Support for Students with Developmental Disabilities in Various Types of Entrance Examinations

2018 Fiscal Year Final Research Report

• Project/Area Number: 16K17478
• Research Category: Grant-in-Aid for Young Scientists (B)
• Allocation Type: Multi-year Fund
• Research Field: Special needs education
• Research Institution: Kyushu University (2017-2018); The National Center for University Entrance Examinations (2016)
• Principal Investigator: Tatewaki Yosuke 九州大学, アドミッションセンター, 准教授 (50511648)
• Project Period (FY): 2016-04-01 – 2019-03-31
• Keywords: 発達障害 / 大学入試 / 受験上の配慮

Outline of Final Research Achievements

In this study, we examined what kind of support students with developmental disabilities (ASD) needs in an entrance examination that uses various tasks (written examination, interview, motivation for applying, etc.). As a result, the following two points became clear. First, no association was found between the ASD tendency and the results of the subject examination. Second, although the ASD tendency was not associated with confidence in the subject examination or essay test, it became clear that the more the ASD tendency, the less confidence in the interview test and the motivation for applying.

Free Research Field

特別支援教育

Academic Significance and Societal Importance of the Research Achievements

本研究の成果から、ASDの学生の場合、診断名だけでは有効な支援を決定することが難しく、試験での具体的な困難さについても、考慮していく必要性が示唆された。さらに、評価基準があいまいな志望理由や面接などの試験においてより困難さを示すため、評価基準を明確にした上で支援を決定する必要性が示唆された。