Recent Trends in Supporting Students with Developmental Disabilities in Japanese Institutions of Higher Education
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Keywords
Japan, disability, higher education, developmental disabilities
Abstract
The existence and role of assessors for students with developmental disabilities remain debated in Japan. This study examines the skills and competencies needed for professionals supporting such students in higher education institutions, including universities, junior colleges, vocational schools, and technical colleges. Assessors in Japan must act as generalists, adapting their roles to assess functional disabilities, coordinate casework, and engage with students. They also need to understand the educational philosophy and organizational structure of their institutions.
With the increasing number of students with developmental disabilities, training programs for assessors are critical. We propose three core skill categories: understanding students and institutions, collaborating with internal and external organizations, and conducting and interpreting standardized psychological assessments. Additionally, two learning processes are outlined: foundational education through universities or graduate programs and post-employment professional development. Future training initiatives should emphasize the latter to prepare assessors for diverse institutional environments and ensure effective support for students with disabilities.
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