NIGHT BLOSSOMS Govt urging teachers to have 2 years’ training

Two giant cherry blossom trees, said to be over 400 years old, are reflected in the water of a rice paddy in Gero, Gifu Prefecture. The trees are 25 and 30 meters high and have been designated by the prefecture as natural treasures. They are known as Nawashiro-zakura, or seedbed cherry blossoms, as local farmers used to wait for them to bloom before starting to prepare paddies for rice seedlings. The trees are lit up every evening from 6:30 p.m. to 9 p.m. while in bloom. (April 12)

In a bid to improve the education of students with disabilities or special needs, all newly appointed teachers should get at least two years of experience teaching such students, according to an education ministry policy starting this scal year.

e Education, Culture, Sports, Science and Technology Ministry sent a notice on March 31 to all boards of education informing them of the policy, which is to be implemented by scal 2024.

e policy obligates boards of education to make sincere e orts to let new teachers obtain at least two years of experience teaching special needs classes or at special needs schools within about 10 years of being hired.

e number of children with disabilities who are enrolled in special education classes or ordinary classes has been rising sharply.

e aim is for teachers to acquire experience teaching children with disabilities to appropriately instruct such students taking into account the particular characteristics of children with special needs.

More than 80% of elementary and junior high schools have classes for children with disabilities.

e number of students enrolled in such classes totaled about 330,000 in scal 2021, an about twofold increase from a decade ago.

e number of students who are enrolled in ordinary classes but also receive special education in some subjects totaled about 130,000 in scal 2019, a 2.5-fold rise from 10 years ago.

In special needs classes, students with intellectual impairments, autism or emotional disabilities accounted for 96% of the total.

Even in ordinary classes, it has become more common for teachers to instruct children with disabilities.

However, the percentage of teachers in charge of special needs classes who have a license to teach at special needs schools is just 30%. In addition, the percentage of teachers in temporary non-regular employment status teaching special needs classes is high.

Elementary and junior high school teachers are not required to have a specialized license to teach students with special needs, but it is recommended. (April 12)

The Yomiuri Shimbun