NISE D-274

No.28
December, 2008

1. Foreword – National Center for Special
Needs Education Activities for the Current
Fiscal YearIt has been about one and a half years sincedevelopmental disabilities.

special needs education commenced full

A basic research plan for strategic studies has

scale in the last fiscal year. We are pleased to informbeen decided on, taking future development into

you of the main activities of our Institute for fiscal

account. The plan covers major research themes to be2008.

addressed in the medium and long term, and those to

Providing educational support to children

be implemented or commenced within the short termwith developmental disorders such as learningof five years. To promote a smooth implementation

disabilities and attention deficit hyperactivityof the research plan, the Institute's research anddisorder is an urgent matter. The Law on Supporting

operation systems were organized.

the Independence of Persons with Developmental

Regarding our training projects, our previous

Disabilities was enacted, which promotes early-

program has been fully reviewed to raise the skills ofstage support and the encouragement of their social

current teaching staff who are in a leadership position

independence and participation in society, thus pavingin the prefectures and to expand our support for

the way for supporting the welfare of persons withelementary and lower secondary schools. Meanwhile,developmental disabilities.

to step up our activities in this field of education, theIn light of these social conditions, thenew program includes enriching the training content

Information Center of Education for the Persons withand holding study meetings for leaders in education

Developmental Disabilities was established withinfor children with developmental disabilities, namely,

our Institute in April 2008. In order to provide better

teachers at kindergartens, elementary schools, lower

support to teachers, parents and others involved withand upper secondary schools.

developmental disabilities and to inform a wider

As the National Center for Special Needs

range of people, the Center launched a website in

Education, we are determined to do our best to

August where it posts various information related to

improve research activities and training projects to

c/o National Institute of Special Needs Education
5-1-1, Nobi, Yokosuka City, Kanagawa Prefecture 239-8585
Japan

Phone: +81-46-839-6810
Fax. : +81-46-839-6919
http://www.nise.go.jp

ODA Yutaka, President

deal with the government’s policy and needs arisingin the educational interface, thus helping to strengthen

National Institute of Special Needs Educationand develop special needs education.

2. The Information Center of Education for
Persons with Developmental DisabilitiesAt this stage, as we move from special(6) The provision of support to persons involved in

education to special needs education, ourJapanese schools abroad; andresponse to children with developmental disabilities(7) The promotion of understanding and awareness ofsuch as learning disabilities and attention deficit

developmental disabilities.

hyperactivity disorder is in greater demand than ever,To facilitate these projects, the Information Centeras well as those involved in conventional educationof Education for the Persons with Developmental

for children with disabilities.

Disabilities website was launched on August 27, 2008, to

The Ministry of Education, Culture, Sports,

provide information on various matters concerning theScience and Technology is therefore working to

education of children with developmental disabilities.

provide support for infants, children and pupils with

To celebrate this, an opening ceremony was held and adevelopmental disabilities. Examples of such workcommemorative lecture was given on the same day.

include a model project for early-stage comprehensive

Guests invited to the ceremony expressed theirsupport of developmental disabilities and a model

expectations for future development. Mr. ICHIKAWA

project for the support of students with developmental

Hironobu, the Director of Tokyo Metropolitan

disabilities at lower secondary schools.

Umegaoka Hospital, delivered a lecture entitled:

At our Institute, the Information Center of“Expectations for the Information Center of Education

Education for Persons with Developmental Disabilities

for the Persons with Developmental Disabilities.”

was established past April to assist teachers, parents andothers concerned with developmental disabilities andto obtain wider public understanding of developmental
disabilities.
The Center is already working on the following
projects:(1) The provision of information on developmental
disabilities through its website;(2) The video delivery of lectures given in training
courses for teachers;

The launching of the website marks the start(3) The investigation, research and provision ofof the Center. We will enrich the contents to reflect

information on the use of machines and equipment

users’ voices. We invite you to express your opinions

to aid people with developmental disabilities;

and reactions.

(4) A comprehensive survey concerning developmental

The Developmental Disabilities Educational

disabilities:

Information Center website (http://icedd.nise.go.jp) is(5) Counseling support for persons with disabilities

accessible via NISE website (http://www.nise.go.jp).

and for supporters by means of the website;

We look forward to your visit.



3. R
 esearch Activities and Themes for
Research Scheduled for Fiscal 2008
Research System

Promoting Unit

Up to FY2007, the institute engaged in research

Transition Support Unit

activities in six classifications, including project

Information Resources and Assistive Technology

studies and theme-based studies. Project studies dealt

Devices Unit

with cross-sectional themes, utilized a larger number(2) Multiple Disabilities Groupof researchers and a larger budget, and possessed

Multiple Disabilities Unit
(3) Sensory Disabilities・Speech and Language Group

greater political importance. Theme-based studies
were chiefly conducted on types of disabilities.

Visual Impairments Unit

However, in order to respond to the demands ofDeaf and Hard of Hearing Unit

the times, the institute must select and give preference

Speech and Language Disorders Unit
(4) Motor Difficulties・Health Impairments Groupto the promotion of studies based on their importanceand urgency and engage not only in studies on types

Physical/Motor Disabilities Unitof disabilities but also in studies that keep pace with

Health Impairments Unit
(5) Intellectual disabilities・Developmental Disabilities

scientific developments and social changes.

Group

Against this background, the institute decided
in FY2008 to reorganize its research system byIntellectual Disabilities Unit

introducing a “research team system” in which teams

Autism Unit

serve as the agents of planning and implementation of

Developmental Disabilities and Emotional

studies. To clarify research characteristics and focus

Disorders Unit

on selected studies, the institute reorganized studies

Research Groups and Research Categories

into the following nine groups in five categories.

(1) Core Research

Research Teams

Key Research: Specialized studies which were

Research teams designed to promote studies

selected from the viewpoint of their importance andfrom a mid-to long-term perspective serve as theurgency and which should be promoted intensively.
Specialized Research A: Studies which are not based

agents of various studies.
The institute has 13 research teams in five researchon types of disabilities and include cross-sectional

fields which have been arranged in consideration ofstudies designed to promote special needs education

cross-sectional themes and specialties. In addition,and studies on themes common to different types ofjoint research systems and set-term (approximately fivedisabilities. These studies are conducted primarily

years) research (survey) teams are set up as appropriateby the special needs education research team andwith the participation of the relevant teams to deal

the multiple disabilities research team.
Specialized Research B: Specialized studies by typewith specific themes, cross-sectional interdisciplinary
themes, and common themes.

of disabilities, conducted primarily by the multiple
disabilities research team, sensory disabilities and2008 The Composition of Research Units

speech/language disabilities research team, motor(1) Special Needs Education Groupdifficulties and health impairments research team, andPerspective Unit

intellectual and development disabilities research team.

Specialized Research C: Studies which are needed

education -Teaching children with multiple

for educational duties and require institute-wide

disabilities and an integrated course of study covering

efforts. These studies are conducted primarily

primary through upper secondary departments-

by personnel from concerned departments in(6) Study on an integrated support system forcooperation with personnel of other departments.

children with disabilities -Highlighting support

Specialized Research D: Leading-edge, experimental,

for developmental disabilities in the latter part ofand embryonic studies not included in the above.

secondary education-(2) Externally Funded Research(7) Basic study on effective school evaluation based

Grand-in-Aid for Scientific Researches: Studies

on specific characteristics of schools for special

funded by external funds such as grant-in-aid

needs education

scientific research(8) Study on improvement of career education and(3) Entrusted Research

vocational Education

Entrusted Research: Studies entrusted by an(9) Research on development of teacher's video

external organization

guide for promoting of using assistive information(4) Collaborative Researchtechnology devices for children with disabilities

Collaborative Research: Research untied NISE’s(10) Research on assessment of children with multiple

practical, general research and University or otherdisabilities -Improvement of assessment tools for

medical or welfare institutes’ basic and academic

initial developmental stage in communication andresearchunderstanding environment through-(5) Survey and Investigation Projects

Specialized Research B

Survey and Investigation Projects: Departmentof Policy and Planning, Educational Support, Teacher(1) Research for on the development of teacher'sTraining and Information, Counseling and Consultation

expertise in deaf blind Education

for Persons with Special Needs and Information Center(2) Study on qualitative improvement of courseof Education for the Persons with Developmental

instruction for children with visual impairments

Disabilities conduct various surveys and studies needed

enrolled in special needs schools and regular

to perform duties in addition to the special studies

schools and provision of teaching materials based

mentioned above.

on individual special needs(3) Study and evaluation of teaching in schools for the2008 Research Titles

deaf -Aiming at improvement of teaching methods

Specialized Research A

including the use of sign language and upgrading(1) Fundamental study of educational systemsof language skills and literary ability-

for children with disabilities by international(4) Study on the content, method and evaluation ofcomparison-Based on the present circumstances in

instruction in education for children with speech

Japan and course of action to be taken in the future-and language Disabilities -Aiming at developing a(2) Practical study on the use of ICF-CY in special

practical guidebook for education for children withneeds education

speech and language disabilities-(3) Study on brain science applicable to education for(5) Study on improving teacher's expertise in education

children with disabilities

for children with physical/motor disabilities(4) Follow-up study on the “Plan for Special Needs-Propose a model for upgrading schools for special

Resource Room”

needs education (physical disabilities) expertise-(5) Study on curricula in schools for special needs(6) Study on special needs education for long-timeabsentees due to illness who are enrolled in primaryand internet technology which children withand junior high schools

articulation disabilities are able to learn by(7) Study on career education in education forthemselves (2007-2008)

children with intellectual disabilities-Aiming toCollaborative Research Institute: Riken

build a practical model based on a “table of Stage(4) Research on the support of students withand Contents of Career Development(draft)”developmental disabilities in higher education(8) Practical study on the content of instruction and-Development of an evaluation method andteaching methods for autistic children -Focusing on

enlightenment of faculty and staff- (2007-2008)

classes for special needs education in primary andCollaborative Research Institute: Japan Student

junior high schools-

Service Organization (JASSO)(9) Study on curricular education and other support(5) Improvement of explanatory expression of kanafor children with developmental disabilities inand alphabetical letter for students with visual

primary and high schools

impairments (2007-2008)
Collaborative Research Institute: NEC

Collaborative Research(7) Development of assistive technology device using(1) Study on development of non-invasive imaging

electro-steganography technology for enhancing

techniques of the brain function for children withcompensation of audio information –Aiming todisabilities (2007-2009)

achieve practical usefulness of “personal acoustic

Collaborative Research Institute: Notional Hospital

caption decoder” (2007-2008)
Collaborative Research Institute: Research Institute

Organization Kurihama Alcoholism Center(2) Empirical study on establishing an archive ofof Electrical Communication, Tohoku University

teaching-learning systems utilizing ICT devices for(8) A practical study on building social support

children with health impairments (2007-2008)

system for children with disabilities and its

Collaborative Research Institute: WESTFIELD

evaluation (2008-2009)
Collaborative Research Institute: Yokosuka City,

Co., Ltd.
(3) Development of animation teaching material

Kanagawa University of Human Services

th

4. R
 eport on the 8 KISE and NISE Seminaron Special Education (NISE and KISE
Seminar on Special Needs Education)T

he 8th KISE and NISE Seminar on Special
Education was held at Korea Institutefor Special Education on February 25, 2008. From
our Institute, Mr. ODA Yutaka, President, Mr.
TAKIGAWA Kuniyoshi, Chief Researcher, and Mr.
HARADA Kimihito, Chief Researcher, participated.
This seminar is an annual event that started in2001 when our Institute (NISE) and Korea Institutefor Special Education (KISE) signed a researchpartnership agreement in November 1995. The two

research on support for students with developmental

institutes alternate biannually in holding a seminar indisabilities.

their respective countries, Korea or Japan.

Korea enacted the Special Education Law for

The main theme for this year’s seminar was

the Disabled and Others in 2007, marking a major“Suitable Support Systems for Life Cycles - Early

step forward in the legal preparations for special

Childhood; Elementary, Junior High and Senior Highneeds education. The law stipulates free education

Schools and Adulthood.” Under this theme, Japanese

for infants under three years of age with disabilities,

and Korean representatives gave presentations on

the right to receive compulsory education for thethree sub-themes: “Education for Children withyoung from 3 to 17 years of age eligible for special

Health Impairments,” “Early Childhood Education”

education, the establishment of a special education

and “Support for Students with Developmental

support center, integrated educational support, theDisabilities,” each of which was followed by adevelopment of IEP, a review of requirements fordiscussion. Besides KISE staff members, there were

establishing special classes and so forth. According

about 60 participants including teachers at special

to the Korean representatives, because the legal

schools in the greater Seoul area.

requirements have only recently been improved,

The seminar opened with a heartwarming

insufficient penetration thereof into the educational

welcome address delivered by Ms. LEE Hyou-Ja, theinterface remains a problem, and the actual conditions

Director General of KISE. The first presentation wasfor prompt materialization will be investigated.

“Present Conditions and Problems in Education for

In discussions following the respectiveChildren with Health Impairments” and the presenterspresentations, in addition to an exchange of basic

were Mr. TAKIGAWA, Chief Researcher of NISE;

information, for example, on how inclusion wasand Ms. KIM Eun-Joo, Educational Researcher,dealt with, participants were able to obtain in-depth

Special Education Policy Section, Ministry ofknowledge of support to be rendered for different types

Education & Human Resource Development. Thisof disabilities and stages of development. The seminar

was followed by “Early Childhood Education

confirmed that the two countries have a common

in Special Needs Education” presented by Mr.

awareness of problems such as the need to develop

ODA, President of NISE; and Prof. LEE Byourg-

special needs education by responding to individual

In, Department of Special Education, Dankook

requirements and the importance of teaching expertise

University. In the last session, Mr. Harada, Chiefand lifelong learning. It is anticipated that NISE andResearcher, NISE; and Prof. PARK Heechan,

KISE, as the respective national centers, will strengthen

Department of Special Education, The Catholic

systematic cooperation by, for instance, establishing a

University of Korea, reported the results of theirjoint research program.

5. Report on the 2008 Japan-Malaysia
Economic Partnership TrainingUnder the Japan-Malaysia Economicof supporting the establishment of a national institutePartnership Agreement concluded infor special support education in Malaysia.

December 2005, our Institute receives trainees

For fiscal 2008, the second year of the project,from Malaysia, who are in charge of different

nine trainees were accepted for training from Monday,

types of disabilities, in cooperation with the Japan

June 23 to Friday, July 18 in five courses: intellectual

International Cooperation Agency (JICA), as a means

disabilities, physical/motor disabilities, information/communication technology, visual impairment andhearing impairment. The trainees eagerly attended
lectures on the Japanese system for special needs
education and professional skills required in therespective courses, paid visits to special needs
schools, special needs classes at elementary schools
and nursing care facilities for regular visitors, andengaged in various other activities.

6. Event News●National Institute for Special Needs Education

concepts of “Individualized Instruction Plan,”

Seminar I“Individualized education support plans” and “self-

Date: Wednesday, January 21 and Thursday, January

supporting activities” during which previous cases

22, 2009

will be introduced to foster general understanding.

Place: National Olympics Memorial Youth Center

Thereafter, views will be exchanged with participants

Theme: Development of Special Needs Education at

in a subcommittee meeting joined by case presenters.

Primary and Junior High Schools – in Response to the●National Institute for Special Needs Education

Amendment of the Official Guidelines for Teaching –Seminar II

Contents:
On January 17, 2008, the Central Council

Date: Friday, February 13, 2009

for Education submitted a report entitled “On thePlace: National Olympics Memorial Youth Center

Improvement of the National Curriculum Guideline,

Theme: “Support for Children with Developmental

etc. for Kindergarten, Elementary, Junior High, Senior

Disabilities in the Future”

High and Schools for Special Needs Education.”Contents:

Based on this, the guidelines for kindergarten teaching,An urgent question is, what type of future

the guidelines for elementary school teaching andsupport should be provided for children withthe guidelines for junior high school teaching weredevelopmental disabilities under the Law Concerning

announced on March 28, 2008. The revised guidelines

Support of Persons with Developmental Disabilities

call for strengthening the contents of teaching toin conformity with the concept of special needs

correspond to the conditions of disabilities by using

education? Our Institute has been conducting researchadvice and support from Schools for Special Needs

to answer this question. We therefore established the

Education and developing a teaching plan.

Information Center of Education for the Persons withFor Seminar I in this fiscal year, we have chosen

Developmental Disabilities as a new project in thisthe abovementioned theme and decided on a keynote

fiscal year for providing educational information toaddress on topics such as the process of deliberation

support children with developmental disabilities.

by the Central Council’s Section specializing in special

Accordingly, Seminar II includes a symposium toneeds education and its Curriculum Section, theintroduce this project and two subcommittee meetings,

parents’ section of the former, and matters stipulated

focusing on the results of research on a consistent support

in the said report of the Council and the generalsystem for education for children with developmental

provisions of the Guidelines for School-teaching.

disabilities and on-going research on an approach fromA symposium is planned on the three key

brain science, to follow up on the former aspect.

Editorial postscript
In Japan, the Minister of Education, Culture, Sports, Science and Technology announces the national
curriculum guideline as uniform standards for curricula to be drawn up by schools. These guidelines show thestandards for drawing up the educational content of kindergartens and elementary, lower secondary, upper secondaryand special needs schools, the distribution of learning items to the respective grades, class hours and so forth.
The national curriculum guideline in elementary and lower secondary schools were revised in March
2008. Those for upper secondary schools and special needs schools are scheduled to be revised before the endof this year. Since their previous revision ten years ago, social conditions and circumstances surrounding school
education have changed dramatically. From the standpoint of special needs education, a remarkable feature ofthis year’s revision is that promoting special needs education at regular schools including kindergartens andupper secondary schools is cited as a principle.
Individualized instruction plan, individualized education support plan and other know-how accumulated
in special needs education are expected to be put to good use as support tools for pupils and students with
developmental disabilities who learn in regular classes.
Our newsletters will continue to provide information on special needs education and the research activities
and projects of the Institute. We hope that this and future newsletters will have many readers, and we would bedelighted to receive your comments and suggestions.

TANAKA Yoshihiro, editor

NISE’s English Top Page
http://www.nise.go.jp/en/index_e.html
NISE’s International Exchange Page in English
http://www.nise.go.jp/en/international.html

Table of Contents

page

1. Foreword………………………………………………………………………………………………………… 1
2. The Information Center of Education for the Persons with Developmental Disabilities… …………………… 2
3. Research Activities and Themes for Research Scheduled for Fiscal 2008……………………………………… 3
4. R
 eport on the 8th KISE and NISE Seminar on Special Education (NISE and KISE Seminar on Special Needs
Education)… …………………………………………………………………………………………………… 5
5. Report on the 2008 Japan-Malaysia Economic Partnership Training…………………………………………… 6
6. Event News……………………………………………………………………………………………………… 7
Editorial postscript… ……………………………………………………………………………………………… 8