Abstract
This study reviewed existing literature to examine the relationship between institutions for children with mental retardation (MR) and the special education (SE) system between 1962 and 1973 in Japan. Reports and opinions on education and welfare administration submitted by councils and other bodies related to education instituted by the government clarified the principles and practices of the education that should be provided at institutions targeting children with MR, affecting the relationship between institutions for children with MR and the SE system. Particularly, children with severe MR in institutions were exempted or deferred from compulsory education; therefore, institutions had to provide them with education, including life skills training. However, when subjects such as yougo kunren and life environment studies were introduced to the Courses of Study of Special Schools for children with MR in 1971, some directors began to consider these subjects similar or equivalent to certain care, such as life skills training provided by institutions, leading to the suggestion that institutional care could be substituted for compulsory education. In addition, to guarantee educational opportunities for children with moderate and mild MR, the institutions established schools and classrooms on the premises of institutions and provided SE; however, they faced operational problems, such as relationships with teachers and care staff, as well as costs.
