Students - Types of Support and Accommodation

Types of Support Available

This page contains a list of the types of support the university currently provides to students with disabilities. For types of support which not listed on this page, please make an inquiry individually.

Support for all types of disabilities

■Providing advice about support
The support implementation officer in your department/division, and the coordinators from the DSO are always available to answer your questions.


■Contacting your teachers and making arrangements with them
The support implementation officer from your department/division will meet with you in advance to determine what support you may require in class, and communicate this to your teachers. Depending on the type of support, a meeting including the teachers may be held.

■Making arrangements for taking exams
The support implementation officer from your department/division will meet with you in advance to determine what kind of support you may require when taking exams and make arrangements for these, such as extending the exam time, taking the exam in another room, or having important exam conditions communicated in writing.


■Providing information on assistive technology (AT) ,equipment and loaning these items
Please click here for a detailed list of the AT equipment available.

■Improving campus facilities
We make adjustments to improve campus facilities in response to requests from students with disabilities. The DSO makes regular checks of the campus’ accessibility, asan effort to make the entire campus accessible to all students.


■Classroom seat reservations
If a priority seating position in a classroom is required, the support implementation officer from your department/division will take charge in making arrangements for this.


■Making student accommodation accessible
Some of our student dormitories have accessible rooms.
Oiwake International Lodge, Toshima International Hall of Residence
International Lodge Kashiwa Lodge
For information on student accommodation, please refer to the Tokyo University Housing Office website.

【Support for students with visual impairments/Blind】

■Adjustments to texts and documents

Enlarging fonts:the font can be enlarged, changed to a different font, or the contrast adjusted in accordance with the student’s needs.

Conversion to PDF:data can be converted to PDF format so that it can be read on a computer using the zoom in function.
Text data: can provide text data for use with text-to-speech software so the student can read (listen to) it on a computer.

Translation into braille:automatic translation software can be used to convert text data into braille. For text books, this may have to be outsourced to a contractor.

■Face-to-face reading(Reader)
A support staff can read aloud texts or other documents to the student. Dedicated readingrooms can be found in university libraries (the General Library or Komaba Library).


■Scribing and proxy reading
If writing is required in class, a support staff can read out the listed information, and write down information the student relays orally. The staff can also read aloud visual information written on the blackboard or shown on a projector or in subtitles during the class, or take note of these to read to the student after the class.


■Assistance with searching for and organizing documents and materials
A support staff can accompany students to the library to help them search for the documents and materials they need for their research, and assist to organizeof the text materials they have gathered.


■Obtaining text-based information from bulletin boards, etc.
Arrangements can be made to ensure students can access posted information.

【Support for students with hearing impairments/Deaf】

■Computer-assisted captioning
Two note takers work together to type the orally presented information given in class on their computers and convey it to the student. Special notetaking software is used.


■Notetaking
Two note takers take turns to write down the orally presented information given in class on paper and convey it to the student.

■Note creation
A support staff can take notes for the student so that the student can to ableconcentrate on watching the sign language interpreter and listening to the lecture.


■Sign language interpreting
A sign language interpreter simultaneously interprets the orally presented information given in class and conveys it to the student using sign language. The interpreter can also convey the student’s signed messages orally if necessary.


■Captioning video footage
If video materials without captions on them are used during a class, a support staff can obtain the materials in advance to transcribe the dialog and add captions to the footage. If the captioning cannot be done in time, the transcribed data is provided to the student.

【Support for students with orthopedic/mobility impairments】

■Note creation
A support staff can notes for a student who has difficulty writing due to a disorder of the upper body.

■Scribing
A support staff can take write down the information orally presented by a student who has difficulty writing due to a disorder of the upper body.


■Converting texts and documents to digital data
Texts can be converted to PDF data for students who have difficulty turning pages due to a disorder of the upper body, so that they can read them on a computer or tablet.


Arrange access to classrooms
Arrangements can be made to ensure the student can access the classroom, such as changing the location or improving the facilities.

■Reserve a parking space
If the university recognizes that the student needs to travel to the campus by car, a parking space will be reserved.

■Reserve a waiting room
If the student needs a waiting room to use for breaks, arrangements can be made to secure one.

【Support for students with orthopedic/mobility impairments】

Arrange access to classrooms
Arrangements can be made to ensure the student can access the classroom, such as changing the location or improving the facilities.

■Reserve a parking space
If the university recognizes that the student needs to travel to the campus by car, a parking space will be reserved.

Sharing of emergency contact details
If the student has unstable health, a list of emergency contacts including the student’s family and doctor can be made and shared with relevant persons.

【Support for students with developmental or mentaldisorders】

■Alternative evaluation methods
If the student is not able to sufficiently demonstrate his or her capabilities through the evaluation methods for the class (such as written exams or reports), an alternative evaluation method couldbe considered.

■Extending submission deadlines
If the student has difficulty completing an assignment before the given deadline, an extension will be considered.

■Permission to leave and re-enter the classroom
If it is difficult for the student to remain in the same room until a class or exam is over, special permission to leave the room during the class or exam will be considered. Re-entry will also be permitted as long as certain conditions aremet.

■Alternatives to discussions and practical exercises
If it is difficult for the student to participate in discussions and practical exercises in the manner determined for the class (e.g. with groups of other students), an alternative participation method (e.g. individually) will be considered.

■An educational environment with more visual aids
If the student does not understand the lesson well just by listening to the lecture, arrangements will be considered such as the use of visual materials or increased use of visual information.

■Adjusting teaching methods
If it is difficult for the student to take action on an assignment by sorting through lots of information and making predictions, the teaching staff will consider adjusting teaching methods. Adjustments would include giving specific instruction, advance instruction, providing samples, and breaking down the assignment.

■Assigning a teaching assistant or support staff
If the teacher in charge does not have enough time to spend on adjusting teaching methods or preparing an environment with visual aids, the assignment of a teaching assistant or support staff will be considered.

■Assisting with progress management
If the student finds it difficult to set priorities and take action on an assignment, and finds it difficult to complete the assignment, the teacher will consider assisting the student with progress management.

■Assisting with communication
If the student cannot sufficiently convey his or her thoughts to teaching staff, or doesn’t understand others’ intentions in conversations, an expert may intervene to communicate between the student and the teaching staff.

■Permission to use ear plugs
If the student is sensitive to stimuli and finds it difficult to concentrate and complete tasks in class or during exams, items to help adjust incoming stimuli such as ear plugs may be used.

■Guaranteeing information accessibility
If it is difficult for the student to pay attention to the blackboard, or the student is unable to obtain the necessary information, for example, the lecture contents or points of caution for exams cannot be understood, we will consider guaranteeing the necessary information through methods such as copying the blackboard’s contents, handing out visual materials, or explaining content orally.

■Consideration for disorders of physical functions
If the student has problems during class or exams because of a physical disorder arising from a mentaldisorder or the use of a drug treatment, support for this physical function disorder will be considered.

■Consideration for gender dysphoria
If the student has problems with changing clothes (e.g. in a physical exercise practical activity) due to gender dysphoria, consideration will be given to ensure the student can participate smoothly. If certain conditions are met, information can be provided notifying the fact that the student may be called by a nickname.

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