Abstract
With the updated National Curriculum Standard for Special Needs Schools, integrating Subjects, Moral education, Foreign Language Activities, Tokkatsu, and Jiritsukatsudo in play instruction has gained importance. This study examines how play instruction interrelates with specific subjects at A Prefectural B Special Needs School for intellectually disabled students. Analysis was based on the instructional plans and assessments from the elementary department. The school’s play instruction integrates academic subjects like Living Environment Studies and Japanese Language with activities focused on human relations development in Jiritsukatsudo. Moreover, it embeds academic content and Jiritsukatsudo objectives within play. Subjects such as Japanese Language, Physical Education, and Jiritsukatsudo directly align their learning goals with play instruction. The study observed uniformity in the integration of academic subjects and Jiritsukatsudo across goals, methods, and evaluations in play instruction throughout all grades. However, the complexity of play activities does not necessarily increase with grade levels, reflecting the diverse developmental stages of students.
