Barrier-free support guide for students with disabilities

The University of Tokyo Disability Services OfficeTable of Contents
Introduction .......................................................................................................................... - 4 Chapter 1 .............................................................................................................................. - 5 Barrier-free philosophies and support system of the University of Tokyo ............................... - 5 1. The barrier-free philosophies of the University of Tokyo ............................................... - 5 2. The term “barrier-free” ............................................................................................... - 5 3. The history and organization of the Disability Services Office ....................................... - 5 The barrier-free support system of the University of Tokyo ................................................... - 6 1. Support system for students with disabilities ................................................................ - 6 2. Activities related to support for students with disabilities .............................................. - 7 Chapter 2 ............................................................................................................................ - 10 Role of a support implementation officer (member of the faculty/administrative staff) and flow of
support for students with disabilities ................................................................................. - 10 1. Role of a support implementation officer (member of the faculty/administrative staff) ... - 10 2. Flow of support for students with disabilities.............................................................. - 10 3. List of assistive equipment, etc. ................................................................................. - 16 Chapter 3 When accepting students with disabilities .............................................................. - 23 When accepting visually impaired students........................................................................ - 23 1 What is visual impairments ........................................................................................ - 23 2 When holding the first meeting with a visually impaired student ................................... - 23 3 When starting support for a visually impaired student .................................................. - 27 When accepting hearing-impaired students ........................................................................ - 31 1 What is hearing impairments ...................................................................................... - 31 2 When holding the first meeting with a hearing-impaired student ................................... - 31 3 When starting support for a hearing-impaired student .................................................. - 35 When accepting students with orthopedic/mobility impairments ......................................... - 39 1 What are orthopedic/mobility impairments? ................................................................ - 39 2 When holding the first meeting with a student with orthopedic/mobility impairments ..... - 39 3 When starting support for a student with orthopedic/mobility impairments .................... - 43 When accepting students with internal disorders/chronic diseases ....................................... - 46 1 Internal disorders or chronic diseases.......................................................................... - 46 2 When holding the first meeting with an internal disorder/chronic disease student ........... - 46 3 When starting support for an internal disorder/chronic disease student .......................... - 50 When accepting students with developmental or mental disorders ....................................... - 53 1 What are developmental or mental disorder? ............................................................... - 53 -2-

2 When holding the first meeting with a developmental or mental disorder student ........... - 56 3 When starting support for a developmental or mental disorder student .......................... - 59 4 Assistance for students with developmental or mental disorders and relevant institutions - 62 Chapter 4 Related support .................................................................................................... - 64 1 Upgrading barrier-free facilities ..................................................................................... - 64 2 Emergency disaster response for students with disabilities ............................................... - 66 3 Career formation/employment support ........................................................................... - 68 Chapter 5 Disability Discrimination Elimination Law and Response ....................................... - 69 1 Disability Discrimination Elimination Law ..................................................................... - 69 2 Response guideline ....................................................................................................... - 70 3 Prohibition of unfair discriminatory treatment ................................................................. - 75 4 Provision of reasonable accommodation ......................................................................... - 76 End notes ........................................................................................................................... - 80 Guidelines for barrier-free promotion in the University of Tokyo ............................................ - 80 University of Tokyo Disability Services Office Regulations ................................................... - 83 Support implementation guidelines from the University of Tokyo Disability Services Office forstudents and teaching staff with disabilities ........................................................................... - 86 <Confirmation of Support form> .......................................................................................... - 89 <Support Implementation Plan for Disabled Students and Teaching Staff – Example entry 1> .. - 91 <Support Implementation Plan for Disabled Students and Teaching Staff – Example entry 2> .. - 93 <Support Implementation Plan for Disabled Students and Teaching Staff – Example entry 3> .. - 95 <Application to cover expenses of supporter form> ............................................................... - 98 <Application to cover expenses of supporter Example entry> ................................................. - 99 Barrier-free support reference website ................................................................................ - 101 --3-

Introduction
The University of Tokyo promotes a barrier-free initiative within the university, in the spirit of“The University of Tokyo Charter.” In 2004, the Disability Services Office was established in
the Komaba II campus to help achieve “Barrier free Tokyo University,” reflecting the intentionof the Tokyo University Charter. Today, new branch offices have been established at the Hongoand Komaba I campuses and we are promoting a range of barrier-free activities university-wide.
Despite considerable efforts made by each department to support students with disabilities
before the Disability Services Office was established, related know-how was not accumulated.
Accordingly, working across the entire organization, the Disability Services Office has decided
to consolidate the support insights gleaned by each department and oversee the task of
inculcating this information university-wide.
Subsequently, in April 2016, the “Act for Eliminating Discrimination against Persons with
Disabilities” came into effect, whereby prohibiting unfair discriminatory treatment andproviding reasonable accommodation became legal obligations, marking a new stage in theuniversity’s barrier-free initiative.
This support guide summarizes the experience and insights accumulated in the Disability
Services Office so that each department can respond to various support cases appropriately.
Please read and utilize this guide when providing support.

-4-Chapter 1
Barrier-free philosophies and support system of the University of Tokyo
1. The barrier-free philosophies of the University of Tokyo
The preamble of the charter of the University of Tokyo states that “the University of Tokyo
recognizes the intrinsic value of members’ diversity, guarantees that all members shall suffer nodiscrimination based on nationality, gender, age, language, religion, political or other opinion,
origin, property, family origin or other status, marital status, position in the family, disorder,
disease, career, etc. and strives to ensure they have opportunities to broadly participate in the
University’s activities”. It also specifies that the University promotes personnel/material barrierfree support in Article 17 and environmental improvement so that all members can sufficiently
exercise their individuality and skills in Article 19.
The University of Tokyo, in line with these philosophies, conducts an all-campus barrier-freepromotion, in which all members play a central role. “The barrier-free promotion of the
University of Tokyo”, a report submitted by the Disability Services Office in 2005, concludes
that “it is desirable for every member of the University of Tokyo to remain aware of the social
responsibility of the University and engage in barrier-free promotion in a form in which the
University’s positiveness and originality as a research and education institution is most easily
exercised.”
2. The term “barrier-free”
Why does the University of Tokyo favor the term “barrier-free support” rather than “support for
persons with disabilities”? The term “barrier-free” reflects awareness that the main issue is thebarrier created by our society that hampers students and faculty members with disabilities. For
people regarded as “disabled” in today’s society, numerous tangible and intangible barriers haveemerged. Given the basic recognition that such barriers represent the core of the problem, rather
than the individuals with disabilities and reflecting the intention to eliminate various barriers,
the University of Tokyo has adopted the term “barrier-free”.
3. The history and organization of the Disability Services Office
The Disability Services Office was established in April 2004 with the aim of ensuring the
University of Tokyo could provide advice and information to steadily and carefully promote thebarrier-free concept in the medium to long term. It currently comprises a total of 37 faculty
members, including the directors in charge, office manager, the respective Hongo/Komaba
campus managers (as of April 2016) (including the office staff [full-time teachers, support
coordinators and clerical staff]) and under a regime of two Campuses, including the Hongo-5-

Campus (student support center mall floor) and Komaba Campus (1st floor of Building No. 8 of
the College of Arts and Sciences), we work to provide study/employment support and campuswide eliminating of barriers for students and faculty members with disabilities who are enrolled
at the University of Tokyo.
Timeline summary
2001 June Established a “working group to realize a barrier-free University of Tokyo”
2002 October Set up the barrier-free support preparation office
2004 April Set up the Disability Services Office (Komaba II Campus)
2006 April Set up the Disability Services Office Hongo Campus (Hongo Campus)
2007 April Relocated Komaba Campus (Komaba I Campus)
2010 June Relocated Hongo Campus (inside the student support center)
The barrier-free support system of the University of Tokyo
1. Support system for students with disabilities
Concerning support for students with disabilities, in the “Guidelines for barrier-free promotionin the University of Tokyo”, it is specified as a university-wide promotion to prevent students
with disabilities from suffering any disadvantage.
The support system for students with disabilities centers on a so-called ”triangle of support”
where three parties, including the department, headquarters and the office, cooperate with eachother. For students with disabilities, this triangle of support is the basis for providing personnel
and material support within the scope of ”reasonable consideration” as appropriate. Also,
concerning support for intra-university activities outside class and non-regular students, eachdepartment and Disability Services Office take each case into consideration as required.
Triangle of support-6-

Role of the department
Each department appoints a support implementation officer, who serves as the direct contact
point for support. This officer occupies an overall coordination role, including liaising andcoordinating with students with disabilities, liaising and coordinating with teachers overseeingclasses, making arrangements in classrooms, time-keeping for support provided by support staff,
etc. For details of the flow and roles, etc. of support, please see each item.
Role of Headquarters
The headquarters oversees financial measures concerning support.
Role of the Disability Services Office
The Disability Services Office provides and accumulates insights and lends assistive equipment,
etc., to facilitate the task of providing support for the faculties.
2. Activities related to support for students with disabilities
Meetings related to support, etc. for students with disabilities
The Disability Services Office regularly holds meetings related to support to promote theenhancement of support.
• Barrier-free support liaison meeting
The director (in charge of the barrier-free promotion), office members, support implementation
officers and other faculty members deemed necessary by the office manager get together todiscuss issues related to the campus-wide barrier-free promotion and key matters affecting theoperation of the Disability Services Office.
• Review Sub-committees
The “Support promotion review sub-committee” and “Facility improvement review subcommittee”, which were established under the barrier-free support liaison meeting, include
office members and office staff respectively and the sub-committees meet regularly to discuss
issues related to support and barrier-free promotion in terms of facilities.
• Barrier-free opinion exchanging meeting with students with disabilities
Students with disabilities, support staff, director (in charge of the barrier-free promotion), officemembers and support implementation officers get together to exchange opinions as part of-7-

efforts to further the barrier-free promotion of the University of Tokyo.
Understanding/enlightenment concerning barrier-free issues
To further the barrier-free promotion of the University of Tokyo, we strive to ensure
understanding/enlightening through a “Support implementation officer workshop”, etc. as well
as holding “the University of Tokyo barrier-free symposium”, “Barrier-free lecture meeting”,“Barrier-free course of lectures”, etc. We also send instructors to training meetings and transmit
barrier-free information via the Disability Services Office website, etc.
Training of support staff
Students themselves play a key role in supporting students with disabilities. In the Disability
Services Office, students providing support are described as “support staff” and registration is
accepted at any time. Support staff provide support for students with disabilities, including PCtaking, note-taking, note creation, electronic digitalization, etc.
The Disability Services Office trains support staff by holding a briefing & introductory course,
courses by activity including PC-taking, note-taking, etc. and introducing the faculties in which
students requiring support are enrolled.
Students providing support begin their activity after exchanging a letter of confirmation
confirming the confidentiality obligation, handling of lecture data, etc. The support activity as
support staff is covered by Disaster and Accident Insurance for Students (abbreviation:
GAKKENSAI).
As part of the support implementation, each department oversees the coordination service
accompanied by support and the Disability Services Office provides insights. Likewise, when
the provision of support is underway, the Disability Services Office conducts follow-up courses
as part of efforts to strive for improvement and establish support techniques.
Column“B.F. mate”, a student network for the barrier-free promotion of the University of Tokyo
Support staff active in the Disability Services Office and students with disabilities receiving support
played key roles in starting up the “student network for barrier-free promotion, “B.F. mate”(http://www40.atpages.jp/todaibarrierfree/) ” in March 2012.

Under these policies, including “targeting barrier-free for the entire University of Tokyo”,“widening interest in barrier-free” and ”linking up students on and off campus who areinterested in barrier-free”, various activities are conducted. The main activities are as shown on-8-the right.
Main activities• Introduction to activities in the Disability Services Office briefing• Cooperation in the ”Disability Services Office” as part of the University of Tokyo open
campus• Commencement of all-campus self-directed seminars• Cooperation in networking support for students with disabilities (December)-9-Chapter 2
Role of a support implementation officer (member of the faculty/administrative staff) andflow of support for students with disabilities
1. Role of a support implementation officer (member of the faculty/administrative staff)
A support implementation officer serves as a direct contact point for support in a department. As
the faculty members from the department who are closest to students with disabilities, they
always check the circumstances of such students and understand their support needs.
Their specific roles are shown below.
Roles of a support implementation officer
A contact point for support for students with disabilities
A contact consultation point for students with disabilities
Organizer of regular meetings(other than arranging meetings when the opportunity arises) always checking/understanding
their situation
Always share information with the Disability Services Office!!
Liaison and coordination with the Disability Services Office
Based on the insights provided from the Office, implement appropriate support
Submission of a Support Implementation Plan, etc.
Support efforts to be made department-wide!!
Cooperation/liaison and coordination with related faculty members in the university
The role of cooperation/liaison and coordination with teachers in charge of the classes within afaculty.
Handing over support between faculties (support implementation officers) associated withstudents proceeding to a new course for further study.

2. Flow of support for students with disabilities
In this section, we summarize the flow from enrollment to graduation of students with- 10 -

disabilities and the role of the support implementation officer at each stage is described.
Flow of support for students with disabilities and roles of support implementation officer(simplified schematic)
1. Once you• Provision of information on support to a new student

Submitted

have beenwith disabilities

document

accepted to the• Sharing of information within a department and with

University

relevant departments including the Disability Services
Office, etc.

2. If you would• Coordination of meeting dates and venues, call to theApplication forlike to meet topersons concerned (including the student in question

barrier-free

discuss supportand Disability Services Office)supportoptions• Receiving an “Application for barrier-free support”
from the student in question• Submitting the “Application for barrier-free support”(copy) to the Disability Services Office

3. Holding the• Referring to “Chapter 3 When accepting a student with

first meeting

disabilities”(P. 23-), conduct a meeting

Entrance into

• Receive the “Confirmation of Support” from the• Confirmation

the University

student in question and give a copy to the student inof Support

question.

• Support

4. Decision on• Submit the “Confirmation of Support” (copy) to the

Implementation

support content

Disability Services Office.

Plan• Create “Support Implementation Plan” and submit to• Application to

the Disability Services Office.

borrow• When requesting to borrow assistive equipment,

assistive

submit an “application to borrow assistive equipment,

equipment, etc.

etc.” to the Disability Services Office.

• Application to• After submitting the “Support Implementation Plan”, if cover expenses
support requiring a supporter emerges, submit an“Application to cover expenses of supporter” to the
Disability Services Office (no need to resubmit the“Support Implementation Plan”)• Disseminate information on support for students withdisabilities to relevant faculty members in the- 11 -

of supporterdepartment.
• Request consideration from teachers in charge of theclasses.
• After the commencement of support as well, check the
support situation and share information with the
Disability Services Office.
Before• Before each exam period (1 month in advance),

examination

conduct a meeting on support during the exam with thepersons concerned (including the student in question

5. Meeting toand the Disability Services Office).

discuss support• Check and coordinate the support content confirmed asfor exams

necessary at an examination, with the teacher in chargeof the class.
• Request for consideration during examinations fromthe teacher in charge of the class.

Before the new• Before the start of a new semester, conduct a meetingsemesteron support in the new semester with persons concerned(including the student in question and the Disability

6. Meeting todiscuss support
for the next

Services Office).
“Meetings on support in the new semester” shall be
continuously conducted.

semesterProceeding to• Conduct a meeting on taking over of support with thethe next stage ofstudent in question, a support implementation officer,

education

the support implementation officer of a faculty thestudent will attend, the Disability Service Office and7. Meeting toother parties involved.

pass on• Hereafter, conduct support according to the procedure

information if

in 4. “Decision of support content.”

the student
undertakes
further study
1. Once you have been accepted to the University(1) A support implementation officer (administrative staff member) provides students withdisabilities who have passed either the Second University Entrance Exam, a Bachelor program- 12 -

entrance exam for transfer students run by a faculty, recommendation entrance examination, or a
post-graduate entrance exam run by a graduate school, information about the university’s
support system and the Disability Service Office in the University.
(2) A support implementation officer (administrative staff member) serves as a contact point for
new students with disabilities who seek support.
(3) A support implementation officer (member of the faculty/administrative staff) considers thekind of support system is necessary within a department when accepting students and promotes
information-sharing within a faculty and with related departments, including the Disability
Services Office, etc.
2. If you would like to meet to discuss support options(1) When a new student with disabilities requests a meeting, a support implementation officer(administrative staff member) receives an “application for barrier-free support”(P. 87) from the
new student with disabilities, whereupon a support implementation officer (administrative staff
member) submits a copy of the “application for barrier-free support” to the Disability Services
Office. A support implementation officer (administrative staff member) also conducts
coordination of date and venue of the first meeting.
A support implementation officer (member of the faculty/administrative staff) calls a newstudent with disabilities, the Disability Services Office and other parties involved.
* In the first meeting, to prepare for teaching support, the person(s) in charge of teaching alsojoin(s) to streamline support. Also, for new students with difficulty in mobility, including
orthopedic/mobility impairments, visual impairments, etc., a response including efforts toimprove maintenance facilities, etc. is assumed, so all parties, including persons in charge offacilities, must check access along traffic lines following admission at an early stage.
* Subsequently, “applications for barrier-free support” are only resubmitted when the content ischanged.
3. Holding the first meeting(1) During the first meeting, the support implementation officer (member of thefaculty/administrative staff) discusses the content and support approach for a student withdisabilities with the student in person, the Disability Services Office and other parties involved.
* See “Chapter3．When accepting students with disabilities” (P. 23-)
4. Decision on support content(1) A support implementation officer (administrative staff member) receives the submission of“Confirmation of Support” (P. 89) from a student with disabilities and gives a copy to the- 13 -

student in question. Submit the “Confirmation of Support” (copy) to the Disability Services
Office, whereupon a support implementation officer (administrative staff member) creates a“Support Implementation Plan”(P. 91) and submits the same to the Disability Services Office.
* Disability Services Office, based on the “Support Implementation Plan” submitted from thedepartment, discusses the support content and provides insights to the department, trains support
staff, etc.
* The “Support Implementation Plan” is newly submitted after reviewing the content at the
beginning of every year.
* When support requiring the lending of assistive equipment arises, submit an “application toborrow assistive equipment, etc.” to the Disability Services Office. Concerning assistiveequipment, please refer to the “list of assistive equipment, etc.”(P. 16).
* When support requiring a supporter arises midway through the year, submit an “application tocover expenses of supporter” to the Disability Services Office (the “Support Implementation
Plan” need not be resubmitted).
(2) Once the support policies are determined, the support implementation officer (member of thefaculty/administrative staff) consults with the faculty members in charge of the classes and thepeople involved as necessary and determines specific support content. The support
implementation officer (faculty member) then conducts coordination among said faculty
members to facilitate arrangements for the faculty members in charge of classes. The support
implementation officer (faculty members) also strive to share information among faculty
members by disseminating information on students with disabilities in various meetings within
departments, including faculty meetings, etc. The support implementation officer(administrative staff member) creates a ”consideration request document”, which is thendistributed to the faculty members in charge of the classes.
(3) A support implementation officer (member of the faculty/administrative staff) , when
implementing support, provides a range of coordination other than that with faculty members.
(Examples include coordinating classrooms for students in wheelchairs, arranging assistiveequipment, liaising and coordinating with students with disabilities and support staff, schedulingthe support activities of support staff, etc.)(4) Subsequently, a support implementation officer (member of the faculty/administrative staff)
confirms the support content and readjustment upon consultation and coordination with the
Disability Services Office. He/she always also shares information on support with the Disability
Services Office.

- 14 -

5. Meeting to discuss support for exams(1) If necessary, the persons involved meet before each exam period and a support
implementation officer (administrative staff member) coordinates toward the meeting. Since thecoordination may take time, meetings should preferably be held at least a month before examtime as a rule of thumb.
During a meeting, a support implementation officer (member of the faculty/administrative staff)
with students with disabilities, Disability Services Office and other parties involved, checks
details of what support is required during the exam. In concrete terms, responses as follows canbe considered:
Visual impairments

Braille translation or enlarged question paper/answer sheet,allowing optical aids to be brought in, taking exams in a separate
room, time extension, seat selection.

Hearing impairments

Exemption from listening or taking an exam using alternative
questions, using hearing-assistive device providing written
instructions, taking exams in a separate room, seat selection.

Orthopedic/mobility

Change of answer methods, taking exams in a separate room, time

impairments

extension, seat selection.

Internal disorders or

Allow household medicines, etc. to be brought in, taking exams inchronic diseases

a separate room, time extension, seat selection.

Developmental or

Allow household medicines, etc. to be brought in, written

mental disorders

instructions, taking exams in a separate room, time extension, seat
selection.

(3) A support implementation officer (member of the faculty/administrative staff) checks the
support content during the exam with the faculty members in charge of the classes. Once thesupport content has been determined, a support implementation officer (administrative staff
member) creates a “document of request for consideration in an exam”, which is thendistributed among faculty members in charge of the classes and invigilation faculty members.
The support contents determined are also distributed among students with disabilities.
6. Meeting to discuss support for the next semester(1) Before the new semester starts, check details of support for the new semester.
(2) Where necessary, hold a meeting among the relevant parties, including the students. During
the meeting, the support implementation officer (member of the faculty/administrative staff)
checks and readjust the support status with students with disabilities, the Disability Services- 15 -

Office and other parties involved.
7. Meeting to pass on information if the student undertakes further study(1) If a student requiring support is accepted to a course for further study, a support
implementation officer (member of the faculty/administrative staff) contacts the support
implementation officer from the new department and hands over information on the student’s
situation and the support provided to date. They also coordinate and hold a meeting to hand over
information when the student begins the new course with students with disabilities, the support
implementation officer from the new department and the Disability Services Office.
* Subsequently, the support implementation officer from the new department (member of thefaculty/administrative staff) provides support according to the procedure from 4 “Determinationof support content”.
If a student is in the Junior Division of the College of Arts and Sciences, a meeting for handing
over is held before the A1 term of the second year starts.
3. List of assistive equipment, etc.
If you would like to borrow any assistive equipment, etc. listed below, please submit“Application to borrow assistive equipment, etc.”(P. 97) from the support implementation
officer (administrative staff member) in your department. The “Application to borrow assistiveequipment, etc.” can be downloaded from the website of the Disability Services Office andTokyo University Portal “guidebook”. If you would like to borrow any assistive equipment, etc.,
not listed, please consult with the Disability Services Office.
<For all students with disabilities>
Name of assistive

Name of product/function/usage

equipment

Digital voice

Equipped with voice guidance functions and LCD displays.

recorderiPad, iPad mini

These can be utilized for various support aspects. As well as features
such as reversing black and white and zoom, they can also be used asmagnifying glasses. With computer-based note-taking, they can also
be used to display text received via Wi-Fi.

Portable printer• EPSON PX-S05
This is a printer with an internal battery that is compact and portable.

<For visually impaired students>
Braille printers• Braille Printer TP-32- 16 -

This prints out Braille from data created using Braille translation
software. Double-sided and dot diagram printing are also available.
• ESA721 Ver95’
This prints out Braille from data created using Braille translation
software. Double-sided and dot diagram printing are also available. It
can print in three line widths: thick, medium and thin.
Braille Display• Braille Memo Pocket
This is a multifunctional and easily portable Braille display. As wellas the editing functions such as reading, writing and saving data in
Braille, it has a great range of accessory functions, including acalculator, clock and scheduler. It can also be connected to acomputer to transmit data as well.
• Braille noteWith a Braille display, Braille input keys and an internal memory, thislets users read and write Braille immediately.

Braille Typewriter• Perkins Brailler
The Braille is displayed on the paper’s surface, so the user can read
what has been typed as they continue typing.

Small-sized BrailleCompared to the small Braille typing pad, this typewriter is more

deviceportable and transportable.

Braille Label Maker• Kingjim SR6700D
This automatically translates input text into Braille. Braille and text
can be printed on the same label, meaning information can becommunicated to both the visually impaired and sighted people
unable to read Braille, simultaneously. This is useful for displaying
labels on classroom doors and equipment.

Tactile Image Maker• PIAF
When images are fed into the machine, the black parts swell to create
an image that can easily be read with the fingers.

Voice recognition• MyWord V pro

word-processing

This is voice recognition word-processing software compatible with

software

PC-Talker. The documents created can be saved as Word documents.

Voice recognition• MM Mail 2

email softwareThis is software for sending and receiving emails via the Internet,
which includes real-time conversion of displayed fonts, voice- 17 -

guidance and autonomous key operation.
Screen Reader• PC-Talker 7 III (for Windows7)
This is software that narrates Windows operations.
• NetReader
This is software compatible with PC-Talker that narrates Internet
content.
• JAWS for Windows Professional Ver. 14.0 Japanese Version
This is a screen reader that reads out the information displayed onscreen or in a window, or the text that has been typed.

Magnifying Voice• YMB

Reading MachineThis reading machine reads text aloud, which is then displayed in alarge font on screen. It can also be used for handwritten text, Brailleand for reading DVDs aloud.

Magnifying Reading［Stationary Types］

Machine• Clear View Plus HD (installed in the General Library)
Fitted with a high-resolution, high-definition camera, it can bemagnified from about 2.5 times to 77.5 times. The monitor features
an adjustable height and angle, while its ability to rotate through 90
degrees means documents with vertical text can also be viewed withnumerous characters at a time.
• Synergy SI (installed in the Komaba Library)
Fitted with a high-resolution camera that can be magnified from 3 to
75 times. There are 16 combinations of font and background color
and a pointer function that allows the displayed position to be
confirmed.
• Clear View Bright (installed in the Komaba Library)This can be connected to a computer to switch between thecomputer’s zoomed screen and that of the reading machine, or view
multiple separated screens simultaneously. It can also be used as aregular reading machine.
• NVS -X1
Fitted with a high-resolution camera that can be magnified fromabout 2.7 to 50 times. Includes voice guidance to assist with
operation and a ‘Vertical/Horizontal Independent Break System’ tofacilitate reading of both vertically and horizontally placed text.

- 18 -

［Portable Types］• Powered Eye
On this 7-inch monitor, images can be freely magnified between 4 to23 times.
• Active View
On this 4.3 widescreen LED monitor, images can be freely magnified
between 6.5 to 26 times. It is also fitted with a 7 mega pixel auto
focus camera.
• Compact 5HD
On this widescreen 5 inch monitor, images can be freely magnified
between 1.5 to 18 times. The monitor can be folded and used as amagnifying glass if held over an image and can focus on images as
far as 1.2 m away.
• Zoomax Snow
On this 4.3 inch monitor, images can be freely magnified between
about 2 to 16 times.
Reducing the number of buttons makes it even easier to operate.
• i-loview Super HD
On this widescreen 4.3 inch monitor, images can be freely magnified
between 1.8 to 50 times. It is also fitted with a sophisticated bifocal
camera.
Magnifying Glass

Various magnifying glasses and magnification depths are available.

Scanner• Scan Snap SV600
Reads entire documents evenly. Accommodating dimensions up to
A3 size, it can scan large documents such as newspapers or magazine
spreads and eliminates the need to dismantle bound books. Ideal for
converting documents and other printed matter to digital data.

High Luminance• Polystinger LED

Flashlight

Illuminates objects accurately at mid- to long-distance and the focus
can be adjusted, making it suitable for indoor and outdoor use.

White cane

Fold-up and regular canes are available. The fold-up variety areparticularly portable and a good choice when the user needs to sit
down or they need to be stored away. Regular canes are durable andnot easily broken. Please utilize them during training sessions, etc.

Simulation Lens

This is a set which allows users to experience what it is like to beTrialvisually impaired. The lenses can be changed to simulate- 19 -

impairments such as ametropia, opacity and a narrowed visual field.
Please utilize them during training sessions, etc.
<For hearing-impaired students>
Name of assistive

Name of product/function/usage

equipment
Hearing-assistive

Hearing assistance systems that transmit speakers’ voices, in a way thatdevicemakes it easy to hear, to a receiver held by the listener at up to 15m away
– with the following types available:
Hearing aid system(Pana Guide System)• Transmitter Wireless microphone• Receiver Pana Guide wireless(Digital Wireless hearing aid system ‘Roger’)• Transmitter Roger Inspiro
Roger Dinamic• Receiver Roger Mylink• Linear Sound Source Speaker Roger Digimaster* We may also supply these for use in symposiums, etc.

Portable Magnetic

A magnetic loop is an assistive technology system which helps those

Loop Systemwith hearing impairments hear. Generating an induction field within aloop antenna produces an audio magnetic field that enables users to
directly hear the target sound or voice via a hearing aid or a dedicatedreceiver.
* This device belongs to the Graduate School of Economics. Thosewishing to use it should contact the person in charge below.
[Application for use/inquiries]
Office hours: 09:00 to 17:00
Deputy General Manager, Graduate School of Economics, Faculty of
Economics
Tel.: 03 (5841) 5541 (Ext: 25541)
Fax: 03-5841-5523 Email: jikiloop@e.u-tokyo.ac.jp

Voice Recognition• UD Talk

Software Application

This is a software application that uses voice recognition technology toconvert speech picked up by a microphone into text or captions. At the- 20 -

university, the use of a corporate voice recognition server is available,possible applications of which include during lessons, study groups,
meetings, training sessions and symposiums.
By assigning an editor to make corrections to the text data generated
from the vocal content, more accurate captions can be created. A
dedicated microphone (AmiVoice Front WT01) for this software is alsoavailable for loan.
Simple Written• ‘Boogie Boards’Communication Tools

These are LED tablets used exclusively for writing memos by hand,which are slim, light and exceptionally portable.
• ‘Kakipon’ (Magna Doodle type writing boards)
These writing boards use magnets to create images so do not require ink
and content can be deleted with the press of a button. They can be usedeasily in a variety of situations.

<For students with restricted mobility>
Height-adjustable

These desks can have their height adjusted. The front also includes a cut-Desks

out section to help accommodate wheelchair use.

Ramps

• DECPAC EBLFold-up portable ramps are available in three sizes: large (200 cm),
medium (135 cm) and small (90 cm).

Input Switch• Jelly Bean Switch
The circular Jelly Bean Switch has an operating surface about 6cm indiameter. The switch is activated when any point on the switch surface ispressed, allowing users to operate the device with minimal hand, foot,neck, or face movement.

Trackball Mouse• Logicool Wireless Trackball M570
This mouse supports the hand and allows comfortable movement with ashape that does not burden the user’s arm.

Reclining Chairs with

These chairs feature a slide-reclining function, a storable footrest and a

Storable Footrests

headrest.

Manual Wheelchair

Both standard and no-puncture types that eliminate the need to inflate
the tires with air are available.

Elderly Person

These allow users to experience the symptoms commonly felt by elderly

Simulation Materials

people with restricted physical function. Please utilize them during
training sessions, etc.
- 21 -

<Tools for use in emergency evacuation>
Cart for evacuating• Evac Chair

via fire stairs• Carrydun
These devices support the evacuation of people with limited mobility via
the fire stairs in the event of an earthquake, fire, or other disaster.

Emergency carrying• Air Stretcher Raproval

equipmentThis is a wraparound-style stretcher that uses an air-bag type fabric toenvelop the evacuee and secure them with a safety belt.
During an emergency, the evacuee can be carried downstairs in a natural
position lying on their back and set down feet first.
• Air Stretcher Pro Safety
This stretcher uses a special type of plastic and has a negative pressure
shape memory. It keeps the evacuee’s body still to enable safe and secure
evacuation.

Securing tools• EMS board
These boards are used to keep people’s heads, necks, backs and thighs
still and stable.

- 22 -

Chapter 3 When accepting students with disabilities
When accepting visually impaired students
1 What is visual impairments
Visual impairment means a status of being visually impaired or blind due to disability in any
one of the visual components comprising the eyeball, optic nerve, cerebral vision center, etc. It
can be broadly classified into “blindness” and “low vision”, but the degree of disability varies
very considerably between individuals. For example, “blindness” not only refers to a condition
where a person is completely unable to see, but also includes conditions of being able todistinguish light and darkness, being able to understand a hand waved right in front, being able
to recognize the number of fingers held up right in front, etc. Also, “low vision” covers aspectrum, including not only simply having poor eyesight, but also having a narrow field ofvision, inability to view the central area, having a doughnut-shaped invisible portion, having
cloudy vision as if seeing through opaque glass, hypersensitivity to light, suddenly having
difficulty seeing in the dark although quite able to see properly in bright places, etc.
Furthermore, there are also circumstances of difficulties in recognizing a specific color or where
the perception of color varies.
Accordingly, the support needs also vary among individuals. In addition to the degree of
disability, other variables that differ include the time the person went blind, past learning
environment, etc., understanding of the surrounding conditions, means of motion, method ofaccess to character information, etc. In response, the first priority is to start support after
checking how the person can see and their past support situation and properly discussing whatkind of support would be most effective.
2 When holding the first meeting with a visually impaired student(1) Preparation for the first meeting
The department, when receiving a request for support from a visually impaired student, holds an
initial meeting with the student in question and other parties involved.
For the meeting, the following preparations are necessary:□

Coordination of meeting dates and venues, call to the persons concerned (including thestudent in question and Disability Services Office)□Receiving an “Application for barrier-free support” from the student in question□

Submitting the “Application for barrier-free support” (copy) to the Disability Services
Office□Checking the route to the meeting venue (for any dangerous object that may hinder- 23 -

walking)□

Check the necessity for guidance and a meeting point□

When distributing materials in a meeting, check the desired material format.

Example: 1) Expansion (check the font / character size with the student in question) 2) Braille
edition 3) Sending text data or an accessible PDF* in advance 4) With the normal edition, use a
Magnifying Reading Machine (which can be loaned from the Disability Services Office)* Accessible PDF: A format which supports document reading (text extraction) with screen
reader.
* For details, please consult the Disability Services Office.
(2) Consideration in a meeting□

If the person has a limited visual field or is sensitive to light, consider the seating position.

□

Once the person has entered a room, briefly explain the internal configuration and theseating position.

□

To inform him/her or who is seated where, from the facilitator in order, have eachindividual introduce themselves. It would also be preferable for each person to say theirname before speaking so that the student can also understand who is speaking during themeeting. When leaving a meeting early or joining a meeting partway through, speak briefly
with the student depending on the circumstances.

□

When speaking, avoid using directions and use more specific terms. (Example: there →on your right)(3) Points to be checked
In the first meeting, check the following with visually impaired students:□

If special measures were taken for the entrance examination, explain that information onhindrances is to be recorded on the application form.

□

Explain that the contact for consultation in the faculty of students with disabilities is the
support implementation officer and explain that consultation with the Disability Services
Office is also possible.

□

Explain and confirm the flow of support for students with disabilities in accordance withthe diagram “Support flow for students with disabilities and the role of the support
implementation officer” (P. 11).

□When assistance is requested for students with disabilities, confirm that notification will bemade to the teaching staff involved in implementing assistance, teaching staff and support
staff etc.
- 24 -

□

When support is to be provided by support staff, preparation from an early stage for their
recruitment and training is needed, so the first meeting must be used to specificallyconsider the nature of the desired support.

□

When support is provided by support staff, since it is possible that dispatch of staff may not
be in time to recruit / train support staff at the beginning of the semester, explain that there
will be consultation about alternative methods at the time of interview.

□

In terms of extra-curricular support, gain an understanding within the available scope of
information on utilization of the public support system.

For further individual points to be checked, please see “List of main points to be checked in thefirst meeting with visually impaired students” in the following.
<List of main points to be checked in the first meeting with visually impaired students>
1

Status of
disabilities

Name of disabilities / illness
Presence of physical disability

If present, confirm the level

certificate
Completely impossible to see /able to recognize light andBlindnessdarkness / able to recognize theshape of object
Visual acuity (degree), visual

Visual acuity

field (range of vision / defective
portion), adaptation to
Low vision

2

Conditions ofluminosity; (presence of use of
shading lens), presence of color
blindnessdisabilities

Timing ofonset ofdisorder• Congenital

Presence of progress of• Acquired

symptoms• Frequency of use of white caneMove / walk

• White cane(all the time / partially)• Guide helper• Availability of single walking• Guide dog(presence of experience ofwalking training)- 25 -

• Indian ink letters Font easy to read (font / size)Usecharacter(normal

Alternative means when neither

characters)

Indian ink or braille can be used.

• Braille• Others

Use equipment / assisting tool,etc.

─• OtherOtherdisabilities

disabilities• Internal Disease─• Presence ofcomplication• Experience living alone or not• Neighborhood acquaintances

3

Residence

Whether

afterhousemateadmission(s) present

If living alone

other student dormitory
housemates

MethodTrain / Bus / Walking

schoolRoute─Support received from elementary

Support content and the support

to high schoolsthat was effective

Assistance requested or not

Requested / Not requested

received to
date

Lectures ingeneral / other
Request for
6

Details of housemates

Commuting toSupport5• General rental, Tokyo
University student dormitory,

If living with4

or notsupport at the
University

Specific support content
Want physical training with a

Whether

Physical training

than physical training

supportrequestedsupporter / want courses other

Information

Presence of screen

processing

magnification / narration

practice

software, etc.

(In the case of a

Arrangements for supporters,- 26 -

science student)

assisting tools, etc.

Experiment* Since the implementation
Long-term
7

study system

Institution introduction

differs at each graduate school
and department, confirmation isrequired

Digitization of
documents

Service introduction─Assistance requested or not

Requested / Not requested

Assistance requested or not

Requested / Not requested

Entrance8

ceremony /new student
guidance

9

Periodical
health check

3 When starting support for a visually impaired student□

Receive the “Confirmation of Support” from the student in question and give a copy to thestudent in question.

□

Submit the “Confirmation of Support” (copy) to the Disability Services Office.

□Submit the “Support Implementation Plan” to the Disability Services Office.

□For assistance involving the loan of assistive equipment, submit an “Application for
lending of assistive equipment, etc.” to the Disability Services Office

Following consultation during the first meeting, the contents of support will be negotiated anddecided between the parties involved, including the recipient in person. Sometimes, the optimalmeans of support is decided while trying out multiple means of support in order.

○ Examples of support for visually impaired students
Examples of support for visually impaired students are shown as follows:
Moving within the University
There are several buildings where classes take place and I am concerned over whether I can find
my way to the classrooms by myself.
<Support Example>- 27 -

Guiding within the environment: tour the classrooms with the student in question in advanceand check the locations including the following matters, etc.
Examples of matters for which confirmation desired before classes start:


If there is any area including a hindrance to walking or a place where the student may be
exposed to danger.



Whether guidance blocks are laid out or some other object serving as a landmark on theway to the buildings hosting the classes.



If there are enlarged and Braille displays at the doorways to the classrooms, etc.

The area near the entrance to the building housing the laboratory is dim and I feel it’s dangerous
to walk there.
<Support Example>
Facility improvement: replace lights in areas of high student traffic with bright lights. Also, affix
fluorescent tape, etc. to stair edges to increase visibility and awareness of any uneven spots onstairs.
Bicycles and cars are parked on blocks and signboards may be placed over them hindering theguidance function and movement.
<Support Example>
Call the attention of surrounding persons: Call the attention of students and teaching staff,
suppliers entering the campus to make deliveries, etc., orally and by posters.
Class
Inability to understand the content of the textbooks and the documents distributed in classes.
<Support Example>
Provide digital versions of documents: When document data is available, provide it to thestudent. Concerning documents only available as hard copies, scan them as PDF files, thenextract the text information with OCR software. Converting them to electronic data will help
visually impaired students to read documents by expanding the size and changing the contrast to
make the text easy to view on computers. Students who are blind can also check content byusing narration software. Text files can also be converted to Braille data.
Reading aloud the distributed documents: When it is difficult to provide digital versions, amember of the support staff sits next to the student during class and reads the content of the
document aloud on the spot or takes time before and after class to read out this information
face-to-face.
- 28 -

It is difficult to complete response papers distributed / collected during class.
<Support Example>
Change of font: For visually impaired students, since it is difficult to recognize characters andthin ruled lines, etc. as they are, determine the students’ requests and create forms that are easy
to view and complete by changing the font and font size (example: Ming type / 10.5 points →Gothic type / 22 points), changing the ruled lines to thicker ones, etc.
Change of submission method: For students who have difficulty in writing, consider alternative
submission methods such as making the student submit a recording of dictated content via an IC
recorder or the contents of student dictation written out, allowing the student to submit inBraille or data created by PC after the class, etc.
* Even if a student is able to write, if additional time is required to do so, the same considerationis required.
Inability to understand the content of video teaching materials aired during classes.
<Support Example>
Explanation by assistant: The support staff sits next to the student and according tocircumstances, explains the content of video and reads it aloud - subtitling.
Lending teaching materials: Consider lending video materials so that students can check thecontent by listening to it repeatedly.
Inability to check the content of writing on blackboard or slides.
<Support Example>
Reading content aloud: It helps the understanding of the student if written content is read aloudas far as possible and if diagrams are included, add supplementary explanation. When
explaining, avoid directives (“this”, “there”, etc.) but replace them with specific terms.
Setting up priority seating: For visually impaired students, the position where they find it easy
to see differs according to each individual depending on their visual acuity, visual field,
sensitivity to glare, assisting tool they require (monocle, loupe, portable magnifying readingmachine, etc.). According to the student’s request, secure a seat in a position where it’s easythem to see as a priority seat.
* Some students find it difficult to view the light of a laser pointer used when explaining slides.
In that case, consideration such as using hands or a pointer, etc. is required.
Inability to understand who is speaking in the seminar and group work.
Also unaware of the right timing for own speech.
- 29 -

<Support Example>
Request cooperation of the surrounding persons: It would also be preferable for each person to
say their name in turn and then before speaking so that the student can also understand.
Nominating, monitoring timing: also inviting students to participate, teaching staff or thefacilitator monitor the timing to nominate the student and prompt utterance so that the student
can take part.
Exam
Inability to understand the content if provided with the same question sheet that normal students
receive.
Also, difficulty in completing the answer sheet.
<Support Example>
Processing of question sheet: Configure the question and answering sheet in a way that suits thestudent such as translating it into Braille, changing the font to one which is easy to read for the
student, etc.
Changing answer method: Consider changing the answer method commensurate with thestudent’s circumstances, such as allowing answering in Braille, answering by PC, answering via
dictation (recording of dictated content via an IC recorder or the student answer sheet writtenout), etc.
* To implement the above support, hold a meeting in advance with the student, a support
implementation officer, teaching staff in charge and the Disability Services Office and submit to
the teaching staff in charge a “Request for consideration in exam” commensurate with thestudent’s situation, content of the exam, etc. According to circumstances, “taking exams in a
separate room” or “a time extension” may be simultaneously used.
Other
Difficulty in checking the content placed on a notice board.
<Support Example>
Provision of information online and by email: Disclose content identical to the bulletin material
online. For matters that directly relate to the student, provide information by email as well.
Inspection/read aloud at the reception desk: Provide details of bulletin board content so that thestudent can always check the same at the counter and have it read aloud on request.
Difficulty in completing documents to be submitted to the office in personal handwriting.
- 30 -

<Support Example>
Allograph by teaching staff and caregivers: when difficult to complete documents required foradministrative procedures, etc., in answer to demands of the student, teaching staff at thecounter write on their behalf. Also, when the student is with a caregiver, approve allographprocedures by the caregiver.
When accepting hearing-impaired students
1 What is hearing impairments
A hearing impairment refers to a state of not hearing well or being deaf due to a disability in anyof the relevant regions (external ear, middle ear, internal ear or auditory nerve) that send speech
information to the cerebrum. However, even when the same term hearing impairment is used,
individual differences in terms of the ability to hear sound arise. The nature of hearing varies,
for example, “it sounds like the volume is too low and it’s difficult to hear,” “it sounds like thesound is distorted and although I can hear the sound, it’s difficult to identify the source,” “evenwith a hearing aid, I can hardly hear sound or voice,” etc. Hearing ability also depends on theenvironment and varies depending on ambient noise, presence of acoustic echoes, the way inwhich the counterpart talks and so on.
Although the person may be able to respond in one-to-one conversation in a quiet place, in anenvironment with numerous other people in a large classroom, “inability to hear” or “difficulty
hearing” may arise.
Communication methods also differ depending on each individual, not just the types and degreeof hearing impairments but also the period of hearing impairments, schooling history, etc.,
which is why relatively many people use residual hearing, lipreading, communication via
writing, KUSHO, sign language, etc. and/or communication by combining those methods.
Based on the above, when supporting, first of all, it is important to confirm the nature of thedisability affecting the person in question and the support situation the person has received todate and start giving them proper support after thoroughly consulting on the kind of support thatwould be effective.
2 When holding the first meeting with a hearing-impaired student(1) Preparation for the first meeting
The department, when receiving a request for support from a hearing-impaired student, holds an
initial meeting with the student in question and other parties involved. For the meeting, thefollowing preparations are necessary:□

Coordination of meeting dates and venues, call to the persons concerned (including the- 31 -

student in question and Disability Services Office)□Receiving an “Application for barrier-free support” from the student in question□

Submitting the “Application for barrier-free support” (copy) to the Disability Services
Office□Confirmation of the need to guarantee information assurance for the disabled* Guaranteeing information assurance: means support which involves providing hearingimpaired students with information of equivalent quality and quantity as that received by otherstudents so that the students can participate in the occasion.
Depending on the circumstances of individual students, the type of guaranteed information
assurance differs. (See below)□

When guaranteed information assurance is required, confirm which type

Example: 1) PC-taking 2) Note-taking 3) Sign language interpretation 4) Hearing assistive
device (which can be loaned from the Disability Services Office)* For details, please consult the Disability Services Office.
(2) Consideration in a meeting□

Prepare a venue that is quiet and where echoes are minimized.

□

Seat hearing-impaired students such as to facilitate their lipreading of attendees and help
them get the bigger picture. In addition, when engaging in information assurance activities,
prepare seating suitable for each type of information assurance activity. Since theappropriate seat position also depends on the position of the lighting and the window, try toaccommodate each situation.

(3) Points to be checked
In the first meeting, check the following with hearing-impaired students:□

If special measures were taken for the entrance examination, explain that information onhindrances is to be recorded on the application form.

□

Explain that the contact for consultation in the faculty of students with disabilities is the
support implementation officer and explain that consultation with the Disability Services
Office is also possible.

□

Explain and confirm the flow of support for students with disabilities in accordance withthe diagram “Support flow for students with disabilities and the role of the support
implementation officer” (P. 11).

□When assistance is requested for students with disabilities, confirm that notification will bemade to the teaching staff involved in implementing assistance, teaching staff and support
staff etc.
- 32 -

□

When support is to be provided by support staff, preparation from an early stage for their
recruitment and training is needed, so the first meeting must be used to specificallyconsider the nature of the desired support.

□

When support is provided by support staff, since it is possible that dispatch of staff may not
be in time to recruit / train support staff at the beginning of the semester, explain that there
will be consultation about alternative methods at the time of interview.

□

In terms of extra-curricular support, gain an understanding within the available scope of
information on utilization of the public support system.

For further individual points to be checked, please see “List of main points to be checked in thefirst meeting with hearing-impaired students” in the following.

<List of main points to be checked in the first meeting with hearing-impaired students>
1

Status of
disabilities

Name of disabilities / illness
Presence of physical disability

If present, confirm the level

certificate
Hearing ability

Hearing ability level (dB)
Vocal hearing ability (Example:
differences when hearing sound[Hearing aid]

through equipment such as a

• Wearing or not

microphone, differences
depending on the environment• When wornetc.)

• Type2

Conditionsof disabilities• Maintenance• Presence of hearing aid

Hearing aid

center for the student in theequipment

Tokyo area
[Cochlear

Vocal hearing ability (Example:

implant]

differences when hearing sound• Wearing or not

through equipment such as a
microphone, differences• When worn

depending on the environment• Typeetc.)[Hearing• Scope to use or notassistive device]• Whether personally owned or- 33 -

• Experience

notusing or not• Whether relevant information• Typeis needed

Means (auditory
Communication/ oral, written
communication,
sign language)Outpatient
treatment

Presence of a
doctor consulted
as outpatient• In the event of 1-to-1• In the event of a group(Discussion, seminar group,etc.)

Presence of a doctor consulted
as outpatient in the Tokyo area

• Otherdisabilities
Other• Internal

disabilities

Disease• Dizziness• Presence ofcomplication• Experience living alone or not• Neighborhood acquaintances

3

Residence

Whether

afterhousemate (s)admissionpresent

If living alone• General rental, Tokyo
University student dormitory,
other student dormitory

If living withhousemates4

or notDetails of housemates

Commuting

MethodTrain / Bus / Walking

to school

Route─• Commuting to school for deaf,
school for hearing-impaired,facilities etc. / Experience toSupport5

received todateSupport received from elementary
to high schools

date or not• What kind of assistance wasreceived during class• What kind of support was mosteffective?
• Experience of receiving- 34 -

information assurance or not• What kind of information
assurance was most effective?
• Have you gathered information
on support or seen and heard
such information?
• Desired / May be desired(Example: Foreign language
only) / Not desired• Confirmation of details of in6

Request forclass support (securing priority

support at the Assistance requested or notseats, consideration from

University

teachers in charge of the classes,
responding to listening,
information assurance method<hearing assistive device, PCtaking, Note-taking etc.>)* Since the implementation

7

Long-term
study system

Institution introduction

differs at each graduate school
and department, confirmation isrequired

Entrance8

ceremony /new student• Requested / Not requested
Assistance requested or not

guidance
9

Periodical
health check• What kind of support isdesired? (details of information
assurance)

Assistance requested or not

Requested / Not requested

3 When starting support for a hearing-impaired student□

Receive the “Confirmation of Support” from the student in question and give a copy to thestudent in question.

□

Submit the “Confirmation of Support” (copy) to the Disability Services Office.

□Submit the “Support Implementation Plan” to the Disability Services Office□

For assistance involving the loan of assistive equipment, submit an “application to borrowassistive equipment, etc.” to the Disability Services Office.

- 35 -

Following consultation during the first meeting, the contents of support will be negotiated anddecided between the parties involved, including the recipient in person. Sometimes, the optimalmeans of support is decided while trying out multiple means of support in order.
○ Examples of support for hearing-impaired students
Examples of support for hearing-impaired students are shown as follows:
Orientation
I don’t know what is being discussed at orientation.
<Support Example>
Information assurance: dispatch of ‘computer takers’ that input audio information to a personal
computer and transcribe it, dispatch of note takers that convey audio by recording it on anotebook, dispatch of sign language interpreters and presenting the contents in visual form.
LessonInability to hear remarks made by the teacher or other students during lessons or even when aquestion is posed by the teacher, I do not know what is being asked and cannot answer.
<Support Example>
Installation of priority seats: Within the classroom, students prepare priority seats in positions
where people speaking can be most easily heard. Depending on the case, hearing ability may
differ between the left and right sides, so confirm the specific position in the classroom with theperson in advance.
Priority seats are identified by the above mark.
Use of hearing assistive device: The speaker has a transmitter (microphone) and uses a systemthat delivers sound directly to the student’s receiver.
PC-taking (PC character interpretation): Two personal computer takers take turns inputting theaudio information during the lesson to a laptop computer, then conveying it. This is done byconnecting together two or three personal computers in the classroom and the right equipment
has to be prepared. Although it is renowned as a means of allowing audio information to becaptioned in close to real time and handle large amounts of information, conveying the essenceof mathematical formulas, charts, graphs and similar tends to be difficult.
- 36 -

Taking notes (written interpretation): Two note takers sit next to the student and transcribe theaudio information from the lesson in loose-leaf format. This method is suitable for lessons
involving a limited amount of information, which can then be handwritten and summarized, butthere is no need for special equipment and mathematical formulas, charts, graphs, etc. arewidely used.
Note creation: During the lesson, the support staff draw up lesson notes when the students
focusing on listening to the sounds and unable to take notes, or if they have concerns overlistening.
* From now, combined support will be provided aligned to the type of lesson, the speaking
characteristics of individual teaching staff and student’s wishes etc. Moreover, there is also
scope to change the contents of support, even during the semester.

In a language lesson, I don’t understand the audio of the listening materials.
<Support Example>
Advance loan: For hearing-impaired students, we will acquire audio teaching materials in
advance so that they can listen without involving microphones and broadcasting equipment.
Learning support: For hearing-impaired students, set aside separate learning support time tolisten to audio while reading a script.
Study course transfer: Transfer study to a course not involving listening.
During seminar-style lessons, inability to determine who is speaking where.
<Support Example>
Layout design: To configure the set-up to allow students to keep track of the seminar mosteffectively, other students, facilitators and information assurance persons such as computertakers will collectively consider the placement of the students’ seats and the arrangement of
their screens.
Request for cooperation to speakers: When multiple students speak at the same time, it is very
difficult for students to keep track of the contents of the discussion, so we urge them to ensurethat they do not speak at the same time.
In addition, when speaking, only start speaking after raising the hand, so that the listener has avisual cue.
- 37 -

The contents of videos, etc., cannot be determined without subtitles.
<Support Example>
Voice transcription and provision of scripts: We will acquire and prepare teaching materials
beforehand.
Creating subtitles: teaching materials obtained in advance, subtitles inserted.
Concern over inability to convey notes on experimental/practical aspects or inability to sense
danger.
<Support Example>
Information assurance: Since experimental/practical work involves movement, select the formof information assurance best suited to the activity, such as taking notes and/or sign language
interpretation and convey the notes.
Reminder: If chemicals and special equipment are being handled and danger is involved,
students to be given as much advance notice as possible and the contents of notes to be checkedat the start.
* To implement the above support, we will meet with students, the support implementation
officer, teaching staff in charge of experiments and the Disability Services Office in advance,
consult with the student and allow courses to be taken safely.
Exam
Concern over availability of accurate information on exam schedule and report tasks.
<Support Example>
Information assurance: Visually convey information on schedules, tasks and notes by writing on
the board or giving notes to ensure no information is omitted.
Inability to understand the contents of compulsory listening courses.
<Support Example>
Change listening method: During examinations, allowing exams to be taken in a separate room,
devising a listening method which involves listening without involving speakers, using thehearing aid system and so on.
Alternative measures: Consider change to reports, etc.
* To implement the above support, hold a meeting in advance with the student, a support
implementation officer, teaching staff in charge and the Disability Services Office and submit to
the teaching staff in charge a “Request for consideration in exam” commensurate with the- 38 -

student’s situation, content of the exam, etc.
When accepting students with orthopedic/mobility impairments
1 What are orthopedic/mobility impairments?
Orthopedic/mobility impairments refer to circumstances in which organs used to move the bodyare damaged due to illness or injury, which hinders activities in daily life, such as walking andwriting.
The circumstances of the disorder vary considerably among different individuals, in terms of theaffected site and extent, for example, the disorder may affect either the left or right hand, arm, orleg, or exercising the legs or the whole body may be difficult.
Moreover, the scope ranges from a degree of disability that has little impact on student life,
difficulty in standing and walking, etc., using canes, requiring a wheelchair or prosthetic limbs,
the degree to which assistance is required and so on.
Accordingly, the support needs also vary among individuals. For students using wheelchairs
and canes, steps several centimeters’ high and slopes hinder mobility. Students facing
impairments affecting their hands and fingers find tasks such as writing letters or turning overpages of textbooks a challenge. First of all, it is important to confirm the nature of the disability
affecting the person in question and the support situation the person has received to date andstart giving them proper support after thoroughly consulting on the kind of support that would
be effective.
2 When holding the first meeting with a student with orthopedic/mobility impairments(1) Preparation for the first meeting
The department, when receiving a request for support from a student with orthopedic/mobility
impairments, holds an initial meeting with the student in question and other parties involved.
For the meeting, the following preparations are necessary:□

Coordination of meeting dates and venues, call to the persons concerned (including thestudent in question and Disability Services Office)□Receiving an “Application for barrier-free support” from the student in question□

Submitting the “Application for barrier-free support” (copy) to the Disability Services
Office□Confirm access to the interview venue□

Confirm need for a parking lot- 39 -

□Confirm whether existing toilet can be used□

Confirm whether temperature control is possible(2) Consideration in a meeting□

Regarding seating for meetings, there are times when the person will move from awheelchair to a normal chair and others when the wheelchair user remains in thewheelchair. Prepare sufficiently to allow either to be chosen.

□

When using a chair, ensure it is stable and without casters to prevent any danger to the user
while seated.

□

If the user will not sit in a chair, prepare a desk with space for the knees and lower limbs togo underneath unhindered, allowing them to sit in the wheelchair comfortably and in alocation easily accessible from the entrance.

(3) Points to be checked
In the first meeting, check the following with students with orthopedic/mobility impairments:□

If special measures were taken for the entrance examination, explain that information onhindrances is to be recorded on the application form.

□

Explain that the contact for consultation in the faculty of students with disabilities is the
support implementation officer and explain that consultation with the Disability Services
Office is also possible.

□

Explain and confirm the flow of support for students with disabilities in accordance withthe diagram “Support flow for students with disabilities and the role of the support
implementation officer” (P. 11).

□When assistance is requested for students with disabilities, confirm that notification will bemade to the teaching staff involved in implementing assistance, teaching staff and support
staff etc.

□

When support is to be provided by support staff, preparation from an early stage for their
recruitment and training is needed, so the first meeting must be used to specificallyconsider the nature of the desired support.

□

When support is provided by support staff, since it is possible that dispatch of staff may not
be in time to recruit / train support staff at the beginning of the semester, explain that there
will be consultation about alternative methods at the time of interview.

□

In terms of extra-curricular support, gain an understanding within the available scope of
information on utilization of the public support system.

For further individual points to be checked, please see “List of main points to be checked in the- 40 -

first meeting with students with orthopedic/mobility impairments” in the following.

<List of main points to be checked in the first meeting with orthopedic/mobility impairments>
1

Status ofName of disabilities / illness

disabilities

Presence of physical disability

If present, confirm the level

certificate
AttendingCommonphysician─Impact on lessons /Access to the classroom /student life

toilet / public facilities• Wheelchair (electric,

Transportation

manual) / cane / other• Ability to negotiate steps
or slope unaided?

Function of lower

Standing position

limbs

Possible / Possible for shorttime / Impossible
Wheelchair-accessible
toilet / Normal western-

Toilet type2

style toilet

Conditions of* Also confirm excretory

disabilities

function
Prosthetic device
Function of bodytrunk

Seated position

Function of upper• Written form

limbs

• PC operation─Possible / Possible for shorttime / Impossible
If difficulty encountered,also check assistiveequipment
If difficulty with

Communication

Speechexpression, also checkcommunication equipment• Other disabilities
Other disabilities• Internal Disease• Presence of─complication
3

Residence

WhetherIf living alone- 41 -• Experience living alone orafterhousemate (s)notadmissionpresent• Neighborhoodacquaintances or not• General rented
accommodation, Todai
student dormitory (Oiwake
international student
dormitory, Toshima
international student
dormitory, International
Kashiwa lodge, including
barrier-free room), otherstudent dormitory
If living withhousemates

4

Commuting toschoolSupport5

received todate

Details of housemates
Train / bus / car (including

Methodif picked up) / Walking

Route

─

Support received from elementary to

Support content and thehigh schools

support that was effective• Requested / Not requested• Confirmation of support
details in lesson (securing

Request for
6

support at theAssistance requested or not

University

priority seats, consideration
for teaching staff in chargeof classes, and support
during practical skills andexperiments)* Since the implementation

Long-term
7

study systemdiffers at each graduate
school and department,
confirmation is required

Digitization of
documents
8

Institution introduction

Entrance

Service introduction─Assistance requested or not

Requested / Not requested- 42 -

ceremony /new student
guidance
Periodical
9

health check

Assistance requested or not

Requested / Not requested

3 When starting support for a student with orthopedic/mobility impairments□

Receive the “Confirmation of Support” from the student in question and give a copy to thestudent in question.

□

Submit the “Confirmation of Support” (copy) to the Disability Services Office.

□Submit the “Support Implementation Plan” to the Disability Services Office□

For assistance involving the loan of assistive equipment, submit an “application to borrowassistive equipment, etc.” to the Disability Services Office.

Following consultation during the first meeting, the contents of support will be negotiated anddecided between the parties involved, including the recipient in person. Sometimes, the optimalmeans of support is decided while trying out multiple means of support in order.
○ Example support for students with orthopedic/mobility impairments
Examples of support for students with orthopedic/mobility impairments are shown as follows:
Facility maintenanceConcern over ability to attend classroom lessons in a wheelchair after entering university.
<Support Example>
Barrier-free check along lines of human flow: Carrying out “barrier-free checks along the flowline of human traffic after enrollment” from an early stage by the relevant students, a support
implementation officer, facility personnel, Disability Services Office, etc.
The building housing a classroom has no slope and is not wheelchair-accessible.
<Support Example>
Changing classroom: Relocate the classroom for the lesson to one in a building that is
wheelchair-accessible.
Facility maintenance: We will install a slope or lifting platform in the building, eliminate steps- 43 -

and enable access to the classroom.
▲ <Example facility construction> Eliminating steps at the entrance to a building
LessonThe desk and chairs in the classroom are fixed, making it difficult to use the desk with thewheelchair.
<Support Example>
Installing a special desk: We will install a special desk in the vacant space in the classroom. At
the Disability Services Office, we loan desks capable of being moved up and down.
Removal of chair/Installation of priority seats: to facilitate the use of desks with wheelchairs, wewill remove some fixed chairs and make priority seats instead of movable chairs.
Priority seats are identified by the above mark.
In classrooms with configurations that mean only desks near the entrance are wheelchairaccessible, because other students sit down first, none of the desks can be used.
<Support Example>
Installation of priority seats: Secure seats that are easy to use with wheelchairs near theclassroom entrance and designate them as priority seats.
Difficulty in maintaining body temperature and tendency to get sick, especially for lessons insummer and winter.
<Support Example>
Temperature control in the classroom: For students who find it difficult to maintain their bodytemperature, keep the classroom temperature constant.
Installation of priority seats: Secure seats near the air-conditioning equipment in the classroom
and designate them priority seats.
Difficulty in moving fingers, making it difficult to take notes.
<Support Example>
Note creation: Support staff to create lesson notes.
Scope to bring in personal computer and ancillary equipment: If the use of personal computers
and ancillary equipment makes writing possible, we will consider allowing them to be brought
into lessons.
- 44 -

* In other cases, depending on the lesson format etc., we may consider offering support
commensurate with the circumstances, such as permission to record lessons etc.
Difficulty in submitting attendance cards and reaction papers during lessons, due to thedifficulty in moving fingers.
<Support Example>
Submission after lesson: Review the submission after the lesson.
Submission by alternative method: An author writes out content dictated by the student or the
student is allowed to use a personal computer to input the material after the lesson. Consider
adapting the submission method to the circumstances.
Exam
Difficulty in exercising fingers, which makes writing on answer sheets difficult.
<Support Example>
Change of answer method: Examine scope to adapt the permissible answer method
commensurate with the status of the student, such as enlarging the answer sheet, allowing
answering via personal computer, recording dictated content on a recorder or writing by theauthor on the answer sheet and allowing a test time extension in another room.
* To implement the above support, hold a meeting in advance with the student, a support
implementation officer, teaching staff in charge and the Disability Services Office and submit to
the teaching staff in charge a “Request for consideration in exam” commensurate with thestudent’s situation, content of the exam, etc.
Other
The space in front of the notice board is always crowded with many people and cannot get close
to it or see it from a wheelchair because it is installed in an elevated position.
<Support Example>
Provision of information online: Disclose content identical to the bulletin material online.
Filing postings: Filing postings to be visible and available at the reception desk as well.
Since the nearest station is not barrier-free, commuting to school by public transport is notpossible. Request to allow commuting to school by private car.
<Support Example>
Issuance of a Special Vehicle Access Permit: We will consider issuing a “Special Permit” on an- 45 -

annual basis free of charge.
Establishment of a private parking lot: We will consider installing a “private parking lot” in alocation from which lesson classrooms and laboratories are easily accessible.
▲ Private parking indications on campus
When accepting students with internal disorders/chronic diseases
1 Internal disorders or chronic diseases
Internal disorders include the following internal seven disorders: cardiac dysfunction, kidney
dysfunction, respiratory dysfunction, bladder/rectal dysfunction, small bowel dysfunction,
immune dysfunction due to human immunodeficiency virus (HIV), liver dysfunction.
People who have progressive diseases are often concerned about changes in their symptoms andneed continuous medical care and to secure a place in which they can rest well. It is crucial toensure they are familiar with their surroundings.
Although they may be excluded from the scope of internal disorders, other chronic diseases may
also restrict activities in school life and social life and since appearance alone is insufficient tounderstand such conditions, various misunderstandings are possible.
Students in internal disorders or chronic diseases cannot be distinguished from healthy students
based on appearance alone unless the person concerned makes them clear. Without making any
request, such students often start student life but then suffer seizures or poor physical condition,
resulting in problems such as long-term absence which have to be handled in some cases. Thereis a need to promote awareness among students with disabilities that they can receive support at
school and we need to create an environment where students can enjoy student life with peaceof mind. There is a need to generally focus on avoiding overwork and negotiating handling oflesson absence etc. due to commuting to hospital etc. For teaching staff in charge of classes etc.,
although there is a need for consideration of the circumstances, with privacy in mind, theintention of the person in question must also be respected.
2 When holding the first meeting with an internal disorder/chronic disease student(1) Preparation for the first meeting
The department, when receiving a request for support from an internal disorder/chronic disease
student, holds an initial meeting with the student in question and other parties involved. During
interviews with students who have an internal disorder or chronic disease, the presence ofteaching staff from the health center would be desirable. For the meeting, the following- 46 -

preparations are necessary:□

Coordination of meeting dates and venues, call to the persons concerned (including thestudent in question and Disability Services Office)□Receiving an “Application for barrier-free support” from the student in question□

Submitting the “Application for barrier-free support” (copy) to the Disability Services
Office□Confirm access to the interview venue□

Confirm need for a parking lot(2) Consideration in a meeting□

We will take your physical condition into consideration at the time of interview.

(3) Points to be checked
In the first meeting, check the following with internal disorder/chronic disease students:□

If special measures were taken for the entrance examination, explain that information onhindrances is to be recorded on the application form.

□

Explain that the contact for consultation in the faculty of students with disabilities is the
support implementation officer and explain that consultation with the Disability Services
Office is also possible.

□

Explain and confirm the flow of support for students with disabilities in accordance withthe diagram “Support flow for students with disabilities and the role of the support
implementation officer” (P. 11).

□When assistance is requested for students with disabilities, confirm that notification will bemade to the teaching staff involved in implementing assistance, teaching staff and support
staff etc.

□

When support is to be provided by support staff, preparation from an early stage for their
recruitment and training is needed, so the first meeting must be used to specificallyconsider the nature of the desired support.

□

When support is provided by support staff, since it is possible that dispatch of staff may not
be in time to recruit / train support staff at the beginning of the semester, explain that there
will be consultation about alternative methods at the time of interview.

□

In terms of extra-curricular support, gain an understanding within the available scope of
information on utilization of the public support system.

- 47 -

For further individual points to be checked, please see “List of main points to be checked in thefirst meeting with internal disorder/chronic disease students” in the following.
<List of main points to be checked in the first meeting with internal disorder/chronic disease
students>

Status of1

disorder anddiseaseName of disorders / diseases andwhether physical disability

Whether or not progressive / if

certificate (medical certificate) heldso, confirm grade

or notAttendingCommonphysicianConstraints on
activity─Impact on lessons / student life

• Pacemaker• SeizureHeart disease• Details of any
exercise• Wearing or not• Frequency and response

constraints• Type I or II• Dietary
restrictions
2

Conditions of
disabilities• If insulin
Diabetes

injected• Response when

• kcal / day• Frequency, time, unit

blood sugar islow• Complications• Dialysis or not• Details of any
Kidney disease

exerciseconstraints• Frequency, time

• Dietary
restrictions
Epilepsy• Causalmechanism- 48 -• Frequency, response method• Seizure
Asthma etc.
respiratory• Seizure• Frequency, response method

Allergic

Effects ofDrowsiness, loss of

diseases

medication

concentration etc.

diseasesFrequent
urination
Hypersensibility

Cause(neurological orTolerance timedisease)Sensitivity towhat?

─
• Experience living alone ornot• Neighborhood acquaintances

3

Residence after
admission

WhetherIf living alone

or nothousemate (s)• General rental, Tokyo

present

University student dormitory,
other student dormitory
If living withhousemates

45

Commuting toschool

Details of housemates
Train / bus / car (including if

Methodpicked up) / Walking

Route

─

SupportSupport received from elementary to

Support content and thereceived to datehigh schools

support that was effective• Regular interview• Request consideration offacility members (during
lessons)

Request for
6

support at the• Request for consideration ofAssistance requested or not

University

facility members (during
exams)• Resting room / space• Consideration of proceedings
before enrollment• Practical skill in physical- 49 -

education (possessed/not
possessed) (Medical careapplication required)• Emergency contact system* Since the implementation
7

Long-term
study system

Institution introduction

differs at each graduate school
and department, confirmationis required

Entrance8

ceremony / newstudent

Assistance requested or not

Requested / Not requested

Assistance requested or not

Requested / Not requested

guidance
9

Periodical
health check

3 When starting support for an internal disorder/chronic disease student□

Receive the “Confirmation of Support” from the student in question and give a copy to thestudent in question.

□

Submit the “Confirmation of Support” (copy) to the Disability Services Office.

□Submit the “Support Implementation Plan” to the Disability Services Office□

For assistance involving the loan of assistive equipment, submit an “application to borrowassistive equipment, etc.” to the Disability Services Office.

Following consultation during the first meeting, the contents of support will be negotiated anddecided between the parties involved, including the recipient in person. Sometimes, the optimalmeans of support is decided while trying out multiple means of support in order.
○ Examples of support for internal disorder/chronic disease students
Examples of support for internal disorder/chronic disease students are shown as follows:
Campus life
Because there are internal disorders in the heart and kidney, it is physically difficult to line up ina row for a long time.
<Support Example>- 50 -

Easing the burden of enrollment procedures: To avoid them having to queue up, have themcome before the start or end time of the specified date and time to receive and submit therequired documents.
Easing the burden of the enrollment medical checkup: Ask the health center to let you come at adesignated time on a designated date.
Since the nearest station is not barrier-free, commuting to school by public transport is notpossible.
Request to allow commuting to school by private car or move around in a private family car.
<Support Example>
Issuance of a Special Vehicle Access Permit: We will consider issuing a “Special Permit” on anannual basis free of charge.
Establishment of a private parking lot: We will consider installing a “private parking lot” in alocation from which lesson classrooms and laboratories are easily accessible.
If prone to epileptic seizures, student takes anticonvulsant medicine, but there is concern over
the response in the event of having a seizure.
<Support Example>
Sharing emergency contacts: Create a list of emergency contacts, including family and attending
physician and share this information among key relevant parties.
LessonPhysical constraints make going up and down stairs impossible.
Also taking part in the compulsory physical exercise program for the Junior Division is difficult.
<Support Example>
Consideration of facility members: The relevant teaching staff will be asked to consider how
best to configure the students’ lessons.
Change of classroom: Change the classrooms for the course to ground floor locations andsituate them in buildings with elevators.
Physical exercise program without practical skills component: Introduce a “medical care”
program without any practical skills.
Taking medication for atopic dermatitis. High probability of being unable to wake up in themorning due to the influence of the medicine, resulting in late arrival. In addition, concentration
during the lesson itself may decline.
- 51 -

<Support Example>
Explain to the teaching staff in charge: Arrange an interview with the teaching staff in charge
and obtain their understanding.
Advice on taking classes: Have the staff in charge advise students on how to handle the course.
Due to hypersensitivity, exposure to cooling/air-conditioning may cause physical condition to
decline.
<Support Example>
Installation of priority seats: Secure seats away from the air-conditioning outlet in the classroom
and make them priority seats.
Exam
To prevent diabetic hypoglycemia, glucose supplementation may be required.
Place a sachet containing glucose on the desk and allow the student to take a supplement whennecessary.
<Support Example>
Taking exams in a separate room: Before the test, as well as sending a consideration request
document to the teaching staff in charge, make similar requests to invigilation teaching staff.
When prone to frequent urination, the nervous tension present during tests can be intolerable.
Examine scope to approve temporary absence.
<Support Example>
Taking exams in a separate room: allowing exams to be taken elsewhere and approving shortterm absence.
Support for return to school
After hospitalization due to kidney disease, even though I was able to return to school, I stillneed to commute to hospital for three days each week for dialysis and I am concerned aboutacquiring course credits.
<Support Example>
Interview before returning to school: As required, arrange meetings with the support
implementation officer, those responsible for school affairs and teaching staff in charge to obtainadvice on studying and consider how best to handle matters after returning to school.

- 52 -

When accepting students with developmental or mental disorders
1 What are developmental or mental disorder?
(1) Developmental disorders
The scope of developmental disorders includes mental retardation, communication disorders,autism spectrum disorders, attention deficit/hyperactivity disorders, learning disorders,
movement disorders and tic disorders etc. Here, we will now explain details of conditions
presenting challenges and often requiring assistance at the university, namely autism spectrum
disorders, attention deficit / hyperactivity disorders and learning disorders.
• Autism spectrum disorders (ASD)
Autism spectrum disorders typically involve deficiencies with psychosocial functions,organizing and planning (taking information on board, planning necessary actions), cognitive
flexibility (adapting by changing thinking and behaving flexibly) and may also involve
hypersensitivity and impairment of emotional control. They make interpersonal relationships
and flexible behavior very difficult and as a result, the student finds it impossible to progresswith interactive lessons, sorting out information by themselves during practical training andadvancing with tasks, sticking to a single approach and learning inefficiently. In addition, thecondition may result in significant discomfort at the noise of the classroom, a feeling of “panic”
during lessons and inability to remain in the classroom.
• Attention deficit/hyperactivity disorder (ADHD)
Attention deficit/hyperactivity disorder is characterized by a decline in the attention function
and control of impulses. Hyperactivity is also present, but rarely recognized around the adventof adulthood. However, it manifests as an inability to handle time management. The student
finds it difficult to concentrate and handle scheduling, may be unable to demonstrate his/her
original ability due to missing key information during lessons, postpones difficult tasks andultimately under-achieves.
• Learning disorders (Specific spelling disorder)
Specific spelling disorder involves the student having difficulty in expressing written language.
From a medical perspective, difficulty in expressing at a level of spelling and sentences isdefined within the scope of learning disorders. In addition, the scope may also include
developmental cooperative movement disorders (a type of movement disorder) which equates todisorder (clumsiness) in terms of inability to coordinate voluntary movements and when thisresults in difficulty in spelling, it may be referred to as specific spelling disorder. Difficulties in- 53 -

expressing written language or hindrances in terms of coordinating voluntary movements may
interfere with tasks involving writing. In addition, there are often cases where if sufficient time
is taken, the student is capable of writing legible letters, but the considerable time requiredmeans the time allotted for tests soon runs out.
As mentioned above, developmental disorders present a range of functional impairments basedon the relevant subclassification, which underlines the need for wide-ranging consideration in
response. The key to this consideration is to try and eliminate any disadvantage presented by theassumed functional impairment. In addition, multiple developmental disorders may be
combined or often occur alongside other mental disorders.
(2) Mental disorders
Although the scope of mental disorders other than developmental disorders includes a wide
range of diseases and individual descriptions of all mental disorders cannot be included, it ispreferable to be familiar with the overall framework to facilitate efforts to provide properconsideration at the university level. Admittedly, it is often unclear as to whether or not aparticular function is impaired when a mental disorder, but certain symptoms have to be taken
into consideration, given the learning difficulties they cause.
• Schizophrenia, bipolar disorder (Manic depression), depressive disorder (depression)
Since mental disorders such as schizophrenia, bipolar disorder (manic depression) or depressive
disorder (depression) often result in hallucinations, delusion, manic states or depressed states,when the condition is bad, the affected person may well find it impossible to cope with daily
life. Under such circumstances, rather than whether or not the person concerned has come touniversity, during the period of their absence from university, there is a need to consider how tohandle minimum required aspects (e.g. handling of attendance points, task submission
deadlines, regular tests). In addition, even after the student is able to return to school, mental
symptoms often remain and side effects such as drowsiness, tremors in the fingers, and similar
due to drug therapy are common.
• Anxiety disorder, obsessive-compulsive disorder, somatic symptom disorderAnxiety disorder or obsessive-compulsive disorder may affect group settings such as seminars
and anxiety associated with specific actions like looking at the blackboard may preclude thestudent concerned from taking part in that activity. In addition, while in somatic symptom
disorder, mental stress trigger symptoms that are difficult to distinguish from actual physicalillness, as a general rule, consideration on the basis of a physical disability is made. The- 54 -

difficulty here is that consideration for anxiety disorder, obsessive-compulsive disorder andsomatic symptom disorder may risk promoting evasive behavior on the part of those affected,
which, in turn, may delay any improvement in the symptoms. Accordingly, there is a need tofocus closely on balancing efforts made to improve symptoms and provide care alongside thoseto consolidate and improve the level of learning and consideration should proceed while sharing
information with a doctor or clinical psychologist.
• Adjustment disorder
Adjustment disorder occurs in response to a stressful situation and may trigger anxiety or
depressive symptoms (depressed mood, diminished motivation). It is also difficult to distinguishfrom depressive disorder (depression) or anxiety disorder. Dealing with adjustment disorder
becomes particularly relevant when the stressful event in question is a lesson or test at theuniversity. Although avoiding such stressors is likely to see the psychiatric symptoms improve,credits cannot be earned without pursuing the key basis of lessons and tests. In-depth
consultation with the teaching staff in charge is required to ensure appropriate care can beprovided without dispensing with the key lesson/test elements.
• Sleep disorders
When considering sleep disorders, although they are not rare disorders, it should also be
underlined that sleep disorders alone rarely have a significant impact on university learning.
Since there may be occasions where the condition results in an inability to wake up thefollowing day, it is also worth considering provisions to be made for periods when school
cannot be attended, but since adjusting personal lifestyle and/or drug therapy are often effective,
it may initially be advisable to check whether sufficient measures are being taken.
• Gender dysphoria
Gender dysphoria is a mental disorder where a person is distressed at a perceived mismatch
between their physical sex and their mental perception of their gender. Although the basic
response is to make efforts to adapt circumstances to the person’s perceived gender, this may
also involve consideration in terms of referring to the student by a nickname, special toilet
provisions, space for them to change clothes etc.
• Higher brain dysfunction
With regard to higher brain dysfunction, the nature and severity of this disorder can result invarious brain dysfunctions, such as memory impairment, impaired attention function as occurs
in developmental disorders and deficiencies in organization and planning, among others. Similar- 55 -

to a developmental disorder, there is a need to avoid lumping higher brain dysfunction and offer
appropriate consideration after accurately assessing the precise nature of which brain function is
impaired.
• Others
Although college students suffer relatively often from conditions such as post-traumatic stressdisorder, dissociative disorders, eating disorders, substance-related disorders(alcohol/herbs/stimulants etc.) or personality disorders (borderline personality disorder etc.),
there is a lack of typical benchmark examples and the wide-ranging nature of the symptoms
involve can complicate efforts to treat these disorders. In addition, although these mental
disorders result in many problems with interpersonal relationships due to the symptoms, there
are also many cases in which the symptoms and learning concerns are not directly linked.
However, if the problems have a direct impact on lessons and tests, it is worth considering
measures accordingly.
Accordingly, the scope of mental disorders covers a range of diseases, which often overlap, as
reflected in the description of developmental disorders. Even so, given that the symptoms anddysfunctions that occur have been largely established in a manner specific to each disorder,
there is still room for effective consideration. There is a need to properly understand thesymptoms/functional impairments and actual learning issues arising and then reflect on a caseby-case basis about the desirable nature of consideration.
2 When holding the first meeting with a developmental or mental disorder student(1) Preparation for the first meeting
The department, when receiving a request for support from a developmental or mental disorderstudent, holds an initial meeting with the student in question and other parties involved. For the
meeting, the following preparations are necessary:□

Coordination of meeting dates and venues, call to the persons concerned (including thestudent in question and Disability Services Office)□Receiving an “Application for barrier-free support” from the student in question□

Submitting the “Application for barrier-free support” (copy) to the Disability Services
Office(2) Consideration in a meeting
Since students affected by developmental disorders or mental disorders often find it difficult to- 56 -

express their thoughts, a friendly atmosphere is required during the first meeting. In addition,
since many such students find listening and understanding difficult, writing and explaining
points may well be useful.
(3) Points to be checked
In the first meeting, check the following with developmental or mental disorder students:□

If special measures were taken for the entrance examination, explain that information onhindrances is to be recorded on the application form.

□

Explain that the contact for consultation in the faculty of students with disabilities is the
support implementation officer and explain that consultation with the Disability Services
Office is also possible.

□

Explain and confirm the flow of support for students with disabilities in accordance withthe diagram “Support flow for students with disabilities and the role of the support
implementation officer” (P. 11).

□When assistance is requested for students with disabilities, confirm that notification will bemade to the teaching staff involved in implementing assistance, teaching staff and support
staff etc.

□

When support is to be provided by support staff, preparation from an early stage for their
recruitment and training is needed, so the first meeting must be used to specificallyconsider the nature of the desired support.

□

When support is provided by support staff, since it is possible that dispatch of staff may not
be in time to recruit / train support staff at the beginning of the semester, explain that there
will be consultation about alternative methods at the time of interview.

□

In terms of extra-curricular support, gain an understanding within the available scope of
information on utilization of the public support system.

For further individual points to be checked, please see “List of main points to be checked in thefirst meeting with developmental or mental disorder students” in the following.
<List of main points to be checked in the first meeting with developmental or mental disorderstudents>
1

2

Status ofName of disorders / diseases anddisorder andwhether mental disability certificate

disease(medical certificate) held or not

Conditions ofAttending physician─disabilities

Symptoms

Details of the symptoms- 57 -

Whether or not symptoms
fluctuateConstraints on activity
Presence of complication

Impact on lessons / studentlife─• Experience living alone ornot• Neighborhood3

Residence after
admission

WhetherIf living aloneacquaintances or nothousemate• General rental, Tokyo(s) present

University student dormitory,
other student dormitory
If living withhousemates

4

Details of housemates

Commuting to

MethodTrain / Bus / Walking

schoolRoute─Support content/details of

5

SupportSupport received from elementary totreatment andreceived to datehigh schools

support/treatment that was
effective• Assistance from Disability
Services Office• Support from Student
Counseling Center• Support from
Communication Support

Request for
6

support at the

Room
Assistance/treatment requested or not

University• Treatment at Health Center• Support/treatment received
from relevant university
institutions and if desired,explain and confirm detailsof how information is shared
among the relevant parties
concerned.

7Long-term study
system* Since the implementation
Institution introduction

differs at each graduate
school and department,- 58 -

confirmation is required
Entrance8

ceremony / newAssistance requested or not

Requested / Not requested

Assistance requested or not

Requested / Not requested

student guidance
9

Periodical healthcheck

3 When starting support for a developmental or mental disorder student□

Receive the “Confirmation of Support” from the student in question and give a copy to thestudent in question.

□• Submit the “Confirmation of Support” (copy) to the Disability Services Office.

□Submit the “Support Implementation Plan” to the Disability Services Office□

For assistance involving the loan of assistive equipment, submit an “application to borrowassistive equipment, etc.” to the Disability Services Office.

Following consultation during the first meeting, the contents of support will be negotiated anddecided between the parties involved, including the recipient in person. Sometimes, the optimalmeans of support is decided while trying out multiple means of support in order.
○ Examples of support for developmental or mental disorder students
Examples of support for developmental or mental disorder students are shown as follows:
Lesson/Test
Inability to display full ability during tests.
<Support Example>
Consideration during tests: This may include extending the test time, allows exams to be taken
in a separate room, allowing seat selection, written instruction, adjusting the question/answer
method for example.
Student may be unable to fully demonstrate ability with attempting the evaluation methods
stipulated in lessons, such as written tests or reports.
<Support Example>
Alternative evaluation: We will consider changing to other evaluation methods.

- 59 -

It is difficult to participate in lectures/practical training etc. where the focus is on lesson work
(e.g. in groups).
<Support Example>
Alternative assignment: We will consider changing to other forms of participation (e.g.
individual). In addition, also take preferential lessons as required.
Difficulty in finishing tasks by the given deadline.
<Support Example>
Deadline extension: We will consider extending the deadline for submission.
Inability to learn properly unless sat in certain designated seats.
<Support Example>
Secure specific seats in classroom: Install priority seats in the classroom for lessons.
Inability to fully convey desired intention to teaching staff or ascertain the intention ofcounterparts.
<Support Example>
Alternative communication: Allow experts to help mediate communication between the affectedstudents and the teaching staff.
While organizing information in bulk, difficulty in setting personal perspective and/or
performing the task.
<Support Example>
Adjusting of teaching methods: Have the teaching staff adjust the way they teach. Adjusting ofteaching methods applies to specific teaching, preliminary teaching, sample presentation andsubdivision of tasks etc.
Inability to understand, even if listening to lectures.
<Support Example>
Increasing the focus on visual presentation in the educational environment: Reconfigureteaching materials to be visual or boost the amount of visual communication.
Difficulty in executing tasks involving priorities and inability to complete said tasks.
<Support Example>
Assistance in managing progress: Teaching staff to assist with progress management.

- 60 -

With regard to adjusting teaching methods, progress management, and the educational
environment in terms of visual presentations, etc., insufficient time available to the teaching
staff concerned prevents them from being able to provide sufficient support.
<Support Example>
Placement of teaching assistant or support staff: There is scope to arrange a teaching assistant or
support staff.
Difficulty in remaining in the same room until the end of the lesson/test.
<Support Example>
Leaving and re-entering the room: Allow students concerned to exit during the lesson/test. In
addition, re-entry to the room can be considered provided certain conditions are met.
Difficulty in concentrating due to hypersensitivity and inability to complete assignments during
lesson/test.
<Support Example>
Permission to use earplugs etc.: Allow the use of tools to assist in adjusting the level of sensory
input, such as earplugs.
I feel that others feel uncomfortable at my gaze and it makes it difficult to focus on writing on
blackboard.
This results in a failure to keep track of the key points of the content of lectures or during tests.
<Support Example>
Information assurance: We ensure the necessary information is conveyed by methods such as
copying the contents of board documents, delivering visual teaching materials and oral
communication.
Side effects of mental disorders or drug therapy adversely affect the physical function andhamper efforts to take lessons/ tests.
<Support Example>
Similar consideration of physical disability
Campus life
Student has gender dysphoria and thus has trouble with changing clothes etc. (or when engaging
in physical exercise etc.).
<Support Example>- 61 -

Consideration for gender dysphoria: Provide sufficient consideration to facilitate smootheducational progression. Informing the student concerned that use of a nickname is acceptable,
provided certain conditions are met.
4 Assistance for students with developmental or mental disorders and relevant institutions
As part of support for students with developmental or mental disorders, the University of Tokyo
has several other means of consultation besides the Disability Services Office.
Support for developmental or mental disorders can be divided into three broad categories:
The first is psychiatric treatment, which can be handled at the health center. In addition, when amedical diagnosis has to be documented in written form, you can visit the health center andhave them issue an academic letter (replacing a medical certificate).
The second is support to encourage individuals (students with developmental or mental
disorders) with the intention of improving their coping ability and emotional stability. For
mental disorders in general or cases where the diagnosis itself is unclear, we can assist via thestudent counseling office and consultation is also available for the teaching staff. Whendifficulties in communication and the characteristics of the developmental disorders are
relatively clear, similar support is available via the Communication Support Room.
The third is support to adjust the environment around students with developmental or mental
disorders and improve their situation by ensuring consideration. This third type of support ishandled by the Disability Services Office.
If unsure, do not be overly concerned about the above classification and please consult any of
the services in the first instance. The staff will be happy to provide you with an explanation of
the most appropriate point of contact.
ColumnConsultation window and relevant bodies for students with developmental or mental disorders○ Communication Support Room(http://dcs.adm.u-tokyo.ac.jp/csr/en/)Contents: Student target consultation on communication and developmental disorders,consultations for teaching staff, awareness-raising activities for developmental disorders
Contact tel.: 03-5841-0839 (extension: 20839)○ Student Counseling Center- 62 -

(Hongo / Kashiwa: http://dcs.adm.u-tokyo.ac.jp/scc/en/)(Komaba: http://kscc.c.u-tokyo.ac.jp/)
Contents: student-target counseling / consultation for parents and teaching staff
Contact tel.: Hongo Campus …… 03-5841-2516 (extension 22516), 03-3816-2759
Komaba campus …… 03-5454-6186 (extension 46186)
Kashiwa campus …… 04-7136-3714 (extension 63714)○ Office for Mental Health Support (Psychiatric Health Center)(http://dcs.adm.u-tokyo.ac.jp/mhs/en/)Contents: Psychiatric health center (Hongo / Komaba / Kashiwa) offering students and teaching
staff psychiatric and other consultations, preventive mental health / enlightenment activities
Contact tel.: Hongo health center …… 03-5841-2578 (extension: 22578)
Komaba health center …… 03-5454-6167 (extension 46167)
Kashiwa health center …… 04-7136-3040 (extension 63040)○ Universal consultation corner(http://dcs.adm.u-tokyo.ac.jp/nsc/en/)Contents: Please contact us for consultation in the first instance if you are unsure where to direct
your consultation query.
Contact tel.: Hongo Campus …… 03-5841-7867 / 0786 (extensions 27867, 20786)
Faculty of Engineering …… 03-5841-8825 (extension 28825)
Kashiwa campus …………04-7136-4129 (extension 64129)
Shirogane campus ………… 03-6409-2024 (extension 72024)- 63 -

Chapter 4 Related support
1 Upgrading barrier-free facilities
Given that the task of upgrading barrier-free facilities requires time and expense, there are manycases where implementation is not possible in time after the relevant decisions have been madeon which students with disabilities are enrolled, which progress and which return to study. For
the faculty which decides on admission and continued study of students with disabilities(particularly students who have difficulty in moving around, due to orthopedic/mobility
impairments or visual impairments), it is important to ascertain the scope of ability and thestudent’s behavioral range, working with the student, support implementation officer, facility
personnel and the Disability Services Office among others, to improve the level of attendance
among such students and thus alleviate difficulties in studying.
In addition, scope to make systematic improvements depends on verifying the safety ofmobility and ease of access etc. from a user perspective on a daily basis.
We will now explain which points to bear in mind when upgrading barrier-free facilities andthe sequence of actual improvements made.
○ From the perspective of reasonably accommodating individual needs
For students with disabilities, if consultation reveals that an element of the facilities is proving ahindrance to the student, to confirm the situation and minimize any issue, the relevant parties
gather and decide on the necessary consideration. Where actually renovating the facility itself isconsidered an excessive burden given budget and time constraints, we will consider alternative
proposals.
Case 1
Because courses attended by students in wheelchairs include lessons held on the second floor ofbuildings without elevators, the students concerned are unable to reach the lecture room or
attend class.
Proposed response:● Install an elevator.
● Switch to a lecture room located on the first floor.
● Use the elevator of the adjacent building to go to the second floor and arrange a connecting
passage allowing transfer to the lecture room in the other building.
Response
Installation of the elevator was difficult due to the building structure of the building and- 64 -

would have involved excessive cost, so we decided it was an excessive burden and examined
scope to respond by changing the lecture room. At the same time, we decided to consider
whether adjacent buildings were available.
Case 2
When visually impaired students came to school for a laboratory class, guiding blocks were
only laid out part of the way, meaning they got lost and were unable to reach the laboratory.
Proposed response:● Extend the range of existing blocks for guiding to guide people to the building entrance withthe laboratory.
● Perform guidance on campus with human support.
Response
To ensure we would be ready in time for admission, we responded in the first instance by
providing human support. Alongside these efforts, given that research and experiments last forseveral years, we installed guidance blocks to promote passage, even in the early morning andlate at night and improved their durability.
○ From the universal design perspective
All new buildings and large-scale renovation projects must comply with the barrier-freestandard prescribed by law. In addition, as well as meeting existing barrier-free standards, it isalso preferable to install plumbing and drainage facilities etc. that are easily adjustable, evenretroactively after completion of construction, to meet future new needs.
For existing facilities, we will utilize management effectively commensurate with the facility
configuration and proceed with the planned renovation and maintenance. Among existing
facilities, renovation and maintenance of lecture halls in frequent use is prioritized as well asshared facilities such as laboratories, libraries, etc., service facilities such as cafeterias andpurchasing, public facilities such as halls and prompt adaptability to future needs arising is also
important. Within buildings where multipurpose toilets and slopes etc. are already installed, thefacility can be made even more easily accessible by installing more of such fixtures.
To prevent consideration for specific users from hindering other types of users, we will
promote maintenance with a forward-looking approach.
ColumnInappropriate use, new barrier- 65 -

Even if we spearhead efforts to promote barrier-free construction within facilities, if we areunsure of the end use, the effect may be nullified.
● Unintended use of multipurpose toilet: Because many people use the space to change clothesor take naps for extended periods, those who really need to use the facility are unable to do so.
● Slope at entrance to bicycle park: People park bikes there, unaware that the slope is used forwheelchairs and end up blocking access.
● Bike parking / car parking / signboard on guidance blocks: People park bikes on top of theblocks for guiding, which makes it impossible for people with visual impairments to walksafely.
Let’s try not to create any new barriers!!
2 Emergency disaster response for students with disabilities
Leveraging experiences gained following the Great East Japan Earthquake, the University ofTokyo is working on developing emergency disaster response measures for students withdisabilities at our university.
(1) Training conducted in disaster prevention drills
Each faculty will conduct disaster prevention drills to practice evacuation of students withdisabilities, with mutual confirmation on evacuation methods and routes etc. between students
with disabilities and support implementation officer and evacuation aid provided.
(2) Improvement of information communication system
Given the lack of consistency among locations and the scope of action, an informationtransmission system must be prepared for students that keeps obstacle characteristics in mind. In
addition, it is also important to constantly raise awareness among students with disabilities on
details of countermeasures against emergency disasters.
During the Junior Division in particular, given the wide range of student activities taking
place on campus, Komaba alerts (A system involving simultaneous notification to theregistrant’s email address from University of Tokyo in the event of an emergency disaster,which confirms the safety as required) etc. are issued. The evacuation contact system should
preferably be checked for students with disabilities in classes involving languages andexperiments that often have active group work.
Example: Communicating information to hearing-impaired students (facility equipment)
Students with hearing impairments may be unable to hear the emergency bell and evacuation
may be delayed. For the use of hearing-impaired students on campus in prominent locations- 66 -

with high human traffic, we will consider preferentially installing a light alarm device in thestudent dormitory. Installing such light alarm devices is also effective in toilets where viewingof surroundings is difficult.
In addition, when elevators stop in an emergency in the event of an earthquake or power
failure, it is difficult for hearing-impaired students trapped inside to communicate with theoutside via the interphone. If part of the door is glazed, information can be exchanged withoutside via written communication etc., so consideration is necessary when installing or
renovating the elevator.
(3) Creating an individual emergency disaster evacuation manual
For students with disabilities engaging in activities in fixed locations on campus, we arepreparing “Individual Emergency Disaster Manuals” (hereinafter referred to as “Individual
Manuals”) as required.
Example: Procedure for “Individual Emergency Disaster Manual” of wheelchair users
1 Meeting with the relevant faculty
Make a request to the Disability Services Office in this faculty to cooperate in efforts toward
creating individual manuals. The Disability Services Office then organizes the necessary
information and proposes content for the individual manuals for students with disabilities. In
addition, candidate evacuation assistance tools will be selected.
<Example evacuation assistance tools>① Carridan, Sanwa Co., Ltd.
② Evac + chair, KOKEN Medical Co., Ltd.
③ Air Stretcher, CAPY INTERNATIONAL Co., Ltd.
2 Validation of evacuation method using evacuation assisting tool
We will determine the optimal evacuation method using the candidate evacuation assistancetools, based on factors including the conditions of the disabilities, the number of people
requiring evacuation aid and time efficiency, etc., then proceed to create individual manualplans.
3 Evacuation training verification
In evacuation drills, we will check the flow etc. according to the individual manual plan underpreparation.
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4 Individual manual completion
Based on the evacuation drill results, we will revise and complete these works.
The Disability Services Office collectively musters the efforts of each faculty and advises on
how best to respond to emergency disasters according to the characteristics of each student withdisabilities.
Please contact us for more details.
3 Career formation/employment support
Whether students have disabilities or not, career formation/employment support is a crucial partof their university life. As well as career guidance during undergraduate and graduate school
courses provided by teaching staff throughout the time at university, the career support facility
also provides employment support.
○ Career formation
For students with disabilities to cope on their own, it is important for them to acquire selfadvocacy* skills that can leverage their own positive aspects and appropriately seek out therequired consideration in society. In response, the Disability Services Office provide
opportunities for such students to experience varied forms of assistance, so that the optimal
choice can be determined. In addition, we will leverage opportunities like “Barrier-free opinion
exchange meetings with students with disabilities”, set up opportunities to announce therequired support for hindrances and strive to improve the ability of such students to progressproactively (empowerment).
* Self-advocacy: Whereby the person him/herself asserts their own rights and expresses theirown needs and interests.
○ Employment support
Persons with disabilities have their own systems such as a recruitment framework, vocational
guidance and training and introduction to occupations, etc. based on an “Employment systemfor people with disabilities,” in turn, pursuant to the “Act on Promotion of Employment of
Persons with Disabilities.” When students with disabilities require individual assistanceaccording to the nature of the hurdle, the Career Support Office and the Disability Services
Office will join forces and provide support accordingly.

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Chapter 5 Disability Discrimination Elimination Law and Response
1 Disability Discrimination Elimination Law
The “Act for Eliminating Discrimination against Persons with Disabilities” (hereinafter referred
to as the “Disability Discrimination Elimination Law”) was enacted on April 1, 2016. Thissection outlines its intentions, including how it relates to other laws.
The “Convention on the Rights of Persons with Disabilities” was adopted at the General
Assembly of the United Nations in 2006 and ratified in Japan in 2014. This includes “to ensure
the enjoyment of human rights and fundamental freedoms for people with disabilities, measuresto accord rights to people with disabilities must be implemented, with the aim of promoting
respect for the dignity of the people, ” etc. In Japan, similar basic ideas and responsibilities of
the national and local governments have been stipulated in the Basic Law for People with
Disabilities.
The law specially intended to achieve the basic concept of the Basic Law of Persons with
Disabilities can be roughly subdivided into two initiatives: one of which involves leveraging
medical/training or nursing care to provide guaranteed benefits etc. to disabled person undercomprehensive support law etc. The other is a universal design (the design and composition ofan environment so that it can be accessed, understood and used to the greatest extent possible by
all people regardless of their age, size, ability or disability). The Disability Discrimination
Elimination Law is intended to target society and ensure reasonable accommodation for needs ismade. In addition, this Act prohibits unjustifiable discriminatory treatment as part of efforts tounderline that people with disabilities are not excluded from society as a prerequisite.
According to the basic policy announced by the government in line with the Disability
Discrimination Elimination Law, “Government agencies, etc., in view of the public nature of theaffairs/projects, shall take the initiative to resolve incidents of discrimination against people
with disabilities and unfair discrimination. A legal obligation exists to prohibit discriminatory
action and provide reasonable accommodation for needs and the heads of national andindependent administrative agencies etc. shall establish guidelines to ensure efforts are made by
the institution’s staff.” In other words, a legal obligation is imposed to prohibit unfair
discriminatory treatment and provide reasonable accommodation for needs within the
University of Tokyo, which is included in the scope of administrative bodies, etc. A legal
obligation also exists to determine the response described in the next section and is deemed
mandatory.
Convention on the Rights of Persons with Disabilities- 69 -

[Promotion and protection of the rights and dignity of people with disabilities]
Adopted in 2006, ratified in 2014
Basic law of people with disabilities
Revised in 2011 [Responsibilities of Countries, Local Public Organizations, etc. / Basic
Measures for People with Disabilities]
Comprehensive Support Law
Revised in 2013 (Services and Supports for Persons with Disabilities Act)
[Benefits related to welfare services for people with disabilities (nursing care /training / medical/ prosthetic equipment etc.)]
Law concerning Promotion of Employment of Persons with Disabilities
Revised in April 2016 [Measures in employment]

Disability Discrimination Elimination Law
Enacted in April 2016
[Measures to eliminate discrimination in administrative organizations and business operators(prohibition of unfair discriminatory treatment/provision of reasonable accommodation)]
Response guideline
Enacted in April 2016
[Measures for teaching staff to properly resolve discrimination]

2 Response guideline“Response Guidekube against Discrimination on the Grounds of Disability in the University ofTokyo” (hereinafter referred to as “Response guideline”), to fulfil the legal obligation imposedon the University of Tokyo in terms of disability discrimination and regarding the need toprohibit unfair discriminatory treatment and provide reasonable accommodation for needs, thisrule set includes mandatory efforts to be made on the part of individual teaching staff (Articles
1, 2).
The main point stipulates the obligation to provide reasonable accommodation (Article 4) on thepart of teaching staff alongside a prohibition on unfair discriminatory treatment (Article 3),- 70 -

while the intention of those with disabilities also has to be understood and reflected. In addition,
when no manifest intent exists, to facilitate the elimination of discrimination and withpreparatory measures in advance, we have established an appropriate environment (Article 5).
As part of efforts to improve the consultation system, designated consultation windows include
the support implementation officer and the Disability Services Office for each faculty and if acomplaint is filed, a statement to the effect that this can be filed with the committee to resolve
cases of disabled discrimination (Article 6). Subsequently, we have established a system topromote/monitor the elimination of discrimination against people with disabilities at the
University of Tokyo (Articles 7, 8, 9). In addition, moves to prohibit unfair discriminatory
treatment against teaching staff with disabilities and provision of reasonable accommodation are
also covered by the “Law concerning Promotion of Employment of Persons with Disabilities”
which was revised on April 1, 2016, but (Article 10) includes a basic idea which adopts more orless the same approach to solve discrimination. Scope to consult with the faculty support
implementation officer and/or Disability Services Office remains unchanged.
Teaching staff handled people with disabilities must always respond in line with the Response
guideline. In addition, the Disabled Discrimination Resolution Law and Response guideline
covers all affairs/projects undertaken by the University of Tokyo.
In other words, the scope includes not only the university lessons (for student) but also
clerical/business (students) involving disabled persons other than students, such as clinicalpractice (for patients) at affiliated hospitals, lessons (with student) and citizen lectures.
It is mandatory to disclose any Response guideline externally. Leveraging the common conceptof the Response guideline, it is desirable for both teaching staff of the University of Tokyo andpeople with disabilities to mutually understand the need to prohibit unfair discriminatory
treatment, provide reasonable accommodation for needs and resolve discrimination.

Response Guideline against Discrimination on the Grounds of Disability in the Universityof Tokyo
March 23, 2016
Board of Directors Meeting
Tokyo University Regulations No. 64(Objective)
Article 1
This guideline is based on Article 9-1 of “Act on the Elimination of Discrimination against
Persons with Disabilities ” (Law No. 65 enacted in 2013, hereinafter referred to as “the Act”), inline with “Basic Policy on Promotion of Elimination of Discrimination on the Grounds ofDisability ” (Cabinet decision set forth on February 24, 2015, hereinafter referred to as “the- 71 -

Basic Policy”), to determine the necessary matters for the faculties of National Universities
Corporation Tokyo University (hereinafter referred to as “the University”) to implement
appropriate measures.
(Definitions)
Article 2
The terms used in this guideline shall follow the definitions in the Act and the Basic Policy. The
terms listed below shall have the meanings defined in the respective items:(1) Persons with disabilities
Persons with disabilities prescribed in the Basic Act for Persons with Disabilities (Act No. 84 of1970), i.e. persons with existing physical disabilities, intellectual disabilities, mental disabilities(including developmental disabilities) and other disabilities affecting mental or physicalfunctions (hereinafter collectively referred to as “disabilities”) and who face substantial
limitations to their ongoing daily life or social life due to a disability or social barrier.
(2) Faculty
Staff and faculty belonging to the University (including special fixed-term faculties, fixed-term
faculties with shortened working hours and special fixed-term faculties with shortened working
hours).
(3) Organizations
University libraries, University-wide centers and research institutes established under the Todai
Institutes for Advanced Studies, collaborated research institutes, University Academic
Organizations, the attached school and attached hospitals prescribed in the University of Tokyo
Rules on Basic Organizations, along with the Central Administration, Offices prescribed in
Articles 13 and 18 of the Rules.
(The basic policy toward unjust discriminatory treatment on the grounds of disabilities)
Article 3
1. In this guideline, unjust discriminatory treatment constitutes violations of rights and interests
by refusing to provide goods and services, restricting the location/time etc. when providing thesame, or imposing conditions which do not apply to persons without disabilities etc. without
justifiable reasons, thus constituting discrimination toward persons with disabilities. However,special measures necessary to promote or achieve actual equality of persons with disabilities are
not unjustdiscriminatory treatment.
2. The faculty shall not impose unjust discriminatory treatment on persons with disabilities in
education/research and other administration or business conducted by the University.
3. The faculty shall note the points to consider, as separately specified by the generalsupervising responsible officer for the preceding paragraph.
(The basic policy toward reasonable accommodation)
Article 4
1. In this guideline, reasonable accommodation indicates the required and appropriate
modification and adjustment to ensure that persons with disabilities enjoy or exercise humanrights and fundamental freedoms based on equality with others and needed in particular cases
and not imposing any disproportional or undue burden.

- 72 -

2. The faculty shall, when a person with disabilities expressly states their wish for considerationin terms of education/research and other administration or business engaged in by the
University, provide reasonable accommodation.
3. The faculty shall, even when a person with disabilities does not expressly state their wish forconsideration, if such accommodation is clearly needed by the person in question, strive
independently to provide consideration deemed appropriate to the person, such as engaging in
dialogue with said person.
4. When the University entrusts, etc. its administration or administration implemented as part ofbusiness to a business operator, the University shall endeavor to include reasonableaccommodation in the terms of reference, etc.
5. The faculty shall understand that reasonable accommodation is to be provided amid mutual
understanding of persons with disabilities and faculty.
6. The faculty shall, concerning issues from paragraph 2 to the preceding paragraph, note thepoints to consider as separately specified by the general supervising responsible officer.
(Environmental development)
Article 5
The faculty shall endeavor to establish an environment without barriers to an unspecified
number of persons with disabilities.
(Development of a consulting system)
Article 6
1. A consulting service to precisely respond to inquiries from persons with disabilities in the
University, their families and other persons concerned, shall be as listed in the following items:(1) A faculty in charge of barrier-free support implementation assigned to a department/division
providing administration or business to persons with disabilities(2) A barrier-free support office
2. To promote the settlement of disputes involving discrimination on the grounds of disabilities
in the University, a Tokyo University Persons with Disabilities Discrimination Case Resolution
Committee shall be set up.
3. All necessary matters concerning the Tokyo University Persons with Disabilities
Discrimination Case Resolution Committee shall be separately specified.
(Promotion system concerning elimination of discrimination on the grounds of disabilities)
Article 7
An organization concerning efforts to promote elimination of discrimination on the grounds ofdisabilities in the University shall be as in the following items:(1) The head administrative officer
A University President shall be assigned and concerning efforts to promote elimination of
discrimination on the grounds of disabilities, the head administrative officer shall control thewhole of the University and bear ultimate responsibility as well as guiding the persons listedfrom the next item to item 4 to appropriately take measures.
(2) General supervising responsible officer
A director (in charge of barrier-free matters) shall be assigned and the general supervising- 73 -

responsible officer shall take measures necessary to promote efforts to eliminate discriminationon the grounds of disabilities throughout the University as well as assisting the headadministrative officer.
(3) Supervising responsible officer
A head of department shall be assigned and the supervising responsible officer shall bear
responsibilities for efforts to promote elimination of discrimination on the grounds ofdisabilities in the department in question and take the required measures necessary for the same.
(4) Supervisor
A supervisor may be assigned to the department. A person among the faculty of the department
in question designated by the supervising responsible officer shall be assigned and thesupervisor shall assist the supervising responsible officer.
(Training/enlightenment to faculty)
Article 8
The general supervising responsible officer shall, to ensure an appropriate response to persons
with disabilities or precisely respond to inquiries, etc. from persons with disabilities, promote
understanding of disabilities by ensuring awareness of the meaning of the law in the faculty andproviding various training, etc. as in the following items:(1) To new faculty members, training shall be provided to ensure they understand the basic
matters concerning elimination of discrimination on the grounds of disabilities.
(2) To those newly appointed as supervising responsible officers or supervisors, training shall be
provided to ensure they understand the roles required concerning the elimination of
discrimination on the grounds of disabilities.
(3) For the faculty, a manual, etc. necessary to respond appropriately to persons with disabilities
shall be developed to promote enlightenment as well as ensuring they understand thecharacteristics of disabilities.
(Supervision of faculty)
Article 9
1. The supervising responsible officer shall, to promote elimination of discrimination on the
grounds of disabilities concerning the department in question, supervise to prevent unjust
discriminatory treatment of persons with disabilities, or strive to ensure reasonableaccommodation is provided to persons with disabilities, in conformity with the matters listed in
the following items:(1) By guidance through daily routine, concerning elimination of discrimination on the groundsof disabilities, arouse the attention of the supervising faculty and enhance their awareness of theneed to eliminate discrimination on the grounds of disabilities.
(2) When any inquiry or complaint, etc. is received from a person with disabilities, their family
and other people concerned concerning unjust discriminatory treatment or failure to provide
reasonable accommodation, swiftly confirm the situation.
(3) If the need for reasonable accommodation is confirmed, direct the supervising faculty toprovide reasonable accommodation appropriately.

- 74 -

2. The supervisor shall, when a problem concerning discrimination on the grounds of disabilities
occurs, quickly report to the supervising responsible officer, follow instructions and respondswiftly and appropriately.
(Measures for workers)
Article 10
Measures to eliminate discrimination on the grounds of disabilities taken for workers shallfollow the provisions in the Act for Promotion of Employment of Persons with Disabilities (ActNo. 123 of 1960) pursuant to Article 13 of the Act.
Supplementary provision
The regulations shall be enforced from April 1, 2016.
Reasons for the establishment
In accordance with the enforcement of the Act related to Promoting Elimination ofDiscrimination due to Disabilities” (Law No. 65 enacted in 2013), concerning the mattersprescribed in Article 7 of the same Act, to specify the procedures necessary for the faculty of the
University to respond appropriately.

3 Prohibition of unfair discriminatory treatment
Unfair discriminatory treatment infringes the interests and rights of people with disabilities byhandling them differently due to their disability. In contemporary society, although willful
discrimination against people with disabilities does not usually happen, discriminatory handlingsometimes arises with people unaware, so care is needed.
Concrete concepts and examples of unfair discriminatory treatment are described in the “Points
of attention regarding the response procedure concerning efforts to promote elimination of
discrimination on the grounds of disability in the University of Tokyo” (hereinafter referred toas “Points”). An explanation and example are also included (parts 1 and 2). In rare cases,
according different treatment may be justified, such as when the rights and interests of third
parties are infringed, but when actually according different treatment, the justified reason must
be explained. If there is any likelihood of a person being handled differently on the grounds ofdisability, it is advisable to consult with the Disability Services Office.
Although the reasonable accommodation described in the next section may involve different
treatment, it also constitutes a necessary measure to promote equality and does not infringe therights and interests of the individual and is thus not classed as unfair discriminatory treatment.
In addition, even if not meeting the requirements of reasonable accommodation, if measuresnecessary to promote equality are taken as part of active improvement measures, it will not be
regarded as unfair discriminatory treatment. In principle, no obligation is imposed to implement
very far-reaching measures.
- 75 -

4 Provision of reasonable accommodation
The provision of reasonable accommodation involves giving due consideration to the reasonable
range to allow those with disabilities to participate in specific activities to fully demonstrate
their abilities. Explanations and examples are included in the notes on concrete examples (parts
3 and 4). In addition, specific examples include the example support detailed in Chapter 3,
which are based on specific circumstances. As well as the examples given, there are also
numerous aspects not judged to be reasonable as well as many other reasonable considerations
besides.
When providing reasonable accommodation for needs, although the obligation includes
taking rationality into consideration, but the requirements are not clearly stated when addressing
discrimination against disabled persons. At the University of Tokyo, to ensure some degree ofconsistency, the following areas are focused on: (1) Requirements in a specific case: the needfor consideration from the perspectives of the disability itself, circumstances and trouble, (2)Appropriateness: Any adjustment made will not impact on the core of the administrative
business, such as the academic requirements, (3) Avoiding excessive burdens: the fact that theburden in terms of labor and cost will not be excessive, as three requirements to keep in mind
when judging rationality. Although rare, despite reasonable accommodation, when different
measures are required, due, e.g. to infringement of the rights and interests of third parties, etc.,
provided justifiable reasons exist for the same, we will take them into consideration.
The key when providing reasonable accommodation is to negotiate the process consciously andobtain a consensus based on Interactive Process (mutual understanding) and reflecting theoriginal intention, rather than unilaterally defining reasonable accommodation. Mutual
understanding includes logical understanding to examine the three requirements mentioned,
involving accurate exchange of information and emotional understanding to adjust to the needsof the affected parties as well as taking the circumstances of the university into account in termsof the ability to provide reasonable accommodation.
If the administrative affairs or business conducted by our university include universal design,
which means they are easily accessible for unspecified people with disabilities, we need not
express our intentions or provide reasonable accommodation when resolving discrimination.
The optimal approach is seen as both the affected parties and the university promoting advanced
improvement measures (to improve the environment) targeting the concept of universal design.
Before enforcing the Disability Discrimination Elimination Law, the University of Tokyo
provided various considerations in line with the barrier-free philosophy, but this became a legal
obligation rather than just a guideline since April 2016. Care is needed, given the potential toinfringe the Disqualification Discrimination Elimination Law and Response guideline if failing- 76 -

to provide consideration requested by people with disabilities without sufficient negotiation andexplanation.
When considering whether or not requested consideration is reasonable, some specialized
knowledge may be required, so if such requests for consideration from persons with disabilities
cause even the slightest degree of confusion, consult with the Disability Services Office. The
Disability Services Office offers advice, taking into account the circumstances of teaching staff
and the faculty in response to personal requests to ensure reasonable accommodation is offered.

March 23, 2016
Decision of general supervising responsible officer
Points of attention regarding the response procedure concerning efforts to promoteelimination of discrimination on the grounds of disabilities in the University of Tokyo
Pursuant to the provisions of paragraph (3) of Article 3 and paragraph (6) of Article 4 of the
response procedure concerning efforts to promote elimination of discrimination on the groundsof disabilities in the University of Tokyo (Tokyo University Rules No. 64; hereinafter referred toas “response procedure”.), the points to note for faculty members of our university are specified
as follows:
Terms used in the points of attention shall follow the definitions in the response procedure.
Article 1 Specific concept of unjust discriminatory treatment
1. When determining that treatment differing from that administered to persons without
disabilities on the grounds of disabilities is not unjust discriminatory treatment, the following
requirements must be met:
(1) Measures deemed necessary to promote equality, provide positive actions and reasonableaccommodation, etc.
(2) There are justifiable grounds. If treatment which differs from that provided to persons
without disabilities is not provided, it is likely to be detrimental to the rights or interests ofpersons with disabilities, our university or a third party under certain circumstances(education/research and other administration or business engaged in by our university), etc.
2. When none of the requirements listed in the items of the preceding paragraph is met,
treatment differing from that provided to persons without disabilities shall be deemed unjust
discriminatory treatment.
3. Where faculty members determine that a justifiable reason applies, it is desirable to explain
this reason to persons with disabilities and endeavor to obtain understanding.
Article 2. Specific examples of unjust discriminatory treatment
1. Specific examples that may constitute unjust discriminatory treatment are as in the following
respective items. However, the decision on whether they constitute unjust discriminatory- 77 -

treatment shall be determined on a case-by-case basis.
Please note that the information listed in the following items includes examples. Not every caseconstitutes unjust discriminatory treatment and cases other than those listed in said respective
items may constitute unjust discriminatory treatment.
(1) On the grounds of disabilities, refuse examination.
(2) On the grounds of disabilities, refuse admission.
(3) On the grounds of disabilities, bar from a lecture.
(4) On the grounds of disabilities, bar from internal events.
(5) On the grounds of disabilities, refuse admission to student dormitories.
2. The specific examples respectively prescribed in the preceding paragraph constitute treatment
differing from that provided to persons without disabilities and when a justifiable reason is
confirmed, cases shall not be deemed as constituting unjust discriminatory treatment.
3. The specific examples prescribed in the respective items of paragraph 1 are described as
those concerning the learning of students, etc. (including undergraduate students, research
students, audit students and special audit students of our university and students, research
students, credited auditors, special audit students and special research students of the graduate
school and students of the secondary school attached to the Faculty of Education. The same
shall apply hereinafter.) and not limited to specific examples, prohibition of unjust
discriminatory treatment regulated by law shall apply to the entire administration or businessconducted by our university.
Article 3 Specific concept of reasonable accommodation
1. When determining that accommodation is reasonable, the requirements in the following
respective items must be noted:(1) Necessary in certain cases. Due to specific disabilities and under certain circumstances(education/research and other administration or business engaged in by our university), any
trouble occurs and improvement of the trouble is assumed by specific consideration.
(2) Appropriateness. When giving consideration, the true nature of education/research and otheradministration or business engaged in by our university shall remain unchanged.
(3) To avoid imposing an undue burden. When giving consideration, the degree ofphysical/technical/personnel/systemic burden and cost burden shall be appropriate in light of thescale and financial conditions of the administration or business of our university.
2. When the requirements in the respective items of the preceding paragraph are all satisfied,consideration shall be deemed reasonable.
3. Where faculty members deem consideration as unreasonable, it is desirable to explain thereason to persons with disabilities and endeavor to obtain their understanding.
Article 4 Specific examples of reasonable accommodation
1. Specific examples constituting reasonable accommodation are as in the following respective
items. However, reasonable accommodation shall be determined on a case-by-case basis. Pleasealso note that even cases other than those listed in said respective items may constitute- 78 -

reasonable accommodation.
(1) When, due to disabilities and test conditions, ability cannot be evaluated sufficiently,
consideration shall be provided such as extending exam time, taking exams in a separate room,
seat selection, need for written instructions, adjustment of question setting/answer method, etc.
(2) When students, etc. cannot sufficiently learn at a seat other than a specific seat, due to thedisabilities and the classroom environment, priority seating shall be secured in the classroom tohold the class.
(3) When it remains difficult for students, etc. to participate in classes, etc. due to disabilities
and the default participation method, the participation method shall be changed to anotherparticipation method.
(4) When it remains difficult for students, etc. to complete their assignments due to disabilities
and by the default deadline, the submission deadline shall be extended.
(5) When ability cannot be sufficiently evaluated via the default evaluation method such as awritten examination or report, etc. due to disabilities, the evaluation method shall be changed toanother evaluation method.
2. The specific examples in the respective items of the preceding paragraph are to describe therequirements in particular cases. No cases shall be deemed reasonable accommodation until
confirmed as appropriate and not imposing an undue burden.
3. The specific examples of the respective items of paragraph 1 are cited as examples
concerning the learning of students, etc. and beyond the scope of specific examples, theobligation of reasonable accommodation shall apply throughout the administration or businessconducted by our university.

- 79 -

End notes
Guidelines for barrier-free promotion in the University of Tokyo
March 28, 2013
Board of Directors’ Resolution
University of Tokyo Regulation No. 77
The University of Tokyo acknowledges that the diversity of its members is a crucial component of
the University of Tokyo Charter and the need to ensure that all its members, whether with or without
disabilities, are not discriminated against and pledges to strive to establish a campus where they canfully express their ability and widely participate in university activities.
Various hindrances (barriers) exist for those with disabilities, including physical, social, institutional
and psychological etc. The barrier-free initiative involves eliminating all barriers present in society
for people, including those with disabilities.
Pursuant to the Basic Law of Persons with Disabilities and other laws and regulations and inaccordance with the spirit of the University of Tokyo charter, all members of the University of Tokyo
shall hereby cooperate to promote the barrier-free initiative within the university.
(Purpose)
Article 1.
This guideline covers basic matters of support for schooling and employment (hereinafter referred toas “barrier-free support”) for students and teaching staff with disabilities in the University of Tokyo(hereinafter referred to as “university”). It aims to help promote the barrier-free initiative at ouruniversity.
(Responsibilities of President)
Article 2.
1. The president is responsible for promoting the employment of disabled teaching staff andpromoting the overall barrier-free initiative to ensure students and teaching staff with disabilities do
not suffer any disadvantages in schooling and employment.
2. To facilitate the ongoing promotion of the barrier-free initiative at our university, the president
shall appoint a Director or Vice-President to oversee the barrier-free initiative (hereinafter referred toas “Director-in-Charge / Vice-President”).
(Responsibilities of Director-in-Charge / Vice-President)
Article 3.
- 80 -

The Director-in-Charge / Vice-President oversees the Disability Services Office, raises awarenessamong members of barrier-free support and is tasked with formulating comprehensive policies forthe university’s barrier-free support and enhancing the level of barrier-free support.
(Responsibilities of Head of Faculty)
Article 4.
1. The faculty chiefs (including the hospital Director affiliated to the medical faculty and the schoolaffairs department affiliated to secondary education schools) are tasked with carefully consideringschooling and employment for students and teaching staff with disabilities enrolled in this faculty
and are responsible for promoting barrier-free support in cooperation with the Disability Services
Office etc.
2. In meeting the obligation imposed under the preceding paragraph, the head of faculty shallappoint a person in charge of implementing barrier-free support in the faculty and endeavor todevelop the necessary support system.
(Members’ duties)
Article 5
Members should recognize their role in the barrier-free initiative at our university, carefully consider
schooling and employment of students and teaching staff with disabilities and strive to actively
cooperate in implementing barrier-free support.
(Role of the Disability Services Office)
Article 6.
The Disability Services Office strives to accumulate expertise and skills in the field of barrier-free
support and provide information on the barrier-free initiative for students and teaching staff withdisabilities and the faculty, while the agencies involved in barrier-free support coordinate withdepartments for the barrier-free support provided by the faculty.
(Enlightenment)
Article 7.
The university strives to raise awareness to promote a barrier-free society.
(Facility maintenance)
Article 8.
To improve the barrier-free environment of the campus, including when constructing new buildings
and renovating existing facilities, the university will attempt to plan and design while considering awide range of potential usage.
(Enhancing barrier-free education)
Article 9.
The university strives to take the necessary measures to promote barrier-free education.
- 81 -(Employment of people with disabilities)
Article 10.
The university strives to ensure equal employment opportunities for people with disabilities andmeet its responsibilities as a member of society.
(Budgetary measures)
Article 11.
To achieve the purpose stated in this guideline, the university seeks to take necessary budgetarymeasures.
(Supplementary rules)
Article 12.
As well as the content of this guideline, all required matters concerning the implementation of
barrier-free support at our university shall be determined separately.
Supplementary provision
1. This rule will come into effect as of April 1, 2013.
2. It supersedes the following rules:(1) Supporting the study of students with disabilities at the University of Tokyo Implementation
requirements (enacted on August 18, 2003)(2) Requested support for disabled teaching staff at the University of Tokyo (enacted on November
24, 2004)- 82 -

University of Tokyo Disability Services Office Regulations
March 10, 2009
President’s Rules(Establishment)
Article 1.
At the University of Tokyo, Disability Services Office (hereinafter referred to as “support room”)
will be established as a room pursuant to Article 18 of the Organizational Regulations of the
University of Tokyo.
(Purpose)
Article 2.
The support room coordinates with the faculty (hereinafter referred to as the “Faculty responsible forassistance”) which oversees the administrative head organization and support to facilitate study andwork for students and teaching staff with disabilities, aiming to strengthen and help promote thebarrier-free formation of our university.
(Business)
Article 3.
To achieve the purpose as stated under the preceding Article, the support room shall address thefollowing listed areas:(1) Concerning the formulation of an implementation plan for scholarships/employment support for
students and teaching staff with disabilities.
(2) Concerning the promotion of the implementation of scholarship/employment support projects
for students and teaching staff with disabilities.
(3) Concerning enlightenment in the area of barrier-free support.
(4) Concerning employment of disabled teaching staff.
(5) Liaison and coordination with related organizations.
(6) Other aspects of matters necessary to achieve the purpose as stated in the preceding Article.
(Office Manager)
Article 4.
1. The Office Manager shall be from among the teaching staff of our university and nominated by
the president.
2. The Office Manager represents the support room and summarizes its work.
3. The term of office for the Office Manager is 2 years and reappointment is possible.
(Members)- 83 -

Article 5.
Members shall be those persons listed as follows:(1) Each branch manager as prescribed in Article 6, section 3(2) Director of head office and Relations manager(3) Teaching staff of each branch office(4) Other teaching staff as deemed necessary by the Office Manager
2. The term of office for the member stipulated in item 4 of the previous paragraph shall be 2 years
and reappointment is possible.
(Branches)
Article 6.
1. The Disability Services Office branches (hereinafter referred to as “branch offices”) will beestablished on each of Hongo, Komaba and Kashiwa campuses.
2. The branch office is mainly responsible for coordinating with the support faculty.
3. A branch manager and the required teaching staff can be deployed to each branch office.
4. The branch manager shall be nominated by the Office Manager, and the term of office shall be 2
years, with reappointment possible.
(Contact)
Article 7.
1. To discuss matters concerning the promotion of the barrier-free initiative within the university andother matters deemed particularly important pertaining to the management of the support room,
barrier-free support liaison meetings (hereinafter referred to as “liaison meetings”) shall be
conducted by the Office Manager as necessary.
2. The Chair of the Liaison meeting shall be appointed by the Office Manager, with members fromeach of the following categories:(1) Each branch manager(2) Director of head office and Relations manager(3) Teaching staff tasked with directing barrier-free support in each faculty(4) Other teaching staff as deemed necessary by the Office Manager
3. When deemed necessary, the Office Manager may request the attendance of persons other thanthose specified in paragraph 2 to hear explanations or opinions.
4. All other relevant matters concerning the liaison meeting shall be determined separately.
(Panel)Article 8.
1. Within the framework of the liaison meeting, it is possible to set up a subcommittee to appoint
individuals in charge of specific matters from among those stipulated in each item of Article 3.
- 84 -

2. Regarding the work, organization and operation etc. of the subcommittee set forth in the preceding
paragraph, separately set.
(General Affairs)
Article 9.
The general affairs of the support room are handled by the Student Support Division and theRelations Division.
(Supplementary rules)
Article 10.
As well as the matters provided for under these rules, all other necessary matters concerning theadministration of the support room shall be as stipulated by the Office Manager.
Supplementary provisionThis rule will come into effect as from April 1, 2009.
Supplementary provisionThis rule will come into effect as from April 1, 2010.

- 85 -

Support implementation guidelines from the University of Tokyo Disability
Services Office for students and teaching staff with disabilities
May 16, 2013
Office Manager’s Rules(Goal)
Article 1.
According to the provision of Article 12 of guidelines for barrier-free promotion in the University ofTokyo (March 28, 2013, University of Tokyo Regulation No. 77), Disability Services Office(hereinafter referred to as “support room”), we hereby define the necessary matters concerning
support for students and teaching staff with disabilities enrolled in our university (hereinafterreferred to as “barrier-free support”).
(Support system)
Article 2.
1. For barrier-free support, the university headquarters will implement fiscal measures, the support
room will provide specialized insights and the faculty will provide support in terms of staff andmaterials, with all parties collaborating in mutual cooperation.
2. The support office will provide necessary advice, information and lending of assistive equipment,
etc. to assist the faculty’s support implementation officer in performing duties.
(Object of support)
Article 3.
Students and teaching staff who are the targets for barrier-free support via the support room havelong faced substantial constraints on activities required in school and for employment due todisability etc., and hope to receive assistance, also, the head of the Disability Services Office(hereinafter referred to as “the Office Manager”) shall acknowledge this need.
(Details of support)
Article 4.
Support for persons prescribed in the preceding Article shall be activities necessary for schooling or
employment and other related activities and shall be as deemed appropriate by the Office Manager.
(Supplementary rules)
Article 5.
In addition to the required points provided, the Office Manager shall separately oversee othermatters required to implement barrier-free support.
Supplementary provisionThis requirement will come into force on May 16, 2013 and apply from April 1, 2013.
- 86 -

<Application for barrier-free support form>
Month ______ Day __ / Year ____
Application for barrier-free support
To: ＜Department Manager＞
Applicant
Full name:
I would like to apply for barrier-free support as follows and thank you for your approval in advance.
(in kana letters)
Full nameAffiliation /GradeAddress
Tel. No. / Fax
Email address(mobile)(PC)

Emergency
contact tel.
Support startMonth ______ Day __ / Year ____

date
(Change date)Reason why

New / change (please circle as appropriate with ○.)supportReason why support required

required andnature of

support desired
Desired nature of support- 87 -

(Example: “Secure private parking lot,” assistive equipment etc. – named item,
if loan item requested)
Attached

Copy of student ID card

documents

Copy of teaching staff certificateCopy of disability certificate (only if applicable)

Other (details)

Contact tel.

Support implementation officer- name
Extension:
Email address:* Information provided via this application is used solely for the purpose of coordinating support andno personal information will be disclosed, transferred or sold to any third party without just cause.

- 88 -

<Confirmation of Support form>

Confirmation of Support
ToandDirector, Disability Services Office,

I confirm that I understand the following matters relating to the support provided.


The term “support” here refers to the support at the time of class or support
related to school-related activities determined by the Director of the Disability
Support Office. (e.g. taking notes in class)

If you need additional assistance or if you would like to change the nature of theassistance, please contact the.

In order to facilitate the implementation of the support, please understand that
information concerning your disability will be shared among the parties
providing the supporting should they asked.

The electronic data of books, recordings of lectures, personal information of
support staff, etc., that are made available while receiving support shall not begiven to third parties.

In the event of an accident, contact the following promptly to receive advice.

Support will not be provided during periods of leave of absence or suspension.

［Contact］●●Disability Services Officespds-staff.adm@gs.mail.u-tokyo.ac.jp
Hongo Branch TEL: 03-5841-1715

FAX: 03-5841-1717

Komaba Branch TEL: 03-5461-8944

FAX: 03-5465-8952

Date (yyyy/mm/dd)://

Department:
Name:- 89 -

<Support Implementation Plan for Disabled Students and Teaching Staff form >Support Implementation Plan for Disabled Students and Teaching Staff
Month ______ Day __ / Year ____
To: Head of the Disability Services Office
ApplicantName of faculty:
Head of faculty:
Given that the following support is required, we will submit a Support Implementation Plan
accordingly.
Affiliation target / affiliation /School year / occupation
Full name (in kana letters)
Requested content
Details of need
(Please specify details)
Estimated amount required (in yen)
(Please specify details)Requested start date (period)
Remarks
Contact tel.

Full name of support implementation officer:
Extension:

Note 1: Please complete in line with the example entry shown.
Note 2: Although proposals submitted will be discussed at the barrier-free support liaison meeting,more time may be required depending on the circumstances, so we request your understanding in
advance.

- 90 -

<Support Implementation Plan for Disabled Students and Teaching Staff – Example
entry 1>
Example entry (Loan of assistive equipment)
Support Implementation Plan for Disabled Students and Teaching Staff
Month ______ Day __ / Year ____
To: Head of the Disability Services Office
ApplicantName of faculty: ○ ○ ○ ○Head of faculty: ○ ○ ○ ○Given that the following support is required, we will submit a Support Implementation Plan
accordingly.
Affiliation target / affiliation /○ ○ Graduate School ○ Year ○ ○ ○ ○ (in kana letters)

School year / occupation
Full name (in kana letters)
Requested content

Loan of assistive equipment

Details of need

A graduate school student (suffering from visual(Please specify details)

impairment / amblyopia) currently enrolled in the doctoral
course of the Graduate School wishes to have assistiveequipment to be used in lessons, etc. loaned. It is thoughtthat using such assistive equipment will ease some of the
difficulties they face.

Estimated amount required (in yen)
(Please specify details)Requested start date (period)

Month ______ Day __ / Year ____

Remarks
Contact tel.

Full name of support implementation officer: ○ ○ ○ ○Extension: ○ ○ ○ ○Note 1: Please complete in line with the example entry shown.
Note 2: Although proposals submitted will be discussed at the barrier-free support liaison meeting,- 91 -

more time may be required depending on the circumstances, so we request your understanding in
advance.

- 92 -

<Support Implementation Plan for Disabled Students and Teaching Staff – Example
entry 2>
Example entry (Information concerning consideration request document)
Support Implementation Plan for Disabled Students and Teaching Staff
Month ______ Day __ / Year ____
To: Head of the Disability Services Office
ApplicantName of faculty: ○ ○ ○ ○Head of faculty: ○ ○ ○ ○Given that the following support is required, we will submit a Support Implementation Plan
accordingly.
Affiliation target / affiliation /○ ○ Faculty ○ Year ○ ○ ○ ○ (in kana letters)

School year / occupation
Full name (in kana letters)
Requested content

Document detailing consideration requested during lessons
and tests.

Details of need

Undergraduate students (with developmental disorders)(Please specify details)

currently enrolled in the faculty wish to send a request forconsideration to the teaching staff in charge of the lesson
and for exams, because it is thought that this may easesome of the difficulties. I would like to consult about thecontents included when preparing the document.

Estimated amount required (in yen)
(Please specify details)Requested start date (period)

Month ______ Day __ / Year ____

Remarks
Contact tel.

Full name of support implementation officer: ○ ○ ○ ○Extension: ○ ○ ○ ○Note 1: Please complete in line with the example entry shown.
- 93 -

Note 2: Although proposals submitted will be discussed at the barrier-free support liaison meeting,more time may be required depending on the circumstances, so we request your understanding in
advance.

- 94 -

<Support Implementation Plan for Disabled Students and Teaching Staff – Example entry
3>
Example entry (PC-taking)Support Implementation Plan for Disabled Students and Teaching Staff
Month ______ Day __ / Year ____
To: Head of the Disability Services Office
ApplicantName of faculty: ○ ○ ○ ○Head of faculty: ○ ○ ○ ○Given that the following support is required, we will submit a Support Implementation Plan
accordingly.
Affiliation target / affiliation /○ ○ Faculty ○ Year ○ ○ ○ ○ (in kana letters)

School year / occupation
Full name (in kana letters)
Requested content

PC-taking in lessons

Details of need

Undergraduate students (hearing-impaired / deaf) who are(Please specify details)

currently enrolled in the faculty wish to take advantage of
the PC-taking when attending lessons to ensure they keep
track of content. It is thought that this will make it easierfor them in lessons.

Estimated amount required (in yen)

Cost undecided at present, depending on the lesson in(Please specify details)

which the student wants assistance.

Requested start date (period)

Month ______ Day __ / Year ____

Remarks
Contact tel.

Full name of support implementation officer: ○ ○ ○ ○Extension: ○ ○ ○ ○Note 1: Please complete in line with the example entry shown.
Note 2: Although proposals submitted will be discussed at the barrier-free support liaison meeting,more time may be required depending on the circumstances, so we request your understanding in
advance.
- 95 -

<Application for loan of assistive equipment, etc. form>
Application for Loan of Assistive Equipment, Etc.
Month ______ Day __ / Year ____
To: Head of Disability Services Office at the University of Tokyo
ApplicantName of faculty:
Full name of support implementation officer:
Contact tel. (Extension):Contact (Email address):
Name of assistive equipment etc.

Qty. required

Assistive
equipment etc.

Users
(students andteaching staff)
Purpose of use
Usage location
Loan period

From Month ______ Day __ / Year ____ to Month ______ Day __ / Year____

Lending procedure / Notice

We will loan assistive equipment to our students and teaching staff.



Please reserve in advance by contacting the Disability Services Office by phone or email etc.

Please submit the application form by email, fax, or in person at the counter before the desiredloan date.

Applicants should carry assistive equipment to/from the office themselves.

To extend or amend the loan term, please contact the Disability Services Office.

Please do not re-loan any assistive equipment.



If there is any breakdown, trouble, damage, loss etc. of assistive equipment, please promptly- 96 -

contact the following:
University of Tokyo Disability Services Office email: spds-staff@dso.adm.u-tokyo.ac.jp[Hongo Branch] Hongo Campus Student Support Center MF
TEL: 03-5841-1715 FAX: 03-5841-1717[Komaba Branch] Komaba campus Room 111, the College of Arts and Sciences, Building 8
TEL: 03-5465-8944 FAX: 03-5465-8952- 97 -

<Application to cover expenses of supporter form>
Application to Cover Expenses of Supporter
Month ______ Day __ / Year ____
To: Head of Disability Services Office at the University of Tokyo
ApplicantName of faculty:
Full name of support implementation officer:
Contact tel. (Extension):Contact (Email address): StudentUser Teaching staff

 Other staff(Affiliation / Full name)PurposeRequestedlocation
Requested period

From Month ______ Day __ / Year ____ to Month ______ Day __ / Year____

Details ofrequestRequest procedure / Please note

We intend to introduce supporters for our students and teaching staff.



Please contact the Disability Services Office in advance by phone or email etc.

Please submit the application form by email or fax, or contact the reception desk by the date
you want to start the support.

This application is valid for the current academic year - please resubmit the application form if
you wish to have support continue for the following fiscal year. Please consult the Disability
Services Office in the event of any change in content.

University of Tokyo Disability Services Office email: spds-staff@dso.adm.u-tokyo.ac.jp[Hongo Branch] Hongo Campus Student Support Center MF
TEL: 03-5841-1715 FAX: 03-5841-1717[Komaba Branch] Komaba campus Room 111, the College of Arts and Sciences, Building 8
TEL: 03-5465-8944 FAX: 03-5465-8952- 98 -

<Application to cover expenses of supporter Example entry>
Application to Cover Expenses of Supporter
Month ______ Day __ / Year ____
To: Head of Disability Services Office at the University of Tokyo
ApplicantName of faculty: ○ ○ ○ ○Full name of support implementation officer: ○ ○ ○ ○Contact tel. (Extension): ○ ○ ○ ○Contact (Email address): ○ ○ ○ ○@○ ○ ○ ○User
PurposeRequestedlocation
Requested period

 Student Teaching staff

 Other staff(Affiliation / Full name) ○ ○ Faculty ○ ○ Year ○ ○ ○ ○PC-taking to help record lesson content○ ○ Faculty, ___ classroom
From Month ______ Day __ / Year ____ to Month ______ Day __ / Year____
Personal computer taker (2 persons taking turns to input)
Lesson 4 subjects / 2 h (13 times in total)

Details of

2 peoplerequestHourly pay 1,190 yen / hour
Cost 1,190 × 2 × 13 × 4 × 2 = 247, 520
Total 247,520 yen

Request procedure / Please note

We intend to introduce supporters for our students and teaching staff.



Please contact the Disability Services Office in advance by phone or email etc.

Please submit the application form by email or fax, or contact the reception desk by the date
you want to start the support.

This application is valid for the current academic year - please resubmit the application form if
you wish to have support continue for the following fiscal year. Please consult the Disability
Services Office in the event of any change in content.

- 99 -

University of Tokyo Disability Services Office email: spds-staff@dso.adm.u-tokyo.ac.jp[Hongo Branch] Hongo Campus Student Support Center MF
TEL: 03-5841-1715 FAX: 03-5841-1717[Komaba Branch] Komaba campus Room 111, the College of Arts and Sciences, Building 8
TEL: 03-5465-8944 FAX: 03-5465-8952- 100 -

Barrier-free support reference website* The following website was accessed on March 1, 2016.
<Research institution of the University of Tokyo>
Graduate School of Economics● REASE (Research on Economy And Social Exclusion)
Economic theory of social disorder / Empirical research
URL http://www.rease.e.u-tokyo.ac.jp/■ Graduate School of Education● Center for Barrier-free Education Graduate School of Education affiliated, The University ofTokyo
URL http://www.p.u-tokyo.ac.jp/cbfe/■ Research Center for Advanced Science and Technology● Fukushima Laboratory / Barrier Free Project
URL http://bfr.jp /<Common>● Japan Student Services Organization, Study Support Information for Students with Disabilities
URL http://www.jasso.go.jp/tokubetsu_shien/index.html* Information on school student support studies at universities etc. nationwide is summarized.
● National Institute for University Entrance Examination Center Test Q & A
URL http://www.dnc.ac.jp/center/faq.html* The details of the examination special measures at the University Entrance Examination Center
Test (flow of application, content of examinations for examination etc.) are shown.
(University Information Center Test Information for FY2008)
National Institute of Special Needs Education
URL http://www.nise.go.jp/cms/* Information on education for children with disabilities is summarized.
● Japan Organization for Employment of the Elderly, Persons with Disabilities and Job Seekers,
various materials (for employment of persons with disabilities)- 101 -

URL http://www.jeed.or.jp/disability/data/index.html* Manuals on employment of persons with disabilities can be downloaded.
● Nationwide Support Center for Students with Disabilities
URL http://www.nscsd.jp /* Focusing on disabled students, disseminates information on university guidance and student life
for students with disabilities.
● Association on Higher Education and Disability of Japan (AHEAD JAPAN)
URL http://ahead-japan.org /* Enhancing support for students with disabilities at university. The organization established to
advocate the development of academic research reflects a nationwide trend.
<Visual impairments>● National Association of Upper Secondary School Principals, Entrance Exam Braille Division
URL http://www.braille-exam.org/* It is an institution that provides the braille/inverse transcription for college entrance examinations,periodical in-campus tests and various other qualification tests etc.
● Sapie (comprehensive network of visual impairment information)
URL https://www.sapie.or.jp /* It is a database and download site for Braille/audio books etc.
● National Diet Library, Japan, Library for people with impaired faculties etc.
URL http://www.ndl.go.jp/en/library/supportvisual/supportvisual.html* Support for various libraries implementing a service for the disabled is summarized.
● Traffic Safety Research Center, INC, (Braille blocks etc. materials to assist those with visual
impairment)
URL http://www.tsrc.or.jp* Information on guidance (braille) blocks is gathered.
<Hearing impairments>● PEPNet-Japan
URL http://www.pepnet-j.org* Information on support for students with hearing impairments is summarized.
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● IPtalk
URL http://www.geocities.jp/shigeaki_kurita/* A site which distributes the latest version of the IPtalk (abstract writing software for personal
computer).
<Orthopedic/mobility impairments>● Ministry of Land, Infrastructure, Transport and Tourism, Barrier-free universal design
URL http://www.mlit.go.jp/ sogoseisaku/barrierfree/index.html* Information on barrier-free universal design, such as barrier-free law related information, issummarized.
● Tokyo Metropolitan Komei School for the Physically Disabled, “Wheelchair, Guidance ofAssistance”
URL http://www.komei-sh.metro.tokyo.jp/cms/html/entry/81/file97.pdf* Including a user-friendly explanation of wheelchair assistance methods with illustration.
<Students with intractable diseases>● Japan Intractable Diseases Information Center
URL http://www.nanbyou.or.jp /* Commentary providing an introductory explanation to intractable diseases and various systems issummarized.
<Developmental disorders>● National Rehabilitation Center for Persons with Disabilities, Information and Support Center for
Developmental Disorders
URL http://www.rehab.go.jp/ddis/* Information on developmental disorders is summarized.
<Mental disorders>● Ministry of Health, Labor and Welfare, Mental Health Integrated Site
URL http://www.mhlw.go.jp/kokoro /* Information on mental disorders is summarized.

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University of Tokyo Disability Services Office Mascot “KOTODAMAs”- 104 -

Contact for the University of Tokyo Disability Services Office, Address / Contact tel.
Hongo Branch
Hongo 7-3-1, Bunkyo Ward, Tokyo
The University of Tokyo Student Support Center Mall Floor
TEL: 03-5841-1715 (extension: 21715)
FAX: 03-5841-1717
Komaba Branch
Komaba 3-8-1, Meguro Ward, Tokyo
Room 111, Building 8, The University of Tokyo, the College of Arts and Sciences
TEL: 03-5465-8944 (extension: 48944)
FAX: 03-5465-8952
1. For more or the latest information, please refer to the homepage.
http://ds.adm.u-tokyo.ac.jp/
2. Please send all email inquiries to the following:
spds-staff@dso.adm.u-tokyo.ac.jp
3. You can also make inquiries from the homepage:https://ds.adm.u-tokyo.ac.jp/contacts/formadd
Barrier-free support guide for students with disabilities
Issue issued March 2013, Revised April 2016
Edited by the University of Tokyo Disability Services Office- 105 -