The psychology, physiology and pathology of children with health impairment have not been sufficiently understood in the field of education. However, there is no tool to measure the psychological, physiological and pathological changes of children with health impairment until now and the current state of the classes to consider the psychology, physiology and pathology of children with health impairment has not been investigated. This study aimed to clarify the relationship between the psychological, physiological and pathological changes of children with health impairment and the outcome of the classes by using the PATCHI and SNEAT. The class evaluations were carried out for one 5th-grade student with health impairment by using both PATCHI and SNEAT once a week between January and March in 2015. In results of data collection, the psychological, physiological and pathological changes of children with health impairment and the outcomes of classes at schools were measured and the tasks to be improved in the curriculum of universities for teacher education for special needs education were investigated. ＜Key-words＞The psychology, physiology and pathology of children with health impairment, Assessment, SNEAT, PATCHI colora420@gmail.com (Aiko KOHARA) Asian J Human Services, 2015, 9:107-117.

In Japan, the number of students with developmental disorders has been increasing every year since 2007, so developmental disorders are now prevalent in Japanese classrooms. In this paper, the definitions of "developmental disorders" are summarized for each of seven countries. Results showed that among the seven, only Japan and South Korea have established definitions for developmental disorders. Educational inclusivity for children with disabilities is currently increasing around the world. The United Kingdom, one of the most advanced countries in terms of educational inclusion, provides education "to enable people to take into account not only disability but also all other factors." As a way to make this possible in Japan, new initiatives are being developed.One such initiative is the concept of "IN-Child" and "IN-Child Record" proposed by Han, Ota, and Kwon (2016). Research that enables educational evaluation and continuous support tailored to individual needs. This research will enable Japan to achieve inclusion without lagging behind the world. We hope that this will halt the "developmental disorders bubble" in Japan.

This study aimed to provide basic information for the connecting system of health, medical and welfare services by researching the needs and actual status of the utilization of health, medical and welfare services for the elderly who are living in D city in South Korea. For this study, interview survey was employed as the research method.The results showed that 65.4% of respondents were the recipients of Basic Senior Pension and about 30% were in low-income group. 86.8% had chronic diseases and due to those diseases, they have been gone to hospitals or/and clinics. However, there were not many respondents who have used health, medical and welfare services. Even though the elderly have health and its care related problems simultaneously, they have received services that are limited to either health or care services, which is the reason that the connecting system of health, medical and welfare services is required. As health, medical and welfare services is indispensable to improve the quality of life of the elderly, it is critical that organizations to be in responsible for systemically connecting health, medical and welfare services need to be expanded. ＜Key-words＞ connection of health, medical and welfare services, Long-term Care Insurance, needs of health, medical and welfare services, actual condition of utilization hancw917@gmail.com(Changwan HAN) Asian J Human Services, 2013, 5:39-53.

With regard to the diagnosis of developmental disorders in Japan, it has been reported that it takes a long time (3-10 months) for children to be examined to find out if they have a developmental disorder due to the limited number of medical specialists and specialized healthcare institutions. To resolve this problem, collaboration between the fields of medicine and education has been suggested, by using the "Inclusive Needs-Child Record (IN-Child Record: ICR)." ICR, however, was originally created for the teachers in the field of education, and as such, there are many items therein that are not needed by medical specialists. As such, the necessity of coming up with a new tool has arisen to facilitate the communication and collaboration between the fields of medicine and education. Therefore, this study aimed to develop a tool for effectively providing medical specialists with the information on children possessed by teachers, who spend the longest time with the children. The new tool was designed by combining ICR with DSM-5. To determine the core information that medical specialists need to know for the diagnosis of developmental disorders, a survey was conducted among 1,059 children from elementary and junior high schools in Okinawa Prefecture. From the results of the survey and of the correlation analysis between ICR and DSM-5 (Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition), the items that should be included in the new tool were selected, with focus on autism spectrum disorder (ASD) and attention deficit/hyperactivity disorder (ADHD). Finally, the tool for collaboration between the fields of medicine and education was established, consisting of 35 items in four domains. Through the future research, the tool needs to be further developed after verifying its reliability and validity. instance, it takes 3-10 months for children to receive their first medical examination in the majority of healthcare institutions that provide developmental disorder diagnosis services. Furthermore, as the examination based on which it is determined if a child has a developmental disorder includes an in-depth investigation of the child's infanthood and growth process, the diagnosis takes 1-2 hours per patient, which limits the number of patients that can be examined in a day (MIC, 2017). ＜Key-words＞According to the Ministry of Education, Culture, Sports, Science, and Technology (MEXT), an estimated 6.5% of the children attending school may have a developmental disorder (MEXT, 2012). MEXT has recommended the utilization of the standard checklist that enables the identification of children with an early-stage developmental disorder in schools from kindergartens to high schools (MIC, 2017). If the teachers and school administrators, who spend much time with the children, can provide medical specialists with the information on such children's behaviors, it will enable the medical specialists to understand the children and to expedite the diagnosis process. Furthermore, if there are standard scales with c...