Departmental Bulletin Paper 高等学校における特別支援教育の現状
The Current Status and Problems of Special Needs Education at Japanese Upper Secondary School

佐野, 博己

Based on the history of Japanese high school education after World War II, this research clarify problems specific to high schools. In Japan, almost all candidates go on to high school. However, high school teachers continue to have the idea of selecting qualified persons through the entrance examination. And even after enrolling the students, this idea will continue. This contradiction makes it difficult to promote Special Needs Education at high schools. According to a survey conducted by the Ministry of Education, Culture, Sports, Science and Technology, about 15% of students who are enrolled in the part-time courses and correspondence courses have special educational needs. In addition to developmental problems, they often have various other problems. Also, because their dropout rate is high, it is necessary to deploy more teachers and support. Students with special educational needs are enrolled in full-time courses, but they are hard to be noticed because of their high academic ability. Problems are often manifested after entering the universities or after finding employment, so support beginning from the high school level is necessary. In order to promote Special Needs Education at high schools, I propose two measures. First, the Special Educational Needs Coordinators form the expert groups. The second is to utilize Artificial Intelligence. By forming the expert groups, the coordinators can take initiative in training. Artificial intelligence will be an effective tool to help teachers who support students. Because it is a difficult problem to solve, it is necessary to change the bold idea.

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