Chapter 13: Dyslexia in Japanese Schooling: An Interview With Eiko Todo
Eiko Todo and Davey Young
Abstract
Young learners with dyslexia encounter a number of barriers to learning in Japanese education. Issues related to diagnosis, assessment, and even access to educational opportunities are further complicated by language learning, which raises a number of concerns for bilingual children and children from international families. In this chapter, Eiko Todo, chair of the nonprofit organization EDGE (Japan Dyslexia Society) elaborates on a number of these concerns and how educators and parents can help alleviate them. Additional points of discussion include online learning, orthography and phonology of Japanese versus English, and relevant policy developments pertaining to young learners with dyslexia.
About the Contributors
Eiko Todo has an M.A. in Education and a B.A. in Political Science. She is the Chairperson of the Certified Non Profit Organization (NPO) EDGE (known as the Japan Dyslexia Society), a Specially Appointed Professor at Seisa Graduate School, Special Education and has sat on various government committees regarding special education and welfare, namely the Social Security Council. She specializes in the education of dyslexic children.
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 is a current PhD candidate at Waseda University’s Graduate School of Asia Pacific Studies. His research is focused on ELTs’ preparedness to teach students with disabilities.
Citation
Todo, E., & Young, D. (2024). Dyslexia in Japanese schooling: An interview with Eiko Todo. In A. Burke, D., Young, & M. L. Cook (Eds.), Barrier-free Instruction in Japan: Recommendations for teachers at all levels of schooling (232-245). Candlin & Mynard. https://doi.org/10.47908/30/13
Young learners with dyslexia encounter a number of barriers to learning in Japanese education. Issues related to diagnosis, assessment, and even access to educational opportunities are further complicated by language learning, which raises a number of concerns for bilingual children and children from international families. In this chapter, Eiko Todo, chair of the nonprofit organization EDGE (Japan Dyslexia Society) elaborates on a number of these concerns and how educators and parents can help alleviate them. Additional points of discussion include online learning, orthography and phonology of Japanese versus English, and relevant policy developments pertaining to young learners with dyslexia.
About the Contributors
Eiko Todo has an M.A. in Education and a B.A. in Political Science. She is the Chairperson of the Certified Non Profit Organization (NPO) EDGE (known as the Japan Dyslexia Society), a Specially Appointed Professor at Seisa Graduate School, Special Education and has sat on various government committees regarding special education and welfare, namely the Social Security Council. She specializes in the education of dyslexic children.
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 is a current PhD candidate at Waseda University’s Graduate School of Asia Pacific Studies. His research is focused on ELTs’ preparedness to teach students with disabilities.
Citation
Todo, E., & Young, D. (2024). Dyslexia in Japanese schooling: An interview with Eiko Todo. In A. Burke, D., Young, & M. L. Cook (Eds.), Barrier-free Instruction in Japan: Recommendations for teachers at all levels of schooling (232-245). Candlin & Mynard. https://doi.org/10.47908/30/13
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...