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8 Delay or exemption from mandatory school attendance Article 23 As prescribed in the preceding Article, parents or legal guardians are required to have their children attend school (hereinafter school-age children ). However, when for unavoidable reasons such as illness or underdevelopment it would be difficult to make children attend school, the municipal board education may suspend or exempt such parents from the obligations prescribed in Paragraph 1 the preceding chapter, according to the regulations established by the Ministry Education, Culture, Sports, Science and Technology. Class organization Article 73.6 The standards for number pupils per class in the primary and middle school divisions schools for children with visual impairments, schools for children with hearing impairments, and special education schools, excluding cases where special regulations are prescribed by law, shall be as follows: ten or fewer pupils in schools for children with visual or hearing impairments, and fifteen or fewer pupils in schools for children with intellectual disabilities or physical disabilities. In the high school divisions, the standard for number pupils attending the same class shall be fifteen or fewer. 3. In the pre-kindergarten division, the standard for the number children under the care one teacher shall be eight or fewer. Primary school curriculum -7 -

9 Article 73.7 The curriculum for the primary school division schools for children with visual impairments, schools for children with hearing impairments, and special education schools shall consist the subjects Japanese, social studies, arithmetic, science, daily life skills, music, arts and crafts, home economics, and physical education (the curriculum for children with intellectual disabilities in the primary school division special education schools shall consist daily life skills, Japanese, arithmetic, music, arts and crafts, and physical education). In addition, there shall be time for moral education, special activities, independent activities, and general studies (not included in the curriculum for children with intellectual disabilities in the primary school division special education schools). Middle school curriculum Article 73.8 The curriculum for the middle school division schools for children with visual impairments, schools for children with hearing impairments, and special education schools shall consist compulsory subjects, elective subjects, and time for moral education, special studies, independent activities, and general study. 2. The compulsory subjects shall be Japanese language, social studies, mathematics, science, music, art, health and physical education, and technical skills/home economics ( Japanese language et al. in the following paragraph) (the curriculum for children with intellectual disabilities in the primary school division special education schools shall consist Japanese, social studies, mathematics, science, music, art, health and physical education, and occupational skills/home economics). -8 -

10 3. Elective subjects shall be Japanese et al. (foreign language in the case children with intellectual disabilities in the middle school division special education schools) and other subjects deemed to be necessary in the teaching guidelines for the primary and middle school divisions schools for children with visual impairments, schools for children with hearing impairments, and special education schools, as prescribed in Article These elective subjects shall be established from among the above in consideration community and school conditions, student characteristics, and other circumstances. High school curriculum Article 73.9 The curriculum for the high school division schools for children with visual impairments, schools for children with hearing impairments, and special education schools shall consist courses appertaining to the respective subjects listed in Appendix 3 (including Appendix 4 for the high school divisions schools for children with visual impairments and hearing impairments) (in the case education children with intellectual impairments in the high school division special education schools, subjects shall be Japanese, social studies, mathematics, science, music, art, health and physical education, occupational skills, home economics, foreign language, information technology, homemaking, agriculture, industrial arts, and logistics/service. Subjects other than these will be established in the teaching guidelines for the high school divisions schools for children with visual impairments, schools for children with hearing impairments, and special education schools as stipulated in Article 73.10). The curriculum will also include time for special activities (in -9 -

11 the case education children with intellectual impairments in the high school division special education schools, this shall be moral education and special activities), independent activities, and general study. Appendix 3 (1) Subjects for general education Subject Syllabus Language expression I, Language expression II, General Japanese Japanese, Contemporary literature, Japanese classics, Reading Japanese classics Geography and history Civics Mathematics World history A, world history B, Japanese history A, Japanese history B, geography A, geography B Contemporary society, Ethics, Politics and economics Basic mathematics, Mathematics I, Mathematics II, Mathematics III, Mathematics A, Mathematics B, Mathematics C Basic science, General science A, General science B, Physics I, Science Physics II, Chemistry I, Chemistry II, Biology I, Biology II, Earth science I, Earth science II Health and Physical education, Health physical education Arts Music I, Music II, Music III, Art I, Art II, Art III, Handicrafts I, Handicrafts II, Handicrafts III, Calligraphy I, Calligraphy II,

12 Calligraphy III Foreign language Home Oral communication I, Oral communication II, English I, English II, Reading, Writing Basic home economics, General home economics, Daily life skills economics Information Information A, Information B, Information C (2) Subjects for occupational education Subject Syllabus Basic agricultural science, Basic environmental science, Independent study, General practicum, Agricultural data processing, Crops, Vegetables, Fruit trees, Flowering grasses, Animal husbandry, Farm management, Agricultural machinery, Food manufacturing, Food chemistry, Basic microbiology, Plant Agriculture biotechnology, Animal & microorganism biotechnology, Agricultural economics, Food distribution, Forestry, Forest management, Forest products and processing, Agricultural engineering design, Agricultural engineering works, Landscape planning, Landscape architecture techniques, Surveying, Use living organisms, Green life Industrial arts Basic industrial technology, Independent study, Practical training, Drafting, Basic mathematics for industry, Basic information technology, Basic materials technology, Production systems -11 -

13 technology, Technical English, Industrial management technology, Mechanics, Machine design, Motors, Electronic machines, Electronic machine application, Automotive engineering, Automobile mechanics, Introduction to electricity, Electrical equipment, Electric power technology, Electronics, Electronic circuits, Electronic instruments and controls, Communications technology, Electronics and information technology, Programming technology, Hardware technology, Stware technology, Multimedia applications, Building construction, Building construction work, Building structural design, Architectural design, Building regulations, Facility planning, Air conditioning equipment, Sanitation and disaster prevention equipment, Surveying, Civil engineering works, Basic civil engineering mechanics, Civil engineering structural design, Basic social engineering, Industrial chemistry, Chemical engineering, Global atmospheric chemistry, Materials production technology, Industrial materials, Material processing, Ceramics chemistry, Ceramics technology, Ceramics industry, Textiles, Fabric/dying technology, Dye design, Interior planning, Interior accoutrement, Interior element production, Design history, Design techniques, Material design

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15 Educational provision for children with disabilities in Japan: A perspective from Special Education Data Shinji Sato* and Hideo Nakata** * Special Researcher, Center for Research on International Cooperation in Educational Development, University Tsukuba ** Center for Research on International Cooperation in Educational Development, University Tsukuba Summary This report is a statistical examination special education in Japan, based mainly on the Special Education Data issued by the Ministry Education, Culture, Sports, Science and Technology from 1945 to The number schools for children with visual impairments, schools for children with hearing impairments, and special education schools for children who have chronic illness has been in slight decline, while the number schools for children with intellectual impairments or physical disabilities has been increasing. The number pupils in these schools has remained static or declined, with the exception pupils in schools for children with intellectual impairment, which has been increasing. In 1972, there were 727 special classes within the primary and middle school divisions for children with multiple disabilities, and 3,233 children enrolled in these classes. In 2002, this number had risen to 8,460 classes, with 51,146 children enrolled. A similar increase can be seen in high school provisions, with significant growth in the number schools for pupils with physical disabilities and pupils who have chronic illness. The number pupils receiving education by home-based programs provided by itinerary teachers has decreased in the primary and middle school divisions, but is growing for

16 pupils high school age. Special education classes within mainstream schools are growing, both in terms the number classes provided and the number children enrolled. There has also been an increase in the number children attending special needs support classes within mainstream schools. In 1979, there was a sharp drop in number children whose entry to school was delayed for educational reasons, and children excluded from school for such reasons, but that number has been growing steadily, albeit very gradually, since then. In addition, there has been a significant increase in the number pupils enrolled in middle schools for children with intellectual impairment and those for children who have chronic illness, along with children in special education classes in mainstream schools, who move on to high schools for pupils with special educational needs. The proportion pupils graduating from high schools for people with special educational needs and moving into employment is in a downward trend, however. The budget allocated for special education has been increasing, both in terms monetary value and the proportion domestic income. Expenditure on schools for children with visual impairments, schools for children with hearing impairments and schools for children with special educational needs has been increasing, both in terms monetary value and in terms its proportion schools and educational spending. Consideration the Special Education Data not only allows a review trends in the number schools and pupils within the special educational system, along with financial information, but also gives an insight into government strategies relating to special education. Keywords: Ministry Education, Culture, Sports, Science and Technology, Special Education Data in Japan, Special Education Trends

17 I. Introduction At present, Japan is in the process changing over from a system in which children with disabilities are educated according to the severity their disabilities within a special education system ( Special Education ), to one in which each individual child is given the appropriate support in the light his or her educational needs ( Special Educational Support ) (Ministry Education, Culture, Sports, Science and Technology, 2003; Japan Special Education Conference Special Education System Working Group, Local Government Research Party, 2003; National Association Head Teachers Schools with Special Education Classes, 2002). In line with the Basic Plan for Persons with Disabilities, approved in December 2002 by the Cabinet Committee, the Five Year Plan for the implementation Specific Strategies (the New Plan for People with Disabilities) approved by the Promotion Office for Strategies for People with Disabilities includes a Final Report regarding Special Support Education (hereinafter, the Final Report ). This Report discusses with issues such as the organization a consistent system for advice and support, and the diversification specialist agency functions, and its recommendations have been given time limit objectives and turned into an action plan (Oshio, 2003). Inevitably, the status, and feasibility continuing, special education in its current form needs to be taken into consideration when implementing these changes. The recommendations made in the Final Report are course based upon an awareness current issues as revealed in the Special Education Data. However, while Watanabe (2002), for example, points out the need for a changeover in post-war special education provision implementation from a system that deals with the violation

18 rights to one that protects the rights people with special needs, there is no clear correspondence with statistical data that represents the current level awareness regarding special education in Japan. In addition to this, the report makes the following recommendations for prerequisite conditions regarding educational cooperation with developing countries: (1) An organized understanding and statistics regarding various types need, to be obtained by a process surveys, (2) increased understanding and knowledge among related parties and those being assisted, (3) strengthening implementation system based upon actions and responsibilities, and the building initiatives, and (4) reorganization systems and legislation (Murata, 2003). In relation to point (1) in particular, the collection data on educational systems is not only required for developing countries (for example, Aizawa, 2003), but also for Japan. Misawa (1994), for example, places Japan s special education provision within its social context, reporting the number special education schools, the number children enrolled therein, the number special education classes within mainstream schools, and the number children attending these classes in Abe (1998) records trends in schools for children with visual impairments, schools for children with hearing impairments and other special schools by looking at data every five years from 1948 to Taking the number special education schools, the number special education classes within mainstream schools, and the number children enrolled therein, along with the number children visiting special needs support classes within mainstream schools as May 1, 1995, Abe reports on the relationship between these figures and the reforms within

19 Japanese special education policy. In addition, Rihkye, Ohta and Shimizu (2000) reported the state teaching in special schools for children with intellectual impairment, special classes within mainstream schools for pupils with intellectual impairment, and special needs support classes based on data from May 1, 1996, while the Ministry Education, Science, Sports and Culture (2000) reported on the number schools and enrolled pupils in schools for children with visual impairments, schools for children with hearing impairments, and schools for children with special needs, as well as the number special needs classes and special needs support classes within mainstream schools, and the number pupils enrolled in these classes as May 1, Data for subsequent years, however, requires further diversified statistical organization. This is an issue specific importance in regard to the process analyzing whether or not the change from Special Education to Supported Education is being implemented effectively. In the light the above, this report uses electronic data ( as compiled and issued by the Ministry Education, Culture, Sports, Science and Technology s Primary and Middle School Education Bureau, Special Educational Support Section, to compile a view the current state education being provided to children and young people with special needs in Japan today. As shown in Figure 1, Japan currently fers education to pupils with special educational needs in either special schools, special education classes within mainstream schools or special needs support classes, as well as in mainstream classes. This report examines, however, with Special Education; in other words, education provided in special

20 schools, special education classes within mainstream schools, and special needs support classes. II. Figures for Special Schools Table 1 shows the state special schools as May 1, 2002, including the number schools, the number pupils enrolled, the number teachers, the number staff, and the number pupils per teacher. Nationwide, there were 71 schools for children visual impairments, which had 3,926 children enrolled, 3,449 full-time teachers, and 1,885 full-time staff, for a full-time teacher/pupil ratio 1:1.14. There were 106 schools for children with hearing impairments, with 6,719 Special education schools Primary, middle schools Special education Special needs classes Special educ. classes Guidance through special needs classes Supported education Fig. 1 Place education for children with disabilities in Japan

21 children enrolled, 4,920 full-time teachers and 2,016 full-time staff, creating a full-time teacher/pupil ratio 1:1.37. There were 523 special schools for children with intellectual impairment, which had 61,243 children enrolled, a total 33,488 full-time teachers and 8,008 full-time staff, for a full-time teacher/pupil ratio 1:1.83. There were 198 schools for children with physical disabilities, with a total 18,362 children enrolled therein, 14,441 full-time teachers and 3,713 full-time staff, giving a full-time teacher/pupil ratio 1:1.27. There were 95 schools for ill children or children with chronic sickness, with 3,921 pupils, 3,568 full-time teachers and 731 full-time staff, for a full-time teacher/pupil ratio 1:1.10. The above figures give a total 993 special schools within Japan, with a total enrollment 94,171, a total full-time teaching staff 59,866, and a total 16,353 full-time staff, giving a full-time teacher/pupil ratio 1:1.57. Table 1. s schools for children with hearing impairments, children with visual impairments, and special education schools, and numbers students and teachers at these schools: national, public, private (as May 1, 2002) Visual impairment sch. Hearing impairment sch. Intell. imp. spec. ed. sch. Phys. disabled spec. ed. sch. Ill/weak spec. ed. sch. Students schools Kinder. Primary Middle High Total (A) teachers (B) workers ,479 3,926 3,449 1, ,410 2,055 1,383 1,871 6,719 4,920 2, ,788 13,846 29,537 61,243 33,488 8, ,649 4,482 6,161 18,362 14,441 3, ,437 1,324 1,158 3,921 3, Total 993 1,819 29,601 21,545 41,206 94,171 59,866 16, A/B

22 2. Special education classes within mainstream schools Table 2 gives details the state special education classes within mainstream schools on May 1, 2002, including the number such classes, the number children enrolled therein, the number teachers and the teacher/pupil ratio. There were 17,671 special classes within mainstream schools for pupils with intellectual impairment (11,780 in primary schools, and 5,891 in middle schools), with a total 53,175 children enrolled in these classes (34,963 in primary schools, and 18,212 in middle schools). There were 1,765 special classes within mainstream schools for pupils with physical disabilities (1,337 in primary schools and 428 in middle schools) with a total 3,131 children enrolled (2,444 in primary schools and 687 in middle schools). There were 833 special classes within mainstream schools for pupils who have chronic illness (575 in primary schools and 258 in middle schools) with a total 1,693 children enrolled (1,194 in primary schools and 499 in middle schools). The number special classes within mainstream schools for pupils with visual impairments was 164 (126 in primary schools and 38 in middle schools), with a total 216 children enrolled (164 in primary schools and 52 in middle schools). The number special classes within mainstream schools for pupils with hearing impairments was 567 (394 in primary schools and 173 in middle schools), with a total 1,109 children enrolled (762 in primary schools and 347 in middle schools). There were 325 special classes within mainstream schools for pupils with speech impediments (296 in primary schools and 29 in middle schools), with a total 1,166 children enrolled (1,103 in primary schools and 63 in middle schools), and 8,031 special classes within mainstream schools for pupils with emotional and behavioral difficulties (5,698 in

23 primary schools and 2,333 in middle schools), with a total 21,337 children enrolled (15,333 in primary schools and 6,004 in middle schools). Overall, the total number special education classes within mainstream schools was 29,356 (20,206 in primary schools and 9,150 in middle schools), with a total 81,827 pupils enrolled (55,963 in primary schools and 25,864 in middle schools). There were a total 31,366 full-time teachers (21,508 in primary schools, and 9,858 in middle schools), so that the full-time teacher/pupil ratio was 1:2.61 (1:2.60 in primary schools and 1:2.62 in middle schools.) Table 2. s special education classes, and the numbers students and teachers in those classes: national, public, private (as May 1, 2002) Primary school Middle school Total Teachers Classes Students (A1) Classes Students (A2) Classes Students Primary (B1) Middle (B2) Total (B3) A1/ B1 A2/ B2 A3/ B3 Intell. 11,780 34,963 5,891 18,212 17,671 53,175 Phys. disabled 1,337 2, ,765 3,131 Ill/weak 575 1, ,693 Weak eyesight Hearing Speech impediment Emotional disorder , , ,166 5,698 15,333 2,333 6,004 8,031 21,337 21,508 9,858 31, Total 20,206 55,963 9,150 25,864 29,356 81,

24 3. Teaching in special needs support classes Table 3 shows the number children being taught in special needs support classes within mainstream schools as May 1, Within primary schools, there were 30,838 children being given support this type, whom 26,329 (85.38%) had speech impediments, 3,016 (9.78%) had emotional and behavioral difficulties, 164 (0.53%) had visual impairments, 1,325 (4.30%) had hearing impairments, 2 (0.01%) were physically disabled, and 2 (0.01%) had chronic illness. Within middle schools, there were 929 children being given support this type, whom 124 (13.35%) had speech impediments, 504 (54.25%) had emotional and behavioral difficulties, 9 (0.97%) had visual impairments, 285 (30.68%) had hearing impairments, 1 (0.11%) was physically disabled, and 6 (0.65%) had chronic illness. Table 3. students receiving special needs support classes (as May 1, 2002) Primary schools Middle schools Total Speech impediment 26, % % 26, % Emotional disorder 3, % % 3, % Weak eyesight % % % Hearing 1, % % 1, % Physically disabled % % % Ill/weak % % % Total 30, % % 31, %

25 From the above, it can be seen that the highest proportion children in support classes in primary schools are those with speech impediments, with other disabilities ranking as follows in terms numbers students: emotional and behavioral difficulties, hearing impairments, visual impairments, physical disabilities, and illness. At middle schools, emotional and behavioral difficulties are the most frequent, followed by hearing impairments, speech impediments, visual impairments, chronic illness, and physical disabilities. 4. Conclusions Table 4 shows the teacher/pupil ratio in special schools and special education classes within mainstream schools as 1 May 1, The ratio in schools for children with visual impairments was 1:1.14, and in schools for children with hearing impairments was 1:1.37, while in special schools for children with intellectual impairment it was 1:1.83, and in schools for children with physical disabilities 1:1.27. Within schools for children who have chronic illness the ratio was 1:1.10, giving an overall ratio 1:1.57. Within special education classes in mainstream schools, the teacher/pupil ratio was 1:2.60 in primary schools and 1:2.62 in middle schools, for an overall ratio 1:2.61. As May 1, 2002, the total number children receiving special education was 207,765, whom 94,171 were attending special schools, 81,827 were attending special education classes within mainstream schools, and 31,767 were being taught in special needs support classes (Figure 2). In the next section, we examine trends in the ages pupils receiving special education for children with disabilities in Japan. As an appendix, we also include

26 data relating to the special education being fered by different prefectures within Japan as May 1, We do not go into much detail, but indicate the significant differences between special education classes within mainstream schools fered by the different prefectures. It is important to take note this data when constructing special education systems that are applicable to regional social needs (for example, Ebihara, 2001, Higo, 2003, Ishizuka, 2003; Ministry Education, Culture, Sports, Science and Technology, 2003). Table 4. students per teacher (as May 1, 2002) Special education schools Special School Vis. Hearing Intell. Phys. Ill/weak Average Primary Middle Average imp. imp. sch. imp. sp. dis. spec. sch. sch. sch. ed. spec. ed. ed

27 III Trends over time 1. Special Schools (1) No. schools Figure 3 shows trends in the number special schools. During the academic year 1948, when pupils were first required to join schools for children with visual impairments and schools for children with hearing impairments in their appropriate grade, 74 schools for children with visual impairments and 64 schools for children with hearing impairments were opened, giving a total 138 schools. Both schools for children with visual impairments and schools for children with hearing impairments were in existence before the 2 nd World War, but there were no schools for children with special needs (Ministry Education, Culture, Sports, Science and Technology 1972). Subsequently, one school for children who have chronic illness was opened in 1949, and one school for children with educational disabilities was opened in 1950, while the first school for children with physical disabilities was opened in Subsequent to this, the number schools for children with special educational needs increased gradually, and in 2002, there were 71 schools for children with visual impairments, 106 schools for children with hearing impairments, 523 special schools for children with intellectual impairment, 198 schools for children with physical disabilities, and 95 schools for children who have chronic illness, giving a total 993 special schools nationwide. The following details relate to particular features each category school. The number schools for children with visual impairments wavered between 75 and 78 between 1950 and 1977, and has been in gradual decline ever since 1978, reaching the current figure only 71 during the academic year

28 The number schools for children with hearing impairments peaked between 1978 and 1984, with 110 schools, but has declined since then to its current (2002) figure 106. This is 1.66 times the number such schools in There has been a steady increase in the number special schools for children with intellectual impairment. During the academic year 1971, there were 111 such schools, making this the sector within special education with the largest number schools. In 1979, when education at schools for children with special needs became compulsory, the number schools increased by 118 compared with the previous year, bringing the total to 400. In academic year 2002, the figure reached 523. The number schools for children with physical disabilities also increased to 110 schools in 1973, ranking second after special schools for children with intellectual impairment. During academic year 1979, the number schools grew by a further 19 to 158. In 2002, the figure was 198. There has been a similar increase in the number schools for children who have chronic illness. In particular, the number schools increased by 15 in 1979, to 96. This category schools reached a peak in 1990, with 99 schools, but has declined slightly since then, to 95 schools in Recent trends seem to show a gradual decline in the number schools for children with visual and hearing impairments, as well as schools for children who have chronic illness, while the number special schools for children with intellectual impairment and schools for children with physical disabilities is increasing

29 (2) No. pupils Figure 4 shows trends in the numbers children enrolled in special schools. During academic year 1948, there were 4,457 pupils enrolled in schools for children with visual impairments, and 7,930 in schools for children with hearing impairments: a total 12,387 enrollments altogether. The number children enrolled in special schools rose consistently until 1987, when it peaked at 96,028. Subsequently, it declined to 86,444 in 1997, and then has begun to rise again since In 2002, there were 94,171 children enrolled in special schools, comprised 3,926 in schools for children with visual impairments, 6,719 in schools for children with hearing impairments, 61,243 in special schools for children with intellectual impairments, 18,362 in schools for children with physical disabilities, and 3,921 in schools for children who have chronic illness. This

30 represents an increase in enrollments 7.60 times compared with those in academic year Enrollments in schools for children with visual impairments increased to 10,264 in 1959, and then increased and declined slightly, declining overall to 9,015 in Enrollment has subsequently continued to decline, dropping to 3,926 in This figure represents 88.09% enrollment in Enrollments in schools for children with hearing impairments increased to 20,744 in 1959, and then declined to 6,719 in This figure represents just over 80% enrollment in Enrollments in special schools for children with intellectual impairments increased from 60 in 1955 to 54,967 in The increase was particularly marked in the academic year 1979, when enrollment jumped by 13,069 compared with the previous year, to 40,422. Subsequently, enrollment fell slightly between 1990 (54,457) and 1994 (52,102), and then increased again to 61,243 in Enrollments in schools for children with physical disabilities increased steadily to 20,492 in The increase was particularly marked in the academic year 1979, when enrollment jumped by 2,324 compared with the previous year to 19,871. Enrollment increased and declined over the subsequent few years, reaching 18,362 in The number pupils in schools for children who have chronic illness increased gradually until 1979, when it reached 8,313. It has subsequently declined to 3,921 in Recent trends show that the number enrollments in special schools for children

31 with intellectual impairment is increasing, while other special schools are remaining static or seeing a slight decline in numbers. (3) Classes for children with multiple disabilities Figure 5 shows trends over time in the classes provided for children with serious or multiple disabilities, while Figure 6 shows trends in enrollments within classes for children with multiple disabilities in the primary and middle school sectors. Figure 7 shows trends in enrollment in the high school sector. Within the primary and middle school sector, there were 727 classes for children with multiple disabilities, with 3,233 children enrolled, representing an 8.3% enrollment ratio. In 2002, there were 8,460 such classes, with 51,146 children enrolled, representing 43.4% enrollment, and demonstrating the expansion

32 opportunities available in education for children with multiple disabilities. The number such classes available has risen by times since 1972, while the number children enrolled has increased by times. Within the high school sector, similar trends can be seen. This is particularly noticeable in schools for children with physical disabilities and schools for children who have chronic illness

33 (4) Home based programs Home-based programs provided by itinerant teachers were instigated as part the new system introduced in 1979, and trends in number pupils taught in such ways over the subsequent time are shown in Figure 8. In academic year 1988, 3,049 pupils primary school age and 2,095 pupils middle school age were taught at home, or a total 5,144 pupils. This has gradually declined to only 1,468 primary school pupils and 812 middle school pupils (a total 2,280) in This represents just under 40% the figure in 1988 for primary school, under 50% the figure for middle school, and just over 40% the overall figure from Home-based programs were introduced to the high school system in 1997, and unlike primary and middle school, numbers have been gradually rising. In 1997, 164 children were being educated by itinerant teachers, but in 2002, this had risen to 1,012 children. This is 6.17 times the figure from

34 2. Special education classes within mainstream schools (1) No. classes Figure 9 shows the trends over time in the number special education classes within mainstream schools. In 1931, there were 100 such classes. This rose to 2,486 in In 1948, however, this had declined to 239. Subsequently, while some declines have been seen, both primary and middle schools have seen growth overall, so that in 2002, there were 20,206 primary special classes, and 9,150 middle school special classes. The total such classes was thus 29,356. This represents a fold increase since (2) No. pupils Figure 10 shows the number children enrolled in special education classes within mainstream schools. In 1976, the number children in primary schools

35 enrolled in such classes had risen to 84,496, while the number in middle school special education classes rose to 53,559. Subsequently, the number children in primary classes declined to 43,850 in 1995, and the number in middle schools dropped to 22,101 (in 1996). However, both primary and middle school special classes began to grow again, and in 2002 there were 55,963 pupils enrolled in primary school special classes and 25,864 in middle school classes, for a total enrollment 81,827. Compared to the enrollment 15,321 primary school and 901 middle school pupils in special classes in 1949, this represents a 3.65-fold increase in primary school, and a fold increase in middle school special class enrollment. 3. Teaching in special needs support classes Figures 11 to 13 show the numbers pupils being given special needs support in classes that were first fered on April 1, In 1993, a total 12,259 pupils (11,963 in primary schools and 296 in middle schools) were being given such

36 educational support. By 2002, this had grown year on year to a total 31,767 pupils, whom 30,838 were primary school and 929 were middle school pupils. Compared with data for 1993, this represents growth 2.58 times in primary school, and 3.14 times in middle school, or 2.59 times overall

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38 4. School attendance (1) Pupils excluded from school Figure 14 shows the trends in numbers pupils who have been excluded from school due to severe chronic disabilities or illness. In 1959, there were 6,811 such pupils aged between 6 11 years, and in 1970 there were 6,502 such pupils. These years represented two peaks in the trends, and subsequently numbers declined to only 85 in In particular, the number children excluded from school fell by 1,498 in 1979, to 543. Since 1987, when the figure was 94, the number has been rising slightly, and in 2002, there were 563 children out school under this system. This represented a decline to around a twelfth the peak figure (6,811 in 1959). For children aged 12 to 14, the figure increased to a peak 3,670 in 1963, and

39 subsequently declined to only 83 in There was a significant dip in 1979, when the figure dropped by 1,156 to 417. After 1988 (86 children), the figure grew slightly, to 248 in This represents around 1/15th the figure at its peak (3,670 in 1963). (2) Delayed school admission Figure 15 shows trends in the number children whose school admission has been delayed. In 1948, there were 26,372 children aged between 6 11 whose school admission had been delayed. This declined to 475 in A particularly big drop 2,997 was seen in 1979, bringing the number to 1,757. s have risen again gradually since 1990 (476), and in 2002 there were 799 such children. This still represents around 1/33rd the number recorded in 1948 (26,372). There were 5,263 children aged between 12 and 14 with delayed school admission in This number fluctuated but gradually declined to 388 in

40 There was a significant decline in 1979, when the number dropped from 837 to 667. In 2002, the number children with delayed admission represented only 1/14th the figure in 1948 (5,263). Figure 16 shows both the number pupils excluded from school, and those with delayed admission

41 5. Progress after graduation (1) Progress pupils attending middle schools for children with visual impairments, schools for children with hearing impairments, schools for children with special needs, and middle school pupils attending special education classes within mainstream schools into high schools Figure 17 shows trends over time in the number pupils attending special middle schools, and middle school pupils attending special education classes within mainstream schools, who go on to high school. The proportion children attending middle schools for children with visual impairments, schools for children with hearing impairments, schools for children with special needs who went on to high schools between 1978 and 1991 was somewhere between 60% and 70%. Since 1992, this began to grow from 71.9%, and in 2002, it had reached 90.7%. Particular growth has been achieved in the case children going on to high schools from special middle schools for children with intellectual impairment (from 49.9% in 1980 to 94.4% in 2002), and middle schools for children who have chronic illness (from 24.0% in 1980 to 46.4% in 2002). In 1980, the proportion pupils progressing from educational classes within mainstream schools was 11.5%. By 2002 this had risen to 64.9%

42 Vision impair. Hearing impair. Intell. impair. Physical disability Ill/weak Middle sch. spec. ed. class

43 (2) Proportion pupils graduating from high schools for children with visual impairments, schools for children with hearing impairments and schools for children with special needs who find employment Figure 18 shows the overall proportion pupils graduating from special schools who find employment. Overall, 42.8% pupils graduating from high schools for children with visual impairments, schools for children with hearing impairments and schools for children with special needs gained employment in This figure had dropped to 20.5% in 2002, although some fluctuation can be seen in the intervening period. The Special Education Data contains statistical records based on students progress into further education, training centers or other institutions, employment, child or adult welfare home or medical institution or other. Thus, it is difficult to determine clear indices relating to the proportions students going on to high school or employment, and there is a need to reorganize data so that a breakdown can be made trends in progress from special educational provision (for example, Yanagimoto, 1992). 6. Financial administration (1) Special education-related budgets Figures 19 and 20 show trends in the relationship between special education-related budgets and GDP per capita, and between such budgets and GDP. The special education budget has declined in some years, but has continued to grow since 1962, from 2, million yen to 183, million yen in This increase has followed increases in per capita GDP and GDP,

44 showing the same growth curve, albeit with delay a few years. In 2003, the figure declined to 167, million yen. This figure still represented around 70 times the expenditure Expenditure for special education is shown in Figure 21 as a proportion GDP. This figure grew from 0.013% in 1962 to 0.050% in Subsequently, it fell to 0.035% in 1990, but rose again to 0.049% in Per capita income Special education budget

45 (2) Cost education Trends in the cost education are shown in Figure 22, while Figure 23 shows the proportion expenditure on education utilized for special schools for children

46 with visual and hearing impairments, and children with special needs. Expenditure on special schools grew continuously from 643 million yen in 1949 to billion in It then declined in 2001 to billion. This is around 1,300 times the expenditure during The proportion the overall education budget spent on special education was 0.858% in 1955, and since grew to reach 5.552% in This level has been maintained, with a figure 5.527% in

47 - 46 -

48

49 Hokkaido, Tohoku region (Hokkaido) (Aomori) (Akita) (Iwate) (Yamagata) (Miyagi) (Fukushima) A. s public schools for children with hearing impairments, children with visual impairments, and special education schools, and numbers students and teachers at these schools (as May 1, 2002) Schools Special Education Schools Total Visually Hearing Subtotal Intell. Phys. disabled Ill/weak classes students teachers Hokkaido 62(8) (8) 37(8) 9 3 1,104 4,251 3,032 Aomori , Iwate 19(2) (2) 10(1) 2(1) , Miyagi 21(1) 1 2(1) ,703 1,182 Akita 15(2) (2) 10(2) Yamagata Fukushima 23(7) 1 4(3) 18(4) 12(1) 2 4(3) 503 1,799 1,203 Note: s in parentheses indicate the number branch schools

50 B. s special education classes at public primary and middle schools, and the numbers students in these classes (as May 1, 2002) Primary Schools Classes Total Intell. Phys. disabled Ill/weak Weak eyesight Hearing Speech impediment Emotional disorder students Hokkaido 1, ,689 Aomori Iwate Miyagi ,161 Akita Yamagata Fukushima Middle Schools Classes Total Intell. Phys. disabled Ill/weak Weak eyesight Hearing Speech impediment Emotional disorder students Hokkaido ,444 Aomori Iwate Miyagi Akita Yamagata Fukushima

51 2. Kanto region (Tochigi) (Gunma) (Ibaraki) (Saitama) (Tokyo) (Kanagawa) (Chiba) A. s public schools for children with hearing impairments, children with visual impairments, and special education schools, and numbers students and teachers at these schools (as May 1, 2002) Total Visually Schools Special Education Schools Hearing Subtotal Intell. Phys. Ill/weak disabled classes students teachers Ibaragi 22(1) (1) 15 3(1) ,708 1,665 Tochigi ,795 1,004 Gunma 25(5) (5) 15(1) 3 584) 493 1,608 1,100 Saitama ,095 4,157 2,499 Chiba ,090 4,042 2,318 Tokyo 69(1) ) 34(1) ,872 7,677 4,633 Kanagawa ,398 4,724 3,211 Note: s in parentheses indicate the number branch schools

52 B. s special education classes at public primary and middle schools, and the numbers students in these classes (as May 1, 2002) Primary Schools Classes Total Intell. Phys. disabled Ill/weak Weak eyesight Hearing Speech impediment Emotional disorder students Ibaragi ,919 Tochigi Gunma Saitama ,284 Chiba ,862 Tokyo ,093 Kanagawa 1, ,860 Middle Schools Classes Total Intell. Phys. disabled Ill/weak Weak eyesight Hearing Speech impediment Emotional disorder students Ibaragi Tochigi Gunma Saitama ,136 Chiba ,111 Tokyo ,652 Kanagawa ,

53 3. Chubu region (Ishikawa) (Fukui) (Toyama) (Niigata) (Gifu) (Nagano) (Aichi) (Shizuoka) (Yamanashi) A. s public schools for children with hearing impairments, children with visual impairments, and special education schools, and numbers students and teachers at these schools (as May 1, 2002) Total Visually Schools Special Education Schools Hearing Subtotal Intell. Phys. Ill/weak disabled classes students teachers Niigata 25(5) (5) 15(4) 3 3(1) 433 1,498 1,055 Toyama 13(1) (1) 6(1) , Ishikawa 13(2) (2) 6(1) 3 2(1) Fukui 12(2) (2) 7(1) 2 1(1) Yamanashi 12(2) (2) 6(1) 2 2(1) Nagano ,873 1,087 Gifu 13(1) (1) 6 2 3(1) 395 1, Shizuoka 26(4) (4) 13(3) 5 2(1) 814 3,100 1,693 Aichi ,110 5,250 2,575 Note: s in parentheses indicate the number branch schools

54 B. s special education classes at public primary and middle schools, and the numbers students in these classes (as May 1, 2002) Primary Schools Classes Total Intell. Phys. disabled Ill/weak Weak eyesight Hearing Speech impediment Emotional disorder students Niigata ,108 Toyama Ishikawa Fukui Yamanashi Nagano ,247 Gifu ,039 Shizuoka ,343 Aichi ,995 Middle Schools Classes Total Intell. Phys. disabled Ill/weak Weak eyesight Hearing Speech impediment Emotional disorder students Niigata Toyama Ishikawa Fukui Yamanashi Nagano Gifu Shizuoka Aichi ,

55 4. Kinki region (Hyogo) (Kyoto) (Shiga) (Osaka) (Nara) (Mie) (Wakayama) A. s public schools for children with hearing impairments, children with visual impairments, and special education schools, and numbers students and teachers at these schools (as May 1, 2002) Total Visually Schools Special Education Schools Hearing Subtotal Intell. Phys. Ill/weak disabled classes students teachers Mie 16(1) (1) 6 7(1) Shiga 14(1) (1) 8 1 3(1) 381 1, Kyoto 22(4) 2(1) 2(1) 18(2) 6 8(2) ,985 1,485 Osaka 40(2) (2) 16 15(2) 3 1,459 5,720 3,457 Hyogo ,008 3,359 2,410 Nara 11(2) 1 1 9(2) 5(1) 3(1) Wakayama 12(1) (1) 8(1) Note: s in parentheses indicate the number branch schools

56 B. s special education classes at public primary and middle schools, and the numbers students in these classes (as May 1, 2002) Primary Schools Classes Total Intell. Phys. Disabled Ill/weak Weak eyesight Hearing Speech impediment Emotional disorder students Mie Shiga Kyoto ,203 Osaka 1, ,944 Hyogo 1, ,631 Nara Wakayama Middle Schools Classes Total Intell. Phys. disabled Ill/weak Weak eyesight Hearing Speech impediment Emotional disorder students Mie Shiga Kyoto Osaka ,950 Hyogo ,072 Nara Wakayama

57 5. Chugoku, Shikoku region (Shimana) (Tottori) (Hiroshima) (Okayama) (Ehime) (Kagawa) (Kochi) (Tokushima) A. s public schools for children with hearing impairments, children with visual impairments, and special education schools, and numbers students and teachers at these schools (as May 1, 2002) Total Visually Schools Special Education Schools Hearing Subtotal Intell. Phys. Ill/weak disabled classes students teachers Tottori 10(1) 1 2(1) Shimane Okayama , Hiroshima 17(1) 1 3(1) ,319 1,069 Yamaguchi 15(2) 1 2(1) 12(1) 9(1) , Tokushima 10(2) 1 1 8(2) 5(2) Kagawa Ehime 15(6) (6) 9(5) 2(1) , Kochi 15(5) (5) 6 5(4) 2(1) Note: s in parentheses indicate the number branch schools