Your search found 13272 results.

Descriptors:
Disabilities; Social Isolation; Foreign Countries; Group Discussion; Puppetry; Childhood Attitudes; Pilot Projects; Inclusion; Observation; Questionnaires; Mixed Methods Research; Bullying; Games; Friendship; Children

Abstract:
Background: Although social exclusion among typically developing school-aged children has been well explored, it is under-researched for children with disabilities even though they are at a higher risk for being excluded. While there are a number of different programs available to improve social inclusion at school, the appeal of these programs to children remains unknown. Objective: The objective of this pilot study was to elicit children's perceptions of the desirable components of two commonly used social inclusion programs in Ontario, Canada. Methods: An exploratory mixed methods design (group discussion, observation notes, and a brief questionnaire) was used to provide an in-depth understanding of children's perceptions of two social inclusion programs: A group-based game (n = 87) and a puppet show (n = 78). Results: Children in each program reported that several aspects of the content appealed to them including learning about (1) bullying; (2) disability; (3) building friendships and encouraging social inclusion; (4) preventing social exclusion. The desirable aspects related to the format of the game and puppet show included (1) the interactive components; (2) the relevant topics and characters; (3) the length of the programs. Conclusions: Children's insights about social inclusion programs should be considered in development and improvements of future programs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Evidence; Social Isolation; Mental Retardation; Social Integration; Public Policy; Disabilities; Risk; Behavior Problems; Inclusion; Quality of Life

Abstract:
Background: 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. Method: 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. Results: 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. Conclusions: 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. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Vocational Education; Learner Engagement; Higher Education; Mainstreaming; Labor Needs; Global Approach; Labor Market; Inclusion; International Education; Educational Policy; Policy Analysis; Special Needs Students; Special Education; Educational History; Cultural Pluralism; Student Diversity; Gender Issues; Employment Potential; Office Occupations; Youth; Apprenticeships; Secondary School Students; Transitional Programs; Counseling; Student Personnel Services; Curriculum Implementation; Academic Education; Role of Education

Abstract:
In this collected edition, globalization and its consequences on vocational education systems are described and, at the same time, combined with the question of whether new phenomena of inclusion but also of exclusion are produced. Inclusion and exclusion are differentiations that predominate in all kinds of (vocational education) systems, regardless of their national background. These terms base on the requirements of the system itself but also on shortages, particularly when supply and demand are dehiscing. Vocational education developed out of the requirement to integrate large parts of society into a broader or more extended education and, consequently, into an economic and social process. Besides the so-called "social question", gender-, status- and generation-specific characteristics and also the participation in higher education are under discussion. Depending on each country--this volume features contributions of Australia, Canada, China, Germany, Denmark, France, Finland, Japan, Norway, Sweden, Switzerland, and the USA--this debate generates a different development which is described by the authors in their different research areas. Collectively, a multifaceted overall picture arises which illustrates the importance of inclusion and exclusion. Contents include: (1) Inclusion and Exclusion--A Challenge in the Context of Globalisation (Stefanie Stolz and Philipp Gonon); (2) Education Policy in a Globalized World (Gita Steiner-Khamsi); (3) Vocational Education and Training, Culture and Self: Dominant Interests, Diverse Traditions and Vocational Education in Globalised Times (Stephen Billett); (4) Three Challenges for the VET Systems: The End or the Rebirth of Vocational Education? (Philippe Mehaut); (5) Gender Mainstreaming: Inclusion or Exclusion (Anja Heikkinen, Johanna Lammela, Leena Lietzen, Johanna Latti and Emma Virtanen); (6) Gender Mainstreaming: Implications for Inclusion and Exclusion in Employability and Vocational Education and Training (Patricia A. Carter); (7) The Transformation of Office Work from a Male to a Female Occupation (Ida Juul); (8) The Impacts of European Social Inclusion Policy on National Educational Systems (Beatrix Niemeyer); (9) Towards Inclusion? Vocational Special Needs Education from a Historical Perspective (Maija Hirvonen); (10) Diplomas and Inclusion (Julian Stanley); (11) The Present and Future Role of Vocational Education and Training in Japan Under the Aspect of Inclusion and Exclusion in a Globalised World (Mikiko Eswein); (12) Apprenticeship, Youth and Labour Market Outcomes--A Diachronic Investigation into the Norwegian Case (Svein Michelsen and Hakon Host); (13) Merging Academic and Vocational Learning: Inclusion and Exclusion in Selected School-to-Work Programs in Canada and the United States (Antje Barabasch and Bonnie Watt-Malcolm); (14) Transition from Vocational Education and Training to Higher Education in Germany and Switzerland--A Perspective of Social Inclusion and Exclusion (Bettina Siecke); (15) Vocational Training as the Roundabout Route from "Abitur" to University (Matthias Pilz); (16) Towards Inclusive Higher Education?--Outlining a Student-Centred Counselling Framework for Strengthening Student Engagement (Vesa Korhonen); and (17) Reflections on the Art of Exclusion (Antoni Lindgren). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Disabilities; Social Justice; Ethnography; Discourse Analysis; Inclusion; Visual Impairments; Library Services; Reading Programs; Educational Practices; Accessibility (for Disabled); Phenomenology; Disability Discrimination; Library Policy; Longitudinal Studies; Program Attitudes; Discussion Groups; Group Dynamics; Observation; Semi Structured Interviews; Library Role

Abstract:
Inclusive practice is well embedded across society and has developed over time. However, although policy and public view have moved forward, the way organisations address the agenda for inclusion often represents a superficial interpretation of this concept. Qualitative data were gathered using new ethnography to explore the experiences of a library-based reading group for visually impaired readers. The voices of the individuals shed light on the individual and collective experience of reading. These insights challenge the traditional views of distinct provision that are designed to address targets for inclusion of individuals with disabilities. We argue for a clearer focus on the unintentional consequences of practice in the name of inclusion that leave individuals feeling marginalised. This paper suggests the alternative focus on social justice as offering a discourse that focuses on society and away from the individual. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Animals; Social Work; Expertise; Counseling Techniques; Outcomes of Treatment; Intervention; Regression (Statistics); Violence; Volunteers; Counselor Training

Abstract:
Experts suggest that social work practitioners can improve their client service with a more thorough understanding of the impact of other animals on individuals and families. Studies indicate that some social work practitioners are including animals in their practices through assessment and interventions. Little is known about what factors contribute to this inclusion, especially because there is a lack of attention in social work education and research to animal-human relationships. This study used logistical regression to examine the impact of certain demographic, knowledge, and practice variables on the inclusion of animals in social work practice. Findings include that knowing other social workers who include animals in practice and primary client population served were significant for inclusion of animals in assessment, animal-assisted intervention, and treating clients for animal abuse or loss of an animal. Although practitioners' having a companion animal was positively related to including animals in interventions and treating clients for loss of an animal, contributing to animal welfare through volunteering at shelters or financially contributing to animal groups did not have an effect on inclusion of animals in practice. Implications for these and other findings are discussed, and recommendations for social work research, education, and practice are offered. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Identification; Inclusion; Educational Practices; Concept Formation; Concept Teaching; Investment; Performance Factors; Barriers; Social Theories; Special Needs Students; Politics of Education; Educational Policy; Teacher Attitudes; Self Concept; Professional Identity

Abstract:
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, this limit is theoretically indefinite. There is thus an area of inclusive practice that is not theoretically justified, and we are not able to explain the limit to inclusion in the pedagogical practice theoretically. Instead, it is explained as individual difficulties, the teacher's lack of containing diversity or the need of developing new forms of interventions. That is all conditions which are outside the scope. This article provides a way to explain the limit to inclusion theoretically in the conceptual identification of inclusion by establishing that exclusion processes are an internal part of inclusion processes and that we cannot investigate inclusion without investigating exclusion. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Severe Mental Retardation; Inclusion; Mainstreaming; Teacher Attitudes; Attitudes toward Disabilities; Employment Level; Educational Attainment; Teaching Experience; Disabilities; Gender Differences; Familiarity; Negative Attitudes

Abstract:
In Saudi Arabia, the majority of students with severe intellectual disabilities are still educated in special schools that do not meet their unique needs for interaction with their typically developing peers in public schools settings where they could improve social, communication and academic skills. One of the most significant obstacles to inclusion of this group of students is teachers' perspectives regarding inclusive education for this category of students. As a result, this study examined teachers' perspectives regarding the inclusion of students with severe intellectual disabilities using a quantitative approach. In addition, this study also examined the relationship between teachers' perspectives regarding the inclusion of students with severe intellectual disabilities and current teaching position, training, teacher's levels of education, previous teaching experience with any kind of disabilities in inclusive settings, grade level being taught, teacher's gender and whether they have a family member with a disability. Three hundred and three teachers responded to the Opinions Relative to inclusion of Students with Disabilities (ORI: Arabic version) survey, including 161 males and 139 females, and three non-specified gender. A two-way analysis of covariance (ANCOVA), a one-way analysis of variance (ANOVA) and an independent t-test were used to answer the research questions. The findings of the study indicate that teachers have slightly negative perspectives towards the inclusive education of students with severe intellectual disabilities. Significant factors regarding teachers' perspectives towards the inclusion of this group of students included their current teaching position, previous teaching experience with students who had any kind of disability in inclusive settings and the teacher's gender. (Contains 1 figure and 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Social Justice; Church Role; Disabilities; Educational Resources; Inclusion; Churches; Surveys; Accessibility (for Disabled); Leadership Responsibility; Social Attitudes; Religious Education

Abstract:
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 respondents to an anonymous survey about inclusion. Survey items grouped together to form three inclusion-related outcomes: the degree to which faith communities welcome and include individuals with disabilities; the roles and contributions of congregants with disabilities; and physical accessibility. Results: Across these outcomes, more inclusive communities (i) featured faith leaders who were more committed to inclusion; (ii) used educational resources to address disability-related issues; (iii) portrayed people with disabilities positively in their religious teachings; (iv) had stronger ties to disability organizations; and (v) had a stronger orientation towards promoting social justice. Conclusions: These five characteristics have important implications for promoting inclusion in faith communities. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Inclusion; Special Education; Educational Needs; Disabilities; Educational Change; Educational History; School Culture; Ethics; Educational Research; Case Studies; Educational Development; Learning; Teaching Methods; Educational Theories; Teacher Education

Abstract:
"Leading on Inclusion: Dilemmas, debates and new perspectives" critically examines the current theory and legislative context of special educational needs and disability, and explores the enduring issues and opportunities that will affect future practice in all schools. The central theme throughout the book asks the inevitable question "What happens next?" and the expert team of contributors, drawn from a pool of teachers, academics and researchers, consider wide-ranging issues such as: (1) the voice of young people; (2) whole school development and planning for inclusion; (3) educational change within the context of inclusion; (4) the pros and cons of multi-professional working; (5) inclusive and ethical research; (6) international perspectives on inclusion, SEN and disability; and (7) the development of teacher education and the notion of "joined up" thinking. This forward-thinking and rigorously researched book will be essential reading for students, teachers undertaking school-based training, SENCOs, inclusion managers, higher education tutors and anyone with a professional interest in the future for inclusive education. Contents of this book include: (1) Introduction; (2) How Did We Get Here? A Brief History of Inclusion and Special Educational Needs (Lynne Graham-Matheson); (3) Perspectives of Special Educational Needs and Inclusive Practice: Whose Views Count? (Gill Richards); (4) Theorising Educational Change within the Context of Inclusion (Anastasia Liasidou And Cathy Svensson); (5) Whole School Development, Inclusion and Special Education Needs: Acknowledging Wider Debates (David Thompson); (6) The Importance of a Whole School Culture of Inclusion (Alison Ekins); (7) Learning and Teaching in Inclusive Classrooms (Bridget Middlemas); (8) Multi-Professional Working: The Way Forward? (Sue Soan); (9) Dilemmas of Enablement: Inclusive and Special Technologies (Mike Blamires); (10) Inclusive and Ethical Research (Fiona Hallett and Graham Hallett); (11) Developing Inclusive Schools: An International Case Study (Peter Grimes); and (12) Leading on Inclusion: The Sum of the Parts Is Not the Whole Story... (John Cornwall). [Foreword by Brahm Norwich.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Equal Education; Foreign Countries; Classification; School Community Relationship; Human Resources; Volunteers; Inclusion; Minority Group Students; Ethnicity; Racial Differences; At Risk Students; Interaction; Grouping (Instructional Purposes); Heterogeneous Grouping; Adults; Case Studies; Educational Environment

Abstract:
Despite the limited success of grouping students by attainment in enhancing educational achievement for all, this practice is still widely followed in European schools. Aiming at identifying successful educational actions that promote high academic achievement and social inclusion and cohesion, part of the EU-sponsored Europe-wide INCLUD-ED project analysed different ways of grouping students in classrooms. A classification was developed that distinguishes between three ways according to two dimensions--homogeneity/heterogeneity and use of human resources. This classification differentiates among mixture, streaming, and inclusion. In this paper, an example of inclusive action, Interactive Groups (IGs), is explored in depth. Based on grouping students heterogeneously and including adults from the community in the classroom, IGs address educational inequalities and enhance learning for students participating in them. Empirical data obtained from three case studies in schools in Spain indicate that IGs are one of the most successful inclusive actions implemented in these schools. (Contains 2 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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