Types of Support Available

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

• Support for all types of disabilities
• Support for staff with visual impairments/Blind
• Support for staff with hearing impairments/Deaf
• Support for staff with orthopedic/mobility impairments
• Support for staff with internal disorders or chronic diseases
• Support for staff with developmental or mentaldisorders

【Support for all types of disabilities】

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

■Contacting and making arrangements with colleagues, supervisors, and subordinates
The support implementation officer in your department/division will meet with you in advance to determine what kind ofsupport you might need at work, and communicate this to your colleagues, supervisors, or subordinates on your behalf.

■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 staff with disabilities. The ODE makes regular checks of the campus’ accessibility, asan effort to make the entire campus accessible to all.

■Seat reservations in offices and meeting rooms
The support implementation officer from your department/division will make arrangements to ensure you sit in a position that is easy to work from.

【Support for staff with visual impairments/Blind】

Support providers offer the following types of support. Some of them are performed by student support staff.

■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 individual’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 individual can read (listen to) it on a computer.

Text data：can provide text data for use with text-to-speech software so the individual 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.

■Editing and adjusting the layout of documents created
A support provider can amend documents created on a computer to correct typing errors, and adjust the layout into an attractive format.

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

■Scribing and proxy reading
If writing is required for administrative forms, etc., a support provider can read out the listed information, and write down information. The staff can also read aloud visual information written on the blackboard or shown on a projector or in subtitles, or take note of these to read to the individual at a later time.

■Assistance with searching for, organizing, and summarizing documents and materials
A support provider can accompany individuals to the library to help them search for or borrow the documents and materials they need for their research, and to organizeand summarizing of these text materials.

■Obtaining information from office circulars and bulletin boards, etc.
The department/division and the ODE will make necessary arrangements to ensure the individual can access information in office circulars and on bulletin boards.

【Support for staff with hearing impairments/Deaf】

■Computer- Computer-assisted captioning
Two note takers work together to type on lap tops the orally presented information given at meetings, in training, or other work situations, and convey it to the individual. Special notetaking software is used.

■Notetaking
Two note takers take turns to write down on paper the orally presented information given at meetings, in training, or other work situations, and convey it to the individual.

■Sign language interpreting
A sign language interpreter simultaneously interprets the orally presented information given at meetings, in training, or other work situations, and conveys it to the individual using sign language. The interpreter can also convey the individual’s signed messages orally if necessary.

【Support for staff with orthopedic/mobility impairments】

■Human support
If a professional caretakeris needed for the individual to perform his or her work, the department/division will discuss this with the ODE and make arrangements concerning assignment of a caretaker and also and who will bear the costs involved.

■Provide a reserved parking space
If the university recognizes that the individual needs to travel to the campus by car, arrangements can be made to ensure that a parking space will be reserved.

■Provide access to rooms
Arrangements can be made to ensure the access to the room, such as by improving the facilities.

■Providea waiting room
If the individual needs a waiting room to use for breaks, arrangements can be made by the department/division’s support implementation officer to secure one.

【Support for staff with internal disorders or chronic diseases】

■Provide a reserved parking space
If the university recognizes that the individual needs to travel to the campus by car, arrangements can be made to ensure that a parking space will be reserved.

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

【Support for staff with developmental or mentaldisorders】

■A work environment with more visual aids
Arrangements can be considered to increase the use of visual information.

■Adjusting instruction methods
If it is difficult for the individual to take action on his or her work by sorting through lots of information and making predictions, we will consider adjusting instruction methods. Adjustments would include giving specific instruction, advance instruction, providing samples, and breaking down the assignment.

■Assisting with progress management
If the individual finds it difficult to set priorities and take action on his or her work tasks, we will consider assisting the individual with progress management.

■Assisting with communication
If the individual 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 individual and the teaching staff.

■Permission to use ear plugs
If the individual is sensitive to stimuli and finds it difficult to concentrate on work tasks, items to help adjust incoming stimuli such as ear plugs may be used.

■Guaranteeing information accessibility
If the individual is unable to obtain the informationsneeded, we will consider guaranteeing the necessary information through methods such as copying contents, handing out visual materials, or explaining content orally.

■Consideration for disorders of physical functions
If the individual has the problems because of a physical disorder arising from a psychological disorder or the side effects of a drug treatment, support for this physical function disorder will be considered.