SDA Office’s HP

To register as a staff member,attend a recruitment information session

Doshisha University Student Support Services Center

Accessibility Support Office for Students with Disabilities

PamphletMarch 2024

Accessibility Support Officefor Students with Disabilities
In April 2021, Doshisha University established the Accessibility Support Office forStudents with Disabilities (hereinafter referred to as the SDA Office).
The purpose of the SDA Office is to promote a university-wide collaborative framework to ensure that students with physical, mental, developmental, and other disabilities, as well as students with diverse genders, sexual orientations, and gender identities, receive the necessary and appropriate support and opportunities in their campus
lives, and to encourage all students to coexist with mutual respect for each other's
diverse personalities and identities.
The SDA Office provides counseling and advice to students on a variety of issues. It
also makes recommendations for improving the diversity environment andfacilities/equipment, and conducts educational and training activities to promote
understanding of the concept of diversity.
If you have questions or concerns about your studies, support staff for disability
services, or gender and sexuality, please feel free to visit the SDA Office.

Doshisha University Diversity Promotion Statement
Doshisha University is founded on the spirit of“conscience education,”following
the aspiration of its founder, Joseph Hardy Neesima, to foster“people who can becalled the conscience of the nation.” The original meaning of the English word“conscience,”which was translated into Japanese as“ryoshin”(良心) in the late 19th
century, is“knowing together.”
We have created opportunities for members of the University to understand andcare for each other by learning together about different ideas and values on a campus
full of diversity and tolerance realized through the practice of“conscience education.” This resonates with Neesima’s idea expressed in his speech on the 10th
anniversary of the founding of the university that“each and every person is precious.”With this founding spirit and history in mind, the University will continue to promote
diversity by taking the following initiatives to nurture individuals with the ability tocreate new ideas based on their differences, while understanding, living with, andcoexisting with others who have different values and circumstances.
1. We will foster a campus where members of the University from diverse backgrounds
can learn and work together, regardless of nationality, gender, disability, sexual
orientation/gender identity, culture, religion, ideology, or beliefs.
2. We are committed to ensuring that members of the University can fully demonstrate
their individual abilities in education, research, and other activities, and creating anenvironment in which diverse individuals can participate equally in these activities.
3. We will establish a support system for members of the University who requirereasonable accommodation and promote awareness of the need to eliminate social
barriers.
4. We will raise awareness of diversity and develop individuals with diverse viewpoints
who can respect the human rights of all people.
Doshisha University

1

Do you know about the Act for Eliminating
Discrimination against Persons with Disabilities?
What is the Act for Eliminating Discrimination
against Persons with Disabilities?
The act aims to create an inclusive society where people with and without disabilities can live together while respecting each other’s individuality.
( N o t e ) I t s of f i ci a l na me i s “障害を理由とする差別 の 解消 の 推進に関する法律” ( Act o n th e
P r o mo t i o n of E li mi na t i on of Di scri mi na t i o n Base d on D isability）
T h i s a c t p rohi bi t s unf a i r a nd di scri mi na t o ry tre atme n t an d re qu ire s th e pro v isio n ofr e a s o n a b le a ccommoda t i on wi t h t he goal of cre atin g a socie ty of coe xiste n ce
r e g a r d le s s of t he presence or a bsence of a d isab ility.

Who are considered“persons with disabilities”?
The term“persons with disabilities”in this Act refers not only to those with a physicaldisability certificate.
It covers all people with physical, intellectual, or mental disabilities (including developmental disabilities or higher brain dysfunction), and people with other disabilities(including disabilities caused by intractable diseases) in their mental or physical condition whose daily or social life is substantially limited by the disabilities or barriers insociety.

What is“prohibition of unfair and discriminatory treatment”?
This Act prohibits the national government, local public agencies, and businesses
such as companies and shops (*including universities) from discriminating against
persons with disabilities on the basis of their disability without a legitimate reason.
This is called“prohibition of unfair and discriminatory treatment.”

What is“provision of reasonable accommodation”?
Because of social barriers, daily life can be challenging for persons with disabilities.
This act requires the national government, local public agencies, and businesses suchas companies and shops to respond, to the extent that it is not too burdensome forthem to do so, when a person with a disability expresses(note) specific needs foraccommodations to remove such barriers.
This is called“provision of reasonable accommodation.”(Note) This means when the intention of a person with a disability is communicated through various
means such as speech (including sign language), Braille, enlarged print, written communication,
signals using physical objects or gestures, and touch. It also includes when the person’s intention iscommunicated through a person who helps the person to communicate, including an interpreter, afamily member of the person, a supporter, a caregiver, or an attorney.

Excerpts from the Cabinet Office brochure,“Act for Eliminating Discrimination against Persons with Disabilities Goes into Effect!”2

Support details of the SDA Oﬃce

The following are examples of the support services we provide. What support services arenecessary and appropriate for class participation will be determined after a meeting with thecoordinator based on the supporting materials.

Those who need hearing assistance
Examples ofproblems

Unable to hear or have difficulty in hearing what is being said
Too sensitive to environmental noise due to hyperacusis
Unable to follow group discussions or other debates
Having hearing difficulties or problems that are not obvious to others

Examples of
supportInformation security (PC translation, note-taking, and sign
language interpretation), use of voice recognition software,video transcription, provision of consumables (loose-leafbinders, pens, etc.,), use of noise-canceling earphones

Example oflending devices

PC translation
Recording device : IC recorder
PC-related : Laptop computers for interpretation, voice recognition software, flash memory
Others : Desktop penlight, remote support equipment (tablet terminal), video camera

Those who need visual assistance
Examples ofproblems

Difficulty in reading (e.g., textbooks, handouts, writing on the board, etc.)
Difficulty in detecting a danger while moving (e.g., obstacles, passers-by, etc. to andfrom school, in aisles)
Too sensitive to ambient information due to oxyopia

Examples of
support

Editing of text files such as class handouts and exam questions,making enlarged copies, Braille translation, face-to-face reading,writing/reading on behalf of challenged students, guiding
assistance (campus travel), allowing use of colored-lens glasses,
classwork assistance, bringing assistance equipment into the classroom

Example oflending devices

Face to face reading

Recording device : IC Recorder
PC-related : PC for voice recognition
Others : Portable reading magnifier, portable Braille board, monocular,
high-magnifying lens, desktop fluorescent lamp, Braille typewriter

Those who need mobility assistance
Examples ofproblems

Difficulty in writing, holding objects, eating, manipulating, opening and closing
doors, traveling, etc. Wheelchair users who have difficulty getting on and off buses
and trains, using the restroom, etc., due to obstacles on steps, slopes, road widths,
etc.

Examples of
supportWriting on behalf of challenged students, Wheelchair assistance(campus travel), toileting assistance, meal assistance, vehicle accesswith a parking pass, Using break room for stretching

Example oflending devices
3

Recording device : IC recorder
Assistant-related : Manual wheelchair, shower chair, desk forwheelchairs, stove, blanket, electric bed
PC-related : PCs for recording, input-assisting device

Wheelchair assistanceThose who need reading and writing assistance
Examples ofproblems

Takes time to read, takes time to write
Prone to misreading, prone to misspelling

Examples of
supportPC translation, writing on behalf of challenged students
Extension of time for paper exams

Example oflending devices

PC translation

Recording device: IC Recorder
PC-related: Tablet device

Those who need communication assistance
Examples ofproblems

Difficulty in understanding abstract content
Difficulty in organizing thoughts and putting them into words

Examples of
supportPresenting specific information, emphasizing important information
Clarifying specific roles during experiments and group work
Clarifying information

Those who need assistance in maintaining
their attention and concentration
Examples ofproblems

Difficulty in maintaining his/her attention/concentration,prone to making mistakes due to carelessness
Difficulty in performing multiple tasks simultaneously

Examples of
supportWriting on behalf of challenged students, redistributionof resumes, etc.
Presenting important information online

Example oflending devices

Writing on behalf ofchallenged students

Recording device: IC recorderThose who need other assistance
Examples ofproblems

Limited activities or difficulty maintaining a stable posture
due to poor physical condition caused by illness or disease
Fear of entering a classroom with a large number of people
Problems with studying due to mental health issues

Examples of
supportExams in a separate room, entry/leaving during class (leaving during remote class),
Guiding assistance (campus travel), vehicle access with a parking pass,
Access to campus shower rooms, seating position arrangements, changes
in presentation methods

Example oflending devices

Guiding assistance

Recording device: IC recorder
Assistant-related: Manually operable wheelchair, stove, blanket, electric bed
Others: Tablet device

4How to receive reasonable accommodation in schooling
The SDA Office will consider what reasonable accommodations are needed throughinterviews with students with physical, mental, developmental, or other disabilities sothat they can attend classes under the same conditions as other students, regardlessof the nature of their disability.

①Consult with the SDA Office

SDA Office Coordinators are ready to consult with you, so please feel free to call or
email us at the contact information below.

②Interview and writing a document outlining reasonable accommodations
The SDA Office Coordinator will conduct an interview with you to confirm the statusof your disability and other information.
Based on the results of the interview, the coordinator will create a written document outlining
accommodation items deemed necessary and appropriate for you for class participation,offering proposals that do not affect the aims of the course (objectives and grading criteria).
*Documents etc., required for the interview
Please bring documents etc. that document the symptoms and characteristics of the disability,
such as a disability certificate, a medical certificate, results of psychological tests, or the findingsof a specialist. If you have any questions, please ask your coordinator at the SDA Office during③Consensus formation

The course instructor will confirm with the applicant (student) the document listingreasonable accommodations. The accommodation details to be agreed upon will be
determined through constructive dialogue between the University and the applicant,with full consensus on both sides.

*It may take some time for the instructor to receive this document. In addition, depending on thecourse subject, the proposal may need to be translated into English, which may also take time.
* Reasonable accommodations cannot be provided retroactively to the classes before theinstructor receives the document.

④Commencement of the provision of accommodations

Once the University and the applicant have agreed on the details of the proposed
accommodations, we will provide the appropriate accommodations as soon as possible. Depending on the details of the accommodation, support staff may be assigned.
If a support person is assigned, the SDA Office coordinator will separately explain thisto the applicant.
If you have any questions, please feel free to contact us at:
Contact

SDA Office, Student Support Services Center075-251-3273
075-251-3261
Tel：0774-65-7411

Imadegawa Campus, Kambaikan Building, 1st floor Tel：
Imadegawa Campus, Meitokukan Building, 1st floor Tel：

Meeting with the co ordinator Kyotanabe Campus, Seishinkan Building, 1st floor

Common e-mail for both campuses: jt-care@mail.doshisha.ac.jp

SDA Office Website
Details of a range of support and events are posted on our website.

https://challenged.doshisha.ac.jp/

5Schooling Support System
The Student Support Services Center, Student Health Center, Counseling Center, andCareer Center cooperate with each other to provide support tailored to the situationof each student with a disability. These centers also work with the undergraduate andgraduate schools of students with disabilities to provide more effective support.

Career Development and Job-hunting Support
The Career Center provides the following services to students with disabilities.
If you have any problems or difficulties regarding your career path, please visit the
Career Center.

Individual Counseling

Our experienced staff will advise you about your career opportunities and job-hunting
activities. Consultation is available for first-year undergraduate students onwards. As counselingis available online or by phone, feel free to contact us. If you would like a consultation,please make an appointment in advance through e-career.

Various Types of Support for Students with Disabilities●Job-hunting guidance ●Company information session●Job and internship information for students with disabilities ●Providing aptitude testing●Company visit ●Various seminars, etc.

Career Center Website●Page by target students,“Students with disabilities”
https://career-center.doshisha.ac.jp/subject/diversity.html●Employment Support System:,“e-career”

https://e-career.doshisha.ac.jp/

Students with disabilities e-career

Contact

Career Center

Imadegawa Campus, Kambaikan Building, 2nd floor
Kyotanabe Campus, Shigyokan Building, 1st floor

Tel：075-251-3310

Tel：0774-65-7016

Common e-mail for both campuses: career-support@mail.doshisha.ac.jp

Mental Health Support
The Counseling Center offers counseling on a diverse range of topics, includingcollege life issues related to classwork and interpersonal relationships, your personality and future, and family and friends. Through counseling, we will help you workthrough your problems, understand yourself, and think about how best to deal withthem. If necessary, we can refer you to other services on and off campus.
We ensure that your personal information remains confidential. Please do nothesitate to contact us.
Counseling Center Website

https://www.doshisha.ac.jp/students/healthcare/counseling.html
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Activities by Support Staff Members
Here are a few examples.
Support for students with disabilities

PC translation, note-taking, sign language interpretation, video
transcription
writing on behalf of challenged students, Wheelchairassistance, guiding assistance, class-taking assistance,
face-to-face reading, etc.

« Guiding assistance

Organizing workshops to improve staff
members’assistance skills
Implement workshops on PC translation, note-taking,Wheelchair assistance, writing on behalf of challenged
students, text file editing, guiding assistance, etc.

« Student seminar
Planning and implementation of campus
events, etc.

Orientation, welcome party for freshmen, end-of-semester
sessions, Challenged Camp, events co-hosted or collaborated
with local government, off-campus organizations, etc.

« Holding an event
Why not work as a support staff member?

Click here to register
as a support staff member

At Doshisha University, many students provide assistance to challenged
students as support staff members.
Why not join the activities as a staff member?
The SDA Office is always seeking students who can put themselves in achallenged student’s shoes and engage in assistance activities withresponsibility.
If you are interested, feel free to visit the office anytime.

Support staff will be paid for their participation in these activities.
●Support activities that are provided include: PC translation, note-taking, sign language interpreta-tion, writing on behalf of challenged students, text file editing, material enlargement, wheelchairassistance/meal assistance, guiding assistance, face-to-face reading/reading on behalf ofchallenged students, and lecturers for workshops to improve staff members’
support skills.

●Payment is 1,020 yen per hour.

Th rules for counting hours vary depending on the type of support.

7

Voices of Student Support Staff Members
Support activities: PC translation, text editing, typing on behalfof challenged students(Second-year student in the Faculty of Science and Engineering)

I registered as a support staff member because I became interested in it after hearing
a presentation from a senior support staff member when I was looking for new clubs
with my friends. I remember that the support members were very attentive to me when
I started working with them around June.
What I do is PC translation for hearing-impaired students, where two people work
together to transcribe what the instructor is saying as if it were subtitles. I also work as
a typist for students with weak arms, typing their theses.
These support activities give me a sense of accomplishment, which makes me feelthat I am gaining valuable experience. Through the support activities I can gain insight
into how people with disabilities live their lives, and sometimes ideas are born from thisinsight. I feel that I am growing. I am very happy to know that this activity is useful forthem.

Support activities: PC translation(Third-year student in the Faculty of Law)

I registered as a support staff member because I thought I could do something tohelp students with disabilities, no matter how small it might be. I was worried at first
because I had never interacted with people with disabilities before, but now I enjoy
doing support activities with the help of students with disabilities and senior support
staff.
I mainly act as a PC translator. Through my work, I feel that there is still a lot that I
do not know about disability. Although you can learn about disability through the news
and other media, there are many things that can only be learned through direct interaction with students with disabilities. I am discovering and learning new things every day,and I feel very fortunate and happy to be able to have different experiences through myinvolvement with the SDA Office, the support services user students, and the othersupport staff members.

Voice of Student Receiving Support
Support received: PC translation, transcription, subtitling(Fourth-year student in the Faculty of Policy Studies)

Since being diagnosed with sensorineural hearing loss at the age of 5, I wear hearing
aids daily and use oral and sign language in my daily life. The assistance I currently
receive includes PC translation for face-to-face and remote classes, conversion of
speech to written information for on-demand classes, and captioned video clips usedin class. With these aids, I am able to attend classes in an environment similar to thatof hearing students and I am satisfied because I do not miss any information in class.
At university, if I do not proactively communicate about my disability, I often cannot
receive accommodations from others, so it is very important to inform my instructors
and other students about my disability to gain their understanding. This is also very
important when deciding what kind of support and accommodations you would like toreceive in class.
The university’s support system for students with disabilities is regarded as one of
the best in the country, and the support staff provide proactive support to students
with disabilities by taking their disabilities seriously.

8

Annual Event Schedule■ Start of spring semester /Convocation Ceremony■ Orientation«

Convocation Ceremony■ Spring semester examination■ Open Campus

4
5
6
7
8

«

Challenged Camp■ Fall semester■ Start of fall semester

9
10
11

■ Intake interview (Career Center)

12■ Pre-spring semester interview■ Guidance on the support system for challenged students■ Introductory meeting between students using support]
services and support staff in spring semester■ Lunchtime sign language (Spring semester: April-July)■ Job-hunting guidance for students
with disabilities (Career Center)■ Workshop to improve staff
members’support skills(Spring semester: May-July)■ Mid-spring-semester
Follow-up workshop
review session«■ End-of-spring semester
session*■ Challenged Camp*■ Pre-fall semester interview
Lunchtime sign language■ Integrated studies subject(Fall semester)Considering Support for Students with Disabilities
in a Diversity Society―Theory and Practice of Accessibility Support―■ Introductory meeting between students using support services
and support staff in fall semester■ Lunchtime sign language (Fall semester: October-January)■ Workshop to improve staff members’support skills(Fall semester: October-December)■ Mid-fall-semester review session«

1■ Fall semester examination■ Commencement

2■ End-of-fall semester
session*Party

3■ Pre-semester
intensive study session«End-of-semester session*What are end-of-semester sessions?
These sessions are held at the end of each semester for challenged students, support staff members, and relevant parties to
get together and frankly give opinions on improving the system.
*What is Challenged Camp?
Through the experience of disability, participants are expected to grow mentally and physically by understanding disability
and confronting their own mental barriers. This camp also aims for participants to make the most of what they learn at camp
for their future lives in society.

Integrated Studies Subject (to be offered in 2024 fall semester)
Subject title
Overview

Schedule

9

How should we support challenged students in a diverse society ? -Theory and practice of accessibility supportBy taking a comprehensive view of people with disabilities and students themselves, as well as the people andenvironment around them in terms of “diversity,” students will examine and exchange opinions on “guaranteeing theright to learn as an organizational responsibility” and “what kind of support an educational institution should
provide.”Fall Semester, Monday 6th lecture period

Location

Imadegawa Campus (face-to-face)

Gender Diversity
Our gender and sexuality are diverse
Physical sex

Gender identity Gender expression Sexual orientation

The anatomical/
biological state ofone’s bodyHow one identifies
their own gender

How one expresses
their own genderthrough clothing,language and so on

To which genderone isromantically
and/orsexually attracted

SOGI and LGBTQ
SOGI is the acronym for sexual orientation and gender identity. SO stands for sexual orientation (what gender you are attracted to) and GI stands for gender identity (how you perceive
your own gender). Sexual orientation and gender identity are concepts that affect all of us.
LGBTQ is an initialism that stands for lesbian, gay, bisexual, transgender, and questioning.

Counseling on a wide variety of issues
that students may have is available at the SDA Office.
Counseling on problems, inconveniences, worries, or concerns on campus or in student life
caused by your sexual orientation (what gender you are attracted to) or gender identity (howyou perceive your own gender)(E.g.) I am not sure where to go for advice on room assignments for seminary camps.

Counseling on anxiety and worries about your own sexual orientation or gender identity(E.g.)“Maybe I'm not like other people...”Counseling on psychological issues arising from your sexual orientation or gender identity(E.g.) When I told my family about my gender identity, they did not accept it.

Consultation on harassment related to sexual orientation/gender identity(E.g.) My friend shared my information without my consent (outing), and harassed me about
my sexual orientation.

Contact

Student Support Services Center SDA Office
Imadegawa Campus, Kambaikan Building, 1st floor

Kyotanabe Campus, Seishinkan Building, 1st floor

SOGI Direct Dial
Appointment form
for SOGI consultation

0774-65-7413

To request a consultation, it is highly recommended that you makean appointment in advance using the Consultation Appointment Form.
We ensure that your privacy is protected, so please feel free to contact us.

10Imadegawa Campus
Karasuma Street

Student Union Sinsokan
Shinmachi (Main Building) (Under construction)
BekkanBuilding

Main gate

Keisuikan

Shokokuji Temple

Hakuenkan (H)North gate

Muromachi Campus
Guard house

Rinkokan (R)Shinmachi Campus

Guard house

Kambaikan(KMB)

Jinshinkan (Z)Karasuma Campus

Shikokan(SK)

Ryoshinkan(RY)

1F
SDA OfficeCounseling Center
2F
Career Center
Student Health Center

Neiseikan(Under construction)
Fusokan(F)
Shiseikan(S)

Harris Science Hall
Doshisha Gallery

Shingikan Shoeikan

Amherst House

Doshisha Chapel

Taishinkan

1F
SDA OfficeWest gate
Guard house

Library(Under construction)

Divinity Hall(G)

Meitokukan (M)Kofukan(K)

Chienkan

East gate

Keimeikan

KoenkanTokushokan
Yushukan

Imadegawa Campus

Guard house

Main gate

Vehicle access gate

Imadegawa Street

Guest House

ClarkeMemorial Hall

Kyotanabe Campus
1F
SDA Office

Shionkan
Kochikan

Seishinkan

Hoshinkan

All-Purpose Auditorium(Hello Hall)

Chishinkan(TC3)

YutokukanWest Building

Rikagakukan

Nichiryokan

Shishinkan
Yutokukan
East Building

Sokokan
Shoshinkan(TS)

Chigenkan

Keidokan(KD)
Kohakukan

LearnedMemorial Library

Chishinkan(TC2)

Kyotanabe Bekkan

Chishokan
South Building
Laboratory
for naturalsciences, etc.

Kotobakan

Chishinkan(TC1)
Hikarikan

1F: Counseling Center
Welfare Building
Guard house
South gate

Student
Health Center

Chomeikan

1F: Career Center

Chishokan
South Building
Laboratoryfor electricity

Mukokukan (MK)Shigyokan
Korinkan

Guard house

Rohm Memorial Hall

Chishokan
North Building(Trainingplant annex)(Engineering
training plant)(Engineering lab
student building)

IT & Media Center

Guard house

Main gate

North gate

Doshisha University Student Support Services Center
SDA Office

Imadegawa Campus

Kyotanabe Campus

Kambaikan Building, 1st floor

Seishinkan Building, 1st floor

Meitokukan Building, 1st floor

E-mail：jt-care@mail.doshisha.ac.jp

Karasuma-higashi-iru, Imadegawa-dori, Kamigyo-ku, Kyoto 602-8580

Tel：075-251-3273
Tel：075-251-3261

1-3 Tatara Miyakodani, Kyotanabe City, Kyoto 610-0394

Tel：0774-65-7411

E-mail：jt-care@mail.doshisha.ac.jp

This brochure uses Universal Design (UD) fonts.
Universal Design (UD) fonts are created with readability and accessibility from the perspective of universal
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