Abstract
The author categorized each significant change in Japanese special needs education into stages. The
research data to date concerning home economics education for children with special needs was classified
and an investigation was undertaken to explore the best education for every individual child, with the
objective of striving for a new direction in home economics education.
1. The first stage was a period of special education in which students were separated depending on
whether they had a disability. Since research on home economics subjects for children with special needs
is insufficient, the author carried out the first nationwide survey on the ground realities, to examine home
economics instruction methods in special education schools. The research showed that there was bias in
course content, which created teaching related problems. Moreover, the research revealed circumstances
under which facilities and equipment did not cater to the children’s needs.
2. The second stage was a period of exchange education in which “integration” was carried out
through interaction between students divided into groups with and without disabilities. Home economics
features a curriculum employing substantial interaction between disabled and non-disabled children. The
results of an investigation into this system suggested that having competent home economics teachers;
the provision of a learning environment; and mutual understanding between teachers, students, and
guardians are all important in the promotion of interactive home economics learning.
3. In the third stage, students are not divided into groups but are required to learn inclusively
by studying together, with individually targeted education. This is an exploratory stage where lesson
development, teaching methods, and the development of teaching materials from this approach are yet to
be established.
