<p>In this study, teacher requirements for Jiritsu-Katsudo instruction in special needs schools for children with physical disabilities were explored. Furthermore, fundamental data to contribute to the professional development of teachers were obtained. In Study 1, the structure of Jiritsu-Katsudo teaching needs was investigated. The causal model that affects these needs was explored in Study 2. The results revealed three influential factors, namely, medical understanding, approaches for designing individual teaching plans, and understanding Jiritsu-Katsudo philosophy. The factors affecting teachers' needs were examined using path analysis. The independent variables included the number of years of teaching experience in special needs schools and teacher collaboration. Teacher collaboration was closely connected to teacher needs. In particular, teacher collaboration in teaching Jiritsu-Katsudo affected all teacher needs factors, thus indicating that, when faced with uncertainty, teacher collaboration is important when teaching children with widely varying needs. It was further clarified that teachers require professional guidance on collaboration. Further