Introduction to this Volume
Alexandra Burke, Davey Young, and Melodie Lorie Cook
Excerpt
While English language learners with disabilities, especially those with specific learning difficulties (SpLDs) such as Dyslexia, Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD), may encounter barriers to their learning, few English language teachers (ELTs) are capable and confident in their ability to provide barrier-free learning environments. Japan has committed itself to guaranteeing inclusive education as a human right in accordance with the United Nations Convention on the Rights of Persons with Disabilities and Sustainable Development Goal 4 through its own domestic policy, most notably the 2006 Revision to the Basic Act on Education, the 2016 Act on the Elimination of Disability Discrimination and most recently, the Act on the Promotion of the Development of a Reading Environment for Visually Impaired Persons (Act No. 49 of 2019), and it’s secondary legislation, known in practical terms as the Barrier Free Reading Act of 2019. Therefore, ELTs in Japan have an ethical, moral and legal responsibility to honor this guarantee. As the number of students with disclosed disabilities continues to rise in Japan in both compulsory schooling and higher education, ELTs in Japan will have an increasing need for resources such as those provided in this book.
The primary intended audience for this book is ELTs at all levels of education in Japan. Secondary audiences included ELTs in other countries, as well as parents of English language learners (ELLs) with disabilities and general educators. The background information is intended to contextualize the case studies and help fill a noteworthy gap in ELT training courses. The case studies are meant to provide replicable accommodations for the primary audience, as well as offer instruction on the wide diversity of ability across all levels of education for readers. The intended audiences do not need to have specific pre-existing knowledge regarding inclusive education or disability, though general knowledge of English language teaching practices and pedagogy will aid in comprehension and application of the book’s content.
Acknowledging that there is a great deal of disagreement and debate surrounding the language used to talk and write about disability, contributing authors made discretionary decisions regarding the language used in their own chapters with editorial consultation. In many cases, specific language choices are clarified within their respective chapters. Additionally, authors were allowed to use whatever language conventions (e.g. American versus British spelling of words) they preferred, as a World Englishes sensibility (i.e. one which recognizes and respects all varieties of English) is consistent with the ideals of full inclusion.
About the Contributors
Alexandra Burke is a part-time Lecturer at Gifu Shotoku Gakuen University, Shiga University, and the University of Shiga Prefecture. Her research field is how people with neurodiversity encounter and can overcome barriers at all life stages. She was born into a multi-generational neurodiverse family and has chosen to be open about her educational journey to allow others to feel more comfortable exploring what is a "taboo" topic to many. Burke has worked extensively in the classroom setting supporting teachers and learners to change practice methods that will unlock the potential of this group. She has received multiple "Michele Steele Best of JALT Awards" for Chapter presentations and also Best Poster Awards at JALT international and Online Conferences. Her goal is that any person with neurodiversity will have access to a welcoming educational environment and the assistive technology they need to thrive in society.
Davey Young is a Lecturer in the Department of English Studies at Sophia University. He began his career in education working with at-risk student populations in Seattle public schools, including providing language support for immigrant and refugee students. This experience led to his commitment to furthering education as a human right for all people. He holds an MA TESOL from Seattle Pacific University and a PhD in International Studies (Comparative Education) from Waseda University’s Graduate School of Asia Pacific Studies. His research is focused on ELTs’ preparedness to teach students with disabilities.
Melodie Cook is a Professor at the University of Niigata Prefecture. Although she is not an expert in barrier-free learning, she has done research on learning disabilities and social issues faced by adopted and foster children. Her other research interests are in teacher education in Japan, high-stakes testing in Japan, and gender. It has been her great pleasure to bring Alex, Davey, and all the authors who have first-hand experience together to teach her about creating her own barrier-free classes.
Citation
Burke, A., Young, D., & Cook, M. L. (2024). Introduction to this volume. In A. Burke, D., Young, & M. L. Cook (Eds.), Barrier-free instruction in Japan: Recommendations for teachers at all levels of schooling (pp. 18-20). Candlin & Mynard. https://doi.org/10.47908/30/i
While English language learners with disabilities, especially those with specific learning difficulties (SpLDs) such as Dyslexia, Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD), may encounter barriers to their learning, few English language teachers (ELTs) are capable and confident in their ability to provide barrier-free learning environments. Japan has committed itself to guaranteeing inclusive education as a human right in accordance with the United Nations Convention on the Rights of Persons with Disabilities and Sustainable Development Goal 4 through its own domestic policy, most notably the 2006 Revision to the Basic Act on Education, the 2016 Act on the Elimination of Disability Discrimination and most recently, the Act on the Promotion of the Development of a Reading Environment for Visually Impaired Persons (Act No. 49 of 2019), and it’s secondary legislation, known in practical terms as the Barrier Free Reading Act of 2019. Therefore, ELTs in Japan have an ethical, moral and legal responsibility to honor this guarantee. As the number of students with disclosed disabilities continues to rise in Japan in both compulsory schooling and higher education, ELTs in Japan will have an increasing need for resources such as those provided in this book.
The primary intended audience for this book is ELTs at all levels of education in Japan. Secondary audiences included ELTs in other countries, as well as parents of English language learners (ELLs) with disabilities and general educators. The background information is intended to contextualize the case studies and help fill a noteworthy gap in ELT training courses. The case studies are meant to provide replicable accommodations for the primary audience, as well as offer instruction on the wide diversity of ability across all levels of education for readers. The intended audiences do not need to have specific pre-existing knowledge regarding inclusive education or disability, though general knowledge of English language teaching practices and pedagogy will aid in comprehension and application of the book’s content.
Acknowledging that there is a great deal of disagreement and debate surrounding the language used to talk and write about disability, contributing authors made discretionary decisions regarding the language used in their own chapters with editorial consultation. In many cases, specific language choices are clarified within their respective chapters. Additionally, authors were allowed to use whatever language conventions (e.g. American versus British spelling of words) they preferred, as a World Englishes sensibility (i.e. one which recognizes and respects all varieties of English) is consistent with the ideals of full inclusion.
About the Contributors
Alexandra Burke is a part-time Lecturer at Gifu Shotoku Gakuen University, Shiga University, and the University of Shiga Prefecture. Her research field is how people with neurodiversity encounter and can overcome barriers at all life stages. She was born into a multi-generational neurodiverse family and has chosen to be open about her educational journey to allow others to feel more comfortable exploring what is a "taboo" topic to many. Burke has worked extensively in the classroom setting supporting teachers and learners to change practice methods that will unlock the potential of this group. She has received multiple "Michele Steele Best of JALT Awards" for Chapter presentations and also Best Poster Awards at JALT international and Online Conferences. Her goal is that any person with neurodiversity will have access to a welcoming educational environment and the assistive technology they need to thrive in society.
Davey Young is a Lecturer in the Department of English Studies at Sophia University. He began his career in education working with at-risk student populations in Seattle public schools, including providing language support for immigrant and refugee students. This experience led to his commitment to furthering education as a human right for all people. He holds an MA TESOL from Seattle Pacific University and a PhD in International Studies (Comparative Education) from Waseda University’s Graduate School of Asia Pacific Studies. His research is focused on ELTs’ preparedness to teach students with disabilities.
Melodie Cook is a Professor at the University of Niigata Prefecture. Although she is not an expert in barrier-free learning, she has done research on learning disabilities and social issues faced by adopted and foster children. Her other research interests are in teacher education in Japan, high-stakes testing in Japan, and gender. It has been her great pleasure to bring Alex, Davey, and all the authors who have first-hand experience together to teach her about creating her own barrier-free classes.
Citation
Burke, A., Young, D., & Cook, M. L. (2024). Introduction to this volume. In A. Burke, D., Young, & M. L. Cook (Eds.), Barrier-free instruction in Japan: Recommendations for teachers at all levels of schooling (pp. 18-20). Candlin & Mynard. https://doi.org/10.47908/30/i
Information About the Book
Title: Barrier-Free Instruction in Japan: Recommendations for Teachers at all Levels of Schooling
Editors: Alexandra Burke, Davey Young, and Melodie Lorie Cook
Read more...
Title: Barrier-Free Instruction in Japan: Recommendations for Teachers at all Levels of Schooling
Editors: Alexandra Burke, Davey Young, and Melodie Lorie Cook
Read more...