This paper reports on a case study of practical education and support for a junior college student with pervasive developmental disorders. At first, when the student entered the junior college, all the teaching and clerical staff, including me, did not have adequate knowledge and understanding concerning pervasive developmental disorders. Moreover, we had confusion and fear about expected trouble with the student. However, supporting system of the junior college was developed by having seminars on pervasive developmental disorders and the sharing of consciousness with all the staff.

As for me, I had never experienced in taking charge of students with pervasive developmental disorders. When I became a class teacher of the student, all I tried to do was as follows: first to make a reliable relationship with the student, second to believe in the potentiality of the student, and third to encourage the student to do his best. Actually it was very hard work for me to do so. However, by repeating trial and error, I developed and improved my own teaching method. Consequently, the student was able to graduate from the junior college and transfer to a university just as he had hoped.

In this paper I will introduce my ideas on how the teaching staff should educate and support students with disabilities. In addition, I will discuss building up an efficient educational support system and the stationing of a counselor as a specialist.