Recently, I had the valuable opportunity to attend a session on ‘How to Support Children with Special Educational Needs in Early Years’ presented by experts and teachers from Osaka, Japan. This session took place on 9th February 2025 in Bangkok, Thailand and was organised by the Maletfan Foundation and three other foundations dedicated to children and people with disabilities in Thailand. Kumi-san from Maletfan Foundation acted as our Japanese-to-Thai interpreter throughout the day. As a Special Educational Needs and Disabilities (SEND) teacher trained in the UK, I was immediately struck by the similarities in our approaches to supporting children with additional needs.
Ryouiku
One of the key observations was the shared emphasis on early intervention and development. Just like in the UK, the Japanese system prioritises identifying and addressing developmental needs from a young age. The Japanese approach to SEND education is called Ryouiku, which aims to improve the quality of life for individuals with SEND so that they can live independently. Ryoiku is a holistic approach that involves the family, works with multidisciplinary teams of experts, and uses evidence-based medical knowledge and research to inform practice. Crucially, it follows and adapts its approaches to meet children’s needs as they grow. This focus on early intervention is particularly crucial for children with physical needs, ensuring they receive support right from the start. It’s encouraging to see this proactive approach mirrored across different cultures.
Parental involvement also appears to be a cornerstone of the Japanese system. Expectant parents are encouraged to regularly consult paediatricians throughout pregnancy and during key developmental milestones in their child’s early years. This proactive engagement mirrors the UK’s emphasis on working closely with families and highlights a global recognition of the importance of early parental support.
Japanese Schools for SEN Children
Moving into the school environment, the parallels with UK practice become even more apparent. Japanese schools and children’s centres, much like their UK counterparts, heavily rely on visual supports. Tools such as visual timetables and cue cards are clearly staples in Japanese classrooms. It was wonderful to see that visual timetables and visual cue cards on lanyards for ease of use are considered best practice. This mirrors the long-standing recognition in UK special schools of the effectiveness of visual aids. Seeing this successful strategy implemented outside of the UK was truly validating. Research consistently highlights the benefits of visual aids for children with SEND, improving communication, reducing anxiety and promoting independence.
Interestingly, Japan also has its own readily available visual support resources. The symbols used throughout the seminar are from DROPS: Dynamic and Resizable Open Picture Symbols a widely used Japanese symbol system that can be used free of charge within classroom settings. DROPS serves a similar purpose to Communicate in Print and Boardmaker, which are commonly used in the UK. This demonstrates a shared understanding of the need for culturally relevant and accessible visual communication tools.
Communication is Key
Beyond visual aids, Japanese educators, like their UK colleagues, place significant emphasis on clear communication strategies. They understand the importance of speaking in a way that is easily understood. This is particularly relevant in both Japanese and British cultures, where politeness can sometimes obscure direct communication. As someone who has experienced the challenges of navigating communication nuances, I appreciated the Japanese teachers’ recommendations:
- Use clear and concise language.
- Ask ‘easy to answer’ questions.
- Avoid complex vocabulary (including idioms!).
- Utilise visuals to support understanding consistently.
- Pause and check for comprehension.
Classroom Observation
Regarding classroom practice, Japanese teachers emphasised the importance of individualised observation and understanding of each child’s needs. They advocate for getting to know each child deeply, understanding their sensory and learning preferences, and then adapting the classroom environment accordingly.
This approach resonates deeply with my own practice in the UK. In my classroom, we similarly prioritise observing each child and creating a learning environment that is best suited to their individual needs. Our classrooms share common features; we utilise clearly defined spaces such as a calm corner, work corner, and padded areas where children can move safely and freely. By ensuring consistent marking and use of these designated areas, we aim to create a predictable and less anxiety-provoking environment where children feel at ease.
Key Takeaways:
- Clarity is Key: Ensure your language is concise, clear, and easy to understand.
- Simplify Vocabulary: Use simple and straightforward words.
- Visuals are Vital: Integrate visual supports consistently.
- Model Language: Demonstrate how to communicate.
- Repetition Reinforces: Repeat key words and concepts frequently.
- Structure and Explicit Teaching: Employ structured and explicit teaching methodologies.
- Praise Progress: Celebrate every step of progress!
I would like to add one more: introduce new learning in small steps! Ultimately, the underlying philosophy driving progress in Japanese schools appears remarkably similar to best practice worldwide. We share the belief in celebrating small wins, presuming competence in every child, and fostering self-belief and a love of learning. We are united by the conviction that all children can learn when provided with the right support.
Listening to fellow SEND teachers and experts from Japan reaffirmed the global commitment to children with special educational needs. It was heartening to feel a sense of connection with professionals dedicated to these children in every corner of the world.
I sincerely hope that I will have the opportunity to visit a Japanese SEND classroom in person one day!