抄録
In Japan, in order to realize inclusive education, teachers involved in special education need to have expertise to meet the diverse needs of children. However, as a result of the survey, it has been pointed out that a sufficient cooperation system has not been established with information on children's disability status is required to be shared reliably by related organizations. Therefore, this study aimed to reviews the framework of intellectual disability in Japan and to reviews the definition of intellectual disability on a physiology / pathology perspective. According to the classification of ICD-11, one of the neurodevelopmental disorders include intellectual disability and autism spectrum disorder (ASD). Schizophrenia, Epilepsy and Down Syndrome (DS) are separate categories and are not included in intellectual disability. Therefore, the low intellectual function found in some people with DS or Epilepsy should not be equated with intellectual disability as a neurodevelopmental disorder. In conclusion, to promote special education in the future, it is necessary for teachers to understand children's diseases and disorders physiologically/pathologically.
