This report discusses future problems in teaching integrated classes, pointed out by homemaking teachers. The results obtained are as follows:1. Teachers' opinions were analyzed using the KJ diagram. It was found that some teachers supported integrated learning, but that others did not. The problems to be solved in order to improve integrated education in homemaking are improvement of homemaking teachers' capacities, improvemant of the learning environment, and mutual understanding among teachers, children and their parents. 2. A few teaching methods that homemaking teachers thought suitable caused difficulties for disabled children.

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This report, based on the results of the first and second reports, discusses the future prospects of integrated homemaking education for disabled and regular children by reviewing articles of some journals related to home economics education in the United States, which is knownas one of the leading countries for integrated education. As a result, we received some suggestions from the application of integration practices in the U. S. as follows;1) IEP (Individualized Education Program) can be considered effective in establishing educational methods according to childrens' individual natures in integrated classes. 2) The teaching of homemaking in integrated classes will be more effective than when practiced only by a teacher of homemaking if peer tutoring for pupils and students with special needs in the regular class-room, and cooperation between teachers of special and regular education, are introduced. 3) As with special education in the United States, we need to develop curricula for disabled children aiming at improving their self-independence skills to live in society as independent people.

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The purpose of this study is to investigate the significance of coeducational home economics. In order to achieve this purpose, two surveys were carried out, before and after the introduction of coeducational Home Economics. The first survey was conducted in 1990, and the second in 1998. In both surveys, the same questionnaires were used. In the first survey, data was collected from 1133 high school students and 501 adults. In the second survey, data was collected from 1095 high school students and 523 adults. The major findings were as follows. 1. Male students who studied home economics and female students who studied home economics in a coeducational class room accepted diverse family styles and marriage styles. Furthermore their ideas of partner selection were based on gender-free notions. 2. Male students who studied home economics had an intimate attitude towards their family.

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The purpose and method of this study have been outlined in part 1. In this study, high school students' consciousness of family and child rearing after the introduction of coeducational home economics is compared with the consciousness of students before the introduction of coeducational home economics. In this second part, high school students' views toward sex roles and participation in household work are analyzed. The major findings of this part are as follows. Male students who studied home economics had views toward sex roles less influenced by gender. Furthermore, they do not appear to be tied down to consciousness of the "Ie" institution. 2. Female students who studied home economics in a coeducational class room had views toward sex roles less influenced by gender. And they too do not appear to be tied down to consciousness of the"Ie" institution. 3. Male students who studied home economics participated in household work actively than male students who did not study home economics.

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The purpose and method of this study have been explained in part 1. In this study, high school students' consciousness of family and child rearing after the introduction of coeducational home economics are compared with the consciousness of students before the introduction of coeducational home economics. In this third part, high school students' consciousness of aged people and child rearing are analyzed. The major findings of this part are as follows. 1. Male students who studied home economics in a coeducational class room had a positive image of aged people. Furthermore they were had a constructive outlook fowards their own old age. 2. Female students showed higher degrees of "readiness for parenthood" than male students. 3. Male students who studied home economics in a coeducational class room showed higher degrees of "readiness for parenthood" than male students who studied home economics in male-only class rooms.

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This paper draws upon the knowledge accumulated in the field of sociology of education or gender studies, and takes a theoretical approach to make clear the historical genealogy that home economics education has followed. First, I analyze the dispute about housewives during and Japan's high-growth period and the related social factors which influenced home economics teachers. Second, I discuss the movement in the journal of home economics education that would teach only girls home economics at high school. Finally, I examine the reform process of home economics theory at home economics sectional meetings within NIKKYOSO. In that reform process, the main theme of home economics shifted from life skills to "theory" adopting "the theory on labor force reproduction". I will examine some reports about the educational practices which used the theory" quoting "the theory on labor force reproduction". From the discussions at home economics sectional meetings I will set out the process by which the subject frame of home economics came to be denied. At the same time I want to inspect the processes under which the grounds for existence of home economics will again go on being debated.

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