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Social Inclusion Systems Kondo Takeo Laboratory

Social Inclusion Systems
Kondo Takeo Laboratory

Creating a new societal system for people with difficulties in learning and working

Inclusive educational environments and transition support

With regard to inclusive education, we aim to develop human resources with disabilities who can play an active role in society through practice (e.g. DO-IT Japan) and research on supporting the transition of students with disabilities to university and career and the use of assistive technology. Activities are carried out throughout the year under themes such as self-advocacy, independence and self-determination, with a focus on the use of assistive technology. We are building a center of research and practice on inclusive education systems, including collaboration with students with disabilities and the use of ICT through industry-academic and international cooperation.

Guaranteeing accessibility of learning materials and books

We develop “Onsei-Kyozai” , which are accessible digital textbooks that can be used by students with visual impairment, learning disabilities or other difficulties in reading printed materials, and that can be used with tablet devices) and distribute them online throughout the country. In addition, in collaboration with elementary/secondary schools, we conduct research for the development of systems and teaching methods for the smooth delivery of Onsei-Kyozai. We are also carrying out practical research to support the smooth implementation of organizations that produce Onsei-Kyozai/enlarged textbooks/Braille textbooks by developing new systems and delivery infrastructures that enable the rapid production and provision of intermediate data for accessible textbooks.

Building regional systems that create inclusive work styles

We are working to build regional systems that create flexible working styles so that people with a variety of disabilities and illnesses can play an active role in the employment field. We are developing ultra-short-time employment models that enable people to work in regular workplace roles for as little as 15 minutes or one hour per week, and we are conducting research on improving workplace productivity and realizing and implementing inclusive working styles for diverse people in local communities in collaboration with local authorities and business groups across the country.

The group photo of DO-IT Japan students
Infrastructure of accessible educational materials

Regional system model for ultra-short-time work

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In school and work environments, there are various social barriers that prevent the participation of people with disabilities or other backgrounds. For humans, the desire to learn and the desire to work are very natural feelings. Of course, learning and working should be respected as individual rights, and no one should be forced to conform to these desires.
However, I believe that a society where people can naturally choose to learn what they want, where they want, when they want to learn, and the same for work, represents a cultural pinnacle of human society. When considering the inclusion of people who have been left behind from learning and working opportunities, I place great importance on the perspective of how we perceive "disability" and the use of technologies that enable inclusion. I continually think about and practice what an inclusive society looks like, valuing these perspectives and approaches.