記述言語：日本語   出版者・発行元：九州大学基幹教育院  

Recently, the need for employment of people with disabilities has increased due to legal developments and diversity, equity, and inclusion. However, the employment rate of college students with disabilities is currently lower than that of college students in general, and this is particularly true for students with developmental disorders. Therefore, the university has established career education and employment support programs for students with developmental disorders through collaboration among university departments. These programs aim to deepen self-understanding and understanding of work and enables students to make independent career choices after graduation while obtaining various information and experience opportunities related to employment. While each program is useful for students, ensuring that those involved with students work together to provide ongoing career education throughout the school years is another major challenge. Furthermore, it is necessary to educate companies to deepen their awareness of students with developmental disorders.

DOI： 10.15017/6770261

CiNii Research

記述言語：日本語  

担当区分：筆頭著者   記述言語：日本語   出版者・発行元：九州大学基幹教育院  

Since the enforcement of the Act for Eliminating Discrimination against Persons with Disabilities, the number of students applying for reasonable accommodation has increased at the university, and their support needs have become more diverse. To speed up and simplify the flow of support and ensure constructive dialog, the university introduced a written constructive dialog system. The faculty members decide whether or not the request for reasonable accommodation can be implemented in the written request, and if the request is “Negotiable” or “Impossible,” the reason for the response will be noted in the remarks column. After confirming the answer, the student decides whether to conduct an additional constructive dialog. As a result of organizing the current situation in the remarks column for the purpose of facilitating the provision of constructive dialog and reasonable accommodation in writing, it was shown that the faculty members basically responded to the written request with the understanding of consensus building through constructive dialog. However, to facilitate written constructive dialogs and provision of reasonable accommodations, the faculty members needed to include alternative solutions along with the reasons for their responses, universities and supporters were required to provide information on specific support, and support systems for teachers and staff needed enhancement.

DOI： 10.15017/4773096

CiNii Research

記述言語：日本語  

記述言語：日本語  

開催年月日： 2021年8月 - 2021年5月

記述言語：日本語  

国名：日本国  

開催年月日： 2021年8月 - 2021年5月

記述言語：日本語  

国名：日本国  

開催年月日： 2019年6月

記述言語：日本語  

国名：日本国  

開催年月日： 2018年6月

記述言語：日本語  

国名：日本国  

開催年月日： 2017年6月

記述言語：日本語  

国名：日本国