Abstract
The purpose of this research was to clarify the different difficulties encountered when teaching art in five types of special needs schools (visual, auditory, physically-handicapped, intellectual, and sickly weakness). Our survey analyzed over 600 head-art-teachers who worked at special needs schools in Japan. The evaluation scores of five schools were calculated for 32 question items, and an analysis of variance by school type was conducted. The analysis revealed that there was a significant difference in difficulty between auditory special needs schools and other school types. The physically-handicapped special needs school encountered difficulties in all areas of teaching, yet it became clear that the teachers in auditory special needs schools did not encounter much difficulty when teaching art.
