Chapter 4: Reducing Barriers for Japanese University Students With Learning Difficulties
Sandra Healy and Tomoko Takei
Abstract
There is a growing acknowledgment of the importance of inclusive education and the support of students facing learning challenges within Japanese educational institutions. This chapter examines these changes providing an overview of the current situation at a science-oriented national university, exploring the statistics related to students with learning disabilities (LDs), and examining the various types of LDs prevalent within the institution with particular reference to English language teaching and learning. Additionally, the crucial, but currently underdeveloped support mechanisms available to teachers are critiqued, and the need for increased investment in teacher training is highlighted. Finally, ongoing initiatives, such as the implementation of online learning, as potential solutions to address these challenges are given.
About the Contributors
Sandra Healy is a Professor at Kyoto Institute of Technology. Her research interests include extensive reading, inclusive education, and intersectionality particularly related to gender, culture and learning difficulties. She is a parent of two children with LDs and is a proponent of equal educational opportunities for all.
Tomoko Takei is a Professor at Kyoto Institute of Technology and is involved in supporting students with learning difficulties. Her research area is American literature, and she is also one of the organizers of the Living on the Edge conference which explores the challenges of being different in Japan.
Citation
Healy, S., & Takei, T. (2024). Reducing barriers for Japanese university students with learning difficulties In A. Burke, D., Young, & M. L. Cook (Eds.), Barrier-free Instruction in Japan: Recommendations for teachers at all levels of schooling. (pp. 106-119). Candlin & Mynard. https://doi.org/10.47908/30/4
There is a growing acknowledgment of the importance of inclusive education and the support of students facing learning challenges within Japanese educational institutions. This chapter examines these changes providing an overview of the current situation at a science-oriented national university, exploring the statistics related to students with learning disabilities (LDs), and examining the various types of LDs prevalent within the institution with particular reference to English language teaching and learning. Additionally, the crucial, but currently underdeveloped support mechanisms available to teachers are critiqued, and the need for increased investment in teacher training is highlighted. Finally, ongoing initiatives, such as the implementation of online learning, as potential solutions to address these challenges are given.
About the Contributors
Sandra Healy is a Professor at Kyoto Institute of Technology. Her research interests include extensive reading, inclusive education, and intersectionality particularly related to gender, culture and learning difficulties. She is a parent of two children with LDs and is a proponent of equal educational opportunities for all.
Tomoko Takei is a Professor at Kyoto Institute of Technology and is involved in supporting students with learning difficulties. Her research area is American literature, and she is also one of the organizers of the Living on the Edge conference which explores the challenges of being different in Japan.
Citation
Healy, S., & Takei, T. (2024). Reducing barriers for Japanese university students with learning difficulties In A. Burke, D., Young, & M. L. Cook (Eds.), Barrier-free Instruction in Japan: Recommendations for teachers at all levels of schooling. (pp. 106-119). Candlin & Mynard. https://doi.org/10.47908/30/4
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...