Enrollment of Children with Autism and Approaches to Them at Special Needs Schools (Intellectual Disability) in Japan

Abstract

This study aims (1) to investigate the enrollment of children with autism and (2) to clarify the situation of approaches to them at each department in special needs schools (intellectual disability). Data were collected by a postal survey (n=490). Compared with the survey in 2004, this study indicated that the enrollment of children with autism was significantly more at the lower secondary and the upper secondary departments. Their degree of intellectual disability was more severe with progression of departments. On the other hand, autistic children with mild intellectual disability were significantly more at the upper secondary departments. We considered the approaches to children with autism at each department. Based on the characteristics of autism, all departments arranged teaching environment. The most common response was “Children with autism can calmly spend time at their schools.” This finding indicated that teachers of each department realized the importance of less anxiety for children with autism. The physical structure was actively conducted at the elementary departments, but structured environment was eased at the upper secondary departments.