Tsubasa Tonooka
Representative Director
Nationwide Support Center for Students with Disabilities

Six years have passed since the “Act to Eliminate Discrimination against Persons with Disabilities” came into effect.  What changes do we see in the current situation of support for students with disabilities in universities as compared with before?  Has support for students with disabilities manifested significant progress?  Hereunder, I would like to discuss the enrollment status, the various points of consideration, such as entrance exams and lessons in class as revealed by the data.

The “Survey on the Admission of Students with Disabilities in Universities” is intended to reduce the burden of obtaining information about higher education, which in itself is one of the many barriers faced by students with disabilities who wish to take the entrance examinations.  The Survey also aims to provide information for the promotion of the independence and social participation of persons with disabilities.  It was started in 1994 by persons with disabilities themselves and this year is the 28th year and the 14th time in total.

Here, I would like to show you the results of the 2013 survey (conducted from October 2012 to December 2012 with 779 survey subjects and 571 responses with the response rate of 73%) and the 2021 survey (from June 2021 to October 2021 with 816 survey subjects and 381 responses with the response rate of 47%) conducted by this Center.  I would also like to compare the two survey results to observe the trends.

The 2013 survey recorded the highest response rate ever, while the 2021 survey has a response rate of less than 50%.  Let us compare the ratio to the number of responses.

Number of Universities and Number of Students with Disabilities

Comparing the number of universities enrolled in by students with disabilities, those with developmental, mental, and non-apparent disabilities have increased significantly as compared with those of other disabilities.  It is thought that these are closely related to developments in the diagnosis of students with disabilities and in the ability to identify them within the university premises.  On the other hand, there has been little change in the number of those with physical disabilities.

A comparison of the average number of students per university is also remarkable, and while the increase in physical disabilities is small, the number of developmental, mental, and non-apparent disabilities has increased significantly.  In addition, the number of students with intellectual disabilities is rising, and it is no longer considered rare.

It is often pointed out that the number of students with disabilities is increasing.  One can accurately grasp the situation by observing the changes in the number of universities and the changes in the types of disabilities as described above.  For example, even if the number of students with disabilities increases, if the number of universities accepting enrollment does not increase, there is a tendency for students with disabilities to gather only at certain universities.  In other words, just because the total number of students with disabilities is increasing, it does not mean that many doors are open to them.  (It should be noted that the number of universities that responded to the 2013 survey and the 2021 survey differed.)

Whether Taking the Entrance Exams Is Allowable or Not

We in the Center have determined whether or not persons with disabilities are allowed to take the entrance exams as follows.  “Allowable” means that the universities allow students with various disabilities to take the entrance exams even before they receive inquiries from these students.  On the other hand, “Under consideration” means that, upon receiving inquiries from students with disabilities, the universities decide whether they would allow the students to take the entrance exams based on the type and extent of their disabilities.  The option, “Not allowable” has been removed from among the choices since the 2017 survey as it is illegal due to the enforcement of the “Act to Eliminate Discrimination against Persons with Disabilities.”  The important thing to note is the reality that the choice “Under consideration” still exists even though the “Act to Eliminate Discrimination against Persons with Disabilities” is being enforced.  We have to understand that this situation is based on data, and not on feelings.

As a recent trend, except for the increase in the number of people with mental and developmental disabilities who were allowed to take the exams, there has been no noticeable increase in terms of whether or not students with disabilities are allowed to take the exams in general.  In addition, when it comes to the types of disabilities, the number of people with visual and intellectual disabilities who are allowed to take the exams continues to be low as compared with those with other types of disabilities; and when compared with those with developmental and non-apparent disorders, there is a difference of about 10 points.  There may still be differences in recognition of acceptance depending on the nature of their disabilities.

Consideration during Exams

While the “Allowable or Not” reflects the attitude of the universities, under “Consideration during Exams,” we have received feedback on how consideration can be given when there are requests from examinees.  A university that allows students with disabilities to take entrance exams does not necessarily mean they are giving the proper consideration.  These two are different concepts.  If there is no available method during the exam, or if the exam can only be taken in the same way as the examinees without disabilities, “No consideration” is given.  Here, we studied the figures ​​around “With consideration.”  In fact, as a whole there is a trend to reduce giving consideration.  Since part of the purpose of the survey is to provide information on specifically what kind of consideration may be given, the universities that “have an intention to give consideration but have not implemented any specific consideration” are counted as “No consideration.”  (I know we cannot generalize it, but it is possible that consideration could differ from one person to another even though they have the same type of disability.)
There may be several reasons why the number of “With consideration” cases during exams is decreasing.  Even though the “Act to Eliminate Discrimination against Persons with Disabilities” is enforced, it is also true that there are still many universities that will make a decision after meeting with the applicants.  It seems that there is a lack of preparation for specific bases of consideration during the exam as too much priority is placed on seeking evidence, such as a medical certificate.  It is true that supporting documents such as medical certificates are necessary, but it is likewise necessary to consider specific points of consideration for each individual according to the type and extent of their disability.  Nonetheless, among other things, prompt feedback is essential.  In addition, it is necessary to carefully confirm in the next survey whether the number of students requiring special consideration during examinations is temporarily decreasing due to the impact of COVID-19, or whether the trend of declining consideration during examinations will continue in the future.

Consideration during Lessons in Class

We have also compared the points of consideration during lessons in class after admission.  Compared to the 2013 survey, the proportion of students who responded that they were given consideration during class, which differs from consideration given during exams, has increased significantly.  In particular, the increase in consideration in general lectures and practical training is remarkable.  By type of disability, there is a large increase in “With consideration” for those with developmental disabilities and physical disabilities.  This indicates that there is a certain level of understanding about providing reasonable accommodation in classes for students with disabilities once enrolled.  Still, there are cases where there are large disparities in consideration given during lessons in class and according to the type of disability.

Compared to consideration given during general lectures, for example, consideration in language classes have grown less.  I would like to monitor this so that the points of consideration required by students with disabilities will be addressed.

Summary

The establishment of the “Act to Eliminate Discrimination against Persons with Disabilities” does not mean that an ideal society exists, but this Act provides a powerful tool for students with disabilities to acquire the right to education.  At our Center, on the premise that the responses to this survey are “accurate facts that form the consensus of each university,” we provide information to each university through the “University Guide for Persons with Disabilities” (book) and the “University Guide for Persons with Disabilities Web Information Service.”  The number of items in the data collected by each university per year exceeds 700.  There are still many items that I have not been able to introduce yet.  What is very important is knowing the developments of the situation as expressed by figures rather than by abstract words, such as “the admission of students with disabilities is improving.”  It is also necessary to pay attention to “harassment based on disability” by attempting to circumvent the law, which remains a major issue even after the “Act to Eliminate Discrimination against Persons with Disabilities” was enacted.

We are working on the concept that it is meaningful for such data to be surveyed and managed by persons with disabilities.

The Nationwide Support Center for Students with Disabilities was established as a general incorporated association on June 15, 2020.  It took a long time for our group to become a corporation.  We shall continue our program of activities with the aim of “making real a society in which people can freely learn whenever and wherever they want to.”

Table 1:  Number of Universities and Number of Students with Disabilities

Table 2:  Whether Taking the Entrance Exams Is Allowable or Not

Table 3: Consideration during Exams

 * As for “Non-apparent” and “Mental,” there was no item on this in the 2013 survey.

Table 4: Consideration during Lessons in Class

* As for “Discussion” and “Mental,” there was no item on this in the 2013 survey.