Abstract
This study explores the design and implementation of a special education curriculum in special
needs classes for elementary school students with intellectual disabilities (ID). Using a questionnaire
survey, the study aimed to clarify the current state of curriculum adjustments, content modifications,
and replacements, as well as the reasons behind these adaptations and current instructional practices.
The findings revealed that except for Japanese and mathematics, a significant proportion of students
engaged with content appropriate for their grade level. However, in Japanese and mathematics, a
substantial number of students utilized either lower-grade content or content specifically designed for
students with ID. Notably, adjustments made in Japanese and mathematics often coincided with similar
adjustments in other subjects, resulting in an increased implementation of ID-specific curriculum and
integrated subjects. Decisions to apply lower-grade content or ID curriculum were predominantly
based on comprehensive assessments of individual student abilities and parental preferences.
Regarding instructional strategies, several distinct strategies were reported beyond merely “optimizing
the learning environment.” These included fostering systematic learning patterns and integrating
individualized instruction with self-directed learning. In cooperative classes, collaboration among
teachers, engagement with students and parents, and consideration of both interaction content and
learning strategies were emphasized.
