Current Status of Acceptance of Students with Disabilities at Universities and Colleges
From the 2025 Survey (Admissions Part 1)

Tsubasa Tonooka    Eiko Tonooka    Takashi Kido

The Nationwide Support Center for Students with Disabilities (NSCSD) conducted the “Survey on the Acceptance of Students with Disabilities at Universities and Colleges 2025” from July to December 2025 (hereafter, the “2025 Survey”). This page presents key findings of the 2025 Survey, focusing on (i) the situation of enrollment of students with disabilities, (ii) admitting entrance exams (Yes/Undetermined), and (iii) conditions and considerations related to entrance examinations.

Note on terminology

  • Conditions mean requirements set by universities and colleges (e.g., no change to exam format, no installation/purchase of new equipment).
  • Considerations mean accommodations/adjustments (e.g., extension of exam time, use of auxiliary equipment, accompanying by personal attendants).
  • Pre-entrance exam consultation refers to negotiation based on admitting entrance exams in principle.
  • Pre-entrance exam adaptability assessment meeting refers to negotiation in which admitting entrance exams itself is not determined in advance (“Undetermined”).
Implementation Status of the Three Most Recent Surveys
AbbreviationFull TitleStart DateEnd DatePublication
2026 Survey
Next Survey		Survey on the Acceptance of Students with Disabilities at Universities and Colleges 2026Planned for July 2026Planned for October 2026Scheduled for publication in January 2027
2025 Survey
This Survey		Survey on the Acceptance of Students with Disabilities at Universities and Colleges 2025July 2025December 2025University Guide 2027 (Accessible Edition)
2024 Survey
Previous Survey		Survey on the Acceptance of Students with Disabilities at Universities and Colleges 2024July 2024December 2024University Guide 2026 (Accessible Edition)

1. Reply Rate (Survey Response Status)

  • The survey covered 821 institutions. Replies were received from 354 institutions, for a reply rate of 43%. There was no major change compared with the previous survey.
  • * For item-level calculations, the reply rate is calculated as the number of replies for the item divided by 355 replies (including two faculties of Nihon University).
  • * “Change from previous survey” indicates the difference in reply rates (percentage points) between the previous and current surveys.
  • This survey requested replies representing each institution’s official position. Some institutions entered replies but did not finalize them due to a lack of internal approval. Such institutions, as well as those that had suspended recruitment, are not included in the final reply count.

Reply Rate by University/College Type

  • Public universities maintained the highest reply rate at 60% (0-point change). National universities were at 46% (-2 points), and private universities at 40% (-4 points). University colleges remained at 10% (0-point change).
  • Overall, the reply rate was 43% (-3 points). The decline among private universities, which constitute a large share of the survey population, appears to have had a significant impact on the overall decrease.

Below: by university/college type — surveyed, replies, reply rate (%), change from previous survey

Reply Rate by University/College Type
TypeSurveyedRepliesReply Rate (%)Change
Universities①81135344%-2 points
National853946%-2 points
Public1016160%0 points
Private62525340%-4 points
University Colleges②10110%0 points
Total (①＋②)82135443%-3 points

Reference: Previous survey (2024 Survey) — surveyed: 821, replies: 381, reply rate: 46%

Reply Rate by Region

  • Kanto showed a comparatively low reply rate at 36%. Tohoku was 55%, Chubu 48%, and Shikoku and Kyushu/Okinawa 47%.
  • Compared with the previous survey, Hokkaido decreased by 8 points and Kyushu/Okinawa by 6 points; Kinki by 4 points; Kanto by 3 points; and Tohoku and Chugoku each by 2 points. Chubu and Shikoku showed no change.
  • The relatively low reply rate in Kanto, where many universities are located, is a notable feature of the overall survey. We will continue efforts to encourage as many universities and colleges as possible to reply.

Below: by region — surveyed, replies, reply rate (%), change

Reply Rate by Region
RegionSurveyedRepliesReply Rate (%)Change
Hokkaido381642%-8 points
Tohoku532955%-2 points
Kanto2779936%-3 points
Chubu1436948%0 points
Kinki1566944%-4 points
Chugoku542546%-2 points
Shikoku19947%0 points
Kyushu & Okinawa813847%-6 points

2. Situation of Entrance Exams and Enrollment

Situation of Entrance Exams by Disability Type

  • Universities reporting applicants numbered 237 (67%). Total applicants: 4,854; average: 20.5 per reporting university. Mental disabilities, developmental disabilities, and hearing disabilities ranked highest by number of reporting universities.

Below: by disability type — universities, rate, change, applicants, trend, average

Situation of Entrance Exams by Disability Type
Disability TypeUniversitiesRateChangeApplicantsTrendAverage
Total Blindness82%-1 point19↓2.4
Low Vision5716%-1 point118↓2.1
Visual Disabilities6017%-1 point137↓2.3
Total Deafness51%0 point5↓1.0
Hard of Hearing12635%-3 points628↑5.0
Hearing Disabilities12736%-3 points633↓5.0
Deafblindness00%0 point0-0
Electric Wheelchair Users3410%-1 point80↑2.4
Manual Wheelchair Users3410%+3 points64↑1.9
Upper & Lower Limbs175%0 point19↓1.1
Lower Limbs339%+1 point71↑2.2
Upper Limbs195%0 point36↑1.9
Physical Disabilities9727%0 point270↑2.8
SLD267%-1 point46↑1.8
ADHD7120%+1 point248↑3.5
ASD9025%+2 points246↑2.7
Multiple Developmental Disabilities7321%+3 points202↓2.8
Other Developmental Disabilities5215%+3 points76↓1.5
Developmental Disabilities14842%+3 points818↑5.5
Mood Disorders6217%+6 points126↑2.0
Anxiety Disorders10530%+5 points442↑4.2
Obsessive-Compulsive Disorder247%+1 point41↓1.7
Dissociative Disorders62%0 point8↑1.3
Adjustment Disorders308%+1 point48↓1.6
Schizophrenia236%+2 points28↑1.2
Somatic Symptom Disorders165%0 point31↓1.9
Selective Mutism134%0 point13↓1.0
Epilepsy3610%+1 point70↓1.9
Higher Brain Dysfunction31%-1 point4↓1.3
Multiple Mental Disabilities4112%+4 points105↑2.6
Other Mental Disabilities6117%+3 points214↑3.5
Mental Disabilities15544%+4 points1130↑7.3
Internal Disabilities11031%-1 point703↓6.4
Down Syndrome00%0 point0↓0
Borderline Intellectual Functioning21%0 point3-1.5
Other Intellectual Disabilities41%-2 points6↓1.5
Intellectual Disabilities62%-2 points9↓1.5
Multiple Disabilities7722%+2 points384↑5.0
Others9126%+5 points599↑6.6
Unknown165%+1 point171↑10.7
Total23767%+1 point4854↑20.5

Situation of Enrollment by Disability Type

  • Universities reporting enrollment numbered 314 (82%). Total enrolled students: 16,881; average: 53.8 per reporting university. Enrollment was highest for mental disabilities, developmental disabilities, and internal disabilities.

Below: by disability type — universities, rate, change, students, trend, average

Situation of Enrollment by Disability Type
Disability TypeUniversitiesRateChangeStudentsTrendAverage
Total Blindness226%0 point52↑2.4
Low Vision11733%-1 point289↓2.5
Visual Disabilities12435%0 point341↓2.8
Total Deafness195%0 point54↓2.8
Hard of Hearing18352%+2 points863↑4.7
Hearing Disabilities18452%+2 points917↑5.0
Deafblindness21%0 point3-1.5
Electric Wheelchair Users6318%-3 points112↓1.8
Manual Wheelchair Users5716%+1 point76↑1.3
Upper & Lower Limbs6017%+1 point92↑1.5
Lower Limbs9627%+2 points153↑1.6
Upper Limbs4814%0 point64↓1.3
Physical Disabilities17549%-1 point497↓2.8
SLD8023%+3 points131↑1.6
ADHD20959%+2 points1328↑6.4
ASD21360%+3 points1303↑6.1
Multiple Developmental Disabilities16847%+8 points917↑5.5
Other Developmental Disabilities9527%+2 points239↓2.5
Developmental Disabilities25773%+3 points3918↑15.2
Mood Disorders20658%+1 point2012↑9.8
Anxiety Disorders20859%+2 points1390↑6.7
Obsessive-Compulsive Disorder9527%-2 points193↑2.0
Dissociative Disorders339%-1 point44↓1.3
Adjustment Disorders13337%-1 point575↑4.3
Schizophrenia11332%+4 points222↑2.0
Somatic Symptom Disorders6217%+3 points103↑1.7
Selective Mutism319%-2 points36↓1.2
Epilepsy12635%-3 points556↓4.4
Higher Brain Dysfunction267%-1 point31↓1.2
Multiple Mental Disabilities13538%+6 points669↑5.0
Other Mental Disabilities16546%+6 points952↓5.8
Mental Disabilities26073%0 point6783↑26.1
Internal Disabilities20959%+2 points2389↓11.4
Down Syndrome10%0 point1↓1.0
Borderline Intellectual Functioning144%0 point25↑1.8
Other Intellectual Disabilities308%-1 point63↓2.1
Intellectual Disabilities4112%0 point89↓2.2
Multiple Disabilities17248%+6 points1830↑10.6
Others13939%+3 points989↑7.1
Unknown3610%+1 point197↓5.5
Total29583%+1 point17953↑60.9

3. Admitting Entrance Exams and Conditions/Considerations

Admitting Entrance Exams (Yes/Undetermined)

  • Across all disability types, “Undetermined” exceeded “Yes (admitting entrance exams).” The highest “Undetermined” rate was for intellectual disabilities (63%), followed by visual Disabilities (58%).
  • This indicates a tendency for universities and colleges to decide whether they admit entrance exams after confirming individual circumstances, rather than admitting entrance exams in advance.

Below: by disability type — Yes vs. Undetermined (count, rate, change)

Attitude to Students with Disabilities Taking Entrance Exams (Admitting Entrance Exams)
Disability TypeAdmitting Entrance Exams
YesUndetermined
CountRateChangeCountRateChange
Visual14942%-1 point20658%+1 point
Hearing15945%0 point19655%0 point
Physical16647%-1 point18953%-1 point
Developmental16446%-1 point19154%+1 point
Mental16045%0 point19555%0 point
Internal15845%-1 point19755%+1 point
Intellectual13337%+1 point22263%-1 point

Reasons for “Undetermined”

  • The most common reason across disability types was “consideration after prior discussion” (case-by-case). The second most common was “no unified policy.”
  • These results suggest that institutional approaches and internal coordination may not be sufficiently organized, which can lead to variation by staff member or by faculty/department.

Below: by reason — count, rate, change

Reasons for “Undetermined” (Visual / Hearing / Physical)
Reason
(multiple answers allowed)		VisualHearingPhysical
CountRateChangeCountRateChangeCountRateChange
Consideration after prior discussion19354%-1 point18452%0 point18151%+1 point
No unified policy278%0 point267%0 point226%0 point
Campus facilities issues134%-1 point93%0 point93%0 point
Insufficient staff preparedness134%-1 point103%0 point103%0 point
No examination know-how144%0 point82%+1 point123%+1 point
Cannot accept even if admitted41%0 point21%0 point10%0 point
Other93%0 point113%+1 point82%0 point
Reasons for “Undetermined” (Developmental / Mental / Internal / Intellectual)
Reason
(multiple answers allowed)		DevelopmentalMentalInternalIntellectual
CountRateChangeCountRateChangeCountRateChangeCountRateChange
Consideration after prior discussion18151%+2 points18853%+1 point18953%+2 points21059%0 point
No unified policy308%0 point308%-1 point3710%-1 point4011%-2 points
Campus facilities issues41%0 point21%0 point51%0 point51%0 point
Insufficient staff preparedness72%0 point72%0 point113%0 point113%0 point
No examination know-how93%0 point123%0 point175%+1 point175%0 point
Cannot accept even if admitted31%0 point00%0 point10%0 point10%0 point
Other82%0 point51%0 point51%0 point72%0 point

Terminology: Pre-entrance exam consultation vs. Pre-entrance exam adaptability assessment meeting

  • Pre-entrance exam consultation: negotiation based on admitting entrance exams in principle, mainly about details of considerations in entrance exams and the vision after admission.
  • Pre-entrance exam adaptability assessment meeting: negotiation in which admitting entrance exams itself is not determined in advance; eligibility is decided through the negotiation process (“Undetermined”).

Conditions at the Stage of Entrance Exams

  • Among institutions that answered “Yes (admitting entrance exams),” “No conditions” was the most common response.
  • Among visual, hearing, and physical disabilities, “With conditions” remained relatively common (e.g., no change to exam format; no installation/purchase of new equipment; responsibility shifts to applicants; no responsibility for accidents).
  • For developmental, internal, mental, and intellectual disabilities, “Undetermined (conditions)” exceeded “With conditions,” reflecting individual variability in needed considerations.

Below: for each disability type (Yes / Undetermined) — with conditions, no conditions, undetermined, total

Presence/Absence of Conditions at the Stage of Entrance Exams
With ConditionsNo ConditionsUndeterminedTotal
Visual DisabilitiesYes367637149
Undetermined1423169206
Total5099206355
Hearing DisabilitiesYes309237159
Undetermined1421161196
Total44113198355
Physical DisabilitiesYes368347166
Undetermined1619154189
Total52102201355
Developmental DisabilitiesYes239744164
Undetermined1218161191
Total35115205355
Mental DisabilitiesYes239245160
Undetermined920166195
Total32112211355
Internal DisabilitiesYes208850158
Undetermined817172197
Total28105222355
Intellectual DisabilitiesYes177739133
Undetermined1021191222
Total2798230355

Details of Conditions by Disability Type

  • Items previously treated as “conditions” (e.g., pre-entrance consultation; submission of documents) were excluded from “conditions” in this survey. The tables below therefore summarize requirements that impose constraints or limit considerations.

Visual Disabilities

  • Typical conditions include “must be able to use standard print” and “no change to exam format,” which may restrict opportunities for applicants who need Braille, enlarged print, computer input, or scribes.

Below: condition — replies, rate, change

Visual Disabilities: Conditions During Entrance Exams
ConditionRepliesRateChange
Must be able to use standard print216%0 point
No change to exam format123%+1 point
Must walk independently during the entrance exam113%0 point
Must commute independently after enrollment113%0 point
No installation/purchase of new equipment113%0 point
Submission of pledge93%+1 point
Able to use standard print (as usual)51%0 point
University assumes no responsibility for accidents41%0 point
University not involved in arranging assistance after enrollment21%0 point
Medical check required10%0 point
No accommodations after enrollment10%0 point
Points deducted for questions impossible to answer00%0 point
Other175%-4 points

Hearing Disabilities

  • Conditions include restrictions on exam format and equipment. Given the importance of communication guarantee after admission, such conditions remain a concern.

Below: condition — replies, rate, change

Hearing Disabilities: Conditions During Entrance Exams
ConditionRepliesRateChange
No change to exam format185%+1 point
No installation/purchase of new equipment144%+1 point
Submission of pledge72%+1 point
University assumes no responsibility for accidents51%0 point
University not involved in arranging assistance after enrollment41%0 point
No accommodations after enrollment21%0 point
Medical check required10%0 point
Points deducted for questions impossible to answer10%0 point
Other175%-4 points

Physical Disabilities

  • Conditions frequently require independent self-care during exams and after enrollment, and may also restrict exam formats and environmental preparation.

Below: condition — replies, rate, change

Physical Disabilities: Conditions During Entrance Exams
ConditionRepliesRateChange
Must handle personal care independently during the entrance exam257%+1 point
No change to exam format195%+1 point
Must handle personal care independently after enrollment185%+1 point
No installation/purchase of new equipment134%0 point
Submission of pledge62%+1 point
University assumes no responsibility for accidents51%0 point
University not involved in arranging assistance after enrollment41%-1 point
Medical check required10%0 point
No accommodations after enrollment10%0 point
Points deducted for questions impossible to answer00%0 point
Other144%-3 points

Developmental Disabilities

  • Conditions include “no change to exam format” and “no installation/purchase of new equipment,” which may narrow the premise of considerations needed by individuals.

Below: condition — replies, rate, change

Developmental Disabilities: Conditions During Entrance Exams
ConditionRepliesRateChange
No change to exam format134%+2 points
No installation/purchase of new equipment134%+1 point
Submission of pledge51%+1 point
University assumes no responsibility for accidents41%0 point
University not involved in arranging assistance after enrollment31%0 point
Able to use standard print (as usual)21%0 point
Medical check required10%0 point
No accommodations after enrollment10%0 point
Points deducted for questions impossible to answer00%0 point
Other154%-2 points

Mental Disabilities

  • Conditions include constraints on equipment/environmental preparation and clauses on responsibility, which may affect whether applicants can take entrance exams with confidence.

Below: condition — replies, rate, change

Mental Disabilities: Conditions During Entrance Exams
ConditionRepliesRateChange
No installation/purchase of new equipment123%+1 point
Submission of pledge51%+1 point
University assumes no responsibility for accidents41%0 point
University not involved in arranging assistance after enrollment41%0 point
Medical check required10%0 point
No accommodations after enrollment00%0 point
Other154%-2 points

Internal Disabilities

  • For applicants who require ongoing health management, conditions that restrict environmental preparation and support are a concern.

Below: condition — replies, rate, change

Internal Disabilities: Conditions During Entrance Exams
ConditionRepliesRateChange
No installation/purchase of new equipment113%+1 point
Submission of pledge41%+1 point
University not involved in arranging assistance after enrollment41%0 point
University assumes no responsibility for accidents31%0 point
Medical check required10%0 point
No accommodations after enrollment10%0 point
Other134%-2 points

Intellectual Disabilities

  • Imposing conditions prior to admission that effectively deny considerations after enrollment, or require excessive commitments from applicants, constitutes a serious concern.

Below: condition — replies, rate, change

Intellectual Disabilities: Conditions During Entrance Exams
ConditionRepliesRateChange
No installation/purchase of new equipment103%0 point
Submission of pledge51%+1 point
University assumes no responsibility for accidents31%0 point
University not involved in arranging assistance after enrollment31%0 point
Medical check required10%0 point
No accommodations after enrollment10%0 point
Other134%-1 point

  • Across disability types, applicants with disabilities generally require more time and effort than other applicants simply to consider what conditions and considerations will be necessary for entrance examinations. Universities and colleges should avoid imposing conditions that effectively deny considerations after admission or require excessive commitments from applicants.
  • Institutions are expected to provide necessary considerations at the time of entrance examinations and, once admission is confirmed, to establish opportunities for further consultation to determine appropriate support in collaboration with the student.

  • The July 1 issue will include a detailed analysis of considerations in entrance examinations. Further analyses are planned for October and December. Please continue your membership registration for FY2025 to access these reports.