[in Japanese]

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[in Japanese]

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Currently, effective ways to connect high school and university are being sought in supporting students with disabilities. There are various differences between high school and university life, and these differences cause difficulties for university students with disabilities. Clarifying the difficulties caused by the differences between high school and university will be useful in considering a smooth connection between high school and university in the future. The importance of ”classes” in the lives of university students is significant. Therefore, the purpose of this paper is to organize the differences between high school and university from the viewpoint of supporting students with disabilities, and to present what difficulties may arise in the classroom due to these differences. The differences between high school and university were described by focusing on the timetable, classroom, homeroom, textbook and blackboard. Based on the above, the following issues are discussed: syllabus description, improvement of the basic environment of universities, implementation of preliminary improvement measures, and self-advocacy skills, which are necessary for students with disabilities to study smoothly at universities. Finally, recommendations were made for effective high school-university collaboration.

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The purpose of this study is to review the basic findings on the development of Culturally and Linguistically Diverse Children/Students (CLD) growing up in multilingual environments in Japan and to identify the issues. Firstly, the literature on linguistics, developmental psychology and the education of foreign children has shown that CLD children have a long-lasting language development process and internal structure of language competence related to the acquisition of a second language and to the academic language. It also indicates a cautious attitude towards seeing language delays and poor learning in children with CLD as delays or disabilities. Secondly, an overview of the assessment of CLD children's learning difficulties and problematic behavior revealed that the following are required: (1) assessment of intellectual development in multiple languages; (2) assessment of language development; (3) assessment of developmental disabilities; (4) observation of CLD children's behavior, and (5) interviews with parents. These findings suggest that it is useful to conduct a multifaceted and accurate assessment of the condition of CLD children according to their characteristics and support needs. Finally, the dissemination of language and developmental knowledge of children with CLDs, the assessment in a broader sense to be carried out in schools, and the cognitions and stereotypes of supporters are discussed.

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[in Japanese]

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Research has pointed out that women are often seen as especially vulnerable in disaster contexts. However, based on her own experiences as a survivor and local resident of Ishinomaki and interviews with more than 100 women starting from 2014, the author found that women developed various ways to cope with the tragedy and move forward. Taking an oral history approach for understanding women's resiliency in Ishinomaki after the Great East Japan Earthquake, this research found that women have continued their lives by drawing strength from various hopes and dreams that they were able to hold on to from before the disaster or developed anew after the tsunami. The interviews demonstrate that holding onto something that could be described as dreams, such as opening their cafes, starting a flower shop or continuing to tell their deceased children's stories, helped them to not lose strength to survive and to move forward even with sorrow. Testimonies by women who experienced The Great East Japan Earthquake could contribute to the empowerment of women in the future. They are encouraging and inspiring. This research note aims to enlarge and enhance women's empowerment through the recording and discussing of oral history.

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