Learning Crisis (3) Vocational Education for Students with Disabilities : From the Campaign of Essential Workers to the Concept of Essential Functions
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Keywords
vocational educagtion, essential functions, Manakiki
Abstract
The difference in attention for Essential Functions arises from vocational perspective between the US and Japan. Lack of knowing what skills are important for jobs could lead to a Vocational Education Crisis for students with disabilities in Japan. We explored the possibility of using online tools to provide vocational education.
References
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Wakaba Hamamatsu, Department of International &Cultural Studies and Inclusive Education Support Division, Tsuda University Undergraduate Courses
Wakaba Hamamatsu is a graduate student majoring in disability studies at doctoral course of Tsuda University. As an undergraduate student, she learned how media and technology influence support for people with disabilities. She practiced her skills through “Scene Description” for students with visual disabilities as a volunteer staff member in the Inclusive Education Support Division (IES). Since 2019, She has been employed by IES as a teaching assistant and has held several events and workshops regarding reasonable accommodation. She belongs to the “Counter Learning Crisis Project” (Manakiki) and works as the head of Social Studies. Her main research interest is how to improve the employment situation for people with disabilities in Japan.
Kuniomi Shibata
Kuniomi Shibata, Ph.D., is an associate professor at Tsuda University and specializes in assistive technology, especially focusing on information technology for persons with disabilities. Currently, he is in charge of support programs for students with disabilities and is director of Inclusive Education Support Division. He also serves as president of the Research Society of Learning Crisis and representative of “Counter Learning Crisis Project” (Manakiki).