In recent years, the number of international students has increased worldwide. In Japan, the number of international students in higher education institutions has rapidly grown, especially since 2015, and the number has been increasing by 17,000 to 20,000 per year (JASSO, 2019). With the growing number of international students, a diverse range of students have begun to enroll, including students with disabilities (Link, 2016; Twill & Guzzo, 2012; Soneson & Fisher, 2011; Patricia, Margaret, & Kay, 2003).
The aim of this study was to develop and implement an arts-based exchange program for international students with disabilities, helping them establish close psychological ties with one another and cultivate a positive mindset and attitude toward social justice.
The participants in this study were three graduate students enrolled in A University’s Graduate School of Education and one international student with a hearing disability enrolled as a research student from China.
This project was conducted in sixteen 90-minute sessions in the fourth term, that is, from December 20XX to February 20XY(Y=X+1), every Wednesday from 12:50 to 16:05 pm. The exchange program was designed according to the theoretical framework proposed by Allport (1958) and Pettigrew (1998): [1] Learning about the outgroup and making an emotional connection (Sessions 2, 3, and 8); [2] Becoming independent participants through workshop development (Sessions 4–7); [3] Art activities as a mediator of various dialogs (Sessions 9–12), Reflection on the experience and transition to regular classes (Sessions 13–16).
Art activities were effective in intergroup settings in two ways. First, art provides a common ground for discussion. The concept of color is universal; however, the ways in which different shades are used and interpreted vary. The participants projected their own ideas onto the colors while creating their works of art and interpreted other people’s works in diverse ways. Art activities that do not have a single correct answer can serve as a medium for active dialogue, promoting interest in understanding the meaning of the work produced by the other person. Second, art can encourages sensitive, emotional communication about personal attributes. In terms of subject matter, art can encompass personal attributes such as hobbies, favorite food, and upbringing. This does not require direct self-disclosure, but rather allows people to express themselves indirectly through color and form; it becomes possible to express oneself in an integrated way, including the accompanying elements. This adds a sense of security and humor to communication and encourages a deeper engagement with the individual, that is, the subject.