2015 Volume 53 Issue 2 Pages 117-126
In Japan, home- or hospital-bound education is provided to students unable to attend school because of their profound disabilities and/or disease. Teachers from special schools regularly visit the students at home or in the institution or hospital where they are living. The present article reviews the literature on home- and hospital-bound education that was published between 2000 and 2012, and identifies research challenges. The review covers the following topics: (a) implementation status of home- and hospital-bound education, (b) methods for teaching students with profound and multiple disabilities, (c) family support, (d) overseas systems for home- and hospital-bound education, and (e) possible further dissemination of home- and hospital-bound education. The following research challenges were identified: (a) the progress of direct intercommunication between students with profound and multiple disabilities and other students with or without disabilities who are able to attend school, and their collaborative learning based on remote education, (b) development of methods for teaching and evaluating students with profound brain dysfunction who are in the most restrictive educational environment, and (c) collaboration between teachers of students with profound disabilities and university researchers.
