NORIMUNE KAWAI

Last Updated :2024/06/07

Affiliations, Positions
., Professor
Web Site
E-mail
nkawaihiroshima-u.ac.jp

Basic Information

Major Professional Backgrounds

  • 2002/08/14, 2003/06/30, Adams County School District No. 50 (Colorado, U.S.A.), Speech-Language Pathologist
  • 2003/08/13, 2007/08/31, University of Nebraska-Lincoln, Department of Speech-Language Pathology and Audiology/Speech-Language and Hearing Clinic, Research Assistant
  • 2007/10/01, 2008/03/31, Hiroshima University, The Center for Special Education Research and Practice, Associate Professor
  • 2008/04/01, 2011/03/31, Hiroshima University, The Center for Special Education Research and Practice, Associate Professor
  • 2011/04/01, 2013/09/30, Hiroshima University, The Center for Special Education Research and Practice, Associate Professor
  • 2013/10/01, 2020/03/31, Hiroshima University, The Center for Special Education Research and Practice, Professor
  • 2014/04/01, 2020/03/31, Hiroshima University, Department of Educational Development and Curtural and Regional Studies, Professor
  • 2011/03/28, 2011/09/04, University of Nebraska-Lincoln, Department of Speech-Language Pathology and Audiology, Visiting Professor
  • 2020/04/01, Hiroshima University, Educational Design for Teacher Educators Program, International Education Development Program, Division of Educational Sciences, Graduate School of Humanities and Social Sciences, Professor

Educational Backgrounds

  • University of Nebraska-Lincoln, Department of Speech-Language Pathology and Audiology, Major in Speech-Language Pathology, U.S.A., 2003/08, 2007/08
  • University of Colorado at Boulder, Department of Speech, Language and Hearing Sciences, Major in Speech-Language Pathology, U.S.A., 1999/08, 2002/05
  • Hiroshima University, Graduate School, Division of School Education, Special Education, Japan, 1995/04, 1997/03
  • Hiroshima University, Faculty of School Education, Japan, 1991/04, 1995/03

Academic Degrees

  • Doctor of Philosophy in Speech-Language Pathology, University of Nebraska?Lincoln
  • Master of Arts in Speech, Language, and Hearing Sciences, University of Colorado Boulder
  • Master of Education, Hiroshima University
  • Bachelor of Education, Hiroshima University

Educational Activity

  • [Bachelor Degree Program] School of Education : School Education : Special Support School Teacher Education
  • [Master's Program] Graduate School of Humanities and Social Sciences : Division of Educational Sciences : Educational Design for Teacher Educators Program
  • [Master's Program] Graduate School of Humanities and Social Sciences : Division of Educational Sciences : International Education Development Program
  • [Doctoral Program] Graduate School of Humanities and Social Sciences : Division of Educational Sciences : Educational Design for Teacher Educators Program
  • [Doctoral Program] Graduate School of Humanities and Social Sciences : Division of Educational Sciences : International Education Development Program

In Charge of Primary Major Programs

  • Elementary School Teacher Education
  • Special Support School Teacher Education

Research Fields

  • Complex systems;Biomedical engineering;Rehabilitation science / Welfare engineering
  • Social sciences;Education;Special needs education

Research Keywords

  • Auditory Perception
  • Fluency Disorders
  • Inclusive Education
  • Special Needs Education
  • Psycholinguistics

Affiliated Academic Societies

  • Research Society of the Education for the Deaf in Japan, 2009
  • International Society for Augmentative and Alternative Communication (ISAAC), 2007
  • International Fluency Association (IFA), 2000
  • International Association of Logopedics en Phoniatrics (IALP), 2006
  • Japanese Association of Communication Disorders, 2007
  • Japanese Association of Special Education
  • Japanese Association of Developmental Psychology, 2000
  • The Japanese Association for the Study of Support System for Developmental Disabilities, 2003
  • The Japanese Association of Speech, Language and Hearing Disorders, 2007
  • Japanese Association of Qualitative Psychology, 2005
  • Japanese Association of Logopedics and Phoniatrics, 2002
  • The Council for Exceptional Children (CEC), 2000
  • American Speech-Language-Hearing Association (ASHA), 2002
  • The Acoustical Society of America (ASA), 2003

Educational Activity

Course in Charge

  1. 2024, Liberal Arts Education Program1, Intensive, INU Special Intensive Course
  2. 2024, Undergraduate Education, Intensive, Special Needs Education
  3. 2024, Undergraduate Education, 1Term, Introduction of Special Needs Education
  4. 2024, Undergraduate Education, Intensive, Physiology and Pathology of the Brain
  5. 2024, Undergraduate Education, Year, Introduction of Education for Children with Learning Disabilities and/or Other Similar Disorders
  6. 2024, Undergraduate Education, Intensive, Teaching Practice in Special Needs Schools
  7. 2024, Undergraduate Education, Intensive, Introduction of Education for Children with Speech and Launguage Disorders
  8. 2024, Undergraduate Education, First Semester, Methods of Research on Special Needs Education I
  9. 2024, Undergraduate Education, Second Semester, Methods of Research on Special Needs Education II
  10. 2024, Undergraduate Education, Second Semester, Study in Graduation Thesis
  11. 2024, Undergraduate Education, Intensive, Special Needs Education
  12. 2024, Undergraduate Education, Intensive, Special Needs Education
  13. 2024, Undergraduate Education, Second Semester, Practical Seminar for the Teaching Profession
  14. 2024, Graduate Education (Master's Program) , First Semester, Advanced Study in Special Needs Education
  15. 2024, Graduate Education (Master's Program) , Second Semester, Advanced Study in Special Needs Education
  16. 2024, Graduate Education (Master's Program) , 1Term, Further Study in Learning and Curriculum Development
  17. 2024, Graduate Education (Master's Program) , 2Term, Further Study in Special Needs Education
  18. 2024, Graduate Education (Master's Program) , First Semester, Practical Study in Special Needs Education
  19. 2024, Graduate Education (Master's Program) , 3Term, Further Study in Instructional Methods for Children with Communication Disorders
  20. 2024, Graduate Education (Doctoral Program) , First Semester, Special Study
  21. 2024, Graduate Education (Doctoral Program) , Second Semester, Special Study
  22. 2024, Graduate Education (Master's Program) , 1Term, Inclusive Education
  23. 2024, Graduate Education (Master's Program) , Academic Year, Special Study(April 2024 Master's Students) 
  24. 2024, Graduate Education (Master's Program) , Academic Year, Special Study(October 2024 Master's Students)
  25. 2024, Graduate Education (Doctoral Program) , Academic Year, Special Study(October 2024 Doctoral Students)
  26. 2024, Graduate Education (Master's Program) , 1Term, Introduction of Special Needs Education
  27. 2024, Graduate Education (Master's Program) , First Semester, Introduction to Physiology and Pathology of the Brain
  28. 2024, Graduate Education (Master's Program) , Year, Clinical Seminar on Special Needs Education
  29. 2024, Graduate Education (Master's Program) , First Semester, Seminar on Research Methods of Children with Disabilities I
  30. 2024, Graduate Education (Master's Program) , Year, Special Study on Graduation Thesis
  31. 2024, Graduate Education (Master's Program) , Second Semester, Teaching Practice in Special Support Schools
  32. 2024, Graduate Education (Master's Program) , Second Semester, Seminar on Research Methods of Children with Disabilities II
  33. 2024, Graduate Education (Master's Program) , 2Term, Further Study in Special Needs Education
  34. 2024, Graduate Education (Master's Program) , First Semester, Special Study in Research of Special Needs Education I
  35. 2024, Graduate Education (Master's Program) , Year, Special Study in Special Needs Education
  36. 2024, Graduate Education (Master's Program) , Year, Clinical Seminar on Special Needs Education Coordinator
  37. 2024, Graduate Education (Master's Program) , 3Term, Methodology in Education for Children with Communication Disorders
  38. 2024, Graduate Education (Master's Program) , Second Semester, Special Study in Research of Special Needs Education II

Research Activities

Academic Papers

  1. Disability-inclusive Disaster Risk Reduction in schools: A confirmatory factor analysis, Jàmbá: Journal of Disaster Risk Studies, 20240630
  2. Barriers to curriculum accessibility for students with visual impairment in general education setting: The experience of lower-secondary school students in Senegal, The Curriculum Journal, 20240501
  3. Are Teachers Adequately Prepared for Inclusive Classrooms in Cambodia? Knowledge and Experience for Inclusive Practices, International Journal of Instruction, 17(3), 491-508, 20240403
  4. Examining factors influencing students to leave science classes in Cambodia: a two-level hierarchical linear modeling, Asia Pacific Education Review, 25, 117-130, 20240212
  5. Preparing pre-service teachers to work in Cambodian inclusive classrooms: Knowledge, experience, and attitudes toward inclusion, Teaching and Teacher Education, 137, 20231110
  6. The quality of life of individuals with intellectual disability: Differences between Denmark and Japan, JOURNAL OF INTELLECTUAL DISABILITIES, 27(3), 573-597, 202309
  7. The measurement of teachers' attitudes toward inclusive education: An empirical study in East Java, Indonesia, COGENT EDUCATION, 10(2), 20230711
  8. Science Education Practices for Deaf and Hard-of-Hearing Students in Indonesia, Specijalna Edukacija I Rehabilitacija, 22(3), 201-220, 20230707
  9. Evaluation of Guidance and Counseling in Stuffbeam and Dahir Perspective, Journal of Multicultural Studies in Guidance and Counseling, 7(1), 43-59, 20230407
  10. Current Status and Issues of Foreign Language Education in Elementary Education Divisions of Special Needs Schools for the Deaf, 21, 75-82, 20230301
  11. Japanese version of the Personal Outcomes Scale for persons with intellectual disability: Validity and reliability, JOURNAL OF INTELLECTUAL & DEVELOPMENTAL DISABILITY, 48(1), 23-39, 20230102
  12. The traditional way of professional development in inclusive education: Still effective or not?, Journal of ICSAR, 6, 129-133, 20220701
  13. Activities for Independent Living: An Elementary-Middle School Program to Promote Value Self and Others in Students with Intellectual Disabilities., 49(1), 64-74, 20220301
  14. Attitudes of Secondary School Science Teachers toward Teaching Diverse Students, INKLUSI, 8(2), 113-122, 20220117
  15. Identifying causes of lower secondary school dropout in Cambodia: a two-level hierarchical linear model, International Journal of Inclusive Education, 26(8), 834-847, 20220101
  16. Indonesian Teachers' AttitudesToward Inclusive Education, Discourse and Communication for Sustainable Education, 12(2), 31-44, 20211230
  17. Determinants of student achievement at lower secondary schools in rural Cambodia, Educational Research for Policy and Practice, 20(2), 207-222, 20210601
  18. Development of a Questionnaire to Assess Bangladeshi Government Primary School Teachers' Training Needs toward Inclusive Education, 19(1), 13-23, 20210301
  19. The Condition of Stumbling of 6th Graders in the Foreign Language Classes : Analysis of Survey Results for Homeroom Teachers and English Subject Teachers, JES Journal, 21(1), 95-110, 20210301
  20. Faculty Members' and Administrators' Attitudes on Integrating Students with Intellectual Disability into Postsecondary Education, EXCEPTIONALITY, 29(1), 29-40, 20210101
  21. Key elements of disaster mitigation education in inclusive school setting in the Indonesian context, Jamba: Journal of Disaster Risk Studies, 13(1), 1-8, 20210101
  22. Faculty Members' and Administrators' Attitudes on Integrating Students with Intellectual Disability into Postsecondary Education, Exceptionality, 29(1), 29-40, 20210101
  23. Determinants of student achievement at lower secondary schools in rural Cambodia, Educational Research for Policy and Practice, 20, 207-222, 20200830
  24. Key elements of disaster mitigation education in inclusive school setting in the Indonesian context, Journal of Disaster Risk Studies, 13(1), 202108
  25. Leadership in Kindergartens, Indonesia: The Need for Professional Learning in Inclusive Education, INTERNATIONAL JOURNAL OF WHOLE SCHOOLING, 17(1), 98-130, 2021
  26. Indonesian Teachers' Attitudes towards Gifted Students with Low SES from Malay Background, Indonesian Journal of Disability Studies, 7(1), 116-123, 20200529
  27. Government primary schoolteacher training needs for inclusive education in Bangladesh, International Journal of Whole Schooling, 16(2), 35-69, 20200831
  28. The Pre-Service Teachers' Attitudes towards Inclusive Education: An Empirical Study in Yogyakarta City, Indonesia, Discourse and Communication for Sustainable Educattion, 11(1), 65-73, 20200513
  29. Attitudes of guardians parenting children who stutter ⇕ qualitative analysis by group interview method concerning feelings toward child-rearing process, influence of intervention by professional, and participation in the parents' association on stuttering⇕, Japan Journal of Logopedics and Phoniatrics, 61(2), 140-157, 20200101
  30. Secondary school science teachers' knowledge, responses, and abilities to create inclusive science practices in general education classrooms in Banjarnegara Regency, Indonesia, Journal of International Development and Cooperation, 26(2), 2020
  31. Faculty members' and administrators' attitudes on integrating students with intellectual disability into postsecondary education, Exceptionality, 28, 2020
  32. Identifying causes of lower secondary school dropout in Cambodia: A two-level hierarchical linear model, International Journal of Inclusive Education, 24, 2020
  33. Government Primary School Teacher Training Needs for Inclusive Education in Bangladesh, INTERNATIONAL JOURNAL OF WHOLE SCHOOLING, 16(2), 35-69, 2020
  34. The process of parenting children who stutter, Japan Journal of Logopedics and Phoniatrics, 60(4), 332-344, 20191018
  35. Science Learning for Students with Visually Impaired: A Literature Review, Journal of Physics: Conference Series, 1227(1), 20190619
  36. Review of changes of education policy for development in Cambodia: From the 1860s to the 1980s, Journal of International Development and Cooperation, 26(1, 2), 69-78, 20190301
  37. Improving deaf and hard of hearing students' achievements using STS Approach: A literature review, International Journal of Pedagogy and Teacher Education, 2, 3-19, 20190120
  38. Preparing primary level teachers for inclusive education in Bangladesh, Asian Journal of Inclusive Education, 6(1), 49-71, 20181112
  39. Japan's educational practices for mathematically gifted students, International Journal of Inclusive Education, 22(11), 1213-1241, 20181102
  40. Quality of life of people with intellectual disabilities: Current trends in Denmark, Journal of Special Education Research, 6(2), 91-101, 20180201
  41. Japan's educational practices for mathematically gifted students, International Journal of Inclusive Education, 22(11), 1213-1241, 20180115
  42. The education and training program guideline for special guidance teacher competence development in Indonesian inclusive school, Indonesian Journal of Disabilty Services, 5(2), 251-267, 201812
  43. Improving deaf and hard-of-hearing students' achievements using STS approach: A literature review, The 1st International Conference on Science, Mathematics, Environment, and Education, 20170916
  44. A literature study of science process skill toward deaf and hard of hearing students, Advances in Social Science, Education and Humanities Research, 218, 131-136, 20170815
  45. Inclusive education in Indonesia from the perspective of Widyaiswara in centre for development and empowerment of teachers and education personnel of kindergartens and special education, Indonesian Journal of Disability Studies, 4(2), 104-116, 20170721
  46. An Analysis of Peer Group Relationships of Students with a Combination of Autism Spectrum Disorders and Intellectual Disabilities : Through the Comparison of Social Interactions with Peers and Adults, The Bulletin of the Center for Special Needs Education Research and Practice, Graduate School of Education, Hiroshima University, 14, 105-114, 201603
  47. The Trend of the Special Needs Classroom (Tentative) Initiative: Towards the Construction and Promotion of the Inclusive Education System, The Bulletin of the Center for Special Needs Education Research and Practice, Graduate School of Education, Hiroshima University, 14, 123-131, 201603
  48. Educational reform in Japan towards inclusion: Are we training teachers for success?, International Journal of Inclusive Education, 19(3), 314-331, 20150304
  49. Evaluation of speech-related attitude by means of the KiddyCAT, CAT, and BigCAT, within a larger behavior assessment battery framework for children and adults who stutter, 13, 1-9, 20150301
  50. Situation of the education for hearing-impaired pupils in Sweden: Overview of the project report published by the Swedish National Agency for Special Schools for the Deaf and Hard of Hearing(SPM) in 2009, 69-74, 20140301
  51. Goal fulfillment in School for the deaf and hearing impaired, 1-50, 20140301
  52. Implications of a multidimensional model of assessment for the treatment of children who stutter, Journal of the Phonetic Society of Japan, 17(1), 58-71, 20130801
  53. Nine suggestions for the professional support of persons with amyotrophic lateral sclerosis as recounted by surviving spouses: A phenomenological study., Perspectives on Augmentative and Alternative Communication, 22(1), 121-125, 20130601
  54. Lesson activities instlling self-esteem in students with intellectual disabilities: Developing the structured approach in special education classes at elementary and middle schools II, 191-198, 20130301
  55. Changes in the communication style of persons with amyotrophic lateral sclerosis as the disease progresses as recounted by spouses: A phenomenological study., Augmentative and Alternative Communication, 28(4), 232-242, 20121201
  56. Communication styles of persons with ALS as recounted by surviving partners, AAC: Augmentative and Alternative Communication, 28(4), 232-242, 20121201
  57. Common problems with acquisition of nominative particles for children who are deaf or hard of hearing: From the view of bilingualism, 54(2), 49-62, 20121101
  58. ★, The effects of duration and frequency of occurrence of voiceless fricatives on listeners' perceptions of sound prolongations, Journal of Communication Disorders, 45(3), 161-172, 20120501
  59. Lesson activities instlling self-esteem in students with intellectual disabilities: Developing the structured approach in special education classes at elementary and middle schools, 53-58, 20120301
  60. Lesson activities instilling self-esteem in students with intellectual disabilities : Developing the structured approach in special education classes at elementary and middle schools(2), 191-198, 20120301
  61. ★, Discrimination of differences in digitally manipulated phoneme length during speech, Perceptual and Motor Skills, 114(1), 189-203, 20120201
  62. ★, Communication attitudes of Japanese school-age children who stutter, Journal of Communication Disorders, 45(5), 348-354, 2012
  63. ★, Development of a phonological process analysis tool adjunctively administered with the Japanese articulation test (second edition), Japan Journal of Logopedics and Phoniatrics, 52(4), 348-359, 20111001
  64. A questionnaire survey on science education at deaf junior high schools, 15-21, 20100301
  65. Developing a kindergarten guidebook of a school for the deaf for parents and guardians who have children with hearing loss, 71-84, 20100301
  66. What are the physiological characteristics of stuttering?: From the perspectives of studies having investigated physiological differences between people who stutter and those who do not stutter., The Japanese Journal of Special Education, 46(6), 545-554, 20090301
  67. Evidence-Based Treatment of Stuttering, 46(5), 340-341, 20090130
  68. Theories, facts, assessments, and treatments of stuttering: How are theories and facts of stuttering consistent with our practice?, 57, 155-164, 20081201
  69. ★, Middle school students' perceptions of a peer who stutters, Journal of Fluency Disorders, 33(3), 203-219, 20080910
  70. ★, Listeners' identification and discrimination of digitally manipulated sounds as prolongations, The Journal of the Acoustical Society of America, 122(2), 1102-1110, 20070801
  71. ★, Effects of self-disclosure on listeners' perceptions of people who stutter, Journal of Fluency Disorders, 32(1), 51-69, 20070301
  72. Middle school students' perceptions of stuttering, Proceedings of the International Fluency Association 5th World Congress on Fluency Disorders, 230-235, 20070301
  73. The effects of self-disclosure and non self-disclosure of stuttering on listeners' perceptions of a person who stutters, Journal of Fluency Disorders, 32(1), 51-69, 20070226
  74. Discrimination of phoneme length differences in word and sentence contexts, The Journal of the Acoustical Society of America, 118(3), 2033-2033, 20051001

Publications such as books

  1. 2023/09/20, Progress Toward Agenda 2030 (International Perspectives on Inclusive Education, Vol. 21),, In 2014, Japan ratified the CRPD, which spurred to the development of domestic laws; however, the education section of the Convention does not clarify how to educate children with disabilities in inclusive education. Thus, while the global inclusive education goal advocated by UNESCO and other bodies concerns education for all, inclusive education in Japan is seen as education for children with disabilities, and the philosophies and practices are very different. Therefore, this chapter introduces the policies and current practices of inclusive education in Japan and discusses the possibilities for school education reform from the perspective of real inclusive education., In 2014, Japan ratified the CRPD, which spurred to the development of domestic laws; however, the education section of the Convention does not clarify how to educate children with disabilities in inclusive education. Thus, while the global inclusive education goal advocated by UNESCO and other bodies concerns education for all, inclusive education in Japan is seen as education for children with disabilities, and the philosophies and practices are very different. Therefore, this chapter introduces the policies and current practices of inclusive education in Japan and discusses the possibilities for school education reform from the perspective of real inclusive education., Challenges in the Transformation of Japanese Education Regarding Inclusive Education to Meet Agenda 2030, Emerald, 2023, 202309, Scholarly Book, Contributor, English, Lane, D., Catania, N. and Semon, S. (Eds.), 978-1-80455-509-5, 330, 209-227
  2. 2023/09/20, Progress Toward Agenda 2030 (International Perspectives on Inclusive Education, Vol. 21),, Globally, the COVID-19 pandemic has been in effect since 2019. It has impacted people's lives differently, and education is one of the biggest challenges. In Myanmar, apart from the pandemic, the Coup in 2021 crippled development across many sectors, including education. Consequently, they interfered with Myanmar's progress toward inclusive education in line with Sustainable Development Goal Four (SDG 4). A brief overview of Myanmar's progress and challenges in implementing inclusive education is provided in this chapter. Furthermore, it aims to bring ideas on how inclusive education in Myanmar could improve in the aftermath of the pandemic and coup., Globally, the COVID-19 pandemic has been in effect since 2019. It has impacted people's lives differently, and education is one of the biggest challenges. In Myanmar, apart from the pandemic, the Coup in 2021 crippled development across many sectors, including education. Consequently, they interfered with Myanmar's progress toward inclusive education in line with Sustainable Development Goal Four (SDG 4). A brief overview of Myanmar's progress and challenges in implementing inclusive education is provided in this chapter. Furthermore, it aims to bring ideas on how inclusive education in Myanmar could improve in the aftermath of the pandemic and coup., The Impact of the Pandemic and Coup in Myanmar on Inclusive Education, Emerald, 2023, 202309, Scholarly Book, Joint work, English, Lane, D., Catania, N. and Semon, S. (Eds.), 978-1-80455-509-5, 330, 139-153
  3. 2021/12/07, International Perspectives on Inclusive Education Instructional Collaboration in International Inclusive Education Contexts, Volume 17, Collaboration in Special Needs Education in Japan: Current Conditions, Emerald, 2021, 12, Scholarly Book, Joint work, 英語, Sarah R. Semon Danielle Lane Phyllis Jones Norimune Kawai, 978-1-83982-999-4, 225, 185-200
  4. 2021/12/07, International Perspectives on Inclusive Education Instructional Collaboration in International Inclusive Education Contexts, Volume 17, Collaborations to Promote Inclusive and Special Education in Myanmar, Emerald, 2021, 12, Scholarly Book, Joint work, 英語, Sarah R. Semon Danielle Lane Phyllis Jones Zun Wai Oo Norimune Kawai, 978-1-83982-999-4, 225, 167-183
  5. 2016/09/28, Foundations in Special Needs Education: Theory and Practice towards a New Era of Inclusion, Kitaohji, 2016, 2016, Scholarly Book, Cocompilation, 日本語, 978-4762829499, 224
  6. 2016/03/20, Inclusion Strategies & Interventions, 2016, 3, Scholarly Book, Single Translation, 日本語, 9784761407780, 240, 1-240
  7. 2010/06, The Inclusion-Classroom Problem Solver: Structures and Supports to Serve All Learners, 2010, 06, Scholarly Book, Single Translation, 9784761407308, 216
  8. 2007/09, Stuttering: An Integrated Approach to Its Nature and Treatment, 2007, 09, Scholarly Book, Joint Translation, 日本語, 9784761407087, 481

Invited Lecture, Oral Presentation, Poster Presentation

  1. The lmplementation of Special Education in the Society 5.0, Norimune Kawai, The 2nd International Conference on Special Education and Social Inclusion, 2020/09/17, With Invitation, English, Padang State University, Online
  2. Collaboration of Local Content-Based Inclusive Early Childhood Development, Norimune Kawai, Special Lecture at the University of Tanjungpura, Pontianak, West Kalimantan, Indonesia, 2021/02/27, With Invitation, Japanese, The University of Tanjungpura, Pontianak, West Kalimantan, Indonesia, Online
  3. Unfamiliar with AAC Implementation? : Let's start with mid-tech AAC devices, Norimune Kawai, Second East Asian Regional Conference on Augmentativeand AlternativeCommunication (AAC):Uniting local and international perspectives, 2019/11/14, With Invitation, English, The International Society for Augmentative and Alternative Communication (ISAAC), Taipei
  4. Reasonable Accommodations in Regular Classrooms for Middle-School Students Who Stutter in Japan, IALP ( International Association of Logopedics and Phoniatrics) 2019 Congress, 2019/08/22, Without Invitation, English, International Association of Logopedics and Phoniatrics, Taipei, Taiwan
  5. Clinical Methods for School-Age Children Who Stutter: A Survey Study, Norimune Kawai, Hiroaki Kobayashi, Yuki Hara, Shoko Miyamoto, Masashi Hayashida, Nagako Matsumiya, Norimune Kawai, Hiroaki Kobayashi, Yuki Hara, Shoko Miyamoto, Masashi Hayashida, Nagako Matsumiya, The 2018 ASHA (American Speech-Language-Hearing Association) Convention, 2018/11/17, Without Invitation, English, The American Speech-Language-Hearing Association, Boston, MA, USA
  6. Creating an inclusive education classroom: Application of peer tutoring strategies, Norimune Kawai, Public Collaborative Seminar by Ahmad Dahlan University and Hiroshima University, 2018/11/02, With Invitation, English, Hiroshima University
  7. Reasonable Accommodations for Teenagers Who Stutter, Norimune Kawai, The Inaugural Joint World Congress of the International Cluttering Association (ICA), International Fluency Association (IFA) and International Stuttering Association (ISA), with local host organizations the Japan Society of Stuttering and Other Fluency Disorders and the Japanese Stuttering Genyukai Organization, 2018/07/16, Without Invitation, English, The International Cluttering Association (ICA), International Fluency Association (IFA) and International Stuttering Association (ISA), with local host organizations the Japan Society of Stuttering and Other Fluency Disorders and the Japanese Stuttering Genyukai Organization, Hiroshima
  8. Experimental Treatment of Early Stuttering: Preliminary Findings of a Randomized Controlled Trial, Yoshimasa Sakata; Yuki Hara; Hiroaki Kobayashi; Shoko Miyamoto; Naoshi Maeara; Norimune Kawai; Mariko Yoshino; Koichi Mori, The Inaugural Joint World Congress of the International Cluttering Association (ICA), International Fluency Association (IFA) and International Stuttering Association (ISA), with local host organizations the Japan Society of Stuttering and Other Fluency Disorders and the Japanese Stuttering Genyukai Organization, 2018/07/15, Without Invitation, English, The International Cluttering Association (ICA), International Fluency Association (IFA) and International Stuttering Association (ISA), with local host organizations the Japan Society of Stuttering and Other Fluency Disorders and the Japanese Stuttering Genyukai Organization, Hiroshima
  9. The Influence of Factors Related to The Occurrence of Stuttering On Word Perception in Japanese, Momoko Oda; Norimune Kawai, The Inaugural Joint World Congress of the International Cluttering Association (ICA), International Fluency Association (IFA) and International Stuttering Association (ISA), with local host organizations the Japan Society of Stuttering and Other Fluency Disorders and the Japanese Stuttering Genyukai Organization, 2018/07/14, Without Invitation, English, The International Cluttering Association (ICA), International Fluency Association (IFA) and International Stuttering Association (ISA), with local host organizations the Japan Society of Stuttering and Other Fluency Disorders and the Japanese Stuttering Genyukai Organization, Hiroshima International Convention Center (Hiroshima)
  10. Higher Education in Japan for the Talented and Distinguished Students, Norimune Kawai, Debating Inclusive Education, 2018/03/24, With Invitation, English, King Saud University, Riyadh, Saudi Arabia
  11. Developing the Japanese Version of the CALMS Assessment: Evidence-based decisions for the treatment of children who stutter, Norimune Kawai, Hong Kong Baptist University and Hiroshima University Collaborative Symposium, 2018/03/17, Without Invitation, English, Hong Kong Baptist University and Hiroshima University, Hong Kong Baptist University
  12. Making Inclusive Education Work: Through Peer Tutoring Strategies, Norimune Kawai, International Symposium on Inclusive Education, 2017/12/02, With Invitation, English, Indonesian Educational Universities Cosortium, Indonesian Educational University
  13. Facilitating Social Inclusion in Educational Settings, Norimune Kawai, International Symposium on Inclusive Education, 2017/12/01, With Invitation, English, Indonesian Educational Universities Consortium, Indonesian Educational University
  14. Clinical Methods for Young Children Who Stutter: A Survey Study, Norimune Kawai, Masashi Hayashida, Nagako Matsumiya, The American Speech-Language-Hearing Association (ASHA) Convention 2017, 2017/11/11, Without Invitation, Japanese, The American Speech-Language-Hearing Association (ASHA), Los Angeles International Convention Center
  15. Types of Reasonable Accommodations Classroom Teachers to Provide for Middle-High School Students Who Stutter, Norimune Kawai, Hiroaki Kobayashi, Yuki Hara, Shoko Miyamoto, Nagako Matsumiya, American Speech-Language-Hearing Association (ASHA) Convention 2017, 2017/11/09, Without Invitation, English, American Speech-Language-Hearing Association (ASHA), Los Angeles International Convention Center
  16. Developing the Japanese Version of the Communication Attitude Test, Norimune Kawai, Kobayashi Hiroaki Kenjo Masamutsu, 2015 ASHA (American Speech-Language-Hearing Association) Convention, 2015/11/12, Without Invitation, English
  17. Listeners' Perceptions of Digitally Manipulated Silent Hesitations: The Boundary between Fluent vs. Stuttered Speech., The 8th World Congress on Fluency Disorders (Lisbon, Portugal), 2015, Without Invitation, English
  18. The Effects of Duration & Frequency on Listeners' Perceptions of Digitally Manipulated Moments of Hesitations., 2014 American Speech-Language-Hearing Association Annual Convention, Orlando Convention Center (Orlando, FL), 2014/11/21, Without Invitation, English
  19. Communication Attitude of Japanese Children Who Stutter: A Pilot Study., 2013 American Speech-Language-Hearing Association Convention (Chicago, IL) 2013 ポスター, 2013, Without Invitation, English
  20. Listeners’ Perceptions of Digitally Manipulated Moments of Hesitations., The 29th World Congress of the International Association of Logopedics and Phoniatrics (Turin, Italy), 2013, Without Invitation, English
  21. How do International School Students with Disabilities Receive Their Services in Japan?: A Survey Study., 2013 International Conference on Inclusive Education (Dhaka, Bangladesh), 2013, Without Invitation, English
  22. Phonological Therapy for an Elementary School Student with Down Syndrome: Analyzing the Efficacy of Different Types of Prompts., IASSID 3rd Asia Pacific Regional Conference (Tokyo, Japan), 2013, Without Invitation, English
  23. The Required Competencies for Transition Teachers in High School Divisions of Special Needs Schools for Students with Intellectual Disabilities in Japan., IASSID 3rd Asia Pacific Regional Conference (Tokyo, Japan), 2013, Without Invitation, English
  24. The Relationship Between Character Strengths and Well-being in Japanese Children and Adolescents (5)., The 13th European Congress of Psychology (Stockholm, Sweden), 2013, Without Invitation, English
  25. Inclusive Education Reform in Japan: Are Preservice Teachers Ready?, International Conference on Inclusive Education (Dhaka, Bangladesh), 2013, Without Invitation, English
  26. Listeners' Perceptions of Digitally Manipulated Moments of Audible Hesitations., 2012 American Speech-Language-Hearing Association Annual Convention (Atlanta, GA), 2012, Without Invitation, English
  27. Listeners' Perceptions of Digitally Manipulated Excessive Hesitations., 2011 American Speech-Language-Hearing Association Annual Convention (San Diego, CA), 2011, Without Invitation, English
  28. Listeners' Perceptions of Digitally Manipulated Sounds as Repetitions., KAWAI Norimune, 2010 American Speech-Language-Hearing Association Annual Convention (Philadelphia, PA), 2010/11, Without Invitation, English, American Speech-Language-Hearing Association

Awards

  1. 2019/11/30, The Award for Continuing Education, The American Speech-Language-Hearing Association (ASHA)
  2. 2013/11/30, The Award for Continuing Education, The American Speech-Language-Hearing Association, Speech-Language Pathologist(米国の言語療法士)の免許更新に必要な単位を短期間で取得し、かつ言語療法士のリカレント教育に役立つ講演や研究発表等を継続して実施してきたことを認定
  3. 2010/11/30, The Award for Continuing Education, The American Speech-Language-Hearing Association

Social Activities

History as Committee Members

  1. Advisory Board Member, 2015/06, International Stuttering Association (ISA)
  2. Director, 2012/08, International Society for Augmentative and Alternative Communication (ISAAC)

Organizing Academic Conferences, etc.

  1. The 57th Conference of Japanese Association of Special Education, The Convention Chair, 2019/09, 2019/09
  2. 2018 Inaugural Joint World Congress on Cluttering and Stuttering: One World, Many Voices: Science and Community, 2018/07, 2018/07

History as Peer Reviews of Academic Papers

  1. 2016, Alternative & Integrative Medicine, Editor, 4
  2. 2016, American Journal of Speech-Language Pathology, Others, 1
  3. 2016, Behaviour Research and Therapy, Others, 1
  4. 2016, Medical Sciences, Editor, 1
  5. 2016, Journal of Communication Disorders, Others, 2
  6. 2016, Alternative & Integrative Medicine, Editor
  7. 2014, The Journal of the Acoustical Society of America, Others, 1
  8. 2013, Perceptual and Motor Skills, Others, 2