This is what we were going to do:
Disability and Accessibility in Japan
Accessibility is more than ensuring the “ability” of people with disabilities to access products, services, structures, and systems. Questioning access in Japan requires unpacking the meaning given to the spaces, networks, and systems by the people that create and utilize them. Accordingly, this panel shifts its focus to the actors involved in Japan’s accessibility: experts, students, educators, and advocates.
The panel begins by analyzing the collaborative mechanisms of accessibility before introducing ethnographies of deaf and hard-of-hearing people to explore positionality in information accessibility. In the first paper, Mark Bookman uses the 1964 and 2020 Paralympic Games in Tokyo as case studies to illustrate how compliance, coordination, and competition between experts in various fields can make the difference between erecting and dismantling barriers for persons with disabilities. Next, Jennifer M. McGuire sheds light on deaf and hard-of-hearing university students’ emic understandings and usage of reasonable accommodations. McGuire shows how concerns about disability disclosure can pose distinct barriers to information access. Junko Teruyama presents an auto-ethnographic analysis of a non-signer in a team-ethnography of signing deaf and hard-of-hearing schoolteachers. Teruyama illuminates issues of language and information accessibility as well as cultural literacy, which reflect the lived experiences of schoolteachers in a hearing environment. Finally, Steven Fedorowicz’s ethnography of local grassroot deaf groups working to improve sign language interpretation, dissemination of basic and emergency information and understanding of diversity and intersections in representations of deaf identities illustrates how networking, lecture/workshops and media productions are used to advance cultural and personal accessibility.
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