Support for Students with Disabilities

GUIDE BOOK

Rikkyo University Students
with Disabilities Support Office
Email: sien@rikkyo.ac.jp
Opening hours: 9:00 to 17:00, Monday through Friday* Information about opening hours during vacation will be provided separately.

Ikebukuro Campus
16号館

Niiza Campus

5号館［1st ﬂoor, Building No. 12］［2nd ﬂoor, Building No. 7］

6号館

3-34-1, Nishi-Ikebukuro, Toshima-ku, Tokyo 171-8501, Japan
Tel: 03-3985-4818 Fax: 03-3985-4821

1-2-26, Kitano, Niiza-shi, Saitama 352-8558, Japan
Tel: 048-471-7072 Fax: 048-471-7312

Rikkyo Street
Main Gate

Tucker Gate
Lloyd Hall
（Bldg. No.１8）

Bldg.
No.12

BaseballField

Main Building(Bldg. No.1)

Tucker Hall
Bldg. No.１０

Bldg. No.4

Bldg.
No.13

Bldg.
No.8

Bldg.
No.9

Bldg.
No.6

Bldg.
No.5

Suzukake-no-michi (Sycamore Avenue)
号館

Bldg.
No.2

図書館

Chapel

Bldg.
No.11

Bldg.
No.３

Main Dining
Hall
McKim Hall
Bldg.
No.15

２
号
館

７
号
館

Bldg.
No.8

Bldg.
No.3

Cafeteria

Bldg.
No.4
Bldg.
No.1

Niiza
Repository
Library

Bldg.
No.7

ChapelSchoolBus Stop
Bus Stop(Rikkyo-mae)

Main Gate

Support Network for People with Disabilities (Students/Faculty/Staff)
Students with Disabilities Support Office
March/2021

Rikkyo University Support for

Rikkyo University Support Policy forStudents with Disabilities

Students with Disabilities

Rikkyo University aims to be an open university where all students are respected as
irreplaceable individuals, and where everyone respects each other’s personalities andindividuality, without being separated by the presence or absence of disabilities.
Rikkyo University provides reasonable accommodation for students with disabilities
so that they can receive the same education as other students, and supports them sothat they can have an active student life and look ahead to an independent life after

In April 2016, the “Act for Eliminating Discrimination against Persons with Disabilities”
was enacted. Under the act, the University, a business entity, is prohibited from
unfairly discriminating based on disability and is obliged to provide reasonableaccommodations* to remove the social barrier.
*“Reasonable	
accommodation” is defined in the “Convention on the Rights of Persons with
Disabilities” as follows:

graduation. Rikkyo University’s support for students with disabilities is an interactive“Reasonable accommodation” means necessary and appropriate modification and adjustments notexperience in which those giving support and those receiving support both learn from

imposing a disproportionate or undue burden, where needed in a particular case, to ensure toeach other.
In providing support for students with disabilities, we will improve the educational
strength of the university as a whole and foster the ability of students, faculty, andstaff to coexist.
December 2011

persons with disabilities the enjoyment or exercise on an equal basis with others of all human rights
and fundamental freedoms.

A network for supporting students with disabilities was put in place at Rikkyo University in 1994,
and we have been promoting university-wide support for students with disabilities ever since.
University-wide support organization

Revised April 2021

The “Support Network for People with Disabilities (Students/Faculty/Staff)” was established to

Rikkyo University

offer support throughout the entire university. In addition to the support provided in each

CONTENTS

department and administrative office, meetings are held three times a year to share and discussmatters related to support.
Dedicated support offices
Students with Disabilities Support Offices have been established on both campuses, which serve

Rikkyo University Support for Students with Disabilities. ..................................... 3

The Students with Disabilities Support Offices employ coordinators specialized in offering

Process from Consultation to Implementation..................................................... 4

support for students with physical, mental, and developmental disabilities, and welcome any

Rikkyo University Support Network for People with Disabilitiesstudents, faculty, or staff who require consultation. Depending on the details of the(Students/Faculty/Staff)..................................................................................... 6
Considerations for Students with Disabilities● Hearing Disabilities........................................................................................ 8● Visual Disabilities........................................................................................... 9

consultation, support may also be provided in cooperation with related departments.
Training support staff students
We recruit and train support staff students to support students with disabilities. Approximately
60 students are active across both campuses.
Emergency response● Physical Disabilities...................................................................................... 10

We have formulated emergency responses for students who are worried about or who would● Internal Disabilities...................................................................................... 11

have difficulty with evacuating on their own in the event of electrical systems such as elevators● Developmental Disabilities.......................................................................... 12● Mental Disorders......................................................................................... 13

and automatic doors shutting down. We also prepare individual disaster emergency manuals as
needed.
Programs, etc., related to disabilities

Everyday Support — What We Can Do.............................................................. 14

We hold lectures and courses related to disabilities, as well as programs for students with

Support Staff Students......................................................................................... 16

disabilities.

Various Programs................................................................................................ 18
Points to Consider When Organizing Lectures, etc.. .......................................... 19

2

as consultation desks.

Creating a barrier-free environment
We are making our campus barrier-free by installing elevators, ramps, and multipurpose toilets
in our on-campus facilities, as well as wheelchair seats in our classrooms.

3Process from Consultation
to Implementation

The Students with Disabilities Support Oﬃce accepts

Considerations for Entrance Exams

all kinds of consultations, whether it is for students
with disabilities or students with learning diﬃculties.
Depending on the details of the consultation, we may
provide information or introduce the consultee to aprofessional contact, or provide support throughcooperation with related faculty and staﬀ on campus.
Consultations are available in the oﬃce, by phone, orby email.

For those who have special needs and require special considerations when taking the entrance exam,
please contact the Admissions Oﬃce, prior to your application, by the deadline speciﬁed in the
Entrance Exam Guidelines and submit an “Application for Considerations for Taking Exams” for theentrance exam.
When deciding on the considerations for taking the exam, the college/graduate school/etc., discuss
the academic issues and details of the support. The college, graduate school, Admissions Oﬃce, etc.,
may also meet with the applicant as needed. The details of the application form will be reviewed andthe needs to be considered for the entrance exam will be decided upon according to the standards of
the University. The applicant will be informed of the results of the decision in writing by the Admissions

A student wishing for consultation

Consultation

regarding a disability or learning diﬃculty
contacts the Students with Disabilities
Support Oﬃce.

Oﬃce (or the College Administration Oﬃce in the case of graduate school or a third-year transfer).
For support regarding learning and campus life, students should consult with the Students with
Disabilities Support Oﬃce as soon as possible once enrollment has been decided upon. For applicants
who undergo these procedures and pass the entrance exam, when enrollment procedures arecompleted, the Admissions Oﬃce will contact the Rikkyo University Support Network for People with
Disabilities (Students/Faculty/Staﬀ) (refer to pp. 6-7) with regard to the new student.

A specialized coordinator for supporting

Face-to-facemeeting

students with physical, mental, or
developmental disabilities meets with the

Example accommodations
for exams● Extensions of exam time ● Bringing in and using hearing aids
● Taking an exam in Braille● Magnifying question and answer sheets

student to ask them speciﬁcally about theirdiﬃculties and needs.

Application forsupportFormulation ofa support plan

Forminga consensus

Students wishing to receive assistance submit an “application for support.”

Collaboration for Support

Course instructor

A concrete support plan is formulated from the perspective of providing
reasonable accommodations at the “Student with Disabilities Support
Council” by the departments, etc., involved with implementing the support.

Discuss speciﬁc

The formulated support plan is explained to the student and ﬁnalized after
obtaining the studentʼs consent.

Support is started under the support plan.

Information sharing andConsultation,
SupportAdministrative oﬃce:

Details regarding the support are adjusted as necessary according to the studentʼs situationaccommodation

Student with disability
consultation on support

Start ofsupportAccommodation
requestdocument

Students with Disabilities
Support Oﬃce

Inquiries onacademic aﬀairs

SupportSupport staﬀ students

Assignment

Consultation,
SupportCooperation

Academic Aﬀairs
Divisionand societal changes.

45

Rikkyo University Support Network for People
with Disabilities (Students/Faculty/Staff)
Career Path and Employment
Advising Programs

The purpose of this organization is to facilitate communication and coordination among related

Career Centerorganizations within the University to mitigate inconveniences faced by students, faculty, and staff with

Rikkyo provides personal advising services focusing

disabilities regarding campus life or their duties.

Members

on career paths and employment. If a student has a

Director of the Students with Disabilities Support Office / College dean appointed by thedisability certificate, we can provide employment

President / Dean of the Academic Affairs Division

information in accordance with the Act on

Faculties in charge for each college, graduate school, etc. / Faculty specializing indevelopmental disabilities
Human Resources Division / Facilities Office / Office for Information and Communication
Systems / Chapel Office / Health Center / Section of Service Learning, Student Volunteer, andCommunity Engagement / Academic Affairs Division / Library / Student Affairs Division /Career Center / Organization for Global Initiatives / Student Counseling Center[Administrative office: Students with Disabilities Support Office]Classes and Final Exams
Academic Affairs Office
If in-class considerations are required and the student

use a car to attend school, you are eligible to apply
for a special parking permit. Permits are issued upon
submitting a request.

of the class offer individual accommodations for the student.

Using the Library

If it is anticipated that it will be difficult to take the

Library

final exam in accordance with the exam rules for thecollege, etc., the course belongs to, students may
apply for accommodations for taking the exam (useof support equipment, extended exam time, etc.). If
an application is submitted, the college, etc., thecourse belongs to will decide whether or notmeasures will be taken and what those measures willentail. For details regarding the application, pleaserefer to the exam method announcement notice andthe “Guide for Taking Final Exams” found in the R
Guide and submit the application by the due date.

Financial Support, Special Parking Permits
Student Affairs Division
In addition to financial support such as the “Rikkyo
University Undergraduate Autumn Students Scholarship”(applications accepted in early October), which is an

Disabilities and also we encourage these students
to make use of specialized external organizations*.

The libraries at the Ikebukuro and Niiza campuses
are equipped with seats that allow the height of thedesk to be adjusted electrically (wheelchair
accessible), learning spaces where support devices

actively recruiting students with disabilities.
Furthermore, we hold exclusive programs on
programs allow students to hear firsthand accounts
regarding job searching activities within the
disabilities and how graduates demonstrate theirabilities at the workplace. Disability certificates are
not required to attend.
* Specialized External Organizations
Tokyo Hello Work,
Hello Work for New Graduates (specialized
support),Web Sana, Clover Navi, etc.

retrieval services for those who have difficulty taking

Information Equipment Support

books from the bookshelves. Primarily aimed at blindMedia Center, Office for Information andstudents, a text data service is also available forstudents who have difficulty reading books in theirCommunication Systems

original format. Additionally, graduate students offer

Rikkyo supports the use of speech recognition

academic papers, and support may be offered incooperation with the Students with Disabilities
Support Office. Please consult with the service

applications for students with hearing disabilities,
systems for students with visual disabilities.

Psychological- andCounseling-based Support

counter on each floor foruse of these services.

6200,000 yen per
year

Rikkyo Gakuin
Tetsuzo Takeda
Chaplain Scholarship

Varies dependingon the academicyear

necessary, we coordinate with attending physicians
and related departments.
Upon consultation, personalized care may also be
provided.

Support forStudent Exchange Program
Organization for Global Initiatives

Cooperation with Support Activities
and Provision of Volunteer Information
Volunteer Center, Section of Service Learning,Student Volunteer, and Community Engagement

Improvement of Facilities and theEnvironment, Creation of Barrier-free Maps
Facilities Office

Promoting Understanding of
Disabilities among Faculty and Staff
Human Resources Division

Promoting Understanding of
Disabilities within the University
Chapel Office

We provide counseling and support for all aspects ofdifficulties such as disabilities or injuries to study.
Persons with
Disabilities Academic
Merit Scholarshipenjoy college life with peace of mind. When

Student Counseling Center

scholarships are provided to encourage students with
Scholarship Amounthealth and wellness counseling so that students canand access to course materials and class support

economic support program for all students, the following

Name of Scholarship

School doctors and public health nurses provide

framework of the employment of persons withsuch as magnifying readers can be set up, and booksupport with writing reports, essays, and other

Health Center

We also introduce internship programs that are

campus for students with disabilities. These

Additionally, if you have a disability and need todesires it, it is possible to request that the instructor in charge

Employment Promotion etc. of Persons with

Health and Wellness Support

campus life. At the Student Counseling Center, weApplication Period

help students tackle and solve problems in their own- Students with a Grade 1 to Grade 3 physical disability-S tudents with a Grade 1 to Grade 3 Certificate of the
Mentally Disabled- Refer to other application guidelines

June to September(spring semester)December to February(autumn semester)

way regarding any problems or concerns they may-U ndergraduate students in their third year or lower,
first-year students of a graduate school or Master’s program,students in the second year or lower of a Doctoral program- Students with a physical disability certificate

Around January

Who is Eligible

have related to relationships, studies, career paths,
etc.
We also offer hands-on training programs to help
students gain a better understanding of themselvesand develop better relationships.

7

Considerations for Students
with Disabilities
given vocally, the information may not be

Hearing Disabilities

communicated properly.

reference books, and handouts. It is difficult or

Visual Disabilities

For persons who are hard of hearing, there are

What are hearing disabilities?
Hearing disabilities are conditions in whichhearing, and the person may not know how toconvey it.

someone has difficulty hearing sounds or words
spoken around them. Depending on the degreeof the disability, it can be roughly divided into
“deafness” and “hard of hearing,” but the state ofhearing varies from person to person.
◆	“Deafness” refers to when a person canbarely hear everyday sounds and has
difficulty understanding spoken language

If in-class considerations are required and thestudent desires it, it is possible to request thatthe instructor in charge of the class offer
individual accommodations for the student.
The following support is provided by theStudents with Disabilities Support Office andwithout visual cues such as sign language or

support staff students.

letters.

(1) Note-taking (support staff students)◆	“Hard of hearing” refers to when a person
can hear words to some extent thanks to
the use of a hearing aid or cochlear implant(However, the sound may not only be quiet
but also distorted or choppy, and somepeople may not hear clearly even if thesound is amplified with a hearing aid).

Difficulties faced by students
with hearing disabilities

Lecture content and details regarding thelocation (such as information on what could beheard in the classroom) are written down andgiven to the student.

students may correct recognized characters on acomputer.

Text and provide transcriptions of video course

student may mishear or completely misssomething. In settings such as seminars andgroup discussions, it is often difficult to identify

materials without subtitles.
(4) Arranging for sign language interpreters
For some classes that are judged to be suitable
for sign language interpretation, a sign language
interpreter may be dispatched.

the speaker or to listen to the content of the(5) Lending support equipment

conversation, making it difficult to participate or

Devices related to speech recognition apps,

speak in the discussion. With regard to exams,

writing tools, etc., may be loaned out as needed.

assignments, schedule changes, etc., when
information, instructions, or explanations are

due to insufficiencies in visual functions such as
visual acuity or their field of vision. Depending on
the degree of the disability, it can be roughly
divided into “blindness” and “weak eyesight,” butthe state of vision varies from person to person.
◆	“Blindness” refers to when a person can

If in-class accommodations are required and thestudent desires it, it is possible to request thatthe instructor in charge of the class offer
individual accommodations for the student.
The following support is provided by theStudents with Disabilities Support Office andsupport staff students.
(1) Voice guides (support staff students)

obtain little or no visual information. Since it

A support staff student will be present in classes

is difficult to read and write printed

together with the visually impaired student tocharacters(*), many people use Braille forsupport by describing what is written on thereading and writing. This can be done withboard, explaining visual course materials such as

portable Braille terminals and software such

videos and PowerPoint, and writing submissions

as a screen reader that reads the screenon their behalf.

aloud.

(2) Mobility support (support staff students)◆	The state of vision and considerations for“weak eyesight” differ greatly depending
Information is accessed by using abiggest learning-related difficulty is that a student

difficult to grasp the details of a topic, or the

person has difficulty seeing or cannot see at all

App accounts are provided to students with

(3) Transcriptions of video course materials

or other students are saying in class. It may be

Visual disabilities are conditions in which aon the circumstances of the disability.

disabilities. Depending on the class, support staff

Major support for classes

What are visual disabilities?

(2) S peech recognition app (support staff students)

While it depends on the degree of hearing, themay not be able to understand what instructors

8

Major support for classes

Additionally, when submitting a report, reaction
them to write on their own.

difficult to hear depending on the scene, voice
those around them to understand their state oflecture while looking at materials during class.
paper, etc., during class, it is often difficult for

times when it is easy to hear and times when it isquality, and speaking style. It may be difficult for

outright impossible for a student to listen to themagnifying glass or magnifying reader,enlarging prints, enlarging the computer ortablet screen, using software to change thecolor scheme, etc. If this is difficult, a screen
reader may be used instead. Many people
do not use a white cane when walking, andso at first glance, it may be difficult to noticethat they have poor eyesight.
(*) Printed characters: Visually printed and handwritten
characters, as opposed to Braille.

Difficulties faced by students
with visual disabilities
While it depends on the degree of eyesight, thebiggest learning-related difficulty is that it is

Support for moving between classrooms during
breaks.
(3) PDF conversion of course materials, text data
conversion, 3D copies, Braille translations• Scanning materials and providing PDF data forstudents who use screen magnification.
• Converting textbooks and other materials into
text data.
• Creating three-dimensional copies of diagrams,etc.
• F o r s o m e s u b j e c t s s u c h a s l a n g u a g e s ,translating course materials into Braille.
(4) Lending support equipment
Computers or other devices
with a magnifying reader
or screen reader can beloaned out as needed.

difficult to read printed characters in projectedmaterials, on the board, and in textbooks,

9Considerations for Students
with Disabilities
taking off clothes, or using an umbrella may be

Physical Disabilities

difficult.
• A ssistance may be needed when using thebathroom.

Environmental adjustments to classrooms, etc.

Internal Disabilities

If it is difficult for a designated classroom to be
used due to a disability, the classroom will bechanged as necessary. Classroom environments• It may be difficult to go to school.

can be adjusted based on the course.

Major support for classes
What are physical disabilities?
Physical disabilities are conditions in which theb o d y ’s m o t i o n - r e l a t e d o r g a n s h a v e b e e ndamaged due to illness or injury, making it
difficult to walk, write, or perform other everyday
activities. The degree of physical disability varies

If in-class accommodations are required and thestudent desires it, it is possible to request thatthe instructor in charge of the class offer
individual accommodations for the student.
The following support is provided by theStudents with Disabilities Support Office andfrom person to person. People who have severe

support staff students.

disabilities due to neuromuscular diseases or(1) Mobility support (support staff students)

other diseases may have difficulty breathing,Support for moving between classrooms during

eating, controlling their body temperature, etc.
The degree of disability varies, from those whoneed a cane or a wheelchair to those who needassistance with many everyday activities.

Difficulties faced by students
with physical disabilities
While it depends on the degree of the disability,

breaks and getting belongings in and out asnecessary. Wheelchair-friendly desks areprepared in the classroom.
(2) Note-taking (support staff students)
If a student has a disability affecting their upper
body, a support staff student can sit with them inclass and help them take notes.

the biggest learning-related difficulty is that there(3) PDF conversion of course materials

are various constraints with regard to traveling

Course materials will be converted to PDF as

and moving.

necessary.

What are internal disabilities?
The Act on Welfare of Physically Disabled
Persons defines cardiac dysfunction, kidney
dysfunction, respiratory dysfunction, bladder orrectal dysfunction, small intestine dysfunction,
immune dysfunction caused by the humanimmunodeficiency virus, and liver dysfunction asinternal disabilities. However, in addition to theabove, disabilities caused by physical disorders
may be permanent and severely restrict social
life, home life, or even daily life if they become
severe enough.

Difficulties faced by students
with internal disabilitiesThose suffering from a disability are
indistinguishable from other students unlessthey make their disability known. Additionally,
the student may feel lonely or isolated, as there
might not be anyone in the same situation(1) Mobility constraints(4) Support equipment

around them, especially if campus life becomesStudents with disabilities affecting the lower half

Dedicated tables, transfer stools in multipurpose

difficult due to poor physical condition or variousof their body take longer to move from place toplace. It may be difficult to move to the nextclassroom during breaks due to the use ofelevators, steps, slopes, etc.
(2) Movement constraints• W hen a disability affects the upper body,
activities such as writing on paper, turning apage, or using a computer can often be difficult.
• A disability affecting the upper body can makecarrying objects, opening and closing doors,

restrooms, etc., are available as needed.
(5) Environmental adjustments to classrooms,
etc.
If it is difficult for a designated classroom to be
used due to a disability, the classroom will bechanged as necessary. Classroom environments
can be adjusted basedon the course.

restrictions.

Major support for classes
If in-class accommodations are required and thestudent desires it, it is possible to request thatthe instructor in charge of the class offer
individual accommodations for the student.
The following are just a few examples of
support offered. Rikkyo will flexibly respond to
the needs of individual students.

and pressing elevator buttons difficult.
(3) Life and health management constraints• W hen a disability affects the upper body,
activities such as eating, drinking, putting on or

10

11

Considerations for Students
with Disabilities

Developmental
Disabilities

Major support for classes

Developmental disabilities are disabilities

Mental Disorders

If in-class accommodations are required and thestudent desires it, it is possible to request that

If in-class accommodations are required and thestudent desires it, it is possible to request thatthe instructor in charge of the class offer

the instructor in charge of the class offer

individual accommodations for the student.

individual accommodations for the student.

The following are just a few examples ofWhat are developmental disabilities?

Major support for classes

support offered. Rikkyo will flexibly respond to
the needs of individual students.

disorders through the Support Network forPeople with Disabilities (Students/Faculty/Staff)

The following are just a few examples of
support offered. Rikkyo will flexibly respond to
the needs of individual students.

is premised on the presentation of a Certificate(1) Face-to-face meeting

Discuss how classes are conducted, campus life,of the Mentally Disabled. For details, please

Discuss how classes are conducted, campus life,

how to deal with issues, etc., working together tocontact the Students with Disabilities Support

how to deal with issues, etc., working together toas well as causing difficulties related to learning

think about how to deal with problems.

Office.

think about how to deal with problems.

and living. Additionally, not a few students who(2) Course registration support

have multiple developmental disabilities orStudents who have difficulty completing a course

affecting the central nervous system, causing
biases and difficulties related to communication,social skills, attention, memory, work skills, etc.,

mental disorders as secondary disorders.
Typical developmental disabilities include
autism spectrum disorder (ASD), attention-deficit
hyperactivity disorder (ADHD), and specificlearning disorder (SLD).

Difficulties faced by students
with developmental disabilities
The difficulties faced by students with
developmental disabilities vary greatly. Even if
two people are given the same medical(1) Face-to-face meeting

University-wide support for students with mental

plan can consult with faculty and staff for theircollege or the Academic Affairs Division. Rikkyo
also supports the selection of classes and thecreation of timetables that fit with the student’s
interests and their characteristics, such as being
good at written exams but not reports.
(3) Schedule management

well due to a mental disorder, interfering withdaily life and social activities.
Typical mental disorders include schizophrenia,

We support students who have difficulty creating
reports by working with the library’s learning
advisors.

◆ Difficulty writing reaction papers◆ Difficulty making a presentation in public(2) Group workand off campus.

and even the same person is subject to changeover time.
(1) Lecture-based courses◆ Unable to maintain concentration and frequently

datestudies, we cooperate with institutions both on

this reason, each case is highly individualized,◆ Difficulty taking notes or organizing materials◆ Difficulty submitting assignments by the due

when it is necessary to support them with theirenvironment and the condition of the person. For◆ Frequently late or absent

absences

With the permission of the student and only

the manifestation of the difficulty depends on the◆ Difficulty figuring out what’s important◆ Poor time management, causing lateness orCenter and medical institutions

Difficulties faced by students
Mental disorders are difficult to spot visually, andregularly monitoring their progress.

(2) C ooperation with the Student Counselingmood disorders, and anxiety disorders.

for tackling issues such as exams and reports,

individual depending on the person’s nature,◆ Difficulty concentrating and listening in classmental and physical faculties do not function

with mental disorders

diagnosis, the difficulty varies greatly for each(1) Lecture-based courses

Mental disorders are those conditions in which

Together with the student, we create a schedule(4) Learning advisorsprevious experiences, current circumstances, etc.

What are mental disorders?

fail to hear
◆ May leave the classroom during class(2) Group work
◆ May become unable to attend due to increased
anxiety and tension◆ Inability to express an opinion◆ Unable to make a presentation in public◆ D ifficulty participating in group work or in
responding appropriately◆ Difficulty working on assignments in group12

13

Everyday Support— What We Can Do

Hearing disabilities

Visual disabilities● Use visual information to communicate● Take the initiative in greeting others

There are many ways to communicate with

When greeting a student with a visual

hearing-impaired students, including sign

disability, make sure to speak both their

Many students who have difficulty walking

language, written communication, and silent

name and your own. For example, “Gooduse elevators. If you are considering riding inmouthing. People generally tend to think ofmorning XX, this is YY.” When hearing aa crowded elevator and notice a student

sign language, but some students withsimple greeting such as “Hello,” the student

using a wheelchair or cane, or a student thathearing disabilities mainly use a method suchmay not know who is speaking or who thesimply has difficulty walking, try giving up youras written communication instead of sign

greeting is directed toward, and won’ t be

spot instead. Additionally, some students canlanguage.

sure if they should respond. Take theonly use a multipurpose toilet, so please beinitiative to talk to them.

considerate.

ways to communicate even if you don’ t have

● Use words to describe the situation● If you see someone having difficulty

a writing instrument at hand, such as by using

Students with visual disabilities may feelIf you see a student with a physical disability

text input on your smartphone.

inconvenienced because they do not know

having trouble, ask if they need help and offer

what is going on. Talk about the situation as

what support you can. Some students using● Ingenuity is required in meetings, etc.

much as possible. They can participate inwheelchairs or canes may have difficulty

When more than one person speaks at thediscussions and conversations smoothly by

traversing steps or slopes. You can also help

same time, it is particularly difficult forthe others’ explaining the overall situation

students through simple actions such as

students with hearing disabilities to(attendees’ appearances, what materials are

opening and closing doors for them, picking

understand what is being said and who ispresent, etc.).

up any items they may drop.

Strive to actively communicate using visual● Be mindful of using elevators andmultipurpose toilets

information such as writing. There are many

speaking. It is also important to call attention
to yourself visually before you speak, such as● If you see someone having difficultyby raising your hand. Make sure to speak

If you see a visually impaired student who

slowly and clearly so that your message canseems lost, ask if they need any help, takebe understood.

the initiative in helping them get to theirdestination, etc. If the person has a whitecane, they can walk half a step behind you,holding their cane in one hand and holding
your arm with their other hand.

Developmental disabilities
and mental disorders

Physical disabilities

Internal disabilities
Due to being inside the body, it tends to bedifficult to notice if someone has an internal
disability. Some may lack physical resilience

Students with developmental disabilities
often have difficulty explaining their difficulties
to others in an easy-to-understand way,
which can lead to inappropriate behavior andtrouble with those around them. Despite alack of intention, it is also not uncommon forcommunication difficulties to cause thememotional suffering, or they may feel isolated
from others due to an inability to converse
well.
Students with mental disorders may not beable to speak well due to psychologicalfactors or may have behavioral issues, which
may cause them to be perceived as acting
unnatural by others. It is sometimes difficult
to understand their feelings because they
may not be good at expressing themselves or
may not show much emotion.
It tends to be difficult to notice if someone
has developmental disabilities or mental
disorders even when they are just in front ofyou. Even if you feel as though something iswrong with someone’s words, conduct, or
behavior, try thinking, “Maybe they have theirown reasons.”

and tire or weaken easily, so you can lighten
any physical burden they have, such as bycarrying heavy things for them. Additionally,
be careful not to infect them with a cold orother infectious diseases, as many people
have a weakened immune system.

14

15

Support Staﬀ Students
Rikkyo University is proud to have “support staﬀ students” active on both of

Flow of support activities

our campuses. These students spend time with students with disabilities,
oﬀering them support with their classes, etc. These students are compensatedfor their class-related support activities.

1

Support staﬀ registration
Receive an explanation from the Students with Disabilities Support Oﬃce and submit a
support staﬀ registration form.

Main activities
Mobility support

2

Submit your class schedule at the beginning of the semester. Activities can be undertaken

Assist students in wheelchairs and those with visual disabilities to get towhen not in class.

classrooms, and help with preparations such as storing and taking out
their belongings as necessary.

Voice guides

Attend classes with visually impaired students, explaining any visualNote-taking

Attend classes with hearing-impaired students, using text to explain3

the support staﬀ students and the students requesting support, the contents of classes, etc.

4

procedure.

app, the support student corrects mistakes in the app using a computer,

Conversion to text data

Part-time worker registration
If you decide to undertake support activities, go through the part-time worker registrationis happening in the classroom, etc.). When using a speech recognition
takes notes, etc.

Support coordination
The Students with Disabilities Support Oﬃce makes adjustments based on the timetables ofcourse materials, reading handouts and what is on the board to them, etc.

lecture content and describe the situation in the classroom to them (what

Schedule submission

5

Computers are used to convert course materials into text data for

Start of support activities
For those who are undertaking these activities for the ﬁrst time, we explain the details of thestudents with visual disabilities.

support activities before starting, and training seminars will be held as necessary. If you haveany questions or concerns regarding support, please feel free to contact the Students withTranscription

Note-taking

Disabilities Support Oﬃce.

Create audio data from video course materials used in hearing-impaired
studentsʼ classes.

6

Review meeting

Attend classes with students who have diﬃculty writing, helping to takeStudents receiving support and support staﬀ students meet at the end of each semester fornotes.

a review meeting to think about how better support can be oﬀered and relationships
strengthened.

16

17

Points to Consider
When Organizing
Lectures, etc.

VariousPrograms

Rikkyo University offers programs to help others understand and support
those with disabilities, as well as programs targeted toward students
with disabilities.
The details of each program are announced on Rikkyo Jikan, etc.

Students with disabilities participate not only

Programs for Students,

Programs for Students

Faculty, and Staff

with Disabilities⃝ Time:May to November, Saturday afternoon⃝ Location: Ikebukuro and Niiza Campuses⃝ Contents:	Learn key points regarding assistance andcommunication by listening to the stories

with disabilities⃝ Organizer: Career Center⃝ Time:Members of the general public who have adisability may also participate in public

Once a year

For those withvisual disabilities

those with disabilities and the key points
for job-hunting with the disabled quota.

● P rovide projected materials andhandouts in advance in a format that

Lecture Held by the Students

Study tour

with Disabilities Support Office(Visit to a company)⃝ Organizer:	Students with Disabilities Support Office⃝ Organizer:	Career Center and Students with Disabilities⃝ Time:	Held annually at an undecided time,

Support Office⃝ Time:Once a year

⃝ Location: Ikebukuro or Niiza Campus⃝ Location: Tokyo-based company⃝ Contents:	A lecture that invites those with disabilities⃝ Contents:	We visit companies that actively promote

who are active in society. It is held withthe employment of those with disabilities,

barrier-free and information accessibility islearn about the company’s employment

guaranteed so that those with disabilities

policy, tour facilities and workplaces, holdcan participate.

meetings with employees with disabilities,

the person can read (e.g. digitization,
magnified size).
● W hen explaining what is on the

For those withboard or projected materials, do sohearing disabilities

concretely in words.
● Check if they need assistance getting
around the campus.

● Be prepared to provide keywords andkey points as visual information.
● Make sure not to speak too fast and try

etc.

⃝ Time:Once a year, Fall semester⃝ Location: Niiza Campus⃝ Contents:	A movie screening that provides anenvironment where everyone can enjoy
themselves regardless of whether they
have a disability. The Volunteer Centerand student supporters work on creating
Braille brochures, as well as providing
sign language interpreters, characternot to have multiple people speaking at
the same time.

Meeting of alumni andBarrier-free movie screening
in cooperation with student supporters

planning and carrying out an event, etc.

between general quota and quota fordisabilities.

		

Please consider the following points when

⃝ Contents:	External lecturers explain differences

visual, physical, and developmental⃝ Organizer:	Volunteer Center

lectures and various events.

⃝ Location: Ikebukuro Campus

and experiences of those with hearing,

Saturday afternoon

campus.

Job search guidance for students

Practical barrier-free lectures⃝ Organizer: Students with Disabilities Support Officein classes but also in various programs onprospective employees

For those with

⃝ Organizer:	Career Center and Students with Disabilities

physical disabilities

Support Office⃝ Time:● Prepare so that access to information is
guaranteed (e.g. speech recognitionapps).

Once a year

⃝ Location: Ikebukuro Campus⃝ Contents:	A get-together with university alumni andstudents who have recently accepted job
offers.

● Check access to the venue (e.g. elevators).
● E nsure there is sufficient space in thevenue.
● If they are going to be on stage, prepare ainterpreters, voice guides, etc. while

way for them to get onto the platform

considering the meaning of barrier-free.

(e.g. a ramp).
● Check the location of multipurpose toilets.

18

19

Support for Students with Disabilities

GUIDE BOOK

Rikkyo University Students
with Disabilities Support Office
Email: sien@rikkyo.ac.jp
Opening hours: 9:00 to 17:00, Monday through Friday* Information about opening hours during vacation will be provided separately.

Ikebukuro Campus
16号館

Niiza Campus

5号館［1st ﬂoor, Building No. 12］［2nd ﬂoor, Building No. 7］

6号館

3-34-1, Nishi-Ikebukuro, Toshima-ku, Tokyo 171-8501, Japan
Tel: 03-3985-4818 Fax: 03-3985-4821

1-2-26, Kitano, Niiza-shi, Saitama 352-8558, Japan
Tel: 048-471-7072 Fax: 048-471-7312

Rikkyo Street
Main Gate

Tucker Gate
Lloyd Hall
（Bldg. No.１8）

Bldg.
No.12

BaseballField

Main Building(Bldg. No.1)

Tucker Hall
Bldg. No.１０

Bldg. No.4

Bldg.
No.13

Bldg.
No.8

Bldg.
No.9

Bldg.
No.6

Bldg.
No.5

Suzukake-no-michi (Sycamore Avenue)
号館

Bldg.
No.2

図書館

Chapel

Bldg.
No.11

Bldg.
No.３

Main Dining
Hall
McKim Hall
Bldg.
No.15

２
号
館

７
号
館

Bldg.
No.8

Bldg.
No.3

Cafeteria

Bldg.
No.4
Bldg.
No.1

Niiza
Repository
Library

Bldg.
No.7

ChapelSchoolBus Stop
Bus Stop(Rikkyo-mae)

Main Gate

Support Network for People with Disabilities (Students/Faculty/Staff)
Students with Disabilities Support Office
March/2021