本研究では、特別支援学級の担任教師や発達障害児の母親にインタビューを行い、「疑問」の視点を踏まえながら告知やカミングアウトがどのような必要性や内容で行われているのかなどの実態を調査し、その傾向や、さらには現状における課題を明らかにしていくことを目的とする。The purpose of the present study was to investigate how to inform a student with developmental disabilities and his/her classmates about his/her diagnosis, disabilities and characteristics of disabilities. 5 classroom teachers of student with special needs and 10 mothers, who have children with developmental disabilities, were interviewed. In the interview, all mothers answered that they told their own children some explanation about his/her characteristics of disabilities. And the purposes was to tell their children about their disabilities and help them accept special supports for him/her, and also to response children's questions and help him/her realize about his/her characteristics of disabilities. Only one case, the student with developmental disabilities was informed his diagnosis. From these interview, it is considered to be difficult to inform self about his/her diagnosis. About informing classmates who have a friend's disabilities, and other cases that classmates were not informed at all. In the all cases that classmates were informed, the teachers didn't inform about the student's diagnosis to his/her classmates. They informed about only characteristics of the student with developmental disabilities. And the purpose of informing to classmates was to solve or prevent troubles between the student and classmates.