抄録
While special-needs schools provide various coaching on food and eating, current efforts are not organized. The following information regarding food and nutrition education for visually impaired, intellectually disabled and/or physically disabled children was collected from teachers at special-needs schools and analyzed to determine the current situation and future challenges.
98.4% of surveyed teachers felt/somewhat felt challenged by the current dietary habits of their students. 96.9% were interested/somewhat interested in food and nutrition education and 93.7% said food and nutrition education was provided/somewhat provided at their schools. However, only 78.1% provided/somewhat provided food and nutrition education themselves, which was significantly lower（p < 0.05）than the percentage interested in food and nutrition education or the percentage of schools providing food and nutrition education Moreover, only 73.4% of the teachers who do provide food and nutrition education themselves felt/somewhat felt food and nutrition education was effective.
While the challenges that teachers face regarding the dietary habits of their students vary, there seems to be a gap between what is and should be taught. When teaching food and nutrition education, teachers prioritize the improvement of unbalanced diets, the enjoyment of eating, appreciation and communication, and the value of manners. The most common challenge they face is cooperation from the family. Moreover, they expect nutrition educators to manage and provide school meals that are balanced, safe and reassuring.
In the future, nutrition educators should play a more central role in seeking ways for teachers and families to provide food and nutrition education and cooperate more effectively.
