[MEXT] Publication of a Report by the Study Council on the Modality of Training Teachers Responsible for Special Needs Education

On March 31, 2022, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) published a report compiled by the Study Council on the Modality of Training Teachers Responsible for Special Needs Education.

The Study Council was established on October 25, 2021, to discuss how to train teachers on special needs education (SNE). The rationale of the establishment of this Study Council was the need to secure SNE teachers and further improve their expertise in order to respond to the increasing number of preschool children, pupils, and students who need to receive SNE and to realize an inclusive society by establishing the philosophy of an inclusive education system.

In addition, the Expert Committee on Special Needs Education in the New Era report compiled in January 2021 requires all teachers to have the basic knowledge of SNE and an understanding of reasonable accommodation and such. Furthermore, the report calls for teachers in charge of SNE classrooms and Tukyu* classes to play a central role in SNE at mainstream elementary schools and other schools and to have the specialized knowledge and practical skills related to independent living activities and developmental disabilities. In contrast, teachers in SNE schools are expected to have a wide range of knowledge and skills to fully assess the conditions and characteristics of disabilities, as well as their stages of physical and mental development, which must be reflected when teaching each subject, such as independent living activities.

*Tukyu = A class for pupils with mild disabilities who attend SNE several times a week

The following is a summary of the guidelines indicated in the report:　

(1) Capacity development at the training stage

  • Establish a core curriculum that indicates the qualities and abilities that must be commonly acquired to guarantee the contents and standards of the teaching programs for the SNE school teacher's licensure nationwide.
  • Encourage students to practice in SNE schools and SNE classrooms during their practical training and caregiving experiences.
  • Establish a system to enable students to obtain licenses and credits by promoting the credit transfer system through inter-university cooperation.
  • Develop practical skills through collaboration with boards of education (Faculty members with practical experience in SNE at local boards of education for many years and with high practical skills should teach classes).  In addition, graduate schools for education, etc., should include SNE courses and reflect the recommendations of the boards of education).

(2) Devising strategies at the recruitment stage

  • Factoring in of experience in SNE at the time of hiring
  • All newly hired teachers must acquire multiple years of experience teaching in SNE settings by the end of their 10th year.

(3) Developing the teachers' expertise by improving school systems, diversifying career paths, and promoting personnel exchange

  • Limit the number of requirements for teachers in SNE schools who do not have an SNE teaching license
  • Promote in-school training, exchange classes with classroom teachers, and on-the-job training
  • Strengthen personnel exchanges between SNE classroom teachers in mainstream schools and SNE school teachers.
  • Consider the SNE experience a factor when appointing to managerial positions
  • Improve the school's internal system by setting targets in terms of  SNE in school management policies, etc.

(4) Developing the teachers' expertise through out-of-school training

  • Organize and enhance online contents produced by the National Institute for Special Needs Education (NISE) : correspondence courses in line with the Learning Laboratory and Licensing Act
  • Organize and systematize content based on the board of education's teacher development indicators and such so that it can be used in accordance with career paths (NISE)
  • Create a training guide (NISE)

(5) Survey and assessment by the National Government → Improvement through feedback from universities and boards of education

For more information, please visit the website below (Japanese only):
https://www.mext.go.jp/b_menu/shingi/chousa/shotou/173/index.html

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