Teachers’ beliefs influence their practices. Furthermore, their pedagogical beliefs play a crucial role in shaping their teaching practices. Furthermore, teachers’ beliefs have a significant effect on students’ learning, especially literacy learning. Accordingly, in this study, teachers’ beliefs about literacy teaching for elementary school students were examined from the perspective of special needs education. The purpose of the study was to develop the Literacy Belief Scale to measure Japanese elementary school teachers’ beliefs about literacy instruction in general education classes. The participants, who included 179 Japanese elementary school teachers with a range of teaching experience across both general and special education classes, completed a questionnaire. Factor analysis was performed and three belief dimensions regarding literacy in general education classes were extracted. The results revealed that teachers’ beliefs toward pedagogical approaches are dependent on individual practice and experience.

Students in special needs education schools with a record of non-attendance may suffer significant mental problems. The salivary alpha-amylase (sAA) levels of such students were measured to evaluate their autonomic nervous system (ANS) function because sAA levels are known to rise as psychological stress is exacerbated. Furthermore, the relationship between psychological anxiety and ANS function (sAA levels) among school students with social anxiety disorder (SAD) or autism spectrum disorder (ASD) with a record of school non-attendance was examined. The subjects included junior high school students with SAD (n=33) or ASD (n=17) and age-matched healthy controls (n=69). We assessed the subjects’ sAA levels and State-Trait Anxiety Index (STAI) scores to evaluate their psychiatric states. The sAA levels of the SAD and ASD groups were significantly higher than those of the control group. Both the SAD and ASD groups exhibited significantly higher STAI scores than the control group. The results revealed that junior high school students with SAD or ASD exhibit high levels of sAA and anxiety symptoms. Because sAA measurements can be obtained easily and quickly, they may be beneficial for evaluating the psychological stress of school students in special needs education with a record of school non-attendance.

In recent years, Japan has promoted transactional education between children with and without disabilities to build a symbiotic society. This study aimed to develop an introductory program in a teacher training course that enables students with and without disabilities to establish close psychological ties with one another, and to cultivate a positive mindset and attitude toward social justice. Accordingly, the author created an art-based exchange program for an international student with a hearing disability and for three graduate students based on intergroup contact theory. The program involved 16 sessions, each lasting 90 minutes. The art-based activities were effective as they (1) provided common ground for discussion among the students, and (2) generated sensitive and emotional communication about personal attributes.