Are you going to provide accommodations? Or not? Which is it? I'm... doing it!!

I thought I'd write a serious article for once, instead of messing around.

On reasonable accommodations.

However, I don't want to write it in such a stiff way that people think, 'Dealing with disabled people is a hassle.'
So, I'd like to write it as clearly as possible, with plenty of concrete examples.

As of this April, under the Act for Eliminating Discrimination against Persons with Disabilities, the 'provision of reasonable accommodations' has become mandatory' for general companies and private schools as well.

To put it very simply, you must not refuse to provide services or prevent people from receiving the benefits that the majority receives based on their

disability itself, and you must bridge the gap between minorities and the majority to the extent that it does not impose an excessive burden, that's what it means.

For more details, this article by Yotaro-san is very easy to understand, so please take a look.
They explain everything carefully, from the legal interpretation to concrete examples of what the government wants us to do.

I am an elementary school teacher.
Since I was hired under the special needs education quota, I will be working in a special needs class or a special needs school until I retire, unless I request a transfer myself.

So, even if I just go about my daily life, my brain naturally picks up on these kinds of topics, but it seems there are still many teachers in regular classes who don't know about them.

When I work with them, I feel like there are many believers in the

everyone is the same regardless of their characteristics cult

in a bad way.

Or rather, I wonder if they can't distinguish it from 'everyone is the same' in a good way?
Even though it has been mandatory in public schools for eight years now.
I feel that my own enlightenment efforts as a special needs education coordinator are still insufficient, and I am reflecting on that.

The introduction has become long, but from an educational perspective, I would like to list a few concrete examples of reasonable accommodations and initiatives (Oh no, I'm already over 720 characters).

Concrete examples of reasonable accommodations in elementary school

Here are some things I've done in my own class, saying, 'You're having trouble with this, right? Then how about this?' and things I've suggested to teachers in regular classes that might be good to do.

1. I can't fit my letters into the squares in my notebook...
   → Have the parents provide a notebook with squares of a size that the child can easily fit their letters into.
   It's okay if it's not the notebook specified by the grade level.
   

2. I'm not good at grasping the shape of letters, and when the pencil gets dull, I can't distinguish the letters anymore...
   → Wouldn't it be okay to use a mechanical pencil?
   The lines stay clear forever.
   There are also types that can be written with without extending the lead, so those might be better because they are harder to break and less stressful for the child.
   

3. I can't take notes in the first place...
   → Since everyone has their own tablet, why not take a picture of the blackboard at the end of class?
   It was set up with tax money, so let's make effective use of it!
   

4. I can't read the textbook aloud...
   → There are digital textbooks with a read-aloud function.
   There is also a function to highlight the part being read, so it is recommended for children who have difficulty following the text with their eyes.
   

5. I'm clumsy and can't play the recorder well...
   → You can find silicone stickers to put on the holes at music stores, so let's have the parents buy them and put them on.
   It makes it harder for fingers to slip, increases the airtightness, and makes it easier to produce the correct sound.
   If you don't mind replacing the recorder, there is also a recorder like this.
   

6. It takes a tremendous amount of time to do math practice problems...
   → Why not adjust it according to their ability, such as doing only one problem or only the even-numbered problems?
   Depending on the content, I think it's also good to let them have a multiplication table.

There are many others, but well, roughly like this.
But you know, some teachers show a tremendous negative reaction.

'You have to match everyone else' or
'It's hard to teach' or
'It will cause trouble' or
'That's unfair to the other children'

Hey...

If you get sued for that, you'll lose, you know?

After all, the law called the Act for Eliminating Discrimination against Persons with Disabilities tells you to 'do it'.

'Everyone is the same' in a bad way is out in this day and age.

Who is this 'accommodation' for? Let's think about it carefully.

“I have to keep up with everyone else.”
“It’s hard to provide guidance.”
“It will lead to trouble.”
“It’s unfair to the other children.”

Aren't those all just your own thoughts?
The subject is “me, the homeroom teacher,” isn't it?
Where did the child who is struggling go??

If a child who has specific traits or finds certain parts of learning difficult can engage in the same learning as everyone else without trouble through a few simple adjustments, isn't that a wonderful thing?

Why must they use the same notebook as everyone else,
use the same writing utensils as everyone else,
use the same recorder as everyone else,
and use the same paper media as everyone else?
Is there any real “rationality” in that?

People with uncorrected vision below 0.7 cannot normally obtain a driver's license, but if they can clear that hurdle by correcting their vision, they can drive, right?
Is it “unfair” to people driving with naked eyes that someone is driving while wearing glasses?

For a child who needs special support, a notebook with large squares, a mechanical pencil, or a tablet is the same as glasses for someone with poor uncorrected vision.
Just using them can skyrocket their QOL.
I want you to stop and think about what it means to deny them the use of those tools.
Won't accidents happen everywhere, making things even worse?

Being able to do the same things by putting in a little extra effort or attention is “being together” in a good sense.

Benefits of providing reasonable accommodations

The school is the one providing the reasonable accommodations, but the recipient is the child.
Therefore, I will list the benefits for the child.

1. They will be able to concentrate on learning
   → It is a waste to stumble over things that aren't the essence of learning, such as not being able to write because the squares are too small or not being able to read the characters they wrote themselves.
   If stumbling can be reduced with a few simple adjustments, that is a small price to pay.
   

2. They may become calmer
   → Children who need special support are constantly hitting obstacles, so it is not uncommon for them to be emotionally frayed.
   In my experience, once the difficulties are resolved, they often gradually become calmer.
   There are also many benefits for classroom management.
   The teacher also benefits.
   

3. They can also receive accommodations during entrance exams
   → This might be the biggest benefit.
   In high school or university entrance exams, you can receive reasonable accommodations such as extended time for answering, larger answer sheets, or larger text on the question papers.
   However, if you suddenly ask for this when taking the exam,
   it is often not accepted, and if there is no track record of “having received these accommodations” in their school life up to that point, it will be considered “unfair” and not accepted.
   It will affect the child's entire life.
   

That said, there are limits for the provider as well

There is only one homeroom teacher, after all.
That is precisely why“within the scope of not imposing an excessive burden”is included as a note.

What constitutes an excessive burden is difficult, but for example,

• I want a child who is bedridden, non-verbal, and requires medical care to learn in a regular class, so please provide a nurse, a caregiver, and a one-on-one teacher.
  I want the school to install an escalator and an eye-tracking device.
  Since they are fed via a gastrostomy tube, I want you to provide special school lunches.
  I would also like you to provide a nursing taxi for transportation.
  Of course, all at public expense. It is compulsory education, after all.
  

  
  

• My child is self-conscious about using a notebook with large squares, so I want you to make the entire grade use the same notebook as my child.
  

• I don't want them to attend a special support class, so I want you to provide one-on-one instruction in the regular class.
  If the homeroom teacher cannot handle it alone, I want you to assign a dedicated teacher for that purpose.
  

• Because my child is an HSC (Highly Sensitive Child) and gets tired going to school, I want them to take the same classes as everyone else alone after school. Can you teach them from 4 PM to 7 PM?

I sort of feel like these might be pushing it.
I feel like an accurate judgment is the job of the court...
So I will leave that alone.

In comparison, I do not think that having parents prepare learning tools that suit the child is an “excessive burden.”
Though it does require the homeroom teacher's observation and planning.

Rather than calling it an accommodation...

The English translation for "gouriteki hairyo" (reasonable accommodation) is
reasonable accommodation.
Actually, this term is the Japanese translation of "reasonable accommodation".

However, "accommodation" should mean "adjustment" in Japanese.
I secretly wonder why they chose the word "hairyo" (consideration/care).
The word "hairyo" gives the impression that the majority side is asking the side with difficulties, "Shall we do this? Would this be better?" and doing it out of goodwill.
Since that "goodwill" is now a "mandatory requirement"...
I think it's inevitable that there will be some backlash.
Isn't the Japanese translation really poor?
Wouldn't "reasonable adjustment" be fine?
No? Is it because it sounds too bureaucratic?

As for what to do, I think the image of "adjustment" is fine.
It's the image of the school, the child, and the parents "adjusting" the rules so that everyone can spend their time comfortably.

Adjustments with other children in the class or grade are also necessary.
It's not cheating.
It's not being selfish either.

Just like a child with poor eyesight wears glasses,
just like a child with hearing loss wears a hearing aid,
just like a child with allergies brings their own lunch,
it's a necessary tool to ensure school life goes smoothly, so I'm using something different from everyone else.

That explanation is absolutely necessary.
Once they reach the upper grades, it might be good to have them explain it themselves under the teacher's supervision.
Being able to explain things about yourself can also be a strength.

Summary

1. If there are difficulties in the process of learning,
the school has an obligation to adjust the environment.

2. When reasonable accommodations are implemented appropriately,
the quality of life for children with difficulties improves.

3. Without a track record of reasonable accommodations,
the individuals involved may suffer lifelong disadvantages.

4. The school is allowed to say "we can't do that" for things they cannot do.

5. Let's make "adjustments" so that everyone can spend their time comfortably!

Afterword

Participating. Day 25.