Furthermore, Menon et al. (2015) also highlighted the important role of government funding in supporting the Canadian healthcare system for rare diseases. Developmental disorders share similar challenges in terms of diagnostic complexity and the need for personalized care. Thus, this financial support framework could also be highly beneficial in advancing the implementation of genomic medicine for developmental disorders in the future. However, significant challenges remain, particularly in rural and Indigenous communities, where access to advanced medical care is limited. Also, the shortage of healthcare professionals and medical equipment remains a serious issue. To address these inequities, strengthening policy support and reallocating medical resources are likely to be key areas for future action. child is diagnosed with ASD at a medical institution, that information is not automatically shared with the school or educational institution. Instead, parents must voluntarily communicate the diagnosis and then undergo a separate educational assessment. Some studies suggest that social stigma surrounding developmental disorders or parents' desire for their children to be treated the same as other children often leads to situations where diagnostic results are not communicated to schools. As a result, many children may not receive the support they need. Furthermore, because the development and implementation of IEPs vary by school, regional gaps in support services have also become a growing concern. Thus, while Canada emphasizes information sharing and comprehensive support models, Japan continues to be characterized by fragmented systems and non-standardized responses. In Japan, it will be increasingly important to establish an integrated system that enables smooth integration of diagnostic insights gained through genomic medicine into education and welfare, including updates to organizational systems that facilitate collaboration. On the other hand, Canada is actively promoting the use of genomic medicine for rare diseases and neurodevelopmental disorders through nationwide programs such as Care4Rare Canada and Genome-wide Sequencing Ontario (GSO). In particular, WGS is increasingly being used as a diagnostic aid*5 in cases where diagnosis is time-consuming or where standard testing cannot determine the cause. While each province administers its healthcare system in Canada, one remarkable feature is its relatively established infrastructure for post-diagnostic coordination and information sharing. This includes genetic counseling, interpretation support by medical specialists, and communication with educational institutions. These efforts have contributed to the creation of a comprehensive support system following diagnosis, where parents and educators can share information and apply it to targeted support strategies. This approach marks a key difference from Japan’s model, where research and development are largely driven by the private sector. While the previous sections examined the state of medical systems for developmental disorders in Canada and Japan, notable differences also exist in how support systems are designed and implemented in each country. In Canada, inclusive education is a central principle which emphasizes the value of learning together regardless of differences in background or ability. In addition to that, Individualized Education Plans (IEPs) are developed flexibly for children who need support, regardless of whether they have received a formal diagnosis. Moreover, a system for information sharing between the medical and educational sectors is well established, enabling children diagnosed with developmental disorders to receive appropriate accommodations in educational settings. For example, in some university hospitals, a collaborative support model has been introduced in which neuropsychologists, educational counselors, and genetic counselors work together. This structure allows for the direct integration of medical assessments into educational support planning. The presence of such interdisciplinary teams facilitates the implementation of comprehensive support across local communities. In contrast, in Japan, the healthcare, welfare, and education sectors operate under separate institutional frameworks, resulting in structural challenges that make it difficult to incorporate diagnostic information directly into educational support. For example, even if a 20 4. Current Situation in Canada5. Coordination Between Education, Healthcare, and Welfare:A Comparison of Support Systems in Canada and Japan
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