Abstract
This study examines the current status of and issues related to “peer interactions and collaborative learning” in regular schools from the standpoint of special schools. We conducted a case study on two special schools and derived the following four interpretations: first, as children transition from elementary to junior high school, they experience limited peer interactions and collaborative learning; second, individual integration depends on parents’ wishes and the availability of transportation; third, the quality of peer interactions and collaborative learning depends on the awareness and structure of teachers in regular schools; fourth, the implementation and search for implementation methods have been affected by the coronavirus disease 2019 pandemic. Although there are many issues yet to be addressed, the fact that peer interactions and collaborative learning are being encouraged in special schools to promote inclusive education needs to be positively evaluated
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