[MEXT] Release of Survey Results on Students with Special Education Needs in Regular Classrooms
On December 13, 2022, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) released the "Results of the Survey on Students with Special Education Needs Attending Regular Classes (2022)”.
The purpose of the survey is to clarify the actual situation of students with special education needs attending regular classes and the status of support available for them, as well as to provide basic data for the consideration of future policies and measures, taking into account that 10 years have passed since the last survey in 2012 and that various circumstances surrounding students with disabilities, including developmental disabilities, have changed during this period.
The survey method is as follows:
(1) Survey period
The survey was conducted from January to February 2022.
(2) Survey target area, schools, etc.
The population of the survey consisted of students attending regular classes in public elementary, lower secondary, and upper secondary schools throughout Japan.
(3) Number and rate of collection
Of the 88,516 sampled students (35,963 in elementary schools, 17,988 in lower secondary schools, and 34,565 in upper secondary schools), 74,919 students responded for a collection rate of 84.6%.
Of the 1,800 schools sampled, 1,627 responded with a response rate of 90.4%.
(4) Survey Respondents
Classroom teachers filled out the survey, and the responses were checked by either the special education coordinator or the vice principal, with the principal’s approval.
Some of the findings of the survey are as follows:
- The estimated percentage of students with no intellectual developmental delay but "showing significant difficulties in learning or behavior" was 8.8% in elementary and lower secondary schools (6.5% in 2012) and 2.2% in upper secondary schools.
- Estimates of difficulties in percentage are as follows:
|
Elementary and Lower Secondary Schools Students demonstrate significant difficulty with: |
% |
|
"listening" or "speaking" |
2.5% |
|
"reading" or "writing" |
3.5% |
|
"calculating" or "reasoning" |
3.4% |
|
"inattention" problems |
3.6% |
|
"hyperactivity-impulsivity" problems |
1.6% |
|
"interpersonal and particularity" problems |
1.7% |
- Estimates of the percentage of respective difficulty by gender are as follows:
|
Elementary and Lower Secondary Schools |
Male |
Female |
|
Significant "learning difficulties" |
8.3% |
4.5% |
|
Significant "inattention or hyperactivity-impulsivity" problems |
6.6% |
1.4% |
|
Significantly demonstrates "interpersonal/particularity" problems |
2.7% |
0.7% |
|
Significantly demonstrates "learning or behavioral difficulties" |
12.1% |
5.4% |
For more information, please visit the website below:
https://www.mext.go.jp/b_menu/houdou/2022/1421569_00005.htm
