Abstract
What have been regarded as the educational goals of special needs education are assumed to be essentially the same as regular education. Therefore, the ʻsupportʼ for disability was placed outside the educational goals. This was usually compelling for educators, who must accept more and more children with disabilities in regular schools in the inclusive education system. On the other hand, ʻsupportʼ and ʻtrainingʼare not separated in the context of children with severe intellectual disabilities or multiple disabilities with intellectual disabilities.
When considering the support for children with special needs, the question of “who desires this support?” should be noted. The desirable nature of support which non-disabled educators hold to and that of people with disabilities is not necessarily the same.
