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ITU Workshop on Accessibility/Atelier UIT sur l’accessibilité Bamako, Mali 13 – 15 October 2009. Multi-tools in My Pocket: In-Class Use of Mobile Phones for Children with Disabilities. Kenryu Nakamura Mamoru Iwabuchi Takeo Kondo RCAST, University of Tokyo, Japan Yasutaka Natsuka
ITU Workshop on Accessibility/Atelier UIT sur l’accessibilitéBamako, Mali 13 – 15 October 2009
RCAST, University of Tokyo, Japan
SoftBank Corp., Japan
Prof. Satoshi Fukushima was chosen as one of Asian Heroes of TIME magazine in 2003.
Number of schools (number of students)
Special schools 1,030 (117,000)
Elementary schools 22,258 (7,064,000)
Junior high schools 10,864 (3,600,000)
680,000 students have learning difficulties in regular classrooms of elementary and junior high.
Regardless of the type of disabilities, technology can be a solution to overcome difficulties
For example, taking a note is difficult for a person
with physical disability
who is deaf or hard of hearing
who is blind or have low vision
with intellectual disability
with developmental disability
→ Recording device/function can cover all the
disabilities above in that situation
But it is not commonly recognized. Teachers and parents tend to treat disability with trainings rather than compensate disability using technology.
5. Anxiety toward mobile phones among school teachers and administrators
They tend to restrict the use of mobile phones among children in order to avoid their access to unwanted information.
Year 2008: Japanese government proposed “no mobile phones for elementary school pupils” to prevent harmful information to them
Year 2009 (June): Children’s act (revised) in Ishikawa, Japan:
Parents and family are asked to prohibit school-age children (age under 15) from using mobile phones except for the cases of the prevention against disaster and crimes, or other special cases.
Government survey (Dec. 2008) showed over 90% of elementary/junior high schools prohibit students’ use of mobile phones at school
Child A (intellectual disability)
Child A onetime forgot getting off the train and lost his way to school. He handed his mobile phone to a stranger and the person could call and ask the child’s family to pick him up. Mobile phone can give a sense of security to this child and his family and enables the child to go to school independently.
Child B (dysgraphia)
Memo features of mobile phones enables her to write in a proper manner and helped to build her self-confidence.
Child C was often panicked due to his time insensitivity; he did not understand how long he had to wait or be in class even the number of minutes left was told. Graphical timer of a mobile phone helped him to understand time.
Child D (autism)
It was difficult for Child D to explain his idea verbally. He then used a mobile phone to take pictures of what he liked and wanted to do. The pictures were shown to his classmates. The device helped him to enrich his communication with friends.
Child E was not able to use printed dictionary due to his motor disability.But, he could access to electronic dictionary in mobile phone.
Create a textbook and hold seminars for teachers and parents in Japan.
Conduct research into the use of existing and generally available mainstream technology
Conducting Research of attitude toward use of mobile phone in school
Translate the textbook into English
→Widespread use of accessibility features of PC
→ A scheme for AT provision
ICT Accessibility Textbook