and schools for special needs education,saying that the school as a whole must respond. Moreover, in

all as diverse places of learning.

addition to regular teaching staff, the number of which is stipulated

As far as regular classes, efforts should be made to reduce classby the Act on Legal Standards for Class Size and Staffing Levels

size and to improve teaching methodology, such as teaching byof Teachers and Other Personnel at Public Compulsory-Education

multiple instructors.

Schools, for example, support for children with disabilities should

25

NISE Bulletin Vol. 12 March 2013

be improved by utilizing school counselors, school social workers,

as schools for special needs education and coordinators for school

speech-language-hearing therapists (ST), occupational therapists

clusters, the clarification of the division of roles for each school for(OT), physical therapists (PT), and other specialists.

special needs education according to community and function is

From the viewpoint of medical care, nurses and other healthdesirable. For this, networks of schools for special needs education

professionals should be secured as needed.

should be created.

The teaching personnel system for providing special support
services in resource rooms should also be strengthened.

3. Promotion of exchanges and collaborative learning

In order to boost the preparation of suitable environments at

Joint activities and learning between schools for special needs

kindergartens and upper secondary schools, it is important for

education and elementary, lower secondary schools, upper

prefectural boards of education to enhance these environments, forsecondary schools and between classes for special needs education

example, by conducting teacher training through the utilization ofand regular classes are extremely meaningful for children withthe function as a resource center of schools for special needs

disabilities enrolled in schools for special needs education or

education.

classes for special needs education and for children without
disabilities by widening their experiences, cultivating their social
nature, and developing their humanity, which will help lead to the

2. Promoting collaboration among schools
An inclusive educational system should be built up within eachcreation of cohesive society. These joint activities and learning cangreatly foster a deep-seated respect for diversity.

community that can respond to the educational needs of each and

It is necessary to promote more organized and systematic joint

every child within the community by the tying together ofcommunity school clusters.

activities and learning between schools for special needs education

Schools for special needs education possess function as aand elementary, lower seconrady schools, upper secondary schools

resource center for: support to teachers at elementary and lower

by including them in the school curriculum, preparing annual

secondary schools, consultation and the provision of informationteaching plans for them, and so on. During this process, theregarding special needs education, guidance and support tocollaboration between prefectural and municipal boards ofchildren with disabilities, collaboration and coordination witheducation is important. Moreover, in regards to the joint activities

related organizations, training for teachers at elementary and lower

and learning between classes for special needs education andsecondary schools, and providing children with disabilities accessregular classes, the aims should be clarified at each school, andto facilities and equipment. From now, they will be required tothey should be promoted in an organized and systematic way byplay a major role within the inclusive educational system,

including them in the school curricula and preparing annual

including fulfilling coordinating functions for the school clusters

teaching plans for them.

within communities and expanding their guidance and support
functions to children with developmental and other disabilities

4. Collaboration with related organizations
Appropriate collaboration with medical, health, welfare, labor,

through special support services in resource rooms. For this, efforts
must be made to further enhance their function as a resource centerand other related organizations is important. For this, the formationand enhance their expertise.

of coordinated networks for broad-based area support under themutual collaboration of relevant administrative organs is effective.

In order to effectively fulfill their function as a resource center

VI. Raising the Level of Expertise of Teachers for the Enhancement of Special
Needs Education
stage, but in the case of current teachers, they should enhance their

1. Ensuring the expertise of teachers

basic knowledge and skills through training workshops, etc.

All teachers are required to have a definite level of knowledge
and skills regarding special needs education in order to develop an

Since it is difficult for all teachers to acquire specialized

inclusive educational system. It is particularly necessary forknowledge in a wide range of areas, outside human resources

teachers to have the requisite knowledge and skills in the area ofshould be utilized as need arises to ensure the expertise of thedevelopmental disorders since many children who may haveschool as a whole.

developmental disabilities are enrolled in regular classes. For this,teachers should acquire this knowledge during the teacher training

2. Expertise of teachers, training and development systems

26

NISE Bulletin Vol. 12 March 2013For ensuring the expertise of the school as a whole, capable

certification, as well as encouraging them to heighten their level ofleadership by the school principal and other school managers is

expertise through further training after receiving the certification.

essential. The role of supervisor of school education from local

Teachers in charge of instruction for classes for special needs

boards of education who support school teachers is also important.

education and special support service in resource rooms are

Accordingly, appropriate training must also be carried out targeting

important actors for special needs education, and their expertiseschool principals and other managers and supervisor of school

exerts a great influence on other teachers in the school. Because of

education from local boards of education.

that, it is important for teachers in charge to promptly ensure their

Around 70 percent of the teachers at schools for special needs

expertise by receiving specialist training, and to continue toeducation have obtained certificate for teachers of schools for

improve their expertise through further training.

special needs education (either a teaching certificate for the
relevant school level or a certificate for special needs education).

3. Recruitment and deployment of persons with disabilities as

From the standpoint of improving the educational quality inteachers

schools for special needs education, it is necessary to promptly

An “cohesive society” is one in which persons with disabilities,

ensure the expertise of responsible teachers by raising the

who up to now have not necessarily been able to participate

certification acquisition rate. For this, certification should be given

sufficiently in society, can actively participate in and contribute to

greater attention during the training and employment stages.

society. In schools as well, it is important to make environments in

Particularly for current teachers, efforts should be advanced forwhich persons with disabilities can have the option of choosing topromoting their participation in training courses for acquiring thisbecome teachers.

27

NISE Bulletin Vol. 12 March 2013

Recent Policy and Status on Special Needs Education in Japan

Recent Data on Education for Children with Disabilities in Japan
This document is a translation from the Data on Special Needs Education in 2011, edited and published in 2012 by the Special Needs
Education Division of Elementary and Secondary Education Bureau, Ministry of Education, Culture, Sports, Science and Technology withpermission. Statistical data are collected as of August 1, 2011 for schools in Fukushima and as of May 1, 2011 for the rest of schools.

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

Number ofclasses

Kindergarten
dept.

Elementary
dept.

Lower
Upper
secondary dept. secondary dept.

T otalT otal

1,049

32,175

1,543

36,65928,22559,696

126,123

Sub total of schools for uniquedisability category

847

24,209

1440

27852

21703

46877

9,787

(1) Visual impairment

66

1,263

218

622

497

1,999

3,336

(2) Hearing impairment

91

1,883

1,115

2,058

1,325

1,683

6,181

(3) Intellectual disabilities

490

15,45860

18,506

15,72038,553

72,839(4) Physical/motor disabilities

137

4,565

47

5,692

3,335

3,732

12,806(5) Health impairment

63

1,040

-

974

826

910

2,710

Sub total of schools for multiple
disability category

202

7,966

103

8,807

6,522

12,81928,251(1)+(2)

-

-

-

-

-

-

-

(1)+(3)

1

41

7

88

68

-

163

(1)+(4)

-

-

-

-

-

-

-

(1)+(5)

1

21

1

7

4

21

33

(2)+(3)

8

207

40

163

144

314

661

(2)+(4)

-

-

-

-

-

-

-

(2)+(5)

-

-

-

-

-

-

-

(3)+(4)

117

5,021

7

5,717

4,147

8,854

18,725(3)+(5)

14

518

-

551

503

863

1,917

(4)+(5)

17

661

13

677

459

532

1,681

(1)+(2)+(3)

-

-

-

-

-

-

-

(1)+(2)+(4)

-

-

-

-

-

-

-

(1)+(2)+(5)

-

-

-

-

-

-

-

(1)+(3)+(4)

-

-

-

-

-

-

-

(1)+(3)+(5)

-

-

-

-

-

-

-

(1)+(4)+(5)

1

28

2

24

20

20

66

(2)+(3)+(4)

-

-

-

-

-

-

-

(2)+(3)+(5)

1

49

9

52

30

84

175

(2)+(4)+(5)

-

-

-

-

-

-

-

(3)+(4)+(5)

24

809

5

956

662

1,233

2,856

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

1

37

4

39

40

39

122

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

-

-

-

-

-

-

-

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

-

-

-

-

-

-

-

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

-

-

-

-

-

-

-

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

1

63

2

79

50

47

178

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

16

511

13

454

395

812

1,674

T otal

89,477

Number of teachers

74,854

Number of staffs

14,623*This table is classified by the type of disabilities which each school specifies according to their school regulations.

28

NISE Bulletin Vol. 12 March 2013

(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

Kindergarten
dept.

Elementary
dept.

Lower
secondary
dept.

Upper
secondary
dept.

Total

Visual impairment

86

2,215

246

1,794

1,042

2,800

5,882

Hearing impairment

118

2,810

1,189

3,117

1,937

2,357

8,660

Intellectual disabilities

673

27,156

222

32,47524,85753,914111,468

Physical/motor disabilities

314

11,860177

13,639

8,076

9,720

31,612

Health impairment

138

7,262

30

7,508

5,379

6,672

19,589*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

15,303(48.6%)

55,352(51.4%)

7,652(53.5%)

28,419(69.6%)

22,955(50.1%)

83,771(54.0%)

Physical/motor disabilities

1,899(6.0%)

3,221(3.0%)

705(4.9%)

1,079(2.3%)

2,604(5.7%)

4,300(2.8%)

Health impairment887(2.8%)

1,608(1.5%)

384(2.7%)

662(1.4%)

1,271(2.8%)

2,270(1.5%)

Low vision245(0.8%)

292(0.3%)

77(0.5%)

93(0.2%)

322(0.7%)

385(0.2%)

Hard of hearing

550(1.7%)

913(0.8%)

228(1.6%)

369(0.8%)

778(1.7%)

1,282(0.8%)

Speech and language disorders426(1.4%)

1,373(1.3%)

77(0.5%)

118(0.2%)

503(1.1%)

1,491(1.0%)

Autism/ Emotional disturbance

12,197(38.7%)

44,838(41.7%)

5,177(36.2%)

16,918(35.5%)

17,374(37.9%)

61,756(39.8%)

31,507

107,597

14,30047,65845,807

155,255

Total
Number of teachers in charge

33,72915,51949,248

Number of schools established

15,611

7,499

23,110* Special needs education classes for Autism/Emotional disturbance was substituted for ones for Emotional disturbance since 2009.

29

NISE Bulletin Vol. 11 March 2012

(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

31,314(52.0%)

293(5.6%)

31,607(48.4%)

Autism

9,007(15.0%)

1,335(25.7%)

10,342(15.8%)

Emotional disturbance

5,218(8.7%)

1,114(21.4%)

6,332(9.7%)

Low vision

111(0.2%)

19(0.4%)

130(0.2%)

Hard of hearing

1,710(2.8%)

341(6.6%)

2,051(3.1%)

Learning disabilities

6,455(10.7%)

1,358(26.1%)

7,813(12.0%)

Attention deficit hyperactivity disorder

6,312(10.5%)

714(13.7%)

7,026(10.7%)

Physical/motor disabilities

6(0.01%)

3(0.06%)

9(0.01%)

Health impairment31(0.05%)

19(0.4%)

50(0.08%)

60,164

5,196

65,360

Number of teachers in charge

4,596

644

5,335 *1

*1 The data includes 95 teachers of schools for
special needs education.

Number of schools established

2,576

425

3,061 *2*2 The data includes 60 schools for special needs
education.

Total(5) National demographic data for schooling of children
Compulsory education stage(elementary and lower secondary)
Number of children enrolled (all)10,545,844(100.0%)15,559,420(100.0%)285,499(2.7%)

346,738(2.2%)

Enrollment in special schools

64,884(0.6%)

126,123(0.8%)

Enrollment in classes for special needs education

155,255(1.5%)

155,255(1.0%)

Number accessing resouce rooms

65,360(0.6%)

65,360(0.4%)

56(0.0005%)

Number of children receiving special needs education

Breakdownof above

Number of children postponed or exempted schooling because of
their disabilities

Breakdownof above

All stages(kindergarten to upper secondary)Blind/visual impairment0

Deaf/hearing impairment

1Intellectual disabilities

7

Physical/motor disabilities

10

Health impairment

38

Enrolled in children’s facilities/corrective
institutions

76

Others56

3,762*The number of children enrolled in schools for special needs education and special classes include all national, public and private institutions while thoseof resource rooms came from the data of public institution only.

30

NISE Bulletin Vol. 11 March 2012(6-1) Trend of the enrollment rates belong to the classes for children with multiple disabilities counted bydisabilitiy categories among all children in the schools - totals for national, public and private institutions ①Elementary and lower secondary department
1980

1985

1990

1995

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

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

Visual impairment

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

Hearing
impairment

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

Intellectual
disabilities

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

Physical/motor
disabilities

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

Healthimpairment

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

Total (%)

*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, cace count might be dubbled or more for the child with multiple disabilities.

②Upper secondary department
1980

1985

1990

1995

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

Total (%)

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

Visual impairment

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

Hearing
impairment

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

Intellectual
disabilities

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

Physical/motor
disabilities

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

Healthimpairment

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

*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, cace count might be dubbled or more for the child with multiple disabilities.

31

NISE Bulletin Vol. 12 March 2013(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.
Number ofEnrollment
childrenrate
T otalUpper secondary dept.
Number ofchildren

T otalEnrollment
rate

Number ofchildren

Enrollmentrate

26,04840.1%

11,66019.5%

37,708

30.3%

540

48.3%

250

12.5%

790

25.3%

(2) Hearing impairment

666

19.7%

200

11.9%

866

17.1%

(3) Intellectual disabilities

9,785

28.6%

4,838

12.5%

14,623

20.1%

7,218

80.0%

2,585

69.3%

9,803

76.8%
33.9%

(1) Visual impairment(4) Physical/motor
disabilities(5) Health impairment

560

31.1%

359

39.5%

919

(1)+(2)

-

-

-

-

-

-

(1)+(3)

31

19.9%

-

-

31

19.9%

(1)+(4)

-

-

-

-

-

-

(1)+(5)

5

45.5%

1

4.8%

6

18.8%

(2)+(3)

58

18.9%

26

8.3%

84

13.5%

(2)+(4)

-

-

-

-

-

-

(2)+(5)

-

-

-

-

-

-

(3)+(4)

4,770

48.4%

2,312

26.1%

7,082

37.8%

(3)+(5)

354

33.6%

194

22.5%

548

28.6%

(4)+(5)

911

80.2%

351

66.0%

1,262

75.7%

(1)+(2)+(3)

-

-

-

-

-

-

(1)+(2)+(4)

-

-

-

-

-

-

(1)+(2)+(5)

-

-

-

-

-

-

(1)+(3)+(4)

-

-

-

-

-

-

(1)+(3)+(5)

-

-

-

-

-

-

(1)+(4)+(5)

35

79.5%

10

50.0%

45

70.3%

(2)+(3)+(4)

-

-

-

-

-

-

(2)+(3)+(5)

22

26.8%

6

7.1%

28

16.9%

(2)+(4)+(5)

-

-

-

-

-

-

(3)+(4)+(5)

639

39.5%

287

23.3%

926

32.5%

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

23

29.1%

15

38.5%

38

32.2%

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

-

-

-

-

-

-

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

-

-

-

-

-

-

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

-

-

-

-

-

-

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

89

69.0%

21

44.7%

110

62.5%

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

342

40.3%

205

25.2%

547

32.9%

*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’.

32

NISE Bulletin Vol. 12 March 2013(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
students whoentering
institutions or
medicalinstitutions

Number of
graduate students

Total

9,103
(100.0%)8,923(98.0%)

25(0.3%)

1(0.01%)

81(0.9%)

73(0.8%)

Visualimpairment

168(100.0%)166(98.8%)---

2(1.2%)Hearing
impairment

418(100.0%)414(99.0%)---

4(1.0%)

Intellectual
disabilities

6,520(100.0%)6,415(98.4%)

14(0.2%)

1(0.02%)

53(0.8%)

37(0.6%)

Physical/motor
disabilities

1,558(100.0%)1,538(98.1%)--

13(0.8%)

17(1.1%)

Healthimpairment

439(100.0%)400(91.1%)

11(2.5%)

2(0.5%)

15(3.4%)

13(3.0%)

14,143(100.0%)13,251(93.7%)

324(2.3%)

112(0.8%)Classes for special needs
education

Number of
students whoentering training
institutions

Number of
students whoentering work
life

Number of
students whoentering higher
education

Others456(3.2%)*Upper columns are for the number of students and lower columns are for its share (%) to the total. The total of all the rates above does not reach 100%
because of the round off.

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

Schools for
special needs
education

Number of
students whoentering higher
education

Number of
students whoentering training
institutions

Number of
students whoentering work
life

Number of
students whoentering
institutions or
medicalinstitutions

OthersTotal

16,854(100.0%)480(2.8%)

447(2.7%)

4,096(24.3%)

10,905(64.7%)

926(5.5%)

Visualimpairment

490(100.0%)113(23.1%)

13(2.7%)

80(16.3%)

238(48.6%)

46(9.4%)Hearing
impairment

534(100.0%)210(39.3%)

46(8.6%)

184(34.5%)

79(14.8%)

15(2.8%)

Intellectual
disabilities

12,562(100.0%)77(0.6%)

257(2.0%)

3,440(27.4%)

8,145(64.8%)

634(5.1%)

Physical/motor
disabilities

2,778(100.0%)47(1.7%)

88(3.2%)

332(12.0%)

2,150(77.4%)

161(5.8%)

Healthimpairment

490(100.0%)33(6.7%)

43(8.8%)

60(12.2%)

293(59.8%)

61(12.4%)*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

NISE Bulletin Vol. 12 March 2013(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]
1980

1990

1995

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

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

Visualimpairment

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

Hearing
impairment

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

Intellectual
disabilities

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

Physical/motordisabilities

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

9.6.3

Healthimpairment

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

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

Total

Schoolsfor
specialneeds
education

1985

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

1980

1990

1995

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

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

Visualimpairment

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

Hearing
impairment

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

Intellectual
disabilities

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

Physical/motordisabilities

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

Healthimpairment

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

Total

Schoolsfor
specialneeds
education

1985

34

NISE Bulletin Vol. 12 March 2013(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

(10) Expenditure of school education per one child - public institution Public
Schools for special needs education
Elementary schools
Lower secondary schools[FY 2009]

Expenditure of school education
7,879,125 Yen

Expenditure per child enrolled in schools for special needs education is905,251

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

1,056,624

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

35

NISE Bulletin Vol. 12 March 2013

Research Papers

Practical Tasks and Approaches to School Evaluation Based on the
Characteristics of Special Needs Schools
OOUCHI Susumu(Department of Educational Support)

Abstract: Guidelines for school evaluation issued by the Ministry of Education, Culture, Sports, Science and Technology indicate that
discussion of methods of school evaluation based on the characteristics of special needs schools is on the agenda. Special needs schools
throughout the country have been built up school evaluation activity for many years in this country. Accordingly, we conducted a survey
questionnaire of all special needs schools in Japan with the purpose of investigating the evaluation procedures used, based on thecharacteristics of special needs schools. Further, to examine the characteristics of special needs schools in detail, we analyzed the evaluation
items on the self-evaluation sheets used by each school. It was found that characteristics of special needs schools were embedded in the school
self-evaluation sheets while the evaluation items themselves provided only a general evaluation. The results suggest that in conducting
self-evaluation of special needs schools, the evaluation items should be specific and have a clear focus on the actual condition of students withdisabilities and the characteristics of the communities in which they live.
Key words: School evaluation, special needs school, self-evaluation

I. Introduction:

Technology (MEXT), the Guidelines for School Evaluation

Background and purpose of this research(Revised) were issued, which also referred to the methods ofschool evaluation for high schools and special needs schools.
Then, on July 20, 2010, the Guidelines for School Evaluation

1. Existing efforts for school evaluation
With regards to the evaluation of schools in compulsory(2010 revision) was issued, which kept the basic structure of theeducation in Japan, the origin of such public efforts can be found

Guidelines for School Evaluation (Revised), but with addedin the Standard for Elementary School Establishment, which camedescriptions concerning the third-party evaluation of schools.

into effect in April 2002 and required each school to endeavor to

Even before school evaluations as a new structure started to be

conduct self-evaluation and publish the results. This standard

implemented, each school was setting targets at the beginning of

called for the proactive provision of information to guardians, etc.

the year, reflecting on them at the end of the year, and carrying out

Then in March 2006, the School Evaluation Guideline forsurveys to review the implementation. However, such existingCompulsory Education was issued, mainly aimed at compulsory“school evaluation” did not respond to current trends. In theschools (elementary schools and lower secondary schools

existing method, priority targets and priority tasks for the year(including the lower division of secondary schools), andwere set but did not require clarification of specific measures forelementary schools and lower secondary schools for the blind, deaf

improvement, which means the evaluation results were examined

and otherwise) run by cities, wards, towns and villages, and was

but the focus was not on the implementation process (Nagao,

provided as a reference for each school and provider. Furthermore,2007). Therefore, it was unlikely to lead to moves for deliberate

in order to promote school evaluations, provisions were madeefforts to utilize the evaluation results and subsequent reflection inconcerning the implementation of self-evaluations, evaluations by

the next implementation process, and as a result, the effect ofschool-related parties and the publication of the results, andimproving school approaches has been limited considering thereporting of the evaluation results to providers in the School

amount of effort made to formulate the annual plan and

Education Law in June 2007 and the Enforcement Regulations for

end-of-year reflection on the achievements. This is not limited to

the School Education Law in October in the same year. Since then,compulsory schools, but is the same for special needs schools.

based on these new provisions of laws and discussions at the
2. Special needs schools and school evaluation

Research Committee on the Promotion of School Evaluation,
which was set up within the Primary and Secondary Education

With regards to school evaluations of special needs schools, theBureau of the Ministry of Education, Culture, Sports, Science andGuidelines for School Evaluation (2010 revision) stipulate as

36

NISE Bulletin Vol. 12 March 2013

Table 1. Efforts for school evaluation in Japan
Year

Month

Efforts

DetailsMar.

National Council on Educational Reform wasestablished under the Prime Minister

May

Emergency appeal was made by the chairman of
the National Council on Educational Reform

2000

Dec.

17 Proposals for educational reform were set
forth by the National Council on Educational
ReformJan.

MEXT Education Reform Plan for the 21
Century“Create open schools by establishing aself-evaluation system and introducing the school
councilor system”

Mar.

MEXT established the “Standard for Elementary
School Establishment” and the “Standard for
Lower Secondary School Establishment”“Elementary schools (lower secondary schools)
must work to implement self-evaluation
concerning their educational activities and otheraspects of school management and disclose theresults in order to improve their educational
standards and achieve their aims.”

Apr.

“Rules for Self-Evaluation at Elementary andLower Secondary Schools” came into force from
April 1

st

2001

Three perspectives for educational reform:“Realizing education that fosters Japanesepeople with a rich sense of humanity”“Realizing an educational system that develops
the talent of individuals and fosters creative
leaders”“Creating new schools for the new age andrealizing a system to support them”

2002

MEXT “Investigative Study on Establishment of
School Evaluation System”

2002 – 2004

Oct.

Report of the MEXT Central Council for
Education“Redesigning Compulsory Education for a New
Era”

Dec.

Report of the MEXT Central Council for
Education“System for Promoting Special Needs Education”

2005

MEXT issued “School Evaluation Guideline for
Compulsory Education”

Mar.
2006

MEXT carried out “Practical Research on
Evaluation based on the School Evaluation
Guideline”
MEXT carried out “Practical Research on
Third-Party Evaluation of Schools”

Dec.

2007

Third-party evaluation of schools was tested at
120 schools in 2006 and at 160 schools in 2007.

Fundamental Law of Education was revised

School Education Law was revised

Evaluation and provision of information atelementary schools was defined and also applied
to special needs schools.

Methods of third-party evaluation ofkindergartens were deliberated
2008

2010

Guidelines for School Evaluation (2008 revision)
was issued“Response to characteristics of high schools andspecial needs schools”

Guidelines for School Evaluation (2010 revision)
was issued“Items that should be included in the Guidelines
for Third-Party Evaluation of Schools”

37

NISE Bulletin Vol. 12 March 2013

follows.

special needs schools are sufficiently understood in comparison to○ Special needs schools are expected to provide education

elementary and lower secondary schools. In particular, anequivalent to schools such as elementary and lower secondary

important task is proceeding with discussions on methods ofschools, and under the law, provisions for schools such as

school evaluation that take into account the characteristics ofelementary and lower secondary schools are applied to basic

special needs schools.

matters of school operation. Therefore, descriptions so far are

Therefore, this research focuses on the response to thevalid in principle with regards to school evaluation and thecharacteristics of special needs schools with the aim ofprovision of information.

understanding the status of the implementation of school○ However, since special needs schools provide specialist

evaluation at those schools. Toward this end, we shall conduct a

education in response to different levels of disability andnationwide fact-finding survey by sending questionnaires to all

development of pupils, etc., these schools have certain

special needs schools in Japan and analyze the self-evaluation

characteristics, including the necessity to deal with curriculum

sheet in order to understand the status of dealing with theformulation, educational materials and tools, facilities andcharacteristics of special needs schools.

equipment, and collaboration with relevant bodies such as

II. Fact-finding survey on school
evaluation at special needs schools

medical and welfare organizations in light of the actual
condition of a wide spectrum of pupils, and the expectations toprovide advice and support with regards to special needs
education in response to requests from elementary and lower

1. Aim of the survey

secondary schools (function as a resource center). Therefore, it

In order for special needs schools to utilize school evaluations to

is important in proceeding with establishing the way to evaluate

improve the management of the school and raise the educational

schools as well as specific evaluation items and benchmarks tostandards, it is important to pay attention to the characteristics ofconsiderspecial needs schools when establishing evaluation items andtheappropriate

methods

in

light

of

these

characteristics.

benchmarks.

○ Further deliberation is needed on a method of school evaluation

Accordingly, a nationwide survey of special needs schools wasthat takes into consideration the characteristics of special needs

conducted to determine the status of school evaluations, with aschools, etc., and the findings should be reflected in these

focus on the response to the characteristics of special needs

guidelines as necessary.

schools.

As shown above, existing guidelines are applicable, in principle,
in implementing the evaluation of special needs schools and the

2. Method

provision of information, and the importance of proceeding with

(1) Scope of survey

efforts taking into consideration the characteristics of special needs

The survey was intended for special needs schools and theirschools is evident. Deliberation on the methods of school

branches across Japan. Branch classes were excluded from theevaluation in light of the characteristics of special needs schools issurvey as schools are evaluated by school.

deeply relevant to this research.

There were 850 prefectural special needs schools, 120 municipal
special needs schools, 45 special needs schools affiliated with

3. Aim of this researchnational universities, and 14 privately-run special needs schools

The School Education Law was revised in June 2007 in light offor a total of 1,029 schools surveyed, of which 938 schools were

the need to review the achievements of educational activities bymain schools and 91 schools were branch schools.

schools from the perspective of improving and developing school
operations and the need for schools to achieve accountability and(2) Survey method

to advance cooperation with parents and the local community.

1) Implementation procedure

Article 42 of the Law stipulates that schools should be evaluated,

The survey was conducted by sending a questionnaire by post.

and based on the results of these evaluations, efforts should be

The following procedure was followed in conducting the survey.

made to improve school operations and raise educational

With regards to prefectural special needs schools, thestandards. In addition, Article 43 of the Law provides for thequestionnaire was sent directly to the schools, and at the same time

proactive provision of information concerning educationala notice letter was sent to the board of education of the prefecture.

activities and school operations. These provisions are also appliedWith regards to municipal special needs schools, the questionnaire

to special needs schools, but it is hard to say that the situation of

was also sent directly to the schools with a notice letter to the38

NISE Bulletin Vol. 12 March 2013

2. Responses in the self-evaluation to items that are characteristicboard of education of the municipal area. With regards to special

to school evaluations of special needs schools

needs schools affiliated with national universities and privately-run

3. System of utilizing school evaluations in the management ofspecial needs schools, the questionnaire was sent directly to theschools without a notice letter to the school providers.

special needs schools and the status of utilizing school
evaluations to obtain specific examples of application of the2) Survey period

results

The questionnaire was sent out in the second half of November

4. Other (disclosure of school evaluations, collaboration with

2008. The survey period was from December 1, 2008 to January 9,

guardians, evaluations concerning boarding houses, etc.)

2009. The survey base date was November 1, 2008.
3. Results(3) Survey content(1) Number of responses

The questionnaire contained survey items in the following five736 schools responded, of which valid responses were obtained

main areas in order to understand the status of school evaluations

from 735 schools and invalid responses were received from one

at special needs schools and to find implementation examples ofschool. Eight schools carried out the school evaluation for theutilizing the evaluation results. Items in common with school

main and branch schools together, thus the number of schools

evaluations at elementary and lower secondary schools werecovered by the survey was 1,021. The response rate was 72.0%.

omitted, and items that cater to the characteristics of special needs(2) Results by item

schools were included.

1) Status of implementing school evaluations at special

1. Status of implementing school evaluations at special needs

needs schools

schools

The largest number of schools (411 schools) carried out the

Figure 1. Frequency of school evaluations (n=735)

39

NISE Bulletin Vol. 12 March 2013

school evaluation once a year, followed by 195 schools whichteaching plans, b. Individualized education support plans, c.

carried out annual school evaluations plus an interim evaluation.

Functioning as a resource center, d. Special needs education

92 schools carried out the evaluation twice a year (Figure 1).

coordinators, e. Joint activities and learning, f. School committees,g. Collaboration with relevant organizations, h. Community liaison

2) Self-evaluation of school at special needs schools

council, i. Transition support, and j. Improving the environment

Efforts to self-evaluate the school at special needs schools were

(Figure 2).

surveyed from five perspectives: “Evaluation concerning thea. Individualized teaching plans

special needs school,” “Evaluation concerning the expertise of the459 schools (62.4%) evaluated individualized teaching plans

school personnel in special needs education,” “Evaluation relating

using broad items only, 144 schools (19.6%) used detailed items

to the effectiveness of special needs education,” “Evaluationfor evaluation, and 124 schools (16.9%) had no evaluation item.

concerning the relationship between the special needs school andb. Individualized education support plans

the

local

community,”

and“Evaluation

concerningthe

419 schools (57.0%) evaluated individualized education support

development of systems at the special needs school.”plans using broad items only, 118 schools (16.1%) used detailed(1) Evaluation items in the school evaluation relating to special

items for evaluation, and 189 schools (25.7%) had no evaluationneeds schools

item. Overall, more than 70% of the schools had individualized

In accordance with descriptions such as “Promoting specialteaching plans as an evaluation item.

needs education,” respondents were asked to answer regarding thec. Functioning as a resource centerstatus of implementing the following ten items: a. Individualized

The function of special needs schools as a resource center may

Figure 2. Status of implementing evaluation concerning characteristics of special needs schools

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NISE Bulletin Vol. 12 March 2013

include: provision of consultation to the parties concerned,

learning as an evaluation item.

teachers who are responsible for the child, and schools

f. School committees(educational consultation); provision of support in training of

203 schools (27.7%) evaluated school committees using broad

teachers at elementary and lower secondary schools and holding

items only, and 49 schools (6.7%) used detailed items fortraining workshops; provision of information to elementary andevaluation. Answers from two schools were unclear. 463 schools

lower secondary schools; provision of facilities, equipment,(63.2%) had no evaluation item. Overall, approximately 30% ofteaching materials, and tools to elementary and lower secondary

the schools had school committees as an evaluation item.

schools; provision of consultation to children and guardians; andConsidering the school structure, the ratio of schools which did notcollaboration with medical, health, welfare and labor organizations

evaluate school committees was high.

to enhance the school’s function as a resource center. These are

g. Collaboration with relevant organizations

sorted in this research, and the response status is surveyed from the

470 schools (63.9%) evaluated collaboration with relevant

three perspectives of (i) educational counseling, (ii) support fororganizations using broad items only, 140 schools (19.0%) used

elementary and lower secondary schools (on-site support outside

detailed items for evaluation, and 115 schools (15.6%) had no

special needs schools) and (iii) special needs services in resource

evaluation item. Overall, more than 80% of the schools hadrooms (visits to special needs schools).

collaboration with relevant organizations as an evaluation item.

(i) Educational counselingh. Community liaison council

452 schools (61.5%) evaluated educational counseling using

164 schools (22.3%) evaluated community liaison council using

broad items only, 155 schools (21.1%) used detailed items forbroad items only, 17 schools (2.3%) used detailed items forevaluation, and 121 schools (16.5%) had no evaluation item.

evaluation, and 518 schools (70.6%) had no evaluation item. There

Overall, more than 80% of the schools had educational counseling

was one unclear answer from one school. Overall, approximately

as an evaluation item.

20% of the schools had community liaison council as an evaluation(ii) Support for elementary and lower secondary schools

item.

424 schools (57.7%) evaluated support for elementary and lower

i. Transition support

secondary schools using broad items only, 115 schools (15.6%)

268 schools (36.5%) evaluated transition support using broad

used detailed items for evaluation, and 187 schools (25.4%) had noitems only, 66 schools (9.0%) used detailed items for evaluation,

evaluation item. Overall, more than 70% of the schools had

and 390 schools (53.1%) had no evaluation item. Overall, justsupport for elementary and lower secondary schools as anunder 50% of the schools had transition support as an evaluation

evaluation item.

item.

(iii) Special needs services in resource rooms

j. Improving the environment

67 schools (9.1%) evaluated special needs services in resource

387 schools (52.7%) evaluated improving the environment usingrooms using broad items only, 10 schools (7.2%) used detailed

broad items only, 90 schools (12.2%) used detailed items foritems for evaluation, and 604 schools (82.5%) had no evaluation

evaluation, and 250 schools (34.0%) had no evaluation item.

item. One response from one school was unclear.

Overall, more than 60% of the schools had improving thed. Special needs education coordinators

environment as an evaluation item.
k. Items other than the above

252 schools (34.3%) evaluated special needs education
coordinators using broad items only, 18 schools (2.4%) used

With regards to other self-evaluation items suited to thedetailed items for evaluation, and 417 schools (56.7%) had no

characteristics of special needs schools, the largest number of

evaluation item. Overall, just under 40% of the schools had special

schools (96 schools) evaluated their schools in terms ofneeds education coordinators as an evaluation item. It can be

educational targets and teaching. This was followed by school

assumed that special needs education coordinators are not included

evaluation

as an evaluation item because special needs education coordination

management, and health and safety, which was carried out by 62

is often provided by individuals and the school evaluation is not

schools. The third evaluation item was academic and career

for the evaluation of individuals.

counseling and collaboration with guardians and the local

e. Joint activities and learning

community.

409 schools (55.6%) evaluated joint activities and learning using

in

terms

of

organization,

management,risk(2) Evaluation concerning the expertise of school personnel in the

broad items only, 114 schools (15.5%) used detailed items for

special needs education

evaluation, and 201 schools (27.3%) had no evaluation item.

Special needs schools are expected to provide more expert

Overall, more than 70% of the schools had joint activities andadvice about various disabilities as a core part of special needs

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NISE Bulletin Vol. 12 March 2013

education in the community and thus personnel at special needs

evaluation item.

schools are expected to further improve their expertise. Therefore,c. Specialist understanding of disabilities in general

the status of evaluating the expertise of the teachers was surveyed

316 schools (43.0%) evaluated specialist understanding offrom the perspective of specialist understanding and teaching skills

disabilities in general using broad items only, 47 schools (6.4%)

relating to the disabilities concerned, and specialist understandingused detailed items for evaluation, and 362 schools (49.3%) had noand teaching skills relating to disabilities in general.

evaluation item. Overall, about half of the schools had specialista. Specialist understanding of the disabilities concerned

understanding of disabilities in general as an evaluation item.

448 schools (61.0%) evaluated specialist understanding of thed. Teaching skills relating to disabilities in generaldisabilities concerned using broad items only, 117 schools (15.9%)304 schools (41.4%) evaluated specialist teaching skills relatingused detailed items for evaluation, and 159 schools (21.6%) had noto disabilities in general using broad items only, 42 schools (5.7%)

evaluation item. Overall, just under 80% of the schools had

used detailed items for evaluation, and 379 schools (51.6%) had no

specialist understanding of the disabilities concerned as anevaluation item. Overall, about half of the schools had teachingevaluation item.

skills relating to disabilities in general as an evaluation item.

b. Teaching skills relating to the disabilities concerned

e. Networking with other schools and other areas

447 schools (60.8%) evaluated teaching skills relating to the345 schools (47.0%) evaluated networking with other schools

disabilities concerned using broad items only, 117 schools (15.9%)

and other areas using broad items only, and 72 schools (9.8%) used

used detailed items for evaluation, and 160 schools (21.8%) had no

detailed items for evaluation. Overall, just under 60% of theevaluation item. Overall, just under 80% of the schools had

schools had networking with other schools and other areas as anteaching skills relating to the disabilities concerned as anevaluation item.

Figure 3. Status of implementing evaluation concerning the expertise of personnel at special needs schools

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NISE Bulletin Vol. 12 March 2013

f. Other perspectives concerning the expertise of teachers at special

going onto further education and retention rateneeds schools

・Perspective concerning obtaining qualifications

Some schools had “Training system” and “Improving the ratio

・Perspective concerning alumni activities
・Perspective concerning collaboration after graduationof certificate holders for teaching at special needs schools” as otherperspectives. The content of the training included “career

Compared to the evaluation of the effects of education on pupils,

education” and “medical care”. “Ability to grasp the status of eachthe evaluation of graduates had more perspectives that canpupil” and “Ability to structure lessons” was also mentioned bymeasure changes in concrete terms. Some schools evaluatedsome other schools.

collaboration with other relevant organizations.

(3) Evaluation items concerning effects of special needs school(4) Evaluation items concerning the relationship of the special

educationneeds school and the local community

a. Concerning effects of education on pupils

Building a close relationship with the local community is an

The following responses were obtained as evaluation items

important aspect of special needs schools. The status of responding

concerning the effects of special needs school education.

to this through self-evaluation was as follows (Figure 4).

・Perspective concerning academic abilities obtained by pupils

a. Role in local community activities

・Perspective concerning teaching responding to individuals such

254 schools (34.6%) evaluated role in local community

as whether individualized teaching plans are reflected in theactivities using broad items only, 43 schools (5.9%) used detailed

lessons

items for evaluation, and 423 schools (57.6%) had no evaluation

・Perspective concerning motivation in life and QOL of the pupils

item. Overall, approximately 40% of the schools had role in local

・Perspective concerning independence in day-to-day living

community activities as an evaluation item.

b. Concerning graduatesb. Participation in local events

As evaluation items relating to the effect of special needs school

186 schools (25.3%) evaluated participation in local eventseducation, the following responses were mainly obtained withusing broad items only, and 24 schools (3.3%) used detailed items

regards to specific evaluation items for understanding the status offor evaluation. Overall, approximately 30% of the schools had

the graduates.

participation in local events as an evaluation item.

・Perspective concerning aftercarec. Open school events

・Perspective concerning employment rate, percentage of those

266 schools (36.2%) evaluated open school events using broad

Figure 4. Status of implementing evaluation concerning openness of the school

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NISE Bulletin Vol. 12 March 2013

items only, and 60 schools (8.2%) used detailed items forthe implementation ratio by school-related parties among special

evaluation. Overall, approximately 40% of the schools had open

needs schools.

school events as an evaluation item.

(2) Third-party evaluations3) Evaluation by school-related parties and third-party

evaluations. Third-party evaluation is included in the Guidelines

More than 80% of the schools did not implement third-party
evaluationsfor School Evaluation; however, the implementation of third-party(1) Evaluation by school-related parties

evaluations was not clearly defined at the time of conducting thesurvey, and this may have been reflected in the ratio.

The ratio of implementing evaluation by school-related parties
was high at more than 80%. When asked about the persons who

4) Disclosure of evaluation results

were entrusted with evaluating the schools which implemented(1) Disclosure method

evaluation by related parties, more than 70% of the schools

a. Internal disclosure

entrusted guardians and those involved in healthcare, labor andInternal disclosure of evaluation results was carried out at many
schools (701 schools). Only 9 schools (1.3%) replied that thewelfare.
According to the survey on the status of implementing school

results were not disclosed internally. In terms of the disclosure

evaluation in 2008 by MEXT, 36,777 schools (70.4%) out of

method, the highest number of schools (197 schools) disclosed the53,246 public and private schools across Japan (excluding

results in writing, followed by via the website and in writing (182

universities and specialized vocational high schools) implemented

schools), via the website, in writing, and verbally (107 schools),

evaluation by school-related parties. This ratio was exceeded byand in writing and verbally (98 schools).

Figure 5. Status of disclosure of the evaluation results

44

NISE Bulletin Vol. 12 March 2013b. Disclosure to school-related parties

collaboration with relevant organizations, and improvement ofDisclosure to school-related parties was also carried out at manyenvironment. Many schools included the characteristics of special

schools (690 schools). Only 26 schools (3.6%) did not disclose theneeds schools in the school evaluation; however, the evaluation

results to school-related parties. In terms of the disclosure method,

was limited to a broad level evaluation, and thus it was inferred

the highest number of schools (184 schools) disclosed the resultsthat they might not have a system for reflecting evaluation results

via the website and in writing from the school, followed by indirectly into improving the school. In addition, some of thewriting from the school (193 schools), via the website, in writing

characteristics that are deemed highly important for special needs

and verbally (92 schools), and in writing and verbally (91 schools).

schools, such as special needs education coordinators, were notc. Disclosure to local residents

reflected in the evaluation items well. A review of self-evaluation

475 schools disclosed the evaluation results to local residents,from the perspective of school evaluation that contributes to thewhereas 237 schools did not, which accounted for 33.3% of all the

improvement of schools is desired. Since system of school

schools. This indicated that the view on disclosure to local

evaluations was prepared for compulsory schools, it is at the stage

residents differed by school and region. In terms of the disclosure

where it needs to be improved for special needs schools and highmethod, an overwhelming number of schools (375 schools) madeschools, and further adjustments are expected.

the disclosure via the website, followed by disclosure in writing

With regards to the expertise of the personnel at special needs(33 schools) and via the website and in writing (36 schools)(Figure

schools, partly in response to suggestions from various directions

5).

(for example, a report by the Central Education Council in January2008), proactive responses were confirmed in terms of school
evaluation as well. The quality of evaluation will be an agenda

5) Collaboration with guardians, etc.
Considering that opinions and demands from guardians anditem for the future. On the other hand, only about half of thelocal residents may highlight issues, the Guidelines refer to theschools had evaluation items concerning networking with otherimportance of reflecting these issues in targets and educational

schools and relevant organizations. From a similar perspective,

plans. The status of response from this perspective was surveyed.

more than half of the schools did not have an evaluation itema. Collecting guardians’ opinions

concerning the relationship with the local community. From the702 schools collected opinions from guardians. This accounted

perspective of functioning as a resource center in the area, afor 95.6% of the total. Only 23 schools (3.1%) did not collectproactive response is deemed necessary for this evaluation item.
With regards to evaluation by school-related parties, more thanopinions. Overall, most schools collected opinions from guardians.

80% of the schools implemented such evaluations, of which moreb. Surveying guardians
Of the schools which collect opinions from guardians, 655

than 70% designated guardians and those involved in healthcare,schools (92.8%) created surveys for guardians. It can be concluded

labor, and welfare, respectively, as evaluation commissioners. Thisthat most schools collected opinions by surveying guardians.

appears to reflect the intention of the school evaluation.
With regards to third-party evaluation, more than 80% of theschools did not implement such evaluations. It became clear that

6) Evaluation concerning boarding houses
After confirming the presence or absence of boarding houses,

third-party evaluation had not been fully implemented at the timeschools with boarding houses were asked about evaluationof the survey. However, third-party evaluation is being reviewed inconcerning boarding houses. 259 schools (35.2%) had boarding

terms of the Guidelines and coordination with the Board ofhouses.

Education is also required, thus it is partially dependent on future
developments (MEXT, 2010).

211 schools (81.5%) of the schools with boarding houses had
evaluation items concerning boarding houses. 46 schools (17.8%)

With regards to the disclosure of school evaluation results, mostdid not evaluate boarding houses. Many schools with boarding

schools disclosed the results, and the most popular method was inhouses included evaluation concerning boarding houses in thewriting from the school and via the website. In addition, most

school evaluation items. Some schools responded that theyschools created a questionnaire survey for guardians. It wasprovided comments sections for opinions on the school andrecognized that many schools were aiming to create an open

ensured anonymity to help implement the evaluation of boarding

school, and the challenge will be how to bring in opinions fromhouses.

outsiders and guardians.

4. Discussions

schools had evaluation items concerning boarding houses.

Among schools with boarding houses, more than 80% of the

As self-evaluation items at special needs schools, 70 to 80% of

Meanwhile, there were some schools, though not many, which did

the schools included individualized teaching plans, individualized

not disclose the results to the local community. Improvement is

support plans, educational counseling and support to elementary

desired from the perspective of creating schools that are open to

and lower secondary schools, joint activities and learning,

the local community.

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NISE Bulletin Vol. 12 March 2013

In this research, elements are extracted from the descriptions ofIII. Status of reflecting thecharacteristics of special needs
schools on the self-evaluation
sheet and suggestions

questions concerning the items relating to the characteristics ofspecial needs schools on self-evaluation sheets in actual use byschools

andcategorized

from

the

perspective

of

the

appropriateness of the self-evaluation sheet.

1. Problem areas and goals
The Guidelines for School Evaluation presented the points to

2. Methods

keep in mind in setting evaluation items and benchmarks (MEXT,(1) Targets
In the nationwide survey in AY 2008 concerning school2010).
・Should be specific and clear for achieving priority targets andevaluations, each school was asked to provide a copy of theself-evaluation sheet actually in use at the school. Of the 737

selected to enable conscious efforts by teachers.
・Specific evaluation items and benchmarks should be establishedschools that responded, the school evaluation sheet was suppliedby 665 schools.

by each school at their discretion, but it is important to establish

In order to understand the status of responding to theevaluation items and benchmarks that are needed in light ofpriority targets, etc.

characteristics of special needs schools from the evaluation items,

Self-evaluation items that reflect the characteristics of special

the items on the school evaluation sheets were organized andanalysed in the following procedure.

needs schools should be established according to the above
principles; however, school evaluation with particular attention to
the characteristics of special needs schools does not have a long

(2) Procedure

history compared to elementary and lower secondary schools, thus

With regards to items on the self-evaluation sheets for AY 2008,

sufficient materials concerning establishing self-evaluation items

which were supplied by special needs schools across Japan, all

are not available.

descriptions of the evaluation items on the self-evaluation sheets of
all 665 schools were analysed in detail, and evaluation items that

In order to ensure appropriate evaluation, the appropriateness ofrefer to the following five aspects were extracted.

the evaluation approach–the meta-evaluation–is needed.
As the standard for the meta-evaluation of evaluations, fouri.

Cooperation between different departments

evaluation standards of “utility,” “feasibility,” “propriety,” andii.

Response to individually-tailored teachingiii.

Improving expertise for various disabilities

iv.

Response to functioning as a resource centerv.

Efforts to form a network with relevant organizations“accuracy” can be considered (Stufflebeam, 1999). One of thecheck items for effectiveness is “the appropriateness of evaluationquestions” (Minamoto, 2009).

Figure 6. Reflecting the characteristics of special needs schools on the school evaluation sheet

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NISE Bulletin Vol. 12 March 2013

Table 2. Specific perspectives for evaluating cooperation between departments
Evaluation item

Evaluation perspective(1) Interaction with pupils across departments“Observing” and “talking to pupils” in other departments(2) Observation of lessons in other departments

Observe lessons, etc. in other departments(3) Interaction between different departments

Interactive activities between pupils through visiting otherdepartments(4) HandoverHandover across departments(5) Teaching plans across departments

Cooperation

betweendifferent

departments

informulating

individualized teaching plans and individualized education support
plans(6) Consistent activities

Developing consistent educational activities with emphasis onvertical continuity from elementary to lower secondary to upper
secondary school
more than three aspects concerning the characteristics of special

In addition, self-evaluation sheets that contain more than three ofneeds education were extracted, resulting in sheets from 77

these aspects were extracted for further analysis in detail.

schools. These evaluation sheets are referred to as “characteristic

These five aspects were determined by referencing “Survey

evaluation sheets” for descriptive purposes, and these sheets wereresearch on the promotion of school evaluation based on thegrouped using the KJ method.

characteristics of high schools and special needs schools”

1) Cooperation between departments(Mitsubishi Research Institute, 2010), sponsored by MEXT.

Out of the 77 schools, only 5 schools included “cooperation
between departments” for evaluation in detail. It was observed that

3. Results

the schools that included “cooperation between departments” were

(1) Status of reflecting the characteristics of special

limited. Specific perspectives to evaluate cooperation between

needs schools on the school evaluation sheet

departments are shown in Table 2.

The status of reflecting the characteristics of special needs

2) Response to individually-tailored teaching

schools on the school evaluation sheet is shown in Figure 6. 169

Attention to detail is required to respond to individual needs inschools

different

special needs education, and thus evaluation from such a

departments in the self-evaluation sheet. This accounted for only

perspective should be given importance as characteristic to special

25.4% of the schools which provided the evaluation sheets.

needs schools. The schools which evaluated this aspect included

Response to individually-tailored teaching for each pupil

evaluation items as follows.

includeda. Individually-tailored response

clearlyincludedindividualizedcooperationteaching

plans

betweenandindividualized

education support plans, and 464 schools included this in theThis item was organized using the following keywords: improveself-evaluation sheet, which was 69.8% of the schools which

academic achievements, develop teaching materials, sharedprovided the evaluation sheet. 352 schools included improving

understanding of status of each pupil, understand the current status

expertise for various disabilities in the self-evaluation sheet, whichof pupils, response to pupils, response to worsening condition,

was 52.9% of the schools which provided the evaluation sheets.

improve lessons, and team approach (Table 3).

391 schools included response to functioning as a resource center,b. Utilizing individualized teaching plans and individualized

which was 58.7% of the schools which provided the evaluation

education support plans

sheets.

The main content was concerned with whether planning,

322 schools included forming a network with relevant

implementation and evaluation of individually-tailored teachingorganizations, which was 48.4% of the schools which provided theare promoted. More specifically, the descriptions extracted

evaluation sheets.

included: planned efforts, organizational and planned support,
involvement of guardians, cooperation with relevant organizations,(2) Extraction of self-evaluation sheet that reflect theutilization at boarding houses, formulate and utilize individualized

characteristics of special needs schools and analysis

transition support plans, understand the reality of the situation in

thereofdetail, and response to human rights (Table 4).

Based on the above results, self-evaluation sheets that include

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NISE Bulletin Vol. 12 March 2013

Table 3. Individually-tailored teaching
Evaluation item
(1)

Improved

Evaluation perspective

academicachievement(2)･Lessons that utilize individualized teaching plans were promoted and eachpupil’s academic achievement was steadily improved.

Developmentofteaching

materials･Teaching materials are developed and utilized creatively to suit each pupil’s
disability and development level.
･Study environment is prepared to suit each pupil’s disability and developmentlevel.

(3) Shared understanding of the･Opportunities are available to check each pupil’s study status among teachers

current status of each pupil

based on “individualized teaching plans”.
･Opportunities are available to check each pupil’s study status and life at school
between teachers.

(4) Understanding of the current･Teaching methods and formats are researched in view of life beyond school, andstatus of pupils

even better support is provided to suit the individual’s status.
･Necessary information is exchanged smoothly with organizations before joining
the school and after graduating from the school while taking into consideration theprotection of personal information.
･Efforts are made to teach in response to the development stage and the level ofdisability of the pupil.
･Attention is paid to creating a learning environment that is appropriate to thedisability status.
･Attention is paid to individual and group learning activities in the lesson.
･Attention is paid to encourage being motivated to learn and voluntary activities.
･Pupils who have stumbled in learning are not overlooked and efforts are made toteach them with care.
･Attention is paid to giving pupils a sense of accomplishment.

(5) Response to pupils･Pupils are taught with the sense of empathic understanding in the spirit ofcounseling.

(6)

Responsetoaggravation･Efforts are made to enhance education in response to individual needs as

condition

diversification, aggravation and overlapping of disabilities.

(7) Improved lessons･Efforts are made to enhance teaching how to relate to other people and in agroup, improve and contrive ways to communicate, and improve self-fulfillment
abilities and adaptability to social living.

(8) Team approach･ According to “team approach” (teaching method) based on “individualizedteaching plans”, lessons that are appropriate to each individual’s needs areprovided.
･Efforts are made to take advantage of team teaching in teaching.

3) Improving expertiseb. Training to improve expertise

The self-evaluation sheets of schools which have characteristic

Descriptions covered included improving skills in specialist areas

practices for improving expertise were organized using the KJ

through training, expertise to enable teaching that is appropriate tomethod as follows.

the characteristics of each disability, holding briefing sessions anda. Improve expertise in practical aspects

sharing information, training at own school, utilizing external

More specifically, this refers to improving practical skills throughstudy

research on the learning-teaching process and accumulating

newly-recruited teachers (Table 6).

research findings (Table 5).

48

groupsandworkshops,

andtraining

systemsforNISE Bulletin Vol. 12 March 2013

Table 4. Utilization of individualized teaching plans and individualized education support plans
Evaluation item

Evaluation perspective(1) Planned efforts･Annual education guidance plan is formulated based on individualized education
support plans, implemented and evaluated.
･Explanatory meetings and surveys are conducted to promote understanding andthe establishment of individualized support education plans and individualizedteaching plans.

(2) Organizational and planned･ Organizational and planned support are provided based on “individualized

supporteducation support plans” and “future direction support record”.
･Entire staff has gained a better understanding of the formulation of individualized
education support plans.

(3) Involvement of guardians･ Opportunities to discuss “individualized education support plans” and“individualized teaching plans” with guardians are available.
･Subjects, etc. are individualized by using individualized teaching plans andtaught while gaining a common understanding with guardians.

(4)

Cooperation

withrelevantorganizations･The school collaborates with relevant organizations in response to individualized
transition support plans.

(5) Utilization at boarding houses･”Individualized education support plans” are formulated in cooperation between
the school and the boarding houses, and efforts are made to improve the qualityof boarding houses.

(6) Formulation and utilization of･Activities for experiencing the future beyond school are arranged in a planned

individualized transition support

manner while utilizing the individualized transition support plans, and support forplans

the future is enhanced to suit individual pupils.

(7) Understanding the reality of･Curriculum that is appropriate to the current status of each pupil is prepared.

the situation･Based on individualized education support plans and individualized teachingplans, pupils receive a fine-tuned education according to their individual levels of
disability, development status, enthusiasm to learn and progress in learning.

(8) Human rights･Based on individualized teaching plans, efforts are made to provide fine-tuned
and planned teaching appropriate for the current status of each pupil from theperspective of human rights education.

Table 5. Improve expertise in the practical aspect
Evaluation item
(1)

Improvedthrough

Evaluation perspective

practical
research

skillsonlearning-teaching process･Pupils are taught appropriately according to each pupil’s current status andeducational needs.
･Teaching is fine tuned to suit individuals.
･Challenges faced by pupils are understood appropriately and teaching materials
are prepared accordingly, and these are utilized in lessons.
･Learning-teaching process is researched to improve practical teaching skills thatare appropriate for disabilities, and these are utilized to improve lessons.

(2)

Accumulation

findings

ofresearch･Research findings are assembled in the form of research papers or collections ofcases to accumulate and assimilate information.
･ Efforts are made to share data on teaching materials (enhance teachingmaterials and teaching tools).

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NISE Bulletin Vol. 12 March 2013

Table 6. Training to improve expertise

Evaluation item

Evaluation perspective(1) Improved skills in specialist･Workshops are provided from the perspective of improving skills in specialist

areas

areas, for example in terms of visual impairment education, expertise in walking,Braille, life skills, multiple disability education, low vision education andinformation education.

(2) Improved expertise to enable･Training is provided not just in specialist areas but for overall special needs

teaching that is appropriate to theeducation relating to the five disability types and developmental disabilities.

characteristics of a disability･ Specialist knowledge is deepened concerning the characteristics of thedisabilities of pupils.

(3) Briefing sessions and sharing･Efforts are made to hold briefing sessions and share information so that theof information

benefit of external training is not limited to individuals.

(4) Training at own school･ Various workshops, etc. are held to improve specialist quality and ability
concerning special needs education.
･Efforts are made to improve and enhance workshops.
･Records of workshops are compiled.
･Each teacher is making efforts to accomplish his or her own goals throughspecialist training.
･Workshops are held that invite visiting lecturers, and these workshops arehelpful in improving expertise.
･Workshops are held which are advertised externally to invite participants.

(5) Utilization of external study･Workshops concerning special needs education in cooperation with educationgroups and workshops

centers, etc.

(6)Training

systemfor･Training system is in place for newly-recruited teachers.

newly-recruited teachers４) Response to functioning as a resource center

concerning special needs education in the local area (Table 9).

Responses to functioning as a resource center were organized into

1. Response to workshops and guidance

the following descriptions.

2. Prepare frameworka. Support for elementary and lower secondary schools

3. Evaluate level of cooperation

Evaluation items that contain support for elementary and lower

4. Hold informal meetings

secondary schools were extracted. These were organized into

5. Promote understanding

perspectives as follows (Table 7).

6. Peripatetic consultationb. Enhance counseling function

7. Efforts to open school

The enhancement of the counseling function of special needs

8. Involvement with human rights issues

schools is also greatly expected, and the evaluation items of the

9. Hold workshops

schools which are making distinct efforts were organized in terms

10. Prepare internal framework of schoolof response to external counseling requests, response to those

11. Utilize special needs education coordinators

seeking advice, and utilization of counseling as in Table 8 below.

12. Interaction with alumni and disabled children and individualsc. Enhance function as a resource centerin the local area

The following descriptions were extracted as perspectives for

13. Effective use of personnel

evaluation items to enhance the function as a resource center

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NISE Bulletin Vol. 12 March 2013

Table 7. Support for elementary and lower secondary schools
Evaluation item

Evaluation perspective(1) Level of cooperation･Cooperation with elementary and lower secondary schools iscarried out as planned, and the level of cooperation is understood
appropriately.

(2) Provision of information･Information about local support is conveyed to elementary andlower secondary schools.
･Information on workshops and teaching materials is provided toelementary and lower secondary schools.

(3)

Utilizationofindividualized

education

support plans and individualized transition
support plans(4) Common understanding among teachers at
school･ Individualized education support plans and individualized
transition support plans are utilized as a tool to facilitate sharedunderstanding and collaboration among teachers at elementary,lower secondary and high schools.
･Common understanding about joint activities is ensured among
teachers and actively promoted.

(5) Provision of advice, support and lecturers･Advice and support is given to pupils who are in need of special
needs education at schools such as primary and lower secondary
schools.
･ Pupils are received and lecturers are dispatched forcomprehensive learning and welfare experience.
･Requests for educational counseling to support guardians andteachers of pupils in special needs classes at local schools suchas elementary and lower secondary schools, and for dispatchinglecturers and advisors to internal workshops are being fulfilled.

(6) Function as the coordinator in special･The role as the special needs education coordinator is fulfilled insupport of schools such as elementary and lower secondary
schools.

needs education(7) Understanding and enlightenment･Activities to promote understanding of special needs education
is provided for schools such as elementary and lower secondary
schools.
･Understanding of special needs pupils is promoted throughinteraction with neighboring schools such as elementary andlower secondary schools.

(8) Peripatetic support･Visits are made to local schools such as elementary and lower
secondary schools as needed to provide fine-tuned support.
･Support for the area is provided smoothly via peripatetic support
for schools such as elementary and lower secondary schools.

(9) Hosting workshops･Support such as workshops and counseling concerning special
needs education is provided to local schools such as elementaryand lower secondary schools.
･ Lessons are provided upon request from schools such as
elementary and lower secondary schools to promote
understanding of pupils enrolled at the school.

(10) Cooperation with and making use of local･It cooperates with and makes use of local liaison councils in theschool district, etc.

liaison councils

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NISE Bulletin Vol. 12 March 2013

Table 8. Counseling
Evaluation item

Evaluation perspective(1) Response to counseling about･ Its function as a resource center is exercised by providing educational

external pupils

counseling and support for external pupils in response to requests in thecommunity.
･External requests for advice by telephone and email are responded to.
･Educational counseling is provided according to requests by the Board of
Education.

(2) Attention to needs･ Educational counseling and advice on starting schooling are given inaccordance with the needs of the disabled children and those seeking advice inthe area.

(3) Utilization of counseling･The results of counseling and support are compiled and analyzed to improvethe expertise of counselors.
･Role as a support center for schools and disabled children in the area isfulfilled in cooperation with other organizations by enhancing educationalcounseling activities.
Table 9. Enhance function as a resource center

Evaluation item

Evaluation perspective(1) Response to workshops and･The role is fulfilled as a resource center concerning special needs education in

guidance

the area.
･It cooperates in workshops and mentoring as a special needs center.
･With regards to functioning as a resource center, support for schools such as
elementary and lower secondary schools and joint activities and learning arepromoted while common understanding is sought.
･As a center for special needs education in the area, efforts are made to promote
understanding of special needs education and to enhance community support.

(2) Prepare framework･In order to further the function as a resource center, improvement is being madeto the internal framework, for example for consultation for the future,enhancement for community support, and nurturing constituent members andpersonnel.
･The framework is being improved to enhance the function as a resource center.

(3) Evaluate level of cooperation･As a school that functions as a resource center, it closely collaborated withfamilies, the local community and relevant organizations.
･Cooperation was promoted with relevant parties and organizations such as
health nurses and nursing teachers at schools.

(4) Hold informal meetings･Informal meetings are held to promote the function and role as a local resource
center.

(5) Promote understanding･ In order to further the role as a resource center, activities to promote
understanding and enlightenment of guardians, the local community and otherschools are carried out.
･ Information is effectively and efficiently disseminated via leaflets, notices,publishing a newspaper, and websites.
･Opportunities at school council meetings and local joint committees for special
needs education are seized to deepen local residents’ understanding andawareness of special needs education, and the foundation is being laid for
networking with relevant parties and organizations.

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NISE Bulletin Vol. 12 March 2013

Table 9(continued). Enhance function as a resource center
Evaluation item

Evaluation perspective(6) Peripatetic consultation･Specialist peripatetic guidance is provided to local children with disabilities.
･Peripatetic guidance that sufficiently responds to requests from the community isgiven.

(7) Efforts to open school･Opening the facilities and school grounds and class observation days were
promoted.
･Information regarding support for the local community was provided.

(8) Involvement with human rights･In addition to special needs education, educational activities concerning humanissues is considered

rights and discrimination issues are promoted.

(9) Hold workshops･Efforts are made to promote and enhance workshops to improve expertise
concerning special needs education.
･Workshops are enhanced to promote special needs education, and workshops
and research on learning-teaching progress, etc. are planned and implemented ina systematic manner.
･Understanding of the needs of elementary and lower secondary schools in thearea is actively sought, and open workshops are held.

(10) Prepare internal framework of･The school proceeded with establishing support systems through cooperation

schooland cooperation between other departments and relevant departments within theschool.

(11)

Utilize

specialneeds

education coordinators･ Counseling and support function was enhanced by placing special needs
coordinators.
･Community support and cooperation with relevant organizations was promoted
led by special needs education coordinators.

(12) Interaction with alumni and･Necessary support was given to the family and teachers at the school where thedisabled children and individuals

pupil is registered through activities such as summer school.

in the local area(13) Effective use of personnel･Collaboration and interaction with local volunteers, lower secondary and highschool student volunteers is substantial.
･Activities to nurture volunteers are carried out.
･Specific measures to utilize external personnel are considered in an organizedmanner, for example by utilizing external volunteer training courses.
･External personnel are actively utilized in lessons and other school activities.

5) Efforts to network with relevant organizationsorganizations, perspectives such as “organize information,”With regards to cooperation with relevant organizations, it is“publicize within the school,” and “utilize in guiding the futuredifficult to set specific targets for improvements when there is only

path beyond school” were extracted (Table 11).

a broad item such as “collaborated with relevant organizations.”

Overall, it would have to be said that many of the evaluation

Therefore, items with more specific descriptions were extracted

items lacked specific descriptions.

and organized by relevant organization. With regards to

In terms of collaboration between schools, objective perspectives

cooperation with relevant organizations, frequency of contact,

were extracted including “utilize as an opportunity to learn

quality of information gathering, realization of collaboration, andtogetherutilization of collaboration results, etc. were listed (Table 10).

intercommunication among pupils and staff,” “nurture social

in

the

community,”“betterunderstandingandWith regards to characteristics by organization, cooperation withskills,” “positioned as part of curriculum,” and “level of

medical and welfare organizations was organized from thesatisfaction of guardians.” Simple evaluation of whether there wasperspective of not only the “exchange of information” but also ofinteraction with other schools or with the local area does not leadwhether it was “utilized in providing guidance at school” for the

to further improvement; perspectives that show the level of quality

improvement of the school. In terms of cooperation with laborand quantitative level are needed (Table 12).

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NISE Bulletin Vol. 12 March 2013

Table 10. Cooperation with relevant organizations
Evaluation item

Evaluation perspective(1) Frequency of contact･To what extent preparations are made for close contact and reporting.
･Efforts are made to avoid misunderstanding and cross-purposes with
relevant organizations.
･Frequency of support meetings.

(2) Information gathering･Necessary information for making decisions for the future is gathered
through cooperation with relevant organizations and exploring new contacts
for the future path.

(3)

Materialize

thesubstanceof･Cooperation is made to enhance support for the pupils at the school andcooperation and development

other pupils in the area.

(4) Materialize network･Meetings are attended as requested by relevant organizations.

(5)

Cooperation

withrelevantorganizations and publication in the･Information about cooperation with relevant organizations is passed onto
the teachers and persons in charge of independent activities.

school(6) Distribute information･School information is accurately passed on in cooperation with relevantorganizations.

(7)

Provideguidance

based

on

cooperation･ Cooperation with external specialists was promoted and utilized inteaching.
･External specialists’ guidance and advice was effectively used in teaching.

(8)

Utilizethecooperation

withindividualized education support plans･ Cooperation with relevant organizations is utilized in formulating
individualized education support plans.

Table 11. Consideration to characteristics by organizations concerned
Evaluation item
(1)

Cooperation

medicaland

Evaluation perspective
withwelfareorganizations･Cooperation with medical specialists was utilized in providing guidance.
･Guidance and advice from external ST and PT were effectively used in enhancing
implementation.
･Individualized education support plans were formulated in cooperation with medical andwelfare organizations.
･Information was exchanged with medical organizations, etc. that were involved with thepupils.
･With regards to newly transferred pupils, the teacher or person in charge of the pupil
visited relevant organizations and exchanged information.
･Efforts were made to gather information by visiting welfare organizations, etc. in the area.

(2)

Cooperationlabor organizations

with･ Conferences hosted by Hello Work (public employment security office) and othermeetings in the area about future career counseling were attended to gather information
on higher education and employment, and necessary information was publicized in theschool.
･Future career activities were carried out in cooperation with Hello Work.
･Information about welfare and employment was gathered in contact with the local welfare
policy office, and the information was organized before conveying it to relevant personnel
in the school and to guardians.
･Efforts were made to strengthen the cooperation with Hello Work and liaison councils for
employment for the disabled toward vocational independence and to support
independence after graduation and social participation.

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NISE Bulletin Vol. 12 March 2013

Table 12. Collaboration with other schools in the area
Evaluation item

Evaluation perspective(1) Joint activities and learning are･ Opportunities to learn with the local community are valued throughenhancedpromoting joint activities and learning with elementary and lower secondary
schools in the area.
･Friendship among pupils and staff is deepened through joint activities.
･Targets for joint activities were met by both schools.
･Joint activities between schools, with schools in the residential district, andwith the community helped develop social skills of the pupils.
･Understanding of people with disabilities and mutual understanding waspromoted in collaboration with the joint activity schools by promoting joint
activities between schools, with schools in the residential district, and withthe community.
･Pupils’ ability to interact with people and to live in the community was
nurtured by deepening the collaboration with schools and people in the area
and actively promoting joint activities and learning (development of social
skills).
･Teachers and staff had a common understanding of the significance andthe policy of joint learning and activities and implemented them
(understanding of the teachers).
･Position in the curriculum of the school of enrollment is clear and joint
activities were carried out in a planned and continuous manner (curriculum).
･Guardians understand the content and method of joint activities withschools in the residential district and joint learning, and are satisfied withjoint activities and learning (level of satisfaction of guardians).

(2) Response to needs of schools such

･The needs of schools such as elementary and lower secondary schools

as elementary and lower secondary

were understood, and the support structure to respond to the needs was

schools in the area

enhanced.
･ Appropriate support was provided, for example by carrying out
psychological tests and dispatching lecturers for internal workshops, in
response to requests from schools such as elementary and lower secondary
schools.
･Efforts were made to understand the needs for support at schools such as
elementary and lower secondary schools.

(3) Send information to schools in thearea･Information on the school is sent to schools such as elementary and lower
secondary schools in the area and in the residential district, and indirectinteraction such as via letters is implemented in a continuous manner.
･Courses for teachers at neighboring nurseries, kindergartens, and schools,
as well as for guardians, are held and the role as a local training center isfulfilled.
･Information is provided to guardians about the state of joint activities withother schools, with the community around the campus, and at locations forexternal learning.

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NISE Bulletin Vol. 12 March 2013

4. Discussions

training to improve expertise, specific items were extracted such as(1) Collaborations between departments

improve skills relating to specialist areas, expertise to respond to

A limited number of schools included collaboration between

the characteristics of disabilities, training reports and information

departments as an object for self-evaluation, but the following

sharing, implement the school’s own training, utilize external

descriptions (Table 2) were extracted from the self-evaluation

research groups, and training system for newly-recruited teachers.

sheet of these schools as the perspectives to evaluate collaboration

The ratio of special needs school teaching certificate holders is

between departments.

used as a benchmark to grasp the expertise of the teachers.

Collaboration between departments is one of the most important

However, with the purpose of improving schools, it is alsotasks at special needs schools from the perspective of providing

desirable to establish evaluation items derived from the analysis of

consistent teaching and guidance. According to the analysis of thethe evaluation sheets and implement self-evaluation that is moreevaluation sheets, implementation of collaboration between

suited to the actual situation.

departments from the perspective of joint activities between pupils,(4) Functioning as a resource center

joint activities between teachers and pupils, and joint activities
between teachers is emphasized, and it is desirable to include

The nationwide fact-finding survey found again with regards toself-evaluation items that evaluate these activities appropriately.

functioning as a resource center that an overwhelming number ofschools only evaluated the standard of implementation.

(2) Individually-tailored teaching and guidance

The function as a resource center covers a wide variety of

As a response to individually-tailored teaching and guidance,

functions, and more than 10 descriptions were extracted asover 70% of the schools had “individualized teaching plans” andperspectives for effective evaluation in the analysis of the“individualized education support plans” as evaluation items.

evaluation sheets. Careful self-evaluation for all these descriptions

However, most of them only asked about whether or not thesewill require more time and effort. Therefore, with regards towere implemented.

evaluation of aspects such as “functioning as a resource center”

The analysis of the evaluation sheets of 77 schools showedwhich cover a wide area, it is desirable to select items withspecific perspectives for those shown in Table 3 such as

consideration for their importance as the school’s priority targets“understanding of the current status of each pupil and sharedand implementation tasks, and focus on evaluating selected items.

understanding among teachers” in terms of deeper understanding

A majority of the schools did not include special needs educationof pupils, “improved academic achievement,” “development of

coordinators, school committees, community liaison councils, orteaching materials,” “individual response to pupils,” “response toprovision of transition support, which is worrying considering theworsening conditions,” and “improvement of lessons” in terms ofimportance of the role of special needs schools as a regional center.

teaching, and “team approach” in terms of teaching structure.

In addition to the above items, some schools included “safety

In order to grasp the state of individually-tailored teaching at thechecks” and “creating a school with openness.”school, it is desirable in self-evaluation to select and include
specific items as clarified in the analysis of the survey sheets in(5) Networking with relevant organizations

cross-checking with the priority target at each school, rather thanThe nationwide fact-finding survey found that more than 80% ofvague items such as “individually-tailored teaching was provided.”

the schools self-evaluated cooperation with relevant organizations,but an overwhelming number of schools evaluated it only at a(3) Improving expertise to respond to a variety ofbroad level.

disabilities

The analysis of evaluation sheets found that frequency of contact,

With regards to evaluation of the expertise of teachers at special

quality of information gathering, realization of collaboration,needs schools, the nationwide fact-finding survey showed thatutilization of collaboration results, organization of information

approximately 70% of the schools had evaluation items concerning

gathered, publication within the school and utilization forthe specialist understanding of disabilities concerned and theconsultation for the future were selected as specific evaluationteaching skills. Again, most evaluation was limited to a broad

items with regard to cooperation with relevant organizations.

level. The analysis of evaluation sheets found, as shown in Table 5,

Each item was organized from the perspective that the evaluationthat specific perspectives such as improving practical skills byin relation to its contribution to teaching and guidance at school

research on the learning-teaching process and the accumulation ofleads to the improvement of the school. Similarly with regards toresearch findings were reflected in the evaluation items for thethe cooperation with relevant organizations, specific evaluation

improvement of expertise in the practical aspect. With regards toitems that will lead to further improvement based on current

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NISE Bulletin Vol. 12 March 2013

cooperation status and issues are desirable over broad evaluationconsistent support, but with regards to cooperation between

about whether or not the school cooperated with relevant

departments, the issue of insufficient cooperation within schoolsorganizations.

has been highlighted (Mitsubishi Research Institute, 2010). School
evaluation is a continued effort to improve the school as a whole,

Many evaluation items remained lacking in specifics.
specific

as well as providing a function as a communication tool within theperspectives extracted included “opportunity to learn jointly in theschool and between the school and local residents and guardians,area,” “better understanding and intercommunication between

as shown in the Guidelines for School Evaluation (2010 revision)

students and teachers,” “nurture social skills,” “positioned as part

(MEXT, 2010). The process of all the teachers and staff

of curriculum” and “level of satisfaction of guardians.” Simple

considering ways to improve the school with the school evaluation

evaluation of whether or not joint activities were carried out

as an opportunity is thought to bring together efforts to improve

between schools or in the residential district does not lead tothe school across different departments and responsibilities as anfurther improvement; perspectives showing the qualitative ororganization. It is necessary to promote the significance ofquantitative level are needed.

cooperation between departments in the context of self-evaluation.

With

regards

tocooperation

betweenschools,

In this respect, “cooperation between departments” is an item thatmeritsIV. Overall discussions

being

actively

includedin

self-evaluationsasacharacteristic of special needs schools.
1) Response to individual needs(1) Self-evaluation at special needs schools

Response to individual needs occupies an important part of

According to the nationwide fact-finding survey, 70 to 80% ofteaching at special needs schools (Mitsubishi Research Institute,special needs schools included individualized teaching plans,

2010). Therefore, it is necessary to include the process of

individualized support plans, educational counseling, support forformulating individualized teaching plans and the efforts toelementary and lower secondary schools, joint activities andenhance teaching based on the plan in the school evaluation. It islearning, cooperation with relevant organizations, and theimportant in providing such support for the entire school to work

improvementfortogether through the collaboration of all of the teachers to

self-evaluation. It was recognized that many special needs schools

endeavor to provide appropriate teaching and necessary support inincluded the characteristics of special needs schools in thea planned manner. This leads to the development of children andself-evaluation. However, the evaluation in the overwhelming

the assurance of guardians, and eventually to the improvement of

number of cases was limited to a general evaluation. Closethe school. It is necessary to proceed with school evaluation fromexamination of self-evaluation sheets also found that evaluationsuch perspectives.

was limited to broad items, thus many evaluation sheets did not2) Improving expertise

of

the

environment

asperspectives

offer specific clues for improvement.

In addition to expertise concerning education according to

In addition, some items that may be considered highly importantdisabilities, other specialist knowledge such as medical knowledge

as characteristics of special needs schools, such as special needs

may become needed in some cases at special needs schools, thus

education coordinators, were not sufficiently reflected in the

improving expertise has an important bearing. Evaluating theevaluation items. A review of self-evaluation would be desirable

ability to consult local residents, guardians, guidance counselors infrom the perspective of school evaluation for the purpose of school

the Board of Education, in addition to the usual relevant parties at

improvement.

welfare, medical and labor organizations, will lead to the

School evaluation started at compulsory schools and has been

improvement of expertise. In this respect, the relevance withexpanded to special needs schools and high schools. However,

evaluation by school-related parties is also significant in addition

there is still much work to be done at elementary and lower

to self-evaluation.

secondary schools where the history is longer (Kioka, 2008), andThe nationwide fact-finding survey found in self-evaluation thatmeetings of collaborators of the survey continue at MEXT. Manyefforts are actively made to improve the expertise of teachers at

aspects in the discussion are applicable as school organizations,special needs schools; however, having examined the description

but some aspects do not sufficiently cover the characteristics ofof evaluation items on actual self-evaluation sheets, there were

special needs schools. These are presented below.

some which would have difficulty leading to the kind of evaluation

Special needs schools are often comprised of different

that contributes to school improvement. In evaluating expertise,departments, ranging from nursery school to high school. Closethe quality needs to be assessed.

cooperation between departments is strongly desired to provide

3) Functioning as a resource center and school

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NISE Bulletin Vol. 12 March 2013

evaluation(2) Efforts and the effects expected from school

The analysis of self-evaluation sheets found that the function as aevaluation

resource center covers a wide range of descriptions. From theIt is important that each school endeavors to make improvements

perspective of utilizing the evaluation results to improve thebased on the school evaluation results, along with reporting theschool, it is desirable to select evaluation descriptions inevaluation results to school providers, etc., to share the awarenessconsideration of the priority target and priority implementationof the challenges. Based on the results, the school providers, etc.

tasks of the school and focus evaluation on these aspects.

need to provide appropriate support such as budgetary and

It would also be effective to divide the function as a resource

personnel measures and sending supervisors.

center into “information gathering and analysis,” “specific support

In the process of evaluation by school-related parties, it isactivities for schools such as elementary and lower secondary

important for teachers, guardians and local residents to exchange

schools,” “educational counseling,” etc., and evaluate each aspect

opinions about the management of the school and gain an

separately.

understanding of the current status of the school and the efforts

4) Structure of self-evaluation sheet and the challenges

made to share awareness of the challenges faced so that mutualin quantifying and qualifying the degree of attainment

understanding is deepened. By using school evaluations as a

It is not necessary to quantify the evaluation of all targets.

communication tool between the school, families and the local

Quantification may not be the best method in light of the purpose

community, participation in school management by guardians andof education. Nagao (2007) wrote that evaluation by numbers can

the local community is encouraged and the creation of more open

give teachers and pupils a sense of achievement, and guardians

schools is expected to progress based on a common understanding

find it easier to understand in some cases; therefore, benchmarks

supported by families and the local community.

that are appropriate for quantification should be examined andIn addition, the educational abilities of the school, families andquantification

sharedthe local community are expected to improve through theunderstanding of all teachers involved. It has also been pointed out

promotion of information sharing, collaboration and cooperationthat it would be effective to group evaluation items into those that

centering on the school evaluations.

shouldbe

implemented

under

a

can be quantified and those that should be examined qualitatively
depending on the evaluation description (Mitsubishi Research(3) Evaluation by school-related parties and third-party

Institute, 2010). Evaluation items should be organized into thoseevaluations

for quantifiable evaluation and those appropriate for qualitative

With regards to evaluation by school-related parties, more thanevaluation in the planning phase before preparing the evaluation

70% of the schools delegated guardians, and medical, labor or

sheet.

welfare workers to be evaluation panel members. This also reflects

5)

Networking

with

other

schoolsandrelevant

the intention of school evaluations.

organizations

With regards to third-party evaluations, more than 80% of the

Only about half of the schools included this aspect for evaluation.

school did not implement such evaluations. It became clear that

Similarly, more than half of the schools did not have evaluation

third-party evaluations at special needs schools had not reached theitems concerning involvement with the community. Considering

full-fledged implementation stage at the time of the survey.

the schools’ function as a regional center, this is an evaluation item

However, considering that third-party evaluations are under review

that should be actively dealt with.

in the Guidelines and adjustment with the Board of Education is6) Improving the structure of the special needs schools

also needed, they will depend on future developments to someOver 80% of the schools had evaluation items concerning internal

extent.

training and curriculum, indicating that each school is actively

With regards to publishing the school evaluation results, mostdealing with this aspect. On the other hand, about half of theschools published the results, and mostly in writing or via theirschools did not have evaluation items concerning setting

website. Most schools implemented a questionnaire survey

conditions for budget implementation and governing structure.

directed at guardians. Of the schools that have boarding houses,

From the perspective of the management of the school

more than 80% of the schools had evaluation items concerningorganization, it would be meaningful to reflect these aspects on theboarding houses. On the other hand, a small number of schools didevaluation items for use in school improvement.

not publish the evaluation results to the local community. An
improvement in this is desirable from the perspective of schoolsthat are open to the local community.

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NISE Bulletin Vol. 12 March 2013

Acknowledgementshtm> Accessed on September 19, 2009.［(in Japanese)］
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The author would like to express his gratitude to special needs
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Culture,Sports,ScienceandTechnology(2010). Guidelines for School Evaluation

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(2010 revision).［(in Japanese)］
Mitsubishi

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NISE Bulletin Vol. 12 March 2013

Editorial Board
HIROSE Yumiko(Chairman)

MIURA Junichi

MUNEKATA Tetsuya (Chief Editor)

SARUTA TomooTANAKA Yoshihiro

KAWAMURA Takeshi

KUMATA Hanae

KOIKE Masatoshi

OKAMOTO Kunihiro

NISE Bulletin Vol. 12
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