2007 Volume 45 Issue 4 Pages 205-215
The present study examined the current status of the Individual Teaching Plans imposed by the Ministry of Education, Culture, Sports, Science and Technology, and used by departments of early childhood in special schools in Japan, and the challenges posed by these plans. Questionnaires were distributed to departments of early childhood at 171 special schools, and collected from 153 schools. The results were as follows: (1) Individual Teaching Plans were implemented in the departments of early childhood in 148 of the 153 schools. (2) Except for the schools for children who are deaf, the most useful format for Individual Teaching Plans was "using conventional teaching to promote independence," whereas at the schools for children who are deaf, it was "activities that promote independence." (3) Individual Teaching Plans were used in daily educational activities at 90% of the schools for children with mental challenges, 67% of the schools for children with physical challenges, 52% of the schools for children who were blind, and 64% of the schools for children who were deaf. (4) The teachers reported that the most difficult aspect of using the Individual Teaching Plans was pulling out precise goals and objects for each preschool student. (5) At the schools for students who were mentally or physically challenged, the Individual Teaching Plans supplied were modified, but at the schools for children who were deaf or blind, the Plans were used effectively in daily educational activities.
