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Following the amendment of the Exclusionary Clause, there has been an increase in the number of healthcare professionals with hearing impairments actively contributing in various fields, although the total count remains unclear. Drawing from experiences and inquiries received by the Japan Network of Deaf and Hard of Hearing Medical Professionals, this paper examines the current status and challenges faced by these individuals. The work environment for healthcare professionals with hearing impairments is not adequately established, largely relying on individual efforts and trial and error within workplaces. The enrollment of individuals with hearing impairments in higher education institutions aiming for healthcare qualifications remains limited, with educators and mentors often having limited experience in collaborating with individuals with hearing impairments, indicating a lack of understanding. Barriers to training and career advancement persist even after graduation from higher education institutions. The presence of hearing-impaired healthcare workers is significant to provide medical services to a diverse population. There is a need for the use of text and sign language interpreters, as well as the development of information sharing and support systems, to create a better working environment that accounts for communication needs.
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In recent years, consultations with the Nationwide Support Center for Students with Disabilities and survey results from university cohorts have revealed occasional issues with admissions, curriculum structures, and the attitudes and culture of faculty and staff within medical faculties. It is imperative for those involved in medical education to understand the ‘social model of disability’ and collaborate with medical professionals who have disabilities to identify and eliminate social barriers.
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On April 1, 2024, Japan’s revised Act for Eliminating Discrimination against Persons with Disabilities came into effect, mandating the provision of reasonable accommodations at all higher education institutions in Japan, whether national, public, or private. In response to this legislative change, the Ministry of Education, Culture, Sports, Science, and Technology (MEXT) released ‘Report of the Study Group on Support for Students with Disabilities (Third Summary),’ which outlines the fundamental issues regarding support for students with disabilities in Japan. Furthermore, this paper will explore how to address conflicts arising from the need to clarify educational content, teaching methods, and methods for evaluating learning outcomes, alongside the need to provide reasonable accommodations that require flexible responses to individual needs. These challenges are particularly pressing in the context of medical faculties, which bear a significant social responsibility for training medical professionals. We will refer to precedents in the U.S. to inform our discussion.
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The number of students with disabilities is increasing in healthcare and other fields. However, support systems have yet to progress, and faculty and staff often find it difficult in the field. About 10% of medical students in the United States report that they have a disability, and reasonable accommodation is provided in didactic, lab, and clinical setting. The government and others have indicated support policies for students with disabilities, and a large-scale survey of healthcare providers with disabilities has been conducted, and the issues have been clarified. This section introduces specific examples of support and reasonable accommodation for students with disabilities overseas. It is thought that the training of students with disabilities and their employment will facilitate diversity among healthcare professionals and improve the quality of healthcare. There is an urgent need to understand the overall picture of healthcare students with disabilities in Japan and to develop support systems for their inclusion.
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The Act for Eliminating Discrimination against Persons with Disabilities stipulates that medical training institutions need to offer the provision of Reasonable Accommodation to students with developmental disorders and/or related characteristics. Reasonable Accommodation is the consideration to guarantee the rights of students with developmental disorders; thus, educational institutions have an obligation to provide this Reasonable Accommodation. In this paper, we outlined specific support for students with developmental disabilities and related characteristics in medical training institutions from the aspects of “enrollment,” “university education,” and “employment.” Essential ways to support students with developmental disorders and related characteristics include the presentation of clear criteria, mutual cooperation, and collaboration between faculty members and administrative staff, as well as understanding the basics of how to interact with such students.
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In Korea, every worker should undergo a preemployment medical examination according to Law for Occupational Safety and Health. But evaluation of it has not been previously carried out. Thus a telephone survey of 213 establishments of Inchon area for evaluation of preemployment medical examination in Korea was conducted. One hundred and fourteen companies(46.5% of all the subjects) were examined medically on preemployment, 47 establishments(41.2% of this study subjects) reevaluated workers by each establishment's medical criteria, and only less than half of diseased workers(DM 38.6% ; hypertension 42.1%, HBV carrier 28.0 % ; active pulmonary tuberculosis 7.9 %; back pain 12.3 %, and noise induced hearing loss 18.4 %) were employed. Employee's fees for preemployment medical examination were covered by 53.5 % of all the subjects. From our survey, it is clear that preemployment medical examination plays discriminating role on the employment of workers based on health status. We thus proposed to change over from preemployment medical examination to preplacement examination based on the evaluation of essential job functions and reasonable accommodation.