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Reasonable Accommodations and support in lessons

Reasonable Accommodations and support in lessons

Introduction

Details of a request are stated in the “Letter of request for reasonable accommodation”. Please check the condition and requests of the student in question, and take time to consult with the student about what can and cannot be done for your classes. The “reasonable accommodation” does not refer to changing the evaluation criteria or grades, but only considers the methods of classes and examinations. If it is difficult for you to make arrangements on your own, please consult the Support Center for Students with Disabilities(SCSD).

  • 【For Faculty】Note for handling personal information described in the Letter of request for reasonable accommodation

    　The Letter of request for reasonable accommodation includes sophisticated personal information. On receiving this letter, please handle with great care both the document itself, and the information described within.
    　There have been cases where trouble has occurred due to the handling of personal information in other universities. Please check the example cases and take great care when handling the letter.

  • 【For Faculty】Example Cases of troubles related to Letters of request for reasonable accommodation

    ◇Asking the student about the accommodation in a situation where other students can hear.

    ◇Showing the letter to other faculty members.

    ◇Refusing to accept the Letter of request for reasonable accommodation.

    ◇Using the information provided for purposes other than accommodation and support, such as data for research projects.

  • 【For Faculty】Use of gender

    　Though different from disabilities, there may be students taking classes who experience discomfort from their registered gender taking classes. Please refrain from constructing groups according to their gender, and take care when addressing students during classes (for example, by not using Mr. or Ms.). Please also take care when handling the gender information on the student lists. Kindly address all students in the same way (e.g. ～san, in Japanese).

Examples of reasonable accommodation for students with “communication” difficulties

◇Has difficulties with smooth communication.
◇Feels distressed when speaking in front of others.

  • When the student cannot understand what a demonstrative pronoun is referring to

    　Those who have difficulties in the processing of auditory information cannot understand what the demonstrative pronouns, such as "this," "this" or "no," refer to. Please express the information in detail, clarifying what you are referring to.

  • When the student cannot understand vague and figurative expressions

    　There is a need to convey concrete explanations, explanations that can be understood literally, and so-called "unspoken rules" need to be explained both verbally and explicitly.

  • When the student has difficulty in memorizing

    　For students who have difficulty in remembering tasks or deadlines in their heads, printed handouts or other ways of reminding them of important information visually can help.

  • When the student has difficulty in communicating with others

    ◇In cases of selective mutism, please understand that it is not that the student doesn’t speak, but can’t speak in certain situations. Please don't try to force them to speak or blame them for not speaking.
    For presentations, please provide alternative measures that do not change the main essence of the class（e.g. Showing a recorded video of the presentation, accepting reports instead of presentations）.

    ◇If the student cannot speak due to usage of respirators, kindly allow the student to use a PC or other speaking devices.

    ◇Some students are unable to answer questions that require their own opinions. Kindly consider alternative measures such as discussions and group work that does not change the main essence of the class.

    ◇Some students feel distressed to speak in front of others, and doing so may worsen their psychiatric symptoms. Kindly consider alternative measures such as discussions and group work that do not change the main essence of the class.

  • When the student cannot remember aural information

    　The student misses information they heard, and acts based on what they “understood”. Please confirm whether they heard correctly, and provide the information again if they mistook it.

Examples of reasonable accommodation for students with difficulties in “reading and writing”

There are various types of difficulties in reading and writing.
◇The student will need accommodation for either the method or the time for reading and writing.

  • When the student cannot read

    There are various cases where the student cannot read.
    ◇If the student can see but cannot read letters, accommodations for the handouts’ font and size may be required. If the handouts are provided as electronic data, the student can change the size by themselves using tablets or PCs. Please also allow the student to take pictures of the board using tablets and smartphones.

    ◇If the student cannot read due to visual disabilities, accommodations such as translation into Braille, providing electronic data handouts to be read on PCs, or having someone read the contents out loud (voice translation).

  • When the student cannot write, or has exceptional difficulties in writing

    ◇If typing is possible, please allow the student to use PCs. Likewise, if flicking input is possible, please allow the student to use tablets.

    ◇Please allow the student to record the class to the extent possible.

    ◇Please consider extending the examination time if necessary.

    ◇Please consider the use of reading software and voice translation.

    ◇Please allow mark sheet tests to be changed to checking-style answers if necessary.

Examples of accommodation for students whose “physical” or “mental condition” are unstable

◇The student may be absent from class due to regular treatments at the hospital, deterioration of physical condition, etc.
◇Somatic and psychiatric symptoms may suddenly worsen.
◇The student may be worried about their surroundings and cannot focus on the class.

  • A tendency to be absent

    　We understand that there will be different accommodations for this, depending on what each faculty requires from students for each class. Please consider providing accommodation such as reviewing the amount of absenteeism, alternative tasks, and examination methods, to the extent that does not change the main essence of the class.

  • Has severe difficulty in focusing in certain situations

    ◇If the student is unable to focus due to adjacent voices, kindly allow the student to use noise cancellers or digital earplugs.

    ◇If the student is unable to focus due to concern about the surrounding situation or people watching them, please provide accommodation such as making arrangements for seating.

    ◇If the student is more sensitive to light than others, they may need to use anti-glare eyeglasses. Please allow the student to wear these in class.

  • Cannot adjust to sudden changes of plans

    　Kindly discuss with the student methods of delivering information for when any changes are made to plans.

  • Anxiety increases and becomes restless in class

    　Kindly allow the student to take medicine or leave the room when psychiatric symptoms suddenly occur. For students suffering from intractable conditions that may have sudden deterioration, it is necessary to confirm about the necessary actions to take in cases of emergency.

  • Unable to focus due to the effect of taking medication

    ◇Please allow student supporters to attend for note-taking or recording of the class.

    ◇If the student has difficulties in reading, please consider extending the time of examinations.

Examples of accommodation for students with difficulties in “moving”

There are various difficulties concerning moving.
◇Students may be using wheelchairs.
◇Students may have disabilities in physical function, and have difficulty in walking.

  • Accommodations for classes and exams

    ◇If wheelchairs cannot go to higher floors, please make arrangements to use classrooms where students can attend.

    ◇If you receive requests from students with difficulties in moving between classrooms, kindly make arrangements to use classrooms in buildings that have elevators and escalators to make access easier.

    ◇Please assign seats for the student to use.

    ◇Since moving takes more time than for other students, please allow for some tardiness to classes.

  • Accommodations for moving

    ◇The student may need to practice walking to places they are visiting for the first time.

    ◇Please keep the area around the Braille blocks clear.

Examples of reasonable accommodation for students with difficulties in “hearing”

There are various cases of difficulties in hearing.
◇Though there are differences in individual hearing abilities, those with hearing impairment will have trouble listening to sounds.
◇In some cases, auditory processing is difficult, and students may find difficulties in hearing specific sounds over the surrounding noise, or in understanding expressions that use ambiguous words.
◇The student may feel distressed by certain sounds, and their hearing may be over-responsive.

  • Accommodations for classes and exams

    ◇Please speak slowly and clearly, so that students can see the movements of your mouth.

    ◇Please refrain from using demonstrative pronouns such as “that” and “this”; try to explain in detail about what you are talking about.

    ◇If the student seems to be having trouble hearing over surrounding sounds, please encourage other students to refrain from talking.

    ◇Kindly prepare resumes to support the understanding of the flow of information.

    ◇Please consider the use of hearing aid microphones.

    ◇Please make arrangements to the extent possible for student supporters or writing interpreters (handwriting or PC) if necessary.

    ◇Please prepare subtitles or transcriptions when you use audiovisual materials.
    ※The SCSD can provide support for preparing subtitles or transcriptions. Please consult us beforehand.

    ◇The student may have hypersensitive hearing. Kindly allow the student to use noise cancellers or digital earplugs.

    ◇Please consider alternative measures for exams that use listening materials.

    ◇It is difficult for the student to understand the topic, or who is speaking when several people speak out at the same time in seminars. Please encourage students to raise their hand before speaking, to make who is speaking visually understandable.

Examples of accommodation for students with difficulties in “seeing”

Visual abilities will vary depending on the visual acuity, visual field, and the level of brightness.
◇The student’s vision may be impaired and they may find some difficulties in seeing.
◇The student may have narrow vision, or their field of view may be missing some parts.
◇The student may have difficulties in identifying different colors.
◇There may be cases where students cannot see due to the surroundings being too bright, or too dark.

  • Accommodations for classes and exams

    ◇If students are unable to understand demonstrative pronouns such as “that,” and “this,” please explain in detail about what you are talking about.

    ◇If students are unable to identify colors, please take into consideration the colors used, and put emphasis on important information by underlining or circling it.

    ◇Please provide information about the layout and surroundings when students are entering a classroom for the first time.

    ◇Please provide handouts in electronic data via CoursePower.

    ◇Please prepare expanded copies of class materials and handouts if necessary.

    ◇Please consult the SDSC if there is a need for Braille translation of handouts.

    ◇Please write your letters as thick, dark, and clear as possible.

    ◇Please read out the contents on the board as much as possible.

    ◇Please use underlines and circles to emphasize the contents on the board.

    ◇Please allow students to take notes using PCs or Braille electronic handbooks.

    ◇Please allow students to submit answers with methods other than writing.

    ◇Please consider extending the exam time, if necessary.

    ◇Please consider the use of voice translation and reading software.