[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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The purpose of this study was to review training programs for nursery school teachers working with children with developmental disabilities in Japan and examine the effects of the form and content of the training, participant type, and teacher type, as well as child evaluation on the programs’ effectiveness. Eighteen articles were extracted by literature search and manual search. The number of years of experience of the nursery school teachers ranged from firsttime to more than 30 years, and the effects could not be compared by years of experience. Twelve of the papers included children as subjects, and their scores on the questionnaire improved. However, the behavior of the target children was not measured in some of the papers. Improving their behaviors, however, required practice, on-the-job training, and video feedback, as well as lectures. The duration of the training ranged from 6 to 40 hours, and there was no clear relationship between training time and effectiveness, suggesting that training type had effects. Lectures on behavior therapy and behavior analysis were found to have important potential for increasing the knowledge of the nursery school teachers and improving their support plans. Likewise, it is possible that practice and measurement were necessary in addition to lectures to change the behavior of the target children. Future research is necessary to determine which behaviors improve in the target children and the effect of the nursery teachers’ attributes on this improvement.

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Special support services in high school resource rooms(tsukyu classrooms)became the official system in 2018. However, few studies have investigated the status of resource rooms at the elementary, junior high, and high school levels. Thus, we conducted a nationwide investigation of resource rooms for students with developmental disabilities and emotional disturbances in elementary, junior high, and high schools in Japan. The purpose was to investigate the actual situations in which students were using special support services. Valid responses were received from 613 elementary, 469 junior high, and 114 high schools. Teachers in charge of the resource rooms were asked to report the number of students for each of the following six factors: school year, gender, diagnosed disabilities, form of the resource rooms, period of special support, and details of the special support provided. A comparison of the distribution status of the pupils was made by multiplying the specific school type with each factor(school type × factor). Significant differences were found in all factors except gender, although the effects were not large. We surmised that these differences were influenced by the special characteristics of each school type in terms of special support service systems, developmental issues, etc. These results suggest that within special support services in resource rooms for students with developmental disabilities and emotional disturbances, high schools have unique characteristics, just as elementary and junior high schools do.

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To understand the actual condition of individuals with challenging behaviors in Okayama Prefecture, we conducted a survey of supporters at 411 locations, including special needs schools, welfare service offices for the disabled, and psychiatric institutions. As a result, 388 individuals were identified, which is 2% of the total number of individuals with certificates of intellectual disability in the prefecture. Diagnosis was made in 96.6% of those with intellectual disability(ID)and in 50.8% of those with both ID and autism spectrum disorder(ASD). The places of residence were home(32.2%), residential facility(51.5%), group home (5.9%), and hospitalized(9.8%). Those living at home were spread across 15 of the 27 municipalities. It was confirmed that approximately 30-70% of support organizations are currently facing difficulties in supporting individuals with challenging behaviors. These findings suggest the need to improve support systems for both emerging issues and preventive measures.

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