Action Research on Education for Children Who Are Sensory-Impaired with Disabilities

Abstract

In Japan, education for children who are sensory-impaired with disabilities has been regarded as part of education delivered to individuals with severe and multiple disabilities, which is why experts have not completely recognized its uniqueness. In the era of special-needs education, the national curriculum standard has focused on the importance of education based on individual needs, which has reaffirmed the uniqueness of education for the sensory-impaired. This paper described relevant efforts made so far in Japan, their distinctiveness, and the potential of education and summarized the viewpoints and issues of educational practice in this field of disability. Furthermore, we discussed the author’s practical studies on children who are visually/hearing impaired with disabilities and considered the issues surrounding practical research on education for these children.