Abstract
With the aim of enhancing educational support for children with autism and emotional disorders, implementation of the special education resource rooms has been completed in all elementary and junior high schools in Tokyo.Despite a rapid increase in the number of schoolchildren enrolled in resource rooms, there are few concrete studies that inspect the effect of instruction in resource rooms.We conducted an attitude survey with children with developmental disorders enrolled
in special support services in resource rooms and their protectors. This study aimed to
examine the current situation of the instruction in resource rooms toward the efficacy and support of resource rooms. The findings indicate that many protectors evaluated resource rooms affirmatively, and felt a noticeable improvement in the growth of their children due to the effect of instructions. In addition, most children also reported an improvement in themselves. Moreover,
the longer the number of years of receiving instruction, the higher the evaluation of protectors. However, it was also suggested that the number of years of receiving the instructions was related to the intention to quit the instruction in resource rooms.
