Problem-solving ability is a core concept in intellectual disability and must be considered in individual instruction plans for students to be successful.
The purpose of this study was to determine whether problem-solving ability is regularly mentioned in individual instruction plans and to confirm the continuity of the four elements of problem-solving ability (goal formation / planning / carrying out activities / effective performance) within each item of each individual instruction plan.
We quantitatively analyzed 233 sentences extracted from the individual instruction plans generated for 20 students with intellectual disability and examined the individual items within each　instruction plan.
We found that references to problem-solving ability occurred in all items and were more frequent than references to other factors.
Our results suggest that from the analysis of the four components concerning problem solving ability, in the actual situation grasping, the number of components of "goal formation" is significantly larger, and in the item of instruction goal and instruction contents, "goal formation" ,"planning" and "carrying out activities" are significantly larger .
The results shows teachers at the special support school for intellectual disability instruct a problem solving ability positioned in instruction plan, and instructions contents and procedures of teacher's preparation of individual instruction plan.