Abstract
This study aimed to clarify the status of moral education promotion in special needs schools for students with intellectual disabilities through a survey. A questionnaire was distributed to 748 special needs schools for students with intellectual disabilities throughout Japan. Of the 299 schools, 292 that provided complete responses were selected for analysis. The survey results revealed that the assignment rate of teachers in charge of moral education promotion（61.3%） and the rate of creating annual instruction plans （60.6%） were particularly low compared to elementary and junior high schools, where both rates were close to 100%. This was related to the establishment of moral education departments （18.3% in elementary departments, 20.9% in lower
secondary departments, and 30.1% in upper secondary departments） . The assignment rate of teachers in charge of moral education promotion, rate of preparation of annual instruction plans, and status of their utilization were higher in schools with moral education departments. To further improve the quality of moral education, it is necessary to create a system for moral education
development in which all teachers, together with the teacher-incharge of moral education promotion at the center, work to create an overall and annual teaching plan.
