Abstract
This study examines the enrollment status of students who require special support, as well as understands the reality of the organizational support system in 242 correspondence high schools nationwide. According to the results of the questionnaire survey conducted among school nurses or persons in charge of student health problems, 72 schools, 29.8%, had enrolled at least 2% of students with special needs due to developmental disabilities, mental health, or physical health.
The results also noted that the organizational support system of the school, including the staffing of full-time school nurses; special support educational coordinators; and medical, psychological and welfare professionals was also an issue.
We point out that in correspondence high schools, where opportunities for face to face teaching with students are limited, it is more important to improve expertise through teacher training, and to collaborate closely with medial and welfare specialists.
