As described herein, the author reports two “Food and Dietary and Nutrition Education” collaborative lessons given by teachers and a diet and nutrition teacher at an elementary school. A lesson was given jointly by homeroom teachers and a diet and nutrition teacher as part of living environment studies for second grade students. The other lesson was given by a science teacher to sixth grade students with no direct instruction by a diet and nutrition teacher. Based on those findings, a cross-curricular-study plan example was designed. Diet and nutrition teachers must understand the subject and their own characteristics and tendencies, and must design cross-curricular-study plans incorporating the education points into the learned subject. Moreover, teachers should collaborate according to children’s actual life situations. By doing so, the lessons can help children integrate the studied points proactively into their daily life.

The purpose of this study was to clarify the effectiveness and challenges by using interactive communication technology with ICT equipment on children with intellectual disabilities. Semi-structured interviews were conducted with teachers at special needs schools for children with intellectual disabilities who had adopted remote teaching using interactive communication technology during a temporary break due to the prevalence of COVID-19. Results from a quantitative text analysis using collected episodic data revealed that some children responded differently from those in face-to-face classes, such as increased sustained attention, expression of intention, and participation in classes. On the other hand, some issues such as impulsive behavior and simply enjoyable learning were observed, suggesting the need for careful verification of the effectiveness due to remote teaching.