The purpose of this study is to propose policy-making and institutional issues for promoting‟Special Needs Education” and ‟Inclusion” for children with special needs in the future through case analysis under the administration of local education. 　Referring to the example of Hokkaido administration and educational administration through ‟the Resource room for children with speech and language disorders” at Makomanai school for children with physical disabilities in Hokkaido, in order to policy-making and institutional issues for promoting the system for children with special needs in the future, the administrative ability of how to use the knowledge resources created through Experience-based Learning by the person in charge at the site and develop the system according to the actual situation of the region is questioned. In particular, in the case of Hokkaido, the ability to formulate policies that have independently commercialized ‟Resource room for children with speech and language disorders” and ‟Educational consultation rooms” for children to develop support systems that meet the needs of the local community, as well as to inherit and utilize knowledge resources created within such programs is remarkable.

View full abstract