Abstract
In principle, resource room instruction in Japanese public schools for pupils with special needs is administered according to the jiritsu katsudo curriculum. Jiritsu katsudo is a specialized area in the national curriculum for special schools that has the objective of teaching pupils with disabilities to overcome difficulties caused by their disabilities. This curriculum necessitates the involvement of the pupils' regular homeroom teachers in the instruction in jiritsu katsudo. The present study surveys research developments from the perspective of jiritsu katsudo during 3 time periods: before April 1993, when the resource room instruction system was established; after April 1993; and after April 2006, when the range of disabilities falling with the scope of resource room instruction was expanded. The results suggest that, in all 3 time periods, a significant number of studies was reported that focused on the content and methods of resource room instruction, but few focused on collaboration between homeroom teachers and other school staff, even though that was emphasized in the curriculum of jiritsu katsudo. In addition, despite calls for improvements in the professionalism and in-service training of resource room teachers after the establishment of the resource room instruction system, few published studies have examined these teachers' professionalism and training. There remains a need for research on in-service training for resource room teachers that focuses on cultivation of professionalism, allowing for problem solving in collaboration with homeroom teachers, parents, and other concerned parties.
