Special Needs Education at the Forefront in Japan: Over 200,000 Students Receiving Resource Room Support, Background and Future Challenges

According to the latest survey released by the Ministry of Education, Culture, Sports, Science and Technology on July 16, 2025, the number of students receiving "resource room type individual support" for developmental disabilities reached a record high of 203,376 in the 2023 academic year, an increase of 5,033 from the previous year. This marks the 32nd consecutive year of increase since the survey began in 1993, surpassing 200,000 for the first time. The breakdown includes 166,403 elementary school students (about 2.8% of all students), 34,393 junior high school students, and 2,327 high school students, with increases across all school levels. Among the types of disabilities, ADHD was the most common, with 44,107 students. The increase is attributed to: 1) more precise diagnosis and early detection of developmental disabilities, 2) expansion of the system due to the promotion of inclusive education, and 3) improved understanding among parents and teachers. On the other hand, challenges include a shortage of specialized teachers, regional disparities, and the burden on school operations. The government has issued a notice calling for "strengthening middle and high school systems" and "utilizing ICT," steering towards qualitative enhancement. For foreign families, resource room support is a unique Japanese model that aims for individual optimization while being enrolled in regular classes, with future focus on collaboration between education, welfare, and the community.