| 作成者 |
|
|
|
|
|
|
|
|
|
|
|
|
|
| 本文言語 |
|
| 出版者 |
|
|
|
| 発行日 |
|
| 収録物名 |
|
| 巻 |
|
| 開始ページ |
|
| 終了ページ |
|
| 出版タイプ |
|
| アクセス権 |
|
| JaLC DOI |
|
| 概要 |
COVID-19 has affected every university student and faculty member. Most universities have been obliged to adjust their approaches to teaching and counseling following the move to online education. Dur...ing the pandemic, university students with disabilities require appropriate support in specific situations. The Support Section for Inclusion (SSI) at Kyushu University has implemented the following practices: a) sharing information about the nature of students’ disabilities, b) support for disability students, c) producing a video on reasonable accommodations for students preparing for the entrance examination, and d) providing remote counseling. Peer supporters of students with disabilities participated by supplying subtitles for video learning and by typing to provide real-time captioning. First, while more faculty members had access to shared information about disabilities and reasonable accommodations, it is unclear if it was actually used. Second, video subtitling and the use of real-time captioning allowed more students, including those with disabilities, to obtain information and participate in classes. They found it difficult, however, to remain motivated because of the less direct involvement. Third, to augment the video on reasonable accommodations for students sitting the entrance examination, we added descriptive audio and captioning, changed fonts for ease of reading, etc. Finally, we used Microsoft Teams to enable remote counseling, which many students with disabilities chose to access. Through these practices, SSI has provided various forms of support for students with disabilities in a drastically altered educational setting.続きを見る
|
Mendeley出力
