Dynamic Analysis of Special Classes and Resource Rooms in Shift period to Special Needs Education in Japan

通过对现有统计数据的分析，澄清了以下几点。1.在特殊支持教育机构学习的儿童人数在20世纪90年代中期呈指数级增长。2.在特殊支持班学习人数的增加尤为显著。3.行政区划之间的巨大差异在那里可以看到。此外，从2007年开始的三年的调查结果表明，该制度在中小学特殊支持教育中的适用性并不高，尽管它理应保持不变。根据学校规模的不同，有特殊需要的孩子的掌握程度也不同。如果学校规模匹配，特殊支持班将有效地发挥学校资源的作用。

From the analysis of existing statistics, the following was clarified. 1. The number of children who were learning in the special support educational institution changed to an exponential increase in middle of the 1990's. 2. This increase is especially remarkable in the special support classes. 3. The big difference between administrative divisions is seen there. Moreover, as a result of investigation for three years from 2007, the applicability of the system for the special support education in elementary and junior high schools is not high though it has been supposedly maintained. The grasp rate of the child who has special needs is different depending on the school size. If the school size was matched, the special support class functioned effectively as a resource in the school.