Abstract
The purpose of this study was to clarify the current status and issues of class consultation received
by elementary and junior high school teachers from university faculty and researchers specializing in
special needs education, developmental disorders, and consultation, from the perspective of the
consultees. A questionnaire survey was administered to 95 teachers, and responses were received from
65 respondents (response rate: 68.4%). As a result, 40 respondents (62.5%) indicated that they had
received class consultation. Based on the results of the quantitative text analysis, the most difficult
aspects of class consultation for consultees were discrepancies in perception between teachers and
consultants, time constraints, and addressing individual guidance and support for students with special
needs. Additionally, the study indicated that specific proposals tailored to the actual situation of the
school and regular advice on lesson improvement and reasonable accommodations were important
factors in enhancing the effectiveness of class consultation.
