시각장애 학생 전공일본어 학습평가 사례연구

Abstract

The purpose of this study is to consider the methods of assessment in Japanese language education based on learner diversity and "reasonable accommodation" in the field of education, through a case study of the evaluation of Japanese language learning by a visually impaired university student. The target course for this study is "Academic Japanese (1)", an elective course for Japanese language majors. The class meets twice a week, with one hour on Fridays dedicated to structured form and Japanese writing acquisition, allowing visually impaired student J to participate through the professor's "reasonable accommodation". However, the two-hour session on Tuesdays involves group activities requiring allocation of responsibilities and collaboration among students. It was difficult for visually impaired student J to participate due to the lack of kanji characters in their learning system. Reading and exploring Japanese texts and news articles full of kanji, as well as word investigation and meaning finding, were impossible for J. As a result, J had to create his own group and attend the class separately. J also received completely separate exam questions and assignments for midterms and assignments. While this can be considered as part of "reasonable accommodation" specified by law, other students were sensitive to the grading given to J, and the professor had a significantly increased burden of preparing separate classes and evaluations for J. In the current context of diversifying university learners, I believe there is a need for active discussions in the entire educational field regarding fair evaluation based on the equity of assessment and "reasonable accommodation".