This paper introduces the research findings on orientation and mobility (O&M) for individuals who are blind or have low vision based on papers published in The Japanese Journal of Special Education. Ten research papers were published on this topic in Volume 1 to Volume 60, including three original articles, three brief notes, two current topics, one report of practical research, and one research presentation abstract. This paper classifies the research papers into the following two categories: (1) research on O&M skills and (2) research on O&M instruction. This paper found that very few studies have been published in “The Japanese Journal of Special Education” on O&M for individuals who are blind or have low vision. However, the content of these studies covered spatial cognition, balance and walking, mobility aids, philosophy and content of O&M instruction, and practical contents. Therefore, developing the research area of O&M instruction further and utilizing research findings in educational practice are significant.

This paper reviewed prominent research findings on Japanese braille reading published in the Japanese Journal of Special Education, thus revealing three main categories: braille reading speed, finger and hand movement, and legibility/readability. Although much of this evidence has been used to promote braille reading speed through appropriate techniques, the majority of studies have focused on more advanced readers who are blind without additional disabilities. This highlights a relatively unexplored avenue for future research. Thus, one new research question remains: do hand and finger movements foster verbal braille processing in persons with blindness and other disabilities? A few practical studies on braille learning among individuals with multiple disabilities also emphasize the role of hand and finger movements in verbal processing like experience braille readers do. The need for clarification of this issue was discussed.

This study aimed to review vision research on children or individuals with low vision reported in the Japanese Journal of Special Education, which has a 60-year history. By targeting articles published in the Japanese Journal of Special Education and available on J-STAGE, 14 articles were reviewed. The articles were classified into three topics: research related to the adjustment of visual objects (eight articles), research related to the adjustment of contrast (two articles), and research related to adjustment for and characteristics of visual information processing (four articles). The following points were discussed: historical transition, lack of studies on visual field, and potential impact of other academic peer-reviewed journals focused on visual impairment.

This study identified items of a readiness evaluation tool for children with severe motor and intellectual disabilities (CWSMID) and their parents regarding their lives after graduation. A qualitative study with teachers, school nurses, and caregivers who supported CWSMID during graduation was conducted to confirm the content validity of readiness items. Thereafter, a three-round Delphi study was conducted involving teachers across Japan to establish a consensus regarding these items. The Delphi study included 248 teachers from 41 Japanese special-needs schools. Although Round 1 had a response rate of 52%, Rounds 2 and 3 had response rates as high as 90%. The Delphi study identified 45 readiness items for life after graduation. The readiness evaluation included five domains: “Preparing for life after graduation,” “Preparing for activities postgraduation,” “Preparing to maintain existing support,” “Psychological preparations for postgraduation,” and “Preparing for the physical disorders of CWSMID.” The readiness items for CWSMID and their parents for life after graduation exhibit a high content validity.

This study replicated the effects of written instructions followed by a training package consisting of video modeling, voiceover instructions, and performance feedback on preference assessment skills acquired by Japanese special school teachers. A single-subject research design was used. The effects of written instruction were evaluated followed by a video modeling and performance feedback on participants’ Multiple Stimulus Without Replacement (MSWO) assessment. Two women and a man (age range, 22 to 45 years) without previous training in MSWO assessment participated in the study. Their performance was evaluated based on the percentage of correctly implemented MSWO assessment steps. The results suggested that written instructions followed by the training video and performance feedback were effective in helping participants learn to implement the MSWO. The participants also successfully conducted the MSWO for a child with atypical responses. These findings are crucial for conducting preference assessments and supporting children with disabilities by utilizing their preferences for Japanese teachers who support children with disabilities.