Abstract
After many teachers retired, the remaining teachers' workload increased, with the result that they have less time for continuing education and face difficulties in learning through collegiality. The purpose of the present study was to examine various aspects of professional development and the actual state of learning of teachers at special schools who were involved in the education of children with intellectual disabilities. Special school teachers (N＝1830) completed a questionnaire. The factors “understanding children and forming relationships,” “cooperation with parents,” and “relationships with colleagues” were extracted as particularly important factors associated with professional development. Many teachers tended to emphasize the difficulties that they had experienced as teachers. The importance of specializing in the education of children with intellectual disabilities, such as instruction that combines subjects and areas, was considered relatively less important. Many teachers reported having had positive experiences with learning from and being supported by their colleagues. Those teachers with more extensive experience in educating children with intellectual disabilities were more likely to report that they felt rewarded, confident, and able to solve problems and improve their competence while cooperating with parents and using various resources. Even with many years of teaching experience, those who had had fewer years working at special schools for students with intellectual disabilities were more likely to have the same diffıiulties as novice teachers, including “understanding children and forming relationships.” Vigorous improvement is needed in (a) learning through collegiality about how to educate children with intellectual disabilities, and（b）supporting less experienced colleagues.
