Special Educational Support Systems for Preschoolers With Disabilities in Public Preschools in Japan : Survey of Staff of City Boards of Education

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  • KIM Jinhee
    Graduate School of Comprehensive Human Sciences, University of Tsukuba
  • SONOYAMA Shigeki
    Graduate School of Comprehensive Human Sciences, University of Tsukuba

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  • 公立幼稚園における障害幼児への特別支援体制に関する調査研究 : 教育委員会担当職員への質問紙調査
  • コウリツ ヨウチエン ニ オケル ショウガイ ヨウジ エノ トクベツ シエン タイセイ ニ カンスル チョウサ ケンキュウ キョウイク イインカイ タントウ ショクイン エノ シツモンシ チョウサ

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Abstract

The present study examined how special educational support systems for preschoolers with disabilities are practiced in public preschools, in order to show the current status of and challenges for special supports, including Individual Teaching Plans. Questionnaires were distributed to staff of 37 city Boards of Education, and collected from 34 of those. The results were as follows: (1) Preschoolers with disabilities were enrolled in public kindergartens in 26 of the cities (76%), representing 2.2% of the children enrolled. (2) Asked about special supports including Individual Teaching Plans for the preschoolers with disabilities, the main suggestion was human support, such as helpers, part-time teachers, and assistant teachers; only 7 cities (21%) asked about implementing Individual Teaching Plans. (3) Responding to a question about the format of the Individual Teaching Plans actually used, only 1 Board of Education reported implementing Individual Teaching Plans based on a process extending from identifying the actual condition of the children with disabilities to evaluating the Individual Teaching Plans.

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