The attempt to educate physically handicapped children in ]apan has greatly delayed, although the same as physical handicap, compared to that of visually or hearing handicapped children. It is apparent in the fact that the first school for the visually or hearing handicapped appeared until the end of the 18th century, but education for the physícally handicapped was not attempted. The reasons include: First, few physically handicapped children survived. Since medical or hospital service was in the early stage, physically handicapped children who can survive in the present were dead. Second, a social bias against the physically handicapped was much stronger than the visually or hearing handicapped. Third, medical science has been greatly developed. Although the educatíon of the physically handicapped is closely related with medical science, compared to visual or hearing handicap which is fixed in disorder, important medical science, especially orthopedics, was a undeveloped field for long time Fínally, there are some problems ín education methods. Because the education of visually or hearing handicapped children was very different from that of normal children, it was more likely to be natural to be separated from the normal children and taught using independent methods such as braille or sign language. In contrast, unique educatíon methods were not presented for the physically handicapped. For these reasons, the education of the physically handicapped was delayed, compared to that of the visually or hearing handicapped. However, in the 19th century, it began to gradually grow ín the West as a part of special education and in the 20th century, it established the basis for developíng systematícally. Based on the historical background, this study íntended to consider the direction of the education of the physically handicapped in Korea by examining the growth process, the objectives of school curriculums, and support system and real situation of the physically handicapped’s education in Japan which influenced Korea most.