To Faculty and Staff

At Nagoya University, students with a variety of disabilities are studying. Approximately 0.5% of the student population is known to have a disability.
The Ability Support Center provides a variety of support for faculty and staff, too, who support students with disabilities.

for remote classes

We are sure that each professor is having a hard time as remote classes have been implemented as a countermeasure against the new coronavirus infection disease. At this stage, we do not know what kind of impact this special form of class will have.
There are about 80 students with disabilities at Nagoya University, but the number of potential students with disabilities is thought to be much higher. It is quite possible that these students will have new problems in the course of their studies. The following materials are suggestions on how to create teaching materials and conduct classes in a way that will reduce or address these potential problems.
We hope that all professors will find them useful in preparing their classes (PDF files are available at the bottom of this section).
If you have any questions, please feel free to contact us anytime.
It is possible that there will be problems which have not been foreseen in the past academic learning support. The Ability Support Center would like to keep in touch with students and set up a support system, but it would also help us if professors would feel free to consult with us when problems arise.
Despite the difficulties, we would like to contribute to creating a better environment for students to learn.
The Ability Support Center ( former the Office for Students with Disabilities)
* Please contact us via e-mail due to remote work.
* We would provide consultation with video conference system when needed.

1. academic Learning Services

Academic Learning support refers to all activities that support students' academic learning at a university. As such, scholarships and assistance with registration are also included in the support. However, in the context of support for students with disabilities, academic learning service primarily refers to the provision of the reasonable accommodation.
The reasonable accommodations refer to adjustments of environment and the individual to provide support that are consistent with the individual student's need and that do not overburden the university in terms of its physical, financial, or human resources. When a disability is divided into two categories, that is, a characteristic of the individual (e.g., having a physical problem) and environmental barriers (e.g., complex procedures in experiments in practical class), reasonable accommodation mainly means reducing the latter barrier through dialogue. For more information, please click here.
Upon application by the student, the consultation process begins and the support is determined. For this reason, the university will not voluntarily provide this support without an application from the student. This is to respect the student's decision-making process. If a student has not applied for academic learning services and you feel that support would be helpful, please talk to them about this, or if this seems to be difficult, please contact us.

2. if you wonder a student would have a disability

Sometimes a student has a disability that makes learning and research difficult. For example;
Difficulties with mobility due to physical limitations make it difficult to search literatures or use equipment or devices
Difficulty in cognitive functioning makes it difficult to think and formulate opinions, to speak up, write reports, and respond to exams in a timely manner
Difficulty in doing things with other people due to interpersonal communication difficulties stumbles over relationships and makes group activities and practice difficult.
Emotional disturbance makes it difficult to perform consistently and to demonstrate competence in anything
In response to these conditions, we need to improve the student's level of activity and reduce barriers (see here or here for more information on barriers and typical support, as well here is list of useful information). If you're not sure whether your student's condition is considered a disability, or whether you need to lower the bar, and what the barriers are for the student in the first place and what you need to do about it, please contact us sooner rather than later.

3. who will provide the support

The affiliation of the student has primarily a responsibility to provide support based on reasonable accommodations. This is because it is up to each division to determine which expertise and mastery processes are required in their respective discipline and which can be modified to reduce barriers.
In addition, it is expected that other students in the same division will assist students with disabilities in using their expertise, such as assisting experiments. It is common to ask for such supporters from the division that know the students well.
The specific type of support to be provided is determined by a coordinated process that involves figuring out a balance between what kind of support the student needs and what the division can do to help. In technical terms, this process is called "constructive dialogue" (click here to learn more about the process).
The Ability Support Center is responsible for consulting on these processes, acting as an intermediary between the student and the division, and providing expert advice on disability. The Ability Support Center also takes a roll in arranging for the dispatch of supporters from outside the division when the need arises.

4. communication with a student with a disability

Disabilities, especially developmental disabilities, often include disorders of social communication as their definition (or diagnostic criteria). This is a difficulty in inferring the intentions and feelings of others, understanding language in context, using socially appropriate language, and understanding and using non-verbal cues such as eye contact and facial expressions appropriately. In addition, partial weaknesses in ability may be observed, such as inability to follow verbal instructions despite the absence of intellectual problems, physical inability to move when they know what to do, and inflexibility and self-serving interpretations and obsessions.
These problems pose a challenge to communication between faculty and students in two ways: first, because the disability itself involves communication problems, it prevents effective exchange of ideas, and second, these traits are seen by faculty and staff as undesirable attitudes, such as, a lack of concern for others, selfishness, lowness of motivation, and not making an effort.
While problems can develop between students, they can also develop between students and faculty members in the same way. We are happy to discuss with you what action is required and what measures can be taken, so if you feel that you have a problem, please contact us before it becomes a serious problem.

5. contact window

The Ability Support Center is an organization within the Student Support. Therefore, there are two contact points for consultations and inquiries: the faculty/staff contact point, the Faculty Consultation Office, in the Student Support and the Ability Support Center.
Faculty Consultation Office (Please contact this office first if this is your first access for a consultation).
Ability Support Center(for ongoing consultation, or in case a student of whom you are in charge is applying for academic learning support)