13 CFR 120.923 - Policies on subordination.

Science.gov (United States)

2010-01-01

... Section 120.923 Business Credit and Assistance SMALL BUSINESS ADMINISTRATION BUSINESS LOANS Development Company Loan Program (504) Third Party Loans § 120.923 Policies on subordination. (a) Financing provided by the seller of Project Property must be subordinate to the 504 loan. SBA may waive the...

15 CFR 923.93 - Eligible implementation costs.

Science.gov (United States)

2010-01-01

... 15 Commerce and Foreign Trade 3 2010-01-01 2010-01-01 false Eligible implementation costs. 923.93... MANAGEMENT COASTAL ZONE MANAGEMENT PROGRAM REGULATIONS Applications for Program Development or Implementation Grants § 923.93 Eligible implementation costs. (a) Costs claimed must be beneficial and necessary to the...

15 CFR 923.83 - Mediation of amendments.

Science.gov (United States)

2010-01-01

... 15 Commerce and Foreign Trade 3 2010-01-01 2010-01-01 false Mediation of amendments. 923.83... Programs § 923.83 Mediation of amendments. (a) Section 307(h)(2) of the Act provides for mediation of... management program. Accordingly mediation is available to states or federal agencies when a serious...

47 CFR 22.923 - Cellular system configuration.

Science.gov (United States)

2010-10-01

... 47 Telecommunication 2 2010-10-01 2010-10-01 false Cellular system configuration. 22.923 Section... MOBILE SERVICES Cellular Radiotelephone Service § 22.923 Cellular system configuration. Mobile stations... directly or through cellular repeaters. Auxiliary test stations may communicate with base or mobile...

6 CFR 9.23 - Professional and technical services.

Science.gov (United States)

2010-01-01

..., drafting of a legal document accompanying a bid or proposal by a lawyer is allowable. Similarly, technical... 6 Domestic Security 1 2010-01-01 2010-01-01 false Professional and technical services. 9.23... LOBBYING Activities by Other than Own Employees § 9.23 Professional and technical services. (a) The...

15 CFR 923.12 - Uses of regional benefit.

Science.gov (United States)

2010-01-01

... 15 Commerce and Foreign Trade 3 2010-01-01 2010-01-01 false Uses of regional benefit. 923.12 Section 923.12 Commerce and Foreign Trade Regulations Relating to Commerce and Foreign Trade (Continued) NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION, DEPARTMENT OF COMMERCE OCEAN AND COASTAL RESOURCE...

Providing a Full Circle of Support to Teachers in an Inclusive Elementary School

Science.gov (United States)

Waldron, Nancy L.; Redd, Lacy

2011-01-01

Providing a full circle of support to teachers in an inclusive elementary school, the Newberry Elementary School (NES) principal and staff have worked for 5 years to ensure the inclusion of students with disabilities in general education classrooms. The authors would like to share their perceptions of how this full circle (the multiple systems) of…

49 CFR 236.923 - Task analysis and basic requirements.

Science.gov (United States)

2010-10-01

... for Processor-Based Signal and Train Control Systems § 236.923 Task analysis and basic requirements... structured training designed to impart the knowledge, skills, and abilities identified as necessary to... 49 Transportation 4 2010-10-01 2010-10-01 false Task analysis and basic requirements. 236.923...

7 CFR 923.26 - Vacancies.

Science.gov (United States)

2010-01-01

... committee to qualify, or in the event of the death, removal, resignation, or disqualification of any member..., which selection shall be made on the basis of representation provided for in § 923.20. ...

Access, Participation, and Supports: The Defining Features of High-Quality Inclusion

Science.gov (United States)

Buysse, Virginia

2011-01-01

This article describes current knowledge about early childhood inclusion, summarizing research and the DEC/NAEYC joint position statement on inclusion. The article also describes effective or promising educational practices that promote access, participation, and supports--the defining features of high-quality inclusion. Future efforts to improve…

Preliminary Lessons about Supporting Participation and Learning in Inclusive Classrooms

Science.gov (United States)

Morningstar, Mary E.; Shogren, Karrie A.; Lee, Hyunjoo; Born, Kiara

2015-01-01

This descriptive study examined observational data collected in inclusive classrooms from six schools that were operating schoolwide inclusive policies and practices. Illustrative evidence of classroom practices supporting learning and participation of all students, including students with significant disabilities, adds to an understanding of…

Multidimensional Classroom Support to Inclusive Education Teachers in Beijing, China

Science.gov (United States)

Wang, Yan; Mu, Guanglun Michael; Wang, Zhiqing; Deng, Meng; Cheng, Li; Wang, Hongxia

2015-01-01

Classroom support plays a salient role in successful inclusive education, hence it has been widely debated in the literature. Much extant work has only focused on a particular aspect of classroom support. A comprehensive, systematic discussion of classroom support is sporadic in the literature. Relevant research concerning the Chinese context is…

48 CFR 923.903 - Contract clause.

Science.gov (United States)

2010-10-01

... ENVIRONMENT, CONSERVATION, OCCUPATIONAL SAFETY, AND DRUG-FREE WORKPLACE Contractor Compliance With Environmental Management Systems § 923.903 Contract clause. The FAR Environmental Management Systems clause at.... Some DOE sites have a single Environmental Management System for the site while others have separate...

SUPPORT IN INCLUSIVE EDUCATION

OpenAIRE

Belma Čičkušić; Ševala Tulumović; Selma Bakić; Salem Bakić

2016-01-01

In order for inclusive class to be successful, associates are of great help to teachers. Besides associates, teachers' specialization can be accomplished through educational seminars on the inclusion topic. However, information about inclusion, working with children with special needs, can also be found in scientific journals that offer more information on methods of working with children with special needs, didactic materials customized according to abilities of children. Aim of ...

A Self-Assessment Framework for Inclusive Schools Supporting Assistive Technology Users.

Science.gov (United States)

Hoogerwerf, Evert-Jan; Solander-Gross, Andrea; Mavrou, Katerina; Traina, Ivan; Hersh, Marion

2017-01-01

In order to support schools to assess their performance in supporting children with disabilities in their ICT and ICT-AT needs, a self-assessment framework was developed by a task force of partners and associate partners of the ENTELIS project. The self-assessment tool aims to help educational establishments that welcome learners with disabilities to assess their current outcomes and to plan improvements in supporting these students in increasing digital literacy and developing digital skills. This includes the use of mainstream Information and Communication Technology (ICT) and specially designed digital Assistive Technologies (ICT-AT). This can only successfully happen if schools fully embrace an inclusive approach to education. In this paper the authors describe the development of the framework and the further steps for its use.

28 CFR 92.3 - How and when should I apply to participate in the Police Corps?

Science.gov (United States)

2010-07-01

... participate in the Police Corps? 92.3 Section 92.3 Judicial Administration DEPARTMENT OF JUSTICE (CONTINUED) OFFICE OF COMMUNITY ORIENTED POLICING SERVICES (COPS) Police Corps Eligibility and Selection Criteria § 92.3 How and when should I apply to participate in the Police Corps? (a) The application and...

15 CFR 923.46 - Organizational structure.

Science.gov (United States)

2010-01-01

... 15 Commerce and Foreign Trade 3 2010-01-01 2010-01-01 false Organizational structure. 923.46... structure. The State must be organized to implement the management program. The management program must describe the organizational structure that will be used to implement and administer the management program...

48 CFR 923.103 - Contract clauses.

Science.gov (United States)

2010-10-01

... 48 Federal Acquisition Regulations System 5 2010-10-01 2010-10-01 false Contract clauses. 923.103... Contract clauses. Insert the clause at 952.223-78, Sustainable Acquisition Program, or its Alternate I, in all contracts under which the contractor operates Government-owned facilities or Government-owned...

The role of support staff in promoting the social inclusion of persons with an intellectual disability.

Science.gov (United States)

McConkey, R; Collins, S

2010-08-01

Past studies have found that people supported in more individualised housing options tend to have levels of community participation and wider social networks than those in other accommodation options. Yet, the contribution of support staff in facilitating social inclusion has received relatively scant attention. In all 245 staff working in either supported living schemes, or shared residential and group homes, or in day centres completed a written questionnaire in which they rated in terms of priority to their job, 16 tasks that were supportive of social inclusion and a further 16 tasks that related to the care of the person they supported. In addition staff identified those tasks that they considered were not appropriate to their job. Across all three service settings, staff rated more care tasks as having higher priority than they did the social inclusion tasks. However, staff in supported living schemes rated more social inclusion tasks as having high priority than did staff in the other two service settings. Equally the staff who were most inclined to rate social inclusion tasks as not being applicable to their job were those working day centres; female rather than male staff, those in front-line staff rather than senior staff, and those in part-time or relief positions rather than full-time posts. However, within each service settings, there were wide variations in how staff rated the social inclusion tasks. Staff working in more individualised support arrangements tend to give greater priority to promoting social inclusion although this can vary widely both across and within staff teams. Nonetheless, staff gave greater priority to care tasks especially in congregated service settings. Service managers may need to give more emphasis to social inclusion tasks and provide the leadership, training and resources to facilitate support staff to re-assess their priorities.

17 CFR 256.923 - Outside services employed.

Science.gov (United States)

2010-04-01

...) UNIFORM SYSTEM OF ACCOUNTS FOR MUTUAL SERVICE COMPANIES AND SUBSIDIARY SERVICE COMPANIES, PUBLIC UTILITY HOLDING COMPANY ACT OF 1935 2. Expense § 256.923 Outside services employed. (a) This account shall include... services. (b) Records shall be so maintained to permit ready analysis showing nature of service, identity...

CAKES (Cultural Awareness and Knowledge Exchange Scheme): A Holistic and Inclusive Approach to Supporting International Students

Science.gov (United States)

McKay, Jane; O'Neill, Deborah; Petrakieva, Lina

2018-01-01

Transition support for international students has traditionally adopted deficit models which attempt to "fix" assumed academic literacy problems. This study explores a more culturally inclusive initiative which supported international students at a UK university in a holistic and developmental way. The initiative was delivered across an…

7 CFR 923.54 - Special purpose shipments.

Science.gov (United States)

2010-01-01

... Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Marketing... conduct of marketing research and development projects established pursuant to § 923.45. (c) The committee... channels of trade for other than the specific purposes authorized by this section. Such rules, regulations...

Hearing-Impaired Pupils in Mainstream Education in Finland: Teachers' Experiences of Inclusion and Support

Science.gov (United States)

Takala, Marjatta; Sume, Helena

2018-01-01

Today, in Finland, the majority of hearing-impaired pupils attend regular schools. This is in line with inclusive policy. This study aims to investigate do these pupils receive support from teachers, what kind of support is given and how is inclusion functioning. A questionnaire was used with 109 Finnish teachers, with both closed- and open-ended…

Curricular adaptation: alternatives of pedagogical support in the inclusive education

Directory of Open Access Journals (Sweden)

Lucia Pereira Leite

2010-12-01

Full Text Available The organization of the inclusive education is a slow and complex process, which has the necessity of investments in supports for all the scholar team. Aiming at spreading one of the actions carried out for the promotion of the inclusive educational practices in a municipal education system in a western city in the state of São Paulo, this paperwork has the objective of presenting an elaborated manual of orientations for the implementation of the individual curricular adaptations (ACIs for students who demand special educational necessities.(NEEs. The material was constituted on the basis of three data sets: 1 tabulation of the evaluations of the curricular adaptations already made; 2 the literature review; 3 analysis of the themes which have emerged during case discussion meetings mediated by the researchers with teachers from the Specialized Pedagogical Support Service (SAPE, with teachers and administrators from the common education system and the technical-pedagogical team. The final version of the manual contemplates the theoretical-operational aspects about the themes: flexibility and curricular adequation, inclusive education, definitions of NEEs, how SAPE works; and it finishes with a model proposal of ACI. It is expected that the spreading of this material can subside new curricular propositions for students with deficiency that are very distant from the academic level expected for the current scholar year.

15 CFR 923.21 - Areas of particular concern.

Science.gov (United States)

2010-01-01

... 15 Commerce and Foreign Trade 3 2010-01-01 2010-01-01 false Areas of particular concern. 923.21... concern. (a) The management program must include an inventory and designation of areas of particular concern within the coastal zone, on a generic and/or site-specific basis, and broad guidelines on...

15 CFR 923.13 - Energy facility planning process.

Science.gov (United States)

2010-01-01

... facility planning process. The management program must contain a planning process for energy facilities... 15 Commerce and Foreign Trade 3 2010-01-01 2010-01-01 false Energy facility planning process. 923... affected public and private parties will be involved in the planning process. [61 FR 33806, June 28, 1996...

From Social Exclusion to Supported Inclusion: Adults with Intellectual Disability Discuss Their Lived Experiences of a Structured Social Group.

Science.gov (United States)

Wilson, Nathan J; Jaques, Hayden; Johnson, Amanda; Brotherton, Michelle L

2017-09-01

People with intellectual disability often have few friends and experience social exclusion. Recognising this gap, supported social groups with the aim of inclusion and interdependence were created by a supported employment provider. Interviews were undertaken with 10 adults with intellectual disability exploring their lived experiences of a supported social group. Data were analysed using descriptive phenomenology. Two themes emerged (i) supported engagement fosters wellbeing, and (ii) developing social belonging and connectedness. Participants not only acknowledged the support that they needed to participate, but also that the social group had changed their lives in many ways. Adults with intellectual disability want to socialise, have friends and be part of their community. For this to be achieved, they recognise the need to seek some form of support. With appropriate and targeted support, adults with intellectual disability can move from social exclusion towards supported inclusion and experience richer lives. © 2016 The Authors Journal of Applied Research in Intellectual Disabilities Published by John Wiley & Sons Ltd.

Supporting Disability Education through a Combination of Special Schools and Disability-Inclusive Schools in the Pacific Islands

Science.gov (United States)

Tones, Megan; Pillay, Hitendra; Carrington, Suzanne; Chandra, Subhas; Duke, Jennifer; Joseph, Rukh Mani

2017-01-01

This article reports on a multi-method study of the ways in which special and mainstream schools support the educational needs of children with disabilities in Fiji. The aims of the study were: (1) to identify capacity and functions of special schools to support inclusive mainstream schools for children with disabilities; and (2) to explore the…

Supported accommodation of young people with psychophysical disorders as a condition for social and pedagogical inclusion

Directory of Open Access Journals (Sweden)

Tatiana V. Furyaeva,

2017-11-01

Full Text Available The relevance of the study is due to the need to overcome social exclusion of adolescents and young people caused by their health condition and restrictions on life in the context of inclusion trends in the worldwide social policy and practice. In this connection, the article aims to justify and search for hospital-substitute format of social and pedagogical support for young people with psychophysical behavior disorders of an autism spectrum disorder (ASD type. The leading approach in the research of this issue is an integrative activity-based approach that allows comprehensive consideration of socio-political, organizational-pedagogical and technological opportunities for active inclusion of families with children and adolescents with ASD into joint activities in a social settlement. In the article, results of sociological, and psychological-pedagogical studies of the issue of social inclusion of individuals at risks of their exclusion from society are presented; various types of social integration practices are typologically disclosed; the author’s structural-functional model of a supported living arrangement is substantiated; conditions and possibilities for its implementation by a public organization of parents having children with autism in the regional context as exemplified by a rural settlement are identified and shown. The information presented in the article is of practical value for specialists in social pedagogy and work, as well as for those who are trained for concrete competences of social support of families having children with disabilities. The results of the given socio-pedagogical project may be useful for the development of the social movement of parents.

15 CFR 923.23 - Other areas of particular concern.

Science.gov (United States)

2010-01-01

... 15 Commerce and Foreign Trade 3 2010-01-01 2010-01-01 false Other areas of particular concern. 923... areas of particular concern. (a) The management program may, but is not required to, designate specific... program may include procedures and criteria for designating areas of particular concern for other than...

Randomized Evaluation of Peer Support Arrangements to Support the Inclusion of High School Students with Severe Disabilities

Science.gov (United States)

Carter, Erik W.; Asmus, Jennifer; Moss, Colleen K.; Biggs, Elizabeth E.; Bolt, Dan M.; Born, Tiffany L.; Brock, Matthew E.; Cattey, Gillian N.; Chen, Rui; Cooney, Molly; Fesperman, Ethan; Hochman, Julia M.; Huber, Heartley B.; Lequia, Jenna L.; Lyons, Gregory; Moyseenko, Kerrie A.; Riesch, Lindsay M.; Shalev, Rebecca A.; Vincent, Lori B.; Weir, Katie

2016-01-01

Enhancing the social and learning experiences of students with severe disabilities in inclusive classrooms has been a long-standing focus of research, legislative, and advocacy efforts. The authors used a randomized controlled experimental design to examine the efficacy of peer support arrangements to improve academic and social outcomes for 51…

A Perspective of Inclusion: Challenges for the Future

Directory of Open Access Journals (Sweden)

Maria-Luise Braunsteiner

2013-10-01

Full Text Available The term, inclusion, particularly in the educational setting, is still based on a deficit view. Perceptions of ‘dis’-ability create barriers to true inclusion and are often reinforced through higher education training programs. To promote inclusive values, acceptance of individual and cultural differences must be included in all curricula, not solely within special education. The future of a truly inclusive education relies on a cultural shift that supports and nurtures differences, and views success through a lens not focused on standardization but on diversity. The Index for Inclusion (The Index has been utilized worldwide to support schools, to remove perceived barriers and to establish increasingly inclusive school cultures and practices. The Index aids in the creation of a culture that is dedicated to identifying and reducing barriers to inclusion and increases the learning and participation for all students.

Outcomes Assessment of Treating Completely Edentulous Patients with a Fixed Implant-Supported Profile Prosthesis Utilizing a Graftless Approach. Part 1: Clinically Related Outcomes.

Science.gov (United States)

Alzoubi, Fawaz; Bedrossian, Edmond; Wong, Allen; Farrell, Douglas; Park, Chan; Indresano, Thomas

To assess outcomes of treating completely edentulous patients with a fixed implant-supported profile prosthesis utilizing a graftless approach for the maxilla and for the mandible, with emphasis on clinically related outcomes, specifically implant and prosthesis survival. This was a retrospective study with the following inclusion criteria: completely edentulous patients rehabilitated with a fixed implant-supported profile denture utilizing a graftless approach. Patients fulfilling the inclusion criteria were asked to participate in the study during their follow-up visits, and hence a consecutive sampling strategy was used. Data regarding implant and prosthesis cumulative survival rates (CSRs) were gathered and calculated. Thirty-four patients were identified with a total of 220 implants placed. An overall CSR of 98.2% was recorded with an observation of up to 10 years. For tilted, axial, and zygomatic implants, CSRs of 96.9%, 98.0%, and 100%, respectively, were observed for up to 10 years. For provisional prostheses, CSRs of 92.3% at 1 year, and 84.6% at 2 years were observed. For final prostheses, a CSR of 93.8% was observed at 10 years. The results suggest that treating completely edentulous patients with a fixed profile prosthesis utilizing a graftless approach in the maxilla and the mandible can be a reliable treatment option.

Support networks and people with physical disabilities: social inclusion and access to health services.

Science.gov (United States)

Holanda, Cristina Marques de Almeida; De Andrade, Fabienne Louise Juvêncio Paes; Bezerra, Maria Aparecida; Nascimento, João Paulo da Silva; Neves, Robson da Fonseca; Alves, Simone Bezerra; Ribeiro, Kátia Suely Queiroz Silva

2015-01-01

This study seeks to identify the formation of social support networks of people with physical disabilities, and how these networks can help facilitate access to health services and promote social inclusion. It is a cross-sectional study, with data collected via a form applied to physically disabled persons over eighteen years of age registered with the Family Health Teams of the municipal district of João Pessoa in the state of Paraíba. It was observed that the support networks of these individuals predominantly consist of family members (parents, siblings, children, spouses) and people outside the family (friends and neighbors). However, 50% of the interviewees declared that they could not count on any support from outside the family. It was observed that the support network contributes to access to the services and participation in social groups. However, reduced social inclusion was detected, due to locomotion difficulties, this being the main barrier to social interaction. Among those individuals who began to interact in society, the part played by social support was fundamental.

From Social Exclusion to Supported Inclusion: Adults with Intellectual Disability Discuss Their Lived Experiences of a Structured Social Group

Science.gov (United States)

Wilson, Nathan J.; Jaques, Hayden; Johnson, Amanda; Brotherton, Michelle L.

2017-01-01

Background: People with intellectual disability often have few friends and experience social exclusion. Recognising this gap, supported social groups with the aim of inclusion and interdependence were created by a supported employment provider. Methods: Interviews were undertaken with 10 adults with intellectual disability exploring their lived…

Extraction and separation of U(VI and Th(IV from hydrobromic acid media using Cyanex-923 extractant

Directory of Open Access Journals (Sweden)

Ghag Snehal M.

2010-01-01

Full Text Available A systematic study of the solvent extraction of uranium(VI and thorium(IV from hydrobromic acid media was performed using the neutral phosphine oxide extractant Cyanex-923 in toluene. These metal ions were found to be quantitatively extracted with Cyanex-923 in toluene in the acidity range 5x10-5-1x10-4 M and 5x10-5-5x10-3 M, respectively, and they are stripped from the organic phase with 7.0 M HClO4 and 2.0- 4.0 M HCl, respectively. The effect of the equilibrium period, diluents, diverse ions and stripping agent on the extraction of U(VI and Th(IV was studied. The stoichiometry of the extracted species of these metal ions was determined based on the slope analysis method. The extraction reactions proceed by solvation and their probable extracted species found in the organic phase were UO2Br2•2Cyanex-923 and ThBr4•2Cyanex-923. Based on these results, a sequential procedure for their separation from each other was developed.

Organization of support to children from dysfunctional families in school within the framework of inclusion in Belarus

OpenAIRE

Shestunova, Tatsiana

2017-01-01

Shestunova Tatsiana, 2017. Organization of Support to Children from Dysfunctional Families in School within the Framework of Inclusion in Belarus. Master's Thesis in Education. University of Jyväskylä. Department of Education. Inclusion has been seen in many communities as a useful strategy in addressing learners’ diversity. Children from dysfunctional background usually have various needs and problems. The theoretical framework of inclusion was use...

Teachers’ Perceptions of Inclusion in a Pilot Inclusive Education Program: Implications for Instructional Leadership

Directory of Open Access Journals (Sweden)

Zachary Y. Mngo

2018-01-01

Full Text Available The opinions of general education secondary school teachers in seven select schools involved in a pilot inclusive education program in the Northwest Region of Cameroon were sought. The findings reveal that most teachers in Cameroon still prefer separate special education institutions to inclusive ones. These conclusions contradict earlier research which showed that resistance to integrated classrooms was emanating from beliefs and customs. Teachers with some training on teaching students with disabilities and more experienced and highly educated teachers were more supportive of inclusive education indicating that resistance to the practice is linked to inadequate or complete lack of teachers’ preparedness. Younger, less experienced teachers with no training in special education indicated less enthusiasm regarding the benefits of inclusion, their ability to manage integrated classrooms, and teach students with disabilities. The implication of these findings for future research, institutional support systems, institutional policies, and overall instructional leadership is discussed in this article.

Expanding Opportunities to Learn to Support Inclusive Education through Drama-Enhanced Literacy Practices

Science.gov (United States)

Kilinc, Sultan; Farrand, Kathleen; Chapman, Kathryn; Kelley, Michael; Millinger, Jenny; Adams, Korbi

2017-01-01

This study examines how the Early Years Educators at Play (EYEPlay) professional development (PD) programme supported inclusive learning settings for all children, including English language learners and students with disabilities. The EYEPlay PD model is a year-long programme that integrates drama strategies into literacy practices within…

14 CFR 27.923 - Rotor drive system and control mechanism tests.

Science.gov (United States)

2010-01-01

... the position that will give maximum longitudinal cyclic pitch change to simulate forward flight. The... 14 Aeronautics and Space 1 2010-01-01 2010-01-01 false Rotor drive system and control mechanism....923 Rotor drive system and control mechanism tests. (a) Each part tested as prescribed in this section...

Supporting the Transition to Inclusive Education: Teachers' Attitudes to Inclusion in the Seychelles

Science.gov (United States)

Main, Susan; Chambers, Dianne J.; Sarah, Paulette

2016-01-01

The inclusion of children with disability in regular classroom settings has been identified worldwide as crucial to the provision of effective education for all children and to the creation of more inclusive societies. To this end there has been significant focus on pre-service and in-service teacher education to ensure that teachers are…

Supporting successful inclusive practices for learners with disabilities in high schools: a multisite, mixed method collective case study.

Science.gov (United States)

Maciver, Donald; Hunter, Cathleen; Adamson, Amanda; Grayson, Zoe; Forsyth, Kirsty; McLeod, Iona

2018-07-01

The increase in the number of individuals with disabilities in general education has led to an increased interest in how to best provide support. Despite an emphasis on inclusion and participation in policy and practice, defining and describing the support provided for these learners is still an important task. This multisite, mixed method collective case study reports on 125 education and other staff from seven schools who took part in interviews and focus groups to reflect on a range of topics related to learners with disabilities in high schools. We focused on what the participants did, what they considered to be successful and what their "best" practices were. Descriptions of practices were rich, nuanced and complex. The analysis identified over 200 "strategies" which were synthesized into two meta-themes and eight subthemes. We discuss the results in the context of an ecological perspective, and the importance of focusing on the full range of influences and outcomes for young people in designing supports. We have drawn on evidence from this study as a basis for professional development activities and identified that focusing on the environment and the role of practitioners has a potential to improve the inclusion outcomes for older learners with disabilities. Implications for Rehabilitation Inclusion is influenced by the physical environment, attitudes, expectations and opportunities, in addition to a learner's skills and abilities. Schools should focus on the environment and teachers' practices, rather than on what an individual learner can or cannot do. The practices discussed in this study reflect those that a range of educators and related services personnel agree are realistic, appropriate and effective. Change may be led by the school management team; however, there are many ways in which all staff can contribute; indeed, approaches will not work effectively unless they are understood and implemented by everyone.

Extraction and separation studies of Ga(III, In(III and Tl(III using the neutral organophosphorous extractant, Cyanex-923

Directory of Open Access Journals (Sweden)

P. M. DHADKE

2003-07-01

Full Text Available The neutral extractant, Cyanes-923 has been used for the extraction and separation of gallium(III, indium(III and thallium(III from acidic solution. These metal ions were found to be quantitatively extracted with Cyanex-923 in toluene in the pH range 4.5–5.5, 5.0–6.5 and 1.5–3.0, respectively, and from the organic phase they can be stripped with 2.0 mol dm-3 HNO3, 3.0 mol dm-3 HNO3 and 3.0 mol dm-3 HCl, respectively. The effect of pH equilibration period, diluents, diverse ions and stripping agents on the extraction of Ga(III, In(III and Tl(III has been studied. The stroichiometry of the extracted species of these metal ions was determined on the basis of the slope analysis method. The reaction proceed by solvation and the probable extracted species found were [MCl3. 3Cyanex-923] [where M = Ga(III or In(III ] and [HTlCl4. 3Cyanex-923]. Based on these results a sequential procedure for the separation of Ga(III, In(III and Tl(III from each other was developed.

49 CFR 192.923 - How is direct assessment used and for what threats?

Science.gov (United States)

2010-10-01

...) PIPELINE AND HAZARDOUS MATERIALS SAFETY ADMINISTRATION, DEPARTMENT OF TRANSPORTATION (CONTINUED) PIPELINE SAFETY TRANSPORTATION OF NATURAL AND OTHER GAS BY PIPELINE: MINIMUM FEDERAL SAFETY STANDARDS Gas Transmission Pipeline Integrity Management § 192.923 How is direct assessment used and for what threats? (a...

31 CFR 92.3 - Manufacture and sale of “proof” coins.

Science.gov (United States)

2010-07-01

... 31 Money and Finance: Treasury 1 2010-07-01 2010-07-01 false Manufacture and sale of âproofâ coins... MINT OPERATIONS AND PROCEDURES Numismatic Operations § 92.3 Manufacture and sale of “proof” coins... additional expense of their manufacture and sale. Their manufacture and issuance are contingent upon the...

FACILITATION AS A TOOL FOR INCLUSIVE PROCESSES IN CLASSROOMS

DEFF Research Database (Denmark)

Riis Jensen, Charlotte

2014-01-01

A Danish survey shows that teachers find 25 % of the students challenging and having behavior problems in a way that undermine the idea of inclusive education (Nordahl, 2011). Allan (2008) emphasizes furthermore that there seems to be some insecurity about how to develop inclusive environment...... within schools and how to arrange inclusive teaching. As a consequence several municipalities in Denmark have employed inclusive supervisors to assist teachers through in developing inclusive education. My study concerns how dialectic processes between supervisors within the field of inclusive education...... and teachers influence on inclusive processes in the classrooms. Furthermore, my study focuses on strategies, methods and approaches that are used by the supervisors to support teachers in order to develop inclusive education. I have studied four different facilitation settings with teachers and supervisors...

Recovery of Cd(II), Co(II) and Ni(II) from Chloride Medium by Solvent Extraction Using CYANEX 923 and CYANEX 272 I

International Nuclear Information System (INIS)

Ahmed, M.; El Dessouky, S.I.; El-Nadi, Y.A.; Daoud, J.A.; Saad, E.A.

2008-01-01

The paper aims to study the extraction and separation of Cd(II), Co(II) and Ni(II) from their mixtures in hydrochloric acid medium with CYANEX 923 in kerosene. Preliminary investigations showed that only Cd(II) is extracted with CYANEX 923 while Co(II) and Ni(II) are not extracted. Different parameters affecting the extraction of Cd(II) with CYANEX 923 such as hydrochloric acid, hydrogen ion, extractant and metal concentrations, temperature investigations were also investigated. The stoichiometry of the extracted metal species investigated was found to be HCdCl 3 . 2 CYANEX 923. The stripping of the extracted Cd(II) species is obtained with 0.1 M HCl solution. Co(II) was found to be extracted with CYANEX 272 at ph 5.8 leaving Ni(II) in the solution. A developed process for the sequential of Cd(II), Co(II) and Ni(II) from their mixture in hydrochloric acid medium is proposed

Perceived Socio-Economic Status and Social Inclusion in School: Parental Monitoring and Support as Mediators

Science.gov (United States)

Veland, Jarmund; Bru, Edvin; Idsøe, Thormod

2015-01-01

The roles of parental monitoring and support (parenting styles) as mediators of the relationship between socio-economic status (SES) and perceived inclusion in school were studied in a sample of 7137 Norwegian primary and secondary school pupils aged between 10 and 16 years. To study whether additional social disadvantages moderated the…

Liquid-liquid extraction of beryllium (II) using Cyanex 923 in kerosene from sodium acetate medium

International Nuclear Information System (INIS)

Kamble, Pravin N.; Madane, Namdev S.; Mohite, Baburao S.

2013-01-01

Liquid-liquid extraction of beryllium(II) from sodium acetate media using cyanex 923 in kerosene has been carried out. Beryllium(II) was quantitatively extracted from 1x10 -1 M sodium acetate with 1x10 -2 M cyanex 923 in kerosene. It was stripped quantitatively from the organic phase with 1M H 2 SO 4 and determined spectrophotometrically with eriochrome cyanine R at 525 nm. The effect of concentrations of sodium acetate, metal ions and strippants have been studied. Separation of beryllium(II) from other elements was achieved from binary as well as from multicomponent mixtures. The method is simple, rapid and selective with good reproducibility (approximately±2%). (author)

Social inclusion and mental health.

Science.gov (United States)

Cobigo, Virginie; Stuart, Heather

2010-09-01

Recent research on approaches to improving social inclusion for people with mental disabilities is reviewed. We describe four approaches (or tools) that can be used to improve social inclusion for people with mental disabilities: legislation, community-based supports and services, antistigma/antidiscrimination initiatives, and system monitoring and evaluation. While legislative solutions are the most prevalent, and provide an important framework to support social inclusion, research shows that their full implementation remains problematic. Community-based supports and services that are person-centered and recovery-oriented hold considerable promise, but they are not widely available nor have they been widely evaluated. Antistigma and antidiscrimination strategies are gaining in popularity and offer important avenues for eliminating social barriers and promoting adequate and equitable access to care. Finally, in the context of the current human rights and evidence-based health paradigms, systematic evidence will be needed to support efforts to promote social inclusion for people with mental disabilities, highlight social inequities, and develop best practice approaches. Tools that promote social inclusion of persons with mental disabilities are available, though not yet implemented in a way to fully realize the goals of current disability discourse.

33 CFR 165.923 - Regulated Navigation Area between mile markers 296.1 and 296.7 of the Chicago Sanitary and Ship...

Science.gov (United States)

2010-07-01

... 33 Navigation and Navigable Waters 2 2010-07-01 2010-07-01 false Regulated Navigation Area between mile markers 296.1 and 296.7 of the Chicago Sanitary and Ship Canal located near Romeoville, IL. 165.923 Section 165.923 Navigation and Navigable Waters COAST GUARD, DEPARTMENT OF HOMELAND SECURITY (CONTINUED) PORTS AND WATERWAYS SAFETY REGULATED...

Accelerated corrosion of stainless steels with the presence of molten carbonates below 923 K

International Nuclear Information System (INIS)

Ota, Ken-ichiro; Toda, Katsuya; Mitsushima, Shigenori; Kamiya, Nobuyuki

2002-01-01

The high-temperature corrosion of stainless steels (SUS316L and SUS310S) in the presence of lithium-potassium eutectic carbonate and lithium-sodium eutectic carbonate has been studied by thermogravimetry and the metal consumption method under a carbon dioxide-oxygen atmosphere in the temperature range of 773-1123 K. Although the corrosion of SUS310S obeyed the parabolic rate law for all reaction conditions, the corrosion of SUS316L significantly depended on the reaction conditions. At or above 923 K, the corrosion of SUS316L obeyed the parabolic rate law, even with a carbonate coating. The corrosion rates were accelerated during the initial period of corrosion tests below 923 K, especially around 823 K with a lithium-sodium carbonates coating. The initial accelerated corrosion was a local corrosion, which produced through holes in the metal specimens, and occurred more clearly at higher carbon dioxide partial pressures with the lithium-sodium carbonate coating than with the lithium-potassium carbonate coating. (author)

15 CFR 923.43 - Direct State land and water use planning and regulation-Technique B.

Science.gov (United States)

2010-01-01

... to Commerce and Foreign Trade (Continued) NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION, DEPARTMENT... pursuant to § 923.3. (c) In order to apply the networking concept, the State must: (1) Demonstrate that...

The rapid-onset dystonia parkinsonism mutation D923N of the Na+, K+-ATPase alpha3 isoform disrupts Na+ interaction at the third Na+ site.

Science.gov (United States)

Einholm, Anja Pernille; Toustrup-Jensen, Mads S; Holm, Rikke; Andersen, Jens Peter; Vilsen, Bente

2010-08-20

Rapid-onset dystonia parkinsonism (RDP), a rare neurological disorder, is caused by mutation of the neuron-specific alpha3-isoform of Na(+), K(+)-ATPase. Here, we present the functional consequences of RDP mutation D923N. Relative to the wild type, the mutant exhibits a remarkable approximately 200-fold reduction of Na(+) affinity for activation of phosphorylation from ATP, reflecting a defective interaction of the E(1) form with intracellular Na(+). This is the largest effect on Na(+) affinity reported so far for any Na(+), K(+)-ATPase mutant. D923N also affects the interaction with extracellular Na(+) normally driving the E(1)P to E(2)P conformational transition backward. However, no impairment of K(+) binding was observed for D923N, leading to the conclusion that Asp(923) is specifically associated with the third Na(+) site that is selective toward Na(+). The crystal structure of the Na(+), K(+)-ATPase in E(2) form shows that Asp(923) is located in the cytoplasmic half of transmembrane helix M8 inside a putative transport channel, which is lined by residues from the transmembrane helices M5, M7, M8, and M10 and capped by the C terminus, recently found involved in recognition of the third Na(+) ion. Structural modeling of the E(1) form of Na(+), K(+)-ATPase based on the Ca(2+)-ATPase crystal structure is consistent with the hypothesis that Asp(923) contributes to a site binding the third Na(+) ion. These results in conjunction with our previous findings with other RDP mutants suggest that a selective defect in the handling of Na(+) may be a general feature of the RDP disorder.

The contribution of a special educational institution to a more inclusive society

Directory of Open Access Journals (Sweden)

Jeznik Katja

2017-01-01

Full Text Available Despite the fact that the integration model of education was introduced in Slovenia 17 years ago, the inclusion of persons with special needs into education and community remains a major challenge. In order to improve their opportunities, the largest special school in Ljubljana has for ten years organised an international festival Play with me, with the main aim of supporting inclusion of people with special needs with the rest of the population. The organisers aim to create opportunities for all to take part together in various play, sport and artistic activities. The paper presents the findings of a study in which the inclusive practices of the festival were researched and evaluated. The study was aimed at gaining a deeper understanding of the role a special school can play in the creation of a more inclusive society. Data were gathered using an online questionnaire targeting the mentors and volunteers who accompanied participants at the festival. 132 mentors and 64 volunteers responded. The quantitative non-experimental empirical analysis of the data has indicated that the respondents recognised the inclusive nature of the festival. The festival proves that inclusion is a multifaceted phenomenon which can be supported by various activities and endeavours.

Can we build inclusion?

DEFF Research Database (Denmark)

Kirkeby, Inge Mette; Grangaard, Sidse

2016-01-01

of some children with special needs. Hence the title – can we build inclusion? In the literature of Universal Design, accommodation and design features seldom reflect the less visible disabilities. The paper is based on a research project initiated to investigate how more or less space influences daily......Inclusion of children with special needs in kindergartens and preschools may be approached from different angles. This paper raises the question of whether the physical framework of kindergartens makes any difference for daily life at the kindergarten at all, and whether it can support inclusion...... on the answers in the interviews, we found support for answering the question in the title in the affirmative; we can build inclusion! This is because the teachers' experience indicated that, if there was sufficient space per child, there were fewer conflicts and the children managed to stay in the same activity...

Using personal goal setting to promote the social inclusion of people with intellectual disability living in supported accommodation.

Science.gov (United States)

McConkey, R; Collins, S

2010-02-01

The social exclusion of persons with intellectual disability is more marked in congregated than in individualised supported accommodation. Goal setting was used as a means of increasing individuals' choices and engaging support staff in personalised planning. Method People living in four different housing and support options were invited to identify up to three 'social inclusion' goals they wanted to achieve in the coming months. Nine months later, a review was undertaken to see if their goals had been attained and also to identify what had helped or hindered individuals in doing this. The goal selection was then repeated and reviewed again after a further 9 months. Results The most commonly chosen goals were around social activities with other people and over half the participants were reported to have attained at least one of their goals within 9 months, particularly those in supported living arrangements that had greater hours of individual staff support. In the second 9-month period, fewer people chose goals, although the same proportion as before were successful. The main reason given for goal attainment was the information and support provided by staff. Conclusions Goal setting seems a suitable way of promoting social inclusion as it can be tailored to the needs and aspirations of individuals, although extra efforts may be needed to implement and sustain it with staff across all accommodation options.

Information Communication Technology to support and include Blind students in a school for all An Interview study of teachers and students’ experiences with inclusion and ICT support to blind students

OpenAIRE

Rony, Mahbubur Rahman

2017-01-01

The topic of this is this study is how blind students and teachers experiences Information Communication Technology as a tool to support and include blind students in a school for all. The study investigates how Information and Communication Technologies (ICT) enables blind students to adjust into non-special schools. The research method used to collect data is interview. The goal is to get insight to teachers and students’ experiences with inclusion and ICT as a tool to support blind student...

Diversifying Geoscience by Preparing Faculty as Workshop Leaders to Promote Inclusive Teaching and Inclusive Geoscience Departments

Science.gov (United States)

Macdonald, H.; Manduca, C. A.; Beane, R. J.; Doser, D. I.; Ebanks, S. C.; Hodder, J.; McDaris, J. R.; Ormand, C. J.

2017-12-01

Efforts to broaden participation in the geosciences require that faculty implement inclusive practices in their teaching and their departments. Two national projects are building the capacity for faculty and departments to implement inclusive practices. The NAGT/InTeGrate Traveling Workshops Program (TWP) and the Supporting and Advancing Geoscience Education in Two-Year Colleges (SAGE 2YC) project each prepares a cadre of geoscience educators to lead workshops that provide opportunities for faculty and departments across the country to enhance their abilities to implement inclusive teaching practices and develop inclusive environments with the goal of increasing diversity in the geosciences. Both projects prepare faculty to design and lead interactive workshops that build on the research base, emphasize practical applications and strategies, enable participants to share their knowledge and experience, and include time for reflection and action planning. The curriculum common to both projects includes a framework of support for the whole student, supporting all students, data on diversity in the geosciences, and evidence-based strategies for inclusive teaching and developing inclusive environments that faculty and departments can implement. Other workshop topics include classroom strategies for engaging all students, addressing implicit bias and stereotype threat, and attracting diverse students to departments or programs and helping them thrive. Online resources for each project provide support beyond the workshops. The TWP brings together educators from different institutional types and experiences to develop materials and design a workshop offered to departments and organizations nationwide that request the workshop; the workshop leaders then customize the workshop for that audience. In SAGE 2YC, a team of leaders used relevant literature to develop workshop materials intended for re-use, and designed a workshop session for SAGE 2YC Faculty Change Agents, who

The Inclusion of Inclusive Education in International Development: Lessons from Papua New Guinea

Science.gov (United States)

Le Fanu, Guy

2013-01-01

A new "inclusive" curriculum has been introduced in Papua New Guinea, with significant levels of support from a bilateral development agency. The curriculum is inclusive in the sense that it is designed to meet the diverse, complex, and ever-changing needs of students. Research indicates the curriculum has been shaped by various…

Social inclusion and people with intellectual disability and challenging behaviour: a systematic review.

Science.gov (United States)

Bigby, Christine

2012-12-01

Social inclusion is central to disability policies internationally. The high risk of social exclusion for people with intellectual disability is compounded for those with challenging behaviour. A systematic literature review examined how social inclusion of people with intellectual disability and challenging behaviour has been researched and operationalised in the empirical literature, and aimed to determine what evidence exists about the extent of social inclusion by people with intellectual disability and challenging behaviour. A thematic analysis of the 14 papers identified that social inclusion has been poorly defined and measured, and that the little research that has occurred in respect of people with challenging behaviour has demonstrated their potential to be socially included. Clearer conceptualisation of inclusion, and greater understanding of practices that support social inclusion and system level mechanisms, which ensure goals around inclusion gain prominence in funding and support plans, may address the neglect of this critical quality-of-life domain for people with challenging behaviour.

On the interpretation of the support moment

NARCIS (Netherlands)

Hof, AL

2000-01-01

It has been suggested by Winter (J. Biomech. 13 (1980) 923-927) that the 'support moment', the sum of the sagittal extension moments, shows less variability in walking than any of the joint moments separately. A simple model is put forward to explain this finding. It is proposed to reformulate the

Modern Strategies of Modelling Informational and Analytical Support of Inclusive Higher Education in Russia

Directory of Open Access Journals (Sweden)

Karpushkina N.V.

2017-08-01

Full Text Available The paper gives a description of modern approaches to the modelling of informational and analytical support of higher education in persons with disabilities. It proposes a model of such support depending on the type of disability and provides a detailed description of structure components of informational and analytical support. It is argued that the main areas of support of individuals with disabilities are the following: adaptational and orientating (pre-university; organizational and coordinative; psychological and educational; academic; sociocultural; medical and health-improving; vocational (postgraduate etc. Each area is comprehensively defined. The paper reveals the principles underlying the modelling of informational and analytical support of higher inclusive education, such as: the principle of expanding and shaping a tolerant ‘barrier-free’ environment; the principle of subjectivity and socialization; the principle of strong motivation and activity; the principle of dialogue; the principle of variation; and, finally, the principle of informational openness. This work was carried out with the support of the Government Contract of the Ministry of Education and Science of the Russian Federation (project 2016- 01.04- 05- 020 – F- 35.001 “Monitoring and Informational/Analytical Support of Regional Resource Centers for Higher Education for the Disabled”.

Developing a diverse and inclusive workforce in astronomy

Science.gov (United States)

Hunter, Lisa; McConnell, Nicholas; Seagroves, Scott; Barnes, Austin; Smith, Sonya; Palomino, Rafael

2018-06-01

Workforce development -- the preparation and advancement of a diverse and effective workforce -- in astronomy demands attention to a range of different career pathways, such as scientific users, telescope operations, and instrument builders. We will discuss the resources, expertise, and leadership needed to address workforce development challenges in astronomy, and the potential of one or more white papers to be prepared for the 2020 Decadal Survey. Potential white paper topics include (1) mentoring, training, and workplace practices to support diversity and inclusion; (2) enabling the next generation of astronomy faculty to teach effectively and inclusively; (3) supporting telescopes’ needs for local engineering and technologist talent, while telescope collaborations grow in scale and global extent; and (4) equipping early-career astronomers and instrumentalists with strategies and tools that are necessary for collaborating effectively on international teams.

Developing a financial inclusion index and inclusive growth in India

OpenAIRE

Susanta Kumar SETHY

2016-01-01

Financial inclusion is one of the systems through which Inclusive Growth can be achieved in developing countries like India where large sections are unable or hopeless to contribute in the financial system. An inclusive financial system mobilizes more resources for productive purposes leading to higher economic growth, better opportunities and reduction of poverty. This study, proposed an Index of financial inclusion – a multidimensional measure. The Financial Inclusion Index c...

Early Childhood Inclusion in Turkey

Science.gov (United States)

Diken, Ibrahim H.; Rakap, Salih; Diken, Ozlem; Tomris, Gozde; Celik, Secil

2016-01-01

Inclusion of young children with disabilities into regular preschool classrooms is a common practice that has been implemented for several decades in industrialized nations around the world, and many developing countries including Turkey have been developing and implementing laws, regulation, and services to support inclusion and teaching in…

Education as a right in international treatie: A reading from inclusive education

Directory of Open Access Journals (Sweden)

María Montanchez Torres

2015-12-01

Full Text Available This article presents a theoretical review of education as a right, in international treaties and the evolution of the concept of inclusive education from a diverse multi and intercultural perspective. This article is part of a doctoral thesis from Valencia, Spain, researched in Ecuador. Inclusive education proposes quality education for everyone, demanding a response from competent institutions to develop a tolerant culture to difference in defense of human rights and equal opportunity. This essay facilitates guidelines that develop and support the construction of inclusive classrooms by education professionals at a primary school level as well as at a university level.

Leadership for All Students: Planning for More Inclusive School Practices

Science.gov (United States)

Black, William R.; Simon, Marsha D.

2014-01-01

Educational policies and leadership practice has evolved to support efforts for inclusive education for students with disabilities. This article focuses on how leaders support and develop inclusive practices for students with disability through engaging institutional norms and inertia; developing inclusive practice as a planned organization-wide…

Japanese Social Exclusion and Inclusion from a Housing Perspective

Directory of Open Access Journals (Sweden)

Yoshihiro Okamoto

2016-10-01

Full Text Available This paper examines conditions of social exclusion and attempts at social inclusion in Japan from a housing perspective. Companies, households and the government have previously supported housing in Japan. However, corporate welfare was withdrawn following the globalization of the economy from the 1990s onwards, support from families and communities declined due to a reduction in household size, and governmental housing support has shifted away from direct support. A reduction in income and unstable work left many people with unstable housing. Certain workers, such as foreigners performing dispatched labour, could not maintain continuous work under the influence of the Lehman Brothers’ bankruptcy in 2008. Household size has shrunk according to changes in the industrial structure, and the number of households that cannot sustain housing is increasing. Such vulnerable households—elderly people, the handicapped, low-income earners and single parents—can become excluded from the rental housing market. On the other hand, governmental measures are promoting local dwellings and maintaining the condition for a dwelling service. Activities, such as local community support of the homeless have been initiated by various Non-profit Organisations (NPOs and NPO activities are increasingly exemplifying measures to achieve social inclusion.

47 CFR 76.923 - Rates for equipment and installation used to receive the basic service tier.

Science.gov (United States)

2010-10-01

... 47 Telecommunication 4 2010-10-01 2010-10-01 false Rates for equipment and installation used to... § 76.923 Rates for equipment and installation used to receive the basic service tier. (a) Scope. (1... control units; and (iii) Inside wiring. (2) Subscriber charges for such equipment shall not exceed charges...

Implementation of inclusive education for children with intellectual and developmental disabilities in African countries: a scoping review.

Science.gov (United States)

Okyere, Christiana; Aldersey, Heather Michelle; Lysaght, Rosemary; Sulaiman, Surajo Kamilu

2018-04-25

To advance understanding of practices that support inclusion of children with intellectual and developmental disabilities in inclusive education classrooms in Africa by conducting a review of the extant literature. Five academic databases were searched supplemented by a hand search of key journals and references of included studies. Two authors independently screened studies via a reference manager (Covidence) which allowed for blinding. A third author was consulted in cases of conflict. Thirty articles that provided empirical evidence of inclusive education implementation were included. Eight articles highlighted practices that support inclusion of children with intellectual and developmental disabilities. Using Bronfenbrenner's bioecological framework, findings revealed that inclusive education implementation is influenced by factors on the bio level, micro level, meso level, and macro level. Recommendations for promoting inclusive education implementation are provided. Inclusion goes beyond teachers and requires strong commitment of other stakeholders such as families and governments. To guarantee the smooth inclusion of children with special education needs and particularly with intellectual and developmental disabilities, a set of practices validated through rigorous research as supportive and unique and that can be universal to Africa is wise. Implications for rehabilitation A number of strategies were identified that can improve the classroom inclusion of children with intellectual and developmental disabilities. Development of policies that support such strategies could improve implementation. Inclusion goes beyond teachers. Rehabilitation professionals (i.e. occupational therapists) and educational professionals should partner to identify practical solutions to the challenges of creating inclusive environments for children with special education needs. Committing more resources and time towards the development and implementation of special education

A Community-Engaged Art Program for Older People: Fostering Social Inclusion

Science.gov (United States)

Moody, Elaine; Phinney, Alison

2012-01-01

Social inclusion is an important factor in promoting optimum health and wellness for older adults. Community-engaged arts (CEA) have been promoted as a means to support social inclusion for this population, but little empirical evidence has been reported. The objective of this study was to explore the role of a CEA program in the social inclusion…

Implementing inclusive educational practices through partnerships ...

African Journals Online (AJOL)

This study reports on work in progress of a partnership between the University of Stellenbosch and three rural schools in a disadvantaged community, focused on the development of inclusive educational practices such as teaching, assessment and support in inclusive education. Recognizing the changing needs of the ...

Measuring Attitudes toward Inclusive Education.

Science.gov (United States)

Wilczenski, Felicia L.

1992-01-01

Developed scale to measure attitudes toward inclusive education, in which disabled students are responsibility of regular teacher supported by specialists. Administered scale to 301 elementary and secondary teachers and to 144 undergraduate elementary education majors. Analysis yielded four discrete dimensions of inclusive education with…

The Evolution of Secondary Inclusion.

Science.gov (United States)

Thousand, Jacqueline; Rosenberg, Richard L.; Bishop, Kathryn D.; Villa, Richard A.

1997-01-01

Offers an alternative "Circle of Courage" model of education, derived from Native American culture, for creating inclusive high schools that welcome, value, support, and facilitate the learning of adolescents with differing abilities. Best practices related to curriculum, instruction, assessment, and campus life for effective inclusion are…

45 CFR 302.17 - Inclusion of State statutes.

Science.gov (United States)

2010-10-01

... 45 Public Welfare 2 2010-10-01 2010-10-01 false Inclusion of State statutes. 302.17 Section 302.17 Public Welfare Regulations Relating to Public Welfare OFFICE OF CHILD SUPPORT ENFORCEMENT (CHILD SUPPORT... PLAN REQUIREMENTS § 302.17 Inclusion of State statutes. The State plan shall provide a copy of State...

Constraints to quality education and support for all: A Western Cape ...

African Journals Online (AJOL)

... discourse of justification to debate the implementation of inclusive education that will benefit all learners, including learners with high-level support needs. Keywords: continuum of support; emerging economy; high-level support needs; inclusive education; inclusive schools; learning support teachers; mainstream teachers ...

Technology as a vehicle for inclusion of learners with attention deficits in mainstream schools

DEFF Research Database (Denmark)

Voldborg, Hanne; Sorensen, Elsebeth Korsgaard

2015-01-01

The potential of technology for supporting educational processes of participation, collaboration and creation is widely accepted. Likewise have digital tools proved to enhance learning processes for disabled learners. A currently topical group, politically and educationally, in the discourse...... of inclusion is learners with extensive developmental and attention deficit disorders. This paper investigates the potential of technology for supporting the inclusion of this group in the general school system, i.e. into mainstream classes, using technology as a tool to join, participate and contribute...... – and as a vehicle for general human growth in their learning community. The paper presents the primer results and describes and discusses the challenges of both teachers’ and learners’, involved in the inclusion process. Finally, on the basis of findings, a typology of tools is suggested, which may support...

INCLUSIVE EDUCATION SUPPORTING CHILDREN WITH BEHAVIORAL PROBLEMS AND THEIR REFERENCE PERSONS IN LOWER PRIMARY SCHOOL (GRADES 1-3

Directory of Open Access Journals (Sweden)

Ulrike BECKER

2014-03-01

Full Text Available Background: in Germany we may state that despite all efforts of inclusive education there is a tendency towards segregated education as far as “Emotional and Social Development” is concerned. In Berlin, the “Transition” project could be developed. By the help of this support approach it was possible all participating children to stay at their primary schools. Aims: the survey was meant to find out in which way the support, in context of the “Transition” project, has contributed to successful inclusive learning of students with considerable problems in their social behaviour. Methods:a semi-standardized questionnaire for interviewing class teachers of regular school classes was used, and furthermore school certificates were assessed concerning regular school attendance as well as performance in Mathematics and German. Nine Berlin schools took part in the survey. The response rate was 96%. Results: the current survey shows that inclusive education in case of considerable problems in social behaviour may be successful by counselling parents and teachers, by cooperation with school and by youth aid, as well as by way of a temporary learning group relieving both students with difficult behaviour as well as the overall group and the teachers, one succeeds with practicing recognition and acceptance, even despite serious behavioural problems at school. Conclusion: the results clearly show that the teacher - student interaction and the student - student interaction improves significantly in the subjective perception of class teachers. For this relationship to work, all those participating in it need “a specific environment”.

A Case Study of Culturally Informed Disability-Inclusive Education Policy Development in the Solomon Islands

Science.gov (United States)

Carrington, Suzanne; Pillay, Hitendra; Tones, Megan; Nickerson, Julie; Duke, Jennifer; Esibaea, Benedict; Malefoasi, Ambrose; Fa'asala, Casper Joseph

2017-01-01

Inclusive education in general, and disability-inclusive education in particular, is a high-level priority for development work in aid-supported countries. This paper presents a bottom-up process of developing disability-inclusive education policy in one country--the Solomon Islands. It is well understood that the promotion of quality in…

Competence of Inclusive Practices: ICT and Inclusive Education in Professional Teacher Development

Directory of Open Access Journals (Sweden)

Erika Viviana Laiton Zarate

2017-06-01

Full Text Available The objective of this study was to design the “Competence of Inclusive Practices” which was articulated to the route of the “ICT Competences for Professional Teacher Development,” of the Ministry of Education of Colombia (2013, and thus to fully evaluate 30 teachers of an educational institution in the city of Bucaramanga, in order to recognize their individual or collective training needs, and to formulate appropriate interventions. The research was supported theoretically in guidelines offered by the Ministry of Education of Colombia, the Index for Inclusive Education (Booth and Ainscow, 2011, and empirical researches developed in Latin American countries, including Colombia. The research approach was quantitative, with a descriptive design, which allowed to establish that Inclusive Practices Competence integrated pertinently postures of inclusive education and criteria of the functional framework of Information and Communication Technologies (ICT in education; in addition, it made it possible to know teachers’ perception of the level of competence in relation to the competence level they were (placed; they stated to be located at a low level (explorer in the development of skills for Inclusive Practices Competence.

Using Indicators as a Catalyst for Inclusive Education in the Pacific Islands

Science.gov (United States)

Sharma, Umesh; Forlin, Chris; Marella, Manjula; Jitoko, Filipe

2017-01-01

The Pacific Island countries are committed to promoting disability-inclusive education through enactment of the Pacific Education Development Framework. To support this move, key stakeholders have identified the need for developing local and contextually appropriate indicators for measuring progress of disability-inclusive education. This paper…

Teachers' Attitudes towards Inclusive Education: A Critical Review of Published Questionnaires

Science.gov (United States)

Ewing, Donna L.; Monsen, Jeremy J.; Kielblock, Stephan

2018-01-01

Teachers' attitudes towards inclusive education affect its successful implementation within mainstream schools. This paper reviews nine questionnaires which capture primary school teachers' attitudes towards inclusion, with the aim to support researchers in selecting the most appropriate measure according to the purpose of their study. Most of the…

Creating Inclusive Youth Programs for LGBTQ+ Communities

Directory of Open Access Journals (Sweden)

Katherine E. Soule

2017-06-01

Full Text Available It is vital for youth to experience inclusive programming that is welcoming. Extension has a responsibility and an obligation to provide youth with programs and spaces that are inclusive of all sexes, gender identities, gender expressions, and sexual orientations. This article provides an overview of appropriate terminology, as well as steps for creating inclusive Extension spaces and programs for youth who identify as members of lesbian, gay, bisexual, transgender, or queer/questioning (LGBTQ+ communities. With a focus on urban Extension audiences, this article uses accessible language, self-reflective prompts, and supporting visual aids to share lessons learned from ongoing inclusivity trainings with Extension personnel across the nation, as well as from research activities and inclusive programming.

Inclusion of students with special education needs in physical education

Directory of Open Access Journals (Sweden)

Martin Kudláček

2010-01-01

Full Text Available The purpose of this article is to present phenomena of inclusive physical education from the point of view of needs of students with SEN, teachers from the point of view of support and university PE teacher preparation programs (PETE.Inclusion of students with special educational needs (SEN in physical education is in Czech Republic still marginal topic, although issues related to inclusive physical education are among key challenges of students with SEN, their teachers, parents and university departments preparing prospective teachers. In the area of support in inclusive PE we present the model of support in inclusive PE (Sherrill, 2004; Kudláček & Ješina, 2008 and in the area of PETE we present of key outcomes of project EIPET (Theoretical knowledge, competence and skills framework.

Older Women's Career Development and Social Inclusion

Science.gov (United States)

McMahon, Mary; Bimrose, Jenny; Watson, Mark

2010-01-01

This paper considers women's career development and the potential contribution of career development theory, research, practice and policy in advancing a social inclusion agenda. In particular, the paper focuses on older women in the contexts of an ageing population, labour market shortages and Australia's social inclusion agenda. Supporting young…

MUSIC-type imaging of a thin penetrable inclusion from its multi-static response matrix

International Nuclear Information System (INIS)

Park, Won-Kwang; Lesselier, Dominique

2009-01-01

The imaging of a thin inclusion, with dielectric and/or magnetic contrasts with respect to the embedding homogeneous medium, is investigated. A MUSIC-type algorithm operating at a single time-harmonic frequency is developed in order to map the inclusion (that is, to retrieve its supporting curve) from scattered field data collected within the multi-static response matrix. Numerical experiments carried out for several types of inclusions (dielectric and/or magnetic ones, straight or curved ones), mostly single inclusions and also two of them close by as a straightforward extension, illustrate the pros and cons of the proposed imaging method

MUSIC-type imaging of a thin penetrable inclusion from its multi-static response matrix

Science.gov (United States)

Park, Won-Kwang; Lesselier, Dominique

2009-07-01

The imaging of a thin inclusion, with dielectric and/or magnetic contrasts with respect to the embedding homogeneous medium, is investigated. A MUSIC-type algorithm operating at a single time-harmonic frequency is developed in order to map the inclusion (that is, to retrieve its supporting curve) from scattered field data collected within the multi-static response matrix. Numerical experiments carried out for several types of inclusions (dielectric and/or magnetic ones, straight or curved ones), mostly single inclusions and also two of them close by as a straightforward extension, illustrate the pros and cons of the proposed imaging method.

Inclusive education: Ideas vs reality

Directory of Open Access Journals (Sweden)

Jovanović-Popadić Ana M.

2016-01-01

Full Text Available This paper discusses some of the key factors significant for the process of implementation of inclusive education in Serbia. After a brief review of the legal provisions regulating inclusive education in our country, the results of the research of attitudes towards inclusive education of teachers from six primary schools and one school for students with disabilities, as well as their experience, competencies, working conditions and opinions on consequences of inclusive education and education of children with developmental disabilities in specialized educational institutions are shown. Research was conducted in Krusevac, on a random sample of 60 teachers (51 teachers from primary schools and 9 special education teachers from schools for students with disabilities. We used two forms of questionnaires with twenty questions, and the results show predominantly negative attitudes towards inclusion in the majority of teachers in the sample. A significant percentage of respondents in both sub-samples considered that education of children with developmental disorders in specialized institutions (schools may give better results, primarily due to a lack of systematic support to teachers of primary schools in the process of implementing educational inclusion. The conclusion provides a critical overview of the current situation and presents the potential solutions to the problems that were identified during the research, and refer to the unsustainability of the current practice of inclusive education in Serbia.

Digital Inclusion & Health Communication: A Rapid Review of Literature.

Science.gov (United States)

Borg, Kim; Boulet, Mark; Smith, Liam; Bragge, Peter

2018-06-11

Information and communication technologies can be a valuable tool for enhancing health communication. However, not everyone is utilising the wide suite of digital opportunities. This disparity has the potential to exacerbate existing social and health inequalities, particularly among vulnerable groups such as those who are in poor health and the elderly. This review aimed to systematically identify the common barriers to, and facilitators of, digital inclusion. A comprehensive database search yielded 969 citations. Following screening, seven systematic reviews and three non-systematic reviews were identified. Collectively, the reviews found that physical access continues to be a barrier to digital inclusion. However, provision of access alone is insufficient, as digital ability and attitude were also potential barriers. Social support, direct user experience and collaborative learning/design were identified as key strategies to improve inclusion. These review findings provide guidance for health communication practitioners in designing and implementing effective programmes in the digital environment.

Inclusive Education in Government Primary Schools: Teacher Perceptions

OpenAIRE

Itfaq Khaliq Khan; Shujahat Haider Hashmi; Nabeela Khanum

2017-01-01

The perceptions of primary school teachers towards inclusive education was investigated in mainstream government schools of Islamabad capital territory where inclusive education was being supported by Sight savers and other international organizations. The study was carried out involving 54 teachers in six randomly selected primary schools. The sampled group comprised both, teachers trained in inclusive education and teachers working in same schools, but not trained in inclusive education. Pu...

Teachers' Attitudes towards Inclusion, Perceived Adequacy of Support and Classroom Learning Environment

Science.gov (United States)

Monsen, Jeremy J.; Ewing, Donna L.; Kwoka, Maria

2014-01-01

Inclusive education has become a cornerstone of many government policies in an increasing number of countries, yet teachers have been found to hold mixed attitudes towards its implementation and usefulness. This article, using English terminology and thinking, aims to extend previous research on the effect of teacher attitudes towards inclusion in…

The Teacher as a Significant Part of Inclusive Education in the Conditions of Czech Schools: Current Opinions of Czech Teachers about the Inclusive Form of Education

Science.gov (United States)

Šmelová, Eva; Ludíková, Libuše; Petrová, Alena; Souralová, Eva

2016-01-01

Inclusive education and related aspects are currently the priorities of the educational policy in the Czech Republic. Should inclusion be successful, it needs to be supported not only by public administration authorities and legislation, but also by schools, families, school authorities and counselling services. The present research study analyses…

How Can We Make Computing Lessons More Inclusive?

OpenAIRE

Shelton , Chris

2017-01-01

Part 3: Computer Science Education and Its Future Focus and Development; International audience; Whilst there is a substantial body of research that shows how Information and Communications Technologies (ICTs) can support schools and teachers to make their classrooms more inclusive, there is a need for more evidence describing how best to ensure that the teaching of computing itself is inclusive. This paper reports on a literature review of inclusive education in school computing lessons. It ...

Inclusive education in Islamic kindergarten, why not?

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M. Agung Hidayatulloh

2018-01-01

Full Text Available This work shows the implementation of inclusive education in Islamic Kindergarten Taruna al-Qur’an (IKTQ, the assessment of child development in inclusive class, and supporting and restriction of the implementation of inclusive education in IKTQ. This qualitative descriptive research used observation, interview, and documentation as the technique of collecting data. The results are only the ABK with less in terms of social skills that were included in the non-ABK class. IKTQ pointed the special guides that monitored the development of ABK. The development of the child was assessed through observations and notes. These notes were documented as reports of child development communicated to the parents. The assessment did not touch the ABKs who joined in learning with other children. The development of ABK was assessed when they were in a special place of ABK therapy. The factors supported the implementation of inclusive education in IKTQ were: (1 the communication between teachers and ABK guides, (2 a good relationship through weekly meeting for all teachers, and (3 the communication between IKTQ and parents either verbally or through a liaison document. Regarding the restriction, the teachers explicitly express that there were no obstacles in the implementation of inclusive education in IKTQ.

Lending a Helping Hand at Work: A Multilevel Investigation of Prosocial Motivation, Inclusive Climate and Inclusive Behavior.

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Nelissen, Philippe T J H; Hülsheger, Ute R; van Ruitenbeek, Gemma M C; Zijlstra, Fred R H

2017-09-01

Purpose People with disabilities often encounter difficulties at the workplace such as exclusion or unfair treatment. Researchers have therefore pointed to the need to focus on behavior that fosters inclusion as well as variables that are antecedents of such 'inclusive behavior'. Therefore the purpose of this study was to research the relationship between prosocial motivation, team inclusive climate and employee inclusive behavior. Method A survey was conducted among a sample of 282 paired employees and colleagues, which were nested in 84 teams. Employees self-rated prosocial motivation and team inclusive climate, their inclusive behavior was assessed by colleagues. Hypotheses were tested using multilevel random coefficient modeling. Results Employees who are prosocially motivated will display more inclusive behavior towards people with disabilities, and this relationship is moderated by team inclusive climate in such a way that the relationship is stronger when the inclusive climate is high. Conclusion This study shows that inclusive organizations, which value a diverse workforce, need to be aware of not only individual employee characteristics, but also team level climate to ensure the smooth integrations of people with disabilities into regular work teams.

Modelling Social Psychological Support within the System of Inclusive Higher Education: The Experience of Novosibirsk State Technical University

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Osmuk L.A.

2017-08-01

Full Text Available The article considers the problem of modelling the specific structure of social psychological support of students with disabilities in the context of inclusive education development. The article reveals the functions, system character and means of application of this structure in the course of realization of professional and educational paths. The authors analyze different models of social psychological support in the university and address the question of the efficiency of these models and their compliance with resources and demands of the university. The problem of the optimal model is considered. The authors suggest outsourcing as a solution for universities with limited number of assistive resources and small amount of students with disabilities. Developing the model implies taking into account perceptions and assessments of social psychological support in students with disabilities in each step of their professional path.

Inclusion in a Polarised World

OpenAIRE

Freeman, Alan

2005-01-01

This paper on inclusion was presented to the at the 2005 summer school of DEEEP (Development Education Exchange in Europe Project), Härnösand - Sweden, 5 - 12 June 2005. It addresses the significance of the concept of world civilisation. It assesses how meaning may be attached to the concept of inclusion in an economically polarised world. It develops a critique of the conception of economic inclusion, by means of an exploration of linguistic inclusion and the notion of ‘disability’. ‘...

Building Bridges Between Education and Health Care in Canada: How the ICF and Universal Design for Learning Frameworks Mutually Support Inclusion of Children With Special Needs in School Settings

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Vanessa Tomas

2018-03-01

Full Text Available Since the 1990s, educators have prioritized inclusion of students with disabilities in general educational settings. Concurrently, health-care professionals have recognized the need to support students’ academic functioning and participation at school. Despite this recognition, integration of health support services in schools remains a significant challenge and the extent to which students with special needs fully participate at school is often less than optimal. In this study, we suggest that combining health and education conceptual frameworks would advance the goal of inclusion by enhancing interprofessional communication and collaboration. The World Health Organization’s International Classification of Functioning, Disability and Health (ICF is a health framework that focuses on functioning and participation via a lens of inclusivity, universality, and a holistic approach to health and disability. Similarly, Universal Design for Learning (UDL is an educational framework for guiding the design of instructional materials, methods, and assessments to be inclusive and accessible for all. Both frameworks are well established in their respective fields, but they have yet to “cross the border” to influence each discipline’s practices. While researchers have alluded to the potential utilization of both frameworks in education settings, there is limited guidance on how these two frameworks may be combined in practice. In this study, we will compare the ICF and UDL frameworks, and provide insight into how utilization of both frameworks may enhance interprofessional collaboration and support inclusion in school settings.

A review of social inclusion measures.

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Coombs, Tim; Nicholas, Angela; Pirkis, Jane

2013-10-01

Social inclusion is crucial to mental health and well-being and is emphasised in Australia's Fourth National Mental Health Plan. There is a recognition that a measure of social inclusion would complement the suite of outcome measures that is currently used in public sector mental health services. This paper is an initial scope of candidate measures of social inclusion and considers their suitability for this purpose. We identified potential measures through searches of PsycINFO and Medline and a more general Internet search. We extracted descriptive and evaluative information on each measure identified and compared this information with a set of eight criteria. The criteria related to the measure's inclusion of four domains of social inclusion outlined in Australia's Fourth National Mental Health Plan, its usability within the public mental health sector and its psychometric properties. We identified 10 candidate measures of social inclusion: the Activity and Participation Questionnaire (APQ-6); the Australian Community Participation Questionnaire (ACPQ); the Composite Measure of Social Inclusion (CMSI); the EMILIA Project Questionnaire (EPQ); the Evaluating Social Inclusion Questionnaire (ESIQ); the Inclusion Web (IW); the Social and Community Opportunities Profile (SCOPE); the Social Inclusion Measure (SIM); the Social Inclusion Questionnaire (SIQ); and the Staff Survey of Social Inclusion (SSSI). After comparison with the eight review criteria, we determined that the APQ-6 and the SCOPE-short form show the most potential for further testing. Social inclusion is too important not to measure. This discussion of individual-level measures of social inclusion provides a springboard for selecting an appropriate measure for use in public sector mental health services. It suggests that there are two primary candidates, but neither of these is quite fit-for-purpose in their current form. Further exploration will reveal whether one of these is suitable, whether another

Struggling for inclusive education in the North and the South: educators' perceptions on inclusive education in Finland and Zambia.

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Moberg, Sakari; Savolainen, Hannu

2003-03-01

A survey assessed the perceptions of 1350 Zambian teachers and parents and 512 Finnish teachers regarding inclusive education and consequently the best placement for children with different disabilities. On the whole, perceptions varied but were quite critical. On inclusion in general, the regular (also termed "ordinary") Finnish teachers were the most critical group and the Finnish special education teachers the most optimistic. Most respondents felt that inclusive education enhances social justice. However, the pursuit of inclusion in practice, especially the guarantee of good and effective education for all, was seen as problematic. Compared with Finnish respondents, the Zambian respondents preferred a more segregated educational environment for children with different disabilities. Type and severity of disability affected the preferred educational setting and there were clear differences in this regard between the respondents from the two countries. The findings support the idea that educators' attitudes towards inclusion are important in developing inclusive school systems and that inclusive education is best understood as a multidimensional concept that, at the practical level, is highly context-dependent.

Towards inclusive occupational therapy: Introducing the CORE approach for inclusive and occupation-focused practice.

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Pereira, Robert B

2017-12-01

Occupation is a human right and a social determinant of health. It is also taken for granted. Having access to, and participating in, occupation, is intricately linked to positive health and wellbeing. Despite theory and evidence to support the link between occupation, health and wellbeing, occupational therapists can struggle with applying an occupation focus in practice and knowing how to use occupational frameworks to enable occupation. The purpose of this paper is to introduce the Capabilities, Opportunities, Resources and Environments (CORE) approach for inclusive and occupation-focused practice. It provides occupational therapists with a means of operationalising occupational enablement and facilitating social inclusion. The CORE approach is introduced by linking its main ideas to Economist and Nobel Prize Laureate Amartya Sen's capabilities approach, as well as findings from the author's doctoral research into entrenched disadvantage and social inclusion. Practical questions guided by the CORE approach's acronym are given to explore how the approach can be utilised alongside other occupational models and frameworks to encourage strategies for effective enablement through occupation for social inclusion. As experts in enabling occupation, occupational therapists can use the CORE approach to design occupation-focused interventions and promote inclusive occupational therapy. © 2017 Occupational Therapy Australia.

Epithelial Inclusion Cyst in a Cervical Lymph Node: Report of a Rare ...

African Journals Online (AJOL)

epithelial inclusion cyst within a submandibular lymph node. ... Financial support and sponsorship. Nil. Conflicts of interest. There are no conflicts of interest. Bahadur S, Pujani M, Jetley S. Department of Pathology, Hamdard Institute of Medical. Sciences and Research, Jamia Hamdard, New Delhi, India. E‑mail: ...

Social inclusion and inclusive education

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Marsela Robo

2014-07-01

In line with global debate on social inclusion and exclusion, the author brings the way this debate has now pervaded both the official and development policy discourse in Albania.Social inclusion is considered as one of the priorities of the current government, with poverty reduction as its main focus, which will be ensured not only through economic development. In the end, the article focuses on the role of education as a very important and useful tool for ensuring social inclusion.Social inclusion through education, in particular through vocational education, considered by the author as the only way towards sustainable development of Albanian society.

The Role of Support Services in Promoting Social Inclusion for the Disadvantaged Urban-dwelling Elderly.

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Nguyen, Vicky P K H; Sarkari, Feroz; Macneil, Kate; Cowan, Laura; Rankin, Joyce

2013-01-01

Disadvantaged older adults living in non-family situations in Toronto are more likely than older adults living in family situations to have less economic security, less social support, and less choice in housing. Older adults who live in poverty and are precariously housed are more likely to be chronically ill, to live with multiple illnesses, to have poor nutrition, high stress and loneliness, all of which are strongly associated with the determinant of health social exclusion. The aim of this study is to: 1) evaluate the level of social disadvantage and exclusion experienced by low-income older adults 65 years of age and older living alone or in non-family situations; 2) assess the level of dependency on government and community services (support services) to maintain a reasonable standard of living (minimize effects of social exclusion); and 3) identify consequences of social exclusion not addressed by current available services. Fifteen male older adult members of the Good Neighbours' Club in downtown Toronto were interviewed. Semi-structured questionnaires assessed barriers to, utility of, and perceived impact of support services available to disadvantaged older adults living in the central core of southeast Toronto. Support services for income, housing, food security, social support, and health care do mitigate the effects of social exclusion in the study participants. Data gathered from interviews identified factors that counter the efforts by support services to increase social inclusion in this population. Support services reduce social isolation experienced by these older adults. Evidence of the detrimental impact of low financial literacy suggests a need to design and implement training programs to build the older adults' capacity to manage their own finances effectively, and resist falling victim to financial fraud.

Becoming Inclusive: A Code of Conduct for Inclusion and Diversity.

Science.gov (United States)

Schmidt, Bonnie J; MacWilliams, Brent R; Neal-Boylan, Leslie

There are increasing concerns about exclusionary behaviors and lack of diversity in the nursing profession. Exclusionary behaviors, which may include incivility, bullying, and workplace violence, discriminate and isolate individuals and groups who are different, whereas inclusive behaviors encourage diversity. To address inclusion and diversity in nursing, this article offers a code of conduct. This code of conduct builds on existing nursing codes of ethics and applies to nursing students and nurses in both educational and practice settings. Inclusive behaviors that are demonstrated in nurses' relationships with patients, colleagues, the profession, and society are described. This code of conduct provides a basis for measureable change, empowerment, and unification of the profession. Recommendations, implications, and a pledge to action are discussed. Copyright © 2016 Elsevier Inc. All rights reserved.

Homogenisation of sulphide inclusions within diamonds: A new approach to diamond inclusion geochemistry

Science.gov (United States)

McDonald, Iain; Hughes, Hannah S. R.; Butler, Ian B.; Harris, Jeffrey W.; Muir, Duncan

2017-11-01

Base metal sulphide (BMS) inclusions in diamonds provide a unique insight into the chalcophile and highly siderophile element composition of the mantle. Entombed within their diamond hosts, these provide a more robust (closed system) sample, from which to determine the trace element, Re-Os and S-isotopic compositions of the mantle than mantle xenoliths or orogenic peridotites, as they are shielded from alteration during ascent to the Earth's crust and subsequent surface weathering. However, at temperatures below 1100 °C some BMS inclusions undergo subsolidus re-equilibration from an original monosulphide solid solution (Mss) and this causes fractionation of the major and trace elements within the inclusions. Thus to study the subjects noted above, current techniques require the entire BMS inclusion to be extracted for analyses. Unfortunately, 'flaking' of inclusions during break-out is a frequent occurrence and hence the risk of accidentally under-sampling a portion of the BMS inclusion is inherent in current practices. This loss may have significant implications for Re-Os isotope analyses where incomplete sampling of a Re-rich phase, such as chalcopyrite that typically occurs at the outer margins of BMS inclusions, may induce significant bias in the Re-Os and 187Os/188Os measurements and resulting model and isochron ages. We have developed a method for the homogenisation of BMS inclusions in diamond prior to their break-out from the host stone. Diamonds are heated to 1100 °C and then quenched to chemically homogenise any sulphide inclusions for both major and trace elements. Using X-ray Computed Microtomography (μCT) we determine the shape and spatial setting of multiple inclusions within a host stone and crucially show that the volume of a BMS inclusion is the same both before and after homogenisation. We show that the homogenisation process significantly reduces the inherent variability of in situ analysis when compared with unhomogenised BMS, thereby

Inclusive practices in teacher training in Mexico

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Vasthi Jocabed Flores Barrera

2017-06-01

Full Text Available Inclusive practices include diversity as a resource that favors teaching-learning processes in the classroom, although they focus on the most vulnerable people by offering them higher-quality education. This descriptive study sought to identify the inclusive practices of teachers who train teachers in an Escuela Normal (teachers’ college in Mexico. Eight teachers and 247 students participated in the study; the Guidelines for the Evaluation of Inclusive Practices in the Classroom (observation formats and students, the Learning Strategies Questionnaire, and semi-structured interviews were used. The results suggest that, although the general perception is that participating teachers have high inclusive practices, they need greater support in the physical conditions of the classroom, methodology and teacher-student relationship. It was also identified the need for a refresher program for teachers to conceptually enrich the teaching staff and encourage the implementation of inclusive education within the Escuela Normal.

A scale for assessing Italian schools and classes inclusiveness

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Lucio Cottini

2016-07-01

Full Text Available The paper presents in detail the procedures for developing and validating a tool for assessing the inclusive process pertaining to school contexts called “Inclusive Process Assessment Scale”. The Scale, which is the outcome of the joined work of the authors, sets itself both as an assessing and self-assessing tool, useful for allowing on one hand specific types of evaluation and, on the other, promoting thoughts on inclusive education’s quality indicators, thus contributing to the planning and ongoing adjustment of the educational project of the school and the class. The tool, in its computer version as well, allows for the planning of researches that can collect evidences supporting the full inclusion organization of Italian schools.Una scala per valutare l’inclusività delle scuole e delle classi italianeIl contributo presenta in dettaglio le procedure di costruzione e validazione di uno strumento per valutare i processi inclusivi riferiti ai contesti scolastici, chiamato “Scala di Valutazione dei Processi Inclusivi”. Frutto del lavoro congiunto svolto dagli autori, la Scala si pone come uno strumento valutativo e autovalutativo utile a consentire da un lato, la realizzazione di specifiche forme di misurazione e, dall’altro, la promozione di processi di riflessione sugli indicatori di qualità dell’educazione inclusiva, per contribuire alla progettazione e alla regolazione in itinere del progetto educativo della scuola e della classe. Lo strumento, anche nella sua versione digitale, consente di pianificare ricerche, che possono raccogliere evidenze in grado di avvalorare l’organizzazione scolastica italiana di full inclusion.

Technology as a Vehicle for Inclusion of Learners with Attention Deficits in Mainstream Schools

DEFF Research Database (Denmark)

Voldborg, Hanne; Sorensen, Elsebeth Korsgaard

2016-01-01

The potential of technology for supporting educational processes of participation, collaboration and creation is widely accepted. Likewise have digital tools proved to enhance learning processes for disabled learners (e.g. supporting dyslexia students with digital tools such as text-to-speakprogr......The potential of technology for supporting educational processes of participation, collaboration and creation is widely accepted. Likewise have digital tools proved to enhance learning processes for disabled learners (e.g. supporting dyslexia students with digital tools such as text......-to-speakprograms or writing-support programs). A currently topical group, politically and educationally, in the discourse of inclusion is learners with extensive developmental and attention deficit disorders (e.g. Attention Deficit Hyperactivity Disorder (ADHD), Attention Deficit Disorder (ADD), Autism Spectrum Disorder (ASD......), Autism etc.). This paper investigates the potential of technology for supporting the inclusion of this group in the general school system, i.e. into mainstream classes, using technology as a tool to join, participate and contribute – and as a vehicle for general human growth in their learning community...

Promoting Inclusion, Social Connections, and Learning through Peer Support Arrangements

Science.gov (United States)

Carter, Erik W.; Moss, Colleen K.; Asmus, Jennifer; Fesperman, Ethan; Cooney, Molly; Brock, Matthew E.; Lyons, Gregory; Huber, Heartley B.; Vincent, Lori B.

2015-01-01

Ensuring students with severe disabilities access the rich relationship and learning opportunities available within general education classrooms is an important--but challenging--endeavor. Although one-to-one paraprofessionals often accompany students in inclusive classrooms and provide extensive assistance, the constant presence of an adult can…

Towards an Inclusive Pedagogical Culture: Experiences from University Practice

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Iliana María Fernández-Fernández

2016-09-01

Full Text Available In this paper, we deal with conceptual and methodological elements to develop the pedagogical inclusive competence of the professors of higher education in Ecuador. We analyze the current conceptions and the main drawbacks related to the inclusion process in the university environment nowadays. We support a theoretical procedural model, and from the practical standpoint, we implemented the methodological procedures structured in a map of processes to reach an inclusive formative process. The main results are given in the development of the pedagogical inclusive competence and the increase of the inclusion culture at the university, and revealed in the improvement of university curriculum from an inclusive approach, the betterment of the physical and technological infrastructure, the permanent upgrading of professors and putting into practice policies of affirmative action.

Inclusive Education in Government Primary Schools: Teacher Perceptions

Science.gov (United States)

Khan, Itfaq Khaliq; Hashmi, ShujahatHaider; Khanum, Nabeela

2017-01-01

The perceptions of primary school teachers towards inclusive education was investigated in mainstream government schools of Islamabad capital territory where inclusive education was being supported by Sight savers and other international organizations. The study was carried out involving 54 teachers in six randomly selected primary schools. The…

Collaborative co-teaching of Numeracy and Literacy as a key to inclusion in an independent school

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Deirdré Krüger

2010-01-01

Full Text Available Inclusion of learners with diverse needs implies a shift from a medical deficit model of disability to a social systems model. The latter does not view these learners as a problem; instead the environment or society's response to these individuals is viewed as a barrier to learning. I focus on collaborative coteaching as a key to inclusion. Collaborative co-teaching requires the learning support teacher and the general education teacher to partner in all aspects of instruction. The outcome of collaborative co-teaching includes effective instruction, a cohesive, accepting class community, positive learner development and the professional and personal growth of the learning support teacher and the general education teacher. A literature review provided the background to an empirical inquiry using a qualitative approach. Data were collected from a small group of participants by interviews, observations and documents and inductively analysed. The study shows that if the learning support teacher responds to learners' behaviour within the framework of inclusive practices, the positive effects of the teacher's work and interactions may be far-reaching. Learning support teachers have an important role to play in accommodating and ensuring the integration of learners with diverse needs.

Towards revealing the structure of bacterial inclusion bodies.

Science.gov (United States)

Wang, Lei

2009-01-01

Protein aggregation is a widely observed phenomenon in human diseases, biopharmaceutical production, and biological research. Protein aggregates are generally classified as highly ordered, such as amyloid fibrils, or amorphous, such as bacterial inclusion bodies. Amyloid fibrils are elongated filaments with diameters of 6-12 nm, they are comprised of residue-specific cross-beta structure, and display characteristic properties, such as binding with amyloid-specific dyes. Amyloid fibrils are associated with dozens of human pathological conditions, including Alzheimer disease and prion diseases. Distinguished from amyloid fibrils, bacterial inclusion bodies display apparent amorphous morphology. Inclusion bodies are formed during high-level recombinant protein production, and formation of inclusion bodies is a major concern in biotechnology. Despite of the distinctive morphological difference, bacterial inclusion bodies have been found to have some amyloid-like properties, suggesting that they might contain structures similar to amyloid-like fibrils. Recent structural data further support this hypothesis, and this review summarizes the latest progress towards revealing the structural details of bacterial inclusion bodies.

Through a spiritual lens: early childhood inclusive education in Hong Kong.

Science.gov (United States)

Zhang, Kaili Chen

2014-12-01

The main purpose of this research was to explore early childhood education teachers', principals', and parents' perceptions of the role of spirituality in the lives of children with special needs, and how educators and schools can support the spiritual development of these children. Three preschools, the Buddhist, Christian, and Waldorf schools, were purposefully selected on the basis that each of them reflects a philosophy that includes the spiritual. Three themes emerged from the data analysis: (a) the influence of the schools' religion and/or spiritual orientations on inclusion; (b) support provided for the spiritual development of children with special needs; and (c) the role of spirituality in the lives of children with special needs. By drawing attention to and offering a preliminary study on early childhood inclusion and spirituality, I hope to encourage more scholars and educators to engage with research and debate on this important yet under-studied dimension of early childhood education.

Inclusive Education in Government Primary Schools: Teacher Perceptions

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Itfaq Khaliq Khan

2017-06-01

Full Text Available The perceptions of primary school teachers towards inclusive education was investigated in mainstream government schools of Islamabad capital territory where inclusive education was being supported by Sight savers and other international organizations. The study was carried out involving 54 teachers in six randomly selected primary schools. The sampled group comprised both, teachers trained in inclusive education and teachers working in same schools, but not trained in inclusive education. Purposive sampling method was used to select the teachers. Structured questionnaire (Likert Scale and structured interview method was used for data collection. The results of the study revealed that inclusive education is considered to be a desirable practice. The teachers believed that all learners regardless of their disabilities should be in regular classrooms and they showed more favorable attitude towards children with mild disabilities, but were not very optimistic about children with severe disabilities. The study also recognized teachers’ capacity as an essential component of inclusive education and recommends that inclusive education should be a part of pre and in-service teacher education.

Institutional wide implementation of key advice for socially inclusive teaching in higher education. A Practice Report

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Lisa Thomas

2014-03-01

Full Text Available Government policy and institutional initiatives have influenced increases in enrolment of non-traditional students to Australian universities. For these students, university culture is often incongruent with their own, making it difficult to understand the tacit requirements for participation and success. Academic teaching staff are important in creating socially inclusive learning experiences, particularly in first year subjects. This paper presents an institution-wide approach to enhancing socially inclusive teaching at one Australian university. Underpinned by a framework of ”bridging social-incongruity” the initiative was guided by six principles of socially inclusive teaching to support practice as proposed in the 2012 “Effective support of students from low socioeconomic backgrounds in higher education” report commissioned by the Australian Office of Learning and Teaching. Feedback from 150 academic teaching staff from various disciplines and campus locations, suggests this initiative was effective in increasing understanding of socially inclusive teaching practices with many participants indicating the teaching enhancements were applicable for their teaching context.

Global Concerns and Local Realities: The "Making Education Inclusive" Conference in Johannesburg

Science.gov (United States)

Walton, Elizabeth

2015-01-01

Inclusive education is a global phenomenon expressed differently in various countries, and different contextual realities support or constrain the process of making education more inclusive. This column reports on an international conference on inclusive education in Johannesburg, South Africa, which provided the opportunity for delegates to share…

Inclusive vector meson production and hadron structure

International Nuclear Information System (INIS)

Boeckmann, K.

1977-08-01

It is shown that J/PSI production in hadronic interactions is dominated by central production from sea quarks even at beam momenta as low as 40 GeV/c. All known experimental data on inclusive vector meson production support the hypothesis that cross sections obtained from meson-nucleon and nucleon-nucleon interactions have to be compared in the quark C.M. system. With the distinction of sea quark and valence quark interactions in the additive quark model a consistent description of inclusive rho, K*, PHI and J/PSI production in hadronic interactions. A natural connection of inclusive rho 0 production cross sections in anti pp, pp and πp interactions is obtained. (orig.) [de

Can We Build Inclusion?

Science.gov (United States)

Kirkeby, Inge Mette; Grangaard, Sidse

2016-01-01

Inclusion of children with special needs in kindergartens and preschools may be approached from different angles. This paper raises the question of whether the physical framework of kindergartens makes any difference for daily life at the kindergarten at all, and whether it can support inclusion of some children with special needs. Hence the title - can we build inclusion? In the literature of Universal Design, accommodation and design features seldom reflect the less visible disabilities. The paper is based on a research project initiated to investigate how more or less space influences daily pedagogical practice in general. Twelve interviews were conducted with experienced teachers from twelve different kindergartens with different amounts of space, varying from a ratio of 2.1 m2 play area per child to 5.5 m2. The results indicated that, for a group of children with special needs in particular, the amount of space is crucial. This group consisted of children who were socially very extrovert, and who maybe were noisy, easily provoked, and quick to get involved in arguments with other children. Alternatively, children in the group were very restrained and withdrawn in social interaction. Based on the answers in the interviews, we found support for answering the question in the title in the affirmative; we can build inclusion! This is because the teachers' experience indicated that, if there was sufficient space per child, there were fewer conflicts and the children managed to stay in the same activity for a much longer period. Sufficient space made it possible to divide the children into smaller groups, and use any secluded space. Therefore, it was much easier for other children to include some children with special needs. Accordingly, we can say that, sufficient space per child and an adequate layout and furnishing of the kindergarten is an advantage for all children. This is a clear example of Universal Design in which architectural solutions that are good for

Student Collaboration in Group Work: Inclusion as Participation

Science.gov (United States)

Forslund Frykedal, Karin; Hammar Chiriac, Eva

2018-01-01

Group work is an educational mode that promotes learning and socialisation among students. In this study, we focused on the inclusive processes when students work in small groups. The aim was to investigate and describe students' inclusive and collaborative processes in group work and how the teacher supported or impeded these transactions. Social…

Conditions Supporting the Inclusion of Children and Teenagers with Physical Disabilities

Science.gov (United States)

Lelgemann, Reinhard; Singer, Philipp; Walter-Klose, Christian; Lubbeke, Jelena

2012-01-01

The article presents the main results of a 2 year research project on appropriate conditions for the inclusion of physically and multiple disabled pupils in German schools. The research project consists of three parts: A synthesis of all national and international empirical studies published during the last 40 years (Walter-Klose, 2012), 84…

Inclusive innovation: a research project on the inclusion of social responsibility

NARCIS (Netherlands)

Nijhof, A.H.J.; Fisscher, O.A.M.; de Bakker, F.G.A.

2001-01-01

The research project 'Inclusive Innovation' aims at stimulating dialogue about inclusion of social responsibility based on universal human rights in the conduct of business. This dialogue concerns both the communication within the organisation and between the organisation and interested parties in

Teacher Educators’ Views on Inclusive Education and Teacher Preparation in Ghana

OpenAIRE

Nketsia, William; Saloviita, Timo; Gyimah, Emmanuel Kofi

2016-01-01

The crucial role of initial teacher education programmes and teacher educators in preparing effective inclusive practitioners has been universally acknowledged. This study explored the attitudes of 125 teacher educators from four colleges of education towards inclusive education, their views and concerns about teacher preparation and the implementation of inclusive education in Ghana. The study found positive attitudes and considerable support for inclusive education. However, ...

ELSiTO. a collaborative European initiative to foster social inclusion with persons experiencing mental illness.

Science.gov (United States)

Ammeraal, M; Kantartzis, S; Burger, M; Bogeas, T; van der Molen, C; Vercruysse, L

2013-06-01

ELSiTO (Empowering Learning for Social Inclusion Through Occupation), an international collaborative partnership, with over 30 members from Belgium, Greece and the Netherlands, aimed to explore the nature and processes of social inclusion for persons experiencing mental illness. Members included persons experiencing mental illness and health professionals. Four international visits and local activities enabled a knowledge creation process that combined the experience of social inclusion as we lived and worked together with exploration of the processes of community projects, narratives of experiences and reflective workshops. Outcomes included identification and description of the following: the nature of social inclusion as lived by the participants; the critical elements that support inclusion; and the competences that are developed by all stakeholders during this process. The complex process of social inclusion is facilitated by doing together in environments that enable equality, trust, risk taking and realignment of power. These conceptual understandings of inclusion are discussed in relation to the ongoing activities of the partners, to their potential contribution to the education of occupational therapists (and other professionals) and to the development of socially inclusive occupation-based projects in the community. Copyright © 2013 John Wiley & Sons, Ltd.

Measuring Nurse Educators' Willingness to Adopt Inclusive Teaching Strategies.

Science.gov (United States)

Levey, Janet A

The purpose of the study was to examine the characteristics and relationships of nurse educators' teaching practices, knowledge, support, and willingness to adopt inclusive teaching strategies (WillAdITS). Adopting more inclusive teaching strategies based on universal design for instruction is an innovative way for educators to reach today's diverse student body. However, the pedagogy has not diffused into nursing education. Descriptive statistics and hierarchical multiple regression were used for analyzing data from 311 nurse educators in prelicensure and RN to BSN programs. The model explained 44.8 percent of the variance in WillAdITS. The best indicators for this pedagogy were knowledge of universal design for instruction, social system support for inclusive teaching strategies, multiple instructional formats, and years of teaching. Knowing factors influencing the adoption of inclusive teaching strategies can inform schools of nursing of areas needing further development in the preparation of novice to experienced educators to teach diverse learners.

Teachers' Views of Their Preparation for Inclusive Education and Collaboration

Science.gov (United States)

Zagona, Alison L.; Kurth, Jennifer A.; MacFarland, Stephanie Z. C.

2017-01-01

There is a need to advance inclusive education for students with significant disabilities, and one way to support this effort is to ensure educators have expertise in, and are prepared to implement, inclusive practices. We surveyed and interviewed general and special education teachers to understand their experiences and preparation to demonstrate…

School inclusion in youth and adult education

Directory of Open Access Journals (Sweden)

Eglaucimara Oliveira Rodriguez

2017-05-01

Full Text Available This study investigates teachers’ perceptions about the assistance provided to students with special educational needs, developmental disorders and high skills or giftedness at a state educational institution in Londrina (Brazil which offers exclusively Youth and Adult Education modality. For this, we applied an instrument to collect data with 24 participants whose questions were about school inclusion in Youth and Adult Education. The results showed that most teachers did not receive specific training to support pupils with special educational needs. These professionals reported that they are dissatisfied with the developed work, highlighting the lack of training and capacitating programs as the main cause. Data also showed that, in seeking help and support for professional practice, teachers usually rely on colleagues with specific training and the school teaching staff. Several points highlighted as barriers for effective school inclusion are related to questions present in any heterogeneous class and not specifically with students with special educational needs. Thus, it is believed that the inclusion in the school environment can be a reality and the teacher is a key element in the consolidation of this process.

The Formation of COINS: Equity and Inclusion in SDSS

Science.gov (United States)

Schmidt, Sarah J.; Sanchez-Gallego, Jose Ramon; Chanover, Nancy J.; Holley-Bockelmann, Kelly; Lucatello, Sara; Aragon-Salamanca, Alfonso; Belfiore, Francesco; Cherinka, Brian; Feuillet, Diane; Jones, Amy; Masters, Karen; Simmons, Audrey; Ross, Ashley; Stassun, Keivan G.; Tayar, Jamie

2017-01-01

In the era of large surveys, collaborations like the Sloan Digital Sky Survey (SDSS) are becoming a new normal for many scientists, and collaboration policies and climate have a considerable affect on scientific careers. As such, it is essential that collaborations actively strive to include all scientists regardless of gender, gender identity, race, ethnicity, sexual orientation, disability, career stage, geographic location, economic background, social and cultural backgrounds, and all possible intersections thereof. We report on the formation and progress of the Committee On INclusiveness in the SDSS (COINS). COINS was formed to assess the SDSS-IV project and collaboration's climate and demographics, to recommend new policies or practices with regard to increasing inclusiveness, and to assist in the implementation of these new activities where necessary. We report on our current activities, which include ongoing support for the SDSS Research Experience for Undergraduates program, support for the SDSS Faculty and Student Teams initiative, administering and analyzing the SDSS demographic surveys, working towards collaboration meeting inclusiveness and accessibility, and adopting strategies for integrating and mentoring new members. We welcome input from SDSS members and non-members about how to work towards a more equitable and inclusive collaboration.

Peer Inclusion in Interventions for Children with ADHD: A Systematic Review and Meta-Analysis

Science.gov (United States)

Vilaysack, Brandon; Doma, Kenji; Wilkes-Gillan, Sarah; Speyer, Renée

2018-01-01

Objective To assess the effectiveness of peer inclusion in interventions to improve the social functioning of children with ADHD. Methods We searched four electronic databases for randomized controlled trials and controlled quasi-experimental studies that investigated peer inclusion interventions alone or combined with pharmacological treatment. Data were collected from the included studies and methodologically assessed. Meta-analyses were conducted using a random-effects model. Results Seventeen studies met eligibility criteria. Studies investigated interventions consisting of peer involvement and peer proximity; no study included peer mediation. Most included studies had an unclear or high risk of bias regarding inadequate reporting of randomization, blinding, and control for confounders. Meta-analyses indicated improvements in pre-post measures of social functioning for participants in peer-inclusive treatment groups. Peer inclusion was advantageous compared to treatment as usual. The benefits of peer inclusion over other therapies or medication only could not be determined. Using parents as raters for outcome measurement significantly mediated the intervention effect. Conclusions The evidence to support or contest the efficacy of peer inclusion interventions for children with ADHD is lacking. Future studies need to reduce risks of bias, use appropriate sample sizes, and provide detailed results to investigate the efficacy of peer inclusion interventions for children with ADHD. PMID:29744363

Advances in Schoolwide Inclusive School Reform

Science.gov (United States)

Sailor, Wayne

2015-01-01

This article highlights three significant advances in schoolwide inclusive school reform and suggests three next steps to improve educational outcomes for "all" students, particularly for students for whom typical instruction is not effective. Significant advances are as follows: (a) a multi-tiered system of support (MTSS) with embedded…

[Determinants of social participation and social inclusion of people with severe mental illness].

Science.gov (United States)

Schützwohl, Matthias

2017-03-01

Individuals with mental disorders are known to be socially excluded so that improving social inclusion has become a major goal of healthcare provision. However, empirical research on specific determinants of social inclusion is rather scarce. A cross-sectional survey of adults with a severe mental illness (n =70) was conducted using a measure of participation and social inclusion for individuals with a chronic mental disorder (F-INK). Univariate and multivariate regression analyses were conducted to identify determinants of social participation and social inclusion. Social participation increased with the number of friends and was, independently thereof, higher in adults living independently than in adults living in supported housing arrangements. The level of social inclusion was higher in those cohabitating and increased with duration of illness. Findings on social participation indicate the need for a re-organization of community-based supported housing arrangements, and, with respect to existing settings, an amendment of present conditions. To promote social inclusion, measures to prime a feeling of ongoing social affiliation should be taken during the first years of psychiatric illness.

Foresighting for Inclusive Development

DEFF Research Database (Denmark)

Dahl Andersen, Allan; Andersen, Per Dannemand

and transform innovation systems because a set of distributed actors, rather than ministries and innovation agencies, is the gatekeepers of change. From this perspective, inclusion is a precondition rather than an obstacle for transformation. We develop a conceptual framework and use it to study design...... and processes in two foresight cases in two emerging economies - Brazil and South Korea. Although the research is exploratory and the results tentative, the empirical studies support our main propositions....

Supporting Diverse Young Adolescents: Cooperative Grouping in Inclusive Middle-Level Settings

Science.gov (United States)

Miller, Nicole C.; McKissick, Bethany R.; Ivy, Jessica T.; Moser, Kelly

2017-01-01

The middle level classroom presents unique challenges to educators who strive to provide opportunities that acknowledge learner diversity in terms of social, cognitive, physical, and emotional development. This is confounded even further within inclusive middle-school classrooms where the responsibility to differentiate instruction is even more…

Bibliography of Research Support for K-8th Grade Inclusive Education

Science.gov (United States)

National Center on Schoolwide Inclusive School Reform: The SWIFT Center, 2014

2014-01-01

Presented here are references to books, chapters, and peer-reviewed journal articles that provide evidence for improved student outcomes through inclusive education in elementary and middle schools (K-8th grades). Not included here are the broad evidence bases for each feature in the SWIFT framework.

Ecological aspects influencing the implementation of inclusive ...

African Journals Online (AJOL)

Keywords: Assessment and Support Strategy, barriers to learning, ecological model, identification, inclusive ..... impedes the management of these learners in the mainstream schools. ..... An ecological systems theory perspective on youth.

Review: typically-developing students' views and experiences of inclusive education.

Science.gov (United States)

Bates, Helen; McCafferty, Aileen; Quayle, Ethel; McKenzie, Karen

2015-01-01

The present review aimed to summarize and critique existing qualitative studies that have examined typically-developing students' views of inclusive education (i.e. the policy of teaching students with special educational needs in mainstream settings). Guidelines from the Centre for Reviews and Dissemination were followed, outlining the criteria by which journal articles were identified and critically appraised. Narrative Synthesis was used to summarize findings across studies. Fourteen studies met the review's inclusion criteria and were subjected to quality assessment. Analysis revealed that studies were of variable quality: three were of "good" methodological quality, seven of "medium" quality, and four of "poor" quality. With respect to findings, three overarching themes emerged: students expressed mostly negative attitudes towards peers with disabilities; were confused by the principles and practices of inclusive education; and made a number of recommendations for improving its future provision. A vital determinant of the success of inclusive education is the extent to which it is embraced by typically-developing students. Of concern, this review highlights that students tend not to understand inclusive education, and that this can breed hostility towards it. More qualitative research of high methodological quality is needed in this area. Implications for Rehabilitation Typically-developing students are key to the successful implementation of inclusive education. This review shows that most tend not to understand it, and can react by engaging in avoidance and/or targeted bullying of peers who receive additional support. Schools urgently need to provide teaching about inclusive education, and increase opportunities for contact between students who do and do not receive support (e.g. cooperative learning).

Connecting stories: a narrative approach of social inclusion of persons with intellectual disability

NARCIS (Netherlands)

Meininger, H.P.

2010-01-01

Social inclusion is a leading goal of policy and practice in care and support for persons with intellectual disabilities. However, its conceptualization, moral presuppositions and effects are far from clear. In answering the call for reconceptualization, the author refers to cultural-historical,

Is inclusive education a human right?

Science.gov (United States)

Gordon, John-Stewart

2013-01-01

In this article, I question the general idea that inclusive education--i.e., to teach all students in one class--is a moral human right. The following discussion shows that the widespread view in disability studies that there is a moral human right to inclusive education can be reasonably called into question by virtue of the proposed counter arguments, but without denying that inclusive education is of utmost importance. Practically speaking, the legal human right to inclusive education is of great practical value for impaired students, and for their basic right to be free from discrimination in education, since their concern thereby gains great legal and moral force. But, theoretically speaking, this particular human right lacks an attainable consensus concerning proper moral justification. © 2013 American Society of Law, Medicine & Ethics, Inc.

Complicated and messy politics of inclusion: Michfest and the Boston Dyke March.

Science.gov (United States)

Trigilio, Jo

2016-01-01

To illustrate the challenge of political organizing that grapples with identity politics and inclusion, I focus on two women-centered annual events with very different politics of inclusion: the Michigan Womyn's Music Festival and the Boston Dyke March. (1) arguments made by marginalized people for inclusion into established oppressed identity groups must be constructed with due care to avoid further marginalizing yet other liminal identities; (2) protesting/boycotting other oppressed groups for the purpose of achieving inclusion is often a problematic strategy; (3) the most effective strategy for honoring all people is to support organizations committed to the ideal of inclusion.

The Self-Efficacy of Primary Teachers in Supporting the Inclusion of Children with Autism Spectrum Disorder

Science.gov (United States)

Anglim, Johanna; Prendeville, Paula; Kinsella, William

2018-01-01

In the context of a trend towards inclusive practice in Irish primary schools, many teachers feel ill-equipped to cope with this new challenge. Scope exists within the Irish education system to transform mainstream schools into autistic spectrum disorder (ASD) friendly environments. Research into teacher perceptions of inclusion has found that…

Physical Education in relation to the inclusive education: conceptual and methodological reflections

Directory of Open Access Journals (Sweden)

David António Rodrigues

2008-05-01

Full Text Available Inclusive Education is a main educational orientation in most countries which signed the Salamanca Declaration in 1994. By defining the Inclusive Education (IE as being “for everybody and each individual”, we aim at creating na educative model that rejects exclusion and promotes learning without barriers. Physical Education (PE is part of the inclusive curriculum. Apparently, PE seems to be more receptive to Inclusion, but in fact PE teachers seem to have more difficulties to deal with the inclusion challenges. In PE there is a “double exclusion genealogy” that implies a greater difficulty to answer to diversity. In this article some strategies to improve teacher’s education and support are suggested, in order to make the inclusive quality of PE better.

Pre-Service Teachers' Attitudes towards Inclusion of Students with High Support Needs in Regular Classrooms in Bangladesh

Science.gov (United States)

Ahsan, Tariq; Sharma, Umesh

2018-01-01

In the process of educational reforms for promoting equity and inclusion in education, pre-service teacher preparedness has been identified as a vital factor that has an impact on the success of inclusive education. Bangladesh, like other parts of the world, has taken various initiatives to promote inclusive education in the country context. This…

EDUCATIONAL SUPPORT SERVICES TO SCHOOL INTEGRATION AND ITS EVOLUTION TOWARDS INCLUSIVE EDUCATION. THE EXAMPLE OF THE PROVINCE OF VALLADOLID

Directory of Open Access Journals (Sweden)

Carmen Romero Ureña

2014-12-01

Full Text Available The article recounts the evolution and contributions of support services to students with special educational needs created in the province of Valladolid as a result of school integration program. Part of the historical moment of the birth of them that gave them the property of innovators and pioneers and gave them the opportunity to go by themselves to give the answer that the educational community demanded. It analyzes the change to be operating in themselves and the need to approach them in an appropriate manner, at the current time that inclusive education has taken a step that requires rethinking the structure, organization and planning of them.

Fluid inclusions study in thermal gradient wells, Nevado del Ruiz Volcano

International Nuclear Information System (INIS)

Uruena Suarez, Cindy L; Zuluaga, Carlos A; Molano, Juan Carlos

2012-01-01

A fluid inclusions study in the Nevado del Ruiz volcano hydrothermal system allowed to characterize fluids involved in the evolution of the geothermal system. Fluid inclusions hosted in quartz, plagioclase and carbonate from samples of the deepest parts of three thermal gradient wells were analyzed to understand fluid-rock interaction. Fluid inclusions hosted in carbonate veins with coloform microestructure represent hydrothermal fluids with temperatures higher than 250 Celsius degrade. This interpretation is supported by microprobe and cathodoluminescence analysis that also indicate a hydrothermal origin for the veins. Fluid inclusions hosted in quartz (mylonite) were originated by metamorphic fluids and fluid inclusions hosted in plagioclase (andesitic lavas) are considered to be originated from magmatic fluids (H 2 O + CO 2 system).

Elementary supervision and the supervisor: Teacher attitudes and inclusive education

Directory of Open Access Journals (Sweden)

Thomas G. Ryan

2012-06-01

Full Text Available Evidence has emerged which suggests that as a supervisor, the importance of knowing oneself, and knowing those that he or she is supervising, is vital to the success of the group. We argue that when conflicting values, attitudes, and beliefs are present amongst the members of the group over an issue (inclusion, or over the behaviours of a member (non-inclusive, the entire group can break down. Therefore, to successfully implement a program, such as inclusion, knowing the attitudes of the staff is vital as a program such as this cannot be successful without positive support.

Inclusive design: Bridging theory and practice

NARCIS (Netherlands)

Cremers, A.H.M.; Neerincx, M.A.; Jong, J.G.M. de

2013-01-01

Large groups in society lack the necessary skills to be sufficiently self-reliant and are in need of personal assistance. These groups could be supported by information and information technology (ICT), but only if this technology is designed to fit their (cognitive) abilities. Inclusive design

Development of Cellulose Acetate Microcapsules with Cyanex 923 for Phenol Removal from Aqueous Media

Directory of Open Access Journals (Sweden)

Irma Pérez-Silva

2018-01-01

Full Text Available Microcapsules of cellulose acetate with Cyanex 923 were prepared and used in this study for phenol removal from water and synthetic textile wastewater. The influence of several factors on the microcapsules extraction efficiency was studied, as well as characterization and phenol adsorption isotherm. Microcapsules characterization demonstrated the extractant reagent encapsulation, while in a batch mode procedure, good adsorption of phenol (ca. 5.5 × 10−3 mol Kg−1 has been reached. A slight decrease in phenol extraction percentage was obtained when synthetic textile wastewater was used (ca. 4.955 × 10−3 mol Kg−1, although a decrease in color was observed due to dye microcapsule extraction. Results indicate that this method is a promising alternative to conventional phenol removal technologies for aqueous samples of low phenol concentrations or in textile effluents.

[Community inclusion as a human right and medical necessity for individuals with serious mental illnesses].

Science.gov (United States)

Salzer, Mark S

2017-09-01

Community inclusion refers to equal opportunities for people to participate in the community and willingness to welcome and active community attitude. The opportunity to participate in the community is both a medical necessity and a rights issue. This concept provides a novel theoretical framework for the advancement of mental health policies, programs, and global practices that enable the development of the well-being and health of people with mental disorders. Eleven fundamentals for promoting community inclusion of individuals with serious mental illnesses that are supported by key conceptual, theoretical, and research evidence. These fundamentals reflect beliefs and schemas that need to be present to truly prioritize and facilitate inclusion, intervention strategies and achieve the most impactful objectives that were expected. The greater inclusion, greater community participation, which includes work, education, religion and spiritual participation, and other domains associated with having a life that makes sense, all of which generates physical, cognitive and mental benefts for anyone, disregarding the presence or absence of a mental disorder. The concept of community inclusion offers a transformative next step in the delivery of mental health services that clearly articulates community participation in meaningful areas as the target for promoting full health and wellness.

Educational psychology and the effectiveness of inclusive education/mainstreaming.

Science.gov (United States)

Lindsay, Geoff

2007-03-01

Inclusive education/mainstreaming is a key policy objective for the education of children and young people with special educational needs (SEN) and disabilities. This paper reviews the literature on the effectiveness of inclusive education/mainstreaming. The focus is on evidence for effects in terms of child outcomes with examination also of evidence on processes that support effectiveness. The review covers a range of SEN and children from pre-school to the end of compulsory education. Following an historical review of evidence on inclusive education/mainstreaming, the core of the paper is a detailed examination of all the papers published in eight journals from the field of special education published 2001-2005 (N=1373): Journal of Special Education, Exceptional Children, Learning Disabilities Research and Practice, Journal of Learning Disabilities, Remedial and Special Education, British Journal of Special Education, European Journal of Special Needs Education, and the International Journal of Inclusive Education. The derived categories were: comparative studies of outcomes: other outcome studies; non-comparative qualitative studies including non-experimental case studies; teacher practice and development; teacher attitudes; and the use of teaching assistants. Only 14 papers (1.0%) were identified as comparative outcome studies of children with some form of SEN. Measures used varied but included social as well as educational outcomes. Other papers included qualitative studies of inclusive practice, some of which used a non-comparative case study design while others were based on respondent's judgements, or explored process factors including teacher attitudes and the use of teaching assistants. Inclusive education/mainstreaming has been promoted on two bases: the rights of children to be included in mainstream education and the proposition that inclusive education is more effective. This review focuses on the latter issue. The evidence from this review does not

Definitions of apical vaginal support loss: a systematic review.

Science.gov (United States)

Meister, Melanie R L; Sutcliffe, Siobhan; Lowder, Jerry L

2017-03-01

We sought to identify and summarize definitions of apical support loss utilized for inclusion, success, and failure in surgical trials for treatment of apical vaginal prolapse. Pelvic organ prolapse is a common condition affecting more than 3 million women in the US, and the prevalence is increasing. Prolapse may occur in the anterior compartment, posterior compartment or at the apex. Apical support is considered paramount to overall female pelvic organ support, yet apical support loss is often underrecognized and there are no guidelines for when an apical support procedure should be performed or incorporated into a procedure designed to address prolapse. A systematic literature search was performed in 8 search engines: PubMed 1946-, Embase 1947-, Cochrane Database of Systematic Reviews, Cochrane Database of Abstracts of Review Effects, Cochrane Central Register of Controlled Trials, ClinicalTrials.gov, Proquest Dissertations and Theses, and FirstSearch Proceedings, using key words for apical pelvic organ prolapse and apical suspension procedures through April 2016. Searches were limited to human beings using human filters and articles published in English. Study authors (M.R.L.M., J.L.L.) independently reviewed publications for inclusion based on predefined variables. Articles were eligible for inclusion if they satisfied any of the following criteria: (1) apical support loss was an inclusion criterion in the original study, (2) apical support loss was a surgical indication, or (3) an apical support procedure was performed as part of the primary surgery. A total of 4469 publications were identified. After review, 35 articles were included in the analysis. Prolapse-related inclusion criteria were: (1) apical prolapse (n = 20, 57.1%); (2) overall prolapse (n = 8, 22.8%); or (3) both (n = 6, 17.1%). Definitions of apical prolapse (relative to the hymen) included: (1) apical prolapse >-1 cm (n = 13, 50.0%); (2) apical prolapse >+1 cm (n = 7, 26.9%); (3) apical

Inclusion bodies are a site of ebolavirus replication.

Science.gov (United States)

Hoenen, Thomas; Shabman, Reed S; Groseth, Allison; Herwig, Astrid; Weber, Michaela; Schudt, Gordian; Dolnik, Olga; Basler, Christopher F; Becker, Stephan; Feldmann, Heinz

2012-11-01

Inclusion bodies are a characteristic feature of ebolavirus infections in cells. They contain large numbers of preformed nucleocapsids, but their biological significance has been debated, and they have been suggested to be aggregates of viral proteins without any further biological function. However, recent data for other viruses that produce similar structures have suggested that inclusion bodies might be involved in genome replication and transcription. In order to study filovirus inclusion bodies, we fused mCherry to the ebolavirus polymerase L, which is found in inclusion bodies. The resulting L-mCherry fusion protein was functional in minigenome assays and incorporated into virus-like particles. Importantly, L-mCherry fluorescence in transfected cells was readily detectable and distributed in a punctate pattern characteristic for inclusion bodies. A recombinant ebolavirus encoding L-mCherry instead of L was rescued and showed virtually identical growth kinetics and endpoint titers to those for wild-type virus. Using this virus, we showed that the onset of inclusion body formation corresponds to the onset of viral genome replication, but that viral transcription occurs prior to inclusion body formation. Live-cell imaging further showed that inclusion bodies are highly dynamic structures and that they can undergo dramatic reorganization during cell division. Finally, by labeling nascent RNAs using click technology we showed that inclusion bodies are indeed the site of viral RNA synthesis. Based on these data we conclude that, rather than being inert aggregates of nucleocapsids, ebolavirus inclusion bodies are in fact complex and dynamic structures and an important site at which viral RNA replication takes place.

Limits to Inclusion

Science.gov (United States)

Hansen, Janne Hedegaard

2012-01-01

In this article, I will argue that a theoretical identification of the limit to inclusion is needed in the conceptual identification of inclusion. On the one hand, inclusion is formulated as a vision that is, in principle, limitless. On the other hand, there seems to be an agreement that inclusion has a limit in the pedagogical practice. However,…

Oxygen isotopic anomalies in Allende inclusion HAL

International Nuclear Information System (INIS)

Lee, T.; Mayeda, T.K.; Clayton, R.N.

1980-01-01

The oxygen isotopic composition has been measured on the constituent phases of Allende inclusion HAL, which has unusual mineralogical, chemical, and calcium isotopic compositions. The oxygen in HAL is heterogeneous, with the rim showing more ''normal'' composition and the hibonite core showing large deviation from both the terrestrial material and the usual inclusions. The observed pattern indicates that HAL is a bona fide and more devious member of the rare ''FUN'' family, whose isotopic composition is characterized by correlated nuclear effects and extreme mass fractionation. The data imply that HAL has suffered a large oxygen mass fractionation of 25% 0 per mass unit, followed by exchange with oxygen in a second reservoir. The present experiment supports the identification of two distinct reservoirs from which all refractory inclusions in carbonaceous meteorites derived their oxygen. The required fractionation process seems to operate according to the volatility of various elements and could have been caused by evaporation during a heating event. Nuclear anomalies can be produced in the same heating event if the progenitors of the refractory inclusions were macroscopic aggregates of tiny pre-solar interstellar dust grains and if these grains were destroyed differentially during the evaporation

Creating a supportive learning environment for students with learning difficulties

OpenAIRE

Grah, Jana

2013-01-01

Co-building of supporting learning environment for the learners with learning difficulties is one of the 21st century inclusive school’s elements. Since the physical presence of learners with learning difficulties in the classroom does not self-evidently lead to an effective co-operation and implementation of 21st century inclusive school, I have dedicated my doctor thesis to the establishment of supporting learning environment for the learners with learning difficulties in primary school wit...

Approaching Inclusion as Social Practice: Processes of Inclusion and Exclusion

DEFF Research Database (Denmark)

Molbæk, Mette; Hansen, Janne Hedegaard; Lassen, Mikkel

2018-01-01

The article presents the results of a review of international research investigating mechanisms and processes of inclusion and exclusion as an ongoing part of social practice in a school context. The review forms part of a research project investigating the social practices of inclusive education...... in primary and lower-secondary education (age 6–16) in public schools as constituted by processes of inclusion and exclusion. The project aims to shift the scientific focus of research in inclusive education from the development of pedagogical and didactic practice to the importance of community construction...... through inclusion and exclusion processes. The project arises in context of Danish education policy, while the review looked for international research findings on the limits between inclusion and exclusion: how they are drawn, by whom, for what reasons, and for whose benefit? On the background...

An exploratory study on attitudes toward inclusive education in Russia.

Science.gov (United States)

Martz, Erin

2005-06-01

This exploratory study examined the attitudes toward inclusive education among Russian teachers, administrators and parents of students with and without disabilities (n=176). The results indicated that while there were no significant differences among teachers, administrators and parents of students with and without disabilities on overall attitudes toward inclusive education, there were significant differences in perspectives about the possible time-frame for implementing inclusive education. Generally speaking, school administrators and teachers tended to express the belief that inclusive education could be a reality even today, though many of this group thought that it might be a question of the near future or undefined future. Both groups of parents tended to think that inclusive education could occur in an undefined future. There were significant differences among the three groups about perceptions of responsibility for implementing inclusive education. Administrators, teachers and parents of students with disabilities viewed it as a responsibility of the school, while parents of students without disabilities viewed it as the government's duty. Further, the majority of respondents reported the lack of necessary conditions in schools and the lack of government policies and finances as the main barriers to inclusive education. These findings suggest two areas of intervention to promote the implementation of inclusive education in Russia: physical accessibility of schools and government support.

Inclusive university experience in Australia: Perspectives of students with intellectual disability and their mentors.

Science.gov (United States)

Rillotta, Fiona; Arthur, Jillian; Hutchinson, Claire; Raghavendra, Parimala

2018-01-01

Inclusive post-secondary education (PSE) delivers positive personal, social and academic outcomes. However, there is limited support for students with intellectual disability (ID) to participate in higher education, particularly in Australia. This study investigated the expectations and experiences of students with ID in an inclusive individual support PSE programme. Semi-structured interviews were conducted with students ( n = 4) and peer mentors ( n = 6) at the beginning and end of one academic semester. Participants were asked about inclusive practices, goal attainment, mentoring experiences and skill development. Thematic analysis was used to analyse data. Four major themes and several subthemes were identified: self-determination (e.g. self-confidence), social development (e.g. social networks), intellectual development (e.g. subject knowledge) and inclusive practices. The results emphasized the value of inclusive PSE for students with ID. Recommendations regarding future practices of inclusive PSE for people with ID are provided.

A charged anisotropic well-behaved Adler-Finch-Skea solution satisfying Karmarkar condition

Science.gov (United States)

Bhar, Piyali; Singh, Ksh. Newton; Rahaman, Farook; Pant, Neeraj; Banerjee, Sumita

In the present paper, we discover a new well-behaved charged anisotropic solution of Einstein-Maxwell’s field equations. We ansatz the metric potential g00 of the form given by Maurya et al. (Eur. Phys. J. C 76(12) (2016) 693) with n = 2. In their paper, it is mentioned that for n = 2, the solution is not well-behaved for neutral configuration as the speed of sound is nondecreasing radially outward. However, the solution can represent a physically possible configuration with the inclusion of some net electric charge, i.e. the solution can become a well-behaved solution with decreasing sound speed radially outward for a charged configuration. Due to the inclusion of electric charge, the solution leads to a very stiff equation-of-state (EoS) with the velocity of sound at the center vr02 = 0.819, vt02 = 0.923 and the compactness parameter u = 0.823 is close to the Buchdahl limit 0.889. This stiff EoS support a compact star configuration of mass 5.418M⊙ and radius of 10.1km.

Accessibility through user-centred and Inclusive Design processes

DEFF Research Database (Denmark)

Herriott, Richard

2014-01-01

This PhD dissertation addresses the subject of accessibility through user-centred and Inclusive Design processes (ID). The project takes as its starting point the observation that the concept of Inclusive Design is not adequately delimited. The supporting literature in the field of ID is structured...... around the fact that the needs of individuals with reduced capabilities compared to the norm (referred to for convenience as "the elderly and disabled") have not been properly addressed by standard design processes. In response to this fact, ID is a proposed design method to find more effective means...

Supporting inclusion of learners with attention deficithyperactivity disorder in sound-field-amplification-systems

DEFF Research Database (Denmark)

Voldborg, Hanne

2015-01-01

ICT is internationally recognised as a valuable tool for inclusion, particular for people with disabilities, where technology can improve their quality of life, reduce social exclusion, and increase participation in life and learning. This study examines the impact teachers and learners experience...

Designing Inclusive Systems Designing Inclusion for Real-world Applications

CERN Document Server

Clarkson, John; Robinson, Peter; Lazar, Jonathan; Heylighen, Ann

2012-01-01

The Cambridge Workshops on Universal Access and Assistive Technology (CWUAAT) are a series of workshops held at a Cambridge University College every two years. The workshop theme: “Designing inclusion for real-world applications” refers to the emerging potential and relevance of the latest generations of inclusive design thinking, tools, techniques, and data, to mainstream project applications such as healthcare and the design of working environments. Inclusive Design Research involves developing tools and guidance enabling product designers to design for the widest possible population, for a given range of capabilities. There are five main themes: •Designing for the Real-World •Measuring Demand And Capabilities •Designing Cognitive Interaction with Emerging Technologies •Design for Inclusion •Designing Inclusive Architecture In the tradition of CWUAAT, we have solicited and accepted contributions over a wide range of topics, both within individual themes and also across the workshop’s scope. ...

Development and Validation of the Transgender Inclusive Behavior Scale (TIBS).

Science.gov (United States)

Kattari, Shanna K; O'Connor, Ashley A; Kattari, Leonardo

2018-01-01

Transgender-inclusive behaviors are actions and communication supporting transgender individuals. Examples include using language not reinforcing the gender binary, asking for and using correct pronouns, creation of spaces that welcome members of the transgender community, and acknowledging cisgender (non-transgender) privilege. A survey was developed measuring this behavior in individuals to examine the impact of transgender-inclusive behavior and the potential effect of interventions on promoting inclusive behavior. Data were collected utilizing an online survey (N = 1,051). The sample was split in half to run two sets of cases in a principal components analysis. Analysis of the full sample showed Cronbach's alpha to be .93 (n = 918). Findings suggest that the Transgender Inclusive Behavior Scale (TIBS) may be a useful instrument for identifying behaviors related to being inclusive of transgender individuals, groups, and communities. It may also be used to measure behavior change before and after transgender-specific educational and behavioral interventions.

Hamiltonian inclusive fitness: a fitter fitness concept.

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Costa, James T

2013-01-01

In 1963-1964 W. D. Hamilton introduced the concept of inclusive fitness, the only significant elaboration of Darwinian fitness since the nineteenth century. I discuss the origin of the modern fitness concept, providing context for Hamilton's discovery of inclusive fitness in relation to the puzzle of altruism. While fitness conceptually originates with Darwin, the term itself stems from Spencer and crystallized quantitatively in the early twentieth century. Hamiltonian inclusive fitness, with Price's reformulation, provided the solution to Darwin's 'special difficulty'-the evolution of caste polymorphism and sterility in social insects. Hamilton further explored the roles of inclusive fitness and reciprocation to tackle Darwin's other difficulty, the evolution of human altruism. The heuristically powerful inclusive fitness concept ramified over the past 50 years: the number and diversity of 'offspring ideas' that it has engendered render it a fitter fitness concept, one that Darwin would have appreciated.

Inclusive Education for Students with Disability

Directory of Open Access Journals (Sweden)

Imaniah Ikhfi

2018-01-01

Full Text Available This paper identifies and discusses major issues and trends in special education in Indonesia, including implications of trends for the future developments. Trends are discussed for the following areas: (1 inclusion and integration, issues will remain unresolved in the near future; (2 early childhood and postsecondary education with disability students, special education will be viewed as lifespan schooling; (3 transitions and life skills, these will receive greater emphasis; and (4 consultation and collaboration, more emphasis but problems remain. Moreover, the participant of the study in this paper was an autism student of twelve years old who lived at Maguwoharjo, Yogyakarta. This study was qualitative with case study as an approach of the research. The researchers conclude the autism that has good academic, communication and emotional skill are able to go to integrated school accompanied by guidance teacher. But in practice, inclusive education in Indonesia is inseparable from stakeholders ranging from government and institutions such as schools, educators, school environment, community and parents to support the goal of inclusive education itself. Adequate infrastructure also needs to be given to the school that organizes inclusive education for an efficient and effective students understanding learning-oriented of inclusive education. In short, every child has the same opportunity in education, yet for special education which is aimed at student with special educational needs.

The Fatigue Life Prediction of Train Wheel Rims Containing Spherical Inclusions

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Li, Yajie; Chen, Huanguo; Cai, Li; Chen, Pei; Qian, Jiacheng; Wu, Jianwei

2018-03-01

It is a common phenomenon that fatigue crack initiation occurs frequently in the inclusions of wheel rims. Research on the fatigue life of wheel rims with spherical inclusions is of great significance on the reliability of wheels. To find the danger point and working condition of a wheel, the stress state of the wheel rim with spherical inclusions was analyzed using the finite element method. Results revealed that curve conditions are dangerous. The critical plane method, based on the cumulative fatigue damage theory, was used to predict the fatigue life of the wheel rim and whether it contained spherical inclusions or not under curve conditions. It was found that the fatigue life of the wheel rim is significantly shorter when the wheel rim contains spherical inclusions. Analysis of the results can provide a theoretical basis and technical support for train operations and maintenance.

Father-Inclusive Perinatal Parent Education Programs: A Systematic Review.

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Lee, Joyce Y; Knauer, Heather A; Lee, Shawna J; MacEachern, Mark P; Garfield, Craig F

2018-06-14

Fathers contribute to their children's health starting at the beginning of life. Few parent education programs include fathers. Among those that do, there is little effort to report program effects on father outcomes. In this systematic review, we examined father-inclusive perinatal parent education programs in the United States as they relate to a range of father outcomes. The databases searched were PubMed, Cumulative Index to Nursing and Allied Health Literature, Embase, Ovid Medline, Cochrane Central Register of Controlled Trials, and PsycINFO. Studies were included if they included an evaluation of a parent education program and a report of father outcomes measured within 1 year of the child's birth and were conducted within the United States. Of 1353 total articles, 21 met study criteria. The overall state of the father-inclusive perinatal parent education program literature was poor, with few interventions available to fathers. Available programs were associated with increased father involvement, coparenting relationship, partner relationship quality, father's mental health, and father's supportive behaviors. Program effects on father-infant interaction, parenting knowledge, and attitudes and parenting self-efficacy were inconclusive. Three programs emerged as best evidence-based interventions. Risk of bias was high for many studies. Outcome variability, small sample size, and publication bias contributed to the weak evidence base. There is a need for more evidence-based interventions to support fathers. Clinicians play a key role in engaging fathers in early parent education programs and health care settings. PROSPERO registration number: CRD42017050099. Copyright © 2018 by the American Academy of Pediatrics.

Disability inclusion in higher education in Uganda: Status and strategies.

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Emong, Paul; Eron, Lawrence

2016-01-01

Uganda has embraced inclusive education and evidently committed itself to bringing about disability inclusion at every level of education. Both legal and non-legal frameworks have been adopted and arguably are in line with the intent of the Convention on the Rights of Persons with Disabilities (CRPD) on education. The CRPD, in Article 24, requires states to attain a right to education for persons with disabilities without discrimination and on the basis of equal opportunities at all levels of education. Despite Uganda's robust disability legal and policy framework on education, there is evidence of exclusion and discrimination of students with disabilities in the higher education institutions. The main objective of this article is to explore the status of disability inclusion in higher education and strategies for its realisation, using evidence from Emong's study, workshop proceedings where the authors facilitated and additional individual interviews with four students with disabilities by the authors. The results show that there are discrimination and exclusion tendencies in matters related to admissions, access to lectures, assessment and examinations, access to library services, halls of residence and other disability support services. The article recommends that institutional policies and guidelines on support services for students with disabilities and special needs in higher education be developed, data on students with disabilities collected to help planning, collaboration between Disabled Peoples Organisations (DPO's) strengthened to ensure disability inclusion and the establishment of disability support centres.

DEMONETIZATION A STEP TOWARDS MODERN FINANCIAL INCLUSION

OpenAIRE

Dharini Raje Sisodia; Akanksha Kapoor

2017-01-01

India creating a high expectation for the world to become economic leader. From quite a while Indian took Financial Inclusion as serious course of Business as a development tool and encouraging result are been observed. In order to have strong financial inclusion serious action are required. In this era of technology with largest youth population in India, this is the best time to strike the chords of modern financial inclusion. This paper will take up the issues related to demonetization and...

Personalization, self-advocacy and inclusion: An evaluation of parent-initiated supported living schemes for people with intellectual and developmental disabilities in the Netherlands.

Science.gov (United States)

Reindl, Marie-Sol; Waltz, Mitzi; Schippers, Alice

2016-06-01

This study focused on parent-initiated supported living schemes in the South of the Netherlands and the ability of these living schemes to enhance participation, choice, autonomy and self-advocacy for people with intellectual or developmental disabilities through personalized planning, support and care. Based on in-depth interviews with tenants, parents and caregivers, findings included that parent-initiated supported housing schemes made steps towards stimulating self-advocacy and autonomy for tenants. However, overprotective and paternalistic attitudes expressed by a significant number of parents, as well as structural constraints affecting the living schemes, created obstacles to tenants' personal development. The study calls for consideration of interdependence as a model for the relationship of parents and adult offspring with disabilities. The benefits and tensions inherent within this relationship must be taken into consideration during inclusive community building. © The Author(s) 2016.

Confronting New Demands : Inclusive Growth, Inclusive Trade ...

International Development Research Centre (IDRC) Digital Library (Canada)

Confronting New Demands : Inclusive Growth, Inclusive Trade. Policymakers, businesspeople and civil society advocates need evidence-based research to react ... understood implications, such as labour standards and intellectual property; ...

The validity and value of inclusive fitness theory.

Science.gov (United States)

Bourke, Andrew F G

2011-11-22

Social evolution is a central topic in evolutionary biology, with the evolution of eusociality (societies with altruistic, non-reproductive helpers) representing a long-standing evolutionary conundrum. Recent critiques have questioned the validity of the leading theory for explaining social evolution and eusociality, namely inclusive fitness (kin selection) theory. I review recent and past literature to argue that these critiques do not succeed. Inclusive fitness theory has added fundamental insights to natural selection theory. These are the realization that selection on a gene for social behaviour depends on its effects on co-bearers, the explanation of social behaviours as unalike as altruism and selfishness using the same underlying parameters, and the explanation of within-group conflict in terms of non-coinciding inclusive fitness optima. A proposed alternative theory for eusocial evolution assumes mistakenly that workers' interests are subordinate to the queen's, contains no new elements and fails to make novel predictions. The haplodiploidy hypothesis has yet to be rigorously tested and positive relatedness within diploid eusocial societies supports inclusive fitness theory. The theory has made unique, falsifiable predictions that have been confirmed, and its evidence base is extensive and robust. Hence, inclusive fitness theory deserves to keep its position as the leading theory for social evolution.

Universities and Councils Network on Innovation for Inclusive ...

International Development Research Centre (IDRC) Digital Library (Canada)

Universities and Councils Network on Innovation for Inclusive Development in ... IDRC-supported project, 104904 Science and Technology Innovation for the ... titled “Climate change and adaptive water management: Innovative solutions from ...

About one discrete model of splitting by the physical processes of a piezoconductive medium with gas hydrate inclusions

Science.gov (United States)

Poveshchenko, Yu A.; Podryga, V. O.; Rahimly, P. I.; Sharova, Yu S.

2018-01-01

The thermodynamically equilibrium model for splitting by the physical processes of a two-component three-phase filtration fluid dynamics with gas hydrate inclusions is considered in the paper, for which a family of two-layer completely conservative difference schemes of the support operators method with time weights profiled in space is constructed. On the irregular grids of the theory of the support-operators method applied to the specifics of the processes of transfer of saturations and internal energies of water and gas in a medium with gas hydrate inclusions, methods of directwind approximation of these processes are considered. These approximations preserve the continual properties of divergence-gradient operations in their difference form and are related to the velocity field providing saturations transfer and internal energies of fluids. Fluid dynamics with gas hydrate inclusions are also calculated on the basis of the proposed approach, in particular, in areas of severe pressure depression in the collector space.

Policy of Inclusive Education for Education for All in Indonesia

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Asal Wahyuni Erlin Mulyadi

2017-09-01

Full Text Available The purpose of this article is to discuss the basic and essential contents of the policy of inclusive education in Indonesia. Inclusive education is the recent worldwide agenda for educational reform toward the no-discrimination in education. Regardless of any condition and circumstances, it is guaranteed that every child has the right for education, as it is also clearly highlighted in the global program of Education for All (EFA. This paper is a content and analytic review on the national policy of inclusive education towards the education for all in Indonesia, i.e the Regulation of National Ministry of Education (PERMENDIKNAS Number 70 Year 2009. Number of schools implementing the inclusive education policy has significantly increased, supported also by the province and district related regulations. However, the context of the policy of inclusive education as the major guideline for the policy implementation lead to various and even narrowed perspective on the concept of inclusion. Inclusive education is still discussed more in term of learners with disabilities only. Much progress has been made, yet it is still much left to be accomplished to achieve the fundamental and universal rights on education to all society.

Inclusão de pessoas com deficiência na empresa como fator responsabilidade social - Inclusion of people with disabilities in the company as a factor social responsibility

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Daniel Silva Guimarães

2017-07-01

supports employability and accessibility of these people as a guarantee inclusion in society and the company. So with a bibliographic research methodology and case study qualitatively, obtained the answer to the following research problem: "there is difficulty in the process of inclusion of people with disabilities in the company?” Key Words: Social responsibility; Inclusion; Company.

Supporting Unemployed, Middle-Aged Men: A Psychoeducational Group Approach

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Murphey, Charlotte M.; Shillingford, M. Ann

2012-01-01

This article presents a comprehensive group counseling approach to support unemployed, middle-aged men. An inclusive group curriculum designed to provide support and address potential mental health issues related to unemployment is introduced. The focus of the group is divided into 6 major areas that research has shown to have a significant impact…

Thermal gradient brine inclusion migration in salt study: gas-liquid inclusions, preliminary model

International Nuclear Information System (INIS)

Olander, D.R.; Machiels, A.J.

1979-10-01

Natural salt deposits contain small cubical inclusions of brine distributed through the salt. Temperature gradients, resulting from storing heat-generating wastes in the salt, can cause the inclusions to move through the salt. Prediction of the rate and amount of brine-inclusion migration is necessary for the evaluation of bedded or domed salts as possible media for waste repositories. Inclusions filled exclusively with liquid migrate up the temperature gradient towards the heat source. The solubility of salt in the brine inclusion increases with temperature. Consequently, salt dissolves into the inclusion across the hot surface and crystallizes out at the cold surface. Diffusion of salt within the liquid phase from the hot to the cold faces causes the inclusions to move in the opposite direction. In so doing, they change shape and eventually become rectangular parallelipipeds with a width (dimension perpendicular to the thermal gradient) much larger than the thickness (dimension in the direction of the thermal gradient). The inclusions may also contain a gas phase predominantly consisting of water vapor. These entities are termed two-phase or gas-liquid inclusions. The two-phase inclusions usually migrate down the temperature gradient away from the heat source remaining more-or-less cubical. A two-phase inclusion also forms when an all-liquid inclusion reaches the waste package; upon opening up at the salt-package interface, the brine partially evaporates and the inclusion reseals with some insoluble gas trapped inside. These gas-liquid inclusions proceed to move down the temperature gradient, in the opposite sense of the all-liquid inclusions. The gas-liquid inclusions phenomenon provides a pathway by which radionuclides leached from the wasteform by the brine can be transported away from the waste package and thus might have greater access to the biosphere

The Perspectives of Students with and without Disabilities on Inclusive Schools

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Shogren, Karrie A.; Gross, Judith M. S.; Forber-Pratt, Anjali J.; Francis, Grace L.; Satter, Allyson L.; Blue-Banning, Martha; Hill, Cokethea

2015-01-01

The purpose of this study was to examine the experiences of students with and without disabilities being educated in inclusive schools, documenting their perceptions of the culture of their school, inclusion, and the practices that were implemented to support all students. Focus groups were conducted with 86 students with and without disabilities…

Review of the Visiting Teachers Service for Children with Hearing and Visual Impairment in Supporting Inclusive Educational Practice in Ireland: Examining Stakeholder Feedback through an Ecological Systems Theory

Science.gov (United States)

McLinden, Mike; McCracken, Wendy

2016-01-01

In line with recent developments in inclusive practice in Ireland, children with sensory needs are increasingly educated in mainstream rather than specialist provision. Educational supports are provided by a range of practitioners and include input from the visiting teachers service for children with hearing and visual impairment. This paper…

Social inclusion/exclusion as matters of social (in)justice: a call for nursing action.

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Yanicki, Sharon M; Kushner, Kaysi E; Reutter, Linda

2015-06-01

Social inclusion/exclusion involves just/unjust social relations and social structures enabling or constraining opportunities for participation and health. In this paper, social inclusion/exclusion is explored as a dialectic. Three discourses--discourses on recognition, capabilities, and equality and citizenship--are identified within Canadian literature. Each discourse highlights a different view of the injustices leading to social exclusion and the conditions supporting inclusion and social justice. An Integrated Framework for Social Justice that incorporates the three discourses is developed and used to critique the dominant focus on distributive justice within foundational Canadian nursing documents. We propose a broader conceptualization of social (in)justice that includes both relational and structural dimensions. Opportunities for multilevel interventions to promote social justice are identified. This framework is congruent with nursing's moral imperative to promote health equity and with the multiple roles played by nurses to promote social justice in everyday practice. © 2014 John Wiley & Sons Ltd.

Inclusiveness program - a SWOT analysis

Science.gov (United States)

Dósa, M.; Szegő, K.

2017-09-01

The Inclusiveness Program was created with the aim to integrate currently under-represented countries into the mainstream of European planetary research. Main stages of the working plan include setting up a database containing all the research institutes and universities where astronomical or geophysical research is carried out. It is necessary to identify their problems and needs. Challenging part of the project is to find exact means that help their work in a sustainable way. Strengths, weaknesses, opportunities and threats of the program were identified based on feedback from the inclusiveness community. Our conclusions, further suggestions are presented.

EDUCATIONAL INCLUSION A VIEW FROM TEACHERS-TUTORS FOR BACCALAUREATE: CHALLENGES AND DEFIANCES

Directory of Open Access Journals (Sweden)

Irma Leticia Zapata-Rivera

2015-07-01

Full Text Available This article provide an overview of educational inclusion about the challenges and defiances of the PIT-ADIUAS UAS in the formation of the student, through the eyes of teachers-tutors baccalaureate Guasave Nocturna of the Universidad Autónoma de Sinaloa. The importance of the article lies in the documentary analysis of the documents and signed in his rift with the reality observed in the classroom by teachers and tutors. Its approach is developed from a mixed methodology under the case study approach, supported by documentary research techniques and social research (observation and interview. The results obtained and conclusions that the team arrives, intended to call attention to the university authorities to order to comply with one of the precepts unsigned: educational inclusion through teacher-tutor professionalism in the globe NEE students.

Pick a Book, Any Book: Using Children's Books to Support Positive Attitudes toward Peers with Disabilities

Science.gov (United States)

Ostrosky, Michaelene M.; Mouzourou, Chryso; Dorsey, Emily A.; Favazza, Paddy C.; Leboeuf, Lisa M.

2015-01-01

The Division for Early Childhood/National Association for the Education of Young Children's (2009) joint position statement on inclusion stresses the importance of (a) developing practices that support young children of diverse abilities in inclusive learning environments, (b) being part of supportive school communities, and (c) engaging in…

Inclusion of Children with Hearing Impairment in Schools: A Survey on Teachers’ Attitudes

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Dr. Santhi S Prakash

2012-12-01

Full Text Available Purpose: Inclusion of children with disabilities in mainstream classrooms has become the focus of extensive research in education. It has both academic and social benefits for all students, such as providing opportunities for communication and social interaction. The evaluation of teachers’ attitudes towards inclusion appears to be a good method to determine the success of the programme. Although this has been widely researched in many countries, the available evidence is not consistent. This study was undertaken in the state of Andhra Pradesh in India, to measure and compare teachers’ attitudes towards the inclusion of children with hearing impairment in schools.Method: A questionnaire developed by Giles and Tanner (1995 measuring three domains - (1 effective strategies for meeting the needs of all students, (2 the support for educational change in their district, and (3 inclusive education - was modified in keeping with cultural and geographical variations and used as the test tool. A hundred teachers of various Government and non-Government schools in 2 districts of Andhra Pradesh, India, participated in the study.Results: Higher scores on domain 1 indicate that teachers feel effective strategies to benefit students with disabilities should be implemented in schools. The results also indicate that most teachers are agreeable to the inclusion of students with disabilities in their classrooms. Significant difference in attitudes was observed, based on the teachers’ qualifications, teaching experience, gender, level of teaching and management.Conclusion: The study concludes that there is a need for intervention to foster more positive attitudes among teachers, if the implementation of inclusive education is to succeed. It also has implications for the framing of laws and policies for children with hearing impairments.doi: 10.5463/dcid.v23i3.117

Inclusive Education in Italy: Description and Reflections on Full Inclusion

Science.gov (United States)

Anastasiou, Dimitris; Kauffman, James M.; Di Nuovo, Santo

2015-01-01

Inclusion of students with disabilities when appropriate is an important goal of special education for students with special needs. Full inclusion, meaning no education for any child in a separate setting, is held to be desirable by some, and Italy is likely the nation with an education system most closely approximating full inclusion on the…

Teachers' perceptions of virtual worlds as a medium for social inclusion for adults with intellectual disability.

Science.gov (United States)

Balandin, Susan; Molka-Danielsen, Judith

2015-01-01

The aim of this research was to explore educators' perceptions of a virtual world Second Life TM as an environment for social interaction and social inclusion for the Norwegian adult students with intellectual disability that they supported. Five educators who supported a total of 10 adult students with intellectual disability in computer classes in community Adult Education Centres participated in individual in-depth interviews. The interviews were transcribed verbatim and analysed using a content analysis. Participants were positive about Second Life although they did not perceive that it offered a successful context for social interaction or inclusion. They identified a number of benefits to using a virtual world and for students participating in virtual world research. Barriers identified included language, literacy, and technology issues along with the complexity of participating independently in a virtual world. Some people with intellectual disability can use virtual worlds but the skills required need additional research. Virtual worlds may provide a stimulating, safe, and exciting context for a range of activities but the level of support required by many people is high and consequently expensive.

Framing HIV Pre-Exposure Prophylaxis (PrEP) for the General Public: How Inclusive Messaging May Prevent Prejudice from Diminishing Public Support.

Science.gov (United States)

Calabrese, Sarah K; Underhill, Kristen; Earnshaw, Valerie A; Hansen, Nathan B; Kershaw, Trace S; Magnus, Manya; Krakower, Douglas S; Mayer, Kenneth H; Betancourt, Joseph R; Dovidio, John F

2016-07-01

Strategic framing of public messages about HIV pre-exposure prophylaxis (PrEP) may influence public support for policies and programs affecting access. This survey study examined how public attitudes toward PrEP differed based on the social group PrEP was described as benefiting ("beneficiary") and the moderating effect of prejudice. Members of the general public (n = 154) recruited online were randomly assigned to three beneficiary conditions: general population, gay men, or Black gay men. All participants received identical PrEP background information before completing measures of PrEP attitudes (specifying beneficiary), racism, and heterosexism. Despite anticipating greater PrEP adherence among gay men and Black gay men and perceiving PrEP as especially beneficial to the latter, participants expressed lower support for policies/programs making PrEP affordable for these groups vs. the general population. This disparity in support was stronger among participants reporting greater prejudice. Inclusive framing of PrEP in public discourse may prevent prejudice from undermining implementation efforts.

A potential Human Rights Act in Queensland and inclusion of the right to health.

Science.gov (United States)

Brolan, Claire E; Herron, Lisa; Carney, Anna; Fritz, Eva M; James, Judy; Margetts, Miranda

2018-04-01

To identify the level of public support for a Human Rights Act for Queensland (HRAQ) and for inclusion of the right to health by participants in a public inquiry process. We reviewed the 492 written submissions to the Legal Affairs and Community Safety Committee's Inquiry into a potential HRAQ and the transcripts documenting the public hearings held by the Committee in 2016. A total of 465 written submissions were analysed; 419 (90%) were for a HRAQ. More than 80% of the 'for' submissions advocated the right to health's inclusion. At the seven public hearings, 72 persons made verbal submissions and most supported a HRAQ. Five major themes were identified in our synthesis of the public hearing transcripts. Three related specifically to health and human rights: 1) the need to consider the holistic health and human rights of Indigenous Queenslanders and Indigenous Queensland communities; 2) instilling a human rights culture in Queensland; and 3) access to health care and the underlying determinants of health. The other two themes related to the conduct of the Inquiry: 4) the importance of community participation in developing a HRAQ; and 5) concerns about the public consultation processes. This study found strong support in the majority of submissions for the Queensland Parliament to draft and enact a HRAQ, and for the inclusion of the right to health in such legislation. Implications for public health: The Queensland Parliament's enactment of a HRAQ that expressly included the right to health would increase the accountability and transparency of government health (and related) decision making and resource allocation, and would better identify and address health inequities across the state. This Act is imperative for improving the health and wellbeing of all Queenslanders, particularly rural and remote and Aboriginal and Torres Strait Islander Queenslanders. © 2017 The Authors.

Fluid inclusion study of the Witwatersrand gold-uranium ores

International Nuclear Information System (INIS)

Shepherd, T.J.

1977-01-01

Fluid inclusions, preserved in quartz pebbles of the uraniferous and auriferous Precambrian oligomictic conglomerates of the Witwatersrand Basin, provide a unique insight into the genesis of the ores. Using differences in inclusion characteristics in conjunction with intra- and inter-deformational textures for adjacent pebbles, a distinction is made between pre- and post-depositional inclusions. Excluding those related to subsequent brittle fracture, the former comprise five principal types; two of which are distinguished by the development of liquid carbon dioxide. Collectively they indicate a moderate to high pressure-temperature environment of vein quartz formation. Systematic variation in the relative abundance of these inclusion assemblages for different sections of the orefield demonstrates the importance of well-defined provenance areas or multiple entry points into the basins. A marked sympathetic relationship between uraniferous banket ores and the presence of vein quartz rich in liquid carbon dioxide inclusions, together with a corresponding antipathetic relationship for gold, strongly suggests separate sources for the metals. The temporal and spatial aspects of the association 'U-CO 2 ' also imply a uranium influx into the basin from discrete areas of the hinterland contemporaneous with the sediments. Post-depositional inclusions are subordinate and offer no support for the alternative epigenetic model and show only a later interaction of relatively cool circulating groundwaters. A discussion is given of the probable nature and origin of uranium in the source rocks and its mode of transportation. In conclusion, a proposal is made for the use of applied fluid inclusion research in the evaluation of and exploration for similar deposits. (author)

BV solutions of rate independent differential inclusions

Czech Academy of Sciences Publication Activity Database

Krejčí, Pavel; Recupero, V.

2014-01-01

Roč. 139, č. 4 (2014), s. 607-619 ISSN 0862-7959 R&D Projects: GA ČR GAP201/10/2315 Institutional support: RVO:67985840 Keywords : differential inclusion * stop operator * rate independence * convex set Subject RIV: BA - General Mathematics http://hdl.handle.net/10338.dmlcz/144138

Youth Rising: Centering Youth Voice in the Quest for Equitable and Inclusive Schools. Equity by Design

Science.gov (United States)

Gonzalez, Taucia; Love, Larry D.; Johnson, Mary L.; Picón, Ninoska; Velázquez, Josué

2017-01-01

This Equity Brief focuses on disrupting the dominant narratives around inclusion by asking the question, "Whose Voice Matters" in creating inclusive schools. Ensuring that youth from historically marginalized groups have leadership opportunities and have their voices heard is one way to support and empower them. Supporting students of…

Inclusive design and anthropological methods to create technological support for societal inclusion

NARCIS (Netherlands)

Cremers, A.H.M.; Jansen, Y.J.F.M.; Neerincx, M.A.; Schouten, D.; Kayal, A.

2014-01-01

Large groups in society lack the necessary skills to be sufficiently self-reliant and are in need of personal assistance. They include ageing people, people with low literacy skills, non-natives, but also children. They could all be supported by information and communication technology (ICT), but

Thinking and Research Inclusive Education without a Banister

DEFF Research Database (Denmark)

Larsen, Vibe; Korsgaard, Morten Timmermann; Wiberg, Merete

This paper presents some initial findings of a double sided study on research in inclusive education. The first part of the study concerns the development of a framework for establishing communities of collective thinking and inquiry with a specific emphasis on bringing researchers...... and practitioners of inclusive education closer together. The second part concerned the findings and new ideas that where brought to light in the collective framework. The idea then was to develop dialogical research in order to help researchers and practitioners to mediate between conceptions of inclusion...... and methodological approach to dialogical research and cooperation between researchers and practitioners with respect to development of the concept and practice of inclusive education....

Could Practicum Placements in Contrasting Contexts Support the Preparation of Pre-Service Teachers for an Envisaged Inclusive Education System? A South African Study

Science.gov (United States)

Rusznyak, Lee; Walton, Elizabeth

2017-01-01

In contexts where inclusive education is nascent, teacher educators face the challenge of preparing pre-service teachers for a system that does not yet exist. While this might be possible through university-based coursework, difficulties arise when so few sites that model inclusive pedagogies are available for practicum placements. This article…

Creating Inclusive Physical Activity Spaces: The Case of Body-Positive Yoga.

Science.gov (United States)

Pickett, Andrew C; Cunningham, George B

2017-09-01

Within the modern cultural climate, those in larger bodies face high levels of weight stigma, particularly in sport and physical activity spaces, which serves as a strong barrier to their participation. However, given the strong link between physical activity and general health and well-being for participants, it is important to explore strategies that encourage participation of these individuals. Thus, the current research examined strategies that physical activity instructors use to develop inclusive exercise spaces for all body sizes. This study employed a series of semistructured qualitative interviews (n = 9) with instructors of body-inclusive yoga classes to explore the ways in which they encourage participation for those in larger bodies. Emergent themes from the current study suggested support for 6 factors for creating body-inclusive physical activity spaces: authentic leadership, a culture of inclusion, a focus on health, inclusive language, leader social activism, and a sense of community. This study revealed that leaders must intentionally cultivate inclusion in their spaces to encourage those in nonconforming bodies to participate. These findings have important health and management implications for the sport and physical activity context and provide a basic outline of practical strategies that practitioners can use to foster inclusion in their spaces.

Community Involvement of Young Adults with Intellectual Disabilities: Their Experiences and Perspectives on Inclusion.

Science.gov (United States)

Hall, Sarah A

2017-09-01

Inclusion in the community is essential to enhancing a person's quality of life. Although people with intellectual disabilities have a desire to be more involved in activities, they experience barriers that limit their inclusion. The purpose of this study was to describe the community involvement of young adults with intellectual disability. I interviewed fourteen young adults with intellectual disability to explore their involvement in work, recreation and leisure activities. Four themes emerged from the data: vocational endeavours, leisure pursuits, social inclusion and supports. The contexts of their experiences either facilitated or hindered their community involvement. The community involvement of young adults with intellectual disability varies depending on the opportunities and supports available to them. Their inclusion in the community may be enhanced by additional transportation options, continuing education in vocational and social skills, personalized guidance from group members and environments that are welcoming to people with disabilities. © 2016 John Wiley & Sons Ltd.

The inclusion of students with dyslexia in higher education: a systematic review using narrative synthesis.

Science.gov (United States)

Pino, Marco; Mortari, Luigina

2014-11-01

This article reports on a study focusing on the inclusion of students with dyslexia in higher education (HE). A systematic review was carried out to retrieve, critically appraise and synthesize the available evidence on how the inclusion of students with dyslexia can be fostered in HE. The 15 studies included in the final synthesis employed descriptive designs and overwhelmingly used qualitative methods to explore dyslexic students' perceptions on the impact of teaching, support and accommodation in their own learning experience. A critical appraisal of these studies revealed a landscape of significant gaps in the available stock of evidence on the inclusion of students with dyslexia in HE. The synthesis of the available evidence is presented in a narrative of five cross-study thematic areas: student coping strategies, being identified as dyslexic, interaction with academic staff, accessibility and accommodations, and using assistive technologies and information and communication technologies. Implications for practice and future research are discussed. © 2014 The Authors. Dyslexia published by John Wiley & Sons, Ltd.

An Arendtian Perspective on Inclusive Education: Towards a Reimagined Vocabulary

Science.gov (United States)

Korsgaard, Morten Timmermann

2016-01-01

Inclusive education currently appears to be undergoing a crisis and re-examination. This paper presents a new approach to thinking about inclusiveness in the school context. Many positions within inclusive education seem to take political, social and ethical perspectives as a starting point, which has allowed inclusive movements and initiatives…

Nucleation from a cluster of inclusions, leading to void coalescense

DEFF Research Database (Denmark)

Tvergaard, Viggo

2017-01-01

A cell model analysis is used to study the nucleation and subsequent growth of voids from a non-uniform distribution of inclusions in a ductile material. Nucleation is modeled as either stress controlled or strain controlled. The special clusters considered consist of a number of uniformly spaced...... inclusions located along a plane perpendicular to the maximum principal tensile stress. A plane strain approximation is used, where the inclusions are parallel cylinders perpendicular to the plane. Clusters with different numbers of inclusions are compared with the nucleation and growth from a single...... inclusion, such that the total initial volume of the inclusions is the same for the clusters and the single inclusion. After nucleation, local void coalescence inside the clusters is accounted for, since this makes it possible to compare the rate of growth of the single larger void that results from...

A novel tetraarylpyrene host: Conformation-dependent inclusion of ...

Indian Academy of Sciences (India)

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insights toward realizing multicomponent molecular crystals in a rational manner. Keywords. Inclusion compounds ..... lent guest inclusion behaviour. A cursory glance at ... conformational changes in response to the shape, size and electronic ...

Including Psychology in Inclusive Pedagogy: Enriching the Dialogue?

Science.gov (United States)

Kershner, Ruth

2016-01-01

Inclusive education is a complex field of study and practice that requires good communication and dialogue between all involved. Psychology has to some extent been marginalised in these educational dialogues. This is, in part, due to psychology's perceived heritage in the standardised testing that has been used to support the educational…

A Note on Inclusion Intervals of Matrix Singular Values

Directory of Open Access Journals (Sweden)

Shu-Yu Cui

2012-01-01

Full Text Available We establish an inclusion relation between two known inclusion intervals of matrix singular values in some special case. In addition, based on the use of positive scale vectors, a known inclusion interval of matrix singular values is also improved.

Inclusive Business - What It Is All About? Managing Inclusive Companies

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Tea Golja

2012-01-01

Full Text Available Following the challenges we face today, the inclusive business models are future business models through which the Millennium Development Goals can be fostered and strengthen. These are the models which, through their strategic orientation on inclusivity, include low income communities in their value chain. This can be done through combining variety of strategies which all have two common points – recognition of stakeholders and adjustment of the product to the target market. The paper presents the analysis of inclusive markets. Hence, the research results show the dispersion of inclusive businesses worldwide, type of the organization, sector coverage, and contribution to MDGs as well as the particular way of inclusion of low income communities in their value chain. The aim is to present how inclusive business benefits not only the low income societies, but the companies that operate in this way as well.

Phenotypic variability within the inclusion body spectrum of basophilic inclusion body disease and neuronal intermediate filament inclusion disease in frontotemporal lobar degenerations with FUS-positive inclusions.

Science.gov (United States)

Gelpi, Ellen; Lladó, Albert; Clarimón, Jordi; Rey, Maria Jesús; Rivera, Rosa Maria; Ezquerra, Mario; Antonell, Anna; Navarro-Otano, Judith; Ribalta, Teresa; Piñol-Ripoll, Gerard; Pérez, Anna; Valldeoriola, Francesc; Ferrer, Isidre

2012-09-01

Basophilic inclusion body disease and neuronal intermediate filament inclusion disease (NIFID) are rare diseases included among frontotemporal lobar degenerations with FUS-positive inclusions (FTLD-FUS). We report clinical and pathologic features of 2 new patients and reevaluate neuropathologic characteristics of 2 previously described cases, including an early-onset case of basophilic inclusion body disease (aged 38 years) with a 5-year disease course and abundant FUS-positive inclusion bodies and 3 NIFID cases. One NIFID case (aged 37 years) presented with early-onset psychiatric disturbances and rapidly progressive cognitive decline. Two NIFID cases had later onset (aged 64 years and 70 years) and complex neurologic deficits. Postmortem neuropathologic studies in late-onset NIFID cases disclosed α-internexin-positive "hyaline conglomerate"-type inclusions that were positive with 1 commercial anti-FUS antibody directed to residues 200 and 250, but these were negative to amino acids 90 and 220 of human FUS. Early-onset NIFID had similar inclusions that were positive with both commercial anti-FUS antibodies. Genetic testing performed on all cases revealed no FUS gene mutations. These findings indicate that phenotypic variability in NIFID, including clinical manifestations and particular neuropathologic findings, may be related to the age at onset and individual differences in the evolution of lesions.

Classroom acoustics as a consideration for inclusive education in South Africa.

Science.gov (United States)

Van Reenen, Coralie; Karusseit, Catherine

2017-09-08

It can hardly be disputed that a school environment should be conducive or, at the very least, not prohibitive to effective learning. The provision of fair, equal and barrier-free access to education is referred to as inclusive education. South Africa supports a policy of inclusive schooling, striving to accommodate all children, including those with disabilities, in mainstream schools. This article sets out to prove that noise control in classrooms is a relevant, yet neglected, aspect of inclusive classroom design in South Africa and requires specific attention. The objectives of this study are to: (1) establish the impact that noise has on learners with sensory, language or learning impairments; (2) establish the preferred listening conditions for these learners by examining prior research and guidelines available in other countries; and (3) outline the current South African regulations pertaining to classroom acoustics and assess them against the preferred listening environment. This research was conducted as a systematic review with reference to the South African context. Local and international research and guidelines were used as references, providing an overview and evaluation of data concerning noise and learning. Noise is disadvantageous for learners, particularly those with sensory, language or learning impairments. Research and international guidelines show that the ideal ambient level is 30 dBA - 35 dBA, allowing the achievement of an ideal signal-to-noise ratio (SNR) of +15 dB, and the ideal reverberation time is 0.4 s - 0.6 s. Various South African regulations discussed are inconsistent regarding ambient noise level (ranging from 35 dBA - 50 dBA) and say little about reverberation time for classrooms. South African regulations regarding classroom acoustics require revision to ensure inclusion of all learners with disabilities. The current status does not enforce barrier-free environments in mainstream schools for children with sensory, language or

Equitable service provision for inclusive education and effective early intervention.

Science.gov (United States)

Wicks, K M

1998-01-01

This paper illustrates one model of providing an integrated paediatric speech and language therapy service which attempts to meet the demands of both inclusive education and effective early intervention. A move has been made from location-oriented therapy provision to offering children and their families equal opportunities to have appropriate intervention according to need. The model incorporates the philosophy of inclusive education and supports the development of current specialist educational establishments into resource bases of expertise for children with special needs in mainstream schools.

Inclusive education: a challenge or a utopia?

Directory of Open Access Journals (Sweden)

Mónica Patricia Alvarado Crespo

2014-03-01

Full Text Available This paper addresses the educational inclusion as a topical issue, framed in diversity. Our society and especially our schools, have been conducive to highlight the contrast of heterogeneity, reflecting concern indices of social inequality spaces, but it is clear that today we find greater accessibility in educational and workplace, for people in vulnerable, that thanks to the intervention of the Ministry of Education and Social Inclusion. However, the real challenge is to change the secreting structures, both in educational institutions and in society in general.

Dynamic recruitment of active proteasomes into polyglutamine initiated inclusion bodies.

Science.gov (United States)

Schipper-Krom, Sabine; Juenemann, Katrin; Jansen, Anne H; Wiemhoefer, Anne; van den Nieuwendijk, Rianne; Smith, Donna L; Hink, Mark A; Bates, Gillian P; Overkleeft, Hermen; Ovaa, Huib; Reits, Eric

2014-01-03

Neurodegenerative disorders such as Huntington's disease are hallmarked by neuronal intracellular inclusion body formation. Whether proteasomes are irreversibly recruited into inclusion bodies in these protein misfolding disorders is a controversial subject. In addition, it has been proposed that the proteasomes may become clogged by the aggregated protein fragments, leading to impairment of the ubiquitin-proteasome system. Here, we show by fluorescence pulse-chase experiments in living cells that proteasomes are dynamically and reversibly recruited into inclusion bodies. As these recruited proteasomes remain catalytically active and accessible to substrates, our results challenge the concept of proteasome sequestration and impairment in Huntington's disease, and support the reported absence of proteasome impairment in mouse models of Huntington's disease. Copyright © 2013 Federation of European Biochemical Societies. All rights reserved.

Soft inclusion in a confined fluctuating active gel

Science.gov (United States)

Singh Vishen, Amit; Rupprecht, J.-F.; Shivashankar, G. V.; Prost, J.; Rao, Madan

2018-03-01

We study stochastic dynamics of a point and extended inclusion within a one-dimensional confined active viscoelastic gel. We show that the dynamics of a point inclusion can be described by a Langevin equation with a confining potential and multiplicative noise. Using a systematic adiabatic elimination over the fast variables, we arrive at an overdamped equation with a proper definition of the multiplicative noise. To highlight various features and to appeal to different biological contexts, we treat the inclusion in turn as a rigid extended element, an elastic element, and a viscoelastic (Kelvin-Voigt) element. The dynamics for the shape and position of the extended inclusion can be described by coupled Langevin equations. Deriving exact expressions for the corresponding steady-state probability distributions, we find that the active noise induces an attraction to the edges of the confining domain. In the presence of a competing centering force, we find that the shape of the probability distribution exhibits a sharp transition upon varying the amplitude of the active noise. Our results could help understanding the positioning and deformability of biological inclusions, e.g., organelles in cells, or nucleus and cells within tissues.

Inclusive pedagogy

DEFF Research Database (Denmark)

Korsgaard, Morten Timmermann; Skov Mortensen, Stig

This article will present a case for a shift in perspective in inclusive education research towards a continentally inspired approach. Drawing on the age old distinction between continental and Anglo-American educational research the aim is to flesh out what a shift to a continental approach...... will entail, and why it might be beneficial to research in inclusive education...

A Matrix Mentoring Model That Effectively Supports Clinical and Translational Scientists and Increases Inclusion in Biomedical Research: Lessons From the University of Utah.

Science.gov (United States)

Byington, Carrie L; Keenan, Heather; Phillips, John D; Childs, Rebecca; Wachs, Erin; Berzins, Mary Anne; Clark, Kim; Torres, Maria K; Abramson, Jan; Lee, Vivian; Clark, Edward B

2016-04-01

Physician-scientists and scientists in all the health professions are vital members of the U.S. biomedical workforce, but their numbers at academic health centers are declining. Mentorship has been identified as a key component in retention of faculty members at academic health centers. Effective mentoring may promote the retention of clinician-scientists in the biomedical workforce. The authors describe a holistic institutional mentoring program to support junior faculty members engaged in clinical and translational science at the University of Utah. The clinical and translational scholars (CATS) program leverages the resources of the institution, including the Center for Clinical and Translational Science, to augment departmental resources to support junior faculty investigators and uses a multilevel mentoring matrix that includes self, senior, scientific, peer, and staff mentorship. Begun in the Department of Pediatrics, the program was expanded in 2013 to include all departments in the school of medicine and the health sciences. During the two-year program, scholars learn management essentials and have leadership training designed to develop principal investigators. Of the 86 program participants since fiscal year 2008, 92% have received extramural awards, 99% remain in academic medicine, and 95% remain at the University of Utah. The CATS program has also been associated with increased inclusion of women and underrepresented minorities in the institutional research enterprise. The CATS program manifests institutional collaboration and coordination of resources, which have benefited faculty members and the institution. The model can be applied to other academic health centers to support and sustain the biomedical workforce.

Partnership, inclusion and innovation in occupational therapy: Essential or optional ingredients to flourish in a changing environment?

Science.gov (United States)

Gilbert Hunt, Susan

2017-12-01

Historically occupational therapy has evidenced a tenacity to adjust and adapt to societal changes. Currently in Australia we are in the midst of significant change in health, disability and aged care service delivery alongside increasing numbers of new graduates seeking employment. Both of these changes create challenges and opportunities for the profession. How the profession adjusts to new service delivery models and supports new graduates in this changing work environment will influence our future. Using examples from practice the paper explores ways in which partnership, inclusion and innovation can be effective in a changing environment. Doing effective partnership takes time, energy and a shared commitment of all involved and often requires negotiations and compromise. Inclusion can be tricky and requires vigilance and ongoing reflection on actions to determine if the outcomes are what was intended. Innovation can play two roles; it can be used to conserve current practice in new ways or it can offer agency to disrupt and redefine practice. The way in which the profession chooses to enact partnerships and inclusion will play a vital role in shaping the future. Similarly the space and support made for conservative or disruptive innovation will determine how we choose to define ourselves going forward. Moreover, these choices and actions will govern how effective we are in navigating the changing environment and supporting new graduates transitioning into the profession. © 2017 Occupational Therapy Australia.

Global interaction as a learning path towards inclusive journalism

DEFF Research Database (Denmark)

Munk, Inger; Jørgensen, Asbjørn Slot; Larsen, Inger

2017-01-01

Journalism faces new and serious challenges against a backdrop of attacks on the political notion of an inclusive and pluralist society, an idea based on internationally and locally accepted fundamental rights frameworks. These frameworks build on recognition, respect and inclusion of difference......, based on individual or collective rights and a critical stand towards the construction of difference. The immediacy and potentially global reach of digital communication has dramatically changed the information order and given the concept of inclusiveness new meanings. Journalists will have to cope...... in new ways with extended networks feeding into their understanding of inclusive society. In 2013, four journalism schools in New Zealand and the Nordic countries launched a joint project linked to the EU initiative ‘Promoting the drivers for inclusive & sustainable growth’. This article offers a policy...

Fans, homophobia and masculinities in association football: evidence of a more inclusive environment.

Science.gov (United States)

Cashmore, Ellis; Cleland, Jamie

2012-06-01

This article draws on 3,500 responses from fans and professionals involved in association football (soccer) to an anonymous online survey posted from June 2010 to October 2010 regarding their views towards gay footballers. The overall findings are that, contrary to assumptions of homophobia, there is evidence of rapidly decreasing homophobia within the culture of football fandom. The results advance inclusive masculinity theory with 93 per cent of fans of all ages stating that there is no place for homophobia within football. Fans blame agents and clubs for the lack of openness and challenge football's governing organizations to oppose the culture of secrecy surrounding gay players and to provide a more inclusive environment to support players who want to come out. © London School of Economics and Political Science 2012.

Social Justice Leadership and Inclusion: A Genealogy

Science.gov (United States)

Lewis, Katherine

2016-01-01

The purpose of this article is to engage in an historical analysis of research about two concepts: social justice leadership and leadership for inclusion. Recent experiences have caused me to wonder about our interpretations of justice, equity, and inclusion. Analysis of the relevant literature revealed a lack of consensus among scholars as to a…

A comparative study of teacher's opinions relating to inclusive classrooms in Indonesia and Thailand

Directory of Open Access Journals (Sweden)

Pennee Kantavong

2017-09-01

Full Text Available This research compared the work and opinions of regular school teachers teaching in inclusive classrooms in Indonesia and Thailand. These teachers were drawn from schools participating in an in-service training program to enhance the capacity of students with special needs in regular classrooms. A sample of 172 teachers in primary schools in Thailand and 165 from Indonesia answered a questionnaire based on Friedmen's concept of teacher burnout. Eighty percent of the Thai teachers had bachelor's degrees, but only 1 percent were in special education, whereas 77 percent of the Indonesian teachers had bachelor's degrees and 13 percent were in special education. Teachers' opinions on four areas were investigated: inclusion, support from various parties, work environment, and exhaustion. There was no correlation between background variables and teachers' exhaustion and fulfillment. There was a correlation between the number of students in a class and a teacher's de-personalization at the .01 level. When considering social dimensions and exhaustion, there was a correlation at the .01 level. There was a correlation between self-fulfillment and exhaustion at the .01 level. There was no correlation between the organizational, psychological, structural and support dimensions, and exhaustion. In general, teachers reported that they received support from various parties. Most of them expressed positive opinions of students with special needs.

Conditions for inclusive education from the viewpoint of headmasters

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Janez Kovač

2017-03-01

Full Text Available The paper presents conditions for inclusive education as perceived by headmaster in Slovenian primary schools. In the theoretical part, we focused on key elements of inclusive schools, i.e. headmasters, teachers and parents of children with special needs. In conclusion, we briefly highlight some theoretical propositions in relation to additional professional support in primary schools. In the empirical part of the paper, we present the results of an online survey conducted among headmasters in Slovenian primary schools. The aim of the survey was, among other things, to find how headmasters perceive conditions for inclusive education – those relating to headmasters themselves, to teachers/professional staff working with students with special needs, and those relating to school as a whole. Here, we also paid our attention to differences regarding the number of children with special needs who are included in regular program with adjusted implementation and additional professional assistance. The obtained results provide an opportunity for assessment of current situation, and for further consideration concerning the development of inclusive education in Slovenia in the future.

Promoting the development of children with disabilities through school inclusion: clinical psychology in supporting teachers in Mozambique

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Manuela Tomai

2017-12-01

Full Text Available This article presents an intervention study developed within an international cooperation program, and aimed at promoting the school inclusion of children with disabilities in Mozambique. To avoid the risk of exporting models from a local context to another, and in order to favour a sustainable social change, a participatory and ecological framework was adopted. The main aim of the Participatory Action Research (PAR carried out was to explore teachers’ views and beliefs concerning disability and inclusion, and determine best practices to fully include students with disabilities. The paper illustrates the overall outcomes of a participatory research development process, and the results achieved in each phase. The final purpose is to increase the knowledge on school inclusion of children with disabilities in the Global South. Potentials and challenges of using clinical psychological, ecological and collaborative paradigms to address issues concerning health promotion and development of children with disabilities and local development are also discussed.

Characteristics of Inclusive Faith Communities: A Preliminary Survey of Inclusive Practices in the United States

Science.gov (United States)

Griffin, Megan M.; Kane, Lydia W.; Taylor, Courtney; Francis, Susan H.; Hodapp, Robert M.

2012-01-01

Background: Although participation in faith communities is important to many individuals with disabilities, few studies have examined differences between communities that are more (versus less) inclusive. This study investigated characteristics of faith communities in the United States related to greater inclusion. Methods: Participants were 160…

Use of social network to support visually impaired people: A Facebook case study

Directory of Open Access Journals (Sweden)

Gustavo Miranda Caran

Full Text Available The use of Information and Communication Technologies can be seen as an important factor for social inclusion in its different aspects - economic, social, relational and informational, among others. Inclusion potentiality is even more relevant for groups of people who face limiting life conditions which determine social barriers. This study investigated the social support offered to people with disabilities based on the social network analysis method. The research objective was to make the online support dynamics for low vision people, friends and relatives evident, having as case study the Facebook Low Vision group. The social network modelling and quantitative analysis were performed from user data collection, posts, comments and likes. Contents were classified according to the type of support (Emotional or Instrumental and according to its intention (Offered or Requested, represented in graphs as indicators for analysis. Results pointed towards a larger use rate of Instrumental and Offered support although a more intense and comprehensive exchange of Emotional and Requested support was found. Data collection limitations indicate the need for more empirical studies on the social use of socio-technical networks for different types of social support. This theme points to a research agenda about the role of information and communication technologies as a possible condition for inclusion, life quality and well-being of people with disabilities.

Some additional observations on inclusions in the granitic rocks of the Sierra Nevada

Science.gov (United States)

Dodge, F.C.W.; Kistler, R.W.

1990-01-01

Microgranular quartz diorite and diorite inclusions are widespread in central Sierra Nevada granitoid rocks and are almost exclusively restricted to hornblende-bearing rocks, most commonly felsic tonalites and mafic granodiorites. The Nd-Sm and Rb-Sr systematics indicate that most inclusions were in isotopic equilibrium with enclosing materials at the time of formation. Silica contents of inclusions and granitoids are contiguous, but inclusions generally contain less than, and granitoids more than, 60% SiO2. Ferric oxide and H2O+ trends relative to SiO2 suggests many inclusions formed as concentrations of hydrous mafic minerals. Variation of other major element oxides and trace elements support this inference. Most inclusions represent fragmented crystal accumulations of early-formed, near-liquidus minerals generated from these previously mixed magmas. -from Authors

On the Lipschitz behavior of solution maps of a class of differential inclusions

Czech Academy of Sciences Publication Activity Database

Adam, Lukáš

2015-01-01

Roč. 23, č. 3 (2015), s. 559-575 ISSN 1877-0533 R&D Projects: GA ČR(CZ) GAP201/12/0671 Institutional support: RVO:67985556 Keywords : Differential inclusions * Lipschitzian continuity * Stability * Variational analysis * Electrical circuits Subject RIV: BA - General Mathematics Impact factor: 0.973, year: 2015 http://library.utia.cas.cz/separaty/2016/MTR/adam-0453288.pdf

Building Inclusion from the Ground up: A Review of Whole School Re-Culturing Programmes for Sustaining Inclusive Change

Science.gov (United States)

McMaster, Christopher

2013-01-01

This paper suggests that whole school re-culturing programmes can potentially assist in the creation of more inclusive value orientated schools. The relationship between school culture and successful inclusion has been demonstrated in the literature. Furthermore, the structure of whole school programmes in inculcating inclusive values and…

A New Model for Inclusive Sports? An Evaluation of Participants’ Experiences of Mixed Ability Rugby

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Martino Corazza

2017-06-01

Full Text Available Sport has been recognised as a potential catalyst for social inclusion. The Mixed Ability Model represents an innovative approach to inclusive sport by encouraging disabled and non-disabled players to interact in a mainstream club environment. However, research around the impacts of the Model is currently lacking. This paper aims to contribute empirical data to this gap by evaluating participants’ experiences of Mixed Ability Rugby and highlighting implications for future initiatives. Primary qualitative data were collected within two Mixed Ability Rugby teams in the UK and Italy through online questionnaires and focus groups. Data were analysed using Simplican et al.’s (2015 model of social inclusion. Data show that Mixed Ability Rugby has significant potential for achieving inclusionary outcomes. Positive social impacts, reported by all participants, regardless of (disability, include enhanced social networks, an increase in social capital, personal development and fundamental perception shifts. Factors relevant to the Mixed Ability Model are identified that enhance these impacts and inclusionary outcomes. The mainstream setting was reportedly the most important, with further aspects including a supportive club environment and promotion of self-advocacy. A ‘Wheel of Inclusion’ is developed that provides a useful basis for evaluating current inclusive sport initiatives and for designing new ones.

TDP-43 is a component of ubiquitin-positive tau-negative inclusions in frontotemporal lobar degeneration and amyotrophic lateral sclerosis

International Nuclear Information System (INIS)

Arai, Tetsuaki; Hasegawa, Masato; Akiyama, Haruhiko; Ikeda, Kenji; Nonaka, Takashi; Mori, Hiroshi; Mann, David; Tsuchiya, Kuniaki; Yoshida, Mari; Hashizume, Yoshio; Oda, Tatsuro

2006-01-01

Ubiquitin-positive tau-negative neuronal cytoplasmic inclusions and dystrophic neurites are common pathological features in frontotemporal lobar degeneration (FTLD) with or without symptoms of motor neuron disease and in amyotrophic lateral sclerosis (ALS). Using biochemical and immunohistochemical analyses, we have identified a TAR DNA-binding protein of 43 kDa (TDP-43), a nuclear factor that functions in regulating transcription and alternative splicing, as a component of these structures in FTLD. Furthermore, skein-like inclusions, neuronal intranuclear inclusions, and glial inclusions in the spinal cord of ALS patients are also positive for TDP-43. Dephosphorylation treatment of the sarkosyl insoluble fraction has shown that abnormal phosphorylation takes place in accumulated TDP-43. The common occurrence of intracellular accumulations of TDP-43 supports the hypothesis that these disorders represent a clinicopathological entity of a single disease, and suggests that they can be newly classified as a proteinopathy of TDP-43

Inclusion: Conceptualization and measurement

NARCIS (Netherlands)

Jansen, W.S.; Otten, S.; Van der Zee, K.I.; Jans, L.

2014-01-01

n the present research, we introduced a conceptual framework of inclusion and subsequently used this as a starting point to develop and validate a scale to measure perceptions of inclusion. Departing from existing work on inclusion and complementing this with theoretical insights from optimal

Inclusion : Conceptualization and measurement

NARCIS (Netherlands)

Jansen, Wiebren S.; Otten, Sabine; van der Zee, Karen I.; Jans, Lise

In the present research, we introduced a conceptual framework of inclusion and subsequently used this as a starting point to develop and validate a scale to measure perceptions of inclusion. Departing from existing work on inclusion and complementing this with theoretical insights from optimal

Inclusion: Conceptualization and measurement

NARCIS (Netherlands)

Jansens, Wiebren S.; Otten, Sabine; van der Zee, Karen; Jans, Lise

2014-01-01

In the present research, we introduced a conceptual framework of inclusion and subsequently used this as a starting point to develop and validate a scale to measure perceptions of inclusion. Departing from existing work on inclusion and complementing this with theoretical insights from optimal

Cyclodextrin inclusion complexes with thiocholesterol and their self-assembly on gold: A combined electrochemical and lateral force microscopy analysis

International Nuclear Information System (INIS)

Pandey, Rakesh K.; Lakshminarayanan, V.

2014-01-01

The present study is an attempt to understand the properties of an interesting self-assembled monolayer system composed of inclusion complexes of thiocholesterol and cyclodextrins. Cyclodextrins were used as host compound while thiocholesterol was used as the entrant molecule into the cavity of cyclodextrins. The improved electron transfer barrier property towards a redox couple indicates a sturdy inclusion complex monolayer. A very large R ct value, 64.6 kΩ·cm 2 for a redox system was obtained in the case of methyl-β-cyclodextrin and thiocholesterol inclusion complex self-assembled monolayer. A rather low value of capacitance 1.2 μF cm −2 measured in supporting electrolyte further signifies the fact that inclusion complex monolayer is quite impermeable for ionic species. In addition lateral force microscopy combined with force–distance analysis revealed the presence of an interesting mixed hydrophilic/hydrophobic surface. - Highlights: • Self-assembled monolayer of inclusion complexes on gold surface • Lateral force microscopy study of the regions of varying hydrophilicities • Could find applications in patterning surfaces to be hydrophilic/hydrophobic • Improved electron transfer barrier properties

Inclusive science education: learning from Wizard

Science.gov (United States)

Koomen, Michele Hollingsworth

2016-06-01

This case study reports on a student with special education needs in an inclusive seventh grade life science classroom using a framework of disability studies in education. Classroom data collected over 13 weeks consisted of qualitative (student and classroom observations, interviews, student work samples and video-taped classroom teaching and learning record using CETP-COP) methods. Three key findings emerged in the analysis and synthesis of the data: (1) The learning experiences in science for Wizard are marked by a dichotomy straddled between autonomy ["Sometimes I do" (get it)] and dependence ["Sometimes I don't (get it)], (2) the process of learning is fragmented for Wizard because it is underscored by an emerging disciplinary literacy, (3) the nature of the inclusion is fragile and functional. Implications for classroom practices that support students with learning disabilities include focusing on student strengths, intentional use of disciplinary literacy strategies, and opportunities for eliciting student voice in decision making.

Characterisation of Catfish (Clarias Batrachus) Oil: β-Cyclodextrin Inclusion Complex

International Nuclear Information System (INIS)

Zaibunnisa Abdul Haiyee; Nor Izzatul Adyani Yahya; Norizzah Abd Rashid; Dzulkifly Mat Hashim

2016-01-01

Catfish is a cheap source of essential omega-3 fatty acids especially eicosapentaenoic acid (EPA) and docosahexaenoic acid (DHA). Catfish oil was extracted and clean-up using pressurised liquid extraction (PLE) from the viscera of catfish (Clarias batrachus). However, the characteristics of catfish oils are sticky, strong fishy odour and can easily be oxidised with short shelf-life. In this study, catfish oil was converted into powder by formation of inclusion complex with β-cyclodextrin. Inclusion complex was prepared by using co-precipitation and kneading methods and compared with physical mixture. The inclusion complex formed were characterised by using field emission scanning electron microscopy (FESEM), differential scanning calorimeter (DSC) and fourier transform infrared spectroscopy (FTIR). FESEM images revealed that inclusion complex using co-precipitation and kneading methods has smaller in crystal sizes and appeared as different morphology compared to physical mixture. DSC proved that co-precipitation method was able to form new solid phase due to shifting of melting point to higher temperature (145.22 degree Celcius). FTIR supported the result by proving strengthening of carbonyl group (C=O). Therefore, co-precipitation method was able to successfully produce inclusion complex of catfish oil, β-cyclodextrin. (author)

Delimiting Inclusive Design

DEFF Research Database (Denmark)

Herriott, Richard

2014-01-01

This paper was written as an answer to the question raised by my PhD dissertation on accessibility through user-centred and Inclusive Design (ID) methods: can Inclusive Design be delimited? The literature on Inclusive Design deals almost entrirely with consumer product design and assistive...

Developing Inclusive Technical Capital beyond the Disabled Students’ Allowance in England

Directory of Open Access Journals (Sweden)

Simon Hayhoe

2015-12-01

Full Text Available The Disabled Students Allowance (DSA is a government grant for students aged 18 years and over in English Higher Education. Amongst other things, this grant supports the provision of traditional assistive technologies. In April 2014, the UK’s Minister for Universities, Science and Cities proposed cuts to the DSA. Although a later announcement delayed these cuts until the academic year 2016−2017, a number of universities are already preparing alternative means to support disabled students. In this article, it is argued that cuts to the DSA will potentially reduce the cultural and technical capitals of students with disabilities and lessen social inclusion in Higher Education. In particular, less support will potentially lead to a reduction in the development of study skills. As a counter weight, this article proposes a new model of inclusive technical capital. This model originates in Bourdieu’s theory of cultural capital and habitus. The proposed model supports the use of native apps and settings in ubiquitous mainstream mobile technologies. It also espouses the use of m-learning for the passive inclusion of students with disabilities. This article also presents the early results of a project on the use of mobile technologies at the London School of Economics and Canterbury Christ Church University. This project found that students with disabilities and their lecturers already used mobile technologies alongside or instead of customized traditional assistive technologies. The project also found that students preferred not to attend, or found it difficult to attend, separate study skills courses using mobile technologies. However, they were more likely to access m-learning tutorial materials on Learning Management Systems. The study concludes that mobile technologies have the potential to develop a number of study skills that are at risk after cuts to the DSA. However, their use in this regard needs further research and support from

Coteaching in physical education: a strategy for inclusive practice.

Science.gov (United States)

Grenier, Michelle A

2011-04-01

Qualitative research methods were used to explore the factors that informed general and adapted physical education teachers' coteaching practices within an inclusive high school physical education program. Two physical education teachers and one adapted physical education teacher were observed over a 16-week period. Interviews, field notes, and documents were collected and a constant comparative approach was used in the analysis that adopted a social model framework. Primary themes included community as the cornerstone for student learning, core values of trust and respect, and creating a natural support structure. Coteaching practices existed because of the shared values of teaching, learning, and the belief that all students should be included. Recommendations include shifting orientations within professional preparation programs to account for the social model of disability.

The challenge of inclusion in mental health: an analysis of a community center and its work with social bonds

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Sara Ardila-Gómez

2016-06-01

Full Text Available Social inclusion is a key component of transformations in mental health care, because it takes into account the benefits of community life for both those with mental illness and the other members of the community. In order to understand the scope of inclusion within mental health, 45 participants of a community center linked to a psychiatric hospital discharge program which explicitly seeks to provide social inclusion were interviewed. The possible changes in social relationships between users and other community members based in their sustained daily interactions in the community center were explored. Results suggest that the building of social bonds, as part of informal support networks, is one of the benefits of attending the community center. Positive changes in ideas regarding people with “mental illness” were also observed, although these ideas seemed to be more connected to the notion of integration than to social inclusion.

[The challenge of inclusion in mental health: an analysis of a community center and its work with social bonds].

Science.gov (United States)

Ardila-Gómez, Sara; Hartfiel, María Isabel; Fernández, Marina A; Ares Lavalle, Guadalupe; Borelli, Mariana; Stolkiner, Alicia

2016-01-01

Social inclusion is a key component of transformations in mental health care, because it takes into account the benefits of community life for both those with mental illness and the other members of the community. In order to understand the scope of inclusion within mental health, 45 participants of a community center linked to a psychiatric hospital discharge program which explicitly seeks to provide social inclusion were interviewed. The possible changes in social relationships between users and other community members based in their sustained daily interactions in the community center were explored. Results suggest that the building of social bonds, as part of informal support networks, is one of the benefits of attending the community center. Positive changes in ideas regarding people with "mental illness" were also observed, although these ideas seemed to be more connected to the notion of integration than to social inclusion.

Occupational therapy students' attitudes towards inclusion education in Australia, United Kingdom, United States and Taiwan.

Science.gov (United States)

Mu, Keli; Brown, Ted; Peyton, Claudia G; Rodger, Sylvia; Huang, Yan-Hua; Wu, Chin-Yu; Watson, Callie; Stagnitti, Karen; Hutton, Eve; Casey, Jackie; Hong, Chia Swee

2010-03-01

This international, cross-cultural study investigated the attitudes of occupational therapy students from Australia, United Kingdom, United States and Taiwan towards inclusive education for students with disabilities. The possible impact of professional education on students' attitudes was also explored. A total of 485 students from 11 entry-level occupational therapy education programmes from Australia, the United Kingdom, the United States and Taiwan participated in the study. Among them, 264 were freshmen (first-year students) and 221 were seniors (final-year students). Data collected from a custom-designed questionnaire were analysed both quantitatively and qualitatively. In general, the occupational therapy students reported having positive attitudes towards inclusion. Considerable differences, however, existed among the student groups from the four countries. Professional education appeared to have a significant impact on students' attitudes towards inclusion from first year to senior year. Although students were in favour of inclusion, they also cautioned that their support for inclusive practices depended on various factors such as adequate preparation, support and assistance to students with disabilities. Limitations of the study included the small, convenience sample and different degree structures of the participating programmes. Future research studies need to compare occupational therapy students' attitudes with students from other health care professions. A longitudinal study on the impact of the professional education programme on students' attitudes towards inclusive education is warranted.

Social imaginaries and inclusion

DEFF Research Database (Denmark)

Hansen, Janne Hedegaard

2016-01-01

that inclusion on the one hand may be seen to be about human rights, solidarity, and democracy, and on the other hand, it is about ensuring the cohesion of neoliberal society by means of every person’s obligation to realize one’s potential through learning, development, and education regardless of one’s needs......, the development of inclusive schools and inclusive learning environments will involve both inclusion and exclusion processes. With this starting point, international educational research knowledge about inclusive schools and inclusive learning environments in general will be related to the fundamental dilemma...

Researching achievement and inclusion to improve the educational experiences and outcomes of all learners

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Lani FLORIAN

2011-11-01

Full Text Available This paper considers some of the key issues that must be taken into account when conducting research on inclusive education in an era of standards based reform. It challenges the widely held assumption that high levels of educational inclusion are incompatible with high levels of academic achievement in schools and presents the Framework for Participation, a research tool developed by the authors, which supports practitioners (and other researchers who wish to examine the development of inclusive practice in their own schools.

Polymineralic inclusions in mantle chromitites from the Oman ophiolite indicate a highly magnesian parental melt

Science.gov (United States)

Rollinson, Hugh; Mameri, Lucan; Barry, Tiffany

2018-06-01

Polymineralic inclusions interpreted as melt inclusions in chromite from the dunitic Moho Transition Zone in the Maqsad area of the Oman ophiolite have been analysed and compositions integrated using a rastering technique on the scanning electron microscope. The inclusions now comprise a range of inter-grown hydrous phases including pargasite, aspidolite, phlogopite and chlorite, indicating that the parental melts were hydrous. Average inclusion compositions for seven samples contain between 23.1 and 26.8 wt% MgO and 1.7-3.6 wt% FeO. Compositions were corrected to allow for the low FeO concentrations using coexisting olivine compositions. These suggest that the primary melt has between 20 and 22 wt% MgO and 7-9.7 wt% FeO and has an affinity with boninitic melts, although the melts have a higher Ti content than most boninites. Average rare earth element concentrations suggest that the melts were derived from a REE depleted mantle source although fluid-mobile trace elements indicate a more enriched source. Given the hydrous nature of the inclusions this enrichment could be fluid driven. An estimate of the melt temperature can be made from the results of homogenisation experiments on these inclusions and suggests 1300 °C, which implies for a harzburgite solidus, relatively shallow melting at depths of <50 km and is consistent with a boninitic origin. The current "basaltic" nature of the chromite host to highly magnesian melt inclusions suggests that the dunitic Moho Transition Zone operated as a reaction filter in which magnesian melts were transformed into basalts by the removal of high magnesian olivines, particularly in areas where the Moho Transition Zone is unusually thick. We propose therefore that podiform mantle chromitites, even those with an apparent MORB-like chemical signature, have crystallised from a highly magnesian parental melt. The data presented here strongly support the view that this took place in a subduction initiation setting.

Building Social Capital for Inclusive Education: Insights from Zanzibar

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McConkey, Roy; Mariga, Lilian

2011-01-01

The concept of social capital provided a helpful framework in which to describe the development of a pilot programme to promote inclusive education within Zanzibar. This had involved 20 schools and was supported by an international donor working through a local non-governmental organisation in partnership with the Ministry of Education. Evaluative…

Online drug databases: a new method to assess and compare inclusion of clinically relevant information.

Science.gov (United States)

Silva, Cristina; Fresco, Paula; Monteiro, Joaquim; Rama, Ana Cristina Ribeiro

2013-08-01

Evidence-Based Practice requires health care decisions to be based on the best available evidence. The model "Information Mastery" proposes that clinicians should use sources of information that have previously evaluated relevance and validity, provided at the point of care. Drug databases (DB) allow easy and fast access to information and have the benefit of more frequent content updates. Relevant information, in the context of drug therapy, is that which supports safe and effective use of medicines. Accordingly, the European Guideline on the Summary of Product Characteristics (EG-SmPC) was used as a standard to evaluate the inclusion of relevant information contents in DB. To develop and test a method to evaluate relevancy of DB contents, by assessing the inclusion of information items deemed relevant for effective and safe drug use. Hierarchical organisation and selection of the principles defined in the EGSmPC; definition of criteria to assess inclusion of selected information items; creation of a categorisation and quantification system that allows score calculation; calculation of relative differences (RD) of scores for comparison with an "ideal" database, defined as the one that achieves the best quantification possible for each of the information items; pilot test on a sample of 9 drug databases, using 10 drugs frequently associated in literature with morbidity-mortality and also being widely consumed in Portugal. Main outcome measure Calculate individual and global scores for clinically relevant information items of drug monographs in databases, using the categorisation and quantification system created. A--Method development: selection of sections, subsections, relevant information items and corresponding requisites; system to categorise and quantify their inclusion; score and RD calculation procedure. B--Pilot test: calculated scores for the 9 databases; globally, all databases evaluated significantly differed from the "ideal" database; some DB performed

iPads in Inclusive Classrooms: Ecologies of Learning

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Meyer, Bente

2013-01-01

This paper builds on data from a project where iPads were used in a lower secondary school in Denmark to support school development and inclusive learning environments. The paper explores how iPads enter into and work as part of an ecology of learning in five classes in lower secondary school. The paper argues that we should disengage approaches…

A consensus statement on how to conduct inclusive health research.

Science.gov (United States)

Frankena, T K; Naaldenberg, J; Cardol, M; Garcia Iriarte, E; Buchner, T; Brooker, K; Embregts, P; Joosa, E; Crowther, F; Fudge Schormans, A; Schippers, A; Walmsley, J; O'Brien, P; Linehan, C; Northway, R; van Schrojenstein Lantman-de Valk, H; Leusink, G

2018-04-11

The active involvement of people with intellectual disabilities in research, or inclusive research, is relatively common. However, inclusive health research is less common, even though it is expected to lead to appropriate healthcare and increased quality of life. Inclusive health research can build upon lessons learned from inclusive research. A total of 17 experts on inclusive (health) research without intellectual disabilities and 40 experts with intellectual disabilities collaborated in this consensus statement. The consensus statement was developed in three consecutive rounds: (1) an initial feedback round; (2) a roundtable discussion at the 2016 International Association for the Scientific Study of Intellectual and Developmental Disabilities World Congress; and (3) a final feedback round. This consensus statement provides researchers with guidelines, agreed upon by experts in the field, regarding attributes, potential outcomes, reporting and publishing, and future research directions, for designing and conducting inclusive health research. Consensus was reached on how to design and conduct inclusive health research. However, this statement should be continuously adapted to incorporate recent knowledge. The focus of this consensus statement is largely on inclusive health research, but the principles can also be applied to other areas. © 2018 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Leading-for-Inclusion: Transforming Action through Teacher Talk

Science.gov (United States)

Bristol, Laurette

2015-01-01

In Australia, recent policies for educational development have emphasised the importance of stakeholder involvement and advocacy in the promotion of student outcomes. There is robust support for the promotion and development of inclusive educational communities able to respond to the various educational needs of students, communities and staff.…

Inclusive pedagogy

DEFF Research Database (Denmark)

Korsgaard, Morten Timmermann; Mortensen, Stig Skov

of education. The article explores the relationship between Continental and Anglo-American educational theory, and why they seem to have developed in such distinct directions. Beginning with the Anglo-American perspective it is outlined how pedagogy and the so called educational interest became replaced...... and the politicisation of inclusive education, and a positive aim in the form of an argument for a move towards constructing a pedagogical ideal of inclusion....

Towards a Shift in Perspective for Inclusive Education Research--A Continental Approach

Science.gov (United States)

Korsgaard, Morten Timmermann; Mortensen, Stig Skov

2017-01-01

With a starting point in the tradition of "geisteswissenschaftliche Pädagogik," this article presents a challenge to inclusive education research to engage a Continental perspective on educational research. The motivation is to entice inclusive education researchers to begin to ask educational questions of inclusion, as opposed to…

UNEARTHING GLOBAL FINANCIAL INCLUSION LEVELS AND ANALYSIS OF FINANCIAL INCLUSION AS A MEDIATING FACTOR IN GLOBAL HUMAN DEVELOPMENT

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Roshny Unnikrishnan

2015-04-01

Full Text Available This study is a result of the author’s inquisition to unearth the current values of Global Financial Inclusion and its relationship with economic growth measured by Gross Domestic product(GDP and human development measured by United Nations Human Development Index (HDI. The Financial Inclusion (FI levels are measured using Index for Financial Inclusion .The relationship between GDP and HDI with FI as mediator, using multiple regression, is validated on a global level based on data of 162 countries for the year 2011. An overall global mediation analysis is undertaken to establish Financial Inclusion as a mediating factor and partial mediation on human development is validated. The study is valid and unique in the global context of income inequality prevailing in developed, developing and underdeveloped countries as it validates the argument that an impressive GDP performance does not ensure equity in economic growth.

Exclusão / Inclusão: elementos para uma discussão | Exclusion/inclusion: elements for a debate

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Joseilda Sampaio Souza

2009-04-01

Full Text Available Resumo O contexto contemporâneo é marcado pela presença das tecnologias da informação e comunicação, o que potencializam a circulação de informações, a comunicação, novas formas de trabalhar, se relacionar, de aprender e de construir conhecimento. Daí decorre a necessidade de apropriação e uso dessas tecnologias, de se pensar processos de significação, aprendizagem, cidadania, produção de cultura e conhecimento. Assim,  tomando como referência alguns conceitos mapeados relacionados à inclusão digital, buscamos pontuar definir tais conceitos na perspectiva de diferentes autores, de forma a trazer elementos para discussão das questões que perpassam este tema considerado tão complexo.  Palavras-chave Exclusão / inclusão digital, inclusão social, alfabetização digital, acesso e cidadania Abstract Our contemporary context is marked by the presence of information and communication technologies, which increase the potential of the the flow of information, communication, new ways of working, to relate, to learn and build knowledge. The need follows for appropriation and use of these technologies, as well as for thinking about processes of meaning attribution, learning, citizenship, culture and production of knowledge. Thus, we refer to some concepts mapped related to digital inclusion, from the perspective of different authors, in order to provide elements for discussion of the issues that permeate this complex subject. Keywords Exclusion / digital inclusion, social inclusion, digital literacy, access and citizenship

Agreements/disagreements about the inclusive process in Higher Education: an exploratory study

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Lígia da Silva Marques

2014-06-01

Full Text Available With the intention to characterize the teachers agreement about the inclusion of students with deficiencies, global disorders development and giftedness in college; as well as the evaluation that the teachers themselves do as the professional and institutional capacity necessary to this process; this study investigated 20 teachers in a federal university of Minas Gerais, they answered a questionnaire about the investigate thematic. After data quantitative analysis, the following results were obtained: the teachers were aware of the necessity to establish an effective inclusive scene in the institution and confirmed the necessity of physical and employees’ preparation to do it; therefore, they didn’t feel capable enough to do it. In relation to the concordance of the inclusion of people with sensory deficiencies, it was evident that teachers reflect total or partial agreement; now in case of necessities linked with behaviors disorders, intellectual deficit or multiples deficiency, they disagree. This seems to denote that higher the necessity of commitments and differentiated professional actions, such as pedagogical and curriculum adaptations; less is the agreement with the inclusion, mostly for the teachers who teach in exact science area. As final consideration, we emphasize the necessity to move forward for discussion and educational practices which support the inclusive professional action, considered by the teachers their competence and responsibility; understanding this, which provides the introduction and the fortification of actions that ensure attitudinal, pedagogical and institutional conditions could support the construction a university wirh the intention of providing access, permanence and development to all the students.

Limitations of inclusive fitness.

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Allen, Benjamin; Nowak, Martin A; Wilson, Edward O

2013-12-10

Until recently, inclusive fitness has been widely accepted as a general method to explain the evolution of social behavior. Affirming and expanding earlier criticism, we demonstrate that inclusive fitness is instead a limited concept, which exists only for a small subset of evolutionary processes. Inclusive fitness assumes that personal fitness is the sum of additive components caused by individual actions. This assumption does not hold for the majority of evolutionary processes or scenarios. To sidestep this limitation, inclusive fitness theorists have proposed a method using linear regression. On the basis of this method, it is claimed that inclusive fitness theory (i) predicts the direction of allele frequency changes, (ii) reveals the reasons for these changes, (iii) is as general as natural selection, and (iv) provides a universal design principle for evolution. In this paper we evaluate these claims, and show that all of them are unfounded. If the objective is to analyze whether mutations that modify social behavior are favored or opposed by natural selection, then no aspect of inclusive fitness theory is needed.

Inclusion in the East: Chinese Students' Attitudes towards Inclusive Education

Science.gov (United States)

Malinen, Olli-Pekka; Savolainen, Hannu

2008-01-01

A sample of 523 Chinese university students was given a questionnaire on their attitudes towards the inclusion of children with disabilities into regular classrooms. Factor analysis, analysis of variance, t-test and correlations were used to assess the respondents' general attitude towards inclusion, the factor structure of the attitudes, the…

Políticas de informação: digitalizando a inclusão social Politics for the web: how to digitize the social inclusion

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Othon Jambeiro

2007-05-01

Full Text Available Este estudo analisa a política de inclusão de uma organização do terceiro setor, o Liceu de Artes e Ofícios da Bahia (Laob, que recebe recursos de empresas e de organizações filantrópicas nacionais e internacionais para ações de inclusão social e digital. Além da análise das ações decorrentes de sua política de inclusão, com o objetivo de verificar se houve mudanças efetivas em suas vidas. A hipótese central é a de que as ações adotadas como forma de inclusão, apesar de fornecerem algum ferramental para lidar com a questão da exclusão digital, não são suficientes, por si mesmas, para a efetividade de programas de inclusão digital que não estejam articulados com ações mais amplas de inclusão social. Palavras-chave: Inclusão. Inclusão digital. Políticas e informação. This paper analyses the politics of inclusion of a third sector organization, the Liceu de Artes e Ofícios da Bahia (Laob, which is sponsored by a number of national and international philanthropical organizations and companies, in order to organize actions of social and digital inclusion. Keywords: Inclusion. Digital inclusion. Politics and information.

Familism and Social Inclusion: Hispanics in New London, Connecticut

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Maria Amparo Cruz-Saco

2013-11-01

Full Text Available This paper analyzes the financial support and inclusiveness within Hispanic families in New London, Connecticut, and the causes of their social exclusion in the larger society. We designed and administered a survey of 114 items that was answered by 148 participants representing 1.3% of the non-Puerto Rican Hispanic population. Using factor analysis, we reduced a large number of items in two familism scores to four latent factors: "Financial Support for Family", "Obligation to Family", "Plan to Return", and "Filial Responsibility". We found that financial support for family and obligation to family are strongly endorsed by participants. Approximately one-half would return back to their home countries where they believe to be happier. One-fifth rejects this option. Three-quarters of participants remit money to family, parents in particular, who reside in countries of origin. In contrast to other studies, remitting money is not affected by any given personal characteristic such as gender, income or level of education. Similarly, participants remit irrespective of their degree of self-reported familism measured by scores on the latent factors. A large incidence of poverty among this population, lack of English proficiency, low skills, immigration status, and a lack of voice and political representation inhibit their social inclusion.

Institutional And Teacher Readiness For Inclusive Education In Schools Of Hithadhoo Addu Maldives A Study Of The Perceptions Of Teachers

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Mariyam Shareefa

2015-08-01

Full Text Available The Inclusive Educational Policy of Maldives Ministry of Education 2013 declares that all students should be given equal educational opportunities regardless of their physical intellectual social emotional or other conditions. The aim of this study was to find out what teachers believe perceive and feel about their schools readiness for inclusive education with regard to the school leadership school climate curriculum instructions individual student support and teachers knowledge skills and attitudes. The secondary purpose was to investigate the main challenges that deter inclusivity in the four government schools of Hithadhoo Addu. A mixed approach with survey and focus group interview methods were used in the study. A total of 153 teachers participated in the survey and 10 teachers were in the focus group sessions. The findings revealed that in general teachers had a positive view towards all the readiness factors related to inclusive education. However the results indicated substantial challenges that may impede successful implementation of inclusive education. These challenges include lack of knowledge and skills on inclusive education lack of facilities lack of awareness among all stakeholders curriculum difficulties and time restrictions.

Difficulties and barriers to transition to inclusive education

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Chiperi Nadejda

2016-09-01

Full Text Available This article stressed the importance of overcoming obstacles and resistance from teachers and their importance to the organizational climate changes have on attitudes and move towards inclusive practices. Support this model has a high degree of applicability regarding attenuation and resistance from the community because it allows the application of this approach to the context and specific needs.

A path-integral approach to inclusive processes

International Nuclear Information System (INIS)

Sukumar, C.V.

1995-01-01

The cross section for an inclusive scattering process may be expressed in terms of a double path integral. Evaluation of the double path integral by the stationary-phase approximation yields classical equations of motion for the stationary trajectories and a classical cross section for the inclusive process which depends on the polarization of the initial state. Polarization analyzing powers are calculated from this theory and the results are compared with those obtained in an earlier paper. ((orig.))

Attitudes toward the use of gender-inclusive language among residency trainees

Science.gov (United States)

Guyatt, G H; Cook, D J; Griffith, L; Walter, S D; Risdon, C; Liutkus, J

1997-01-01

OBJECTIVE: To explore postgraduate medical trainees' attitudes toward the use of gender-inclusive language. DESIGN: Self-administered questionnaire. SETTING: Seven residency training programs at McMaster University, Hamilton, Ont., from July 1993 to June 1994. PARTICIPANTS: Of 225 residents in the programs, 186 responded to the survey, for a response rate of 82.7%. Men and women were equally represented among the respondents. OUTCOME MEASURES: Categorization of attitudes about the use of language as gender-inclusive or gender-exclusive; characteristics predicting a gender-inclusive attitude. RESULTS: Factor analysis and Cronbach's alpha (0.90) supported the existence of a construct related to attitudes about language use, the poles of which were categorized as gender-inclusive and gender-exclusive. The authors classified residents with respect to their attitudes to language use from their responses to the questionnaire. In univariate analyses, sex, residency program and country of graduation significantly predicted a gender-inclusive attitude (p < 0.01). Only the first 2 variables were significant in a multivariate model; residency program explained 18% of the variance and sex 3%. Residents in obstetrics and gynecology and psychiatry had the most gender-inclusive attitudes, whereas residents in surgery and anesthesia had the most gender-exclusive attitudes. CONCLUSIONS: Residents' values are reflected in the language they choose to use. Language use may provide an index of underlying attitudes that may create hostile environments for female trainees. PMID:9145055

Footstep towards Inclusive Education

Science.gov (United States)

Abbas, Faiza; Zafar, Aneeka; Naz, Tayyaba

2016-01-01

Inclusive education is a rising trend in the world. The first step towards inclusive education is providing the awareness to the general education teachers. This study focused to investigate the general education teachers of primary and secondary level awareness about the special education and inclusive education. This study is descriptive method…

The behavior of mineral inclusions during host decomposition. A SEM-STEM study of rutile inclusions at a natural propagating corundum-spinel interface.

Science.gov (United States)

Baldwin, Lisa; Li, Chen; Habler, Gerlinde; Abart, Rainer

2017-04-01

When two neighbor phases are not in chemical equilibrium, they may react and produce a reaction rim at their interface, separating the mutually incompatible phases. At constant P-T-X conditions, such a reaction will continue until one of the reactants is completely consumed. Reaction rim growth involves transfer of chemical components across the growing rim by long-range diffusion and localized interface reactions on either side of the growing rim. Consequently, the thickness of the reaction rim will be a function of time. Yet, in order to quantify and interpret such corona structures and to define a reaction rate law, the kinetics and mechanism of rim formation must be well constrained. In particular, the coupling between long-range diffusion, and interface reaction must be known. In this contribution we focus on potential complexities associated with interface reactions. Many natural minerals contain inclusions of other phases, which in turn may influence the reaction interface propagation kinetics during host phase decomposition (Ashby et al. 1969), as a propagating reaction interface dissipates more free energy when bypassing a mineral inclusion, resulting in a locally decelerated reaction rate. Here, we report results of a SEM-STEM study of the interface between natural rutile-bearing corundum and a polycrystalline ferromagnesio-aluminate spinel that grew topotactically with respect to the corundum precursor as a consequence of its reaction with FeO and MgO from basaltic melt. Electron Backscatter Diffraction (EBSD) crystal orientation imaging revealed that the spinel rim is polycrystalline and exhibits (111) twinning that is parallel to the corundum (0001) plane. The rutile inclusions in corundum are elongated perpendicular to the corundum [0001] axis and are randomly oriented in the (0001) plane. Furthermore, they follow an oscillatory grain size distribution zonation with grain sizes being either a few tens of nanometers, or about 500 to 800 nanometers in

Financial inclusion: Policies and practices

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Thankom Arun

2015-12-01

Full Text Available As a key enabler for development, financial inclusion is firmly placed on the agenda of most governments as a key policy priority. Against this background, this round table provides a global and regional perspective on the policies and practices of financial inclusion. Using macro data, the collection reveals the diversity in the efforts towards achieving financial inclusion and the need for a progressive approach in financial inclusion. Further to this, the round table provides the regional perspectives on the policies and practices of financial inclusion in India, South Africa, and Australia.

Evidence on Inclusion

DEFF Research Database (Denmark)

Dyssegaard, Camilla Brørup; Larsen, Michael Søgaard

The purpose of this publication is to examine existing research on inclusion to identify strategies of inclusion that have generated positive effects. To do so it is necessary to understand the effect of the applied strategies. One approach, which is being discussed, is to use evidence to determine...... which methods have proven more effective than others. The desire to gain insight into research on inclusion forms the basis of the current systematic review. The task was to determine which strategies primary research has found to be most effective for inclusion purposes. We have solved this task...... by addressing the existing research with the following question: What is the effect of including children with special needs in mainstream teaching in basic school, and which of the applied educational methods have proved to have a positive effect?...

On Inclusion-Matrix Interfacial Stresses in Composites Containing Phase-Transforming Phases

International Nuclear Information System (INIS)

Wang, Y.-C.; Ko, C.-C.

2010-01-01

Recent development in composites containing phase-transforming particles, such as vanadium dioxide or barium titanate, reveals the overall stiffness and viscoelastic damping of the composites may be unbounded. Negative stiffness is induced from phase transformation predicted by the Landau phase transformation theory. Although this unbounded phenomenon is theoretically supported with the composite homogenization theory, detailed stress analyses of the composites are still lacking. In this work, we analyze the two-dimensional plane stress elasticity problem of a square plate containing a circular inclusion, under the assumption that the Young's modulus of the inclusion is negative. Assumption of negative stiffness is a priori in the present analysis. A static loading condition is adopted to estimate the effective modulus of the composites by the ratio of applied stress to averaged strain on the loading edges. It is found that the interfacial stresses between the circular inclusion and matrix increase dramatically when the negative stiffness is so tuned that overall stiffness is unbounded. Furthermore, it is found that stress distributions in the inclusion are not uniform, contrary to Eshelby's theorem, which states, for two-phase, infinite composites, the inclusion's stress distribution is uniform when the shape of the inclusion has higher symmetry than an ellipse. The rationale for this nonuniform stress distributions is due to nonlocal effects induced from negative stiffness.

Facilitation as a tool for inclusive processes in classrooms

DEFF Research Database (Denmark)

Riis Jensen, Charlotte

Students with different preconditions often challenge their teachers in order to develop inclusive environments, and the teachers themselves also feel exhausted and guilty being unable to cope with the inclusive recommendation (Allan, 2008). Data from my study shows that the mindsets...... of the teachers are transformed in a new way of thinking about the students, which implies that teachers are having an increased awareness about how a relational and contextual perspective may help to develop inclusive practices....

Classroom acoustics as a consideration for inclusive education in South Africa

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Coralie van Reenen

2017-09-01

Full Text Available Background: It can hardly be disputed that a school environment should be conducive or, at the very least, not prohibitive to effective learning. The provision of fair, equal and barrier-free access to education is referred to as inclusive education. South Africa supports a policy of inclusive schooling, striving to accommodate all children, including those with disabilities, in mainstream schools. This article sets out to prove that noise control in classrooms is a relevant, yet neglected, aspect of inclusive classroom design in South Africa and requires specific attention. Objectives: The objectives of this study are to: (1 establish the impact that noise has on learners with sensory, language or learning impairments; (2 establish the preferred listening conditions for these learners by examining prior research and guidelines available in other countries; and (3 outline the current South African regulations pertaining to classroom acoustics and assess them against the preferred listening environment. Method: This research was conducted as a systematic review with reference to the South African context. Local and international research and guidelines were used as references, providing an overview and evaluation of data concerning noise and learning. Results: Noise is disadvantageous for learners, particularly those with sensory, language or learning impairments. Research and international guidelines show that the ideal ambient level is 30 dBA – 35 dBA, allowing the achievement of an ideal signal-to-noise ratio (SNR of +15 dB, and the ideal reverberation time is 0.4 s – 0.6 s. Various South African regulations discussed are inconsistent regarding ambient noise level (ranging from 35 dBA – 50 dBA and say little about reverberation time for classrooms. Conclusion: South African regulations regarding classroom acoustics require revision to ensure inclusion of all learners with disabilities. The current status does not enforce barrier

Designing interaction, voice, and inclusion in AAC research.

Science.gov (United States)

Pullin, Graham; Treviranus, Jutta; Patel, Rupal; Higginbotham, Jeff

2017-09-01

The ISAAC 2016 Research Symposium included a Design Stream that examined timely issues across augmentative and alternative communication (AAC), framed in terms of designing interaction, designing voice, and designing inclusion. Each is a complex term with multiple meanings; together they represent challenging yet important frontiers of AAC research. The Design Stream was conceived by the four authors, researchers who have been exploring AAC and disability-related design throughout their careers, brought together by a shared conviction that designing for communication implies more than ensuring access to words and utterances. Each of these presenters came to AAC from a different background: interaction design, inclusive design, speech science, and social science. The resulting discussion among 24 symposium participants included controversies about the role of technology, tensions about independence and interdependence, and a provocation about taste. The paper concludes by proposing new directions for AAC research: (a) new interdisciplinary research could combine scientific and design research methods, as distant yet complementary as microanalysis and interaction design, (b) new research tools could seed accessible and engaging contextual research into voice within a social model of disability, and (c) new open research networks could support inclusive, international and interdisciplinary research.

Inclusion "All Present and Correct?" A Critical Analysis of New Labour's Inclusive Education Policy in England

Science.gov (United States)

Hodkinson, Alan

2013-01-01

Drawing on Derrida this paper considers how inclusive education in England was defined and operationalised within New Labour's educational policy and by those teachers who reconstructed this policy within the confines of schools and individual classrooms. The paper has two critical ambitions. First it argues that the epistemology of inclusion was…

Do Resource Bases Enable Social Inclusion of Students with Asperger Syndrome in a Mainstream Secondary School?

Science.gov (United States)

Landor, Floriane; Perepa, Prithvi

2017-01-01

This research identifies the way in which one secondary school with a resourced provision for students with Asperger syndrome promotes social inclusion for them, and the perceptions of staff members and parents on the social experience of schooling for these children. Interviews were conducted with five teachers, two learning support assistants,…

Supporting Elementary Age Students with Significant Disabilities in General Education Classrooms: Personal Perspectives on Inclusion.

Science.gov (United States)

Coots, Jennifer J.; Bishop, Kathryn D.; Grenot-Scheyer, Marquita

1998-01-01

Findings of a study in which four elementary general-education teachers commented on the inclusion of students with significant disabilities within general-education classrooms indicated that children with disabilities were described and observed as full classroom members. Difficulties were related to designing and implementing appropriate and…

Inclusive Education National Research Advocacy Agenda: A Call to Action

Science.gov (United States)

Morningstar, Mary E.; Allcock, Heather C.; White, Julia M.; Taub, Deborah; Kurth, Jennifer A.; Gonsier-Gerdin, Jean; Ryndak, Diane L.; Sauer, Janet; Jorgensen, Cheryl M.

2016-01-01

The TASH Inclusive Education National Committee responded to Horner and Dunlap's call to ensure that future research integrates inclusive values with strong science by developing an inclusive education national research advocacy agenda. Qualitative methods were implemented to answer three questions: (a) "What is the state of inclusive…

International Summit Consensus Statement: Intellectual Disability Inclusion in National Dementia Plans.

Science.gov (United States)

Watchman, Karen; Janicki, Matthew P; Splaine, Michael; Larsen, Frode K; Gomiero, Tiziano; Lucchino, Ronald

2017-06-01

The World Health Organization (WHO) has called for the development and adoption of national plans or strategies to guide public policy and set goals for services, supports, and research related to dementia. It called for distinct populations to be included within national plans, including adults with intellectual disability (ID). Inclusion of this group is important as having Down's syndrome is a significant risk factor for early-onset dementia. Adults with other ID may have specific needs for dementia-related care that, if unmet, can lead to diminished quality of old age. An International Summit on Intellectual Disability and Dementia, held in Scotland, reviewed the inclusion of ID in national plans and recommended that inclusion goes beyond just description and relevance of ID. Reviews of national plans and reports on dementia show minimal consideration of ID and the challenges that carers face. The Summit recommended that persons with ID, as well as family carers, should be included in consultation processes, and greater advocacy is required from national organizations on behalf of families, with need for an infrastructure in health and social care that supports quality care for dementia.

USAGE OF SELECTED RESOURCES FOR INCLUSIVE EDUCATION IN MAINSTREAM PRIMARY SCHOOLS: ISSUES AND CHALLENGES FROM A KENYAN PERSPECTIVE

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Pamela Buhere

2013-12-01

Full Text Available This study assessed the effectiveness of the use of selected teaching/learning resources in the implementation of Inclusive Education (I.E for Special Needs Education (SNE learners in mainstream primary schools. Focusing on the organisational effectiveness of the school management in meeting the needs of Special needs Learners, research questions explored the following: the availability of the selected teaching/learning resources, effectiveness of the use of available teaching /learning for Inclusive Education, challenges in the use of available teaching/learning resources and possible improvements with regard to the implementation of Inclusive Education for Special Needs Learners in mainstream primary schools. The study adopted a descriptive survey design. Out of 150 schools that had integrated Special Needs Learners in Bungoma Count, Kenya, 20% were stratified, proportionately and randomly sampled. Purposive sampling was used to obtain the participants; head teachers, regular, and special teachers. The sample comprised of 30 head teachers, 120 regular teachers and 8 special teachers (total 158. Data were collected using questionnaires for 30 head teachers, 120 regular teachers, interview schedules for 8 special teachers and observation schedule. Data was analyzed using descriptive statistics. The study findings reveal that the integration of inclusive education has not been accompanied by support structures; educators lack the knowledge in handling the available resources, the available learning resources are inadequate and inappropriate. The study recommends that Ministry of education and school managers can implement inclusion smoothly and effectively through a variety of vehicles including in-service opportunities, professional support groups, mentoring activities, monitoring the degree of collaboration between general and special educators and improving the school setting to accommodate learner diversity. In addition, the government should

Attitudes of a group of primary school teachers towards the educational inclusion of hearing-impaired learners in regular classrooms.

Science.gov (United States)

Keith, K; Ross, E

1998-01-01

Research has clearly demonstrated a link between the attitudes of regular education teachers and the success of inclusion of learners with special educational needs. Therefore, the present study aimed to investigate the attitudes of a group of junior primary school teachers from the Gauteng area towards the inclusion of hearing-impaired children into regular classes. A survey research design was employed which utilized a questionnaire as the research tool. Analysis of results indicated that the teachers surveyed were relatively positive in their attitudes towards inclusion. Greater exposure to disability in terms of training and experience was related to more positive attitudes. Similarly, more positive attitudes were related to greater perceived competence in teaching hearing-impaired pupils. All of the teachers surveyed felt that speech-language pathologists and audiologists (SLPs & As) should be involved in facilitating inclusion of hearing-impaired children. Many of the respondents expressed concern regarding their lack of training, knowledge and skills. The findings from the research project highlight the need for an adequate training and support system for teachers prior to the implementation of an inclusive educational policy, and the potential role of SLPs & As in this regard.

Evaluating Community Inclusion: A Novel Treatment Program for Children with Autism Spectrum Disorders

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Natalie J. Webb

2015-11-01

Full Text Available A state-funded, non-profit organization developed an innovative inclusion program for children with Autism spectrum disorders and developmental delays, Including Special Kids, which offers activities for children with developmental delays alongside typically developing children in collaboration with well-established local youth programs. This case study examines the ISK intervention program at the original community host sites to determine if the evidence supports a measurable and demonstrable change in behaviors in a real-world setting that may lead to increased quality of life and greater inclusion in the community. Using evidence-based data, we measured the progress of 30 children over 6-24 months. Children participating in the program showed average improvement in all but two function areas and improvement in all composite scores. While these results do not prove program success, they offer an indication that the program helps children learn skills and behaviors to successfully navigate and become part of community-based, after-school recreational programs.

INCLUSIVE CULTURE IN PRE-SCHOOL INSTITUTIONS

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Irena NOVACHEVSKA

2011-04-01

Full Text Available Inclusive education is a rational concept that refers to the overall and long-term transformation of institutional systems in society, especially in education. Along with the transformation, a number of important and unresolved issues still appear in both theory and practice, as the duty of pre-school institutions and schools is to educate every student in the mainstream education system. One of the most important aspects of inclusion is the inclusive culture. Regardless of the good inclusive policy and practice, one cannot talk about successful inclusion without a properly developed inclusive institutional culture.This paper is a contribution to the research considering the development of inclusive culture in three preschool institutions. It is based on the thinking and attitudes of the pre­school staff toward the necessity of developing and nurturing an inclusive culture. Successful inclusion of pupils with special needs in the mainstream school system cannot be conceived without an inclusive culture.

Financial Inclusion in India: A case-study of West Bengal

OpenAIRE

Chattopadhyay, Sadhan Kumar

2011-01-01

The study observes that although there has been an improvement in outreach activity in the banking sector, the achievement in respect of financial inclusion is not significant in West Bengal. An index of financial inclusion (IFI) has been developed in the study using data on three dimensions of financial inclusion. It is revealed from the index that Kolkata district leads with the highest value of IFI, while rest of the districts show a very low level of financial inclusion. This implies that...

ICT and inclusive education: Attitudes of the teachers in secondary education

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Jose Maria Fernandez-Batanero

2016-03-01

Full Text Available The inclusion and the Information and Communication Technologies (ICT configure a field of great scientific interest in the current society. In this context, the attitudes of the teachers towards the ICT play an important role. The present article gathers the results of a study whose purpose was to determine how a teacher will use and integrate the ‘Information and Communication Technologies’ (ICT in inclusive classrooms. This will also identify the factors that promote good educational practices supported by ICT. Towards this we prepared a case study of multiple cases. The questionnaire and group discussion are the techniques that are used for collecting required information. To validate the questionnaire, it was used the expert judgment method selected by the “Coefficient expert Competence” procedure or also named “K coefficient”. The Reliability was established by Cronbach’s Alfa method with a value of 0.87. The result shows that teachers in general have a positive attitude towards ICT, especially the male teachers with greater possibilities of interaction with ICT. This will also promote inclusive and cultures policies between networks of schools and it is presented as an important factor in developing good educational practice with the support of ICT.

Inclusion in Viet Nam: More than a Decade of Implementation.

Science.gov (United States)

Villa, Richard A.; Tac, Le Van; Muc, Pham Minh; Ryan, Susan; Thuy, Nguyen Thi Minh; Weill, Cindy; Thousand, Jacqueline S.

2003-01-01

This article traces the evolution of special education policies and services and the introduction of inclusive education as a service delivery model in Viet Nam. The impact of a series of inclusion projects and resultant goals of the Ministry of Education and Training to expand inclusive education are described. (Contains 8 references.) (Author/CR)

Social Inclusion and Exclusion: A Review

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Nabin Rawal

2008-10-01

Full Text Available The concept of social exclusion/inclusion figured prominently in the policy discourse in France in the mid 1970s. The concept was later adopted by the European Union in the late 1980s as a key concept in social policy and in many instances replaced the concept of poverty. This concept which had first appeared in Europe as a response to the crisis of the welfare State has now gained considerable currency over the last five years in both official and development discourses in Nepal. The issue gained considerable leverage when the Nepal Government recognized inclusion as a policy issue as one of the four pillars of 2003 Poverty Reduction Strategy Paper (PRSP, which is also Nepal's Tenth Plan. The debates surrounding inclusion/exclusion have ascended to conspicuous importance in the present political transition in Nepal with several groups such as Dalit, women, ethnic communities, donor communities, Madhesi communities and region voicing their demands for an inclusive state by virtue of which, the issue has now come to be a part of the popular public discourse. However, what has to be borne in mind is that the concept lacks universality in the way it has been defined and employed. While some claim that social exclusion is more illuminating and holds the promise of understanding disadvantaged groups better, others argue that this concept is so evocative, ambiguous, multidimensional and elastic that it can be defined in many different ways and owing to its ambiguity in definition it may mean all things to all people. Howsoever, the term has been used, defined, conceptualized, the article here makes an effort to review accessible literature on the topic.DOI = 10.3126/dsaj.v2i0.1362Dhaulagiri Journal of Sociology and Anthropology Vol.2 pp.161-180

Reducing duplicate testing: a comparison of two clinical decision support tools.

Science.gov (United States)

Procop, Gary W; Keating, Catherine; Stagno, Paul; Kottke-Marchant, Kandice; Partin, Mary; Tuttle, Robert; Wyllie, Robert

2015-05-01

Unnecessary duplicate laboratory testing is common and costly. Systems-based means to avert unnecessary testing should be investigated and employed. We compared the effectiveness and cost savings associated with two clinical decision support tools to stop duplicate testing. The Hard Stop required telephone contact with the laboratory and justification to have the duplicate test performed, whereas the Smart Alert allowed the provider to bypass the alert at the point of order entry without justification. The Hard Stop alert was significantly more effective than the Smart Alert (92.3% vs 42.6%, respectively; P < .0001). The cost savings realized per alert activation was $16.08/alert for the Hard Stop alert vs $3.52/alert for the Smart Alert. Structural and process changes that require laboratory contact and justification for duplicate testing are more effective than interventions that allow providers to bypass alerts without justification at point of computerized physician order entry. Copyright© by the American Society for Clinical Pathology.

A naturally occurring cowpox virus with an ectromelia virus A-type inclusion protein gene displays atypical A-type inclusions.

Science.gov (United States)

Okeke, Malachy Ifeanyi; Hansen, Hilde; Traavik, Terje

2012-01-01

Human orthopoxvirus (OPV) infections in Europe are usually caused by cowpox virus (CPXV). The genetic heterogeneity of CPXVs may in part be due to recombination with other OPV species. We describe the characterization of an atypical CPXV (CPXV-No-H2) isolated from a human patient in Norway. CPXV-No-H2 was characterized on the basis of A-type inclusion (ATI) phenotype as well as the DNA region containing the p4c and atip open reading frames. CPXV-No-H2 produced atypical V(+/) ATI, in which virions are on the surface of ATI but not within the ATI matrix. Phylogenetic analysis showed that the atip gene of CPXV-No-H2 clustered closely with that of ectromelia virus (ECTV) with a bootstrap support of 100% whereas its p4c gene is diverged compared to homologues in other OPV species. By recombination analysis we identified a putative crossover event at nucleotide 147, downstream the start of the atip gene. Our results suggest that CPXV-No-H2 originated from a recombination between CPXV and ECTV. Our findings are relevant to the evolution of OPVs. Copyright © 2011 Elsevier B.V. All rights reserved.

E-Inclusion: Social Inclusion of Young Adults with Intellectual Disabilities - A Participatory Design.

Science.gov (United States)

Louw, Julia S

2017-01-01

By examining the role of digital tools and social media, this paper discusses an innovative prospective research study to enhance social inclusion of young adults with intellectual disabilities (ID). The paper begins with an overview of how individuals with disabilities have historically been excluded from society based on limited access and minimal opportunities afforded to them. Next, the paper presents the caveats that may hinder the improvement of social inclusion of young adults with ID and the oversights when developing digital technologies. Details about a prospective intervention research study are described that include a mobile application and a social media component. Finally, implications for research and practice are highlighted to emphasize the fundamental call for an insightful deliberation of these caveats that needs to be addressed in the design of a research study of this nature.

A comparison of the social competence of children with moderate intellectual disability in inclusive versus segregated school settings.

LENUS (Irish Health Repository)

Hardiman, Sharon

2009-03-01

This is the first study to compare the social competence of children with moderate intellectual disability in inclusive versus segregated school settings in the Republic of Ireland. A convenience sample was recruited through two large ID services. The sample comprised 45 children across two groups: Group 1 (n=20; inclusive school) and Group 2 (n=25; segregated school). Parents and teachers completed the Strengths and Difficulties Questionnaire and the Adaptive Behaviour Scale-School: 2nd edition. A series of 2 x 2 ANOVAs were carried out on social competence scores using educational placement type (inclusive vs segregated school) and proxy rater (parent vs teacher) as the independent variables. Key findings indicated that children in inclusive schools did not differ significantly from children in segregated schools on the majority of proxy ratings of social competence. This supports the belief that children with intellectual disabilities can function well in different educational settings. Present findings highlight the importance of utilising the functional model of ID when selecting and designing school placements for children with moderate ID.

A comparison of the social competence of children with moderate intellectual disability in inclusive versus segregated school settings.

Science.gov (United States)

Hardiman, Sharon; Guerin, Suzanne; Fitzsimons, Elaine

2009-01-01

This is the first study to compare the social competence of children with moderate intellectual disability in inclusive versus segregated school settings in the Republic of Ireland. A convenience sample was recruited through two large ID services. The sample comprised 45 children across two groups: Group 1 (n=20; inclusive school) and Group 2 (n=25; segregated school). Parents and teachers completed the Strengths and Difficulties Questionnaire and the Adaptive Behaviour Scale-School: 2nd edition. A series of 2 x 2 ANOVAs were carried out on social competence scores using educational placement type (inclusive vs segregated school) and proxy rater (parent vs teacher) as the independent variables. Key findings indicated that children in inclusive schools did not differ significantly from children in segregated schools on the majority of proxy ratings of social competence. This supports the belief that children with intellectual disabilities can function well in different educational settings. Present findings highlight the importance of utilising the functional model of ID when selecting and designing school placements for children with moderate ID.

Montessori and Non-Montessori Early Childhood Teachers’ Attitudes Towards Inclusion and Access

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Natalie Danner

2015-11-01

Full Text Available Montessori and non-Montessori general education early childhood teachers were surveyed about their attitudes towards including children with disabilities and providing access in their classrooms.  Both groups reported similar and positive supports for inclusion within their schools. Montessori teachers reported having less knowledge about inclusion and less special education professional development than their non-Montessori counterparts.   Implications for professional development and teacher preparation are described.

Training resources and e-Government services for rural SMEs: the rural inclusion platform

OpenAIRE

Axel Maroudas; Pantelis Karamolegkos; Nikos Manouselis

2010-01-01

Rural Inclusion, a project supported by the Information and Communication Technologies Policy Support Programme of the European Commission, aims to adopt, adapt, and deploy a Web infrastructure, in rural settings, combining semantics with a collaborativetraining and networking approach, offering e-Government services that will be supported by a rigorous and reusable service process analysis and modeling, and facilitating the disambiguation of the small businesses needs and requirements when t...

Solomon Islands School Leaders Readiness for Inclusive Education

Science.gov (United States)

Porakari, James; Sevala, Brenda; Miniti, Patrick; Saemane, George; Sharma, Umesh; Forlin, Chris

2015-01-01

The inclusion of students with disabilities was initiated by the Ministry of Education and Human Resource Development in the Solomon Islands in 2013. This paper investigates the knowledge, skills, and values of school leaders in public and private schools in Honiara, the capital of the Solomon Islands, in regard to providing support for inclusive…

The Tablet Inscribed: Inclusive Writing Instruction with the iPad

Science.gov (United States)

Sullivan, Rebecca M.

2013-01-01

Despite the author's initial skepticism, a classroom set of iPads has reinforced a student-directed approach to writing instruction, while also supporting an inclusive classroom. Using the iPads, students guide their writing process with access to the learning management system, electronic information resources, and an online text editor. Students…

Inclusive and semi-inclusive analysis from polarised deep-inelastic muon scattering

International Nuclear Information System (INIS)

Kageya, T.

1999-01-01

We present new results for the spin-dependent structure function on the proton and for the polarised quark distributions in the nucleon from semi-inclusive spin asymmetries. With the inclusive asymmetry from deep inelastic scattering of polarised muons on polarised protons, it is found that the Ellis-Jaffe sum rule is violated. Using our results for Γ d 1 , the Bjorken sum rule is confirmed with an accuracy of about 15%. From semi-inclusive spin asymmetries and SMC inclusive spin asymmetries, we determine the polarised quark distributions of valence u and d quarks to be positive and negative, respectively, while the non-strange sea distribution to be consistent with zero

DIGITAL INCLUSION AND THE MAIN CHALLENGES IN THE BRAZILIAN EDUCATION

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Claudia Prioste

2017-10-01

Full Text Available The access to Information and Communication Technologies (ICT has increased within the Brazilian population. However, according to the digital inclusion ranking established by ITU (2015, Brazil still presents important gaps in comparison to other evaluated countries. In view of this problem, the present article aims at analyzing the challenges of the digital inclusion in the Brazilian education, looking into understanding its obstacles. This study has grounds in a qualitative, exploratory research methodology, through which data of national and international researches were collected. The analysis was established based in seven indicators: connectivity, capability, content, confidence, continuity, literacy, and the inclusion of people with disabilities. The results suggest that the digital inclusion has been limited, mostly due to problems in the education quality. Without a consistent educational background, the use of ICTs is mostly directed to consumption and entertainment. It was concluded that Brazilian public schools face serious gaps of technological infrastructure and teacher support. In this context, the exclusion of people with disabilities also perpetuates. Problems in the basic literacy processes are important obstacles for proper technological resources appropriation in favor of better life conditions and social participation.

The Updated AGU Ethics Policy: Supporting Inclusive and Diverse Field and Lab Environments within the Geosciences.

Science.gov (United States)

Williams, B. M.; McPhaden, M. J.; Gundersen, L. C.

2017-12-01

The American Geophysical Union (AGU), a scientific society of >60,000 members worldwide, has established a set of scientific integrity and professional ethics guidelines for the actions of its members, for the governance of the union in its internal activities, and for the operations and participation in its publications and scientific meetings. More recently AGU has undertaken actions to help address the issue of harassment in the sciences and other work climate issues; and, where applied more broadly as a code of standard behavior, will help address tangential issues of diversity and inclusion. This presentation will highlight the proposed policy changes and additional resources now in place, as they apply to field and lab environments. Progress to date and remaining challenges of this effort will be discussed, including AGU's work to provide additional program strength in the areas of Ethics, Diversity and Inclusion.

Stiffening solids with liquid inclusions

Science.gov (United States)

Style, Robert W.; Boltyanskiy, Rostislav; Allen, Benjamin; Jensen, Katharine E.; Foote, Henry P.; Wettlaufer, John S.; Dufresne, Eric R.

2015-01-01

From bone and wood to concrete and carbon fibre, composites are ubiquitous natural and synthetic materials. Eshelby’s inclusion theory describes how macroscopic stress fields couple to isolated microscopic inclusions, allowing prediction of a composite’s bulk mechanical properties from a knowledge of its microstructure. It has been extended to describe a wide variety of phenomena from solid fracture to cell adhesion. Here, we show experimentally and theoretically that Eshelby’s theory breaks down for small liquid inclusions in a soft solid. In this limit, an isolated droplet’s deformation is strongly size-dependent, with the smallest droplets mimicking the behaviour of solid inclusions. Furthermore, in opposition to the predictions of conventional composite theory, we find that finite concentrations of small liquid inclusions enhance the stiffness of soft solids. A straightforward extension of Eshelby’s theory, accounting for the surface tension of the solid-liquid interface, explains our experimental observations. The counterintuitive stiffening of solids by fluid inclusions is expected whenever inclusion radii are smaller than an elastocapillary length, given by the ratio of the surface tension to Young’s modulus of the solid matrix. These results suggest that surface tension can be a simple and effective mechanism to cloak the far-field elastic signature of inclusions.

Special Olympics, Sports, and the Path to Social Inclusion for Students with Intellectual Disabilities

Science.gov (United States)

Eidelman, Steven M.

2013-01-01

When you speak with classroom teachers in general education settings about inclusive education, lack of training, and lack of administrative support are frequent commentaries. And when you review data from the U.S. Department of Education, it is clear that inclusion of students with disabilities in general education settings has yet to be fully…

Development of the Resilience of Students through Experiencing Inclusion during Teaching Practice

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Karmen Drljić

2016-06-01

Full Text Available The theory of resilience studies the response to stress and adversities, which is manifested in individual’s constructive response to environmental challenges. For students—future preschool teachers on teaching practice —the first concrete contact with children with special needs can represent a challenge, which due to students’ lack of experience and competence can be sometimes rather difficult. . The aim of our qualitative research was to determine how the resilience of students that attend the study programme Preschool Education at the University of Primorska, Faculty of Education was expressed through the observation of mentor’s inclusiveness and through identifying the challenges of the inclusion of children with special needs. We analysed 43 third year students’ reports on teaching practice. The results show that students identify both inclusive and non-inclusive attitudes and functioning of their mentors. Nevertheless, they describe the mentor’s inclusive statements and functioning more frequently. Furthermore, we found out that more than a half (55.8% of students respond proactively to the concrete inclusive experience, while 44.2% of them respond passively. Students who are not yet capable of proactive response need support and guidance, but more importantly, they need mechanisms for building resilience gradually and autonomously, as resilience is recognised as an important and required teacher’s competence.

Fluid inclusion geothermometry

Science.gov (United States)

Cunningham, C.G.

1977-01-01

Fluid inclusions trapped within crystals either during growth or at a later time provide many clues to the histories of rocks and ores. Estimates of fluid-inclusion homogenization temperature and density can be obtained using a petrographic microscope with thin sections, and they can be refined using heating and freezing stages. Fluid inclusion studies, used in conjunction with paragenetic studies, can provide direct data on the time and space variations of parameters such as temperature, pressure, density, and composition of fluids in geologic environments. Changes in these parameters directly affect the fugacity, composition, and pH of fluids, thus directly influencing localization of ore metals. ?? 1977 Ferdinand Enke Verlag Stuttgart.

Financial inclusion: Policies and practices

OpenAIRE

Thankom Arun; Rajalaxmi Kamath

2015-01-01

As a key enabler for development, financial inclusion is firmly placed on the agenda of most governments as a key policy priority. Against this background, this round table provides a global and regional perspective on the policies and practices of financial inclusion. Using macro data, the collection reveals the diversity in the efforts towards achieving financial inclusion and the need for a progressive approach in financial inclusion. Further to this, the round table provides the regional ...

RISKS OF INCLUSIVE EDUCATION

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M. R. Husnutdinova

2017-01-01

Full Text Available Introduction. Inclusion is a new and unfamiliar phenomenon for most of the Russians which is treated as ensuring equal access to education for all students taking into account a variety of their special educational needs and individual capabilities. Inclusive educational model began to take root in Russia without a broad public debate and today’s parents and teachers were not ready to the cardinal changes caused by transition to the new model of education. In this regard, the studying of directly educational process by consequences of inclusive training and education is urgent now.The aims of the research are the following: to identify the major risks that characterize the current stage of the implementation process of inclusion in the Russian educational organizations; to consider the main causes that lead to their occurrence; to present a comparative analysis of the views of respondents in comprehensive, inclusive and correctional schools. Methodology and research methods. The Sector Monitoring Studies of Moscow State University of Psychology & Education in 2010 and 2014 implemented a sociological study on the process of introduction of inclusion in the Russian schools. 200 teachers and 244 parents were interviewed in 2010; in 2014, in addition, 178 teachers and 386 parents were interviewed; 47 senior students including those with disabilities were interviewed too.Results. According to the results, the main concerns of the parents of students of comprehensive, inclusive and correctional schools are reduced to a few basic risks: lack of individual approach while teaching children with different educational needs, increased emotional pressure on the child, and child’s perception of the complexity of disability as an equal. These risks arise primarily because of the acute shortage of especially prepared-governmental teachers and socio-cultural, psychological unpreparedness of most contemporary children with disabilities to the perception of

Social inclusion and the Fatosphere: the role of an online weblogging community in fostering social inclusion.

Science.gov (United States)

Dickins, Marissa; Browning, Colette; Feldman, Susan; Thomas, Samantha

2016-06-01

Overweight and obesity are one of the most salient issues within society today, and the stigmatisation of overweight individuals is prevalent and widespread. Utilising interviews with 44 individuals who blog within an online fat acceptance community known as the Fatosphere, participants' perceptions of inclusion and exclusion were examined within their offline and online environments. Additionally, the effect this had on their offline lives was examined. Participants described a profound sense of exclusion within their offline lives through three agencies: the medicalisation of 'fatness', the weight loss industry and the media, which echoed descriptions of moral judgement. Furthermore, a sense of inclusion was described within the Fatosphere through the protection and support that they found within this 'safe space'. The effects of the Fatosphere influenced their lives in both negative and positive ways, allowing them to better deal with stigma and discrimination, but sometimes effecting their offline relationships in a negative manner. The Fatosphere provides a unique opportunity for corpulent individuals to engage in a community that is removed from the prominent weight-related discourse within modern society. © 2016 Foundation for the Sociology of Health & Illness.

Foresighting for Inclusive Development

DEFF Research Database (Denmark)

Andersen, Allan Dahl; Andersen, Per Dannemand

2017-01-01

of policymaking processes affects the actual process with a focus on inclusion, and we discuss how it affects policy effectiveness and innovation system transformation. Our argument is that processes of policymaking must be inclusive to affect and transform innovation systems because a set of distributed actors...... in foresight cases in two emerging economies: Brazil and South Korea. We conclude that better systemic and innovation oriented foresight is needed to enhance inclusive development....

Determination of Hg(II) in waters by on-line preconcentration using Cyanex 923 as a sorbent - Cold vapor atomic absorption spectrometry

International Nuclear Information System (INIS)

Duan Taicheng; Song Xuejie; Xu Jingwei; Guo Pengran; Chen Hangting; Li Hongfei

2006-01-01

Using a solid phase extraction mini-column home-made from a neutral extractant Cyanex 923, inorganic Hg could be on-line preconcentrated and simultaneously separated from methyl mercury. The preconcentrated Hg (II) was then eluted with 10% HNO 3 and subsequently reduced by NaBH 4 to form Hg vapor before determination by cold vapor atomic absorption spectrometry (CVAAS). Optimal conditions for and interferences on the Hg preconcentration and measurement were at 1% HCl, for a 25 mL sample uptake volume and a 10 mL min -1 sample loading rate. The detection limit was 0.2 ng L -1 and much lower than that of conventional method (around 15.8 ng L -1 ). The relative standard deviation (RSD) is 1.8% for measurements of 40 ng L -1 of Hg and the linear working curve is from 20 to 2000 ng L -1 (with a correlation coefficient of 0.9996). The method was applied in determination of inorganic Hg in city lake and deep well water (from Changchun, Jilin, China), and recovery test results for both samples were satisfactory

Recent HERMES results from inclusive and semi-inclusive hadron production

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Van Hulse Charlotte

2015-01-01

Full Text Available Hermes collected a wealth of data using the 27.6 GeV polarized Hera lepton beam and various pure, polarized and unpolarized, gaseous targets. This unique data set opens the door to various measurements sensitive to the multi-dimensional structure of the nucleon. Among them are two-hadron production in semi-inclusive deep-inelastic scattering on a transversely polarized target, providing access to different transverse-momentum-dependent distribution and fragmentation functions in a way complementary to single-hadron production. Also transverse-target single-spin asymmetries in inclusive electroproduction of charged pions and kaons have been recently extracted, complementing data from proton-proton collisions, where large, so far unexplained, asymmetries have been observed. From inclusive measurements on various nuclear targets, the Λ polarization is extracted, also here complementing measurements in proton-proton collisions.

Pengelolaan Tenaga Kerja Difabel untuk Mewujudkan Workplace Inclusion

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Sari Dewi Poerwanti

2017-06-01

Full Text Available The focus of this study is the management of workers with disabilities as efforts to achieve an inclusive workplace in PT. Trans Retail Indonesia. The study also elaborates supporting and inhibiting factors in the implementation of labor management. This is a qualitative research that collects the data using literary studies, observation and in-depth interview. The result shows that the management is started from knowledge level of the company about workers with disabilities, selection process, development, compensation and maintaining the employs. In addition, they identify key factors of managing different ability such as stakesholders, associate support, mentoring and counseling for workers with disabilities. The obstacles of managing workers with disabilities include professionalism, communication, and productivity that lead to an attempt of firing. Overall, PT. Trans Retail Indonesia can be classified as one with ability to develop diversity management in order to organize a workplace inclusion. [Penelitian ini membahas pengelolaan tenaga kerja difabel (diversity management di PT. Trans Retail Indonesia serta faktor pendukung dan penghambat dalam pelaksanaan pengelolaan tenaga kerja penyandang disabilitas yang diterapkan oleh perusahaan dalam mewujudkan tempat kerja yang inklusif. Ini adalah penelitian kualitatif yang mengumpulkan data dari literatur, wawancara, dan observasi. Analisis dimulai dari pemahaman perusahaan mengenai tenaga kerja difabel, pengadaan tenaga kerja, pembinaan tenaga kerja, pemberian balas-jasa dan pemeliharaan tenaga kerja. Penelitian menemukan faktor pendukung pengelolaan tenaga kerja berupa kerjasama stakesholders, dukungan rekan kerja, pendampingan serta konseling bagi karyawan difabel. Sedangkan faktor penghambatnya adalah komunikasi, dukungan sejawat, tenaga profesional dan produktivitas kerja karyawan difabel yang mengancam keberlanjutan kerja mereka. Meskipun demikian, PT. Trans Retail Indonesia dapat dianggap

Reptured Epidermal Inclusion Cyst in the Axilla: A Case Report

International Nuclear Information System (INIS)

Kim, Kyu Soon; Kim, Hak Hee; Shin, Hee Jeong; Yang, Hye Rin; Sohn, Jeong Hee; Kwon, Gui Young; Gong, Gyung Yub

2006-01-01

Epidermal inclusion cysts, the most common type of simple epithelial cyst, are typically well-encapsulated, subepidermal and mobile nodules. They may occur anywhere, but are mostly found on the scalp, face, neck, trunk, and back. Less than 10% of epidermal inclusion cysts occur on the extremities, and even fewer are found on the palms, soles, and breasts. If epidermal inclusion cysts rupture, foreign body reaction, granulomatous reaction or abscess formation could follow. We described here the sonographic findings of ruptured epidermal inclusion cyst of the right axilla in a 33-year-old woman who presented with a palpable axillary mass forming an inflammatory abscess

A systematic review evaluating the psychometric properties of measures of social inclusion.

Science.gov (United States)

Cordier, Reinie; Milbourn, Ben; Martin, Robyn; Buchanan, Angus; Chung, Donna; Speyer, Renée

2017-01-01

Improving social inclusion opportunities for population health has been identified as a priority area for international policy. There is a need to comprehensively examine and evaluate the quality of psychometric properties of measures of social inclusion that are used to guide social policy and outcomes. To conduct a systematic review of the literature on all current measures of social inclusion for any population group, to evaluate the quality of the psychometric properties of identified measures, and to evaluate if they capture the construct of social inclusion. A systematic search was performed using five electronic databases: CINAHL, PsycINFO, Embase, ERIC and Pubmed and grey literature were sourced to identify measures of social inclusion. The psychometric properties of the social inclusion measures were evaluated against the COSMIN taxonomy of measurement properties using pre-set psychometric criteria. Of the 109 measures identified, twenty-five measures, involving twenty-five studies and one manual met the inclusion criteria. The overall quality of the reviewed measures was variable, with the Social and Community Opportunities Profile-Short, Social Connectedness Scale and the Social Inclusion Scale demonstrating the strongest evidence for sound psychometric quality. The most common domain included in the measures was connectedness (21), followed by participation (19); the domain of citizenship was covered by the least number of measures (10). No single instrument measured all aspects within the three domains of social inclusion. Of the measures with sound psychometric evidence, the Social and Community Opportunities Profile-Short captured the construct of social inclusion best. The overall quality of the psychometric properties demonstrate that the current suite of available instruments for the measurement of social inclusion are promising but need further refinement. There is a need for a universal working definition of social inclusion as an overarching

Creating and Sustaining Inclusive Instructional Settings for English Language Learners: Why, What, and How

Science.gov (United States)

López, Francesca; Iribarren, Jacqueline

2014-01-01

In this article, we provide an empirically based framework for school leaders to support the replacement of separate means of providing services for English learners (ELs) with more inclusive learning supports. The framework encompasses evidence on cultivating language proficiency, ensuring access to a high-quality curriculum, and promoting…

Inclusive education and social exclusion

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Maria Luisa Bissoto

2013-01-01

Full Text Available The aim of this paper is critically examining assumptions underlying the Inclusive Education concept, arguing that this can only be effectively considered when understood in a broader context of social inclusion and exclusion. Methodologically, this article relies on international documents and bibliographic references about Inclusive Education, that have been chosen by systematize and characterize different social and educational inclusive practices, encouraging the elaboration of a general overview on this topic. The results of this analysis conclude that it is essential for Inclusive Education that educational institutions review their goals and reasons of social existence. In the concluding remarks it is argued that education is better understood as the act of encouraging and welcoming the efforts of individuals in their attempts to engage in social networking, which sustains life. This includes the acceptance of other reality interpretations and understanding that educational action cannot be restricted by the walls of institutions. It requires the participation of the whole community. Action perspectives likely to promote social inclusion and inclusive education are suggested.

Diversity to Inclusion: Expanding Workplace Capability Thinking around Aboriginal Career Progression

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Morris, Kaye

2015-01-01

Optimally all individuals should contribute fully to the collective spirit and human capital within the workplace, supporting and enabling the development of a mature workforce. Human resource policies endeavour to address diversity and inclusion in the workplace through a variety of methodologies including training and professional development…

An Arendtian perspective on inclusive education

DEFF Research Database (Denmark)

Korsgaard, Morten Timmermann

2016-01-01

Inclusive education currently appears to be undergoing a crisis and re- examination. This paper presents a new approach to thinking about inclusiveness in the school context. Many positions within inclusive education seem to take political, social and ethical perspectives as a starting point, which...... has allowed inclusive movements and initiatives around the world to succumb to neo-liberal policy-making and has neglected the development of an educational vocabulary that is theoretically and conceptually appropriate for confronting teachers’ central concerns regarding inclusive practices....... The concepts of suspension, bearing with strangers and enlarged thought inspired by Hannah Arendt provide a basis for a re-imagining of inclusive education and for outlining a future school in which inclusiveness is embedded in the very way we think and position ourselves as teachers and pupils...

INCLUSIVE EDUCATION IN ITALY

OpenAIRE

Voitkāne, Vita

2017-01-01

European member States implement Inclusive Education policies thus contributing to a sustainable, inclusive society, although each country is at a different stage in this process. Italy, one of the first countries to launch integrative learning, has set an example since the 1970s, although the quality of inclusive education is unpredictable due to many issues. Authors Cantoni and Panetta (2006) emphasize that, although the culture of integration in Italy exists, much needs to be done to impro...

Action Learning--A Process Which Supports Organisational Change Initiatives

Science.gov (United States)

Joyce, Pauline

2012-01-01

This paper reflects on how action learning sets (ALSs) were used to support organisational change initiatives. It sets the scene with contextualising the inclusion of change projects in a masters programme. Action learning is understood to be a dynamic process where a team meets regularly to help individual members address issues through a highly…

A comparative review of measurement instruments to inform and evaluate effectiveness of disability inclusive development.

Science.gov (United States)

Goujon, Nicolas; Devine, Alexandra; Baker, Sally M; Sprunt, Beth; Edmonds, Tanya J; Booth, Jennifer K; Keeffe, Jill E

2014-01-01

A review of existing measurement instruments was conducted to examine their suitability to measure disability prevalence and assess quality of life, protection of disability rights and community participation by people with disabilities, specifically within the context of development programs in low and middle-income countries. From a search of PubMed and the grey literature, potentially relevant measurement instruments were identified and examined for their content and psychometric properties, where possible. Criteria for inclusion were: based on the WHO's International Classification of Functioning Disability and Health (ICF), used quantitative methods, suitable for population-based studies of disability inclusive development in English and published after 1990. Characteristics of existing instruments were analysed according to components of the ICF and quality of life domains. Ten instruments were identified and reviewed according to the criteria listed above. Each version of instruments was analysed separately. Only three instruments included a component on quality of life. Domains from the ICF that were addressed by some but not all instruments included the environment, technology and communication. The measurement instruments reviewed covered the range of elements required to measure disability-inclusion within development contexts. However no single measurement instrument has the capacity to measure both disability prevalence and changes in quality of life according to contemporary disability paradigms. The review of measurement instruments supports the need for developing an instrument specifically intended to measure disability inclusive practice within development programs. Implications for Rehabilitation Surveys and tools are needed to plan disability inclusive development. Existing measurement tools to determine prevalence of disability, wellbeing, rights and access to the community were reviewed. No single validated tool exists for population

Inclusive educational practices as perceived by prospective special education teachers in Estonia, Finland, and the United States.

Science.gov (United States)

Moberg, S

1997-03-01

A survey of 125 prospective special education teachers assessed perceptions and beliefs about inclusive education in Estonia, Finland, and the United States (Michigan). The attitudes toward inclusion were rather critical. The Estonians were the most critical group, the Finns the least critical. The meanings attached to a student with severe mental retardation were related to the educational setting assessed as the best for this student. The findings suggest that special educators perceptions about inclusion are related to the prevailing implementation of inclusive education. The results support also the idea that the meanings attached to a person with a disability are connected with behavioural intentions toward this person.

Choosing Creatively: Choice-Based Art Education in an Inclusive Classroom

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Varian, Samantha

2016-01-01

The purpose of this study was to measure the effects of Choice-Based Art Education on supporting the needs of all learners in an inclusive classroom, while building confidence, creativity, and critical thinking skills. Over a seven-week period, data was collected through photographs, pre- and post- surveys, interviews, pre- and post-creativity…

Attitudes on Inclusion of a Player with Disabilities in a Regular Softball League.

Science.gov (United States)

Block, Martin E.; Malloy, Mike

1998-01-01

A study examined the attitudes of 88 girls (ages 10-12) without disabilities, parents, and coaches toward the inclusion of a child with a disability in a regular fast-pitch softball league. Players and parents had a favorable attitude toward inclusion and modifying game rules. Coaches were undecided about inclusion and rule modifications.…

Diversity and Inclusion in Conservation: A Proposal for a Marine Diversity Network

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Nicola S. Smith

2017-08-01

Full Text Available Low diversity among scientists and practitioners is rampant in conservation. Currently, conservation professionals do not reflect the same diversity of perspectives and experiences of the world as the communities who bear the largest burden for implementing—or adverse consequences for failing to implement—conservation action. Acknowledging and describing the problem is important. But policies and programmes must also be put in place to correct it. Here, we highlight some measurable benefits of workforce diversity, and give an overview of some of the barriers to inclusion in marine conservation that help perpetuate low workforce diversity. Importantly, we underscore actions that both individuals and groups can take to alleviate such barriers. In particular, we describe the establishment of an online Marine Diversity Network, which conference participants proposed during a focus group meeting at the 4th International Marine Conservation Congress. The network will serve to bring together people from across the globe, from a variety of backgrounds, and from all career stages, to share knowledge, experiences and ideas, to provide and receive mentorship in marine conservation, and to forge new collaborations. Removing barriers to diverse participation requires coordinated, mindful actions by individuals and organizations. We hope that the proposed network and other actions presented in this paper find widespread support, and that they might serve both as inspiration and guide to other groups concerned with increasing diversity and inclusivity.

Inclusão digital via acessibilidade web | Digital inclusion via web accessibility

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Cesar Augusto Cusin

2009-03-01

Full Text Available Resumo A natureza atual da web, que destaca a participação colaborativa dos usuários em diversos ambientes informacionais digitais, conduz ao desenvolvimento de diretrizes que enfocam a arquitetura da informação digital inclusiva para diferentes públicos nas mais diversas ambiências informacionais. A pesquisa propõe e objetiva um ambiente informacional digital inclusivo, visando apontar os elementos de acessibilidade que permitam a promoção da inclusão informacional digital, de forma a destacar os referenciais da Arquitetura da Informação Digital, de recomendações internacionais, com o olhar da Ciência da Informação e das novas tecnologias de informação e comunicação (TIC. Palavras-chave inclusão digital; web; acessibilidade; ciência da informação; arquitetura da informação. Abstract The current nature of the web, which highlights the collaborative participation of users in various digital informational environments, leads to the development of guidelines that focus on the digital inclusive information architecture for different audiences in diverse informational environments. The study proposes an inclusive digital information environment, aiming to establish the elements of accessibility that  enable the promotion of digital inclusion information in order to highlight the references of digital information architecture, the international recommendations, with the perspective of Information Science and the new information and communication technologies (ICT. Keywords digital inclusion; web; accessibility; information science; information architecture.

Bicycle and Car Share Schemes as Inclusive Modes of Travel? A Socio-Spatial Analysis in Glasgow, UK

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Julie Clark

2016-06-01

Full Text Available Public bicycle and car sharing schemes have proliferated in recent years and are increasingly part of the urban transport landscape. Shared transport options have the potential to support social inclusion by improving accessibility: these initiatives could remove some of the barriers to car ownership or bicycle usage such as upfront costs, maintenance and storage. However, the existing evidence base indicates that, in reality, users are most likely to be white, male and middle class. This paper argues that there is a need to consider the social inclusivity of sharing schemes and to develop appropriate evaluation frameworks accordingly. We therefore open by considering ways in which shared transport schemes might be inclusive or not, using a framework developed from accessibility planning. In the second part of the paper, we use the case study of Glasgow in Scotland to undertake a spatial equity analysis of such schemes. We examine how well they serve different population groups across the city, using the locations of bicycle stations and car club parking spaces in Glasgow, comparing and contrasting bike and car. An apparent failure to deliver benefits across the demographic spectrum raises important questions about the socially inclusive nature of public investment in similar schemes.

Inclusion-Body Myositis: Diagnosis

Science.gov (United States)

... for MDA Blog Donate Search MDA.org Close Inclusion-Body Myositis (IBM) Diagnosis As with other muscle diseases, a doctor diagnoses inclusion-body myositis (IBM) by considering the individual’s personal ...

"Inclusion in Practice": Programme Practices in Mainstream Preschool Classrooms and Associations with Context and Teacher Characteristics

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Vlachou, Anastasia; Fyssa, Aristea

2016-01-01

This study observed the extent to which teachers supported the inclusion of children with disabilities into mainstream classrooms and involved monitoring 52 mainstream preschool settings in Greece. The association between programme quality, context and teacher characteristics was also tested. Findings showed that the quality of inclusion ranged…

A Case Study of Co-Teaching in an Inclusive Secondary High-Stakes World History I Classroom

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van Hover, Stephanie; Hicks, David; Sayeski, Kristin

2012-01-01

In order to provide increasing support for students with disabilities in inclusive classrooms in high-stakes testing contexts, some schools have implemented co-teaching models. This qualitative case study explores how 1 special education teacher (Anna) and 1 general education history teacher (John) make sense of working together in an inclusive…

Inclusive education teacher: reflections from a comprehensive curruculum approach

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Soraia Napoleão Freitas

2012-08-01

Full Text Available The Brazilian educational policy of inclusion can still be considered recent. The educational agents acting, that can accomplishthis inclusive proposal of students with special needs, can be seen in this process, from the current legislation. The objective of this focal bibliographical study is to describe the socio-cultural and educational changes considering science advances looking for an interpretation for transformations and the changing need in the teacher’s formation emphasizing the development of actions in the perspective of inclusive education. It was found that four factors, related to the teacher’s formation and acting, are crucial to an analysis that allows the performance of the teacher in view of effective inclusion. They are: socio-cultural and educational transformations, curriculum,subjective aspects of the individual teacher and the teaching process. It is concluded that the performance of the teacher in contemporary, beyond their initial training requires understanding, for an innovative performance that reaches the goals of inclusive education.

Diverse Perspectives on Inclusive School Communities

Science.gov (United States)

Tsokova, Diana; Tarr, Jane

2012-01-01

What is an inclusive school community? How do stakeholders perceive their roles and responsibilities towards inclusive school communities? How can school communities become more inclusive through engagement with individual perspectives? "Diverse Perspectives on Inclusive School Communities" captures and presents the voices of a wide…

A systematic review evaluating the psychometric properties of measures of social inclusion

Science.gov (United States)

Milbourn, Ben; Martin, Robyn; Buchanan, Angus; Chung, Donna; Speyer, Renée

2017-01-01

Introduction Improving social inclusion opportunities for population health has been identified as a priority area for international policy. There is a need to comprehensively examine and evaluate the quality of psychometric properties of measures of social inclusion that are used to guide social policy and outcomes. Objective To conduct a systematic review of the literature on all current measures of social inclusion for any population group, to evaluate the quality of the psychometric properties of identified measures, and to evaluate if they capture the construct of social inclusion. Methods A systematic search was performed using five electronic databases: CINAHL, PsycINFO, Embase, ERIC and Pubmed and grey literature were sourced to identify measures of social inclusion. The psychometric properties of the social inclusion measures were evaluated against the COSMIN taxonomy of measurement properties using pre-set psychometric criteria. Results Of the 109 measures identified, twenty-five measures, involving twenty-five studies and one manual met the inclusion criteria. The overall quality of the reviewed measures was variable, with the Social and Community Opportunities Profile-Short, Social Connectedness Scale and the Social Inclusion Scale demonstrating the strongest evidence for sound psychometric quality. The most common domain included in the measures was connectedness (21), followed by participation (19); the domain of citizenship was covered by the least number of measures (10). No single instrument measured all aspects within the three domains of social inclusion. Of the measures with sound psychometric evidence, the Social and Community Opportunities Profile-Short captured the construct of social inclusion best. Conclusions The overall quality of the psychometric properties demonstrate that the current suite of available instruments for the measurement of social inclusion are promising but need further refinement. There is a need for a universal working

Inclusion control in high-performance steels

International Nuclear Information System (INIS)

Holappa, L.E.K.; Helle, A.S.

1995-01-01

Progress of clean steel production, fundamentals of oxide and sulphide inclusions as well as inclusion morphology in normal and calcium treated steels are described. Effects of cleanliness and inclusion control on steel properties are discussed. In many damaging constructional and engineering applications the nonmetallic inclusions have a quite decisive role in steel performance. An example of combination of good mechanical properties and superior machinability by applying inclusion control is presented. (author)

Microvillus Inclusion Disease Associated with Necrotizing Enterocolitis in a Premature Infant

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Ersin Sayar

2014-11-01

Full Text Available Microvillus inclusion disease is one of the congenital diarrheal disorders characterized by the appearance of inclusion bodies on the intestinal epithelium. To date there are a few cases and also a few other associated finding reports related to this life-threatening disease in literature. In this report, we present a premature infant with microvillus inclusion disease that was associated with necrotizing enterocolitis. Thus, we should be aware of the appearance of necrotizing enterocolitis in patients with microvillus inclusion disease, especially when contributing factors are present.

More Policies, Greater Inclusion? Exploring the Contradictions of New Labour Inclusive Education Policy

Science.gov (United States)

Roulstone, Alan; Prideaux, Simon

2008-01-01

The era of New Labour government has witnessed unprecedented growth in inclusive education policies. There is, however, limited evidence that policies have increased disabled children's inclusion. This article explores reasons for this contradiction. Drawing on sociological insights, it is argued that New Labour policies on inclusive education…

Inclusion-initiated fracture model for ceramics

International Nuclear Information System (INIS)

Sung, J.; Nicholson, P.S.

1990-01-01

The fracture of ceramics initiating from a typical inclusion is analyzed. The inclusion is considered to have a thermal expansion coefficient and fracture toughness lower than those of the matrix and a Young's modulus higher than that of the matrix. Inclusion-initiated fracture is modeled for a spherical inclusion using a weight function method to compute the residual stress intensity factor for a part-through elliptical crack. The results are applied to an α-Al 2 O 3 inclusion embedded in a tetragonal ZrO 2 ceramic. The strength predictions agree well with experimental data

Measurement of two-particle semi-inclusive rapidity distributions at the CERN ISR

CERN Document Server

Amendolia, S R; Bosisio, L; Braccini, Pier Luigi; Bradaschia, C; Castaldi, R; Cavasinni, V; Cerri, C; Del Prete, T; Finocchiaro, G; Foà, L; Giromini, P; Grannis, P; Green, D; Jöstlein, H; Kephart, R; Laurelli, P; Menzione, A; Ristori, L; Sanguinetti, G; Thun, R; Valdata, M

1976-01-01

Data are presented on the semi-inclusive distributions of rapidities of secondary particles produced in pp collisions at very high energies. The experiment was performed at the CERN Intersecting Storage Rings (ISR). The data given, at centre-of-mass energies of square root s=23 and 62 GeV, include the single-particle distributions and two-particle correlations. The semi-inclusive correlations show pronounced short-range correlation effects which have a width considerably narrower than in the case of inclusive correlations. It is shown that these short-range effects can be understood empirically in terms of three parameters whose energy and multiplicity dependence are studied. The data support the picture of multiparticle production in which clusters of small multiplicity and small dispersion are emitted with subsequent decay into hadrons. (32 refs).

Exploring academics' views on designs, methods, characteristics and outcomes of inclusive health research with people with intellectual disabilities: a modified Delphi study

Science.gov (United States)

Frankena, T K; Naaldenberg, J; Cardol, M; Meijering, J V; Leusink, G; van Schrojenstein Lantman-de Valk, H M J

2016-01-01

Background The British Medical Journal's (BMJ's) patient revolution strives for collaboration with patients in healthcare and health research. This paper studies collaboration with people with intellectual disabilities (ID) in health research, also known as inclusive health research. Currently, transparency and agreement among academics is lacking regarding its main aspects, preventing upscaling of the patient revolution. Objective This study aims to gain agreement among academics on 3 aspects of inclusive health research for people with ID: (1) designs and methods, (2) most important characteristics and (3) outcomes. Design A Delphi study was conducted with academics with experience in inclusive (health) research and on people with ID. The study consisted of 2 sequential questionnaire rounds (n=24; n=17), followed by in-depth interviews (n=10). Results Academics agreed on (1) a collaborative approach to be most suitable to inclusive health research, (2) characteristics regarding the accessibility and facilitation of inclusive health research, and (3) several outcomes of inclusive health research for people with ID and healthcare. Other characteristics agreed on included: atmosphere, relationship, engagement, partnership and power. It was stressed that these characteristics ensure meaningful inclusion. Interviewed academics voiced the need for a tool supporting the facilitation and evaluation of inclusive health research. There was ambiguity as to what this tool should comprise and the extent to which it was possible to capture the complex process of inclusive health research. Discussion and conclusions This study underlines the need for transparency, facilitation and evaluation of inclusive health research. The need for in-depth interviews after 2 Delphi rounds underlines its complexity and context dependence. To increase process transparency, future research should focus on gaining insight into inclusive health research in its context. A tool could be developed

Inclusive Education--A Christian Perspective to an "Overlapping Consensus"

Science.gov (United States)

Pirner, Manfred L.

2015-01-01

The UN Convention on the Rights of Persons with Disabilities has triggered endeavours in many countries to implement inclusive education at public schools. A Christian interpretation that concentrates on the anthropogical themes of fragmentarity, fragility and complementarity offers valuable impulses to the public discourse on inclusive education,…

Linguistic Diversity and Social Inclusion

Science.gov (United States)

Piller, Ingrid; Takahashi, Kimie

2011-01-01

This introduction provides the framework for the special issue by describing the social inclusion agenda of neoliberal market democracies. While the social inclusion agenda has been widely adopted, social inclusion policies are often blind to the ways in which language proficiency and language ideologies mediate social inclusion in linguistically…

Financial Development and Inclusive Growth in Nigeria: A Threshold Analysis

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Taofeek Olusola Ayinde

2016-10-01

Full Text Available This study investigates the relationship between financial development and inclusive growth in Nigeria for the period 1980 – 2013. The technique of analysis is the quantile regression; which is to obtain a threshold for which the former impacts on the latter. The result shows a threshold level of 90th percentile. Interestingly, the study also found that the impact of financial development on inclusive growth depends on the measure of the former up to the threshold level and not beyond. Through a granger causality test, the direction of causality is through the inclusive growth rather than through financial development; through the financial deepening measure. While the study found that either a low level or high level of openness on trade and capital investment are desirable for inclusive growth in Nigeria, the results also reveal that government involvement in the workings of the Nigeria economy and financial openness are sensitive to the pattern of financial development. With financial deepening, both are negatively related to inclusive growth but positively related to inclusive growth when financial widening is considered. This suggests that government intervention in the activities of the private sector is detrimental when the latter are to drive financial development process. However, the involvement of government in ensuring the appropriate level of financial widening, through the central bank operations, produces a positive impact on growth.

Financial Development and Inclusive Growth in Nigeria: A Threshold Analysis

Directory of Open Access Journals (Sweden)

Taofeek Olusola Ayinde

2016-08-01

Full Text Available This study investigates the relationship between financial development and inclusive growth in Nigeria for the period 1980 – 2013. The technique of analysis is the quantile regression; which is to obtain a threshold for which the former impacts on the latter. The result shows a threshold level of 90th percentile. Interestingly, the study also found that the impact of financial development on inclusive growth depends on the measure of the former up to the threshold level and not beyond. Through a granger causality test, the direction of causality is through the inclusive growth rather than through financial development; through the financial deepening measure. While the study found that either a low level or high level of openness on trade and capital investment are desirable for inclusive growth in Nigeria, the results also reveal that government involvement in the workings of the Nigeria economy and financial openness are sensitive to the pattern of financial development. With financial deepening, both are negatively related to inclusive growth but positively related to inclusive growth when financial widening is considered. This suggests that government intervention in the activities of the private sector is detrimental when the latter are to drive financial development process. However, the involvement of government in ensuring the appropriate level of financial widening, through the central bank operations, produces a positive impact on growth.

A LOOK AT ON ASSESSMENT OF MONETARY INCLUSION IN INDIA

OpenAIRE

Sri CH. Venkateswarlu*

2017-01-01

Monetary inclusion refers back to the shipping of financial offerings in a handy manner and at a low priced fee to substantial sections of deprived and occasional income organization population. Monetary inclusion is the road that India wishes to tour in the direction of turning into a worldwide player. The paper attempts to observe the evaluate of financial inclusion in India. An evaluation has been made among India and some other selected nations concerning no of branches, ATMs, bank credit...

Inclusive education in Nigeria: a myth or a reality? | Eni-Olorunda ...

African Journals Online (AJOL)

This paper looks at the implementation of inclusive education in Nigeria, whether it\\'s a myth or a reality. The present forms of Education for children with special needs such as special and integrated schools were critically evaluated. This is because, the implementation of inclusive education would depend on the ...

Inclusive differentiated instruction

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Jerković Ljiljana S.

2017-01-01

Full Text Available Inclusive differentiated instruction is a new model of didactic instruction, theoretically described and established in this paper for the first time, after being experimentally verified through teaching of the mother tongue (instruction in reading and literature. Inclusive individually planned instruction is based on a phenomenological and constructivist didactic instructional paradigm. This type of teaching is essentially developmental and person-oriented. The key stages of inclusive differentiated instruction of literature are: 1 recognition of individual students' potential and educational needs regarding reading and work on literary texts; 2 planning and preparation of inclusive individually planned instruction in reading and literature; 3 actual class teaching of lessons thus prepared; and 4 evaluation of the student achievement following inclusive differentiated instruction in reading and literature. A highly important element of the planning and preparation of inclusive differentiated instruction is the creation of student profiles and inclusive individualized syllabi. Individualized syllabi specify the following: 1. a brief student profile; 2. the student position on the continuum of the learning outcomes of instruction in the Serbian language; 3. reverse-engineered macro-plan stages of instruction in the Serbian language (3.1. identifying expected outcomes and fundamental qualities of learners' work, 3.2. defining acceptable proofs of their realisation, 3.3. planning learning and teaching experiences, and 3.4. providing material and technical requisites for teaching; 4 the contents and procedure of individualized lessons targeting the student; 5 a plan of syllabus implementation monitoring and evaluation. The continuum of the learning outcomes of inclusive differentiated instruction in literature exists at three main levels, A, B and C. The three levels are: A reading techniques and learning about the main literary theory concepts; B

Investigation and Comparison of Turkish and American Preschool Teacher Candidates' Attitudes towards Inclusion of Young Children with Disabilities

Science.gov (United States)

Rakap, Salih; Parlak-Rakap, Asiye; Aydin, Burak

2016-01-01

Inclusion of young children with disabilities into general education classrooms is a common practice that has been implemented for many years in developed countries around the world and many developing countries have been creating and implementing laws and regulations to support inclusive education in early years. Although extant literature…

A Survey into Czech Teachers'Attitude towards Inclusive Education

OpenAIRE

Hui, Luo

2006-01-01

Teachers are considered the key elements in promoting inclusive education and their attitude toward inclusion may influence school learning environment and the availability of equal educational opportunities for all students. The survey was carried out in Prague, Czech Republic to examine teachers' attitude toward inclusive education and the sample comprised of 104 regular and speciál school teachers. The analysis of data confirmed findings of many previous studies on teacher attitude toward ...

Financial inclusion impementation program for the development in the area of South Tangerang, Banten

Science.gov (United States)

Dewi, Etika; Heykal, Mohamad

2018-03-01

The research objective aims to evaluate the problems about the implementation of financial inclusion for the economic development especially in the area of South Tangerang and find solutions for the development financial inclusion. The research is qualitative research that using primary data and the data collection methods is in the questionnaires, interviews, and observations through the official website and Annual Report. The object of this research is OJK of Financial Services Authority as the regulator, five conventional banks are BRI, Mandiri, BNI, BCA and CIMB Niaga as supply side, and the micro and small category of Small Medium Enterprise in Tangerang Selatan area as the demand side. Using testing questionnaire data with validity and reliability test. The conclusion of the research is the OJK and banks have done enough support to improve the financial inclusion program to the micro and small category of SMEs. The majority of services and facilities available have been by the needs of SMEs, but there are still obstacles in marketing (marketing exclusion). Thus, an efficient solution is to educate and socialize more evenly and more vigorously, and invite other banks to participate in supporting OJK programs in increasing financial inclusion.

Assistive Technology for an Inclusive Society for People with Intellectual Disability.

Science.gov (United States)

Owuor, John; Larkan, Fiona

2017-01-01

People with intellectual disability (ID), are some of the most stigmatized and marginalized social groups. Ongoing global initiatives such as the United Nations Convention on the Rights of Persons with Disabilities (UNCPD) and Strategic Development Goals (SDGs) aim to accelerate their inclusion into the society. In many high-income countries, deinstitutionalization of care for people with ID forms part of the broader social inclusion agenda for people with ID into the society. Access to appropriate assistive technology (AT) can mediate the ongoing normalization/inclusion efforts for people with ID. AT can enable users with ID to access societal processes such as education, employment, socialization or independent living. Effective use of AT can also enhance the formation and/or maintenance of interpersonal relationships by people with ID, thus promote their social support.

Parent and Professional Perceptions of Inclusion in Childcare: A Literature Review

Science.gov (United States)

Weglarz-Ward, Jenna M.; Santos, Rosa Milagros

2018-01-01

Many families seek quality, inclusive care for their young children with disabilities. A key to successful inclusion is understanding the needs of families and professionals who serve them. This review examined literature about the inclusion of young children with disabilities in childcare programs and collaboration among early childhood…

A Functional Core of IncA Is Required for Chlamydia trachomatis Inclusion Fusion.

Science.gov (United States)

Weber, Mary M; Noriea, Nicholas F; Bauler, Laura D; Lam, Jennifer L; Sager, Janet; Wesolowski, Jordan; Paumet, Fabienne; Hackstadt, Ted

2016-04-01

Chlamydia trachomatis is an obligate intracellular pathogen that is the etiological agent of a variety of human diseases, including blinding trachoma and sexually transmitted infections. Chlamydiae replicate within a membrane-bound compartment, termed an inclusion, which they extensively modify by the insertion of type III secreted proteins called Inc proteins. IncA is an inclusion membrane protein that encodes two coiled-coil domains that are homologous to eukaryotic SNARE (soluble N-ethylmaleimide-sensitive factor attachment receptor) motifs. Recent biochemical evidence suggests that a functional core, composed of SNARE-like domain 1 (SLD-1) and part of SNARE-like domain 2 (SLD-2), is required for the characteristic homotypic fusion of C. trachomatis inclusions in multiply infected cells. To verify the importance of IncA in homotypic fusion in Chlamydia, we generated an incA::bla mutant. Insertional inactivation of incA resulted in the formation of nonfusogenic inclusions, a phenotype that was completely rescued by complementation with full-length IncA. Rescue of homotypic inclusion fusion was dependent on the presence of the functional core consisting of SLD-1 and part of SLD-2. Collectively, these results confirm in vitro membrane fusion assays identifying functional domains of IncA and expand the genetic tools available for identification of chlamydia with a method for complementation of site-specific mutants. Chlamydia trachomatis replicates within a parasitophorous vacuole termed an inclusion. The chlamydial inclusions are nonfusogenic with vesicles in the endocytic pathway but, in multiply infected cells, fuse with each other to form a single large inclusion. This homotypic fusion is dependent upon the presence of a chlamydial inclusion membrane-localized protein, IncA. Specificity of membrane fusion in eukaryotic cells is regulated by SNARE (soluble N-ethylmaleimide sensitive factor attachment receptor) proteins on the cytosolic face of vesicles and target

Togetherness, Teamwork and Challenges: "Reflections on Building an Inclusive Research Network"

Science.gov (United States)

Riches, Tanya N.; O'Brien, Patricia M.

2017-01-01

Background: This article presents a case study of the Centre for Disability Studies' Inclusive Research Network. The network is a dynamic group of around fifteen people who have intellectual and other disabilities, support workers and university researchers. Methods: The study was based upon an evaluation of the group's research practice, as…

Inclusion in a Multicultural Nation: Realities through Case Studies

Science.gov (United States)

Balakrishnan, Vishalache

2015-01-01

According to Inclusion Press International, inclusion is not just a "disability issue" but about living full lives, about learning to live together and treasuring diversity and building community. When Malaysia obtained her independence from Britain in 1957, one of the main ruling was all three ethnicities (Malay, Chinese, and Indian)…

Integrated and Inclusive Higher Education in Vladimir State University: Current State and Development Perspectives

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Yegorov I.N.,

2017-08-01

Full Text Available The paper summarizes the many years of experience in methodological support and training at the Center of Professional Education for the Disabled and at the “Inclusive Education” Research and Educational Center of the Vladimir State University. At these centers the work is aimed at establishing a system of continuous higher inclusive education for persons with hearing and visual impairments. The paper focuses on the issues concerning the organization of educational process and the adaptation of learning materials for students with hearing and visual impairments; it addresses the problem of creating a system of academic support for students with disabilities and providing psychological and educational assistance to individuals with hearing and visual impairments in the system of higher education.

A study on the inclusion sizing using immersion ultrasonic C-scan imaging

International Nuclear Information System (INIS)

Chen, D; Xiao, H F; Li, M; Xu, J W

2017-01-01

Inclusion sizing, especially for large inclusions greater than 30μm provides important reference for metallurgical process control and fatigue life assessment of steel. Ultrasonic non-destructive testing (NDT) shows great advantages in detecting infrequently occurred large inclusions than eddy current, magnetic particle, microscopic or macroscopic examination procedures. In this paper, the performance of inclusion sizing by immersion ultrasonic C-scan imaging is studied numerically. A two-dimensional model that consists of spherically focused transducer, water couplant and steel with embedded inclusion is established and solved numerically by the finite element method. The signal intensity distributions of inclusion with different sizes are acquired and the effects of inclusion type, shape, orientation on signal intensity distribution are analysed. The results show that the 6dB-drop threshold has the smallest relative error compared with the 12dB-drop threshold and the full-drop threshold, which is better for determining inclusion size larger than 100μm. Experiment is also performed to validate the simulated results. (paper)

Explaining Perceived Impacts of All-Inclusive Resorts through Community Attachment

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Emrullah ERUL

2016-12-01

Full Text Available Antalya, with its high percentage of all-inclusive resorts (hereafter abbreviated AIR, is a prime tourist destination in Turkey. The purpose of this study was to examine the interrelationships‖ between‖ residents’‖ attitudes‖ about‖ their‖ attachment to their local community and attitudes about AIR impacts. A survey was conducted in four key districts in Antalya (based on the concentration of AIRs in the areas: the Antalya city center, Kemer, Serik and Manavgat, yielding a robust sample (n = 660. Exploratory factor analysis of the Perceptions of All-Inclusive Resorts Scale revealed four unique factors (e.g., three focused on negative impacts and one on positive impacts. The study adopted the Community Attachment (CA Scale and Perceptions of All-Inclusive Resorts (PAIR as conceptual frameworks.‖The‖study’s‖findings‖demonstrated‖that‖highly‖ attached residents tend to perceive negative impacts of AIR. Findings provide empirical support for the employment of the community attachment framework within studies concerning AIR perceptions. Implications are described and directions for future research are discussed.

Inclusive Education in South Korea

Science.gov (United States)

Kim, Yong-Wook

2014-01-01

The purpose of this paper is to examine the current implementation of inclusive education in South Korea and discuss its challenges. The history of special education is first described followed by an introduction to policies relevant to special and inclusive education. Next, a critical discussion of the state of inclusive education follows built…

THE INCLUSION OF / FOCUS ON CHILDREN IN FAMILY MEDIATION: A REVIEW OF STUDIES AND FUTURE PROPOSALS

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Carles Rodríguez-Domínguez

2015-09-01

Full Text Available Mediation is an established model for conflict resolution, backed by the international community in relation to family law, to help parents seeking solutions to family problems in child custody cases. The aim of this article is to review the advantages and/or disadvantages presented in the studies with child-inclusive or child-focused interventions in family mediation processes. In the present research, we carry out a review of studies realised in Australia, New Zealand, some counties in the US and in Europe; meta-analysis and review studies of 'child inclusive' investigations, international guidelines that support listening to children and also studies that criticise it. While mediation has existed for four decades in other countries, in Spain it has only arisen since the enactment of Law (1/2001 of Family Mediation in Catalonia, followed by other local regulations, which explains why sufficient studies might not yet exist. In some countries a new paradigm is emerging, aimed at the inclusion of children due to the favourable findings in family mediation processes, although a multiple and flexible approach in the field of family mediation intervention is necessary.

Evaluation of a polymer inclusion membrane containing a C-pivot tripodal diglycolamide for Am(III) extraction

International Nuclear Information System (INIS)

Mahanty, B.N.; Das, D.K.; Afzal, Md; Raut, D.R.; Mohapatra, P.K.; Behere, P.G.; Verboom, W.

2014-01-01

The instability of supported liquid membrane (SLM), being used for laboratory scale metal ion separation, can be avoided using Polymer inclusion membranes (PIM). We have been carrying out studies on diglycolamide based extractants including a C-pivot tripodal diglycolamide (T-DGA) for actinide ion separation from acidic feed solution. It was thought of interest to study the properties of T-DGA based PIM containing cellulose triacetate (CTA) as polymer and 2-nitrophenyl octyl ether (NPOE) as the plasticizer for Am(III) uptake and transport

Dysplastic hepatocytes develop nuclear inclusions in a mouse model of viral hepatitis.

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Priyanka Thakur

Full Text Available Viral hepatitis resulting in chronic liver disease is an important clinical challenge and insight into the cellular processes that drive pathogenesis will be critical in order to develop new diagnostic and therapeutic options. Nuclear inclusions in viral and non-viral hepatitis are well documented and have diagnostic significance in some disease contexts. However, the origins and functional consequences of these nuclear inclusions remain elusive. To date the clinical observation of nuclear inclusions in viral and non-viral hepatitis has not been explored at depth in murine models of liver disease. Herein, we report that in a transgenic model of hepatitis B surface antigen mediated hepatitis, murine hepatocytes exhibit nuclear inclusions. Cells bearing nuclear inclusions were more likely to express markers of cell proliferation. We also established a correlation between these inclusions and oxidative stress. N-acetyl cysteine treatment effectively reduced oxidative stress levels, relieved endoplasmic reticulum (ER stress, and the number of nuclear inclusions we observed in the transgenic mice. Our results suggest that the presence of nuclear inclusions in hepatocytes correlates with oxidative stress and cellular proliferation in a model of antigen mediated hepatitis.

Inclusive design drivers and barriers – a manufacturing perspective from Pakistan

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Amjad Hussain

2015-01-01

Full Text Available The demographics of older people and people with disabilities in developing countries are discussed in the context of inclusive design and the drivers and barriers to inclusive design have been identified. Data were collected from 50 individuals from various industrial sectors in Pakistan. Corporate social responsibility (CSR relates to inclusive aspects of products, but most respondents either did not know about CSR or did not have a CSR post in their organizations, but 64% had awareness of inclusive design terminology. The study concluded that motivation through social responsibility; innovation and differentiation; demographics and consumer trends; brand enhancement; customer satisfaction; new market opportunity; and legislation were the perceived drivers for manufacturers in Pakistan. Most respondents felt that lack of resources and guidance, lack of awareness about inclusive design, difficulty in changing the business culture, lack of government regulations, and the perception that inclusive design is expensive were the most significant barriers.

Estudo comparativo das inclusões do alastrim e da variola vera A comparison of the inclusion bodies of alastrim and variola vera

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C. Magarinos Torres

1935-09-01

Full Text Available Resulta das descripções e documentos examinados que as inclusões cytoplasmaticas da variola vera, no material humano examinado, apresentam caracteres geraes que poderão ser assim resumidos: 1. intensa coloração pela safranina nos preparados pelo methodo de Unna modificado (Fig. 42, mostrando a inclusão matiz semelhante ao dos nucleolos da mesma cellula. 2. reacção predominantemente acidophila nos preparados pela hematoxylina-eosina, traduzida pela tonalidade rosea ou vermelha de coloração (Figs. 27, 29, 30, 31 e 31. 3. frequente multiplicidade de inclusões de fórma e dimensões variadas na mesma cellula (Figs. 29 e 30, as maiores inclusões (Figs. 29 e 32, sendo menores que as grandes inclusões cytoplasmaticas solitarias do alastrim (Figs. 15, 16 e 18. É a regra, ainda, observar-se desapparecimento de qualquer estructura no cytoplasma das cellulas com inclusões em zona muito extensa, tornando-se difficil explicar tal aspecto unicamente pela retracção das inclusões no acto da fixação (Figs. 31 e 32. Quanto ás inclusões intranucleares, ellas se apresentam sob tres aspectos, dois dos quaes bem reconhecidos por Luger e Lauda (1926. Em um primeiro aspecto, o nucleo conserva, em parte, o reticulo de linina e encerra uma massa irregular (Fig. 35 ou, então, pequenas massas e granulos de dimensões variaveis (Figs. 33 e 34 constituidos por material acidophilo que ali não existe em condições normaes. A membrana nuclear tem espessura visinha do normal. Em um segundo aspecto, a inclusão occupa a totalidade do nucleoplasma (Fig. 3, apenas separado da membrana nuclear, em alguns casos (Fig. 38, por um estreito espaço claro (zona de retracção. Por vezes apresenta um aspecto homogeneo (Fig. 37; outras vezes a inclusão mostra pequenas areas chromophobas ( Fig. 38. A hyperchromatose da membrana nuclear é accentuada, tanto neste como no aspecto seguinte. No terceiro aspecto (aspecto corpuscular (Figs. 39, 40, 48 e 50, a inclus

Testing and Inclusive Schooling

DEFF Research Database (Denmark)

Morin, Anne; Hamre, Bjørn; Ydesen, Christian

Testing and Inclusive Schooling provides a comparative on seemingly incompatible global agendas and efforts to include all children in the general school system, Thus reducing exclusion. With an examination of the international testing culture and the politics of inclusion currently permeating...

Bridging the European Wind Energy Market and a Future Renewable Hydrogen-Inclusive Economy. A Dynamic Techno-economic Assessment

International Nuclear Information System (INIS)

Shaw, S.; Peteves, S.D.

2006-01-01

The study establishes the link between the growing wind market and the emerging hydrogen market of the European Union, in a so-called 'wind-hydrogen strategy'. It considers specifically the diversion of wind electricity, as a wind power control mechanism in high wind penetration situations, for the production of renewable electrolytic hydrogen - a potentially important component of a renewable hydrogen-inclusive economy. The analysis examines the long-term competitiveness of a wind-hydrogen strategy via cost-benefit assessment. It indicates the duration and extent to which (financial) support, if any, would need to be provided in support of such a strategy, and the influence over time of certain key factors on the outcome

Inclusive education from the point of view of the mothers of students with Autism Spectrum Disorder in a Chilean sample

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Marcela Villegas Otárola

2014-12-01

Full Text Available The purpose of the study is to show the perspective of Chilean mothers on the educational inclusion of children who have Autism Spectrum Disorder enrolled in primary schools. Evidence was collected by listening to the voices of families, which can serve as a starting point to reflect on how to move towards a more inclusive education and how to help improve the supports that are being provided to students with disabilities. The study was based on a qualitative research paradigm, using unstructured interviews to access the information. It counted with the participation of eight Chilean mothers from the Region of Valparaíso. The results show that the value of schooling is closely related to the emotional well-being, which is given greater significance than the academic results. The importance of supports adapted to the needs of the family system is emphasized.

Peer-Mediated Intervention: An Effective, Inclusive Strategy for All Young Children

Science.gov (United States)

Harris, Kathleen; Pretti-Frontczak, Kristie; Brown, Teresa

2009-01-01

The authors describe a teaching strategy that can support the development and learning of all children in inclusive learning environments. They give an overview of peer-mediated intervention and share useful information on how classroom teachers can use this tool to promote learning, particularly in the areas of social and communication…

Australian Muslim civil society organisations: Pathways to social inclusion

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Nora Shikeen Amath

2015-09-01

Full Text Available There is great interest on issues related to Muslims and Islam; however, a large concentration of the scholarly literature as well as media and political discourses focus predominantly on political issues and actions related to fundamentalism, radicalisation, militancy and terrorism. The dominance of these issues in the discourses does not provide a holistic understanding of Muslims, particularly their role, place and identity as minorities in a Western society. Indeed, we know relatively little about the larger number of Muslim political actors engaged in civil society, especially those involved in creating pathways to social inclusion. Utilising descriptive phenomenology, this paper explores the complex issues of social inclusion and the Australian Muslim communities. Underpinning this discussion is the theory of social capital; as noted by a number of scholars and social policy experts, the theory of social inclusion alone is inadequate and ineffective in creating participation, equality and cohesion. This paper also observes that while many reports and studies provide pragmatic suggestions on how to work towards the social inclusion of Australian Muslims, the concentration on these suggestions tend to focus on how the government can provide these solutions. What is lacking in the literature is the recognition of the Australian Muslim community’s role and agency in initiating and executing the programs needed to address such issues of social exclusion. The 30 unstructured phenomenological interviews demonstrate that Australian MCSOs are proactively engaging with their communities to ensure that they are responding appropriately to these issues. Moreover, they are creating pathways and access for Australian Muslims to better participate, engage in and contribute to mainstream society. In particular, the MCSO actors revealed four themes related to social inclusion: supporting participation in education and training, facilitating participation

The effect of socioeconomic status and social inclusion on the mental health of Chinese migrants: A comparison between interprovincial and intra-provincial migrants.

Science.gov (United States)

Yi, Yingying; Liang, Ying

2017-07-01

This article sought to explore the impacts of socioeconomic status and social inclusion on intra-provincial and interprovincial migrants' mental health by constructing the Bayesian structural equation model. A total of 14,584 migrants aged 15-59 years living in eight cities of China were selected. It was found that the impacts of socioeconomic status and social inclusion on mental health were converse for these two groups. And the manifest variables coefficients of socioeconomic status and social inclusion were also converse. Therefore, governments should make some policies to further improve the mental health of migrants, including strengthening the community cohesion, social atmosphere, and governmental support.

Ca isotopes in refractory inclusions

International Nuclear Information System (INIS)

Niederer, F.R.; Papanastassiou, D.A.

1984-01-01

We report measurements of the absolute isotope abundance of Ca in Ca-Al-rich inclusions from the Allende and Leoville meteorites. Improved high precision measurements are reported also for 46 Ca. We find that nonlinear isotope effects in Ca are extremely rare in these inclusions. The absence of nonlinear effects in Ca, except for the effects in FUN inclusions, is in sharp contrast to the endemic effects in Ti. One fine-grained inclusion shows an excess of 46 Ca of (7 +- 1) per mille, which is consistent with addition of only 46 Ca or of an exotic (*) component with 46 Ca* approx. 48 Ca*. FUN inclusion EK-1-4-1 shows a small 46 Ca excess of (3.3 +- 1.0) per mille; this confirms that the exotic Ca components in EK-1-4-1 were even more deficient in 46 Ca relative to 48 Ca than is the case for normal Ca. The Ca in the Ca-Al-rich inclusions shows mass dependent isotope fractionation effects which have a range from -3.8 to +6.7 per mille per mass unit difference. This range is a factor of 20 wider than the range previously established for bulk meteorites and for terrestrial and lunar samples. Ca and Mg isotope fractionation effects in the Ca-Al-rich inclusions are common and attributed to kinetic isotope effects. (author)

Effect of rigid inclusions on sintering

International Nuclear Information System (INIS)

Rahaman, M.N.; De Jonghe, L.C.

1988-01-01

The predictions of recent theoretical studies on the effect of inert, rigid inclusions on the sintering of ceramic powder matrices are examined and compared with experimental data. The densification of glass matrix composites with inclusion volume fractions of ≤0.15 can be adequately explained by Scherer's theory for viscous sintering with rigid inclusions. Inclusions cause a vast reduction in the densification rates of polycrystalline matrix composites even at low inclusion volume fractions. Models put forward to explain the sintering of polycrystalline matrix composites are discussed

Concepções de professores sobre inclusão escolar e interações em ambiente inclusivo: uma revisão da literatura Conceptions of teachers on school inclusion and inclusive environment interactions: a review of the literature

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Kelly Ambrosio Silveira

2012-12-01

a challenge for different professionals engaged in promoting the development of students with disabilities. Schools have been an essential place for promoting social, emotional and academic development, because they enable opportunities for experiences that stimulate interaction and mediation of learning of significant content, while contributing towards resilience processes. This study analyzed the content of national studies published between 2000 and 2010 on teachers' conceptions of inclusion of pupils with educational needs and interactions in the context of inclusive education; it also aimed to identify factors that facilitate and hinder effectiveness of educational guidelines. After a systematic search of the BVS-PSI portal using the keywords teacher, inclusive education, interaction, special education, school, learning, conceptions, mental disability, mediation, development and relationship, 29 articles were encountered. There was a predominance of authors in the field of psychology. Data collection was conducted via interview and questionnaire. The studies showed deficiencies linked to concepts of individual characteristics that may cause limitations. The lack of support from specialized staff, teaching materials and assistive training and preparation were identified as the main factors hindering successful implementation of inclusive principles. The literature shows the need for teacher development. Given the results, the authors suggest further studies on the health of teachers, investigation into their conceptions of inclusion, as well as the need for intervention in schools considering historical and social determinants of disabilities and factors undermining teacher well-being.

Melt inclusions: Chapter 6

Science.gov (United States)

,; Lowenstern, J. B.

2014-01-01

Melt inclusions are small droplets of silicate melt that are trapped in minerals during their growth in a magma. Once formed, they commonly retain much of their initial composition (with some exceptions) unless they are re-opened at some later stage. Melt inclusions thus offer several key advantages over whole rock samples: (i) they record pristine concentrations of volatiles and metals that are usually lost during magma solidification and degassing, (ii) they are snapshots in time whereas whole rocks are the time-integrated end products, thus allowing a more detailed, time-resolved view into magmatic processes (iii) they are largely unaffected by subsolidus alteration. Due to these characteristics, melt inclusions are an ideal tool to study the evolution of mineralized magma systems. This chapter first discusses general aspects of melt inclusions formation and methods for their investigation, before reviewing studies performed on mineralized magma systems.

Assessment of inclusive education

DEFF Research Database (Denmark)

Miller, Tanja

2014-01-01

The focus of this paper is on the way teachers, in teams can work with assessing the inclusive practice in their own classes. In 2012 a joint effort between CEPRA, teachers and school administrators from the municipality of Hjørring developed a dialog based model for continually assessing...... the quality of the learning environment in regard to inclusion – this model draws heavily on the logic and mindset of ECERS (Early child environment program). This article will relate the rationale of the assessment model called “Dialoger om Kvalitet” (dialogues on quality) to LSP’s definition of inclusion...

Politics of Inclusion and Empowerment

DEFF Research Database (Denmark)

Andersen, John; Siim, Birte

2004-01-01

identities. Politics of empowerment has to do with the agency and mobilisation dimension of social and political change. The title of the book "Politics of Inclusion and Empowerment" address the leitmotiv: namely to discuss plussumgame between politics of inclusion and politics of empowerment......The objective of the book is to analyse different politics of inclusion and empowerment and the different paradigms of inclusion/exclusion in order to underline the close link between politics of scoial equality and politics of recognition of ciultural difference. Politics of inclusion is thus...... theproductive/innovative linkage of politics of redistributuin and politics og resognition, whnich over a longer time span creates sustainable paths of democratic and social development, which increases the capacity to handle both conflicts about economic resources and life-chances and conflicts about...

REBUILDING THE SOCIAL DIALOGUE AND PROMOTING INCLUSIVE ORGANIZATIONS. A TOOL FOR SOCIAL INNOVATION IN TIMES OF CRISIS

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Lourdes Munduate

2014-05-01

Full Text Available This paper addresses the developing research agenda in the context of the difficulties of the socio-economic environment and its impact on equality policies in the employment context. We present four studies developed in the framework of improving the social dialogue and the promotion of inclusive organizations, highlighting the status of the issue in Spain and its meaning for professional practice. The studies focus on a the need to train and empower social actors - especially workers’ representatives - to lead social innovation and promote inclusive organizations, b proceedings for the current manifestations of what is known as “modern discrimination” in the work context, c labor integration of persons with disabilities, and d supporting policies to balance work and personal life.

Inclusive Education at Primary Level: Reality or Phantasm

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Itfaq Khaliq Khan

2014-06-01

Full Text Available The objectives of this study were to assess the impacts of Inclusive Education (IE Project implemented in government schools of Islamabad and anticipate its practicability for public schools. Quantitative and qualitative methods were applied for data collection. Study instruments were structured interviews, unstructured focus group discussions, and questionnaire. The study revealed that Students with Disabilities (SWDs carrypositive attitudes about their mainstreaming and promote friendships among them. The accessibility of school infrastructure normally addresses the needs of all students, but curriculum, equipment, teaching, learning aids, and assessment methods need to be adjusted. Principals in the schools have a positive attitude towards IE and suggested the government take more concrete measures toward mobilizing financial and technical resources for the training of teachers and providing them with technological support. Teachers involved in IE practices have a positive attitude for inclusion of SWDs and they proposed that it can be replicated in all public schools.

When Supporting Children with Disabilities is Both Including and Excluding

DEFF Research Database (Denmark)

Engsig, Thomas Thyrring

A recent political decree in Denmark outlined an ambitious goal regarding the inclusion of students with special needs in the general education. 97% of the country’s students are to receive their education in the public school’s general education by 2020. Research indicates that the use of in......-class support is a central pedagogical approach towards a more inclusive school, and that in-class supportive practices can entail positive implications for students with special educational needs. However, research also indicates that the application of in-class support may lead to more negative consequences...... for these students (Alborz, 2009; Blatchford et al., 2009; Blatchford, Bassett, Brown, & Webster, 2009; Dyssegaard & Larsen, 2013). The traditional understandings and definitions of inclusive education in a Danish educational context seem to be inadequate due to the fact, that the student’s subjective experience...

Role Of Banking-Sector To Inclusive Growth Through Inclusive Finance In Bangladesh

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Sarker Sandip

2015-08-01

Full Text Available The study attempts to identify the relationship between the banking sector’s financing in agriculture and total agricultural output at national level. To assist the study, a simple linear regression model has been developed. The results suggest that there is a strong correlation between banking sectors’ financing in agriculture and agriculture output in Bangladesh. It is also evident that banking sector’s credits are significantly facilitating financial inclusion in Bangladesh. The model can be instrumental for developing countries that are seeking ways of inclusive growth. In addition; the study recommends some policy measures to overcome the challenges of financial inclusion with regards to the banking sector’s initiatives in financing agriculture in Bangladesh.

Inclusive education: a case of beliefs competing for implementation

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Adrienne Meltz

2014-03-01

Full Text Available The study explored the understanding and implementation of inclusive education in an independent Jewish community school; a school with a community ethos of care and belonging, whose context is, by definition, exclusionary on the grounds of a particular social category - religion. However, this exclusionary agenda positioned the school as inclusive on the grounds of strong communal values. Nevertheless, the school struggled with difference and diversity despite its purportedly strong communal spirit and religious culture. Further, it is arguable that the challenges encountered by the school may be indicative of the emergent economic context of South Africa where aspiration is often thwarted by economic realities. This study relied on qualitative methods of data generation such as insider interviews, personal accounts and document analysis. The participants were drawn from four stakeholder groups, namely, teachers, parents, middle managers and top managers. Guided by Lewin's theory of planned change, the study identified four belief systems which influenced the way inclusive education was both understood and practised in this school. The study argued for the recognition of the importance of different belief systems in the implementation of inclusion in South Africa.

Measuring social inclusion--a key outcome in global mental health.

Science.gov (United States)

Baumgartner, Joy Noel; Burns, Jonathan K

2014-04-01

Social inclusion is increasingly recognized as a key outcome for evaluating global mental health programmes and interventions. Whereas social inclusion as an outcome is not a new concept in the field of mental health, its measurement has been hampered by varying definitions, concepts and instruments. To move the field forward, this paper reviews the currently available instruments which measure social inclusion and are reported in the literature, realizing that no single measure will be appropriate for all studies or contexts. A systematic literature search of English language peer-reviewed articles published through February 2013 was undertaken to identify scales specifically developed to measure social inclusion or social/community integration among populations with mental disorders. Five instruments were identified through the search criteria. The scales are discussed in terms of their theoretical underpinnings, domains and/or key items and their potential for use in global settings. Whereas numerous reviewed abstracts discussed mental health and social inclusion or social integration, very few were concerned with direct measurement of the construct. All identified scales were developed in high-income countries with limited attention paid to how the scale could be adapted for cross-cultural use. Social inclusion is increasingly highlighted as a key outcome for global mental health policies and programmes, yet its measurement is underdeveloped. There is need for a global cross-cultural measure that has been developed and tested in diverse settings. However, until that need is met, some of the scales presented here may be amenable to adaptation.

Department of Defense Atlas/Data Abstract for the United States and Selected Areas. Fiscal Year 1992

Science.gov (United States)

1993-01-01

ZIMMERMIANN BASIL CORP JV 34,679 Operation/Ammunition Facilities 34,679 3. MORRISON KNUDSEN CORP 30,923 Facilities Operations Support Services 30,923 4...qFEMBACfl A A ABA NUERNBERG HEIDELBERG KAI-3ERSLAUTERN ASTUTTG ART Prepared Byt Washington Headquarters Servicee Directorate for Information Operations

Inclusion of people with psychosocial disability in low and middle income contexts: a practice review

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Helen Lea Fernandes

2017-01-01

Full Text Available Much of the literature about mental illness in low and middle income countries (LMICs focuses on prevalence rates, the treatment gap, and scaling up access to medical expertise and treatment. As a cause and consequence of this, global mental health programs have focused heavily on service delivery without due exploration of how programs fit into a broader picture of culture and community. There is a need for research which highlights approaches to broader inclusion, considering historical, cultural, social, and economic life contexts and recognises the community as a determinant of mental health—in prevention, recovery, resilience, and support of holistic wellness.The purpose of this practice review is to explore the experiences of three local organisations working with people with psychosocial disability living in LMICs: Afghanistan, India, and Nepal. All three organisations have a wealth of experience in implementing mental health programs, and the review brings together evidence of this experience from interviews, reports, and evaluations. Learnings from these organisations highlight both successful approaches to strengthening inclusion, and the challenges faced by people with psychosocial disability, their families and communities.The findings can largely be summarised in two categories, although both are very much intertwined: first, a broad advocacy, public health, and policy approach to inclusion; and second, more local, community-based initiatives. The evidence draws attention to the need to acknowledge the complexities surrounding mental health and inclusion, such as additional stigmatisation due to multidimensional poverty, gender inequality, security issues, natural disasters, and additional stressors associated with access. Organisational experiences also highlight the need to work with communities’ strengths to increase capacity around inclusion and to apply community development approaches where space is created for communities

Exploring academics' views on designs, methods, characteristics and outcomes of inclusive health research with people with intellectual disabilities: a modified Delphi study.

Science.gov (United States)

Frankena, T K; Naaldenberg, J; Cardol, M; Meijering, J V; Leusink, G; van Schrojenstein Lantman-de Valk, H M J

2016-08-18

The British Medical Journal's (BMJ's) patient revolution strives for collaboration with patients in healthcare and health research. This paper studies collaboration with people with intellectual disabilities (ID) in health research, also known as inclusive health research. Currently, transparency and agreement among academics is lacking regarding its main aspects, preventing upscaling of the patient revolution. This study aims to gain agreement among academics on 3 aspects of inclusive health research for people with ID: (1) designs and methods, (2) most important characteristics and (3) outcomes. A Delphi study was conducted with academics with experience in inclusive (health) research and on people with ID. The study consisted of 2 sequential questionnaire rounds (n=24; n=17), followed by in-depth interviews (n=10). Academics agreed on (1) a collaborative approach to be most suitable to inclusive health research, (2) characteristics regarding the accessibility and facilitation of inclusive health research, and (3) several outcomes of inclusive health research for people with ID and healthcare. Other characteristics agreed on included: atmosphere, relationship, engagement, partnership and power. It was stressed that these characteristics ensure meaningful inclusion. Interviewed academics voiced the need for a tool supporting the facilitation and evaluation of inclusive health research. There was ambiguity as to what this tool should comprise and the extent to which it was possible to capture the complex process of inclusive health research. This study underlines the need for transparency, facilitation and evaluation of inclusive health research. The need for in-depth interviews after 2 Delphi rounds underlines its complexity and context dependence. To increase process transparency, future research should focus on gaining insight into inclusive health research in its context. A tool could be developed to facilitate and evaluate inclusive health research. This tool

Inclusive Businesses and Land Reform: Corporatization or Transformation?

Directory of Open Access Journals (Sweden)

Wytske O. Chamberlain

2018-01-01

Full Text Available Inclusive businesses (IBs, embodying partnerships between commercial agribusinesses and smallholder farmers/low-income communities, are considered to contribute towards rural development and agricultural sector transformation. Structured as complex organizational set-ups consisting of, and overcoming the limitations of, standard inclusive instruments (collective organization, mentorship, supply contract, lease/management contract and equity, they allow for the inclusion of smallholders and low-income communities into commercial agricultural value chains. IBs are a way for governments to engage private agribusinesses in agricultural and rural policies. However, will the commercial sector, through IB partnerships, contribute towards the government’s transformation and developmental objectives? Based on case studies in South Africa—a country engaged in land and agrarian reforms—the effects of IBs at the project level appear positive, illustrated by an increase in production and growth in agricultural assets. However, individual beneficiaries experience only a marginal change in income and livelihoods. Whereas land reform, project development and market integration are generally achieved, the transformation and beneficiary development objectives are compromised. Although commercial agribusinesses contribute to investment needs in the sector and smallholder exposure to commercial markets, IB partnerships allow commercial entities control over the smallholders’ assets. Ownership and secure rights, especially of land, and support of external parties to capacitate beneficiaries and adjust power asymmetries, are essential starting points. Without these aspects, IBs will not lead to effective transformation and development.

Towards a shift in perspective for inclusive education research

DEFF Research Database (Denmark)

Korsgaard, Morten Timmermann; Mortensen, Stig Skov

2017-01-01

of education. The article explores the relationship between Continental and Anglo-American educational theory, and why they seem to have developed in such distinct directions. Beginning with the Anglo-American perspective, it is outlined how pedagogy and the so-called educational interest became replaced...... and the politicisation of inclusive education, and a positive aim in the form of an argument for a move towards constructing a pedagogical ideal of inclusion....

Deploying and implementing Inclusive Physical Education

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Eliana Lúcia Ferreira

2014-04-01

Full Text Available Physical Education, as a curricular component of basic education, is not indifferent to the movement of Inclusive physical education. Differentiated bodies are conquering new social spaces. Our aim through this investigation is to identify the main historical practices regarding Brazilian Policy of Inclusive Education and to point out proposals to implement inclusive Physical education. Our methodology consists of a descriptive study based on two main axes. The first axis is related to a historical discussion whose source was national documents of reference about Inclusive Physical Education. The second axis is related to the experience of 2000 teachers; we have the occasion to analyze their practices on the subject of Inclusive physical education. As a result, this investigation also develops a proposal to inclusive physical education; this proposal is established in another dimension and understanding of work and movement. Concerning the final considerations we suggest a disruption with already crystallized bodily practices and we suggest actions respecting individual differences. Moreover, we point out the fact that Inclusive Physical Education has advocated another meaning for the body, in favor of a more collective physical education and searching for activities in which individuality prevails.

Effects of inclusion on the academic achievement and adaptive behaviour of children with intellectual disabilities.

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Dessemontet, R Sermier; Bless, G; Morin, D

2012-06-01

While an extensive body of research has examined the outcomes of inclusion for pupils with special needs, in particular learning disabilities, its effects on the development of children with intellectual disabilities (ID) have been less explored. As inclusive practices tend to be more common for this group of children, it is important to acquire more knowledge on this issue. A comparative study with an experimental group of 34 children with ID fully included in general education classrooms with support, and a control group of 34 comparable children in special schools has been conducted. The progress accomplished by these two groups in their academic achievement and adaptive behaviour has been compared over two school years. Included children made slightly more progress in literacy skills than children attending special schools. No differences were found between the progress of the two groups in mathematics and adaptive behaviour. Inclusive education is an appropriate educational option for primary pupils with ID who require extensive support in school. © 2011 The Authors. Journal of Intellectual Disability Research © 2011 Blackwell Publishing Ltd.

An exploratory study of barriers to inclusion in the European workplace.

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Moody, Louise; Saunders, Janet; Leber, Marjan; Wójcik-Augustyniak, Marzena; Szajczyk, Marek; Rebernik, Nataša

2017-10-01

The European Disability Strategy (2010-2020) seeks to significantly raise the proportion of people with disabilities working in the open labour market. The ERGO WORK project is a collaboration of academic and industrial partners in six European countries, focused on understanding and tackling barriers to workplace inclusion for workers with disabilities. This study sought to explore the perceptions and needs of stakeholders in terms of workplace adaptation to the needs of employees with disabilities. An exploratory online survey was completed by 480 participants across six countries. The analysis suggests that workplaces could be further improved to meet the needs of employees with considerable scope for training within companies to raise awareness about employees' needs, employers' obligations and workplace adaptation. This snapshot suggests there is still a gap between intent and reality in workplace inclusion and further strategies are needed to improve the opportunities for employees with disabilities. The paper argues that ergonomics may have a key role to play in tackling these challenges and adapting the workplace environment and job design to suit the needs of individual employees. Implications for rehabilitation This study suggests there is considerable scope for workplace adaptation and improvements to meet the needs of employees with disabilities. Employers need and want further specialist practitioner guidance to facilitate workplace inclusion and support adaptation to individual needs. Organisations would benefit from training to raise awareness about potential solutions and approaches that would support more widespread employment of people with disabilities.

Development of a Scale to Measure Attitudes toward Inclusive Education.

Science.gov (United States)

Wilczenski, Felicia L.

1995-01-01

The Attitudes toward Inclusive Education Scale (ATIES) is a measure of positive and negative attitudes toward integrating children with disabilities into regular classes. Results with 445 teachers show that the ATIES defines a unidimensional attitudinal variable and yields interval measures of attitudes toward inclusive education. (SLD)

The impact of inclusive business on ethical values & internal control quality: an accounting perspective

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Tamer A. El Nashar

2016-12-01

Full Text Available The objective of this paper is to examine the impact of inclusive business on the internal ethical values and the internal control quality while conceiving the accounting perspective. I construct the hypothesis for this paper based on the potential impact on the organizations’ awareness to be directed to the inclusive business approach that will significantly impact the culture of the organizations then the ethical values and the internal control quality. I use the approach of the expected value and variance of random variable test in order to analyze the potential impact of inclusive business. I support the examination by discrete probability distribution and continuous probability distribution. I find a probability of 85.5% to have a significant potential impact of the inclusive business by 100% score on internal ethical values and internal control quality. And to help contribute to sustainability growth, reduce poverty and improve organizational culture and learning.

Determinants of inclusive education of 8-12 year-old children with cerebral palsy in 9 European regions

DEFF Research Database (Denmark)

Sentenac, Mariane; Ehlinger, Virginie; Michelsen, Susan Ishøy

2013-01-01

The principle of inclusive education has been increasingly recognised over recent decades and most countries officially support schooling of children with disabilities in mainstream settings. The SPARCLE study offers the opportunity to report on the schooling practices for children with cerebral...... on inclusion in mainstream school, depending on the region....

Guidance as a tool for inclusive processes in classrooms

DEFF Research Database (Denmark)

Riis Jensen, Charlotte

In my current Ph.d. project I am studying how dialectic processes between supervisors within the field of inclusive education and teachers can have influence on inclusive processes in practice. Furthermore my study focuses on strategies, methods and approaches used by the supervisors....

From exclusion to self-inclusion of women in ICT. Motivations, enablers and mechanisms of self-inclusion

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Núria Verges Bosch

2012-11-01

Full Text Available Research on the participation of women in ICT shows that the gender digital divide persists. Given that, most studies continue to focus on explaining the mechanisms of exclusion of women from ICT. In this article I propose a paradigm shift from exclusion to inclusion. I go beyond inclusion by conceptualizing and analysing the process of self-inclusion of women in ICT from a purposive sample of women artistic and computer technologists. The results are based on the qualitative analysis of interviews and focus groups, in which I aim to answer three main questions: What motivated their self-inclusion? What enablers did they encounter? What mechanisms did they follow and activate to self-include in ICT? The main results show, first, that the motivations for pleasure are predominant, but often complemented by other utilitarian motivations. Second, a set of enablers facilitate women’s self-inclusion in ICT, including gender policies. Finally, I discuss a number of mechanisms of self-inclusion that go beyond learning that include doing and undoing gender.

Analysis of distances between inclusions in finite binary stochastic materials

International Nuclear Information System (INIS)

Griesheimer, David P.; Millman, David L.; Willis, Clarence R.

2011-01-01

A generalized probability density function (PDF) describing the distribution of inter-inclusion distances in finite, isotropic, binary stochastic materials with fixed diameter inclusions has been developed and tested. The new probability density function explicitly accounts for edge effects present in finite two- and three-dimensional stochastic materials. The generalized PDF is shown to include factors that are dependent on both the geometry of the material region as well as the statistical properties of the material. A discussion of the properties and application of this newly developed PDF is provided along with supporting numerical results for case studies in one- and two-dimensions. These numerical results demonstrate the ability of the newly derived PDF to correctly account for edge effects in finite stochastic materials, while still reproducing the expected distribution within the bulk material region.

Membrane and inclusion body targeting of lyssavirus matrix proteins.

Science.gov (United States)

Pollin, Reiko; Granzow, Harald; Köllner, Bernd; Conzelmann, Karl-Klaus; Finke, Stefan

2013-02-01

Lyssavirus matrix proteins (M) support virus budding and have accessory functions that may contribute to host cell manipulation and adaptation to specific hosts. Here, we show that rabies virus (RABV) and European Bat Lyssavirus Type 1 (EBLV-1) M proteins differ in targeting and accumulation at cellular membranes. In contrast to RABV M, EBLV-1 M expressed from authentic EBLV-1 or chimeric RABV accumulated at the Golgi apparatus. Chimeric M proteins revealed that Golgi association depends on the integrity of the entire EBLV-1 M protein. Since RABV and EBLV-1 M differ in the use of cellular membranes for particle formation, differential membrane targeting and transport of M might determine the site of virus production. Moreover, both RABV and EBLV-1 M were for the first time detected within the nucleus and in Negri body-like inclusions bodies. Whereas nuclear M may imply hitherto unknown functions of lyssavirus M in host cell manipulation, the presence of M in inclusion bodies may correlate with regulatory functions of M in virus RNA synthesis. The data strongly support a model in which targeting of lyssavirus M proteins to distinctintracellular sites is a key determinant of diverse features in lyssavirus replication, host adaptation and pathogenesis. © 2012 Blackwell Publishing Ltd.

Diversity, Equity, & Inclusion at Berkeley Lab

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Berkeley Lab A-Z Index Directory Search Diversity, Equity, & Inclusion at Berkeley Lab Home Diversity & Inclusion Council Women Scientists & Engineers Council Employee Resource Groups -and culture of inclusion are key to attracting and engaging the brightest minds and furthering our

Building social capital as a route to social inclusion?

DEFF Research Database (Denmark)

Arp Fallov, Mia

This paper investigates the instrumentalization of the concept of social capital in neighbourhood regeneration policies. The paper builds on material from a research project comparing neighbourhood regeneration policies in Denmark and England, and points to limitations to social capital...... to the capacities of inclusion. The first section of the paper discusses how active resident participation and the building of social capital in regeneration projects are constructed as legitimate and just means of achieving social inclusion. Furthermore, how slippages between social capital at different levels......; individual, communal and governmental becomes instrumental in these constructions. The second section of the paper discusses the national variations in relation to this route to inclusion and the different understandings of the relations between social capital and community cohesion in England and Denmark...

Inclusive Growth and Market Economies are the Future in MENA ...

International Development Research Centre (IDRC) Digital Library (Canada)

Inclusive Growth and Market Economies are the Future in MENA ... and economic growth, jobs for youth and the development of the private sector. ... fundamental re-assessment of the role of the state in economic development ," an IDRC official ... Along with continuing to provide support to local partners, IDRC will carry out ...

Understanding Inclusion in Cyprus

Science.gov (United States)

Mamas, Christoforos

2013-01-01

This paper provides a framework for understanding inclusion in Cyprus. The evidence base is the result of a six-month qualitative research study in five Cypriot mainstream primary schools. Despite the rhetoric in favour of inclusion, it seems that the Cypriot educational system is still highly segregating in its philosophy and does not fully…