My name is Shinichi Nakamura. I have just assumed the position of President of the National Institute of Special Needs Education (NISE). Taking advantage of my experience in educational administration and other areas, I am determined to help the Institute fulfill its role as a national center for special needs education for the future of children with disabilities.

　The NISE was established in 1971 as the National Institute of Special Education under the direct jurisdiction of the Ministry of Education at that time to contribute to the enrichment and development of education for children with disabilities in Japan. In 2001, the Institute was reestablished as an incorporated administrative agency as part of the government's administrative reform. Due to the revision of the School Education Act in 2006, the educational system was reformed from "special education" to "special needs education" in 2007, with the name of the NISE changed accordingly to the present National Institute of Special Needs Education. Recent trends in special needs education show how dramatically its surrounding environment is changing, as exemplified by the following events: (a) As mentioned above, a major educational system reform was put in place in FY 2007 for the full implementation of special needs education, (b) in 2013, the Order for Enforcement of the School Education Act was partially amended to determine where children with disabilities should receive an education based on consensus formation, with maximum respect paid to the wishes of such children and their parents or guardians, (c) in 2014, the UN Convention on the Rights of Persons with Disabilities was ratified, (d) in 2016, the Act for Eliminating Discrimination against Persons with Disabilities was enforced, (e) in 2017, based on the flexible selection of learning environments for children with disabilities, the new Courses of Study for special-needs kindergartens, elementary schools, and lower secondary schools were announced to emphasize continuity with the curricula of kindergartens, elementary schools, lower secondary schools, and high schools (the new Courses of Study for high schools were announced in 2019), and (f) in 2018, special support services in resource rooms at high schools were institutionalized.

　Meanwhile, the Central Council for Education proposed the following in its report compiled in 2021 as the ideal form of special needs education for the new era: (a) Strengthen the development and integration of learning environments for children with disabilities, (b) enhance the expertise of teachers in charge of special needs education, and (c) enrich seamless support through strengthened cooperation between pertinent organizations. Furthermore, this September, Japan received recommendations from the Committee on the Rights of Persons with Disabilities concerning observations on the initial report of Japan, which called for further enrichment and promotion of special needs education.

　Under these circumstances, the Institute entered the fifth medium-term objectives and plan period in FY 2021. To build an inclusive education system, the NISE is committed to contributing to realizing an education system that meets the educational needs of each child with disabilities. To make it happen, the NISE will conduct practical research activities in response directly to national policies, specialized and technical training, and information gathering and dissemination in an integrated manner in collaboration and cooperation with the national government, local governments, and pertinent organizations. I appreciate your continued understanding and cooperation.