Support coordinator who supports the activities of this center

To reiterate, the degree of disability, illness, and injury varies from person to person. Since it is extremely difficult to set up manuals or guidelines for support, our center has specialized support coordinators with sufficient knowledge and skills who work with the student, their guardians, faculty members from the faculty, and staff from Academic Affairs Division to provide optimal support for each student. Currently, there are three support coordinators in the psychiatric field and one in the physical field at Aoyama campus, and two in the psychiatric field and one in the physical field at Sagamihara campus. They also train and guide student supporters.

Fortunately, over the past six years, there has been a great deal of progress in the understanding of our center's activities on campus. We will continue to work together as a university to ensure that the "right to learn" of all students is protected and that diverse values are accepted and respected on campus.

Main support contents and support flow

Our center aims to provide seamless support from before enrollment, during enrollment, and even after graduation, when students seek employment and participate in society. Support coordinators will understand what kind of support each student needs after enrollment, such as the transition from high school to university life, commuting to school, taking classes, attending classes, and moving around campus, and will then determine a support policy proposal through "constructive dialogue" with faculty and graduate school faculty and staff from related departments to ensure that students receive the same educational and research opportunities as other students. Please refer to the link below for the specific "support process."

Click here for details on "Support Process"

--Could you tell us about the note-taking support that Ishiguro and Kiyohara provide?

Ishiguro: I've only been taking notes for about two months. The support coordinators had given me thorough instruction on note-taking techniques beforehand, but when I actually tried it, I found it quite difficult, as it required concentration to keep up with the speed at which the teacher spoke, and it was also difficult to coordinate with my partner when working in pairs.

Ishiguro: I'm finally getting used to the note-taking system. The other day I was involved in handwritten note-taking in an English class, but there were different challenges compared to the Japanese class.

Kiyohara: It's true that language classes are tough. It's really hard to make notes that are easy for others to understand, unlike the notes we normally take in class for ourselves. There were times when I struggled and worried, but with the encouragement of Mr. Nagahashi and the support coordinators, I managed to persevere.

I understand that you are also in charge of providing study consultations to students with developmental disabilities. What kind of activities do you do specifically?

Kiyohara: I meet with my students about twice a month to find out what they are struggling with, check their test and report schedules, and give them advice from an upperclassman's perspective on how to proceed with their studies. They seem to find my stories about student life particularly useful, and I feel that it is rewarding. At first, I was a bit worried, wondering if what I say will really be useful.

Kuroda: From what you said today, I got the sense that you both have strong feelings about providing support and that you are both very friendly people.

Ishiguro: I'm in the same faculty as you, Kuroda-san, so I think I can give you some advice on choosing your seminar and your future path after graduation.

Kuroda: Thank you very much. Through my studies at the undergraduate level, my perspective on people with disabilities and how to support them has broadened. Apart from that, I am currently struggling to decide which seminar to take for my research.

Ishiguro: The appeal of School of Social Informatics is that you can learn from a broad perspective that transcends academic fields, so I think it's okay to be confused right now. Of course, if there's anything I know, please feel free to ask me anything.

Thank you Kuroda. I will take Mr. Ishiguro's advice into consideration and ultimately face myself and make a choice that I will not regret.


■ My encounters as a student supporter have helped me grow

--Ishiguro-san and Kiyohara-san, please tell us what you felt and gained from your activities as student supporters.

Ishiguro: Earlier we talked about trust and cooperation in note-taking, but it was a valuable experience to be able to interact with students from different years and faculties. Meeting people I would never have met if I hadn't been a student supporter broadened my horizons and range of activities, and everyone, including the support coordinators, was very kind. Also, when I talked about being a student supporter in interviews during my job search, people were very interested and listened to what I had to say. I plan to start working as a civil servant next year, and I hope to be involved in supporting people with disabilities as much as possible.

Kiyohara: I have also had many encounters through my activities as a student supporter, and each one was very invaluable. If there are people who feel that being a student supporter is too difficult, I would like them to take the first step without any hesitation. You can do this in your free time without any hesitation, and I think that you will be able to broaden your thoughts about society and disabilities through interactions with fellow supporters, coordinators, and students with various disabilities. Also, for students who are unsure about the support of our center, I would like them to know that "there are people here who want to support your student life with all their might." It is never a bad thing or something to be ashamed of to receive support from others. And if there are people who would like to become a student supporter, I would love to have fun working with them. I'm sure it will be a fulfilling activity.

Kuroda: I'm really glad I got to hear from you two today. I look forward to working with you in the future.

Ishiguro and Kiyohara: Of course. Thank you. Let's continue to have a fun campus life together.