Remote supports on information and communication accessibility by real-time captioning for university students with difficulties in obtaining audio information: Support for students who are deaf or hard of hearing

DOI IR (HANDLE) Web Site Open Access
  • SHIMONAKAMURA Takeshi
    Faculty of Arts and Science, Kyushu University Support section for Inclusion,Center for Health Science and Counseling, Kyushu University
  • Tanaka Seina
    Graduate School of Bioresource and Bioenvironmental Sciences, Kyushu University
  • NAKANO Hikari
    Faculty of Arts and Science, Kyushu University
  • Kishikawa Kanako
    Faculty of Arts and Science, Kyushu University Support section for Inclusion,Center for Health Science and Counseling, Kyushu University
  • YOKOTA Susumu
    Faculty of Arts and Science, Kyushu University Support section for Inclusion, Center for Health Science and Counseling, Kyushu University Graduate School of Human-Environment Studies, Kyushu University
  • TANAKA Mari
    Faculty of Arts and Science, Kyushu University Support section for Inclusion,Center for Health Science and Counseling, Kyushu University Graduate School of Human-Environment Studies, Kyushu University

Bibliographic Information

Other Title
  • 音声情報の取得に困難のある学生への文字による遠隔情報保障に関する実践的検討 : 聴覚障害のある学生への支援から
  • オンセイ ジョウホウ ノ シュトク ニ コンナン ノ アル ガクセイ エ ノ モジ ニ ヨル エンカク ジョウホウ ホショウ ニ カンスル ジッセンテキ ケントウ : チョウカク ショウガイ ノ アル ガクセイ エ ノ シエン カラ

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Description

Students who are deaf or hard of hearing (DHH) or those with developmental disabilities have difficulty obtaining sufficient audio information, for example, communication in class. Therefore, real-time captioning by typing was introduced as a method to enable DHH students to confirm audio information as text information in class. In addition, a remote supports system on information and communication accessibility (ICA) that allows peer supporters (PS) to input and students with DHH to view text on a browser using the Internet was employed. The Support Section for Inclusion (SSI) trained PS who could be in charge of remote supports on ICA, the PS provided support in the class, and the reasonable accommodation (RA) coordinator at KIKAN education assisted the remote supports on ICA in cooperation with the teacher in charge of the class. Accordingly, the purpose of this paper was to examine an appropriate way of remote supports on ICA for students who have difficulties in acquiring audio information, based on practices. The results revealed the necessity of following contents: a) formulating the rules for dealing with unforeseen situations arising from Internet access, b) preparing a means of close communication among the SSI, PS, RA coordinator, and teachers in charge of classes, c) setting up opportunities of constructive dialogue before the start of classes, d) providing feedback on the implementation of RA to teachers after classes so that they can provide support to students with an awareness of the need to implement RA.

Journal

  • 基幹教育紀要

    基幹教育紀要 8 69-87, 2022-02-25

    Faculty of Arts and Science, Kyushu University

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