In recent years, a special-needs class of elementary school in Japan enrolls many CLD children who have roots in foreign countries. Generally, it is difficult for a CLD child to tell whether it is temporary double-limited or functional obstacle, and many cases are misdirected in a special-needs class. Especially in the Tokai area, which many Brazilian live children are enrolled in those classes. In this study, six Japanese Brazilian children enrolled in a special needs class of Japanese elementary school or seen as a developmental disorder are asked to investigate the language ability of Portuguese and Japanese, intelligence test in Portuguese and Japanese (WISC-IV) was conducted. As a result, there were two children who seemed to have no obstacles with both IQ and behavioral observation. In addition, it became clear that there is a possibility that CLD children appear performance linguistically complementarily. As a result, it was suggested that there is a need to conduct a developmental assessment by a bilingual tester.