English Language Teaching Faculty Members’ Knowledge and Awareness of Special Educational Needs at Universities in Japan: A Qualitative Study
DOI:
https://doi.org/10.56498/822562021Keywords:
Special educational needs, English language teachers, higher education in JapanAbstract
In this study, the researchers propose that the ratification of The Act for Eliminating Discrimination against People with Disabilities in Japan in 2016, may precipitate a rise in the number of students with Special Educational Needs (SEN) entering universities. As English language learning is compulsory at most universities in Japan (Poole, 2005), the researchers also propose that English language teaching faculty are likely to regularly encounter SEN students if this rise occurs. Past research (Wilson, Getzel, & Brown, 2000) has shown that SEN students view university faculty members as being integral to their academic success. Given this, this qualitative research project focuses on the levels of knowledge and awareness of SEN held by 15 English language teaching faculty at nine universities in Japan. Interviews were undertaken with the participants in which teacher perceptions, experiences and knowledge of SEN were investigated. The interviews also focused on knowledge of SEN policy and implementation and teacher training. The findings showed that all participants had experience teaching SEN students, that knowledge of SEN students and SEN policy lacked in most cases, and that most interviewees had not received any specific SEN training. Ideas for improvement included more information sharing between administrators and teachers, informing teachers of the kinds of SEN students had before classes begin, raising awareness of SEN amongst the student body at universities, and improved SEN-specific pedagogical training. Finally, we offer some implications for practice and future research.
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