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As more and more students with disabilities (SWDs) are identified in postsecondary education in Japan, there is an increasing need for English language teachers, program administrators, and curriculum designers to create inclusive learning environments that provide reasonable accommodations for such students. This paper outlines the current landscape for SWDs in institutes of higher education in Japan, reviews approaches to systematizing support for SWDs within language departments, and outlines the challenges tertiary EFL program administrators and teachers are likely to face in providing such support. The paper concludes with a call for language educators to actively destigmatize disabilities in the classroom, as well as to continue bridging the gap between language teaching and special education through research and resource sharing.日本の中等教育後の教育において障がいのある学生SWDsが徐々に認められつつある中英語教育者プログラム管理者カリキュラムデザイナーがそのような学生に合理的な学びの場を提供することのできる包括的な学習環境をつくるニーズが高まっている。この論文は日本の高等教育機関の現在のSWDsの状況の概要を述べた後言語学部内でSWDs支援のシステム化を行うための様々なアプローチを提案しまた、そのような支援を提供する中で第三期のEFLプログラム管理者と教員が直面する可能性が高いと思われる課題をまとめている。この論文は、言語教育者が教室における障がいという汚名を積極的に返上することと研究と情報共有を通して言語教育と特別支援教育の間の橋渡しを続けるよう呼びかけ締めくくりとする。

Providing Reasonable Accommodations for EFL Students with Disabilities in Higher Education in Japan