NISE D-54

No.6
March 007

Report of the 26th Asia-PacificInternational Seminar on Education for
Individuals with Special Needs (formerly:“Asia-Pacific International Seminar on
Special Education”) — A New Startor the four-day period from Decembers five-year Second Medium-term Plan. Partly for this4, 006, the National Institute of Special

reason, NISE implemented the Seminar based on the

Education held the "6th Asia-Pacific International

following new basic policies in view of the recent

Seminar on Education for Individuals with Special

trends of education in Japan.

Needs" at Yokohama Symposia. This year's program(1) To contribute toward the development of the

included a one-day pre-conference, which included

education for children with disabilities in the Asia-

institutional visits and preliminary meetings for the

Pacific countries and regions.

country reports and discussions.

() To evaluate the Japanese concept of “special

F

As in last year's Seminar, 14 countries participatedsupport education” from the international perspective

including Japan: Australia, Bangladesh, PRC, India,

for its further development.

Indonesia, Malaysia, Nepal, New Zealand, Pakistan,(3) To present the efforts and research outcomesthe Philippines, South Korea, Sri Lanka and Thailand.

relating to the mentioned “special support education”

In addition to the delegates from the participatingin Japan widely to the overseas concerns, and tocountries, the Seminar was participated by aroundcollect and supply information related to the same in49 persons. These included NISE personnel, and

the Asia-Pacific countries and regions.

other Japanese persons concerned, for instance thoseSpecifically, NISE determined the following as

involved in prefectural educational administration,

the basic concept for the themes to be determined forspecial schools and universities.

each year: “Advancement of Education to Meet theThis year (2006) marked the first year of NISE’

Special Needs of Individuals - Toward Realization

c/o National Institute of Special Education
5-1-1, Nobi, Yokosuka, Kanagawa-prefecture 39-8585
Japan

Phone: +81-46-839-6807
Fax. : +81-46-839-6919
http://www.nise.go.jp

of Principle of Equity and Social Cohesion”. This

organizations related with international exchange,meant emphasis on the concepts of “normalization”

this year’s Seminar made use of the facilities ofand “inclusion”. On this basis, NISE determined“JICA Yokohama” (Japan International Cooperation

this year’s Seminar theme as “Collaboration Based

Agency Yokohama International Center). NISE thus

on Partnership among Related Fields (Education,

made innovations in the area of the operation and

Healthcare, Medical Care, Welfare etc.)”. In

management of the Seminar.

relation to this, the Seminar’s name was changed to

In these and other ways, NISE will continue to“Asia-Pacific International Seminar on Education

make efforts to further innovate the Seminar.

for Individuals with Special Needs”. NISE also

SASAMOTO Ken

positioned this Seminar as one of the programs
related with “Disabled Person’s Week” which is

Leaderfrom December 3 to 9. To more inform the general

Executive Working Group for the 26 Asia Pacificpublic of the Seminar, NISE exhibited photos andInternational Seminar on Education for Indivisuals

other panels in the venue presenting NISE activities.

with Special NeedsthAdditionally, to promote the collaboration with other

Projects to Support “Special Support
Education”Provided at Japanese Schools
Abroadn FY2005, the NISE Clinical Center forschools, consideration was given such as provision ofChildren with Special Needs conducted a

special guidance for disabled children, and increase

survey covering Japanese schools abroad by utilizingof teachers. About 50% (39) of the entire number

its scientific research expenses. The purpose was asof schools that replied were handling inquiries andfollows: to survey the contents, wishes and requests,

requests for consultation related to admission andand needed information respecting the needs forchange of schools regarding children with disabilities.

educational consultation for children with disabilities

At more than 80% (33) of these schools, teachers inand their parents who live abroad; on this basis, tomanagerial positions were handling such inquiries andconstruct a system for educational consultation andrequests. More than 70% (59) of the entire number of

support for such persons at the National Institute ofschools that replied felt it necessary to develop andSpecial Education (NISE); and to construct a network

improve the systems for accepting disabled children.

of the related domestic and overseas organizations

These findings can be said to show that theIand agencies.

interest in “special support education” has beenThis survey was conducted by e-mailing

gradually increasing. They also showed that thequestionnaires to 84 Japanese schools abroad. 77

schools concerned had difficulties obtaining

schools replied to this mail, for a recovery rate of

information on the contents and methods of guidance

91.7%. Children with disabilities were enrolled infor disabled children and support and collaboration by

about 30% or 27 of these schools. The measures

specialized organizations and agencies. Additionally,taken by these schools were as follows. About

given the fact that there are few such organizations

50% (13) had established special classes. At otherabroad or locally, the needs for and expectations

placed on NISE, which are not so large at present, are

For this reason, they are always uncertain when it

expected to become larger in the future. Another issue

comes to provision of educational consultation foris that as mentioned, teachers in managerial positions

disabled children and about the method of guidance.

are handling inquiries and requests for consultation

The schools strongly expressed the need for provision

relating to admission and change of schools byof supervision and consultation relating to thedisabled children. This means that those in managerial

measures to be taken by the schools and the school

positions at the said schools should have at least thesystem itself.

basic knowledge about disabilities and educational(3) The schools generally lacked the specialized

consultation. To this end, it will be necessary for suchknowledge to correctly assess the condition of

persons to receive the needed training and education.

disabled children. They requested specific support

Based on such findings, a field survey wasin meeting with individual cases such as the

conducted by covering 18 Japanese schools in themethod for assessing such children (assessment offollowing countries and cities which are providing (orlearning difficulties and specific guidance methods),

trying to provide) special support education: Seoul,

how to deal with children who have difficulties

Chinese Taipei, Hong Kong, Tianjin, Shanghai,communicating and in human relations, how to

Bangkok, Kuala Lumpur, Manila,Panama, Mexico,acquire teaching aids and equipment, and hints and

New York, Vienna, Munich, Frankfurt, Hamburg,

ideas about guidance.

Berlin, Dusseldorf and Singapore. The findings are(4) The schools felt it difficult in reality to make use ofsummarized below.

local resources partly for the problem of language. For(1) The people sent by companies, etc. to abroad

this reason, both the schools and parents practicallyare getting younger every year. They are raisinghave nowhere to turn to in consulting about the

younger children, which has been increasing thecondition of disabilities or how to understand therequests for consultation relating to the education for

actual condition of children.

disabled children. However, Japanese schools abroad(5) When the time comes for the family to come backare established by local associations of Japanese.

to Japan, the parents are often uncertain about their

For this reason, they have had problems in the area

children. They would like to have some organizationof the educational environment such as size ofthat would provide consultation and advice relating

school, managerial and Projects to Support “Special

to this matter, or for some consultative organization

Support Education” Provided at Japanese Schools

abroad to provide information.

Abroad Tetsuo Gokami Department of Counseling(6) The schools are having difficulties obtaining

and Consultation for Persons with Special Needs,

information about the trends of special

NISE, Japan financial issues, lack of specialized

support education such as general information aboutteachers, and deficiency of educational facilities anddisabilities in Japan and abroad, the national and local

equipment.

trends of special support education, and the measures

For this reason, they have had difficulties accepting

taken by other Japanese schools abroad. They feel

disabled children. However, in the last few years,

the need to construct a network to exchange these

there has been a major change in this situation, andtypes of information. However, the fact of the matterthe interest in special support education has beenis that it is difficult for any of the Japanese schools

mounting.

whose staff change every three years to manage such(2) The schools generally lack teachers who havea network.

specialized knowledge and guidance skills relating to(7) The children are going abroad with their families.

disabilities (including minor developmental disorders).

This has its own psychological effects. To cope with

such effects, it would be urgently necessary to assign

information with the aim of constructing a network

nurses, teachers and school counselors.

of such schools. It is calling upon such schools to

Based on the findings from these surveys, thisparticipate in this conference.

summer, the Clinical Center for Children with Special

As described, NISE would like to propose

Needs held an “Educational Consultation Week forspecific support measures in the future also, so thatChildren Attending Japanese Schools Abroad” tothe problems faced by Japanese schools abroad asprovide support for parents and teachers who came

identified in the mentioned surveys can be solved asback to Japan for the vacation. This was held formuch as possible.

one week from the end of July to early August. Ten
schools mainly in South Korea, China and Chinese

GOKAMI Tetsuo

Taipei requested for participation in this program,

Department of Counseling and Consultation forand the Center provided consultation and support to

Persons with Special Needs,NISE

parents and teachers.
The Center has also established a system ofcooperation with the Japan Overseas Educational
Services (JOES) by linking the home pages to provide
support through collaboration.
The Center is also examining the use of ICT
as a method to support special support education
provided by Japanese schools abroad. As specificprojects, NISE will provide information using theSkype communication software by mainly covering
Japanese schools in eastern Asia. On December 22
this year, it will hold a conference on special support

Shang-hai Japanese schookeducation for Japanese schools abroad to exchange

Government Administrator Training
Program for Japan-Malaysia Economic
Cooperation – For the Establishment of aSpecial Education Institute in MalaysiaTo support the establishment of a national

strengthening of the economic cooperation between

institute for special education in Malaysia,

Japan and Malaysia. Similar agreements have beensigned with Singapore, Mexico and the Philippines.

NISE has initiated a program to accept trainees for

The government of Malaysia had a program tothis purpose.
This training program was agreed upon andestablish an institute for special education modeled

signed in a summit meeting held in 2003. Its

after NISE. As part of the projects to support thisrough contents were determined in the "Economic

program, NISE will be providing support in thePartnership Program" signed in 2005 for thehuman aspect ("software") by accepting trainees

from Malaysia. This project will be implemented

program by type of disability, to undergo training

through collaboration with "JICA Yokohama"

to assist the establishment of the said institute in(Japan International Cooperation Agency Yokohama

Malaysia. NISE will be reporting on this program andInternational Center).

its achievements.

The first training program was implemented
from January 29 to February 9, 2007. Two trainees
participated: Mr. SALBIAH BINTI ISMAIL,
Director, Special Education Service Division, Special
Education Department, Ministry of Education,and Mr. NOR ROFIZAH BINTI JAMALUDDIN,
Assistant Director. In the coming two years,
researchers will be invited to participate in thisResearch at NISE
1. High Priority Research Projects or "the Projects"
Practical and comprehensive research on an urgent problem basedon policy issue and an educational site, and cross-cutting project
team is organized and executed by the team.
1. A
 Practical Study on Promotion of "Effective

the educational method based on the diversification

Educational Support System" and "Exchange &of disabilities which enable teachers to respond

Cooperative Study" for Children with Disabilities

flexibly in the special classes and Tsukyu classes, (2)in Elementary and Lower-secondary Schools

the consideration of "Special Support Classrooms"

2004-2007

in which educational services are enhanced♦Research Representative: Hiroto Fujimoto

depending on individual educational needs, such as(Chief Researcher, Department of Policy andsupplemental lessons and course instruction based on

Planning)

disabilities of each child/student in regular classes,♦Research Partaker: Yumiko Hirose, Tetsuo Gokami,

and the publication of the reference material "How to

Yoshihiro Tanaka, Shigeki Fujii, Tatsunori Ono,

approach for children with disabilities in elementary

Kuniyoshi Takigawa, Toshiyuki Uchida.

and lower-secondary schools: the Good Practice forIn this research, we work on the study to promoteleading and managing the special classes and Tsukyu

the Special Support Education System in regularclasses". On the basis of these consideration, we'veclasses of Elementary & Lower-secondary Schools
based on the final report of "The Future of Special
Support Education" from Meeting of Researchers on
Special Support Education and of "The System for
Promoting Special Support Education" from Central
Education Council.
In the past two years (2004-2005), we've
examined on the followings: (1) the consideration ofcontinued discussion on "the construction of support

are adapted to visual function of low vision students

system of children with disabilities in the area" which

and their educational needs, and enable to enlarge theis to be an important task, and also we've studied on

fonts and to change the color variation. Furthermore,

how to promote "Exchange & Cooperative Study"

we will verify effective utilization of these textbooks

which is touched on Disabled Persons Fundamental

and teaching method by using them as well as carry

Law and the final report above.

on empirical and practical research on color scheme

This is the unified research of the followings:

and contrast associated with colorization of textbooks"Research Study on Effective Educational Support

and teaching effectiveness to the students with other

System for Children with Disabilities in Regulardisabilities by using these textbooks.

Elementary and Lower-secondary Schools" and " A
Practical Study on Exchange & Cooperative Study

3. R esearch on Development of the Instruction

for Students with Disabilities and Students without

Package Based on the Special Needs of Children

Disabilities" we conducted previous year, becausewith Autistic Disorders in the Special Supportof (1) "Special Support Classroom(tentative name)"

Schools 2006-2007

is closely-linked to the situation of disabled students

Focused on the comprehensive assessment method

learning in regular classes, (2) In the process ofand particular key point of instruction content.

consideration, we found that these two researches are♦Research Representative: Chikamori Oshio

related closely to promote Special support education.

(Research Director, Department of Educational
Support Research)

2. E mpirical Research on System Development♦Research Partaker: Nobutaka Kimura, Yutaka,of the Large Print Textbooks and the Teaching

Tokunaga, Katsutoshi Sato, Michimasa Ozawa,

Effectiveness by Using Them 2004-2006

Ukai Saitou, Megumi Wakui, Toshiyuki Uchida♦Research Representative: Koki Chida

Developing specific curriculum, effective(Department Head, Department of Educational

instructional methods and meaningful school lives based

Support Research)on the special needs of c hildren with autitic disorderes♦Research Partaker: Yoshihiro Tanaka, Susumu

has become urgent issue in special schools, special

Oouchi, Mayumi Sawada, Tetsuya Watanabe

classes and resource rooms of the regullar schools.

"The large print textbooks" is a task to be solved

This research aims at developing specific instructional

now. And so, utilizing accumulated know-how of

package which consisted from comprehensive

editing and producing "the large print textbooks"

assessment methods and instructional programs forhere at the institute, the following research andkey behavioral components-pivotal responses anddevelopment will be carried out. First the researchso on, based on the special needs of children withand development on how to produce the large print

autistic disorders.

textbooks and the computerized textbooks, which4. Comprehensive Research toward Understanding

responsibility of national government under the law

and the Fullness of Correspondence to Specialof 'Hattatsu-Shougaisha Shien Hou'. The aim of thisSupport Education in Elementary and Juniorresearch project is to design the models of effective

High school 2006-2007

and comprehensive systems of early identification♦Research Representative: Kanyu Matsumura

and intervention for the people with ADHD, LD and(Chief Researcher, Department of Teacher training

HFA.

and Information)♦Research Partaker: Yumi Ito, Jun Uekida, Susumu
Oouchi, Hirotsugu Ota, Yoshiaki Oda, Setsumuko
Kameno, Ken Sasamoto, Hiroki Sasamori,
Kuniyoshi Takigawa, Shigeto Toshima, Akio
Tokunaga, Kengo Nishimaki, Shigeki Fujiii, Yasumi
Makino, Syun Yokoo,Masahiro Watanabe
6. Practical Research on the Management of theWe support the advance of the special support

Curriculum in Specil Support Education 2006

education in elementary school and junior high school♦Research Representative: Koki Chidaon this comprehensive research. We develop the total
supportive tool for the problem solving in the special(Department Head, Department of Educational

support education. This research corresponds to the

Support Research)

concept of the education policy of the Ministry of♦Research Partaker: Yutaka Tokunaga, Ryoji

Education, Culture, Sports, Science and Technology.

Hagimoto, Kimihito Harada, Nobutaka Kimura,This research is useful for the advancement of total

Shigeto Toshima, Megue Nakazawa, Hiroki

education system as the special support education.

Sasamori, Kuniyoshi Takigawa, Yumiko Saito,
Hotoshi Nakamura, Akira watanabe, Hirofumi

5. Research on the Comprehensive Support fromOsaki

the Early Stage of the Children with LD, ADHA,

As for the desirable curriculum in Specialand High-Functioning Autism 2006-2007

Support Education, it has been examined in the♦Research Representative: Yoshikata Atsumi

review of the National Course of Study at the Central(Research Director, Department of Educational

Education Council. This research is to review these

Support Research)issues on the curriculum in Special Education and♦Research Partaker: Fumie Oshiba, Akiko Kaizu,

examine the nature of education in Special Support

Shigeki Kuboyama, Tetsuo Gokami, Michiyo

Education based on the discussion in the Central

Kobayashi, Hiroki Sasamori, Katsutoshi Sato,

Education Council. Based on the result of theMayumi Sawada, Yumiko Hirose, Shigeki Fujii

previous project research (2001-2003) in Special

The early identification and intervention are

Educational Curriculum, the practical research is tovery important for the people with developmental

be expected on curriculum management, design anddisabilities such as attention-deficit/hyperactivity

educational contents in Special Support Education

disorder(ADHD), learning disabilities(LD) andSchool.

higher-functioning autism(HFA). These are the2. Research studies in Specific Areas, or "Kadai studies"
Specialized research corresponding to the clarification of disabilities
and adopt depends on priority to the needs in teaching.

1. A Study on the Educational Support for Children
with Speech and LanguageDisorder -Focusing on
the Formation of Positive Self- Consciousness inChildrenwith Stuttering 2004-2006♦Research Representative: Yasumi Makino(Senior Researcher, Department of Policy andPlanning)♦Research Partaker: Tetsuo Gokami, Kanyu

evaluation of instruction for therapeutic education
program and to publish the manual for self-care

Matsumura, Yumi Ito♦Specialization/Area : Speech and Language

support for children with chronic disease.

Disorder3. Research on Brain Science and Education for

Although "Stuttering" has been an object ofstudy for a long time, little is known about effectiveChildren with Disabilities 2004-2006

teaching and supporting methods for children♦Research Representative: Kengo Nishimaki

with stuttering. We are concerned with their "Self-(Research Director, Department of Educational

Consciousness". The purpose of this study is to

Support Research)develop teaching and supporting contents/methods♦Research Partaker: Yoshikata Atsumi, Munehisa

for the formation of positive self-consciousness in

Tamaki, Akiko Kaizu, Ken Sasamoto, Koki Chida,children with stuttering.

Susumu Oouchi, Yoshiaki Oda. Tetsuya Watanabe,
Shigeto Toshima♦Specialization/Area : Neuroscience

2. E ducational Approach Supporting Self-Careof Children with Chronic Disease including

Brain science has a potential to impact every

Psychosomatic Disease and School Refusal 2004-2006

aspect of special education. This study aims at♦Research Representative: Kuniyoshi Takigawa

making the cause of brain function disorder clear(Senior Researcher, Department of Educationaland contributing to education that promote social

Support Research)

participation of children with disorder in brain♦Research Partaker: Kengo Nishimaki, Hirofumi

function based on the knowledge of brain function
such as learning mechanism, perception/ cognition

Osaki, Jun Uekida♦Specialization/Area : Health Impairments

mechanism, communication ability and others.

This research studies on the educational
4. Practical Studies on Medical Care System at

support for self-care of children with chronic disease

Special Schools 2005-2006

including a psychosomatic disease and school refusal.

♦Research Representative: Hirofumi Osaki

On the basis of "model of influence on adjustment
to chronic illness", we consider the appropriate the(Senior Researcher, Department of Counseling andappropriate support for mental, social, and physicalConsultation for Persons with Special Needs)♦Research Partaker:

adaptation of those children. Also, we develop

Kengo Nishimaki, Shigeto

Toushima, Kuniyoshi Takigawa, Jun Uekida

Impairments".

♦Specialization/Area : Medical CareIn this study, ① a survey on medical care support

6. Research of Communication Means on School

system in special schools is conducted.

for the Deaf -Improving instructional method② based on a result of the study, a guideline forand educational materials focused on using Sign

medical support system is made.

Language 2006-2007♦Research Representative: Yoshiaki Oda

5. Practical Research on Special Improvement of(Chief Researcher, Department of Educational

Visual Impairments Education of School for the

Support Research)♦Specialization/Area : Deaf and Hard of Hearing

Blind and the Support for it's Needs in Primaryand Secondary School to Carry out as the Function

This research focuses on improving instructionalof Resource Center on Education for the Visual

method and educational materials using Sign

Impairments in the Area 2006-2007

Language. The national survey on instructional♦Research Representative: Susumu Oouchi

method at the school for the deaf, and analyzing(Research Director, Department of Policy andteaching-learning interaction using Sign Language

Planning)

will be conducted on this research. Teaching materials♦Research Partaker: Koki Chida, Takeshi Kaneko,

related to Sign Language also discussed on it's

Yoshihiro Tanaka, Mayumi Sawada, Tetsuya

effective usage, sharing system, and so on. On thisWatanabe

research we carries out the development succession♦Specialization/Area : Visual Impairmentsof the research which performed till last year.

This study focuses on the actual situationof learning condition for students with visual
impairments and the result of teaching methods andteaching materials for them in Japan. At the same time,
we examine the methods of creating teaching materials
using the newest information technology developed
from the prior research in our team and it's practicaluse for the student's needs.
In addition, for students with the other kind
7. Practical Research on the Community-Basedof impairments we examine the result of teaching
method with use of visual and tactile perception.

System to Consistent Support forChildren

These results are the best use of "Information

with Speech and Hearing Handicap 2006-2007♦Research Representative: Michiyo Kobayashi

Network for the Education of People with Visual(Chief Researcher, Department of Counseling andConsaltation for Persons with Special Needs)♦Research Partaker: Shigeki Kuboyama, Shigeki
Fujii, Oda Yoshiaki♦Specialization/Area : Speech and Hearing
Handicaps
In this research, the purpose is to clarify the
directionality in the role and the future of resource
room for the speech and hearing impaired that is♦Research Representative: Shigeto Toushima(Chief Researcher, Department of Educational
Support Research)♦Research Partaker: Yutaka Tokunaga, Akira
Watanabe♦Specialization/Area : Physical/Motor Disabilities
This is a practical research on "Evaluation"and "Improvement and enhancement of the lesson"
located closely to the region.

of various educational activities in each school

The resource room is the first organization in theand class where the children with physical/Motorregion where the child relates to the special support

disabilities attend. The creativity and improvement

education, and corresponds continuously from anof the evaluation method are needed to enhance theinfant to school age. We visit the school which isobjectivity and reliability of the evaluation, also

performing characteristic and community-based

to develop the special support education based onpractice, introduce those information and examines

the individuals needs. However, it does not seemthe role of resource room.

to be enough even though the evaluation has been
more important subject in those educational sites.

8. Research on the Contents of Instruction andThis research performs multiple investigations for

Methods toward Good Employment for Students

the evaluation method, improvement and fullness

with Intellectual Disabilities -From the view pointof the lesson. This is to follow up the subject" "Aof career education 2006-2007

study on educational program and support system for♦Research Representative: Nobutaka Kimurachildren with Physical/Motor Disabilities-Making of(Chief Researcher, Department of Educational

Guidebook on "Jiritsu-Katsudou (Activities to promote

Support Research)

independence) " which was performed in 2005.

♦Research Partaker: Chikamori Oshio, Yutaka
Tokunaga, Ryouji Hagimoto, Katutoshi Sato,
Ukai Saito, Toshiyuki Uchida, Megumi Wakui,
Michimasa Ozawa,♦Specialization/Area : Intellectual Disabilities
While the employment rate of the people withintellectual disabilities has been decreasing, a new
education, welfare and employment service for thesepeople has been developed in these days. In thisresearch, we study on the contents of instruction

10. R esearch on the Education for Children

and methods as career education. Effective careerwith Health Impairments in Japan -With theeducation is to foster students' ideas about works andperspective of partnership between education

good awareness of working in each stage of primary

for children with health impairments andschool, junior high school and high school.

school health 2006-2007♦Research Representative: Kengo Nishimaki

9. E valuation and Lesson Improvement of(Research Director, Department of Educational

Educational Activities for the Children with

Support Research)Physical/Motor Disabilities 2006-2007♦Research Partaker: Kuniyoshi Takigawa

10♦Specialization/Area : Health Impairments

program will be field tested in the final year.

There are over 40.000 long-term absentees
with health impairments in the whole country and12. D evelopmental Research on the Use of ICF

the approach from special education has been thin

Version for Children and Youth (ICF-CY) toeven though the most of them are receiving regular

Educational Policy 2006-2007♦Research Representative: Akio Tokunaga

education. The theme is to study on the organizationof systems supporting the long term absentee and the(Senior Researcher, Department of Policy andresearch on the strengthening of educational function

Planning)

at the special school. This research is cooperated with

♦Research Partaker: Ken Sasamoto, Kengo

special schools, local centers for special education

Nishimaki, Ryouji Hagimoto, Susumu Oouch,and universities of special education under the total

Masahiro Watanabe♦Specialization/Area : ICF

management by NISE.

This study aimed Development on the use esearch on Assessment for Children with
11. R

of ICF version for Children and Youth (ICF-CY)

Multiple Disabilities-With focus on communicationto Educational Policy, which will be endorsed by

and understanding environment 2006-2007

WHO (World Health Organization). The ICF has♦Research Representative: Megue Nakazawa

been utilized on special education for students(Chief Researcher, Department of Education

with disabilities, after statement that ICF should be

Support Research)

considered for utilization on "Basic Program for♦Research Partaker: Tetsuo Gokami, Yumiko Saito,

Persons with disabilities" (Cabinet Office, 2002).
This study will review the directional property ofHiroshi Osaki♦Specialization/Area : Multiple Disabilities

utilization ICF-CY in response to their outcome andissue.

The present research aims at proposing acomprehensive assessment program for children
with multiple disabilities who have difficulties incommunication, from the aspects of individual andenvironmental factors. The P (Planning), D (Doing)
and S (Seeing or Evaluating) are steps indispensable
to educational practices, and assessments of thechild and the environment surrounding the child area pre-requisite to the PDS steps. However, children
with multiple disabilities who are considered to

13. R esearch on Japanese phoneme and recognition

have "extreme difficulties in learning" are often leftof syllable for children with mild developmental

without appropriate assessment due to the difficulties

disabilities in a regular classroom -Analysis

in communication. Such circumstances lead tothe characteristic of Japanese special syllable

insufficient evaluation of educational results. In thiswhich is easily to be mistaken and development

study, which covers the first half of the four-yearof the teaching technique 2006-2007

project, research on the assessment of individual♦Research Representative: Hiroto Fujimoto

factors of children with multiple disabilities is(Chief Researcher, Department of Policy andconducted with focus on communication and

Planning)♦Research Partaker: Kengo Nishimaki, Akiko Kaizu,

understanding environment as they are linked most

Shigeki Fujii

closely with education. The proposed assessment

11

(Department Head, Department of Counseling and

It is now pointed out that when translating

Consultation for Persons with Special Needs)

spoken words such as a contracted sound and a double
consonant of Japanese language into written words♦Research Partaker: Yasumi Makino, Kimihito

can be mistaken easily in the practical education for

Harada, Shigeto Toshima, Hiroki Sasamori, Shigeki

children with mild developmental disability. In thisKuboyama, Yoshitsugu Ota, Tatsunori Ono, Michiyo

research, focus on auditory perception of the children,

Kobayashi, Fumie Oshiba, Michimasa Ozawa,

examine the characteristicofphonemeandsyllableofJapa

Hirofumi Osaki, Yumi Ito, Jun Uekida, Setsuko

neseweand develop the teaching technique on "Correct

Kameno♦Specialization/Area : Guidance and Consultation

Written Words" focusing on audiological perception.

This research is to perceive the educational
14. A Practical Study on the State of Educational

consultation as a role of a National Center andConsultation to Support the Area-Focusing on

consider the state of educational consultation to

the method of consultation and assessment 2006

develop the support the area.

♦Research Representative: Tetsuo Gokami

3. Collaborative Research
The NISE's Collaborative Research Project, established in 2005, aims to contribute to the improvement ofeducation for students with disabilities or special educational needs. It is highly expected that we can achieve
our goals more effectively by building tight collaboration between two types of research, NISE's practicalresearch and Universities' academic research. We also collaborate with institutions of other fields such as
medical, welfare, engineering etc. We are currently conducting six collaborative researches in this year.
1. R esearch on Support for the Students with

Disabilities 2004-2006♦Research Representative: Tetsuya Munekata

Developmental Disorders in Higher Education(Chief Researcher, Department of Policy and2004-2006♦Research Representative: Kimito Harada

Planning)♦Collaborative Research Institute: NEC Media and(Chief Researcher, Department of Educational
Support Research)

Information Research Laboratories♦Collaborative Research Institute: JASSO (Japan

In cooperate with the Personal Robot ResearchStudent Services Organization)

Center at NEC Media and Information Research

The condition and situation of the support forLaboratories, NISE has started collaborative

students with developmental disabilities in higher

development study on new type human interface

education has not been cleared yet. It is necessary tosystem.

grasp its information to develop and carry out support
for them in near future. This research is to organize

3. Development of an Assistive Technology Device

the situation and objective, and provide information

Using Electro-Steganography Technology forabout actual condition of support and method in

Enhancing Compensation of Audio Information

higher education.

2004-2006♦Research Representative: Tetsuya Munekata

2. D evelopment of New Type Human Interface(Chief Researcher, Department of Policy and

System Using Partner Type Personal Robots

Planning)♦Collaborative Research Institute: Research Institutefor Enhancing Education of Students with12

of Electrical Communication, Tohoku University(Department Head, Department of Counseling andIn cooperate with the Advanced Acoustic

Consultation for Persons with Special Needs),

Information Systems Laboratory of Research InstituteKengo Nishimaki (Research Director, Department

of Electrical Communication, Tohoku University,of Educational Support Research)♦Collaborative Research Institute: Yokosuka City,

NISE has started collaborative development study forenhancing compensation of audio information.

Kanagawa University of Human Services
We make a joint study groups between Yokosuka

4. A Preliminary Study to Elucidate the Brain

City, Kanagawa University of Human Services andFunction of Learning Disabilities, Attention-

NISE for support network system of children with

Deficit/Hyperactivity Disorder and Higher-

disabilities. This study gives the evidences how toFunctioning Autism, Using Non-Invasive Imaging

make better connection and to collaborate effectively

Techniques of the Brain Function 2004-2006

through working together.

♦Research Representative: Yoshikata Atsumi(Research Director, Department of Educational

6. A Study on Evaluation of Figure Drawing by

Support Research), Kengo Nishimaki (ResearchChildren with Visual Important and Blindness

Director, Department of Educational Support

2006-2007♦Research Representative: Susumu Oouchi

Research)♦Collaborative Research Institute: Kurihama National(Research Director, Department of Policy andPlanning)

Hospital♦Collaborative Research Institute: Tokyo Polytechnic

Based on psycho-educational data which we

University

have accumulated, we conduct preliminary study toreveal the brain function related to disabilities using

To develop blind children's ability to reproducefunctional imaging techniques. We seek effective

exactly the perceived image as the same time as

programs for children with disabilities based on theperceive it tactually, it is necessary for them tobrain science.

command two-dimensional images. However, it isdifficult for them to judge the size and shapes of

5. A Practical Study on Making Support Network

images they draws. This research is to collaborate

System of Children with Disabilities in Yokosukawith optical information engineering and develop theCity 2004-2006

self-evaluated system which can measure the size and♦Research Representative: Tetsuo Gokami

shapes of the images the blind children draws.

Report on "Special Support Education
Seminars I & II" (NISE)
for disabled children and current researches, and to

1. Seminar I
Seminar I was held for two days on January 16

examine contemporary issues and explore future(Tuesday) and 17 (Wednesday), 2007, at the National

issues and policies. The programs consist of lectures

Olympics Memorial Youth Center (Metropolis of

by Japanese persons concerned with special education

Tokyo), participated by 780 educational concerns

such as notable researchers, specialists and NISE

from all over Japan. This Seminar is designed topersonnel, panel discussions and discussions byextend information on the situation of education

inviting participants. Seminar I's theme was "Special

13Support Education Provided by Elementary and2. Seminar II

Lower Secondary Schools and Roles of Special

Seminar II was held on February 21 (Wednesday),Schools". It focused on the education provided by

2007, at the same venue. This Seminar's theme willelementary and lower secondary schools to children

be "Special Support Education and Development ofwith disabilities. Discussions were carried out from

Expertise". Discussions will be carried out mainly

diverse angles on the issue of the education for suchon the three topics namely (1) practical application

children provided by elementary and lower secondaryof the achievements of cerebral scientific researches,

schools through collaboration with "special schools"(2) utilization of assistive technologies (AT) and(i.e., schools for the blind, deaf and other disabled(3) curricula to cope with children with multiple

children) from the common viewpoint of education.

disabilities and worsening of their disabilities.

Report of NISE and KISE Seminars
on Special Education
fields of specialty.

1. The 6th Seminar
The 6th NISE and KISE Seminar on Special

M a s a h i r o Wa t a n a b e , t h e n R e s e a r c h e r,

Education was held on April 13 (Thursday) and

Department for Teacher Training and Information,

14 (Friday), 2006, in Ansan City, South Korea.

NISE

This Seminar is held periodically for the following

Hirofumi Oosaki, then Chief Researcher,purposes based on an agreement between NISE and

Department for Policy and Planning, NISEKISE (Korea Institute for Special Education).

Hiroaki Ikeda, Headmaster, Hokkaido Takuhoku(1) E xchange and sharing of information andSpecial School

discussions on government policies, practices,
current situation and future issues relating to

2. The 7th Seminar

special education in Japan and South Korea.

The 7th NISE and KISE Seminar on Special(2) F urtherance of international exchange and

Education will be held at NISE on March 22

cooperation between NISE and KISE.

(Thursday) and 23 (Friday), 2007. The theme will be(3) Promotion of practical exchange between special"Comparison of Educational Support Service in theschools in the two countries.

Context of Inclusive Education". The participants

The 6th Seminar's theme was "Educational

will be making presentations on this theme from thePractices for the Development of the Communication

following three aspects and carry out discussions:

Skills of Children with Severe Disabilities in Japan(1) trends of government policies and measures,and Korea". The participants carried out discussions(2) practices relating to school and classroom

by noting practical case studies on the education for

management and (3) guidance practices. NISE

children with severe disabilities. This Seminar ispresenters will be Hiroki Sasamori, Chief Researcher;held at NISE or KISE. The 6th Seminar however was

Michiyo Kobayashi, Chief Resercher; Akiko Kaizu,

held at the Korean National Institute for PhysicallyResearcher; and Munehisa Tamaki, Researcher.
KISE participants will include Ms. Hyo-ja, Lee,

Disabled.

Ph.D., the new KISE Director General.

The following persons participated from theJapanese side and made presentations relating to their

14

NISE Personnel Participates in OECD
16th SEN DDD Meeting by RepresentingJapan
he OECD SEN DDD Meeting is a conference

participated in the 16th Meeting by representing Japanof the OECD member countries on statistics

upon request by the Ministry of Education, Culture,and indicators on students with disabilities, learning

Sports, Science and Technology (MEXT). On January

difficulties and disadvantages (DDD). Its 15th

23 (Tuesday), 2007, NISE held an in-house meeting

Meeting was held in Budapest, Hungary, from _____,

to report on the 16th DDD Meeting to deepen theand the 16th in Seoul, Korea, from November 27 toknowledge concerning this new international trend

29, 2006. NISE's Mr. Nakazawa, Senior Researcher,and shared important information relating to future

Department for Educational Support Research,

research activities.

T

NISE Personnel Participatesin UN Ad Hoc Committee on the International
Convention on the Rights of Persons with
Disabilities (8th Meeting)he United Nations Ad Hoc Committee on

The 8th Meeting was participated by Mr. Ebina,

the International Convention on the Rights

Senior Planning Officer for Special Supportof Persons with Disabilities was established as a

Education, MEXT, and from NISE, Mr. Nakazawa,

special committee in July 2002 for the protection andSenior Researcher, Department for Educational

enhancement of the rights and dignity of persons with

Support Research, following the 7th Meeting.

T

disabilities. Seven Meetings had been held to examine

NISE (Yutaka Oda, President) held an in-housethe contents of the Convention. The 8th Meeting held

meeting to report on the Meeting on September 19

at the UN Headquarters in New York from August 14(Tuesday), 2006, for an explanation of the mainto 25, 2006, reached a basic agreement on the draft

points of the draft Convention.

Convention.

NISE to Change its Name
National Institute of Special Education, Japan (NISE) will change its name to"National Institute of Special needs Education, Japan" (NISE) from April 1, 2007.
For details, please see the site below.

http://www.nise.go.jp/
15

From the editor
We would like to thank all who contributed to this volume of newsletter.
We hope to exchange more information with a number of people who are engaged in the education forchildren with special educational needs.
Since April this year, a new educational system for children with special educational needs will start inJapan. We would also gradually innovate the style and contents of our newsletter with our staffs.
We always welcome your contributions to the newsletter by e-mail or postal mail.

SASAMOTO Ken
Table of Contents
page
Report of the 26th Asia-Pacific International Seminar on Education for Individuals with Special Needs— A New Start… ………………………………………………………………………………………………… 1
Projects to Support “Special Support Education” Provided at Japanese Schools Abroad………………………… 2
Government Administrator Training Program for Japan-Malaysia Economic Cooperation– For the Establishment of a Special Education Institute in Malaysia… ………………………………………… 4
Research at NISE
1. High Priority Research Projects or "the Projects"… ………………………………………………………… 5
2. Research studies in Specific Areas, or "Kadai studies"… …………………………………………………… 8
3. Collaborative Research……………………………………………………………………………………… 12
Report on "Special Support Education Seminars I & II" (NISE)… …………………………………………… 13
Report of NISE and KISE Seminars on Special Education… ………………………………………………… 14
NISE Personnel Participates in OECD 16th SEN DDD Meeting by Representing Japan … ………………… 15
NISE Personnel Participates in UN Ad Hoc Committee on the International Convention on the Rights of Persons with
Disabilities (8th Meeting)… ……………………………………………………………………………………… 15
NISE to Change its Name… …………………………………………………………………………………… 15
From the Editor… ……………………………………………………………………………………………… 16

NISE International Exchange Activities
http://www.nise.go.jp/en/index_e.html (in English)

16