This study reviewed existing literature to examine the relationship between institutions for children with mental retardation (MR) and the special education (SE) system between 1962 and 1973 in Japan. Reports and opinions on education and welfare administration submitted by councils and other bodies related to education instituted by the government clarified the principles and practices of the education that should be provided at institutions targeting children with MR, affecting the relationship between institutions for children with MR and the SE system. Particularly, children with severe MR in institutions were exempted or deferred from compulsory education; therefore, institutions had to provide them with education, including life skills training. However, when subjects such as yougo kunren and life environment studies were introduced to the Courses of Study of Special Schools for children with MR in 1971, some directors began to consider these subjects similar or equivalent to certain care, such as life skills training provided by institutions, leading to the suggestion that institutional care could be substituted for compulsory education. In addition, to guarantee educational opportunities for children with moderate and mild MR, the institutions established schools and classrooms on the premises of institutions and provided SE; however, they faced operational problems, such as relationships with teachers and care staff, as well as costs.

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This study explores the design and implementation of a special education curriculum in special needs classes for elementary school students with intellectual disabilities (ID). Using a questionnaire survey, the study aimed to clarify the current state of curriculum adjustments, content modifications, and replacements, as well as the reasons behind these adaptations and current instructional practices. The findings revealed that except for Japanese and mathematics, a significant proportion of students engaged with content appropriate for their grade level. However, in Japanese and mathematics, a substantial number of students utilized either lower-grade content or content specifically designed for students with ID. Notably, adjustments made in Japanese and mathematics often coincided with similar adjustments in other subjects, resulting in an increased implementation of ID-specific curriculum and integrated subjects. Decisions to apply lower-grade content or ID curriculum were predominantly based on comprehensive assessments of individual student abilities and parental preferences. Regarding instructional strategies, several distinct strategies were reported beyond merely “optimizing the learning environment.” These included fostering systematic learning patterns and integrating individualized instruction with self-directed learning. In cooperative classes, collaboration among teachers, engagement with students and parents, and consideration of both interaction content and learning strategies were emphasized.

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In this study goal is clarifying the psychological process for learning Braille for students who used to use printed. We investigated five person who experienced it when middle school and high school. Therefore, it was organized five items, (1) The state of mind before learning braille (2) The state of mind during learning braille (3) The state of mind on school learning (4) relationships with others and (5) gained. In addition, all of the participants gained positive experiences and ecstasy from learning braille. Finally, they were dispelled anxiety and fear they felt during learing braille, and realizing their hopes and gaining new hope.In the future, it will be necessary to clarify how the environment and past experiences of students affect each state of mind, and to conduct research on educational responses to each state of mind.

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In this study, we examined the effects of token manipulation on the completion time of the target behavior in the token economy system with three children with autism spectrum disorder. Comparison of the completion time of the target behavior was conducted between the “child manipulation condition” and the “teacher manipulation condition”. In the “child manipulation condition” and the “teacher manipulation condition”, the completion time of the target behavior was shorter for one of the three participants in the “child manipulation condition”, and for two of the three participants in the “teacher manipulation condition”, there was no significant difference in the completion time of the target behavior between the two conditions. In the comparison of preferences between the “child manipulation condition” and the “teacher manipulation condition”, two of the three participants showed a preference for the “child manipulation condition”, and one of the three participants showed a close preference for both conditions. In the discussion, the factors that influenced the completion time of the target behavior in the “child manipulation condition” and the “teacher manipulation condition” were discussed in relation to self-monitoring. In addition, the factors influencing the difference in preference between the “child manipulation condition” and the “teacher manipulation condition” were also discussed.

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The purpose of this study was to clarify the current status and issues of class consultation received by elementary and junior high school teachers from university faculty and researchers specializing in special needs education, developmental disorders, and consultation, from the perspective of the consultees. A questionnaire survey was administered to 95 teachers, and responses were received from 65 respondents (response rate: 68.4%). As a result, 40 respondents (62.5%) indicated that they had received class consultation. Based on the results of the quantitative text analysis, the most difficult aspects of class consultation for consultees were discrepancies in perception between teachers and consultants, time constraints, and addressing individual guidance and support for students with special needs. Additionally, the study indicated that specific proposals tailored to the actual situation of the school and regular advice on lesson improvement and reasonable accommodations were important factors in enhancing the effectiveness of class consultation.

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In China, the “Special Education Promotion Plan (2014-2016)”, promulgated in 2014, positioned homebound instruction as one of the educational forms within special education. It clearly stipulated the right to education for children with severe and multiple disabilities who have difficulty attending school. However, the history of homebound in truction in China is still relatively short, and challenges have been identified, such as insufficient system development, a lack of accumulated practical knowledge, and disparities in development across different regions. This study examines the guidelines for homebound instruction issued in various provinces in China, including the common foundational approaches and the specific measures employed. It aims to clarify the overall policy framework for homebound instruction in China and consider the challenges that need to be addressed to further improve homebound instruction efforts in the future.

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In this study, we examined the difficulties that teachers in schools for the blind face when they first take charge of child with deafblindness, and the processes they go through to resolve these difficulties. We interviewed seven teachers with professional expertise in deafblind education about the difficulties they faced when they first took charge of child with deafblindness and the turning point that led to resolutions and created a process for resolving difficulties. As a result, we found that teachers faced difficulties in communication, understanding the target children, and instruction, they all resolved the communication difficulties first. In addition, two types of problem-resolving processes were identified: one was: long-term resolution type and the other was: short-term resolution type. Regarding the latter process, was divided into play-based communication patterns and collaborative resolution pattern depending on the environment during instruction and the age of the children with deafblindness in charge. On the other hand, even if communication difficulties were resolved, the difficulties of understanding the target children and instruction continued to occur. From the above, it was suggested that the need to resolve communication difficulties should be prioritized.

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The purpose of this study was to clarify the realities of curriculum management at facility-affiliated schools for children with disabilities between 1963 and 1970. The study focused on Nagano Prefectural Suwa School for children with physical disabilities and examined three aspects: (1) the actual conditions of the students, (2) the curriculum, and (3) the implementation of functional training. There were many children with cerebral palsy enrolled, necessitating careful consideration of the instructional content. The instructional content was determined not only by the official curriculum guidelines but also by taking into account the actual conditions of the students. All teachers were responsible for functional training; however, in each subject, priority was given to achieving the educational goals of that subject rather than focusing on functional training. Although the study did not reach the stage of analyzing outcomes, the curriculum management at Suwa School for Special Needs Education was found to be highly relevant to modern educational practices.

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Children with ADHD often show difficulties in emotion regulation such as motivation and expectations for rewards. Since, many studies suggested executive functions are another difficulty in children with ADHD, emotion regulation difficulties have been considered the relations of emotional (Hot EF) and cognitive aspects (Cool EF) of executive functions. However, the results of these relations are inconsistent. This review aims to integrate the findings of previous research and clarify their gaps. Eight papers that used emotional decision-making tasks (gambling tasks) were included in this review. In these papers, both Hot EF and Cool EF were evaluated by experimental gambling tasks and cognitive tasks. The cognitive factors that relate to emotion regulation and the analysis methods were summarized in this review. This review indicates the factors of cognitive functioning that may relate to emotion regulation in children with ADHD and the necessity for more analysis that considers the children's understanding for the risk probabilities and the relations of Hot EF and Cool EF in brain activities for future research.

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Few previous studies on contingent imitation have been conducted with preschoolers with language disorders. The purpose of the present study was to compare the differences in a child's verbal responses and interactions with an adult when the adult either imitates the child’s vocalization contingently or give him verbal praise to his vocalization contingently. We used an alternating treatment (A-B-A-B) design composed of the conditions of contingent vocal imitation and contingent verbal praise for a preschooler with language disorders. We observed the number of the child’s vocalizations, vocal imitations, and the average, minimum and maximum number of vocal turn-takings with an adult. It was found that more vocalizations, vocal imitations, vocal turn-takings occurred in contingent vocal imitation condition than contingent verbal praise condition. The results suggest that adults' contingent imitations increase children’s vocalization, vocal imitation, and vocal turn-taking with adults not only in infants and children with autism spectrum disorders, but also in preschoolers with language disorders. This indicates that contingent imitation may be an effective approach for children with language disorders.

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In this study, we examined the effects of stimulus control shaping as a procedure to promote the acquisition of new vocabulary using manual signs for a child with autism spectrum disorder (ASD) who had no vocal language skills. The research design using in this study was an A(differential reinforcement)B(stimulus control shaping) + probe design. The target behavior was the expression of manual signs corresponding to picture cards depicting objects. The trainer gradually changed the physical shape of the stimuli (shaping) by presenting cards that progressed from line drawings showing manual signs to those depicting objects. The dependent variable was the ratio of occurrence of the manual sign corresponding to the card depicting the object. The results showed that the child acquired the corresponding manual signs for all three objects, which were difficult through the deferential reinforcement alone. However, the correct response ratio decreased sequentially from the newly introduced items in the probe condition. We discussed these results in terms of the effects of differences in the shape of the shaping form of stimulus and the number of trials.

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This study examined whether a parent-implemented intervention using a sequential stimulus pairing procedure could facilitate word-reading behavior in a child with autism spectrum disorder (ASD) and intellectual disabilities in a home setting. Additionally, the study investigated the intervention’s effects on the maintenance and generalization of Hiragana word-reading skills. The participant was an eight-year-old child with ASD and co-occurring intellectual disabilities. Multiple probe design across stimulus sets was used to assess the efficacy of the intervention. Parent conducted the reading intervention at home using a tablet device that contained materials for reading Hiragana words, utilizing a stimulus pairing procedure. The results indicated that the child improved their correct response rate when reading Hiragana words consisting of three to six syllables, including those with voiced and contracted sounds. Furthermore, the child demonstrated increased correct responses to Hiragana words that were not included in the intervention, with this effect persisting from one to five months after the intervention concluded. The social validity assessment by the parent revealed that the parent enjoyed conducting the intervention with the child and reported that the intervention increased the opportunities for the child to engage in reading in their daily life.

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