Inclusion

This study investigates the integration of Universal Design forLearning (UDL) principles in inclusive education, particularly how teachingquality dimensions, student perception, and emerging technologies interactwithin this framework. Using structural equation modeling (SEM) throughAMOS software, data from 167 students were analyzed to identifysignificant relationships. The results demonstrated strong, positiveassociations between emerging technologies and teaching quality,reinforcing the idea that modern digital tools can enhance pedagogicaleffectiveness. Additionally, a notable negative relationship betweentechnological barriers and student perception of teaching quality wasidentified, indicating that obstacles such as unreliable internet or digitaltool malfunctions can significantly hinder the learning experience. Thesefindings align with recent literature, supporting the notion that addressingtechnological barriers is essential for the successful implementation of UDLin fostering an inclusive educational environment. This research contributesto the broader discussion on how UDL, when supported by emergingtechnologies and free from technical barriers, can improve teachingpractices and student outcomes in diverse learning contexts.

The division operator is well known in the context of fuzzy relational databases. Fuzzy approaches to this operator can be found in the literature to solve flexible queries: these approaches try to compute to which extent each element of a candidate set is connected with a given (fuzzy) set of elements. This kind of queries is also interesting in the framework of fuzzy object databases, where the management of complex objects instead of plain tuples causes additional difficulties. The presence of fuzzily described objects in the database makes necessary to use suitable operators that take into account the resemblance that governs the comparison in the underlying reference universe. In this paper, we propose a method to solve this type of queries founded on the use of fuzzy inclusion operators. We study two different alternatives for the way resemblance is considered and we also analyze the role of cardinality in the process.

Resumen El presente artículo condensa un trabajo investigativo cuyo objetivo central fue comprender las posibles formas de construir pensamiento crítico en los niños y las niñas de la Institución Educativa "La Pamba" de Popayán (Cauca) a través de una adecuada educación musical, que contribuya a los procesos de transformación social. Este estudio es parte de un proyecto nacional denominado "Práctica pedagógica transformadora: hacia una construcción de pensamiento crítico en la escuela Caucana" vinculado al Grupo de Investigación Educación y Pedagogía: Saberes, Imaginarios e Intersubjetividades en la línea de Investigación en Educación y Pedagogía de la Universidad de Manizales. Metodológicamente se configuró como una investigación cualitativa de corte hermenéutico, en la cual los niños y las niñas actuaron en una serie de talleres y encuentros, que nos permitieron indagar, registrar e interpretar información, a través de algunas técnicas propias de la etnografía ...

Since its fifth framework programme (1998–2002), the European Union has promoted gender equality and equal opportunities in the higher education sector and science and technological development. In its current framework programme for research and innovation, Horizon Europe (2021–2027), the EU requires scientists to systematically integrate the concepts of sex, gender and intersectionality into their research paths and to promote equality, diversity and inclusion (EDI) in their working environments. However, for historical reasons, following the EU requirements is challenging, particularly for scientists in STEM disciplines. The University of Genoa is planning a MOOC suited to a large research institution audience to address this problem. The MOOC’s targets are researchers, scholars, administrative personnel and students interested in advancing EDI practices in the scientific fields. It enables them to understand the basic principles underlying the gender mainstreaming adopted by the...

The COVID-19 pandemic has disrupted higher education, imposing the need to add new strategies to academic educational models to facilitate young people’s transitions from education to work. Among the new challenges, the research study focuses on the importance of valuing and incrementing inclusion, raising awareness of equality, diversity, and inclusion (EDI) strategies and policies. Many universities have yet to develop inclusive processes and cultures that provide equality of opportunity for all, regardless of gender, ethnicity, social class, sexual orientation, physical ability, identity, and cultural background. Since 2019, the European Commission has financed “European Universities”, networks of universities creating international competitive degrees that combine excellent study programmes in different European countries. Today, 340 institutions in 44 European University Alliances (EUAs) promote European values and identity and revolutionise their quality and competitiveness to...

La obra Formación docente en investigación cualitativa: Relatos y reflexiones ofrece un acercamiento a la experiencia derivada del curso enfocado en la formación de docentes que se apropiaron de la exploración de la investigación desde el mundo social. Esta compilación invita a conocer las narrativas que los autores plasmaron, luego de haber tenido la oportunidad de participar en el curso y lograr un mirada reflexiva desde el contexto investigativo; cada autor aporta una autorreflexión desde la investigación cualitativa, donde lo transdisciplinar trasciende y permite tener la sensibilidad y el rigor académico necesarios dentro del mundo de la investigación social. Así, el texto es un espacio para que los lectores en general, comprendan la importancia de la investigación desde el enfoque cualitativo.

District School Boards across the Global North (which includes my own school board in Toronto, Canada) implement behaviour management policies that remain situated within discourses and practices of developmental and behavioural psychology. The ABC chart (Antecedent, Behaviour and Consequence) is one key aspect of these behaviour management policies as it aims to document the timing, frequency, intensity and duration of behaviour characterized as problematic or troublesome. The purpose of this paper is to critically examine the ABC chart utilized by classroom teachers across K-12 school settings in order to document behaviour. Understood as a socio-cultural artifact and phenomenon of current neoliberal schooling practices, I seek to investigate the role of ABC charts in sustaining practices of conditional inclusion/exclusion for children and youth labeled as 'problems.' Using an interpretive methodology situated within critical disability studies and anti-colonial theories and practices, this paper will engage in the application of concepts such as being "out of sync" (Knight, 2019: p. 74) and "misfitting" (Garland-Thomson, 2011: p. 592) as they intersect with concepts such as "the ability line" (Broderick and Leonardo, 2016: p. 66). A key aim of this paper is to question the taken for granted assumptions regarding conceptions of linear time, developmental progress and, achieving the performance of normative behaviour. In examining the implicit power imbalances in practices of documenting behaviour, this paper also invites educators to engage in a critical dialogue in order to facilitate a transformation into more interdependent and socially just teaching and learning practices.

La Inteligencia Artificial ha tenido un reciente y exponencial desarrollo con su llegada al público en general. Tiene el potencial de resignificar nuestras prácticas sociales, nuestra cotidianidad. En este artículo, abordamos algunas reflexiones sobre su influencia en la Educación y en el Diseño Industrial.

El presente documento se puede considerar el primer paso de una línea de investigación que explora tres aspectos: cómo los usos de Internet pueden fomentar la ciudadanía activa y la participación política; el desarrollo de una pedagogía crítica en el entorno digital; y el establecimiento de pautas para la educación social digital. La población joven funciona tanto como sujeto de estudio para el análisis de los usos de Internet, como receptor de la pedagogía crítica y educación social digitales. La pregunta que articula el texto es cómo Internet y el entorno digital influyen en la participación en la esfera pública de las sociedades democráticas, así como motivan el compromiso político, social y cultural de la juventud. Para conocer el estado de la cuestión, realizamos una revisión sistemática de literatura científica de los últimos cinco años en cuestiones relacionadas con la ciudadanía, la alfabetización y la educación social, prestando atención a sus vertientes digitales.

Purpose and context: The purpose is to assess the opportunities to deploy the PI approach, a form of document content analysis, to document business rescue (BR) practices required to design learning and development programmes. Multiple professional bodies have been accredited to provide experts who qualify to lead BR proceedings as provided for under Chapter 6 of South Africa’s (SA) corporate law (Act No. 71 of 2008). The corporate rehabilitation practices are not generic and are regulated.

Design and methodology: The results were drawn from qualitative inquiry methods using sequenced data collection procedures. The intra- and extra-textual PI results were interpreted using practice theory lenses. Other researchers have used single-party data collection procedures to understand BR practices and business rescue practitioner or expert (BRP) competencies.

Findings: The study presents integrated, goal-oriented, and legislated BR practices. The findings show that the BRPs have 11 tasks that can inform learning and development areas and, later, an accreditation framework. The results show that BRP occupation practices can be systematically established using a purposive interpretation of legislative instruments governing BRP work. BRP work is defined from extra- and intra-documentary purposive interpretation procedures.

Originality/contribution: The study illustrates how the PI approach can be used in the research design to document BR practices and inform a non-existent BRP occupation competency framework. The practical value of the findings is to provide a basis for documenting legislated occupational practices to inform the design of a competency framework.

El objetivo de este artículo de opinión es describir una serie de planteamientos acerca de la importancia de incluir al alumnado con discapacidad en la universidad, abordando tres preguntas vitales: ¿Es posible repensar la discapacidad desde una mirada alejada al déficit?, ¿Cuál es la importancia de incluir al alumnado con discapacidad en las universidades hondureñas?, ¿Cómo puede impulsarse una enseñanza inclusiva en las universidades hondureñas?

"Hear me Out" is a project that Prof. Angelo Kakande and Prof. Amanda Tumusiime organized together with the Margaret Trowell School of Industrial and Fine arts; College of Engineering Design Art and Technology; Makerere University and the Uganda School for the Deaf Ntinda to create awareness during the International Deaf Week of 2022.

This video titled Art and the Brain presents High Culture Fete.

Patrick and Carol Bitature Foundation and Dr. Amanda Tumusiime Foundation held an intelligent evening of art, music, and high culture-themed High Culture Fete on  March 31, 2020, from 2:00 p.m. to 5:00 p.m. at Protea Hotel, Kampala. This event included raising awareness of vulnerable children suffering from hydrocephalus and brain tumors.
For many years, the CURE Hospital has provided free surgery to vulnerable children suffering from hydrocephalus and brain tumors. The facility's number of surgeries has increased over time, and to give you an idea, the following has been generated:
The hospital performed 1,520 surgeries in 2020. This increased by 11% to 1,687 surgeries in 2021. As the number of children requiring surgery at CURE Hospital grows, we anticipate an increase of 1,700 surgeries in 2022. Each surgery costs 5.3M per child. To be able to perform all of the anticipated surgeries in 2022, the hospital will require approximately UGX 935,000,000M.
Dr. Bitature, chairman of CURE Hospital, has partnered with A/Prof. Amanda Tumusiime of Makerere University to raise funds for this worthy cause in response to the hospital's need. A/Prof. Amanda is a painter, feminist, activist, art historian, and Associate Professor in the Department of Visual Communication Design, Art, and Multimedia. She is a Senior Research Associate at Rhodes University’s Department of Fine Arts in South Africa. A/Prof. Amanda advocates for the inclusion of marginalized vulnerable groups. She has graciously offered her professional work in art to raise the necessary funds for this cause through an art auction.

The article deals with changing the role of a teacher respecting the millennial challenges in the educational sector. The author provides readers with the outline of the situation in Slovakia as a non-English speaking EU country. He focuses on the teachers' personal integrity and expertise, as well as perspective innovations. Afterwards, he targets the capacities for the overall modernity of teachers and values they are able to bring in. And finally, there are various factors that condition this agenda-the author mentions 3 dilemmas of the educational sector.

Cet article se propose de mettre l'accent sur l'importance des TIC en milieu scolaire inclusif. Dans la dimension inclusive, l'enseignant qu'il soit d'accueil ou référent est appelé à orchestrer la double diversité que représente la classe inclusive : la diversité des apprenants dits normaux et celle des apprenants à besoins éducatifs particuliers. Pour notre cas des apprenants sourds, l'usage des TICE permet non seulement l'accès à la connaissance abondante mais aussi à l'apprentissage de base de la langue des signes. Dans ce sens, nous voulons aussi explorer le rapport entre les éléments du trinôme TICE, statut social et acquisition de la langue des signes.

T he purpose of the study is (1) to analyze narratives of youth that have experienced war, taken refuge in Sweden, and taken into custody and placed in institutions; (2) to analyze the organization of work cared for youth with war experiences in institutional care. The material of the study is gathered through interviews and conversations with youngsters in institutional care with war experience and through interviews and conversations with staff who work among youth with war experiences in institutional care. The theoretical perspective is determined from an ethno-methodological influenced interaction. Special attention will be given to the social comparisons and stories about health care, ethnicity and war which are expressed in the interviews.

Introduction. Modern family resources in terms of supporting children with autism spectrum disorders are
increasingly becoming a subject of discourse at the level of interdepartmental and intersectoral cooperation. At the
same time, a large-scale investigation of parental expertise and inclusiveness as basic family resources is required.
Metaprofessional qualities of parents’ personality, being a backbone characteristic, are considered as a component
of their expertise and inclusiveness.
The aim of the article is the analysis of deficiencies and potentialities of families raising children with autism spectrum
disorders in terms of personal metaprofessional competence.
Materials and methods. The study covered 160 families raising children with autism spectrum disorders and 164
assisting experts. The diagnostic material was grounded on the basic data obtained through the results of parents’
completion of a special document “Personal Card” and following the survey of families and specialists entrusted with
upbringing, education, psychological and pedagogical support of children with autism spectrum disorders (the section
for assessing the educative competencies group in the structure of the author’s questionnaires: “Self-assessment of
parental inclusiveness” and “Expert assessment of inclusive potential”). The significance of the obtained results was
evaluated through the analysis of contingency tables based on Pearson’s chi-squared test.
Results. The quantitative/qualitative characterisation of resources of families raising children with autism spectrum
disorders was derived, demonstrating parental expertise and inclusiveness. The relationship between the category of
children and the level of education was established, which level is higher in parents bringing up children with autism
spectrum disorders (χ2
= 14.655; p=0.006); in addition, significant differences in professional employment of parents
bringing up children with autism spectrum disorders, mental retardation and visual impairment were established.
Some differences in the extent of satisfaction with the quality and nature of assistance received by the parents were
identified (χ2
= 8.433; p<0.05). The parents of children with autism spectrum disorders, unlike control groups, preferred
private educational centres as the main sources of help, support and assistance.
The survey established a pronounced deficit of active and effective participation of the second parent, grandparents
and people from the immediate environment in the upbringing of a child (more than 26% of the respondents). The
shortcomings in the mastery of special methods and techniques of interaction with a child with autism spectrum
disorders were highlighted, as well as the lack of a unified, effective and sustainable system of stimulating and
encouraging a child within the family.
Conclusion. The obtained results are significant for further comprehensive elaboration and comprehension of the
inclusive potential of families raising children with autism spectrum disorders. The most important guideline is the
adoption of metaprofessional solutions designed to significantly complement the existing applied methods within
the framework of realising the strategy for comprehensive support of persons with autism spectrum disorders, their
parents and the immediate environment.

Introduction. Considering the existential foundations of the existence of a person with disabilities in an inclusive
educational space is conceptually, practically, and methodologically significant for philosophical and socio-cultural
aspects of studying the specifics of inclusive reality. In line with modern philosophical trends, searching for and
forming a correct conceptual and categorical apparatus is crucial; such an apparatus will be the theoretical basis for
adequate presentation and interpretation of issues arising in the study of an inclusive society. Using the concept of
social interaction, the work aims to consider how individual existential aspects of a person with disabilities are formed
and implemented in an inclusive educational space.
Materials and methods. The theoretical basis of the work is scientific sources concerning the everyday issues of
people with disabilities, associated with a systematic approach to the functional features and mechanisms of the
inclusive educational space. Correct and adequate presentation of priority tasks and transformation directions for an
inclusive society, based on existential and phenomenological approaches, actualizes the use of symbolic interactionism,
phenomenological reduction, and the praxemic method.
Research results. An integral study of the life activity of people in different social groups and strata, complexes of
motives for behavioral activity, and psycho-emotional reflection of radical transformations in the inclusive society are
priorities of theoretical understanding of an inclusive educational space. Social interaction in the educational space
is associated with the fact that a cognitive individual with disabilities reconstructs other subjects with disabilities
as completely conscious objects from the point of view of intersubjectivity and using one’s own experience of
understanding and interpreting the origins and essence of one’s own individual existence.
Conclusion. Considering the existential foundations of an individual with disabilities primarily concerns their
construction in relation to individual experience and with an emphasis on the complex of associations and experiences
of sensory representations and the system of mental images. Substantial characteristics of individual experience allow
constructing multi-level models that reflect the complexity of intentions and existential experiences of a person with
disabilities and the features of their own interval trajectory of involvement in the inclusive educational space.

RESUMEN: El objetivo principal de este trabajo fue diagnosticar las necesidades que presenta el profesorado de Educación Secundaria, de un centro educativo de Córdoba, para atender las necesidades educativas de su alumnado siguiendo los principios de la "educación inclusiva". Se trata de un estudio de caso, de análisis mixto, donde hemos encuestado a profesorado y alumnado, analizado recursos, realizado entrevistas etnográficas, etc. Se destaca que el centro educativo sigue fielmente la legislación educativa y que la participación de la comunidad educativa es muy limitada. Por otra parte, se han analizado las prácticas educativas con respecto a las siguientes variables: "Estrategias de Atención a la Diversidad", "Participación de la comunidad educativa" y "Relaciones interpersonales y convivencia". Esta investigación se ha nutrido de la información aportada por diferentes técnicas e instrumentos (entrevistas, cuestionarios y observación directa). Podemos comprobar que, aunque existe un interés por atender las necesidades educativas de todo el alumnado y por promover valores basados en la igualdad y la tolerancia (entre otros), aún hay aspectos a mejorar. Planteamos, por ello, una serie de propuestas de intervención.

Toposémie, topos et figure imaginaire: à propos de La route d'Altamont de Gabrielle Roy Jean valenti université de saint-Boniface RÉSUMÉ cet article porte sur les conditions d'émergence d'une figure imaginaire dans le cadre de l'acte de lecture. il vise à montrer selon quelles modalités toute figure s'ouvre sur une expérience esthétique singulière. l'auteur insiste d'abord sur le rôle des processus sémiotiques cognitif, argumentatif, affectif et symbolique en jeu dans tout acte de lecture; il montre ensuite que leur interaction implique une dialectique entre les modes topologique et analogique de la signification lorsqu'il est question de lecture littéraire. le va-et-vient entre ces modes appelle une description du cadre notionnel nécessaire à l'émergence d'une figure en lecture littéraire: complexité, mémoire, imagination et série scalaire. une analyse menée sur une séquence narrative de La route d'Altamont de Gabrielle roy permet de comprendre, d'une part, l'interaction des processus sémiotiques impliqués au plan topologique de la signification et de mettre en relief, d'autre part, les fondements discursifs indispensables à l'émergence d'une figure imaginaire. la dernière partie de l'article propose, notamment sous le signe de l'alchimie et du saturnisme, la cristallisation d'une telle figure autour des rapports entre la jeunesse et la vieillesse. ABSTRACT the present article discusses the conditions necessary for the emergence of an imaginary figure during the act of reading. it intends to demonstrate the modalities by which any figure invokes a unique aesthetic experience. The author first emphasises the role of cognitive, argumentative, affective and symbolic cahiers franco-canadiens de l'ouest, 2013 60

El programa educativo de Lic. en Diseño Gráfico (LDG) del Instituto Tecnológico de Sonora (ITSON) busca vincular a los alumnos en proyectos reales para poner en práctica las competencias aprendidas. La vinculación ha permitido conocer las necesidades de los empleadores del sector de la industria creativa en el País, establecer relaciones de éxito y la colocación de los egresados en puestos de trabajo en un corto período de tiempo. Estos son indicadores de que el objetivo de la vinculación se está cumpliendo, teniendo presente que se puede seguir mejorando lo que en el presente artículo se explica.

This paper explores the integration of artificial intelligence (AI) tools in leadership training within business administration courses in higher education. The study aims to equip students with adaptive leadership skills and align academic methodologies with real-world demands. Grounded in socio-educational and constructivist theories, it highlights how AI fosters innovative problem-solving and decision-making competencies.

Children with autism spectrum disorder (ASD) attend regular education schools and special education schools in Bosnia and Herzegovina. Regardless of the setting, it is important to provide early, high quality, programs to children with ASD. High quality educational support must encompass evidence-based programs for these children. The goal of the present study was to assess parents and special education teachers’ (SET) perceptions about the quality of educational supports for students with ASD in Canton Sarajevo, Bosnia and Herzegovina. The sample for this study comprised 150 parents and 52 SET. We asked parents and SET about their opinions on the quality of educational support for children with ASD. The results of this study showed different perceptions that SET and parents have about the educational supports for children with ASD. High-quality, evidence-based supports and services need to become a common-place for children with autism in various educational settings. Parents need ...

This report presents the results of a collaborative project between Queens University, Belfast and the Robert Gordon University, Aberdeen, and builds on a dialogue initiated during Session 2009-10 through which course guidance and feedback received by students was identified as an area requiring deeper understanding in order to enhance current practice. As Ramsden (1992) succinctly stated, the importance of effective feedback mechanisms is pivotal to a quality learning experience. Despite this, Yorke and Longdens Phase 1 Report on the First Year Experience identified student satisfaction with feedback as a generic weakness in UK Higher Education. However, in the field of architecture, in which many educators would consider the learning process to be discursive and feedback-rich, it is perhaps surprising that student perceptions of feedback are poor compared to some other subjects. In the UK this phenomenon has been underlined by the results of the National Student Survey (NSS), in w...

Este artículo aborda la inclusión educativa a partir de las vivencias de jóvenes que poseen una discapacidad física y que han logrado cursar la educación media superior. El enfoque que se ofrece es cualitativo, con estudios de caso y mediante el empleo del método biográfico-narrativo (Moriña, 2010). Esta metodología permite "dar la voz" (Susinos y Parrilla, 2008) a quienes son capaces de señalar con precisión los elementos que impiden su inclusión en los entornos escolares en forma de barreras (Zarb, 1997), pero que también pueden señalar las ayudas que eventualmente les han permitido potenciarse como agentes (Bourdieu, 1997) en el escenario escolar. Los relatos de vida se recuperaron mediante trabajo de campo y fueron contextualizados etnográficamente, con la intención de obtener un panorama más amplio de la experiencia de los sujetos informantes, en el cual aparecen diversos actores que permiten o impiden su participación en la comunidad escolar. El objetivo fue visibilizar y escuchar a quienes regularmente permanecen invisibles y sin voz, para contribuir al incremento de su agencia. El artículo ofrece resultados sobre el tipo de posicionamiento que los sujetos de estudio adoptaron para conseguir su permanencia en las instituciones educativas, pero se pone en duda su real inclusión, pues se asume que esta no se logra, si por lo menos un individuo no se siente bienvenido en la escuela, o si su comunidad escolar no le proporciona múltiples y variadas oportunidades para aprender y participar (Ainscow, 2001).

Özel gereksinimli bireylerin sosyal yaşama katılımları ve uygun eğitim kurumlarından
faydalanabilmelerinin önünde bazı engeller bulunmaktadır. Özel gereksinimli bireyler, sahip
oldukları engel türüne ve oranına göre farklı sorunlarla yüz yüze gelebilmektedir. Özel
gereksinimli bireylerin sosyal hayata ve örgün eğitime katılımlarını destekleyecek program ve
faaliyetlere duyulan ihtiyaç gün geçtikçe artmaktadır. Gerek okul içi gerek okul dışında özel
gereksinimli bireyler için gerçekleştirilen uygulamalar özel gereksinimli bireylerin hem sosyal
katılımlarını kolaylaştırmakta hem de örgün eğitimden faydalanabilme olanağını artırmaktadır.
Otizm spektrum bozukluğu (OSB), bireyin sosyal etkileşim, iletişim, tekrarlayıcı
davranışlar ve sınırlı ilgi alanları gibi alanlarda belirgin zorluklar yaşadığı bir nörogelişimsel
bozukluktur. Otizm, her bireyde farklı derecelerde ortaya çıkabilir ve bireyin yaşam kalitesini
etkileyebilir. Okul çağındakilere eğitim kurumlarında, okul çağını tamamlayanlara ise diğer
kurumlarda destek olacak profesyonellere olan ihtiyaç gittikçe artmaktadır.
Bu doğrultuda son yıllarda özel gereksinimli bireylere profesyonel destek olabilmek için günlük
kullanımda ve literatürde adına gölge öğretmen denen ve bunun yanında Millî Eğitim
Bakanlığı’nın kolaylaştırıcı kişi olarak benimsediği bir görev tanımı geliştirilmiştir. Bu görevi
yapan kişiler gelişmiş ülkelerde yaygın durumdayken bizde de giderek yaygınlaşacağı tahmin
edilmektedir. Bununla birlikte Türkiye’de kolaylaştırıcı kişi adında yapılmış bir çalışmaya
literatürde henüz karşılaşılmamaktadır. Bu eksiklik göz önünde bulundurulduğunda yapılan bu
çalışmanın, literatürdeki eksikliği gidereceği düşünülmektedir. Özellikle eğitim ve akademik
çalışmalarda kolaylaştırıcı kişi konusunda yapılacak çalışmaların artırılması ve uygulamanın
pratik düzeyde hayata geçirilmesinin gerekliliği bu kitabın oluşmasında çıkış noktası olmuştur.
Bu amaçla İzmir Demokrasi Üniversitesi ve Karabağlar Rehberlik Araştırma Merkezi’nin
2021-2022 yılından itibaren düzenli olarak yürüttüğü “Kolaylaştırıcı kişi” uygulaması tüm
süreçleriyle kitapta aktarılmıştır.

There has been much growth in the way Inclusion is discussed and framed within Higher Education globally.  More recently there has been a move to shift from deficit model accommodations approaches or ‘retrofitting’ towards whole classroom approaches that translate the social model of disability into teaching practices, such as the adoption and implementation of Universal Design for Learning (UDL). This session, however, will assert that there is currently a striking gap between the discourse perpetuated by the Academy in this area and any real movement on the ground.  More critically, it will also analyze how much of values and processes promoted by inclusive design, UDL, and other such transformative pedagogies clashes with the neoliberal inner workings of the Academy in ways that make them unsustainable and unpalatable to many stakeholders.   
This interactive session engages participant in examining this tension.  It will lead the participants through a range of reflective activities seeking to have them contextualize this dichotomy within their own landscape.  It will draw on two research projects which were completed in Western Canada in 2024 examining the (i) sustainability of UDL promotion, and (ii) faculty perceptions around UDL and inclusive design growth in the Academy.

ODYSSEY 2014 40 "He was the only deaf student in the entire school. He had no one who could communicate with him-not teachers, not students, not anybody. This tugged at my heart, and I wanted to help." Said by a first grade general education teacher when a child who was deaf entered her classroom When Jeffery* entered Woodlawn Elementary, a small, rural school in the northeast United States, a committed team of professionals began to work collaboratively to provide services. Jeffery was born deaf and received a cochlear implant at the age of 4. He spent his first years of school in a self-contained classroom with students who had a variety of disabilities. After two years of using his cochlear implant and a sign language interpreter, Jeffery still had limited language skills though a few dedicated professionals saw his potential. When he started first grade, Jeffery, at the direction of his Individualized Education Program (IEP) team, was placed in an inclusive general education classroom in which he was provided services, allowing him to have greater access to the curriculum and to improve his socialization (Kluwin, 1999). For our school's professionals, Jeffery's entry into an inclusive classroom was a new experience. We were a teacher of the deaf, a first grade general education teacher, a speech-language pathologist, an occupational therapist, and an interpreter. None of us had ever worked with a deaf student with cochlear implants or co-taught. We had a limited understanding of how this would work. However, our high expectations and our strong desire to see Jeffery remain in the general education classroom for as much of the day as possible drove us to work hard to succeed. Each of us wrote separate goals reflecting our individual areas of expertise into Jeffery's IEP. Now we each had to find ways to meet those goals in the context of a first grade curriculum, a general education classroom, and Jeffery's same-age peers.

The work concentrates the mind on the employment of Artificial Intelli-gence for the paideia of learning.
The scholar takes into consideration the S. Father Francisco’s advice and the frameworks of the Unesco inspired by ethical principles for the use of AI.
She moreover studies in depth the pros and cons of the AI use to teaching methodol-ogy and declares oneself for supremacy of Human Intelligence versus the Artificial In-telligence.

Co-teaching, a main strategy of the inclusionary movement, has been widely researched over the last 25 years. Although there is much research in the way of student outcomes and best practices, the research on teachers' perceptions of co-teaching on the secondary level is nonexistent. Although all of the research on best practices of co-teaching suggests that voluntary participation and choice of partner is important when implementing a co-teaching program, school administration tend to veer away from giving teachers choice due to scheduling or financial constraints. Using qualitative, case-study research methods, including teacher and administrative interviews, survey and field observations, this study's findings add to the existing body of research that focuses on teachers' experiences in co-teaching. This research reaffirms findings from extant research while also identifying new themes of choice of partner and/or participation as well as efficacy.. Teacher choice and teacher collective efficacy informed the positive experiences of co-teaching in important and interesting ways and should be acknowledged by district level and school wide administrators looking to implement or improve co-teaching initiatives. This study not only endeavored to explain, understand, and share the stories of 12 teachers given choice, but it also hopes to bring awareness to the understanding of the value teachers bring to their craft through their self and collective efficacy. Also, this study attempts to describe the influence administrative decision-making has on the practice and perceptions of teacher.

3 Acknowledgements 4 Chapter IIntroduction 7 Background of the Problem 7 Statement of the Problem 10 Purpose of the Study 11 Research Questions 12 Significance of the Study 13 Overview of Methods 16 Organization of the Dissertation 17 Chapter IIReview of the Literature 18 Introduction 18 History of Inclusion 20 Co-teaching as Defined 24 Models of Co-teaching 26 Components of Successful Co-teaching 28 Review of the Literature 33 Findings 62 Chapter IIIMethodology 66 Impetus for Research 66 Researcher’s Role 68 Design and Methods 72 Site 75 Participants 78 Data Collection 81 Qualitative Validity and Limitations 89

In today's diverse educational landscape, fostering inclusivity in classrooms is essential for providing equitable learning opportunities. High school classrooms often comprise students from various cultural, social, and academic backgrounds, as well as those with varying abilities and learning needs. Creating an inclusive learning environment involves adopting teaching methodologies that cater to this diversity, ensuring every student feels valued, supported, and empowered to succeed. Understanding Inclusive Education Inclusive education refers to a system where all students, regardless of their abilities or backgrounds, learn together in the same environment. It emphasizes the need for adapting teaching methods and resources to meet the diverse needs of learners. The goal is not merely to integrate students but to create a sense of belonging and active participation for everyone.

Irazú volcano, in Costa Rica, erupts magmas unusually enriched in incompatible trace elements (e.g., K, REE) relative to most other arc volcanoes worldwide. Previous studies place this enrichment in the mantle, with minimal inputs from the subducting slab. In order to test the subduction vs. mantle hypotheses, we present here the first published measurements of the pre-eruptive volatile content of Irazú magmas. Olivine-hosted melt inclusions from basaltic-andesite scoria from the 1723 eruption are volatile-rich, containing N 3 wt.% H 2 O, N 200 ppm CO 2 , N2500 ppm S, N 2200 ppm Cl and N 1800 ppm F. The average composition of the 1723 melt inclusions is very similar to that of the host scoria (SiO 2 = 54% SiO 2), although inclusions include more mafic (48% SiO 2) and felsic (57% SiO 2) compositions. The 1723 melt inclusions have the same trace element characteristics (e.g., Ba/La) as the host scoria, ruling out exotic crustal or mantle sources. Together, the melt inclusions and their host olivines (Fo 87-79) define a closedsystem ascent path (150-20 MPa) of coupled degassing, crystallization, and cooling (1075-1045°C). The maximum H 2 O measured in the melt inclusions and the shape of the degassing path together constrain the pre-eruptive H 2 O content to 3.2-3.5 wt. %, significantly higher than in ocean island basalts, but typical of arc magmas. The high H 2 O in Irazú melts, coupled with their high Cl/K 2 O, are inconsistent with enriched mantle with minimal slab fluid addition. We propose instead that subducting input is the dominant contributor to Irazú's geochemical compositions. Galapagos-derived seamounts and volcaniclastics are currently entering the trench near Irazú, and provide to the Irazú source both volatiles (from seafloor hydration and chlorination) and oceanisland-type trace elements and isotopes. A few percent of subducted Galapagos volcanics added to MORB mantle can create Irazú compositions quantitatively, provided elements are further fractionated according to solute-rich liquid or melt-eclogite partition coefficients. Subduction of seamount chains may create high-K arc volcanism elsewhere, such as in the northern Marianas.

Sherry Arnstein, writing in 1969 about citizen involvement in planning processes in the United States, at the height of American racial and economic tensions, described a typology of citizen participation arranged as a ladder with increasing degrees of decision-making clout ranging from low to high. 1 The Arnstein rungs ascend from forms of "window-dressing participation," through cursory information exchange, to the highest levels of partnership in or control of decision-making. 2 Arnstein's Ladder has remained the touchstone in assessing the meaning, or lack thereof, in public participation in local government decision-making that allocates scarce development dollars, because it succinctly juxtaposes powerless citizens with power-holders. It resonates with swaths of "the public": residents of city neighborhoods who find their needs discounted in the development calculus. Americans are trying to engage their governments. In May 2013, the latest Pew Research Center report on civic engagement revealed that in some quarters, Americans' participation in public life is at an all-time high. 3 While online forms of political participation have grown in prominence, 4 half of all American adults take part in some civic activity, from attending town meetings

Foundation for Ageing and Inclusive Development (FAID) has been established to carry forward the work of HelpAge International (HAI) in Pakistan. FAID undertook an extensive exercise to make its 5-year strategic plan (2025-29). We are honoured to have been of service to FAID in making its strategic plan and allied to it its 2-year operational plan

School education, Minorities and life opportunities: Roma inclusive school experiences 8 (EU Communication N.173/2011); and the adoption of the Common Basic Principles for Roma Inclusion. The Roma make up the largest historical-cultural minority in the EU, but also the group which is most subject to inequalities in access to work, education, housing and healthcare. Antigypsyism continuously produces and reproduces negative stereotypes and discriminatory practices, often institutionally legitimised by policies that exclude or limit access to the rights of citizens (FRA, 2017). Discrimination against Roma population is reflected and amplified among children and adolescents that grow up in particularly fragile social conditions, and with a very wide range of unmet rights. Among them, the right to education is still a challenge for many countries in the EU. The data available reflect this reality, indicating low rates of enrolment in schools of all levels, high rates of 'wastage' and of early-leavers, and limited access to services and educational activities outside of school (FRA, 2014). Low education levels, widespread illiteracy among Roma communities, together with racism in its various forms are the main obstacles, with an impact on access to the job market, the use of services and active participation in public life. But the quality and quantity of Roma school attendance and performance are often influenced by the educational strategies and teaching models implemented in schools and by school organizations: whether adopted deliberately or not, models and strategies and organization showed how they can either promote or discourage success and inclusion of Roma children in school. The RISE Project gains importance precisely because it is contextualised within this framework. The project aimed to: a) promote a more welcoming and inclusive school for Roma children aged between 6 and 14 years of age, which would ensure their educational success in the regular official curriculum; b) combat discrimination in education; c) reduce absenteeism and school failure for Roma children; d) prevent school dropout; e) develop strategies for the production and sharing of best practices based on active, meaningful, inclusive pedagogical approaches; and f) foster positive, stable relationships between Roma families, the various educational agents, and the wider community. Each partner in the project prepared its own programme, considering local needs and issues, the institutional and legal policies applicable to the This book and all Rise Project could not have been possible without the participation and support of so many people whose names may not all be enumerated. Their contributions, expressed in different ways, were all very important for the success of the project. However, on behalf of the international research teams, we would like to thank all the teachers, the principals, the school staff, the social workers, the administrative directors involved, the Roma parents. The reflections, the debates, their determination, their courage to imagine a new school model developed through action-research have also helped the growth of the researchers involved. A special thanks goes to the Roma parents, Roma social workers, Roma trainers who have accompanied us in this process. Without them this project would not have produced the same results. But we are especially grateful to students, female and male, Roma and non Roma. This project has left in our hearts their enthusiasm and hope for a fair, just, and more equitable world. Their words, expressed in the videos, in the educational materials, in the lyrics of the songs will remain as a tangible sign of the path taken. We also express our gratitude to REC-Rights, Equality and Citizenship Programme of European Union. Without international projects, researchers' References

Aim Although several variables appear to be associated with reluctance of African Americans to participate in research, most research on this topic has utilized hypothetical study scenarios, and there is a need for empirical studies of factors that predict actual study participation. The purpose of the present paper was to assess five potential predictors of participation in an actual study of psychological stress and health. Subjects and methods African American adults (n=236) completed the Barriers to Research Participation Questionnaire (BRPQ), which assesses attitudes toward research participation, and indicated whether they were willing to be contacted for involvement in a study of psychological stress and health. Results Respondents who declined to be contacted for further involvement (n = 191) scored significantly lower (less willingness/greater barriers) on the overall BRPQ, and on the health beliefs/fears, role overload/time demands, and perceived benefits subscales than respondents who were enrolled in the study (n=45). Conclusion Investigators might enhance enrollment of African American adults by ameliorating health-related fears, increasing accessibility, or communicating benefits of the research.

Aim Although several variables appear to be associated with reluctance of African Americans to participate in research, most research on this topic has utilized hypothetical study scenarios, and there is a need for empirical studies of factors that predict actual study participation. The purpose of the present paper was to assess five potential predictors of participation in an actual study of psychological stress and health. Subjects and methods African American adults (n=236) completed the Barriers to Research Participation Questionnaire (BRPQ), which assesses attitudes toward research participation, and indicated whether they were willing to be contacted for involvement in a study of psychological stress and health. Results Respondents who declined to be contacted for further involvement (n = 191) scored significantly lower (less willingness/greater barriers) on the overall BRPQ, and on the health beliefs/fears, role overload/time demands, and perceived benefits subscales than respondents who were enrolled in the study (n=45). Conclusion Investigators might enhance enrollment of African American adults by ameliorating health-related fears, increasing accessibility, or communicating benefits of the research.

Through an analysis of interview data and biographies of entrepreneurship, .we demonstrate in this article the diverse paths to immigrant self-employment across a range of immigrant populations. We address the utilization of ethnic and occupational niches for establishing businesses and the resources that immigrant entrepreneurs draw upon as they move into seEfemployment. By drawing on the concept ofbiographical emheddedness and by emphasizing the agency of individual actors andtheir motivational andexperiential resources, this article moves the analysis of immigrant entrepreneurs beyond the "disadvantage hypothesis" that has characterized much of the previous work on this subject. RESEARCH ON IMMIGRANT ENTREPRENEURS IN THE UNITED STATES dates back to the 1970s with the publication of Ivan Light's Ethnic Enterprise in America (1972) and Edna Bonacich's (1973) formulation of "middleman minorities." However, twenty years stlbsequent to these publications Light and Bhachu were still claiming that entrepreneurship was a "neglected but potent influence upon the economic and social integration of immigrants" (1993: 13). They argued, in particular, that the role of immigrant networks in building business had been overlooked, as had the impact of entrepreneurship on the volume of immigration. Several essays assembled in their book advanced the discussion of immigrant entrepreneurship, as have numerous articles published in the ensuing decade (for example,

Autism has become an increasingly relevant topic in the research of neuroscience with the objective of enabling people with this condition to become equal opportunity members of the society; this includes an exploration of the benefits of the public education system. However, the science and knowledge in this field have thus far been limited, and the results of scientific findings have been very rare. The objective of the study was to explore primarily the first experiences of higher education teachers dealing with a student with an autism spectrum disorder. The aim was to learn lessons and contribute to some new understanding of special and adapted pedagogical approaches. The methodology of the study is qualitative, using (i) a case study as an objective of the researchers, and (ii) in-depth interviews with the twelve teachers about their experience with (for them) the new demanding assignment to teach a student with an autism spectrum disorder. The case study is about three years ...