Center for Diversity, Accessibility and Career Development

Access |

Each disability

Points for accommodation and support of each disability

Visual impairment


For everyone

  • Braille blocks are important clues for visually impaired students. Do not park bicycles, place luggage, or stop on or near Braille blocks.
  • When you see a visually impaired student in trouble, please ask them if they need assistance (e.g., “Can I help you?”).
  • When guiding a visually impaired person, ask them to lightly grasp your elbow or shoulder, and walk slightly ahead of them, warning them of any steps, obstacles, or changes in the surface.

For faculty members

  • Please provide electronic data of handouts and presentation materials in advance.
  • Please read the board aloud.
  • When giving explanations that involve directing the students to the board or images on a screen, please use as specific words as possible, without using directive words such as “this” or “here”.
  • When writing on the board, please make sure to use large letters. Using non-blue chalk on the blackboard and thicker pens on the whiteboard will make it easier for students with low vision to see.

For staff

  • Please inform the person with visual impairment directly of any particularly important communications (e.g., calls) by e-mail or other means.
  • Application documents that can be easily filled out should be completed on the spot if possible.

For students

  • If you notice information on the bulletin board that you think is useful for a visually impaired fellow student, please be proactive and pass it on.
  • When handing out materials or giving presentations in classes, club activities, etc., please give the electronic data to the visually impaired participants in advance.


Hearing impairment


For everyone

  • Show your face to deaf students and do not cover your mouth. If you are wearing a mask, please remove it.
  • Try to make your speech visible by using letters, gestures, and written words.
  • If you have difficulty understanding the pronunciation of a student with hearing impairment, please do not pretend to understand, or hesitate to ask further.
  • In multi-person conversations or group work, try to keep the conversation flowing so that it is clear who is talking and what is being said.

For faculty members

  • Please understand that hearing-impaired students will take the course with a peer tutor (a support student who transcribes the teacher’s speech) who will provide information support.
  • Please provide your materials in advance (* even if you do not distribute your presentation to the participants, please provide it to the peer tutors for smooth support).
  • Please write on the board important information such as technical terms, formulas, proper nouns, exam scope, assignment deadlines, etc. However, please do not talk while writing on the board, but turn to the students after you have finished writing.
  • Pause at the end of each sentence, so the peer tutor can catch up.
  • Please repeat technical terms and important details.
  • Please try to avoid using directive words such as “this” or “here” whenever possible, and use as specific words as possible.
  • Example: Wrong: “This part is particularly important.” Right: “The underlined part is particularly important.”

  • Encourage all students to recite or speak so that the entire classroom can hear, so that the peer tutor can also transcribe the student’s comments, etc.

For staff

  • Please take care to ensure that you communicate using a variety of methods.
  • It would be easier for hearing-impaired students to ask for written communication if you could place a writing board or ear markers for written communication at the counter.

For students

  • Please find ways to communicate so that hearing-impaired students can also be included in conversations.
  • If a hearing-impaired student is taking the same class, please take the following considerations into account.
    • When you speak, please speak loudly and clearly so that the entire class can hear you.
    • When you give a presentation in class, please prepare summaries for any peer tutors. If you have prepared a draft of your presentation, please provide this also to any peer tutors.
    • If peer tutors are not present, please cooperate if a hearing-impaired student asks you to sit next to them and show them your notes, or asks you for a copy of your notes for later use.


Physical impairment and chronic illness


For everyone

  • There are many barriers on campus and in the buildings. Try to avoid creating any more.
  • Make sure that bicycles and obstacles do not impede movement. Sometimes there is only enough width for a pedestrian to pass through (a wheelchair user needs about one meter of width to proceed).

For faculty members

  • Students with upper limb (arm or hand) disabilities may wish to bring in a computer, record the board with photographs, record the lecture with an IC recorder, or write the lecture in their place. Please consult with such students regarding all such matters.
  • If the student is a wheelchair user, you may need to change your desk or chair to a more suitable location. We may also ask you to consider the best position for the board and projector.
  • If, because of the distance between classrooms, it is inevitable that such a student will be late for a class, we will discuss this in advance, so please be patient.
  • There may be times when such students will need to leave the class for fatigue or health reasons. This will also be discussed with you in advance, so please be accommodating.

For students

  • Some students may need assistance in getting materials in and out of the classroom, writing, or opening and closing doors. Please try to assist them when possible.
  • Please also try to help such students in carrying heavy or numerous bags.


Developmental disability


 Since each student with a developmental disability has different support needs, we hope that all concerned will respond individually according to their support needs and circumstances. The following is a list of situations that may require consideration, and examples of how to respond.

Missing or mishearing important information

 Important information regarding classroom changes, location and content of exams, reports and other assignments, should be given in advance or in class as appropriate. In addition to verbal instructions, visual communication methods such as handouts, bulletin boards, and websites can be used to convey accurate information.

Difficulty in selecting classes or continuing to participate in classes due to lack of overall understanding

 With clear explanations of the class outline, class format, evaluation method, and evaluation criteria in the syllabus, etc., students can gain a clear conception of the entire class, and can choose and participate in the class with confidence.

Difficulty in planning a research project or putting their thoughts together in writing

 Such students should ask their seminar instructor for regular meetings and monitoring of their progress.

Absent from class due to health reasons

 If such students are absent from classes, it may be determined that they are unable to follow the class content, and thus unable to participate in subsequent classes. If they miss a class, then, the instructor may inquire about class materials and content, and instructors should distribute class materials and inquire individually regarding the content.

Difficulty in registering for courses and managing course credits

 Homeroom teachers and Area Support Office staff should provide course counseling before and after each semester, regarding the credits required for graduation and promotion.