Abstract
The objective of this study is to evaluate the curriculum of a lower secondary school for children with intellectual disability, based on the individual needs of the children. After examining the individual needs, we examined the extent to which the current curriculum satisfied them. We also focused on the importance of guidance contents and the number of hours during the process of evaluation (see-plan-do-see / improvement). The process of evaluation was performed as follows. In the first semester, the student's needs were examined and a need-based curriculum was developed. In the second semester, whether guidance and time schedule of the classes were based on individual needs was examined. Next, the time schedule and the curriculum were made flexible on the basis of individual needs. In the third semester, specific needs and their integration into the curriculum throughout the year were examined.
