Abstract
This study is to aim at improving mutual learning among the classroom students with or without the students
who need special education in each class, and to investigate the influence on functional activities in the class as
groups with regard to the class satisfaction score and the detrimental score of such classrooms. The survey was
conducted in all of the 6 public elementary schools in the B city of A Prefecture in Japan during the period of
November and December in 2013, and 2,085 students (1,053 boys and 1,032 girls) in 67 classes (67 classroom
teachers) participated. As a result, the recognition score of the students who need special support is lower than
that of regular students, but for the higher functional class groups, both of their recognition scores showed better
score. As for detrimental scores, both of the students needing support and regular students showed low scores in
case of higher functional classes, but the scores for the students needing support was comparatively lower than
that of regular students, although the difference between them was fairly small. It is the prerequisite condition
that we need the higher functional classes in order to maintain a good effect for all the students with or without
special support to live and learn together in the same classes.
