Inclusion

This paper examines the critical components of successful inclusion for students with severe disabilities. This review sets out to provide an overview of literature regarding effective practices for inclusion with a focus on critical components of successful inclusion that assist in preparing the stakeholders worldwide to work and engage effectively with students with disabilities in inclusive schools. The methodology used to conduct this review was to systematically search internet resources, abstracts and databases. The descriptors used include: students with severe disabilities/significant disabilities/ intellectual disabilities, inclusion, modification, adaptations, assistive technology, collaboration, instructional strategies, typically developing peers, and family support. This was followed by the application of two sets of criteria: (1) the article consists of subjects with inclusion/inclusive/general education setting/public schools and (2) the article examines critical comp...

Teaching Exceptional Children
Teaching Exceptional Children is ideal for introductory courses in early childhood special education at the graduate and undergraduate level. Bayat’s clear and accessible writing, a visually appealing design, and focused pedagogy in each chapter help make it possible to cover a significant amount of material. This powerful text identifies specific behavioral characteristics and presents theoretical information grounded in neuroscience and child development research for a wide range of disabilities. Research-based best practices for effectively working with children with various disabilities in inclusive classrooms are provided in each chapter. The second edition has been fully updated based on the DSM-5 and includes new sections on contemporary issues in inclusion of children with disabilities in early childhood classrooms, such as challenging behaviors, using technology, at-risk children, promoting mental health, and family issues.
A robust pedagogical program, along with online resources for instructors and students, provides full support, including:
• Chapter Objectives and Key Terms help frame each chapter
• Discussion, Critical Thinking, Essay, Short Answer, and Review Questions at the beginning, throughout, and concluding chapters prompt students to fully engage with the material
• Homework/Field Assignments provide opportunities for students to apply their knowledge to real-world situations
• Real-Life Vignettes illustrate concepts in action
• Color Photos, Figures, and Tables clarify concepts in a visually engaging way
• Recommended Resources and References offer guidance for further study
• www.routledge.com/cw/bayat provides additional resources for students and instructors to support learning and teaching
Mojdeh Bayat is Associate Professor of Education at DePaul University, USA. She has a BA in Law and Society from The American University, an MA in Early Childhood Special Education from Northeastern Illinois University, and a PhD in Child Development from Erikson Institute in Chicago.

Early Intervention has the potential to alter children's developmental trajectory significantly.  However, many EI services risk devaluing families' contribution to children's learning and development and children's varying strengths and competencies.  This research identified key characteristics of relationship-based EI services that place families at the centre of intervention.  The research is funded by a Winston Churchill Fellowship.

The use of technology and specifically digital environments in training and education in both formal and non-formal contexts is becoming increasingly more common. These types of technical-pedagogical solutions, however, may not always provide a sense of belonging to trainees, which may eventually lead to non-participation or even dropping out. Although some studies have identified possible reasons for this type of lack of association and abandonment, there are still areas that require further research, such as the configuration of these digital environments as pedagogical-differentiation devices (Cortesao & Stoers, 1999) or assessments of their social-inclusion potential. This paper proposes a classification of the social-inclusion potential of digital environments, which was the validated result of data gathered from a query submitted to 20 e-learning experts and a literature review. Qualitative analysis of the data (Bowen, 2009) led to the identification of four potential levels o...

This paper explores the inclusion of children with Autistic Spectrum Disorder in mainstream primary schools in England, drawing on existing research. Following a discussion on the nature and importance of Autistic Spectrum Disorder, the paper goes on to explore two main themes: theory and policy, and the impact of inclusion on practice. The section on theory and policy considers the history of inclusive education and the importance of inclusive practice, and goes on to define and analyse the barriers to inclusion. Finally, this section analyses the specific inclusion of children with Autistic Spectrum Disorder. The section on the impact of inclusion on practice is further split into educational inclusion and social inclusion, paying particular attention to the different support and barriers affecting these issues. This paper has found that children with Autistic Spectrum Disorder are not fully included in mainstream primary schools; they experience higher rates of exclusion, lower attainment and higher rates of bullying. In order to increase the inclusion of children with Autistic Spectrum Disorder in mainstream primary schools, teachers need to address the complexity and individuality of these children and adapt their strategies accordingly. This paper concludes that the main barriers to educational and social inclusion are a lack of financial support and autism specific training for teachers.

Ziel dieses Artikels ist es zum einen, mit dem Begriff der diskursiven Exklusion eine Konzeptualisierung von Exklusion zu unterbreiten, welche den theoretischen Anforderungen an einen soziologisch-analytischen Begriff gewachsen ist und zum anderen, methodische Hinweise zur Erforschung von Exklusionsprozessen zu bieten. Ich werde hierzu die drei emergenten Forschungsperspektiven der Diskursanalyse "nach dem Strukturalismus", der Dispositivanalyse, und der wissenssoziologischen Diskursanalyse vorstellen und jeweils danach fragen, welches Analysepotenzial von ihnen ausgeht, um soziale Exklusion soziologisch zu fassen. Dabei wird sich zeigen, dass jede dieser Perspektiven bestimmte Aspekte in den Vordergrund ruckt, dabei aber wiederum andere vernachlassigt. Am Ende des Artikels werden Moglichkeiten einer Kombination der Ansatze diskutiert. URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1302199

Municipalities must take steps towards an "educational action" that welcomes children into environments that estimulate their involvement and participation in issues that mean something to them. Professionals working directly with children in the municipal sphere must strengthen the development of their active and committed citizenship (SDG no. 4), relating to them as citizens capable of transforming their environment. Children's participation requires adults who recognise them as interlocutors and establish relationships of trust and mutual respect with them. Municipalities need to create opportunities for children to be included in the co-production of local projects and to take a leading role in public policies. This article aims to offer elements that can nurture professionals' readiness and "capacity building" to facilitate children's participation. These elements are formed in the context of a pedagogical practice (the "coffee meetings") and emerge through a systematisation of experiences (

The quotation above is adapted from the remarks of a recent graduate of the master’s program at Gallaudet University, who began teaching students who were deaf and had an additional disability in a public school—and who was astounded at the attitudes and practices she confronted there. She was simply not prepared for the low expectations communicated by the principal or the exclusionary practices she and her students faced in the school community.

This article reflects on how the diversity discourse in an undergraduate classroom can be enhanced by paying
attention to particularities such as the location and mission of the educational institution, the identity of the teacher,
and the demographic profile of students. In particular, the author develops two distinctive points about teaching
diversity in higher education: (a) diversity discourse in classrooms can be enhanced by deep reflections on
geographical location, institutional contexts, student demographics, and the professor’s situated identities; and b)
diversity conversations need to move beyond celebrating common ground. Although the article employs examples from
one specific course in religious studies, the pedagogical insights and strategies offered here can be employed
universally in the fields of humanities and social sciences.

Der vorliegende Beitrag befasst sich mit der Minderheitenpolitik in Estland unter besonderer Berücksichtigung der Kultur. Dabei wird der Nationale Aktionsplan ausgewertet und der Einfluss der Kulturpolitik auf die Inklusion ethnischer Minderheiten untersucht. Die Studie legt einen Schwerpunkt auf die Bereiche Bildung, Medien und Partizipation. Die Studie kommt zu dem Ergebnis, dass ethnische Minderheiten in weiten Bereichen unterrepräsentiert sind, und gibt Handlungsoptionen zur Verbesserung der Situation. (ICD

Employer-sponsored family-friendly events are designed to boost engagement and encourage retention by building family members’ identification with the organization. These events are usually targeted at employees with dependent children, but LinkedIn’s more inclusive “Bring in Your Parents” (BIYP) initiative aims to introduce employees’ parents to the daily work of their adult children. This study evaluates the impact of BIYP on the attitudes and behavioral intentions of participating employees and their parents. Repeated-measures surveys were conducted among participating employees and parents in six organizations in six countries (UK, Ireland, France, Brazil, Mexico, and Colombia). These were followed by in-person interviews with participating employees (UK), and phone interviews with HR managers (Brazil, Canada, France, Spain, UK, USA). Participation in BIYP increases employee engagement and parents’ instrumental and affective support for their children and for their children’s employers. Hosting BIYP is perceived to enhance corporate reputation among both internal and external stakeholders. BIYP serves the dual function of building employee engagement and creating new parental brand ambassadors for participating organizations. BIYP can be an effective tool for employers to engage members of staff not traditionally included in organizational family-friendly events and may be particularly useful for firms with a high proportion of younger workers in tech-savvy jobs. This evaluation of a new workplace initiative demonstrates measurable effects on important employee attitudes and behavioral intentions.

The inclusion of stakeholders in participatory evaluation in highly diverse, culturally complex settings remains a challenge, given issues of inequity, power, voice, capacity and skill. These challenges are well documented, but there is a relative absence of papers devoted to addressing them based on examples and evidence. In this paper, we report our review of 51 empirical studies of participatory evaluations conducted in the international domain, focusing on the methods of inclusion used in the evaluations. Our findings address "the who" (which stakeholders are included and which excluded), "the why" (rationales for participation) and "the how" (by what means and in what manner) of inclusion. We were struck by the scale of some development programs, geographically and in terms of the number of diverse program sponsors and stakeholders, and how this necessitated highly creative, innovative participatory techniques to ensure that anyone (and in some cas...

This observational cross-sectional study presents methods employed in designing and undertaking a suite of eight health assessments, purposely named The Health Fair, as part of Wave 2 (2014) of the Intellectual Disability Supplement to the Irish Longitudinal Study on Ageing (IDS-TILDA) study. Overall, 604 persons of all levels of intellectual disability, aged 40 years and above and in different living circumstances, participated. The Health Fair process was mobile and overcame barriers such as communication challenges or access that people with intellectual disability face. This protocol could support researchers and practitioners in clinical practice to guide and improve the health assessment of people with intellectual disability to facilitate a better understanding of their health pathways and improve health care delivery and services.

Hearing loss causes major challenges in individuals' lives. If educators are able to understand the implications of hearing loss on educational opportunities, we could learn how to appropriately intervene in learning contents. This article presents considerations about the benefits of intervention, technology, and inclusion strategies in the deaf and hard of hearing community. Becoming familiar with these techniques and strategies will enable educators, coaches, and facilitators of opportunities to offer greater opportunities for individuals who are deaf.

True to the field of Cultural Disability Studies in Education (CDSE), this project adopts an explicitly interdisciplinary approach in order to explore representations of disability and the related social attitudes and experiences. Disability studies and radio studies are brought together to predicate and inform the analysis of a sample of education-centred discussions featured in In Touch, a long-running BBC Radio 4 programme made for, and by, people who have visual impairments. Critical Discourse Analysis (CDA) is applied to the sub-themes of mainstream-special schooling and social interaction, which are organised in accordance with the tripartite model of disability in order to avoid one-dimensional readings. The project cuts across the mainstream-special binary and reveals the epistemological value of non-normative community in both preparing for, and succeeding in, 21st-century academia.

This was the presentation for my talk in a symposium on 'Mental Health at Workplace and Social Work Profession' at the WORLD CONGRESS ON MENTAL HEALTH, Delhi (3rd November 2017).
I discussed about creating inclusive workplaces using mental health perspectives and emphasized upon the idea that the processes for promoting mental health and creating inclusive environments not only contribute to each other but are also necessary for each other. According to me, an inclusive workplace has following characteristics:

• It draws diverse people in
• It creates space for diversity
• It celebrates diversity (instead of tolerating it)
• It nurtures and protects mental health of each person
• It promotes meaningful participation of each person
• It does not push people out because of disability, gender, religion,
        sexuality, choice of spouse (e.g. someone in inter-faith marriage),
        caste, and other characteristics that are part of human diversity
• It ensures that the environment is not a barrier for people’s contribution
• It motivates people to contribute
• It has caring and respecting environments
• It has mechanisms in place for self-care and support - which are not
        seen as favours.

The intent of this book is to serve as a guide for teachers, teachers in training, and other service providers to engage in understanding and analyzing inclusion to help prepare them for how they can best teach and serve all students, including those with a disability. These case studies provide a guide for analyzing real life situations and will help readers to become a better teacher and service provider. Too often the inclusion planning process only looks at a few areas and not a comprehensive analysis of skill and support needs. This book provides the framework for analyzing these areas.

The journal "Minority Reports. Cultural Disability Studies" purports to devote the monographic issue 13 / II 2021 to the topic of school and educational inclusion of the students with disability, as it is declined, both in conceptual and operational terms, in the different European countries.

The article first introduces the special issue on the topic of Linguistic Dimensions of Inclusion in Educational and Multilingual Contexts. Key aspects of inclusive education are outlined and applied to the realm of language, communication and language learning. The concept "linguistic barrier," a collective term for linguistic practices and communicative aspects that may pose obstacles to language learning, communicative success or a successful integration of individuals in multilingual contexts, is discussed. Focal points of the individual contributions to the special issue are briefly outlined. In the second part, the article hones in on non-nativeness as a dimension of inclusion in foreign language teaching. Processes of exclusion and inclusion are illustrated through a multimodal critical discourse analysis of representational practices in units from the German EFL textbook series Navi Englisch. The main focus of analysis lies on verbal and visual cultural indexes that allow for conclusions on the representation of native and non-native social actors as well as ENL, ESL and EFL cultures. Based on the finding that the material shows a strong predominance of native language user representation , it is argued that a mainstreaming of second language identities and English as an international lingua franca in ELT can foster higher levels of inclusion that are likely to have positive, empowering effects for learners of English and non-native English language teachers alike. KEYWORDS critical discourse studies, EFL textbooks, English as a lingua franca, foreign language teaching, inclusion, language learning, linguistic barrier, non-nativeness