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Through a questionnaire survey of teachers of special classes for children with low vision in Japan’s primary and lower secondary schools, this study aims to clarify the basic data of children in these classes, the realities of their learning situations, and the realities of the instruction they receive from their teachers. A special class for children with low vision is a class specially organised in primary and lower secondary schools to deliver an education that is appropriate to children with low vision. Basic data items for children covered grade, sex, and visual acuity and also the written characters, low-vision devices, and textbooks that they use in their studies. The survey also elicited responses about the information and communication technology (ICT) devices that teachers use in their teaching, their number of years’ teaching experience, their number of years’ experience teaching children who are visually impaired, and the content or topic of training that they desire to improve their specialisation in the education of children who are visually impaired. In addition to obtaining statistics on basic items related to children’s sex and visual acuity, the results revealed change in children’s actual situations over the years through comparison with the results of previous studies. Specifically, the percentage of children with visual acuity under 20/66 increased, and the usage rate of braille decreased. We also learned that while usage rates of enlarged textbooks and ICT devices are increasing, the rate of using low-vision devices is decreasing. In addition, it was revealed that a majority of teachers had less than 3 years’ experience in education for children who are visually impaired, regardless of general teaching experience, and that there is a considerable need for training in basic knowledge.