The aim of this paper is to clarify i) the history and significance of learning activities within the topic of community contribution in special support schools for students with intellectual disabilities, and ii) the ways in which such activities are developed in cooperation with the local community. Two special support schools for students with intellectual disabilities were visited, and relevant education delivery in the researcher’s school was investigated.
Utilization of educational activities already ongoing in the school, and of existing systems in the community, were found to facilitate smooth commencement of such community contribution learning activities. When starting these activities, it is also necessary to identify and explore the resources required to realize the school’s educational objectives. Meanwhile, improved communication with local facilities and groups will broaden the pool of available resources and ease the burden on teaching staff. In addition, if such learning activities are to be developed and maintained, it is essential to share outcomes, review community resources, and engage in curriculum management, including with the allocation of sufficient lesson time within annual planning.