Journal articles: 'Inclusive society'

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Thomas, Gary. "Inclusive Schools for an Inclusive Society." British Journal of Special Education 24, no. 3 (September 1997): 103–7. http://dx.doi.org/10.1111/1467-8527.00024.

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Lansley, Peter. "Towards an inclusive society." Building Research & Information 31, no. 1 (January 2003): 70–72. http://dx.doi.org/10.1080/0961321021000036880.

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Jensen, Mary A. "Toward an Inclusive Society." Review of Education 15, no. 3-4 (January 1993): 281–87. http://dx.doi.org/10.1080/0098559930150308.

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Šuhajdová, Ivana. "Slovak Majority Society Knowledge on Inclusion and Inclusive Education." Scientia et Eruditio 1, no. 2 (2017): 56–64. http://dx.doi.org/10.31262/2585-8556/2017/1/2/56-64.

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Anjum Khan, M., and J. Banumathi. "Can Textbooks Promote Inclusive Society?" Shanlax International Journal of Arts, Science and Humanities 7, no. 4 (April 1, 2020): 66–70. http://dx.doi.org/10.34293/sijash.v7i4.2147.

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The idea that inclusive education and inclusive society is still a theoretical vision is dispiriting. There are schools that promote inclusive education. However, inclusiveness is not attained at the fullest. Likewise, society also lacks inclusiveness at large. There are several strategies and schemes devised to bring social inclusiveness. The proposed paper discusses the textbook as a tool to impart inclusive ideas at the school level.

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Allen Nan, Susan. "Conflict Resolution in a Network Society." International Negotiation 13, no. 1 (2008): 111–31. http://dx.doi.org/10.1163/138234008x297995.

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AbstractThis article explores the import of the network society for conflict resolution, broadly defined. Defining networks as social structures which connect people to each other, the article highlights the dual potential impacts of networks on participation in conflict resolution processes. Network society discourse creates a discourse of inclusion while also offering opportunities for exclusion. Conflict resolution theory has embraced the inclusive potential of network dynamics both implicitly and explicitly. Peacebuilders use networks, with their potential for participation and connecting conflict resolution processes, levels, and sectors, in efforts to do their peacebuilding work better. However, not all networks support conflict resolution. Networks can also reinforce conflicts, institutionalize exploitation, exacerbate inequalities, and strengthen violent conflict movements. Networks can be distinguished as inclusive or exclusive. Inclusive networks are more suitable for supporting meaningful participation in conflict resolution processes, while exclusive networks entrench conflict. Vibrant networks incorporate more inclusive and more exclusive dynamics in network vitality that allows both flexibly incorporating diversity and developing clarity of focus that inevitably delineates areas (or people or activities) outside the area of focus. Meaningful inclusion and participation in conflict resolution negotiations is broadly possible through inclusive networks, but forms of exclusion from conflict resolution negotiations are equally possible outgrowths of exclusive networks.

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Lim, Levan. "Possibilities for an Inclusive Society in Singapore: Becoming Inclusive Within." Journal of Policy and Practice in Intellectual Disabilities 6, no. 2 (June 2009): 83–85. http://dx.doi.org/10.1111/j.1741-1130.2009.00214.x.

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Chitrao, Dr Pradnya Vishwas. "Green Technology based Entrepreneurship for a Sustainable & Inclusive Society." Journal of Advanced Research in Dynamical and Control Systems 12, SP4 (March 31, 2020): 764–69. http://dx.doi.org/10.5373/jardcs/v12sp4/20201544.

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Hussein, Hazreena, Zaliha Omar, and Syaidatul Azzreen Ishak. "Sensory Garden for an Inclusive Society." Asian Journal of Behavioural Studies 1, no. 4 (November 1, 2016): 33. http://dx.doi.org/10.21834/ajbes.v1i4.42.

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This paper introduces a joint program between the University of Malaya and Kuala Lumpur City Hall undertaking the Therapeutic Sensory Stimulation Garden at University of Malaya Medical Centre to promote an inclusive society through sensory therapy. Good universal design practices of sensory gardens visited in the UK, Singapore, and Hong Kong is highlighted. Outcomes showed that users’ engagement with the landscape features promotes positive developments in social behaviours. In contrary, it proved a limited partnership between practitioners, researchers, authorities and users as well as non-availability of design guidelines for these gardens. Both outcomes are a significant argument in the conclusion.2398-4295 © 2016. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK.. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.Keywords: Inclusive society; sensory garden; sensory therapy; universal design

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Cunningham, Jay L. "Society and inclusive technology design pedagogy." Interactions 28, no. 5 (September 2021): 12–13. http://dx.doi.org/10.1145/3480949.

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Yakubova, F. R. "Inclusive culture – a key factor for success in inclusive education." Science and School, no. 1, 2020 (2020): 123–29. http://dx.doi.org/10.31862/1819-463x-2020-1-123-129.

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The article presents a theoretical analysis and generalization of General and special psychological and pedagogical literature on the problem of formation of inclusive culture among students of educational organizations. The key concept of „inclusive culture” is revealed on the basis of a theoretical review of scientific and methodological literature. The importance of the formation of inclusive culture in modern society is analyzed. A so-cially important problem of pedagogical science is the issue of teaching people with special educational needs in educational institutions. Co-education in an educational institution of conditionally healthy students and students with disabilities, or inclusive education is one of the effective forms of integration of people with disabilities into society.

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Palatna, D. "INCLUSIVE ENVIRONMENT: DEVELOPING INTEGRATED DEFINITION." Bulletin of Taras Shevchenko National University of Kyiv. Social work, no. 5 (2019): 20–23. http://dx.doi.org/10.17721/2616-7786.2019/5-1/4.

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The article highlights the problem of the absence of an inclusive environment for people with disabilities as a factor in the declarative nature of inclusive reforms. Actual barriers and problems that prevent people with disabilities from participating actively in society are described. These barriers require an integrated approach to develop practical solution and minimize them. Pedagogical aspect of terms "inclusion" and "inclusive environment" is the most developed (right now). Nevertheless, the main idea of the pedagogical concept of inclusion is the creation of a "school for all" that meets the common European standards and the mission of creating a society for all. So the idea of inclusivity at this point has a broader meaning than simply creating the right environment at school. The key elements of social and pedagogical aspects are recognition of diversity, elimination of inequalities, minimization of barriers and creation of conditions in which any exclusion in all spheres of life is impossible. Psychological aspect of inclusion is to understand psychological well-being as an important element of it. Psychological conditions of an inclusive environment should contribute to the individual's experience of subjective well-being. Based on the etymology of the word, you can describe inclusion as the process of forming a single whole by combining different parts. Having analyzed the social, pedagogical and psychological aspects of defining this concept, we believe that it is only whole environment in which inclusion must be realized. Thus, an inclusive environment is a human environment that provides conditions for inclusion of all persons into the spheres of society through the elimination of any barriers, taking into account the diversity of people. The integrated concept gives the opportunity to scientifically substantiate the design of new projects, programs and creation of inclusive social services.

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Malyshevska, Iryna. "THE MAIN FACTORS OF INCLUSIVE EDUCATION DEVELOPMENT IN UKRAINE." Psychological and Pedagogical Problems of Modern School, no. 1(5) (May 27, 2021): 44–50. http://dx.doi.org/10.31499/2706-6258.1(5).2021.234766.

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The article outlines the main factors influencing the formation and development of inclusive education in Ukraine. The study analyzes the foreign and domestic experience of modern inclusive trends in education. The research reveals that systematic institutional changes are needed for the development of an inclusive environment in domestic education. This is, first of all, educators’ professional thinking and public consciousness. The paper describes the main system-forming factors influencing the formation and development of inclusive educational processes in Ukraine. They are the following: axiological, conceptual and terminological, legislative, regulatory, financial and economic, personnel, scientific and methodological, educational and methodological, material and technical, organizational and social ones. Keywords: inclusion, inclusive education, system-forming factors of inclusive education, children with special educational needs, inclusive trends, inclusive society, integration, humane society.

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Anderson, Isobel, Joe Finnerty, and Vikki McCall. "Home, Housing and Communities: Foundations for Inclusive Society." Social Inclusion 8, no. 3 (July 31, 2020): 1–4. http://dx.doi.org/10.17645/si.v8i3.3508.

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This issue of Social Inclusion explores the interconnected, but multi-faceted concepts of home, housing and communities as fundamental tenets of an inclusive society. Our editorial introduces our motivation for this topic, outlines the contributions to the collection and highlights some crosscutting themes, which emerge from the articles. The research presented was largely completed in advance of the full impact of the 2020 global coronavirus pandemic. In concluding the editorial, we reflect on the equal centrality of home, housing and communities to surviving the pandemic and ensuing economic crisis and encourage greater commitment to home and housing as a human right to mitigate social and economic inequality and underpin sustainable, inclusive settlements for the future.

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YODA, Teruhiko. "All-inclusive Forum and Prospective Society Collaboration." TRENDS IN THE SCIENCES 18, no. 3 (2013): 3_40–3_43. http://dx.doi.org/10.5363/tits.18.3_40.

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Barnes, Colin. "Disability, higher education and the inclusive society." British Journal of Sociology of Education 28, no. 1 (January 2007): 135–45. http://dx.doi.org/10.1080/01425690600996832.

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Cobbaut, Jean-Philippe, and Grégory Aiguier. "What Ethics for an Inclusive Ageing Society?" Studia Universitatis Babeş-Bolyai Bioethica 66, Special Issue (September 9, 2021): 45. http://dx.doi.org/10.24193/subbbioethica.2021.spiss.22.

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"Context: the ageing of the population today raises a significant number of questions to stakeholders in the health and social sectors. These questions go far beyond the questions of care to stretch out to a series of ethical problems linked to lifestyle and thus to the management of projects dedicated to the support and social inclusion of the elderly. Purpose: in this context, the way of considering the treatment of the ethical dimensions of these projects requires collaborative and reflexive governance based on the articulation between clinical ethics, organizational ethics but also – increasingly – an ethical approach of social and territorial deployment of these projects with the various stakeholders. Method: this communication will aim to present the results of two research-action studies aimed at the development and the integration of the ethical dimension in collective projects of accompaniment of elderly people within the community. Results: the conclusions do reflect the need for the collaborative and reflexive nature of the governance of the ethical approach, by emphasizing the modalities of the participation of the people concerned and the crucial stake of taking their point of view into account. of view for a relevant approach to ethics of ageing. "

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Essien, Essien D. "Ethical Appraisal of the Role of Civil Society in Nigeria." International Journal of Civic Engagement and Social Change 3, no. 2 (April 2016): 23–38. http://dx.doi.org/10.4018/ijcesc.2016040102.

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Contemporary studies surrounding the creation of civil society in Africa have revealed two important findings. First, despite the effort of civil society organizations in supporting inclusive democratic governance, promoting participation, advocating for transparency and accountability, sustainable development and stability remain elusive due to the challenges of social exclusion. Second, institutions central to the exercise of governmental powers exhibit inefficiency, weakness, lack transparency, and low credibility which worsen extreme poverty, inequality, and deprivation. Drawing upon extensive contemporary literature on social exclusion and inclusive growth, this study examines the role of civil society organisations as a pathway for social inclusion and sustainable development. Findings reveal that the management and distribution of services in the Nigerian society is largely inefficient and exclusionary, leading to myriad of social problems. This study has a significant implication for cumulative research on the subject of inclusive society and sustainable development.

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Becker, Caroline, and Alexandre Guilherme Anselmo. "MODELO SOCIAL NA PERSPECTIVA DA EDUCAÇÃO INCLUSIVA." Revista Conhecimento Online 1 (January 2, 2020): 90. http://dx.doi.org/10.25112/rco.v1i0.1854.

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Este artigo apresenta a perspectiva do modelo social como possibilidade de transcendência do modelo médico na educação inclusiva. Tem por objetivo promover uma reflexão sobre a ideia de que uma educação inclusiva implica em pensar em uma sociedade inclusiva. Apresenta ainda diferenças sobre as perspectivas dos modelos médico e social dentro da educação inclusiva e suas implicações diante dos processos inclusivos. Para analisar a temática, como referencial teórico, realizou-se pesquisa sobre estudos na área da educação inclusiva, em especial sobre perspectivas do modelo médico e do modelo social na educação inclusiva, contextualizados dentre as legislações e histórico da educação inclusiva mundial. Como conclusão, apresenta contribuições da educação, na perspectiva do modelo social, entendendo a importância das ações escolares serem pautadas nas potencialidades dos alunos e não na deficiência. Ressalta-se ainda que o modelo social transcende o modelo médico, por compreender o sujeito de forma integral, na busca de estratégias para seu pleno desenvolvimento, com respeito às diversidades das demandas e à garantia de direitos.Palavras-chave: Educação Inclusiva. Inclusão. Modelo Médico. Modelo Social.ABSTRACTThis article presents the perspective of the social model as a possibility of transcendence of the medical model in inclusive education. Its purpose is to explore the idea that inclusive education implies thinking about an inclusive society. It also presents differences on the perspectives of medical and social models within inclusive education and their implications for inclusive processes.To analyze the theme, a research was conducted on studies in the area of inclusive educationwith a special view to the medical and social model in inclusive education, considering legislations and history of inclusive education worldwide. As a conclusion, contributions of education are presented from the perspective of the social model, mastering the importance of school actions being based on students’ potential, not on their disability.It is also noteworthy that the social model surpasses the medical model because it understands the subject as a whole and pursuits strategy for their development concerning the variety of demands and guarantee of rights.Keywords: Inclusive Education. Special Needs Education. Medical Model. Social Model.

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Rapanta, Chrysi, Mercè Garcia-Mila, Ana Remesal, and Cláudia Gonçalves. "The challenge of inclusive dialogic teaching in public secondary school." Comunicar 29, no. 66 (January 1, 2021): 9–20. http://dx.doi.org/10.3916/c66-2021-02.

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The challenge of creating more inclusive public schools addressing the needs of the 21st century Knowledge Society is a major one. In this paper, we focus on inclusion as a dialogical process to be adopted and developed by teachers and students alike in any classroom. The idea of inclusive dialogic teaching is explained and operationalised in an inclusive dialogic curriculum focusing on cultural literacy learning dispositions. In this study, which is part of a multi-country European project, eight Spanish and Portuguese secondary school teachers and their students participated in eight sessions performing dialogic lesson plans. Teachers attended two professional development sessions, one at the beginning of the project and another one later on. Classroom discourse data from sessions #3 and #8 were collected and analyzed using a pre-constructed coding scheme. The findings show a slight improvement in dialogicity from session #3 to session #8 with a persisting resistance from teachers to be more cumulative in their discourse. These findings confirm previous work showing that dialogic teaching is acquired gradually, and even when there are changes in teachers’ stance being more inclusive and inviting towards students, these changes do not necessarily represent a radical shift in the teaching methods towards being more student-centered. El reto de promover escuelas públicas más inclusivas que aborden las necesidades de la Sociedad del Conocimiento del siglo XXI es importante. En este artículo nos centramos en la inclusión como un proceso de diálogo que tanto docentes como estudiantes deben adoptar y desarrollar por igual en las aulas. La idea de la enseñanza dialógica inclusiva se explica y operacionaliza en un currículo dialógico inclusivo centrado en las disposiciones de alfabetización cultural. En este estudio, que forma parte de un proyecto europeo de varios países, ocho docentes de secundaria españoles y portugueses y sus estudiantes participaron en ocho sesiones que implementan planes de lecciones dialógicas. El profesorado asistió a dos sesiones de desarrollo profesional, una al comienzo del proyecto y otra más adelante. Los datos del discurso en el aula de las sesiones n.º 3 y n.º 8 se recopilaron y analizaron utilizando un protocolo de codificación validado. Los resultados muestran una ligera mejora en la dialogicidad de la sesión n.º 3 a la sesión n.º 8 con una resistencia persistente de los docentes para ser más acumulativos en su discurso. Estos hallazgos confirman el trabajo previo que muestra que la enseñanza dialógica se desarrolla gradualmente e incluso cuando la postura del profesorado pasa a ser más inclusiva y atractiva para el alumnado, este cambio no representa necesariamente un cambio radical en los métodos de enseñanza centrados en el alumnado.

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Edyburn, Dave L. "Inclusive technologies." Forum Pedagogiczne 10, no. 2 (July 18, 2020): 17–28. http://dx.doi.org/10.21697/fp.2020.2.02.

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Education is the investment a society makes in each new generation of children and youth. Given a future that may not look like the past, how do we re-assess the purpose of education? In the words of Aoun (2017), how do we robot-proof our curriculum in order to prepare students for a future where humans and robots will complete for jobs? The purpose of this article is to describe the concept of assistive technology and explore its transformation to technology-enhanced performance as a means of supporting the educational productivity of all learners. Examples are provided to help diverse learners in every classroom as they seek to meet high academic standards relative to executive functioning, reading, writing, and solving mathematical problems.

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Попов, В. В. "Конструктивно-инструментальные основания концепции включающего общества." ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ 70, no. 7 (2021): 159–62. http://dx.doi.org/10.18411/lj-02-2021-284.

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The article presents an instrumental and philosophical approach to the philosophy of education, to its areas related to inclusive education. It is shown that the demonstration of the features of the philosophy and special methods of inclusion is a significant moment in the integral construction of the" inclusive " society. It is considered that in the space of a special social group there is a process of joint purposeful activity of subjects with the PLO, their training and education in the framework of the implementation of practical tasks for the organization of the effective functioning of the" inclusive " society.

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Isaikina, M. A., E. A. Maksimova, E. V. Martynova, and N. V. Shelyakhina. "Functional Nature of Life-long Learning in Raising Living Standard in Inclusive Society." SHS Web of Conferences 62 (2019): 12002. http://dx.doi.org/10.1051/shsconf/20196212002.

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The structural-functional analysis of the socio-cultural peculiarities of implementing inclusive policy in educational process in Russia is carried out. The issues of the inclusive approach introduction in higher education are touched upon. The main indicators of the living standard in the country including the level and accessibility of education are listed, interrelation of the living standard and quality of education are emphasized. The history of development and the difficulties of implementing inclusive education in Russia are considered. In particular, the historical, organizational, content and socio-economic peculiarities of inclusive education development in Russia are conceptualized. The importance of the inclusion being one of the main principles of the modern society is underlined. The main reasons for the difficulties in implementing inclusive education in Russia are indicated. Some of them are the lack of the necessary theoretical and methodological research as well as material and technical support. One of the main objectives in the implementation of inclusive education is a special organization of educational process including social integration and psychological adaptation of students with disabilities. A special role is given to the teacher who should be able to organize the educational process effectively providing equal opportunities for all its participants. In conclusion, possible solutions of the problems connecting with implementing an inclusive approach in higher education in Russia are outlined taking into account the peculiarities of its development.

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López López, Édgar Alejandro, and Érick Leobardo Álvarez-Aros. "Strategy in smart cities and social inclusion of the elderly." PAAKAT: Revista de Tecnología y Sociedad 11, no. 20 (February 26, 2021): 1–29. http://dx.doi.org/10.32870/pk.a11n20.543.

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Smart cities are increasingly necessary in today's society, however the social inclusion of the elderly within these seems a forgotten issue that needs to be considered for the construction of an inclusive society. The objective of this research is to explore the social inclusion of the elderly in smart cities, as well as their evolution, scientometric characteristics and trends by means of a bibliometric analysis. The work analyzes bibliometric metadata of 244 Scopus documents, published from 2010 to 2020 using Software R, Bibliometrix and Biblioshiny. The conclusions indicate that a growing interest is maintained over time, and this is perceived mainly in conferences; in addition, thematic trends reveal elements such as the internet of things, design and implementation, and e-commerce among others. Likewise, the emergence of the term inclusive smart city was evidenced, which considers the integration into society of vulnerable groups. It is expected that this work will serve as a reference for an inclusive design of smart cities.

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Jeznik, Katja, Jasna Mazgon, and Klara Skubic-Ermenc. "The contribution of a special educational institution to a more inclusive society." Zbornik Instituta za pedagoska istrazivanja 49, no. 1 (2017): 117–38. http://dx.doi.org/10.2298/zipi1701117j.

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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.

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Zidniyati, Zidniyati. "Reconstructing The Nature Of Inclusive School System In Primary School To Strengthening Inclusive Society." Al-Bidayah: Jurnal Pendidikan Dasar Islam 11, no. 2 (January 11, 2020): 308–29. http://dx.doi.org/10.14421/al-bidayah.v11i2.350.

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This paper contains theoretical discussions about the nature of inclusive education and the implications needed in the practice of inclusive school systems, especially at the elementary school level. The formulation of the problem raised in this study is: What is the nature of the implementation of the inclusive education system in elementary schools? What are some examples of inclusive education practices so far? What is the relationship between inclusive education and value education in schools? How can inclusive education strengthen inclusive communities? What are the implications of implementing the inclusive education system in elementary schools? The five questions will be answered by a discussion approach on various theories that have been raised by many experts and by looking at the practices of inclusive education in several developing countries and developing countries. This research used literature review methods. The findings in this study are that inclusive education will be realized in an inclusive community environment that holds fast to the values of mutual acceptance, mutual respect, and mutual love for one another. In other words, inclusive education means preparing all members of the inclusive community in schools for inclusive communities.

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Munn, Pamela. "Can Schools Make Scotland a More Inclusive Society?" Scottish Affairs 33 (First Serie, no. 1 (November 2000): 116–31. http://dx.doi.org/10.3366/scot.2000.0052.

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McCormick, Kirsten. "ECIL 2016: Information Literacy in the Inclusive Society." Journal of Information Literacy 10, no. 2 (December 1, 2016): 97. http://dx.doi.org/10.11645/10.2.2162.

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Price, Kay. "Inclusive housing in an ageing society: Innovative approaches." Australasian Journal on Ageing 26, no. 2 (June 2007): 99. http://dx.doi.org/10.1111/j.1741-6612.2007.00228.x.

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Lawie, Marion J. "Racially Inclusive Reading for Children." Aboriginal Child at School 22, no. 4 (December 1994): 4–9. http://dx.doi.org/10.1017/s0310582200005149.

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Min, John B. "Inclusion and the Epistemic Benefits of Deliberation." Contemporary Pragmatism 13, no. 1 (March 3, 2016): 48–69. http://dx.doi.org/10.1163/18758185-01301003.

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Contrary to the popular belief, I argue that a more inclusive polity does not necessarily conflict with the goal of improving the epistemic capacities of deliberation. My argument examines one property of democracy that is usually thought of in non-epistemic terms, inclusion. Inclusion is not only valuable for moral reasons, but it also has epistemic virtues. I consider two epistemic benefits of inclusive deliberation: (a) inclusive deliberation helps to create a more complete picture of the world that everyone dwells together; and (b) inclusive deliberation can be helpful in reducing biases and errors endemic to a society. Having advanced two epistemic arguments for inclusive deliberation, I argue that the Deweyan model best captures the knowledge-pooling function of deliberation.

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Moreno de la Santa, Javier González-Soria. "Tourism as a lever for a more inclusive society." Worldwide Hospitality and Tourism Themes 12, no. 6 (December 3, 2020): 731–38. http://dx.doi.org/10.1108/whatt-07-2020-0071.

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Purpose Tourism is an industry with an enormous capacity for galvanizing local economies and for offering economic and social opportunities to broad sectors of the population. But it is not sufficient to just create and develop new destinations, products and services; new models for development that have inclusion at their core need to be adopted, taking up the opportunities offered by a prosperous and growing market. Design/methodology/approach This paper provides a viewpoint analysis of the link between inclusive tourism and tourism development. Findings This paper demonstrates that tourism is about reducing uncertainty around what to expect from a destination or service. It is also about creating an environment where all people feel welcome and included. It creates choice and instils confidence in all people, empowering them to sign up for new experiences. Practical implications In the light of growing inequality globally, this paper demonstrates that it is important to consider how to make tourism, one of the world’s largest industries, more inclusive. Originality/value This paper offers an experience-based analysis and reflection of the bridge between tourism and inclusiveness, particularly in remote and less developed areas.

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Alexiu, Teodor Mircea, Elena-Loreni Baciu, Johans Tveit Sandvin, and Andreea Georgiana Birneanu. "Special or Inclusive Education in Romania?" European Review Of Applied Sociology 9, no. 13 (December 1, 2016): 15–27. http://dx.doi.org/10.1515/eras-2016-0007.

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AbstractIn our paper we will try to explore the process of reforming the “special needs education” ideology of the Romanian school system toward the European target called “inclusive education”. Following the method of inquiry named Institutional Ethnography, our study investigated first the everyday dysfunctional experiences of special needs populations approaching the scholar system, and then the institutional response for these dysfunctionalities, the final target being a better understanding and finding solutions to the problematics encountered.After the dissolution of the communist regime very few disabled students succeeded to be integrated in the general education and these happy cases happened in the prestige schools with dedicated teachers and mainly because of the huge efforts of the parents. The most part of the disabled students had to address the old special schools (much less organized and financed than they used to be) to get vocational training for the special protected units that disappeared in the meantime.An inclusive school would be fit for an inclusive society but when the labour market and society as a whole is excluding this category, the segregated education seem the proper approach and illustrate the reproductive efforts of the society through the education in the Bourdieu perspective.In fact the “inclusive education” European model seems still far for Romania. Even the objective is clear the path is still unclear, due the discriminatory resistance of the society. A learning process is needed but the process seems difficult because “students” refuse to learn it and teachers seem very hard to find.

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Sáiz-Manzanares, María Consuelo, Sara Gutiérrez-González, Ángel Rodríguez, Lourdes Alameda Cuenca-Romero, Verónica Calderón, and Miguel Ángel Queiruga-Dios. "Systematic Review on Inclusive Education, Sustainability in Engineering: An Analysis with Mixed Methods and Data Mining Techniques." Sustainability 12, no. 17 (August 24, 2020): 6861. http://dx.doi.org/10.3390/su12176861.

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In the last few years, research in the field of sustainability has experienced a significant increase in interest between sustainability and other areas (inclusive education, active methodologies, and society). Moreover, the use of mixed research methods (quantitative and qualitative) along with the application of data mining techniques, enables the analysis of information and the connection between the different studies. The objectives of this paper were: (1) To establish the results of the research related to the concepts of sustainability, inclusive education, and disability. (2) To study the key concepts that are detected in the articles selected with respect to the concepts of sustainability, inclusive education, disability, and their relations. In order to do so, two studies were carried out (quantitative and qualitative). In the first study, K-means and heat map clustering techniques were applied. In the second study, the technique of text mining was applied. One hundred and thirty-three scientific papers were studied, of which 54 fulfilled all the inclusion criteria. Three clusters were found in the first study; cluster 1 included the categories: inclusive society, educational innovation, and active methodologies. Cluster 2 included active methodologies and society and economy and cluster 3 included inclusive society and society and economy. In the second study, the highest Krippendorff’s Alpha coefficient were found in articles that linked sustainability with social transformation stemming from a change in education by means of the use of active teaching methods and technological resources. The research moves towards the development of competencies in sustainability at all stages of the educational system, and in all areas of knowledge.

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Farias, Bruno Serviliano, and Paula Da Cruz Landim. "Tipografia Inclusiva para Terceira Idade | Inclusive Typography for Seniors." InfoDesign - Revista Brasileira de Design da Informação 17, no. 2 (November 25, 2020): 99–116. http://dx.doi.org/10.51358/id.v17i2.817.

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O idoso brasileiro enfrenta vários problemas que se relacionam, desde o processo de envelhecimento e suas questões biológicas até a organização da sociedade, como a Qualidade de Vida e a escolaridade. Muitos projetos tentam compensar os efeitos negativos do envelhecimento, dentre esses, as Universidades para a Terceira Idade. Um dos principais artefatos empregados nessas instituições são os materiais didáticos que servem de apoio ao aprendizado. Se não forem planejados adequadamente, os problemas fisiológicos e sociais tornarão esses artefatos excludentes. Nesse sentido, o objetivo deste estudo foi analisar os elementos tipográficos e apontar quais as principais características para produzir artefatos gráficos inclusivos. Para tal, foi realizada uma pesquisa experimental com testes tipográficos comparativos em 88 voluntários. Os resultados apontam que a escolaridade interfere na percepção e compreensão dos estilos tipográficos e fontes com traços com pouca modulação e com elementos de diferenciação são mais inclusivos.*****The elderly Brazilian faces several problems that vary from the aging process and its biological issues to the organization of society, such as Quality of Life and education. Many projects try to compensate for the negative effects of aging like Universities for the Elderly. One of the main artifacts used in these institutions is the teaching materials that support learning. If not carefully planned, physiological and social problems will make these artifacts excluding. In this sense, the objective of this study was to analyze the typographic elements and to point out which are the main characteristics to produce inclusive graphic artifacts. To this end, an experimental research was carried out with comparative typographic tests on 88 volunteers. The results show that schooling interferes in the perception and understanding of typographic styles and fonts with little modulation and with elements of differentiation are more inclusive.

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Hussein, Hazreena, Syaidatul Azzreen Ishak, and Zaliha Omar. "Promotion of Inclusive Society through Therapeutic Sensory Stimulation Garden for the Intergenerational Society." Environment-Behaviour Proceedings Journal 1, no. 1 (June 26, 2016): 161. http://dx.doi.org/10.21834/e-bpj.v1i1.212.

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This paper introduces a joint program between the University of Malaya and Kuala Lumpur City Hall undertaking the Therapeutic Sensory Stimulation Garden at University of Malaya Medical Centre to promote an inclusive society through sensory therapy. Good universal design practices of sensory gardens visited in the UK, Singapore and Hong Kong highlighted. Outcomes showed that users’ engagement with the landscape features promotes positive developments in social behaviours. In contrary, it proved a weak partnership between practitioners, researchers, authorities and users as well as non-availability of design guidelines for these gardens. Both outcomes are a significant argument in the conclusion.© 2016. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies, Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.Keywords: Inclusive society; intergenerational society; sensory garden; universal design.

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Ziankova, Inha, Alena Lisichonak, and Aliaksandr Yemialyanau. "DEVELOPMENT OF INCLUSIVE SOCIETY WITH THE INSTRUMENTS OF “GREEN” ECONOMY AND EDUCATION." ENVIRONMENT. TECHNOLOGIES. RESOURCES. Proceedings of the International Scientific and Practical Conference 1 (June 20, 2019): 353. http://dx.doi.org/10.17770/etr2019vol1.4057.

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The article substantiates that in order to ensure the effective development of economic systems, the issues of rational use of natural resources and environmental safety are significant. Environmental problems for modern economies of the world are systematized. The aim of the research is to study the theoretical and practical experience in the formation of an inclusive society and the “green” economy of the regions in the Republic of Belarus based on the analysis of the mechanism for introducing circular technologies at the micro level, schemes for engaging vulnerable groups of the population, creating “green” jobs, creating courses on the principles of inclusion economy in the workplaces. The following tasks were set and resolved: the mechanism for the formation of the inclusive society and the “green” economy in the Republic of Belarus was identified through the introduction of circular technologies at the micro level; considered the features of involvement in employment of vulnerable groups of the population; identified and systematized features of creating “green” workplaces; specificity of courses for on-the-job training on the principles of inclusion and “green” economy is grounded. The research methodology is based on the principles of systems analysis, formal logic and an interdisciplinary scientific approach. Monographic and descriptive method was used in the formation of theoretical and practical basis for development an inclusive society with elements of the “green” economy; method of analysis and synthesis, method of statistical data analysis in the short-term analysis. The novelty of this research lies in the fact that the theoretical and practical foundations for building the inclusive society through the tools of the “green” economy and education have been studied and scientifically grounded. The conclusions are that the creation of “green” jobs, learning the principles of a “green” economy, as well as the implementation of other measures to ensure the sustainable development are necessary. And development of inclusive society and “green” economy depend on ability of government and firms to teach their basic principles and create inclusive and “green” workplaces and jobs. As recommendations it is proposed to involve older labor resources in employment, taking into account coordination of the vocational qualification structure of labor supply and technical and technological parameters of workplaces; to assess development of the international labor market and sustainable development of the labor market with created by authors list of indicators; to develop an electronic web resource with information about the skills of the workforce, indicating the geography of workplaces and schemes for building up the necessary skills contributes to the advance preparation of the workforce; and to organize and conduct courses for employers and employees in the field of inclusive development and “green” jobs.

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Yap, Joseph Marmol, and Yelizaveta Kamilova. "Toward becoming an inclusive library." Library Management 41, no. 2/3 (February 5, 2020): 53–66. http://dx.doi.org/10.1108/lm-08-2019-0057.

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PurposeThe library's role in promoting and supporting the United Nations Agenda for Sustainable Development Goal (SDG) is beyond borders. It has the capacity to be a powerful driving force in leading exemplary programs that will transform society in many dimensions. This paper will share the value of libraries in integrating SDG's into their work and how it can positively advocate for change toward attaining an inclusive, open and tolerant society.Design/methodology/approachThis survey research and program evaluation are designed to solicit opinions from participants of two library programs focusing on gender equality at Nazarbayev University. Data collection was prepared, gathered and analyzed using Qualtrics.FindingsParticipants believed that gender-related programs of the library are positive ways on how to stimulate a gender-balanced society. The programs increased awareness on gender equality among the academic community and promoted the welfare and rights of marginalized sectors. Finally, these programs addressed various stigmas, thus empowering vulnerable groups to stand up to discrimination.Practical implicationsLibraries are safe spaces that advocate social inclusivity.Social implicationsIt proves that a library can hold programs in support of SDGs, particularly on gender equality.Originality/valueThis paper shares academic library initiatives in Central Asia, particularly in Kazakhstan, in support of SDGs.

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Sleigh, Merry J., and Michael D. Hall. "Collaboration: Why Our Exclusive Honor Society Should Be Inclusive." Eye on Psi Chi Magazine 15, no. 2 (2011): 26–29. http://dx.doi.org/10.24839/1092-0803.eye15.2.26.

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Hartono, Dr, SE, and MM. "PUBLIC AWARENESS ON DISABILITIES EMPLOYMENT: MOVING TOWARDS INCLUSIVE SOCIETY." International Journal of Education and Social Science Research 03, no. 03 (2020): 116–30. http://dx.doi.org/10.37500/ijessr.2020.30310.

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Piszko, Robert. "Crisis of inclusive development of civil society in Poland." Acta Iuris Stetinensis 26 (2019): 95–108. http://dx.doi.org/10.18276/ais.2019.26-07.

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Costa, Jorge, Mónica Montenegro, and João Gomes. "Tourism – ten possible solutions for a more inclusive society." Worldwide Hospitality and Tourism Themes 12, no. 6 (November 30, 2020): 775–79. http://dx.doi.org/10.1108/whatt-07-2020-0081.

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Purpose The purpose of this paper is to critically review the contributions made by the writing team for this theme issue and to present the main ideas, lines of action and implications for a model of inclusive tourism. Design/methodology/approach A content analysis of the papers selected for this issue was performed so as to identify the most relevant contributions made by the authors. Findings From the analysis of the papers in this theme issue, it is clear that destinations need to reflect on and work towards a new model of tourism – more sustainable, innovative, responsible and supportive – adding value to the tourism ecosystem. Originality/value The papers in this theme issue shed light on the importance for tourist destinations of adopting a more inclusive approach. All tourist actors need to maintain their commitment to work together to promote universal accessibility and inclusiveness and this can be characterized via a new model of positive tourism.

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McMullin, Steve L. "Toward a More Diverse and Inclusive American Fisheries Society." Fisheries 44, no. 8 (August 2019): 359–60. http://dx.doi.org/10.1002/fsh.10311.

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van Schrojenstein Lantman-de Valk, H. M. J. "Healthy Persons With Intellectual Disabilities in an Inclusive Society." Journal of Policy and Practice in Intellectual Disabilities 6, no. 2 (June 2009): 77–80. http://dx.doi.org/10.1111/j.1741-1130.2009.00213.x.

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Zholtayeva, Gulnar, Assel Stambekova, Anara Alipbayeva, and Gulnur Yerzhanova. "INCLUSIVE EDUCATION IN KAZAKHSTAN: SELECTED ISSUES." CBU International Conference Proceedings 1 (June 30, 2013): 196–204. http://dx.doi.org/10.12955/cbup.v1.34.

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Currently government of the Republic of Kazakhstan considers education of children with disabilities as one of the main priorities of education and society development in a whole. Thus, the most efficient means of achieving the ultimate goal for it is to reveal the most efficient ways of training of children with mental retardation. Inclusive or integrated education is becoming a powerful tool in this case if the range of educational institutions creates atmosphere which allows receiving high-quality education, correctional help and professional training. Every child and family is valued equally and deserves the same opportunities and experiences in meaningful ways. Inclusive education enables children with disabilities entering the society as full-fledged citizens who are capable of productive and independent life, building relationships and memberships with people around. As for Kazakhstan society the statistics shows: special educational services for the children with mental retardation are provided in 37 special kindergartens and 101 correctional schools, 240 special groups and 1098 special classes in compulsory schools.Moreover, nearly 10 thousand children are involved in home learning within individual study program.Since 2004 work on elaboration and publishing of Kazakhstani textbooks and educational-methodical complexes for special correctional educational organizations of 8 major kinds and types has been carried out. At the present time there are 56 medical-psychological-pedagogical rooms in the country. These institutions render medical-psychological-pedagogical support and social help to population how to diagnose and consult the children with disabilities

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Naranjo Pinela, Teresa. "La inclusión socioeducativa de personas con discapacidad desde el punto de vista humano y profesional / Socio-educational inclusion of people with disabilities from the human and professional point of view." Ciencia Unemi 9, no. 19 (October 13, 2016): 91. http://dx.doi.org/10.29076/issn.2528-7737vol9iss19.2016pp91-98p.

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En el presente ensayo, producto de una investigación cualitativa, descriptiva, y analítica, se pretende demostrar la importancia que tiene la inclusión educativa y los derechos de las personas con discapacidad, el espacio que se le debe brindar en la sociedad y el papel que como docente debe afrontarse. Ante los cambios en los modelos educativos, su objetivo debe estar enmarcado en la verdadera práctica del respeto hacia las personas por su simple condición de ser humano y como finalidad dar a conocer la necesidad de aplicar de manera integral la inclusión educativa y por consiguiente privilegiar la parte humana en los procesos educativos. El docente para tomar en consideración la inclusión, igualdad y equidad en su área de trabajo, debe tener conocimiento de la importancia del manejo adecuado de una serie de metodologías, estrategias, recursos e infraestructura relacionados con su estado de vulnerabilidad. La práctica inclusiva necesita de una sociedad donde no exista diferencia de ningún tipo, que las personas con discapacidad tengan las mismas oportunidades que los demás, para lograr sus metas y objetivos, esto permitiría su desarrollo personal y social. AbstractIn this paper, which is the result of a qualitative, descriptive and analytical research, it is aimed to demonstrate the importance of inclusive education and the rights of the disabled people, the space they should be offered in society and the role that teachers must face. Given the changes in educational models, their objectives should be framed in the real practice of respect towards people for their simple human condition and intended to publicize the need to apply in an integrated way the inclusive education and thus privileging human part in educational processes. Teachers must be aware of the importance of proper management of a number of methodologies and strategies related to disabled people and their state of vulnerability in order to consider the inclusion, equality and equity in their work area. Inclusive practice needs of a society where there is no difference whatsoever, that people with disabilities have the same opportunities as others to achieve their goals and objectives, this would allow their personal and social development.

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Deep, Pankaj. "Democratic Governance, Inclusive Policies and People Standing at the Margins." Journal of Social Inclusion Studies 6, no. 2 (December 2020): 133–51. http://dx.doi.org/10.1177/2394481121995959.

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State, democracy and good governance are mutually related to each other, and as India is a democratic welfare state, it is the central concern of the government to provide inclusive governance through inclusive policies to its citizen in general, and the disadvantaged people like scheduled tribes/scheduled castes (ST/SCs) in particular. Democracy and inclusive governance are conceptually linked to each other. Democracy and democratic values and practices curb the undemocratic rule, exclusion and discrimination in the society. The study argues that in spite of many legal provisions and pro-state action, the condition of STs/SCs are very vulnerable. They are lag behind in all parameters of human development to other people. Their representation in the public institution is not adequate and fair enough except in legislature. Democratic text of inclusive society could not be made possible and is far from realisation contextually. In this article, attempt has been made to evaluate and examine the democratic ethos of inclusiveness, constitutional provisions for inclusive policies and its achievement to know the status of inclusion of the excluded groups till date in the case of SC/STs in Odisha.

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Denisova, Olga, Olga Lekhanova, Valentina Ponikarova, and Tatyana Gudina. "Inclusive culture of kindergarten, school, college and university teachers." SHS Web of Conferences 70 (2019): 10002. http://dx.doi.org/10.1051/shsconf/20197010002.

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Inclusive culture of teachers is one of the conditions for the successful inclusion of students with disabilities in the educational organization space. The authors identified 15 indicators characterizing the value, motivation and experience of teachers in the field of educational inclusion. Diagnostic results of inclusive culture of Vologda region are presented in the paper. The study shows that 63% of 1,100 teachers surveyed have a critical level of inclusive culture. As a result of the comparative analysis, it was determined that kindergarten and university teachers have a higher level of inclusive culture. In general, those teachers who have already had positive experience in social or educational inclusion are most interested in developing their competencies. The most active and highly motivated turned out to be those teachers who, in their personal experience, have had the opportunity to interact with the disabled and help people with disabilities to be included in society, education and life. Teachers with a developed inclusive culture, comprising 1/23 of the 1,100 respondents surveyed, are characterized by the values and norms of inclusion, willingness to interact with the disabled, awareness of the necessity to acquire new knowledge and skills, social responsibility for the results of inclusion.

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Tersa, Karolina. "Zakorzenienie jako istotny warunek integracji szkolnej." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 16 (September 9, 2018): 63–78. http://dx.doi.org/10.14746/ikps.2017.16.04.

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Embededness in local society is one of many factors, that can improve or even allow building inclusive environments at schools. Presented article is a theoretical search for roots of embedednes as a scientific term. It also reviews factors of its growth and distrophy. In conclusion, it shows impact of embededness in local society on level of social inclusion.

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Iqbal, Muhammad Mazhar. "Inclusive Growth with Zakat." Pakistan Development Review 54, no. 4I-II (December 1, 2015): 997–1010. http://dx.doi.org/10.30541/v54i4i-iipp.997-1010.

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Zakat is an annual religious levy that is collected from rich Muslims and its proceeds are disbursed among poor people of the society. It has many spiritual and social merits. For example, it purifies the hearts of zakat-givers as they give away a part of their wealth, one of the most precious things in their lives, seeking the pleasure of God without requiring any worldly gains whatsoever. It bridges the social gap between „haves‟ and „have-nots.‟ This study analyses, however, only economic consequences of Zakat for economic growth. They cannot be appreciated duly unless one understands the following concepts of modern economics; various theories of consumption, aggregate demand, stagnation thesis, consumption puzzle, marginal productivity of capital and Kuznets curve.

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Journal articles on the topic 'Inclusive society'

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