Transcript for presentation:

Effectiveness of Universal Design Education at Japanese Schools


Satoshi Kose and Yasuko Takayama


B3. Education about UD

Date and Time

2014-06-16, 17:40 - 18:00


MA 1

Presentation PDF

Short oral presentation

Transcript of the talk

>> HOST: So we are moving a bit north. We are going to Japan. And I would like to welcome Satoshi Kose.
>> SATOSHI KOSE: Thank you very much. Well, I’m talking about universal design education of the primary school level. That is the topic, the material that was used to teach children in universal design.
So I will talk about the background and the hypothesis.
In then we will talk about the conclusion.
At the University, we have done several contest. And the entries were more on tactile blocks (Indiscernible) rather than universal design. It was intended to be the universal design competition.
So in the background, the barrier free design became a major issue in the 1990s in Japan. And that was because of the rapid aging of the Japanese society.
And the accessible law was enacted in 1994 and there we had the accessible transportation law in 2000.
All they said was that the universal design was assumed to be the natural extension of barrier free design.
So the education that we designed was how this should be done.
So how to avoid this misinterpretation so I happen to contribute to the article in the textbook for sixth graders. We asked them as a starting point for children to continue their own surveys and experiences, to truly understand the concept of universal design.
Instead of just learning on universal design from the text, they were to go into the field, to learn by themselves.
So the hypothesis we had was that children thought with this Japanese language textbook by Mitsumura, a deeper understanding of universal design of children who learned from other language textbooks.
So in examining the difference of the universities and understanding, it will lead to identify problems of the universities and educations.
So (Indiscernible) better university education plan.
So we had some questions.
Whether they know the word universal design and how they knew about that and some keywords related to barrier free design.
And the same procedure is repeated as to the word universal design.
And to identify whether they use the textbook, we asked where they learned, where they were in the sixth grade, at the sixth grade level. Because the local children choose the textbook. And so we can identify whether they learned or they did not learn from the textbook.
And then we also use the student, we use the newly enrolled University student because they are the first your children to learn from that textbook.
So we chose samples at the University, at the Shizuoka University of Art and Culture, and also at the University of Technology and at the national College of technology.
Unfortunately, from the previous research, no noticeable difference was detected.
So the reason might be because when six years have passed, after they learned from the Japanese linguistics books, maybe other knowledges have just mixed together.
So the new survey was conducted to high school students.
And this was done in Shizuoka, Saga, and Tokushima.
So again, there was a six.
Not student in University there was a six year gap
And both Shizuoka and Saga had used this as a policy, but Tokushima had not adopted the.
So the next figure gives us the students who were surveyed.
So let’s you at the University students, about half and half, whether they learned from the textbook or not.
But unfortunately, and contrary to our expectation, the students from high school, from the same high school or from the different high schools, about half and half, yes or no.
Unfortunately, the choice was met, those that we ask had the discretion to choose from which high school. But it turned out that only Tokushima students learn from the textbook while Shizuoka and Saga students did not.
So meant that does at the University, the students from a high school did not learn (Indiscernible).
This is the knowledge of the barrier free design and universal design on the right side.
And the blue color, the majority do know the word barrier free design and universal design, the word barrier free design is better known compared to universal design.
This is all from the University through high school.
And this is for the two upper ones for the high school and the bottom one is the University.
So because the Shizuoka and Saga culture has serviced universities, the students know better because I think they would like to be involved in the University. So they try to know what the University is about.
And this is for Tokushima, and they know very well about the universal design.
And this is for the knowledge about the barrier free design and the word barrier free design and the word universal design.
And so there is a fairly big difference between the difference different high schools.
And this is a more of the information on the high school, so they are much worse in their knowledge.
And those are the major keywords that we identify to be related to barrier free design or universal design and we will come out to the next slide.
So the words that are chosen to be related to barrier free design or universal design, with some difference in a pattern of the citation.
But there was some mix between barrier free design and universal design. So there is some mixture of the concepts with the students.
And so this is the results of the answer in talking with the Tokushima students.
So this is a little bit different from the other two pictures. My conclusion was that high school students remembered what they learned from their textbook and what was taught to them previously.
Many programs at the high school will work effective to some extent, not extensively and students with the University agenda are more knowledgeable unfortunately.
And the University implantation by the local government is not directly communicated to high school students.
The student should actually know more about this. But even if they did not learn with Mitsumura textbooks.
So some strategies of learning by experience needs to be implemented to develop a deeper understanding of universal design.
And after I submitted the paper, I had some additional information, but this is additional now to my paper.
Part of what I mentioned is materials and Japanese textbooks, the secondary schools, not the primary schools revealed that the barrier free design topics, wheelchair use and visual impairment were included in textbooks edited by other companies.
So they definitely (Indiscernible) for the conceptions, that these specific barrier free design problems are important in negating the idea that design issues, particularly in Japan, we are going into very highly aged society.
So this is my conclusion for the moment.
And we are conducting another survey this year and this year we try to ask so that the high school, we will have a little bit of a mix of those who did and did not learn. So it should be better. So we expect that we will have better results next year, to be reported next year.
So this is the population that is aging, the dark blue is for Japan. So we’re expecting more than 35, or nearly nearly 45% of the publisher will be 65 and older.
Thank you.
>> HOST: Thank you very much. Do we have some questions?
>> GUEST: I am just wondering. You talk about some rigorous strategy on how to engage the students. Have you any thoughts on what that maybe?
>> SATOSHI KOSE: Yes. Actually, I submitted to the textbook company, that is a starting point. So they actually went in to the field and they made their own surveys. And as a standard way of teaching, they learned themselves and have their own report as a group and they are suggested to come back to the classroom to prevent to talk to the other children. And that will take up more, say two or three weeks, say five or six hours of learning and experiencing.
And so I have checked whether the other whether the primary school group was arranged.
Already I think they had taken from the originally written book and that is more of a kind of learning, but I am not sure whether they go to the field.
And even if they went into the field, those who learned about the wheelchair would have more emphasis on that topic and those who learned about the visual impairment would definitely focus on the visual impairment problems.
So that is a little bit away from the general, more general issue of universal design and the barrier free design.
>> HOST: Any more questions?
>> GUEST: Was the textbook totally about universal design and barrier free design or was it part of the larger textbook about somebody else?
>> SATOSHI KOSE: Well, it is part of the textbook. So it is only one chapter and so maybe it would take about two or three weeks to learn.
>> GUEST: What is the overall topic?
>> SATOSHI KOSE: Well, almost everything. So some, I mean some literature I mean, the stories some are poetry some are nonfiction and so mine was kind of original, more to be well planned, to tweak the students activities. And so that is what it was originally wanted to boost during the several years but now they have learned, they are changing the direction back so that they must teach and teach more than to give the children, a chance, to give the children a chance to learn by themselves.
>> HOST: Okay. Thank you very much.
>> SATOSHI KOSE: Thank you.
>> HOST: This is the last presentation for today.
>> SATOSHI KOSE: Thank you.
>> HOST: And thank you everyone
>> HOST: And thank you everyone for keeping the time. So now in 15 minutes there is a welcome reception at the design center, the IKDC, maybe 700 meters or something in that direction.
And it could take between one minute and 40 minutes in a truly universal design perspective.
Thank you.
(Thank you for joining us. This portion of the presentation is now over.)


Rough edited copy by AVA AB and Certec, LTH

Remote CART provided by: Alternative Communication Services, LLC (

This text is being provided in a rough draft format. Communication Access Realtime Translation (CART) is provided in order to facilitate communication accessibility and may not be a totally verbatim record of the proceedings.