Okayama Prefectural Okayama School for the Deaf is the only school for children with hearing defects in the prefecture.\u00a0 We cater to all levels from kindergarten to high school.\u00a0 We follow ordinary school curricula meeting each child’s defects and developmental levels.<\/p>\n
There is a dormitory in the school for children who cannot commute.\u00a0 Children learn to organize their daily lives there.<\/p>\n
Kindergarten
\n[Duration of Study]\u00a0within 3 years
\n[Capacity]\u00a0\u00a032
\n[Required Qualification]\u00a0Children of 3 years old and up
\n[Contents of Study]\u00a0\u30fbEquivalent to pre-school curriculum
\n\u30fbNurturing hearing ability, verbal ability, and a fertile mind
\nElementary
\n[Duration of Study]\u00a06 years
\n[Capacity]\u00a0\u00a0—
\n[Required Qualification]\u00a0Children of 6 years old and up
\n[Contents of Study]\u00a0\u30fbEquivalent to elementary curriculum
\n\u30fbOffering effective instructions to students with hearing difficulties<\/p>\n
Junior High
\n[Duration of Study]\u00a03 years
\n[Capacity]\u00a0\u00a0—
\n[Required Qualification]\u00a0Those who completed elementary school or its equivalent
\n[Contents of Study]\u00a0\u30fbEquivalent to junior high curriculum
\n\u30fbOffering effective instructions to students with hearing difficulties<\/p>\n
Senior High General Division in Regular Course
\n[Duration of Study]\u00a03 years
\n[Capacity]\u00a0\u00a09 per grade
\n[Required Qualification]\u00a0In addition to the definition in the Regulations for the School Education Law
\nArticle 22-3, those with intellectual disabilities
\n[Contents of Study]\u00a0Aiming for employment and independence through a vocational courses and a \u00a0\u00a0\u00a0basic life course which are equivalent to curricula of schools for intellectually
\nhandicapped students<\/p>\n
Senior High Integrated Design Division in Regular Course
\n[Duration of Study]\u00a03 years
\n[Capacity]\u00a0\u00a016 per grade
\n[Required Qualification]\u00a0In addition to the definitions in the Regulations for the School Education Law
\nArticle 95, those who completed junior high school or junior high department of
\nspecial support schools
\n[Contents of Study]\u00a0Developing expert knowledge and skills through studies in curriculum
\nequivalent to specialized high schools, Industrial Design Course, and Fashion
\nhair Design Course<\/p>\n
Senior High Hair Design Division in Graduate Course
\n[Duration of Study]\u00a01 year
\n[Capacity]\u00a0\u00a010
\n[Required Qualification]\u00a0Those who competed the hair Design Course in senior high department of
\nspecial support schools
\n[Contents of Study]\u00a0\u30fbResearching on expert knowledge and higher skills for barbering
\n\u30fbDeveloping attitude for originality and inventiveness<\/p>\n
– Qualification –
\n\u30fbChildren with a hearing defect approximately at the level stated in The Enforcement School Education Act 22-3.
\n\u30fbChildren whose hearing level with both ears is approximately above 60 dB, and who are incapable or find it extremely difficult to understand ordinary conversation even with the use of hearing aids.
\n\u30fbInfant class\u2026For children with a hearing defect at the ages 0\uff5e2.
\n\u30fbVisit lessons\u2026For children with a hearing defect enrolled in ordinary elementary schools.
\nKindergarten
\n\u30fbKindergarten effectively follows the standard kindergarten curriculum with emphasized education on “hearing” and “language”.
\n\u30fbInfants aged 3 to 5 acquire ‘live’ language in daily kindergarten life.
\n\u30fbBesides group learning, individual learning is also valued.
\n\u30fbPronunciation and hearing skills are trained.
\nElementary School
\n\u30fbElementary School effectively follows the standard elementary school curriculum .
\n\u30fbPupils are linguistically empowered by being able to express themselves more efficiently not only through each field and subject study but also through independent lessons and school life.\u00a0 There are also foreign language activities.
\n\u30fbTeaching is done in small groups in accordance with pupils’ assessments.\u00a0 Larger groups are also formed so that pupils can learn from each other.<\/p>\n
Junior High School
\n\u30fbJunior High School effectively follows the standard junior high school curriculum .
\n\u30fbRecognition and acceptance of disabilities, and acquisition and promotion of linguistic proficiency are prominent in our curriculum, besides ordinary subjects, moral education and extracurricular activities are offered.\u00a0 We have integrated lessons as well.<\/p>\n
Senior High School
\n\u30fbSenior High School effectively follows the standard senior high school curriculum.\u00a0 Students take academic subjects such as Japanese, Social Studies, Math, Science and English.\u00a0\u00a0 Students major in subjects for three years as either in crafts, dress making or hairdressing.
\n\u30fbCrafts and dress making departments set academic courses, which have a curriculum of their own.\u00a0 This is for students who wish to go on to further education in colleges, junior colleges, vocational schools and schools for people with disabilities.
\n\u30fbFor long distance attendees and those who have difficulty in commuting, we have a dormitory where infants, pupils and students grow up, learn to make friends and improve their adaptability to society.\u00a0 Dormitory staffs are there to guide children toward independent life as chaperons, and help the children to lead well-disciplined life.<\/p>\n","protected":false},"excerpt":{"rendered":"
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