hl tbis report , the forest environmen 【 al education in Shiga Pref ture was taken up . Through all the processes of the expe 血ence le 舳 ng pro脚 e , 山e prog me of 血 e speci 田 一 needs schools were the eharacteristic contents of composi 直on − pared w 仙 山 ecommon school . This has suggested that it is necessary to set up a differen 【 【 arget from a common school , and 血 e con 鵬 of aprogram , in order to promote the fo爬 st environmental educa 口on of a specia1 −n ds school . But by programme of "

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... a 皿 01 ( o " , since the government had not distinctionized 止 e forest envirenmen 【 al education in accordance wi 山 each school , 魚 e 爬 sult of 血 s research showed 血at new designs of experience learning programme and 血 e active role of the govemment which shows the plan of an auxiliary ente Φ rise were called for . On the other hand, although evaluation of the programme as part of school education was comparatively low, it was shown that the evaluatiGn as experience study using the senses is high , and evalua 直on of the teacher about 血 e prograrnme itself is high generally . It means that expectations are encouraged to 血 e research on deployment and this of the forest environmental educadon in a fUture special − needs school .