A case study of inclusive class development based on UDL concept: Improving the 1st year seminarand mandatory language subjects at Ritsumeikan Asia Pacific University
Research Representative: Associate Professor JUNG Jonghee, APU
Summary of Research
In recent years, the number of special needs students and the ratio of these students in Japanese
universities have been increasing. Since the enactment of Developmental Disability Support Law(2005) and the reform of School Education Act (2013), educational institutions have been expected
to provide a better environment and more efficient classes to meet the needs of a diverse range ofstudents, including those with special needs. Universities in particular have been tasked withproviding support for students with learning difficulties such as LD, ADHD, and ASD. Many
universities in Japan are offering “reasonable accommodation” support to assure that human rights
are met by offering academic advising, self-management, expert counseling, and providing case-bycase accommodation, however, the fact remains that such educational and instructional efforts havenot been shared effectively among the faculty and staff. We will soon be expected to not only
prepare better physical learning environments but also to improve or develop teaching contents tothe point in which instructors understand the characteristics of learners and all the learners are able
to learn from each other. We believe that through the promotion of such teaching methods, thedevelopment of teaching contents, and each teacher implementing such teaching methods, we willachieve inclusive education at the university level.
In this study, we will investigate the way the universities can implement an inclusive educational
system with a focus on learners with developmental disorders, while at the same time keeping in
mind a variety of learners including those who are physically handicapped, have learning
disabilities, and are sick or frail. We will also take into account learners who face difficulties which
are not officially classed as disorders, foreign language speakers, different cultural backgrounds, andgender minorities. We could say that this is an attempt to expand the framework of inclusive++educational research which has been aiming for educational systems where both challenged andregular students learn together. In considering the ways to reduce exclusionary practices ineducation, in a broad sense, we believe this is in line with the spirit of inclusive education. We will
adopt the Universal Design framework (UDL) advocated by the Center for Applied Special
Technology (CAST) to improve lectures and conduct case studies with the aim of supporting various
types of learner.
UDL is a theory developed recently by neurocognitive science in order to consider what we learn

and the ways in which we learn. It is a framework that enables us to teach students from different
language backgrounds, cultures and cognitive differences inclusively (Tracey E. Hall, Anne Meyer,David H. Rose, 2018). Since it allows us to take advantages of each learner’s learning styles andstrengths, teachers are able to expand the possibilities to design lessons that value learners’
individual characters. Due to this, we can say that it offers the foundations for inclusive education
practices that leave no learner behind. In addition, based on UDL principles, we teach in a flexible
way, and the use of technologies is a core strategy, therefore, we can expect new possibilities toward
UDL to emerge with regard to online teaching, which saw an increase due to the pandemic. UDL has
already been adopted in primary and secondary educational institutions domestically and abroad.
European and American universities have implemented it as a way to heighten the learning outcome
regardless of disabilities which may impede learning, and many have observed positive learning
outcomes (Burgstahler, 2013). In Japanese tertiary institutions, some universities such as Tsukuba
University have started adopting UDL. It has been receiving attention as a lecture framework that
does not require individual accommodations to be made for students with various needs, and also asa mission of a university which assures that students of various background will have equal learning
opportunities (Burns-Kameyama, 2019). Based on these backgrounds, in this research project, weaim to improve our own lectures with UDL principles in mind.
We will start by investigating the trends, issues, and assessment efforts in inclusive educational
systems in higher education both domestically and internationally to consider ways to improve ourlectures at APU and design our learning assessments. Based on the insights gained through theliterature review, we will design inclusive teaching methods for 1st year seminar and language
subjects. As an outcome, we will implement revised lectures (either in-person or online) as casestudies. After that, we will conduct qualitative and quantitative investigations with the enrolled
students, examine the UDL theory, and propose a new lecture model. We believe that 1st year
seminar and language subjects are important courses that impact the experience of group learningand university life. We aim to lighten the pressures faced by individual faculty members and ensurethat all students have the opportunity to learn. It is our hope that this research project and the lecture
implementation will move us forward in realizing inclusive education at APU, which encompasses
diversity among students with or without disabilities, who are multilingual, multicultural, and gender
diverse.
＜本文中の引用文献＞
Tracey E. Hall, Anne Meyer, David H. Rose 編著、バーンズ亀山静子訳（2018)『UDL 学びのユニバーサルデザインークラス全員の学びを変える授業アプローチー』

Burgstahler, S. (2013). Websites, Publications, and Videos. In S. Burgstahler (Ed.). Universal designin higher education: Promising practices. Seattle: DO-IT, University of Washington. Retrieved fromwww. uw.edu/doit/UDHE-promising-practices/resources.html
バーンズ亀山静子 （2019）「UDL:学びのユニバーサルデザイン--自分の学びを舵取りする-」, 日本学生支援機構.
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