This study sets out the development process of Educational Welfare Services in the U. K. post World War II. It asserts that the UK's Educational Welfare Services developed in the 1950s and 1960s in response to the increasing seriousness of problems concerning the education of maladjusted children and immigrant children in regular schools.
Education Welfare Officers (EWOs) had an important role in the 1960s because they dealt with many cases of truancy and juvenile delinquency among school children. Prior to the publication of the Seebohm Report, EWOs had held administrative responsibilities on student's attendance in primary and secondary schools. With the reports publication, however, they took on the role of school social workers. This development led local governments to create training courses for EWOs in response to the emerging issue of how to train them with expertise in social work.
In the mid 1980s, there was an expansion in the number of EWOs, and at the same time Education Welfare departments were established in most Local Education Authorities. Yet despite this, the number of EWOs qualified as social workers failed to increase sufficiently, and as a result, problems arising from the shortage of expertise in social work among EWOs were left unresolved.

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School social worker work with children, families, schools and communities to help students make the most of his/her educational experience. A student learning can be affected by a number of social, economic and emotional issues. School social worker must continue to be highly visible, credible and accountable. In Japan, an effort of the establishment and preparation advances by a district educational adoministration now. We have to query an ability and knowledge peculiar to it as a school social worker in school setting.
Therefore, in this paper, I stand on guidance management hearing investigation from the practices equal to supervision in a social work section of Toronto district school board and want to think about an examination problem in training guidance in a talented person training (graduate school) stage and professional standerds and training.

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Special support education, which has been started in April, Heisei 19, attaches importance to its close cooperation with education, welfare, labor, organs concerned and a viewpoint of every student’s needs. In this research, the meaning of the concept of the needs in special support education and positioning of welfare support functions served by special support schools were verified, based on three data. Unlike “the special educational needs” of the Salamanca declaration, it was pointed out that the concept of needs was used as a very ambiguous concept. Moreover, the center-function, an individual educational support plan, a special support educational coordinator were pointed out as a welfare-support function in special support schools. When all systems functioned effectively, it was pointed out that the state of collaboration with organs concerned of welfare, medical treatment, and labor can be an issue, though it can systematically respond to students’ life problems.

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The pourpose of the present study is to examine the difference of school social work practice between Individualized Education Program(IEP) in the U.S. and Individual Special Educational Support Plan(ISESP) in Japan.
IEP must list the related services to be provided to the child. This includes supplementary aids and services that the child needs. School social worker is expected to serve as case manager to coordinate various services. ISESP in Japan don't provide the related services because ISESP mainly aim at achieving the education goal which the child can reasonably accomplish in a year.
However, children with disabilities have problems in thier living situation (home, school, and community) that affect thier adjustment in school. To achieve thier education goal, children need the support of school social work practice in Japan.

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The activity of school social work in South Korea has been active since 1990's. Through some model projects, in many schools school social work has been practiced and some evaluation has been obtained, and the legislation is being discussed now. Moreover, South Korea is supposed to be more progressive than Japan in the respects of the cooperation between researchers and social workers, and the school social work practice by university students majoring in social welfare.
South Korea is the next country to Japan, and has the same problems as Japan. For example, a fierce entrance examination race, bullying, the truancy, and school violence, etc. And the number of children who live poor has been increasing in recent years. Moreover, the number of children who are excluded from the entrance examination race and not given enough educational environment has also been increasing.
In this paper, through the translation of “School education and Welfare”, we would like to look back on the history of school social work in South Korea that expanded the practice of school social work in a short term and make the best use of it when we discuss how to introduce school social work to Japan. Moreover, I also expect each country to exchange through the study and practice of school social work as countries that face common problems on education.

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[in Japanese]

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[in Japanese]

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