Education at High School Level

From pre-elementary to present, we structure our mission and curriculum to reflect the merits and attributes of the consummate professional, providing specialized assistance and an extensively individualized support system – hoping to nurture and develop future contributors to our society.

1. Ideal Graduates
Students who think, judge, and act on their own initiative.
Students who tackle everyday activities with a focused, intentional drive and desire to progress towards their future professional goals.
Students who can cultivate strong friendships and develop their abilities to work as a team.
Students who possess self-discipline.
Students who can confidently communicate with others.

2. Educational Objectives
To ensure academic advancement
To support independent learning and promote ability to think
To enrich practical activities and foster autonomous attitude and sociability
To enhance safe and nurturing educational environment
To cooperate with the local community

3. Daily Schedule
Staff meeting              8:30 ~   8:40
Short homeroom       8:40 ~   8:50
1st period                     8:50 ~   9:40
2nd period                   9:50 ~ 10:40
3rd period                10:50 ~ 11:40
4th period                11:50 ~ 12:40
Lunch / Recess       12:40 ~ 13:30
5th period                13:30 ~ 14:20
6th period                14:30 ~ 15:20
Cleaning                   15:25 ~ 15:40
Short homeroom    15:40 ~ 15:50
7th period                 15:50 ~ 16:40

4. Program Overview
(1) Balance between academic enrichment and vocational training
The “General Course” provides a flexible curriculum to accommodate for each student’s specific needs.
The “Integrated Design Course” offers the equivalent courses to the national curriculum, as well as courses designed to provide technical training in specific vocations. In addition, for students who wish to pursue higher education, this course offers preparation for the necessary application. Graduating students will receive the equivalent diploma to a high-school graduate.

(2) Individualized support for each of our students
We cater our teaching methods to each student’s individual needs, utilizing small-group sessions for both academic and vocational courses.
In order to properly develop the abilities of each student, we make use of the latest advancements in classroom technologies to create an accessible learning environment.

(3) Advancement of communication skills
We develop students’ skills that enable them to make full use of various means of communication, such as auditory/oral method, sign language, fingerspelling, and written communication. Students also learn the way to utilize hearing aids properly.
We foster reading comprehension in the students. We also aim to cultivate each student’s writing ability to communicate clearly and concisely through literary composition.

(4) Nurturing a rich humanity through participation in physical activity and cultivation of aesthetic sensitivity
In addition to the standard curricular requirements, we encourage the students to develop a fruitful lifestyle and healthy maturity through participation in various extra-curricular activities.

(5) Developing a collective sense of unity through engaging in a wide variety of experiences
Through the various extra-curricular activities – such as athletics and student government, we create an environment where both strong teamwork and self-independence can thrive.
We encourage interaction and collaboration with students from different schools, as well as our own alumni, to expand the social and professional network of each student.
We instill the importance and significance of becoming a contributing member of society through various career practicum training both on and off campus.

(6) Semester format
In 2016, we adopted the semester formant.
School year begins in April with the first semester running until September. The second semester runs from October to March.
There are four exam periods per academic year. (Each course may have a different number of exams.)

(7) Self-reliance activities
“Self-reliance activities” are a unique part of our curriculum – not present in the standard curricula of other high schools – that promotes the development of knowledge, technical skill, attitude, and work ethic, while maintaining a fundamental balance of mental and physical wellness.
This vital part of the curriculum provides a bridge between academic learning and the acquisition of practical knowledge, culminating in a more well-rounded approach towards a fulfilling professional life.
These activities encourage students to look beyond their circumstances, strive to achieve a high level of communication via hearing aids, and engage in interaction by tying together words and experiences.

(8) Special activities
A variety of school events
Through the wide spectrum of experiences, we hope to build an active student lifestyle while contributing to the development of strong communication skills. Examples of our school events include entrance ceremony, sports festival, school festival, school excursion, field trips, career experience practicums, farewell party, graduation ceremony, and so on.
Participation in student government
Through active engagement and participation in student government and policymaking, we aim to cultivate strong leadership skills that lead to a vibrant student life. Activities held by the student government include committee activities, ball games, outdoor activities, volunteer activities, exchange studies with other high schools, and so on.
Club activities
We have table tennis club, track and field club, computer club, art and craft club.  Through participation in various club activities, we emphasize the importance of physical wellness, self-determination, and teamwork – all necessary skills to become a strong contributing member of society.

5. Career Counseling
(1) Overview
In order to provide students with a wide array of career prospects, we construct our career counselling services to support their various endeavors. Through career practicums and workplace observation opportunities, we prepare students for professional life.
Taking into the federal laws (Handicapped Person’s Employment Promotion Law and Services and Supports for Persons with Disabilities Act) in place, we thoroughly assess the training and development of each student to ensure that their career paths are the correct fit – providing post-graduate assistance as needed.
The awareness of hearing impairment in companies is growing, and more and more companies hire employees with hearing impairment. Many graduates achieve success in getting a job both inside and outside of Okayama Prefecture and play important roles as members of society.
The graduates from ‘the Hair Design Course’ study for another year to obtain national certification of a barber in advanced courses.  Those who pass the exam get employed at barber shops and receive training, seeking to open their own barbershops.  In recent years, some graduates from advanced courses get a job at companies.

(2) Notable events focusing on career education
First year through third year: orientation for practicum, career advising, conferences by companies, seminar meetings with graduates, assembly to report on career practicums
First year: career assessment, career practicums, workplace visits
Second year: career practicums, workplace visits
Third year & advanced courses: a public career center advising, workplace visits, internship practicums, employment transfer support conference
Advanced courses specialized in Hair Design: business training, regional conferences, internship

6. The General Course
(1) Course chart
General Course
—Vocational Course
—Basic  Life Skill  Course

(2) Overview
This program offers special curriculum for students who have both hearing impairment and intellectual disability.  Students are divided into two courses from the beginning.
Six classes a day, five days (thirty classes) a week
The number of the students to be admitted: nine per year

(3) Vocational Course
We offer hands-on learning such as woodworking classes, dressmaking classes, cleaning classes, agriculture classes, and so on, aiming for successful employment,
Our curriculum includes general subjects, such as language arts or mathematics. This broadens job opportunities for general companies or employment support centers.

(4) Basic Life Skill Course
The curriculum for this course is designed for the students to gain necessary skills for independent daily lives, aiming to work at an employment support center after graduation.

7. The Integrated Design Course
(1) Course chart
Integrated Design Course
—Industrial Design Course
——Vocational Track
——Academic Track 1
——Academic Track2
—Fashion&Hair Design Course
——Fashon Design
——Vocational Track
——Academic Track 1
——Academic Track2
——Hair Design

(2) Overview
In order to meet the needs of students with hearing impairment, this program, focusing on vocational training, offers the equivalent courses to the national curriculum.
After the students finish the primary subjects at the end of the first semester, they start to take specialized subjects from the second semester.
The program covers not only manufacturing but also dressmaking, hairdressing, manicure technique – the concept of “total design” that enriches humans, towns, streets, and life-styles. In addition, this program offers preparation for the next level of education.
Six classes a day, five days (thirty classes) a week in general (Some students have seven classes a day from their second year.)
The number of students to be admitted: sixteen per year

(3) Classes to develop specific technical skills
Woodworking              Sewing               Barbering

(4) Academic-tracks for higher education
“Industrial Design Course” and “Fashion/Hair Design Course” have academic tracks respectively.
To fulfill students’ aspirations for the next level of education, the number of the credit hours for their specialized subjects is kept to minimum, while the number of the credit hours for general subjects, such as language arts, mathematics, and foreign languages, is increased.
Academic-track I emphasizes preparative classes for Tsukuba Technology University.  Academic-track II emphasizes preparative classes for private liberal arts universities.

Career counseling for students in academic tracks starts in their first year. From the second year, they start to focus more on general subjects and examine their qualifications through extra classes, trial examinations, open campuses for high school students, and so on.

8. hair dressing department  of Non-degree graduate program
Students  study for another year to obtain national certification of a barber in advanced courses.