<Case ①> A High School Attended by a Ventilator User

Reported by Mr. Tomoyoshi Shinozaki, General Principal

Tokyo Metropolitan Mizumoto Koai Gakuen

At our school, we provide assistance/advice to Tokyo metropolitan high schools attended by ventilator users in need of medical care.  We provided a wide range of assistance from establishment of a medical care group in the client schools to its implementation of the medical care program.  At the beginning of the school year, the vice-principal, homeroom teacher, and coordinator of the high school met with the coordinator and nurses of our school to discuss and determine the type of assistance that the high school student needs and the information and resources that our school can provide in terms of medical care.  We discussed a wide range of topics, from the Tokyo Metropolitan Government’s “Guidelines for Safe School Life for Children in Need of Medical Care, particularly with a Ventilator” to daily observations about health.  After that, we provided information on how to request the government for a budget to purchase the items necessary for medical care, and also we trained their school nurse at our school.  We also provided a field survey checklist for the students in need of medical care who attend events that require an over-night stay.　 For the full-scale implementation of medical care, we have established a system of support for students who have medical and health concerns at any time according to the request of the high school.

<Case ②> A School for Persons with Intellectual Disabilities where a Student had had a Tracheotomy

Reported by Hajime Suwa, General Principal, Tokyo Metropolitan Shimura Gakuen

Our school provides assistance to local special schools (elementary and junior high) for intellectual disabilities.  Two children (with tracheotomy / tube feeding through gastric fistula) were to be enrolled in the elementary department of the school.  We provided:

1. a medical care tour of our school to the vice-principal, school nurse and part-time nurse of the special school,
2. a check on the manuals related to medical care,
3. assistance in preparing the documents for medical examinations and instruction forms,
4. a medical care seminar, and
5. guidance and advice when performing medical care.

<Case ③> A Familiar Place Created For Children in Need of Medical Care and Their Parents/Guardians

Reported by Ms. Yoshiko Hiramoto, Principal

Kyoto Municipal Kuretake School for Persons with Disabilities

At our school, we provided assistance for projects creating places to get-together for children in need of medical care and their parents.  Specifically, we provide training under the theme of “School Life after Enrollment” as well as individual consultations.  These activities, which were carried out three times in total, attracted the interest not only of the parents of children in need of medical care, but also by a wide range of parents/guardians with preschool children.  In the individual consultations many parents/guardians expressed their concerns.  What I realized is that there are many parents who have concerns about the developmental challenges of their children but can hardly find anyone to consult with.  Parental support is essential to enriching the lives of children with developmental challenges.  The activities made me realize again that the school’s function as a regional support center should also serve as a familiar place of consultation for such parents/guardians.

<Case ④> A School Covering a Wide School District

Reported by Mr. Masaki Nakajo, Principal

Hokkaido Shiranuka School for Special Needs Education

Our school is located in Shiranuka Town in the eastern part of Hokkaido.  It is a school for persons with orthopedic disabilities attached to Shiranuka Gakuen (Social Welfare Corporation).  It is the only school for the persons with orthopedic disabilities in eastern Hokkaido, and the area it serves extends to Nemuro City, which is more than 150 km away.  I would like to introduce two examples of our school’s notable way of rendering assistance.　 One is the “Partner Teacher Dispatch Project,” in which teachers visit kindergartens, elementary, junior high, and senior high schools up to three times a year to provide advice/assistance necessary for special needs education.  We mainly give assistance to special classes for students with orthopedic disabilities, but due to the peculiarity of the region, we provide assistance that goes beyond the type of disabilities.  Since our visit often takes one whole day and the time is limited, we provide assistance with the cooperation of the client school by collecting the information on their situation in advance.

The other example is that twice a year we hold seminars and exchange of information on the cases we experienced by gathering school coordinators, nursery school / kindergarten staff, public health nurses, and government officials in the region.  In the last fiscal year, we had a simulated experience of using scissors the way children have difficulty in using scissors from the viewpoint of body and hand movements under the theme, “Supporting the Children You Care About.”  According to our teacher in charge of activities that promote independence, it is important to raise children in an environment where the children can gain a new experience every day even for a short time, and for the family to show support and cooperation (see photo).

Photo: Workshop conducting simulated experiences

<Case ⑤> Assistance to a High School

Reported by Mr. Masaru Harui, Principal

Osaka Prefectural Hirano School for Special Needs Education

This year, we received an inquiry from a prefectural high school, saying “In order to have a common understanding of how to approach the students in need of support in each grade, we have to make an individual educational assistance plan.  How should we go about it specifically?”  To respond to this need, we decided to provide training to teachers of the relevant grade of the school.  To make the training effective, we spoke directly with the learning support staff who was dealing with the student.  To create the training materials, we placed importance on the concise explanation about specific procedures.  By implementing the training based on these, we were able to get a closer look at the specific situation of the students, clarify points to be supported while making plans, and make the training become more meaningful.  Through this experience, I have realized that in a high school where the students will have various future courses after graduation, coming up with the appropriate and needed support will also expand the future options of the students.