[in Japanese]

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[in Japanese]

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This study explored the characteristics of emotional regulation strategies of elementary school children with autism spectrum disorder （ASD） from the episodes of successful or difficult regulation situations. The study used the participant observation method. The participants were three boys diagnosed with ASD （mean age=10.7 years） . The results indicated that elementary school children with ASD faced different situations that aroused their emotions. Moreover, various strategies were used in successful regulation situations to self-regulate or for adults to regulate their emotions. In addition, the strategy of verbalizing their situation, thoughts, and emotional states during self-talk triggered successful regulation. Contrarily, aggressive behavior of elementary school children with ASD in difficult regulation situations indicated attempts to change their situation. We concluded that aggressive behaviors suggest that elementary school children with ASD try to regulate their emotions, which are generally regarded as maladaptive.

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With the aim of enhancing educational support for children with autism and emotional disorders, implementation of the special education resource rooms has been completed in all elementary and junior high schools in Tokyo.Despite a rapid increase in the number of schoolchildren enrolled in resource rooms, there are few concrete studies that inspect the effect of instruction in resource rooms.We conducted an attitude survey with children with developmental disorders enrolled in special support services in resource rooms and their protectors. This study aimed to examine the current situation of the instruction in resource rooms toward the efficacy and support of resource rooms. The findings indicate that many protectors evaluated resource rooms affirmatively, and felt a noticeable improvement in the growth of their children due to the effect of instructions. In addition, most children also reported an improvement in themselves. Moreover, the longer the number of years of receiving instruction, the higher the evaluation of protectors. However, it was also suggested that the number of years of receiving the instructions was related to the intention to quit the instruction in resource rooms.

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School trips are considered valuable opportunities for students with physical disability in special needs schools. This study examined the effects of and problems in school trips in special needs schools for students with physical disability， through semi-structured interviews with teachers, using the Modified Grounded Theory Approach. Through the involvement of each off-campus facility and the institution, the study identified ways to support the learning process, safety considerations, and cooperation of leaders. The effects of the school trips included the growth of the students and changes in their family. As for future research, research on off-campus support methods and expectations for off-campus facilities and institutions were suggested. Effective coordination and cooperation between the school and external facilities is essential to improve the impact of school trips, particularly in spreading awareness and supporting each other towards the creation of an inclusive society.

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