[in Japanese]

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[in Japanese]

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[in Japanese]

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[in Japanese]

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[in Japanese]

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[in Japanese]

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[in Japanese]

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[in Japanese]

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[in Japanese]

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A nationwide questionnaire survey for boards of education was conducted to clarify the current state of school staff recruitment and placement for activities for independent living in the education of children with physical disabilities. The results show that 42.4% of the committees hired professional faculty members in addition to general faculty members. Additionally, 51.5% of the committees have incorporated external experts, with occupational therapists being the most prevalent, followed by physical and speech therapists. Furthermore, the survey results suggest that the nature of the job and employment arrangement are critical factors affecting the utilization of full-time in-house experts at special needs schools. Improving the coordination function within the school is of utmost importance. Regarding the expected roles of experts, these include providing guidance, advice, and training for faculty and staff-offering physical guidance, collaborating with medical institutions, supporting local schools, assisting parents, and participating in the development and coordination of individual guidance plans, among others. As for future prospects, respondents mentioned improving teachersʼ expertise, fostering teacher independence, promoting collaboration, optimizing center functions, and utilizing external experts, among other factors.

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