In this study, we reviewed the history and relevant literature of career education and life career education. At the same time, we clarified the essential points of education by viewing and discussing guidance for children with intellectual disabilities, guidance for children with high-functioning developmental disabilities, and guidance at University Attached School for Special Needs Education for intellectual disabilities through the perspective of life career. The main results of our research are as follows. 1)Education and practices related to life career are undoubtedly progressing. In special needs education, it is vital to nurture career adaptability and life career resilience. 2)If teachers share the perspective of life career education, they can have a qualitative and quantitative influence on the relationships among children by setting up learning activities (meetings) that are open to participation of children of different grades and continuously guiding children with intellectual disabilities. 3)For young children with high-functioning developmental disabilities, life career development support from early childhood and the setting up of opportunities for young children to become aware of each other and act altruistically are particularly important. 4)In life career education for young students with intellectual disabilities or autism, the three concepts of "work, life, and leisure" are of importance. Further, by incorporating a systematic teaching model in education, the quality of lessons increases, leading to transformation in the children. 5)In life career education, it is necessary to expand on experiences helpful for choosing a fitting way of life in the future. For this purpose, for example, leisure — especially the participation in recreation and sports — is of importance. 6)It is important to educate and train teachers to provide adequate guidance based on the key concepts of career education and life career education in special needs education
