Paper Title
RECONSTRUCTION OF LLIBERAL ATS EDUCATION---DISABILITY STUDIES AT THE CENTER

Abstract
Inclusive classroom practices are required in colleges/universities. There are accommodationand considerations for students with disabilities or other minority students in many countries. However,an inclusive curriculum design is still needed. Two-thirds of US colleges/universities require DEI classes to graduate (J. Christenson, Politics, 2024/04/11), which means such colleges/universities have some classes dealing with cultural diversityor minority. But such classes are not placed at the center of curriculums. Most of the curriculums and syllabuseshave been designed by majority perspectives. The classeshave been taught by majorityprofessors.In other words higher education is not necessarily wholesome nor complete, and hence there are missing or disrespected parts in many academic fields. Therefore, colleges or departments, curriculums and research environments which complement the present colleges/universities are necessary. Accommodations do not necessarily result in elimination of discriminationor microaggressions. When we create educational settings and curriculums, we should put people with disabilities or minorities into perspective from the beginning, which results in learning environment comfortable for minority students, pedagogically efficient for all students and economical from management perspectiveas well. I designed, with cooperation of educators and researchers with disabilities and those of minorities,an online liberal arts college with an inclusive curriculum. (We are ready to apply for the approval of our educational ministry.) Online education does not exclude bedridden students and professors as well as those in remote districts.An liberal arts college or department is most suitable for an inclusive curriculum, because liberal arts education aims at learning/teaching how to learn rather than at learning/teaching particular subjects. It developsstudents’ability to learn on your own throughout their lives. Because people with disabilities and other minorities, at least in Japan, have difficulty in fulfilling their hopes and ambitions or in building career, skills of learning on their own and wide knowledge are important.　The curriculum is based on aninterdisciplinary approach of disability studies which is also suitable and effective for minority studies and which contributes to liberal arts and academic progress. In order to construct the curriculum which is inclusive and which places minority and disability at the center, I aggregated literature on liberal arts education (eg.Jung et al. 2016; Nishimura and Sasao 2019), disability studies (eg. Smith 2015; Ravneberg 2017; Ellis et al. 2019; Millett-Gallant &Howie 2022) and minority studies (eg. Weiner 2008; Alcoff et al. 2015; Phalet&Orkeny 2017), and consolidatedreports oneducational projects for students with disabilities and those for students aiming at the supporters (Saito 2017, 2020, 2021,2022). The basic subjects include “information accessibility”, “Japanese sign language”, and other minority languages in Japan as well as English. Elective subjects, other than traditional subjects such as biology, economics,history and social research method, include “tactile sense and universal museum”, “Deaf culture”, “language and culture of Okinawa”, “disabilities and social development”, “support for LGBT” and “support for foreigners”. Other characteristics are as follows; online campus and caption App originally developed by a bedridden engineer, universal digital library, accommodations for people with developmental and intellectual disabilities (incl. special certificate for non-degree seekers),collaboration with used books project of a welfare facility, the board of directors and the faculty council consistingof people with disabilities and minorities. I will explain the relationship between this model and multiple academic fields.