Abstract
This study examined actual conditions of the integrated education which included that disabled children and ordinary children in home economics education in Nagano and Matsumoto City and the factors that influenced teachers' ideas and minds (e.g., confidence, effect and significance of integrated education) for integrated education. Questionnaires were administered on the elementary school and junior high school teachers who had home economics education class at one year before special needs education started. Results show that the efforts of integrated education were increased, and the length of the experience in home economics education influenced the understanding of the integrated education in home economics more than whether or not they had the license of home economics education.
