This study aims to clarify significance of disabled persons in home economics education. The purpose of this report is to examine description on disabled persons and on disabilities in textbooks and the course of study of home economics in elementary, junior high and high schools. Descriptions have not been found on disabled persons and on disabilities in the textbooks and in the course of study of home economics in elementary and junior high schools until now for at least 10 years. Now, half of the textbooks of home economics in high school describe them more positively in more details than 10 years ago. Furthermore, some textbooks give full description of problems regarding disability and significance of living together with disabled persons on the same ground. However, the course of study of home economics lacks in promoting to understand disabled persons. The problems regarding disability have come to occupy an important position in welfare aspect. We must take more positive approach to the problems.

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This report is concerned with a survey of actual conditions and consciousness of teachers in non-charge of homemaking. Further examination are made on the problems exist teachers in non-charge of homemaking. The results were as follows: There were very few male teachers in charge of homemaking in fifth or sixth grade homeroom teachers. Further, there were few male teachers in charge of homemaking up to date. Accordingly, system of teachers in charge of homemaking in elementary schools were influenced by the teachers sex-role perception. Fairly large amount of teachers considered that homemaking should be taught by homeroom teachers or specialists in future. Male teachers in non-charge of homemaking found it is difficult to teach the area concerned with clothing construction, on the other hand it was easy to teach the areas concerned with the family and the residence. In case of male teachers in non-charge of homemaking comprehended the educational values of homemaking. Significant differences in desires for charge of homemaking in future were found between teachers having more traditional sex-role perception and more democratic ones.

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The Analytic Hierarchy Process (AHP) studied in systems engineering has lately attracted attention in various fields because of its having supported human decision making under fuzzy conditions. In this paper, I proposed the new method of applying the AHP to the quantitative analysis of teachers' perception toward science education. Firstly, the factors which science education consisted of were determined and then their hierarchical structure was analyzed. Secondly, the priorities of factors were calculated in each level of the structure according to the AHP. Finally, the most important factor was determined. Using this method, I was able to investigate the perception of student teachers and elementary school teachers comparatively. The results could be utilized to enable teacher training programs become more effective.

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The purposes of this study were to make clear the problems of the curriculum study, and to search the possibility of an optional physical education system through discussing the idea of life time sports in Japan. As the result of the examination what are judged from the social sports situations and the characters of Japanese school system, it is considered that this system does not contain the conditions of a generalization or a diffusion, though this optional physical education system is an important and an urgent problems. The main results are follows; 1) From viewpoint of curriculum research and development in physical education, the discussion of the feature that contain the abolition of physical education in school, are need in the private affairs of sports and game. 2) The optional physical education system in secondary education will be done by halves near feature, because of a lack of considerations about the real school conditions. And the result of failure in optional system may cause the discussoin of unnecessary of physical education in high school. 3) From view of the fact, discussed in 2), it is predicted that a school physical education is confused, at least the base or value of the physical education in school is fundamentally discussed, and we must protect ourselves by new theories that will be re-integrated in near feature. 4) The tentative plan, it is accepted to the society, is to open the school sports facilities and instructors for the outside of school,and to full up the present school physical education class for the inside of school. It can be started to coexist the public sports activities and private one's by functioning the tentative plan.

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The purpose of this study was to make clear relationship between ability of imaginary drawing a hen and development of concept for eating at the level of lower secondary school students. Four hundreds eighty-two lower secondary school students from one to 3 grade (292 male, 190 female) in Kagoshima Pref. were selected for this study. The problem of imaginary drawing a hen was given them for five minutes. Then, a questionnaire including experiences of raising domestic animals, concept for eating hen eggs and chickens, production about poultry farming and the view on living in human, animals and plants, was asked. The main results were as follows : (1) For the problem of imaginary drawing a hen, many students drew the crest, beak and the numbers of legs right, but drew the claw and thigh in error. Most students could not draw well-balanced hens ; (2) Factor analysis made it clear that the factor of imaginary drawing a hen was independent of factors derived from concept for eating hen eggs and chickens, production about poultry farming and the view on living in human, animals and plants.

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Today AIDS is a social problem, Nowadays even for junior high school students it is becoming a serious situation in which student must learn the facts so that they wort be indifferent to this problem. The following points will clarify the student knowledge about AIDS and the realities of consciousness against the infected people. As a result from the survey, teachers decided that a main focus in the lesson is necessary, thus, the teachers should discuss these aims and focuses of teaching AIDS in the classroom. Undoubtedly, because AIDS has become a world wide social problem, students should be educated in junior high schools. The teachers acknowledge that the task of AIDS education is to teach about the prevention against infection. Society should learn to live with the infected people together. In the eighth grade P.E. classes three periods were dedicated to the education of AIDS. To observe the students understanding of AIDS we divided them into two groups : one group having the AIDS education classes, the other group without the AIDS information. Both groups enjoyed watching an AIDS education play performed by the seventh grade students at the cultural festival. The class given AIDS education was videotaped and observed by the teachers. The following are the results from the AIDS education class. The teachers compared the students knowledge of AIDS before and after the AIDS education. 1. The students are prejudice against the HIV and AIDS people. This depends upon the amount of AIDS knowledge. 2. In AIDS prevention education for junior high school students, it is necessary for them to learn about the prevention through safe sex. However, teachers believe that at this level, the prevention of blood infection should be more stressed. 3. The students have a tendency to avoid any social contact with HIV and/or AIDS people. They need to educate their students not only about HIV and AIDS prevention and characteristics but also about how to live together comfortably to change their students, attitude. In the future, psychological education needs to be focused upon how to live together comfortably. 4. Education about living among infected people will allow students to understand the patients feelings. This can be accomplished through audio visual aids. 5. In junior high schools, the AIDS education should be focused more upon living harmoniously with HIV and AIDS people. All education should not aim at the prevention of infection.

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