抄録
This study focuses on the status of disability simulation in elementary school and compares Taiwan and Japan. This study aims to clarify and compare the status of disability simulation and difficulties associated with them in elementary schools. We conducted a survey among six regular class teachers at each of the ten university-affiliated elementary schools in Taiwan (60 teachers in total) and all 68 national university-affiliated elementary schools in Japan (408 teachers in total). The response rates for Taiwan and Japan were 25% (12 teachers) and 23% (93 teachers), respectively. The results revealed that Taiwanese teachers experienced difficulties related to a lack of personnel, while Japanese teachers faced challenges obtaining and preparing the necessary materials and equipment. Consequently, it is recommended that school staff collaborate more effectively and establish connections with external organizations in Taiwan. Furthermore, in Japan, resources should be made available and smooth cooperation with external organizations should be ensured.
