The differences and similarities between the Japanese and Peruvian Special Education
practice，considering aspects like，educational approaches used，communication strategies to
deal with non-verbal students and the education system in general，were explored. Teachers
of intellectual disabled children in Japan (30) and Peru (30) were the participants who completed a questionnaire developed by the researcher to determine the different ways of teaching in both countries. Results indicate important differences in the practice of special education
between the groups，but some coincidences in the limitations teachers have in this field.
The importance of inclusion doctrine in both countries and the role it plays in thespecial education system was found to be considerable. Implications include the need of an individualized
education for students with special educational needs.
applied behavior analysis (ABA)
picture exchange communication system (PECS)