<Notes>A Study on the Tsukyu approach in Japan: Focus on collaboration in resource room practices.

This study explores a possibility to take advantage of an educational approach: Tsukyu. It is also known for resource rooms in Japan. This study aims to explore resource room practices, focusing on one in the U.S., and to discuss some implications for improvement of tsukyu in Japan. First, the study is divided into three periods in which the government has established the tsukyu system: before its institutionalization, after the establishment of the special needs education, and after developmental disabilities came to be regarded as the target of special needs education. Also, the number of students who are served in tsukyu has recently increased. Next, considering the number of students with disabilities in the U.S., resource room practices seem to decline, and it is reflected on the policy towards education in a regular classroom. Additionally, resource room teachers are involved in regular classroom education, and it means that their collaboration does not stick to resource rooms but aims to bring students with disabilities to study in regular classrooms. Finally, this study places an importance on collaboration itself, instead of regular classroom education because Japanese education system includes special needs education as a general education system so that dichotomous between special education and regular education cannot necessary be the case, at least as the government policy. The study concludes that tsukyu system should be revamped in the sense teachers collaborate more to ensure children access secondary education where much less tsukyu service is available than to integrate children into regular classrooms