The object of this study was to examine the results of a professional development program for midwives on perinatal loss care. The midwives completed a self-evaluated questionnaire(using a VAS), which included questions on different aspects of perinatal loss care, including knowledge, practice and the respondents impression of perinatal loss care. The quantitative data were subjected to a statistical analysis, and the qualitative data were extracted and analyzed. The midwives were also asked to state their own three-month goal in relation to practical perinatal loss care. Changes were observed at the three time points: just before and after the program, and three months after the program. Each of the midwives was interviewed in relation to their practical care plan to determine the effects on their practice. The study population included 21 midwives who attended a professional development programs on perinatal loss care. Most of their self-evaluated scores related to perinatal loss care showed significant increases, including the scores related to both knowledge (mother’s grief reaction, father’s grief reaction, and the couple’s relationship) and practice (attachment care for the parent-infant during pregnancy); the midwives’impressions of their perinatal loss care ability also increased. At three months after the program, the midwives mostly reached their own practical perinatal loss care goals. After categorizing the responses to the interview, there were 10 main findings: the midwives understood that attachment and grief were connected to care, they considered the father’s need for care, they recognized the family’s grief(including that of siblings), they recognized the need for continuing care, they utilized medical team conferences, they recognized their own feelings, they recognized their colleagues’ feelings, they provided support for colleagues, they considered perinatal loss care to be meaningful, and they were making their own clear agenda. In conclusion, the midwives’ self-assessed scores in relation to perinatal loss care increased as a result of the program, and they understood that the couple’s relationship was affected by perinatal loss. Moreover, the midwives were able to support their colleagues by utilizing medical team conferences. The ability to share information with other midwives was recognized as meaningful in perinatal loss care. This professional development program improved the midwives’ knowledge, and practice, as well as their impression of perinatal loss care.

　Purpose: This study aimed to clarify the actual communication between parents whose children have been diagnosed with Prader-Willi syndrome (PWS) and school teachers in charge of such children.

　Method: An anonymous, self-administered questionnaire survey was conducted with parents of children with PWS (aged 4–15 years). The survey period was from May 2016 to the end of October 2016. The survey contents included questions regarding parents’ communication experiences with the teachers-incharge and the basic attributes of children with PWS.

　Results: Responses were received from the parents of 20 children with PWS: 16 of 19 parents (84%) had experienced a desire to speak with the teacher-in-charge, 8 of 16 parents (50%) had experienced the feeling that they were not able to adequately communicate with the teacher-in-charge, and 7 of 18 parents (39%) were unable to communicate with the teacher-in-charge, despite wanting to do so. The parents expected the teachers-in-charge to be familiar with the characteristics of children with PWS, including their “cognitive distortions,”“physical characteristics,” and “reasons for maladjusted behavior.” In addition, the parents wanted the teachers-in-charge to be able to understand and identify children with PWS.

　Discussion: Interactions between parents and teachers-in-charge are necessary for children who require special support to establish strong ties. In this study, nearly half of the surveyed parents had experienced confusion and concern regarding communication with individual teachers-in-charge. A “gap” between the awareness/knowledge of parents and that of teachers-in-charge was assumed to be one of the causes for these concerns. This “gap” may not only hinder parents from participating in children’s education but also obstruct children from receiving appropriate support. However, it is natural for such a “gap” to occur between parents and teachers-in-charge who have been raising a child with disabilities. Therefore, efforts are required from both parties to repeatedly implement communication plans.

　Parents of children with PWS want the teachers-in-charge to recognize the special characteristics of their children as individuals. They believe that this helps teachers provide dignified support to their children.