Academic literature on the topic 'University inclusion practices'
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Journal articles on the topic "University inclusion practices"
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Shevchenko, Y., and V. Kondratenko. "INCLUSION IN HIGHER EDUCATION: UNIVERSITY PRACTICES OF IMPLEMENTING INCLUSION." Scientific Bulletin Melitopol State Pedagogica 1, no. 32 (2024): 83–87. https://doi.org/10.33842/22195203-2024-1-32-83-87.
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Ramirez Bernal, Felipe. "The challenge of university teaching practices." Seminars in Medical Writing and Education 3 (March 17, 2024): 65. http://dx.doi.org/10.56294/mw202465.
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This article seeks to analyze how higher education institutions assume and incorporate inclusion into institutional discourse and how teachers incorporate it into their daily pedagogical practices, amid paradoxes and lack of knowledge of the elements needed to build an inclusive education. In this sense, this article aims to generate a reflection on inclusive processes in higher education, as well as to report on experiences that have enabled teachers at the Faculty of Education - to approach, understand and assume the inclusive phenomenon and recognize differences in professional training processes. The basis of this article is the research entitled "Characterization of teaching practices in the Faculty of Education". This research experience is presented as a reflective practice of teachers, in which inclusion is an element that allows the transformation of the individual, teacher-student, in order to contribute to social transformation.
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Ayub, Umair, Shumaila Shahzad, and Muhammad Shabbir Ali. "University Teachers Attitude Towards Inclusion, Efficacy and Intentions to Teach in Inclusive Classrooms in Higher Education." Global Social Sciences Review IV, no. I (2019): 365–72. http://dx.doi.org/10.31703/gssr.2019(iv-i).47.
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Major objectives of this study were to assess university teachers attitude towards inclusion, their efficacy in implementing inclusive practices and their intentions to teach in inclusive classroom and to find correlation among the aforementioned study variables. The sample comprised of 180 teachers from a multidisciplinary public sector university in Faisalabad. The instruments used for data collection were (1) SACIERto assess the university teachers sentiments, attitude and concerns about inclusive education, (2) TEIP to measure the teachers self-efficacy in implementing inclusive practices and(3) TITIC to assess the teachers intentions to teach in inclusive classroom. The results show teachers positive attitudes, self-efficacy and intentions towards inclusion. There is a moderate positive significant correlation between teachers attitude and their efficacy (r = 0.42) comparatively weak between attitude and intention (r = 0.32) and strong between efficacy and intention (r = 0.75). Findings may support understanding and implementation of inclusive education at the university level in Pakistan.
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Umair, Ayub. "university Teachers Attitude Towards Inclusion, Efficacy and Intentions to Teach in Inclusive Classrooms in Higher Education." Global Social Sciences Review 4, no. 1 (2019): 365–72. https://doi.org/10.31703/gssr.2019(IV-I).47.
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Major objectives of this study were to assess university teachers attitude towards inclusion, their efficacy in implementing inclusive practices and their intentions to teach in inclusive classroom and to find correlation among the aforementioned study variables. The sample comprised of 180 teachers from a multidisciplinary public sector university in Faisalabad. The instruments used for data collection were (1) SACIERto assess the university teachers sentiments, attitude and concerns about inclusive education, (2) TEIP to measure the teachers self-efficacy in implementing inclusive practices and(3) TITIC to assess the teachers intentions to teach in inclusive classroom. The results show teachers positive attitudes, self-efficacy and intentions towards inclusion. There is a moderate positive significant correlation between teachers attitude and their efficacy (r = 0.42) comparatively weak between attitude and intention (r = 0.32) and strong between efficacy and intention (r = 0.75). Findings may support understanding and implementation of inclusive education at the university level in Pakistan.
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Mora, Ana Maria Moral, Inmaculada Chiva, and Carmen Lloret‐Catala. "Faculty Perception of Inclusion in the University: Concept, Policies and Educational Practices." Social Inclusion 9, no. 3 (2021): 106–16. http://dx.doi.org/10.17645/si.v9i3.4114.
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European universities must face the challenge of diversity and design inclusive practices to address it as part of their social responsibility. However, not all universities are doing the same in terms of diversity practices, so it is important to gather the perceptions of the protagonists. To this end, we have analysed university faculty’s perceptions using a mixed model with a concurrent methodological strategy, including an ad hoc questionnaire validated with 880 educators, as well as 17 semi‐structured interviews. The triangulation of these two instruments allowed us to analyse three key dimensions associated with the idea of attention to diversity in the university: diversity concept or culture, policies and programmes of the institution, and inclusive educational practices. The conclusion is that faculty members are positively predisposed to get involved in the process of attention to diversity in all three dimensions, especially in the design of inclusive teaching practices such as the UDL (universal design for learning), although they do point out that it is important to systematise diversity policies in research, innovation, and teaching to keep promoting the social commitment and responsibility of higher education institutions.
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Templeton, Emerald, Bridget Love, Beverly H. Davis, and Melvin Davis, Jr. "Illusions of Inclusion: University Policies that Perpetuate Exclusion of Students of Color." JCSCORE 2, no. 1 (2018): 87–115. http://dx.doi.org/10.15763/issn.2642-2387.2016.2.1.87-115.
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 The purpose of this paper is to explore the policies, practices and procedures of inclusion across three universities in the San Francisco Bay Area: Stanford University, the University of San Francisco, and the University of California at Berkeley. Using a rubric which measures inclusion based on a three point set of criteria (equity, sustainability, and mission-alignment), the authors analyzed four common statements in which inclusion policies for traditionally marginalized students and students of color are contained: university mission statement, diversity program mission statement, diversity statement, and values/goals statements. The analysis revealed that although the values/goals statements align with the missions of the three institutions analyzed, there is often incongruence between the diversity program mission and diversity statements and the missions of the universities. This tension reflects the practice of institutions of higher education to draft policies that reflect inclusion language for diverse populations without making the necessary structural changes that impact values, attitudes, and practices.
 
 
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Juan-Morera, Borja, Icíar Nadal-García, Belén López-Casanova, and Eva Vicente. "Self-Perception of Inclusion in an Inclusive Choir: An Analysis Using the Scale for the Assessment of Inclusion (SAI)." Behavioral Sciences 13, no. 9 (2023): 758. http://dx.doi.org/10.3390/bs13090758.
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Inclusion promotes equal opportunities, and aims to eliminate discrimination, by ensuring full access, participation, and representation for all individuals in society, with music playing a crucial role in addressing this global challenge, and fostering positive and inclusive change. The aim of this study is to identify perceptions of inclusive culture, policies, values, and practices in one specific inclusive choir in Spain. The sample consisted of 135 members, ranging from 18 to 79 years of age, of which 22.2% have recognised disabilities. All of them filled in the adapted Scale for the Assessment of Inclusion (SAI) form. The results show that, regardless of gender, age, and length of participation in the choir, their members share positive perceptions of the inclusiveness of its values, policies, practices, and culture. However, perceptions vary across the groups surveyed, and are generally more favourable among participants with a disability, those without a university education, or those aged 26 or over. It is found that people who participate in an inclusive choir, in which music is the mediating resource, perceive a high level of inclusion that allows them to feel they belong to a group where diversity, equality, and the promotion of people are respected. The findings are analysed, considering the importance of conducting multidimensional evaluations that include all members of an organisation.
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Clavijo-Castillo, Ruth, Cristina Cedillo-Quizhpe, and Freddy Cabrera-Ortiz. "Cultures, policies and inclusive practices according to university students." Alteridad 19, no. 2 (2024): 258–69. http://dx.doi.org/10.17163/alt.v19n2.2024.09.
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Diversity in university students is a reality that we cannot ignore, and it has constituted a topic of interest in recent years. This article intends to analyze the progress of inclusive education at university level from the students’ perception according to three dimensions of inclusive education: creation of cultures, generation of policies and development of practices. In order to meet the objective, the Index for inclusion adapted to higher education was applied to 848 university students. Data was processed using descriptive statistics. The results indicate a significant appreciation of dimension A: Creating inclusive cultures (M = 2.00; SD = 0.39) in a very similar extent to dimension C: Development of inclusive practices (M = 1.97; SD = 0.48), while Dimension B: Developing inclusive policies, remains the most underestimated dimension (M = 1.84; DE = 0.43). The results show the response that is required from the university, aiming to generate mechanisms that guarantee access, permanence and completion of higher education, as well as the need to promote policies with an inclusive approach that responds to the diversity of university students.
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Kioupi, Vasiliki, Acquilina Wafula Nawire, Sally Musungu, Felister Nzuve, and George Giannopoulos. "Policy and Practice on Inclusive Higher Education in the UK and Kenya: A Theoretical Framework and Recommendations." Sustainability 15, no. 18 (2023): 13540. http://dx.doi.org/10.3390/su151813540.
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This article presents a study that was undertaken as part of a collaborative project between a UK university and a university in Kenya. The study aimed to investigate policies and practices of Inclusion and Inclusive Education in the two universities. Here, we present how Inclusion and Inclusive Education are conceptualized in the two geographical contexts, and review literature on Inclusion, Inclusive Education, disability, race and international/refugee students to develop a theoretical framework that we use to analyze the policies and practices of the two universities in two case studies. Our preliminary findings of this analysis show that Inclusion and Inclusive Education definitions in the two contexts need to be augmented with considerations of identity. We also make recommendations for the two institutions on how they can improve their policies and practices of inclusion, generate new strategies where they are missing or review existing tools and services to evaluate. These recommendations can benefit higher education institutions in the Global North and South.
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Landone, Elena. "GIFTEDNESS E LINGUE STRANIERE ALL’UNIVERSITÀ: RIFLESSIONI PRELIMINARI VERSO LA MEDIAZIONE DELLA ETEROGENEITÀ." Italiano LinguaDue 16, no. 1 (2024): 436–49. http://dx.doi.org/10.54103/2037-3597/23853.
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In questo articolo condividiamo alcune riflessioni preliminari per immaginare l’inclusione a livello universitario degli studenti/esse con plusdotazione. La definizione della giftedness in relazione all’apprendimento delle lingue straniere ne delinea una rilevanza specifica nel percorso accademico e profila un bisogno speciale che dovrebbe stimolare l’università italiana a ri-concettualizzare, in generale, le proprie pratiche di inclusione verso una visione di mediazione della eterogeneità. Giftedness and foreign languages at University: Preliminary reflections towards the mediation of heterogeneity In this article we share preliminary reflections on imagining the inclusion of students with giftedness at university level in Italy. The definition of giftedness in foreign language learning outlines its particular relevance with respect to the academic studies and a specific need that stimulates the university to re-conceptualise its inclusion practices towards a perspective of mediating heterogeneity.
Dissertations / Theses on the topic "University inclusion practices"
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Cabral, Leonardo Santos Amâncio. "Orientação acadêmica e profissional dos estudantes universitários com deficiência : perspectivas internacionais." Universidade Federal de São Carlos, 2013. https://repositorio.ufscar.br/handle/ufscar/2904.
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Previous issue date: 2013-01-29<br>The exponential increase of students with disabilities enrolled at universities of different countries has urged these institutions to enable some services geared to their guidance, both academic and professional level. However, the international literature shows that these initiatives, in some realities, are still disconnected from the broader socio-economic context. This can significantly inhibit opportunities which would allow tertiary students to put in practice their professionalism for the benefit of the society. In order to find possible solutions to this problem, in principle identified empirically in Brazil by the researcher, the objective of this research was to explore, in an international level, initiatives related to the academic and professional guidance of students with disabilities. In this direction has been realized this case study on the field, which results was presented in three parts, according to the conditions, participants, temporality and methods adopted: a) Longitudinal descriptive case study in Italy: during three years, in condition of full immersion at Disability Services of University of Rome Foro Italico it was put in place an empirical proposal on academic and professional guidance which involved 20 students with disabilities enrolled in three italian universities, through the implementation of objective strategies and specific tools of observation, evaluation and monitoring, with the participation of 4 academic tutor and 20 career tutor; b) Exploratory case study in England and France: during the international mobility provided by the Doctor Europeaus, during three months were carried out observation activities and given interviews to academic and career tutors of two French universities and two British universities. c) Exploratory Case Study in Denmark and Ireland: through active participation in the project Univers'Emploi of the European program Leonardo da Vinci, were realized technical visits in locus and transnational meetings with the heads of Disability Services of the Danish and Irish Universities which allowed the collection of data through observation and anedoctal records. The overall analysis of the results emerged from this research has allowed to identify, in an international perspective, the strengths of each reality explored. The reflections on these elements have directed the proposition of indicators which can contribute to the scientific and university community on the implementation, evaluation and monitoring of a potential academic and professional guidance program for tertiary students with disabilities.<br>O aumento exponencial de alunos com deficiência matriculados em universidades de diferentes países incitou tais instituições a ativar alguns serviços voltados à sua orientação, tanto a nível acadêmico, quanto profissional. No entanto, a literatura internacional mostra que tais iniciativas, em algumas realidades, ainda estão desconectadas do mais amplo contexto sócio-econômico. Isso pode inibir significativamente as oportunidades que permitiriam estudantes do ensino superior colocar em prática o seu profissionalismo em benefício da sociedade. A fim de encontrar possíveis soluções para este problema, em princípio identificado empiricamente no Brasil pelo pesquisador, o objetivo desta pesquisa foi o de explorar, em nível internacional, iniciativas relacionadas à orientação acadêmica e profissional dos alunos com deficiência. Neste sentido foi realizado o presente estudo de caso de campo, cujos resultados foram apresentados em três partes, de acordo com as condições, os participantes, a temporalidade e os métodos adotados: a) estudo de caso longitudinal descritivo na Itália: durante três anos, em condições de full immersion junto ao Serviço para alunos com Deficiência da Universidade de Roma "Foro Italico", foi posto em prática uma proposta empírica de orientação acadêmica e profissional, a qual envolveu 20 alunos com deficiência, matriculados em três universidades italianas, utilizando-se de estratégias objetivas e ferramentas específicas de observação, avaliação e monitoramento, com a participação de quatro tutores acadêmicos e 20 tutores profissionais, b) estudo de caso exploratório na Inglaterra e na França: durante a mobilidade internacional de três meses, prevista pelo Doctor Europeaus, foram realizadas atividades de observação e entrevistas aos tutores acadêmicos e profissionais de duas universidades francesas e duas universidades britânicas. c) estudo de caso exploratório na Dinamarca e na Irlanda: através da participação ativa no projeto Univers'Emploi do programa europeu Leonardo da Vinci, foram realizadas visitas técnicas presenciais e reuniões transnacionais com os responsáveis pelos Serviços para os alunos com deficiência das universidades dinamarqueses e irlandesas, permitindo a coleta de dados por meio de observação e diários de campo. A análise global dos resultados emersos desta pesquisa permitiu identificar, em uma perspectiva internacional, as boas práticas em cada realidade explorada. As reflexões sobre tais elementos direcionaram a proposição de indicadores que podem contribuir com a comunidade científica e universitária para eventual implementação, avaliação e acompanhamento de um programa de orientação acadêmica e profissional para estudantes universitários com deficiência.
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Valencia-Forrester, Faith L. "Inclusive Work-Integrated Learning in Journalism Education: A Wise Practice Framework." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/392884.
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This exegesis reports on nine case studies of university-led work-integrated learning (WIL) in journalism at Griffith University (GU), undertaken from 2014–2018. While WIL has a relatively long history in journalism education in terms of internships and cadetships, they have some limitations in terms of access and equity. Students may lack the capacity to fulfil the requirements of internships because of disadvantage, the number of available placements may be limited and/or students may have varied experiences with placements. This exegesis enunciates the varied dimensions and faces of a ‘wise practice’ approach to university-led WIL in journalism education and addresses the central research questions: What are the dimensions of inclusive, quality WIL and what are the challenges to its implementation?
To address these questions, I draw on data from participant observation as well as from interviews and focus groups with students, academics and industry partners. Each set of data formed a case study. This multiple case study analysis has led me to identify three distinct yet interrelated models of university-led WIL in journalism education – I have called these Flipped WIL, Event WIL and Purpose WIL. The development and delivery of each of the case studies were informed by the teaching philosophy of university-led WIL as wise practice, which emphasises context, diversity, inclusion and community. University-led WIL occurs within a hybridised space created within a university context outside the internship/placement model. Students obtain practical experience, usually in conjunction with a professional organisation, and this goes beyond simply providing ‘scholarly problematizing by students of their practice experiences’ (Cooper and Orrell, 2016, p. 111).
The Flipped WIL case studies comprised scaffolded, practice-based units culminating in a capstone unit. Student learning occurred through working as, and alongside, industry in a specially configured, university-based multimedia newsroom. In contrast, the Event WIL case studies involved students working collaboratively with industry at specific newsworthy events – the G20 Leaders’ Summit in Brisbane, the Blues on Broadbeach annual music festival on the Gold Coast and the 2018 Commonwealth Games, also on the Gold Coast. The Purpose WIL case studies engaged with the community around the social issues of domestic violence, refugee mental health and disability, with a social justice focus. Each model involved students producing relevant multimedia news stories for an authentic news outlet, and building skills in analysis, critique, creativity and innovation. The models allowed students enrolled in on-campus journalism programs to be prepared for employment in an evolving and challenging media landscape because they provided equivalent access to what Billett (2002, p. 29) refers to as ‘affordances’, that is, the workplace’s ‘readiness to afford opportunities for individuals to engage in work activities’, and ‘engagement’, that is, the ‘degree by which individuals wish to engage purposefully in the workplace’.
The affordances offered by industry workplaces were incorporated into the hybrid space created by the university-led model described, and were enabled and enhanced to produce inclusive, quality WIL when five key dimensions were invoked. These are that the WIL experience is university-led, undertaken in a hybrid space, embedded in community and sustainable, and recognises and encourages student agency. There are, however, challenges to implementing inclusive, quality WIL, including with online students, access issues, high academic workloads and a student and industry perception about a lack of legitimacy for WIL experiences within the university context.
This project sets out to provide a timely, engaging, robust and reflexive analysis of the development and objectives of the Wise Practice Work-integrated learning model in journalism education. Illustrated by the nine case studies, this model has potential to serve as a template for other institutions while contributing to journalism pedagogy in Australia. The implications of the WIL model discussed here, through the testing and analysis of the Flipped WIL model, the Event model and the Purpose WIL model, will form the basis for future projects and/or the adoption of similar models elsewhere.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Hum, Lang & Soc Sc<br>Arts, Education and Law<br>Full Text
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Westera, Doreen. "Internship at the Family Life Bureau including a research project : a survey of the inclusion of spirituality in school counsellors' practice /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ55544.pdf.
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Santos, Sandra Rosa Gomes dos. "No crepúsculo da mudança: um estudo sobre a formação continuada dos professores da Universidade Federal do ABC na confluência de uma prática pedagógica inclusiva e intercultural." Universidade Nove de Julho, 2017. http://bibliotecatede.uninove.br/handle/tede/1733.
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Previous issue date: 2017-10-25<br>The object of this research is focused on the continuing education of UFABC professors at the confluence of an inclusive and intercultural pedagogical practice. The research problem results from the fact that the inclusion of new historically marginalized publics and cultures from the right to higher education requires new pedagogical-didactic skills from the professors and that these competences can be acquired through continuous training. In this sense, higher education professors, in addition to continuing education in the scientific field, specifically linked to research projects, must also have training in the pedagogical-didactic field that allows them to work with students on issues related to themes of social, cultural and epistemological inclusion, interculturality and interdisciplinarity. The question of research resulting from the problem that was set forth and which guided us was as follows: taking the sources the documents and the professor’s speeches, how is the continuous training of UFABC professors organized in the confluence of an inclusive and intercultural pedagogical practice? We define as a general objective of the research, as a result of the stated nuclear issue, the following: analyze the way in which the continuous formation of professors is organized, in the confluence of an inclusive and intercultural pedagogical practice. We follow a theoretical-epistemological model according to post-critical and post-colonial theories. From the methodological point of view, the approach was qualitative using the analysis of international and institutional documents and the analysis of interviews with professors. The conclusions of the study point to the lack of an institutional model of continuing education and to the existence of substantial ruptures between UFABC's institutional discourse and the discourse of regulatory agencies, especially with regard to the issues of social inclusion and the organizational proposal of institution. They also point to a contradiction between the institutional principles and the practice of their professionals. Professor’s work generically on cultural diversity but the problem of interculturality is not only worked out in pedagogical practice, not is it alluded to in institutional documents. The research findings also reveal that professors attach importance to the dimension of research and its relation to teaching and the need for continuing education that allows them to improve pedagogical and didactic issues and to promote interculturality as a complement social inclusion.<br>El objeto de esta investigación se centra en la formación continuada de los profesores de la UFABC en la confluencia de una práctica pedagógica inclusiva e intercultural. El problema de la investigación es el resultado de la inclusión en la universidad de nuevos públicos y culturas históricamente marginados del derecho a la educación superior, hecho que exige por parte de los profesores nuevas competencias pedagógicas-didácticas y la conciencia de que dichas competencias podrán ser adquiridas a través de una formación continuada. En este sentido, se impone que los profesores de la educación superior, además de la formación continuada en el ámbito científico, ligada específicamente a proyectos de investigación, tengan también formación en el ámbito pedagógico-didáctico que les permita trabajar con los estudiantes las cuestiones relacionadas a las temáticas de la inclusión social, cultural y epistemológica, interculturalidad e interdisciplinariedad. La cuestión de la investigación resultante del problema enunciado y que nos orientó fue la siguiente: tomando como fuentes los documentos y los discursos de los profesores, cómo se organiza la formación continuada de los profesores de la UFABC en la confluencia de una práctica pedagógica inclusiva e intercultural? Definimos como objetivo general de la investigación, derivado de la cuestión nuclear enunciada, el siguiente: analizar el modo como se organiza la formación continuada de los profesores, en la confluencia de una práctica pedagógica inclusiva e intercultural. Seguimos un modelo teórico-epistemológico de acuerdo con las teorías post-críticas y postcoloniales. Desde el punto de vista metodológico, el enfoque fue cualitativo con el análisis de los documentos internacionales e institucionales y el análisis de entrevistas hechas con los profesores. Las conclusiones del estudio apuntan a la inexistencia de un modelo institucional de formación continuada y la existencia de rupturas sustanciales entre el discurso institucional de la UFABC y el discurso de las agencias reguladoras, sobre todo en lo que se refiere a las problemáticas de la inclusión social y de la propuesta organizativa de la institución. También apuntan a una contradicción entre los principios institucionales y la práctica de sus profesionales. Los profesores trabajan, genéricamente, la diversidad cultural pero la problemática de la interculturalidad no sólo no se trabaja en la práctica pedagógica como ni siquiera se hace alusión a ella en los documentos institucionales. Las conclusiones de la investigación revelan además que los profesores atribuyen importancia a la dimensión de la investigación y a su relación con la enseñanza y la necesidad que sienten de una formación continuada que les permita el perfeccionamiento de las cuestiones de naturaleza pedagógica y didáctica bien como la promoción de la interculturalidad como complemento obligatorio de la inclusión social.<br>O objeto desta pesquisa incide sobre a formação continuada dos professores da UFABC na confluência de uma prática pedagógica inclusiva e intercultural. O problema de pesquisa resulta do fato de considerarmos que a inclusão de novos públicos e culturas historicamente marginalizadas do direito à educação superior exige, da parte dos professores, novas competências pedagógico-didáticas e que essas competências poderão ser adquiridas por meio de uma formação continuada. Neste sentido, impõe-se que os professores da educação superior, para além da formação continuada no âmbito científico, ligada, especificamente, a projetos de pesquisa, tenham também formação no domínio pedagógico-didático que lhes permita trabalhar com os estudantes as questões ligadas às temáticas da inclusão social, cultural e epistemológica, interculturalidade e interdisciplinaridade. A questão de pesquisa resultante do problema enunciado, e que nos orientou, foi a seguinte: tomando como fontes os documentos e os discursos dos professores, como se organiza a formação continuada dos professores da UFABC na confluência de uma prática pedagógica inclusiva e intercultural? Definimos como objetivo geral da pesquisa, decorrente da questão nuclear enunciada, o seguinte: analisar o modo como se organiza a formação continuada dos professores, na confluência de uma prática pedagógica inclusiva e intercultural. Seguimos um modelo teórico-epistemológico de acordo com as teorias pós-críticas e pós-coloniais. Do ponto de vista metodológico, a abordagem foi qualitativa com recurso à análise dos documentos internacionais e institucionais e à análise de entrevistas com os professores. As conclusões do estudo apontam para a inexistência de um modelo institucional de formação continuada e para a existência de rupturas substanciais entre o discurso institucional da UFABC e o discurso das agências reguladoras, sobretudo no que diz respeito às problemáticas da inclusão social e da proposta organizativa da instituição. Apontam, também, para uma contradição entre os princípios institucionais e a prática dos seus profissionais. Os professores trabalham, genericamente, a diversidade cultural, mas a problemática da interculturalidade, não só não é trabalhada na prática pedagógica, como nem sequer se faz alusão a ela nos documentos institucionais. As conclusões da pesquisa revelam ainda que os professores atribuem importância à dimensão da pesquisa e à sua relação com o ensino, e à necessidade que sentem de uma formação continuada que lhes permita o aperfeiçoamento das questões de natureza pedagógica e didática, e a promoção da interculturalidade como complemento obrigatório da inclusão social.
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Shepherd, Rosemary. "A phenomenological study of students with hidden disabilities in higher education : a cross sectional study of learning support needs in a university in the UK." Thesis, University of Derby, 2018. http://hdl.handle.net/10545/622739.
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This phenomenological study was designed and conducted in a Post 1992 ‘new university’ situated in the UK. The aims of the study were a) to investigate inclusive practice amongst disabled students in higher education, b) to explore students’ perceptions on their lived experiences of the support provided c) to explore disabled students’ experiences of the process in gaining support d) to identify the kind of practices disabled students used to support their own effective learning in HE. A sample of 14 students, aged 19 to 56 volunteered to participate in the study. The study was underpinned by inclusive theory and equality policy provided for higher education institutions. Rich data from phenomenological interviews was analysed using thematic and narrative analysis. Analysis of the data uncovered new knowledge for lecturers and support staff in understanding disabled students’ lived experiences as they approached support systems and classrooms in higher education. The key findings involved a) barriers to communication and collaboration between students and lecturers, b) attitudes of staff and the asymmetries of power experienced by students in accessing support, c) issues around student anxiety, dependence and independence and ownership of learning, d) the idea that a reasonable adjustment could be unreasonable and embarrassing and evidence of tokenism in supporting students. The recommendations included a) the need for more in-depth training for all staff in equality and inclusive practice and inclusive course design, b) more support for students in negotiating their Study Needs Assessment, c) bridging the communication gap between Student Wellbeing, lecturers and students. The changes in funding to the Disabled Students’ Allowance came into force during 2016 which has consequently reduced or removed support for students who have disclosed a disability. Due to such changes, it will be even more important for universities to support the training of students, lecturers and support staff in creating and maintaining more inclusive environments in the future.
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McGill, Robert James. "Teacher Perspectives Regarding the Pedagogical Practices Most Culturally Responsive to African American Middle School Students." UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/850.
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This dissertation examines teacher’s perspectives regarding the classroom strategies,
behaviors, and approaches they believed best support the development of African American students. Educator perceptions are valuable to understand because perceptions and attitudes undergird behavior and practices. This study focused on perceptions of teachers toward pedagogical strategies, approaches, and teacher behaviors that perceived to best support African American students because of the persisting achievement gap between African American students and their White, middle class counterparts.
Culturally Relevant Pedagogy was used as the theoretical framework for this study as it describes approaches to teaching students from historically marginalized groups in ways that are more relevant to their cultural strengths, assets, and knowledge-bases.
Q methodology was selected for this study because it was designed to examine human subjectivity using both quantitative and qualitative techniques. Forty-two teachers sorted 36 statements, each representing a practice, strategy, or behavior identified by participants as being culturally relevant to African American students, based on their perceived effectiveness. These 42 Q sorts were then correlated. Principal component analysis and Varimax rotation were used to examine the relationships among the correlations and extract 4 factors, 1 of which was bipolar, or containing two different, but mirrored perspectives. The factor arrays of these 5 perspectives were then examined, described, and named: Responsive to Students Cultural Backgrounds, Responding through Honoring and Exploring Culture, Responding through Structure, Routines, and Direct Advocacy, Conducive and Inclusive Learning Environment, Non-responsive Culture Free Pedagogical Practices. Implications and recommendations for practice, theory, and policy were also discussed.
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Walker, Nolene. "Inclusion or illusion : a mixed methods study of pedagogical practices to enhance pre-service teachers' preparedness for contemporary inclusive teaching." Thesis, 2017. http://hdl.handle.net/1959.7/uws:47834.
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Over the last three decades the practice of including students with additional needs and disabilities in regular classes has gained momentum and is now contemporary practice in most Australian schools. However, research and government reports indicate that teachers feel ill-prepared and ill-equipped for their roles as inclusive class teachers with likely consequences for all classes. Despite concerns about the preparation of pre-service teachers for inclusive teaching there is a paucity of empirical evidence detailing how to shift negative attitudes, convey knowledge and impart skills during initial teacher education. This study aimed to identify and generate curriculum and pedagogy that effectively prepare pre-service primary teachers during initial teacher education for including students with additional needs in regular classes. A mixed methods approach (explanatory sequential with an intervention) was adopted. The intervention comprised a mandatory one semester inclusive unit in an initial primary teacher education course in an Australian university. Pre-service, beginning and experienced teachers provided questionnaire and interview data collected in three stages. Pre-service teachers (n=119) were surveyed at commencement and completion of the intervention. Experienced teachers (class teachers, principals, school counsellors and support teachers, n=326) were surveyed to ascertain their views about preparing pre-service teachers for inclusive education. Interviews were conducted with five beginning teachers, who in the previous year participated in the intervention, and ten experienced teachers. Quantitative data were analysed using parametric and non-parametric techniques. Thematic analysis was used to analyse interview data and the open-ended questionnaire responses. Results showed positive effects for the inclusive unit used in this study, with pre-service teachers reporting significantly increased levels of preparedness for inclusive teaching. Their self-reported attitudes, knowledge, and skills also improved significantly; nearing those of experienced teachers. On some aspects of inclusive education, pre-service teachers reported more positive attitudes than experienced teachers. In keeping with previous literature, many experienced teachers indicated that their initial teacher education had not adequately prepared them for inclusive teaching. Further, the findings revealed the major challenges beginning teachers experience in creating positive inclusive environments. The effect of social disadvantage was found to compound these challenges. The study identified priority topics for inclusive curriculum planning. The findings highlight the need to ensure that learning experiences provided to pre-service teachers are relevant and connected to their future needs. Details of learning experiences linked to learning theories, pedagogical frameworks and to the themes of attitudes, knowledge and skills are presented. Importantly, an eclectic cluster of practices were generated describing how to prepare pre-service teachers for contemporary inclusive teaching. Further, pre-service teachers’ preferred modes of delivery of inclusive content were (in order) tutorials, lectures, assignments, and lastly, online. The integrated findings provide a comprehensive overview for effectively preparing pre-service teachers for inclusive teaching during initial teacher education. Approaches are proposed for enhancing pre-service teachers’ preparedness for contemporary inclusive teaching. These include three tools for delivering inclusive pedagogy and curriculum during initial teacher education. Importantly, the findings suggest that the preparation of pre-service teachers for inclusive teaching requires a shared vision within initial teacher education to ensure that delivery of inclusive principles and practices embraces the philosophy of pedagogy for all.
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Fingland, Sharon R. "Social inclusion : policy, practice, people and place." Thesis, 2014. http://handle.uws.edu.au:8081/1959.7/uws:29761.
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In 2010, the UN legitimised social inclusion as a central concept of social policy in Europe and elsewhere. Social inclusion describes the ideal situation whereby individuals can participate in the relevant institutions of society; while conversely social exclusion describes the manifold consequences of poverty and inequality. Through a case study of West-Central Sydney in NSW Australia, this thesis explores how social inclusion outcomes can be enhanced in the older suburbs of one of Sydney’s most culturally diverse sub-regions, by increasing property and neighbourhood value without displacing poorer households.
Socio-economic polarisation within suburban Australia over the last twenty years is evidenced by a combination of rising wealth and increasing deprivation. For many in West-Central Sydney there are now more opportunities and more choice, but these are not universally shared. West-Central is the area with Australia’s highest number of new migrants and contains large proportions of low income households and experiences poor employment and education participation rates, high car dependence and limited accessibility to facilities and services. Yet the sub-region is targeted by the NSW government for a substantial population increase, requiring 96,000 new dwellings and 98,000 more jobs by 2036; further stressing the area’s limited resources. Some suburbs suffer multiple deprivation which can have a depressing influence on the life experiences of all living there; whatever their individual circumstances.
Following a review of related literature, the research for this thesis adopts a mixed quantitative and qualitative approach to evidence-based research into the wide-ranging interrelated factors impacting on urban regeneration policies. The empirical data draws largely from semi-structured interviews conducted with key regional stakeholders, supplemented with census statistics and information contained in government and industry reports. Examining overseas examples of the effectiveness of government policy interventions to reduce inequality, the thesis demonstrates how a more integrated approach to urban regeneration could be formulated. It explores how such an approach might require combining market demands with innovative public interventions, a better understanding of the drivers of housing and job supply and the role of public transport in the regeneration process; all in the context of an evolving Metropolitan Strategy.
The research brings together cross-disciplinary findings and assesses current policy settings which are attempting to deal with West-Central’s problems. Key insights emerge when socio-economic disadvantage is explored through the lens of a social inclusion agenda, revealing the strong association between social exclusion and housing, employment and transport policies, together with the role of individual agencies and structural factors in determining poverty and inequality. Three interwoven conclusions emerge from this research: the first calls for a broader holistic approach to framing policies explicitly endorsing and nurturing social diversity, providing compassionate responses to disadvantage. The second recognises the link between disparate housing, employment and transport policies to strengthen social inclusion and to avoid exacerbating social exclusion. The third requires a review of governance arrangements, to embrace a social inclusion agenda and the development of new skills in sustainable urban management.
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Parker, Justin M. "Training as a moderator in the relationship between teachers₂ perceived available time and their support of inclusive practices." 2006. http://www.lib.ncsu.edu/theses/available/etd-11072006-161256/unrestricted/etd.pdf.
Full textBooks on the topic "University inclusion practices"
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Aleksandrova, Lada, Polina Belyaeva, Pavlina Berezina, Dzhavganat Gadzhibabaeva, and Marina Pevzner. Psychological and pedagogical technologies of working with subjects of inclusive education. INFRA-M Academic Publishing LLC., 2025. https://doi.org/10.12737/2181084.
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The textbook reveals the features and technologies of working with all subjects of inclusive education for children with disabilities, including working with parents, teachers and the main issues of interdepartmental interaction in inclusive practice. It contains questions for self-control, a list of recommended literature on each topic, is provided with practical recommendations for interns and young professionals and can be used by them as a reference guide in practical activities. Meets the requirements of the latest generation of federal state educational standards for higher education. For students of higher educational institutions and students of pedagogical and psychological specialties of all forms of education when studying the courses "Fundamentals of inclusive education", "Psychological characteristics of children included in the inclusive education system", "Psychological characteristics of children with disabilities", "Work of a psychologist in inclusive educational institutions", "Work of a psychologist with family systems", "Psychological and pedagogical support for people with disabilities", "Special psychology" and some others, as well as young practitioners in the field of pedagogy, psychology and university teachers.
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Florian, Lani. Inclusive practice in secondary schools: Report for the University of Cambridge School of Education Research and Development Fund. University of Cambridge, School of Education?], 1999.
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Baños, Josep-Eladi, Carlo Orefice, Francesca Bianchi, and Stefano Costantini, eds. Good Health, Quality Education, Sustainable Communities, Human Rights. Firenze University Press, 2019. http://dx.doi.org/10.36253/978-88-6453-896-9.
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The publication collects the contributions presented during the International Symposium of the Italian UNESCO Chairs (CONIUS) entitled Human Rights and Sustainable Development Goals 2030, which took place on 16 November 2018 at the University of Florence. The contributions of national and international experts address the Global Aims for Sustainable Development of the UNESCO including Sustainable Development Goals (SDGs) n. 3 Improvement of the ‘Global Health’, n. 4 ‘Quality Education’, n. 11 ‘Cities and Inclusive Human Sett lements’ and n. 16 ‘Peace and Justice’, using transdisciplinary and transnational perspectives and implemented through theoretical studies and good practices.
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Benucci, Antonella, Giulia I. Grosso, and Viola Monaci. Linguistica Educativa e contesti migratori. Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-570-4.
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The volume, produced within the framework of the COMMIT project “Fostering the Integration of Resettled Refugees in Croatia, Italy, Portugal and Spain”, concerns the current European situation, and in particular the teaching of L2 in its relations and interdisciplinary exchanges with other scientific fields dealing with migratory phenomena; therefore, starting from the COMMIT experience, it offers a wide perspective, going beyond the borders of the countries involved in the project and identifying good practices that can be replicated in different territorial and social contexts to ensure successful social inclusion of newly arrived citizens. COMMIT is a project funded by the European Commission (DG HOME), co-financed by the Ministry of Interior and the Project Partners and managed by the Mediterranean Coordination Office of the International Organization for Migration (IOM), in Italy. The project was implemented in collaboration with the IOM Missions in Croatia, Portugal and Spain, together with the Communitas Consortium, the Adecco Foundation for Equal Opportunities and the University for Foreigners of Siena (UNISTRASI). The project activities were implemented from 1 January 2019 to 30 April 2021. The project, based on the idea that successful integration of resettled refugees occurs both by putting in place certain structural conditions and by promoting mutual exchange between resettled refugees and their host communities, aimed to support their integration into their new communities, with a special focus on women and young refugees as particularly vulnerable groups. A secure humanitarian migration route to the European Union launched in 2013 is targeted at refugees who are beneficiaries of resettlement. Several Member States, including Croatia, Italy, Portugal and Spain, have therefore established or strengthened their national resettlement and humanitarian admission programmes for resettled refugees of Syrian, Eritrean, Ethiopian or Sudanese origin. In preparation for resettlement, beneficiaries participate in a series of pre-departure cultural orientation activities. Among them, training in L2 language and culture plays a crucial role. The book hence tries to offer answers to the many challenges that characterise the field of language education in contexts marked by the presence of migrants from an interdisciplinary perspective. It provides for effective solutions for an inclusive language education, attentive to ‘vulnerable’ subjects, paying attention to the interweaving of complex individual, social, cultural and economic contexts, such as school and university training courses and reception and resettlement programmes in host societies. In particular, the current situation in Italy, regarding both teaching L2 in a school context and teaching modern languages to adult foreigners, is still lacking in interdisciplinary relations and exchanges between language teaching and other scientific fields dealing with migratory phenomena. However, in recent years a particular sensitivity and empathy towards linguistic and cultural contact have developed.
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Carson, Lorna, ed. Guide for the linguistic inclusion of migrants. Ediciones Universidad de Salamanca, 2022. http://dx.doi.org/10.14201/0lp0031.
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Designed to create tangible materials which support the demands of this context, the INCLUDEED Erasmus+ project aims to integrate migrants and refugees through one of Europe’s greatest assets - their languages. This guide aims to become an ally of both those who wish to deepen their knowledge of the migration phenomenon and those who wish to facilitate the integration process of these groups. Developed from the experience that the Universities of the consortium have in this field (University of Salamanca, University of Bologna, University of Coimbra, University of Heidelberg, University of Poitiers and Trinity College Dublin), this document emanates from a common effort as well as from the will to form an egalitarian society in terms of integration. However, this would not have been possible without the support of various non-governmental organisations (Red Cross, ACCEM, CEPAIM Foundation and Sierra-Pambley Foundation) which, dedicated to the reception and integration of migrants and refugees throughout Europe, have facilitated the identification of difficulties and enabled bridges to be built between different perspectives and joint efforts to converge in the same direction. This guide addresses the various challenges that emerge during the integration period of these groups and proposes solutions that can help this complex process to be successful. Designed as a useful vade mecum for the performance of the tasks of the various groups (language teaching professionals or volunteers, non-governmental organisations and national and supranational public institutions), it is a support tool that guides the actions of those involved in the process of linguistic integration of newly arrived people. It provides them with a better understanding of the situation in which these groups find themselves and of the tools available to achieve this. In short, it is a document that seeks to bring together, through informative but rigorous text, the theoretical advances in this field and to offer various resources that can be put into practice in real life. Finally, we would like to emphasise that the contents of this guide should be understood as suggestions arising from the experience and commitment of those who have worked on its development and as a tool that will help to answer some of the questions that arise in the process of integration of migrant groups. These questions are currently being answered thanks to the committed engagement of all those who are participating in this project. In addition, information from all the countries in the consortium can be found throughout these pages, which broadens the perspective of most of the tools created so far, making this guide truly an international reference work.
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Johnson, Matthew. Undermining Racial Justice. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501748585.001.0001.
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Over the last sixty years, administrators on college campuses nationwide have responded to black campus activists by making racial inclusion and inequality compatible. This bold argument is at the center of this book. Focusing on the University of Michigan, often a key talking point in national debates about racial justice thanks to the contentious Gratz v. Bollinger 2003 Supreme Court case, the book argues that UM leaders incorporated black student dissent selectively into the institution's policies, practices, and values. This strategy was used to prevent activism from disrupting the institutional priorities that campus leaders deemed more important than racial justice. Despite knowing that racial disparities would likely continue, the book demonstrates that these administrators improbably saw themselves as champions of racial equity. What the book contends is not that good intentions resulted in unforeseen negative consequences, but that the people who created and maintained racial inequities at premier institutions of higher education across the United States firmly believed they had good intentions in spite of all the evidence to the contrary. The case of the University of Michigan fits into a broader pattern at elite colleges and universities and is a cautionary tale for all in higher education. As the book illustrates, inclusion has always been a secondary priority, and, as a result, the policies of the late 1970s and 1980s ushered in a new and enduring era of racial retrenchment on campuses nationwide.
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Alves, Alan Ripoll, Diomar Augusto de Quadros, Luciana Vieira Castilho Weinert, Luiz Everson da Silva, and Marisete Teresinha Hoffmann Horochovski. Litoral do Paraná: Território e perspectivas - Volume 5: Desenvolvimento, políticas públicas e saúde. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-091-5.
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The Coastal Collection of Paraná: territories and perspectives and especially in its fifth volume: DEVELOPMENT, PUBLIC POLICIES AND HEALTH is an initiative headed by the Postgraduate Program in Sustainable Territorial Development – PPGDTS at the Federal University of Paraná - UFPR. It is a collective effort among knowledge agents, that is, research teachers, students engaged in research, public agents and local community actors, and aims to add value to the production of knowledge about the regional reality, in a plot that expresses the activities of research, teaching and extension carried out in a synergic and cooperative manner along the coast of Paraná State. The volume consists of 16 chapters, organized in three parts: Development, territory and job, University, inclusion and Regional development, and Territory and health. It is the result of the efforts of a team of teachers and students already in the middle of consolidating their capacities as educators and researchers. The approaches presented result from a long and dense practice of reflections, interactive actions among academic and community agents, within an epistemic and methodological perspective, compatible with the current forms of cooperative production among several disciplines. It is an important and vigorous exercise of knowledge production, in line with a university project that reaffirms its vocation and mission focused on regional and local development, by valuing the rescue of knowledge and community practices, by encouraging and invitation to the dialogue of academic knowledge with the rich cultural heritage of coastal populations.
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Shane, Kryss. Creating an LGBT+ Inclusive University: A Practical Resource Guide for Faculty and Administrators. Taylor & Francis Group, 2022.
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Shane, Kryss. Creating an LGBT+ Inclusive University: A Practical Resource Guide for Faculty and Administrators. Taylor & Francis Group, 2022.
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Shane, Kryss. Creating an LGBT+ Inclusive University: A Practical Resource Guide for Faculty and Administrators. Taylor & Francis Group, 2022.
Find full textBook chapters on the topic "University inclusion practices"
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Maienza, Matteo. "Un’indagine sulla percezione dell’efficacia delle pratiche inclusive dei docenti di scuola secondaria: analisi e integrazione dei dati raccolti con la scala TEIP." In Esercizi di ricerca. Firenze University Press, 2022. http://dx.doi.org/10.36253/979-12-215-0081-3.18.
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This study is aimed to report the qualitative data collected as part of a larger evaluation research project on educational contexts for disabilities. The sample consists of 161 pre-service teachers completing their education at the University of Florence, who were asked to indicate strengths and weaknesses in the implementation of their own inclusive teaching practices (TEIP). This study focuses on a few specific areas according to the existing literature that sees teaching practices, collaboration between school staff and families, and behavior management as related elements for defining inclusive environments and attitudes. The integration of quantitative and qualitative data collected and analyzed separately explains all the elements that may contribute to self-efficacy toward school inclusion, such as the subject-specific support teacher preparation and the quality of collaboration within the working group for inclusion whose impact relates to the level of engagements achieved by students that can increase chances of success of the educational project.
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O’Connor, Sinéad. "Encounter, Interaction, and the University: Producing Practices of Inclusion and Exclusion of International Students." In Laboring and Learning. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-032-2_14.
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O’Connor, Sinéad. "Encounter, Interaction, and the University: Producing Practices of Inclusion and Exclusion of International Students." In Labouring and Learning. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-4585-97-2_14-1.
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Pincelli, Isabella Pimentel, Sara Meireles, and Armando Borges de Castilhos Júnior. "Socio-productive Inclusion of Waste Pickers on Segregated Solid Waste Collection in Brazilian Universities as an Instrument for Sustainability Promotion." In Sustainability on University Campuses: Learning, Skills Building and Best Practices. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15864-4_18.
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Levy, Daniel C. "University Leadership: Slippage from Abiding to Peremptory Roles?" In The Promise of Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_43.
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AbstractOur university leadership strongly encourages you to attend today’s session on _____. This topic is of the utmost importance to us all.” Such urging populates the Inboxes of faculty, workers, and students at U.S. universities. They come from presidents, vice-presidents, deans, directors of diversity and inclusion offices, coordinators of training and development, and subordinates in the enlarging bureaucracy mobilized to support this leadership. Seminars train employees with “best practices” to improve their “cultural competencies” and correct their deficiencies. Meanwhile, senior administration’s moral purview extends to pronouncements on the political controversies of the day. Taken together, these internal and external roles mark huge scope for university leadership. Since when? Who signed such a contract when hired as faculty or paying tuition?
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Ruonakoski, Erika. "Conclusions and Further Questions." In Sisters of the Brotherhood: Alienation and Inclusion in Learning Philosophy. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-16670-9_6.
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AbstractThis concluding chapter consists of three parts: the general conclusions of the whole book, “questions to ask oneself” and a discussion of the possibilities for renewing philosophy in the current state of university politics. Furthermore, the first part includes suggestions for empirical research on the underrepresentation of women in philosophy. The purpose of the second part is to help lecturers to think through their own teaching practices and possible shortcomings from the viewpoint of inclusiveness. In the third part, I ask what kind of politics could replace the neoliberal framework that has dominated the academic world for the past few decades.
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Kopnina, Helen, Mariusz Baranowski, Liz Natunda, Wilson Muyinda Mande, Tatjana Radovanovic, and Zaina Gadema. "Critical Thinking in Sustainable Business: Examining Pragmatic and Ethical Issues for Supporting Biodiversity (Eco-centrism) in Business Education." In Practices, Perceptions and Prospects for Climate Change Education in Africa. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-84081-4_12.
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Abstract This research aims to examine the case for mainstreaming the positioning of ecocentric perspectives in university business school settings. We argue for an urgent need to reorient anthropocentric normative framings of sustainability in business and management education to ecocentric ontologies and epistemologies within pedagogical praxes of design and delivery. We draw upon two examples from university business schools’ sustainability programmes in Africa and The United Kingdom as comparative cases to illuminate the commonalities and differences in ontological and epistemological characteristics. Uganda and England are contextually different, whether it be geography, economy(ies), or how these contexts, in turn, shape/influence pedagogical approaches and practices in each of those business schools. Findings show that Education for Sustainable Development Goals (ESDGs) increasingly feature within courses across ‘sustainable’ management-centric pedagogies such as ‘sustainable marketing’ and ‘sustainable supply chain management’. However, these normative framings of sustainability pedagogies were found to potentially negate the inclusion of ‘deep green’ rooted concepts, ontologies and epistemologies in business and management education. In contrast to these normative approaches, we present and analyse opportunities for critically evaluating sustainability education that centres on biodiversity through ecopedagogy and eco-literacy.
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Bisson, Linda F., Mary Lou de Leon Siantz, and Laura Grindstaff. "Advice Not Taken." In Uprooting Bias in the Academy. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85668-7_13.
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AbstractAdvice on how to build a more-inclusive academic community is emerging; however, this chapter suggests that such advice warrants “a grain of salt” depending on two circumstances: (1) the organizational culture needing to be “fixed,” and (2) the existence of extra-organizational factors that may shape how transformation can proceed. First, the existing organizational culture affects the processes needed to achieve a more-inclusive community, and defines what “more inclusive” will look like. Programs shown to be effective at one institution might not be effective at another. External factors may also affect local culture. For example, a long-standing ban on affirmative action programs and quota systems at the University of California meant that, even though other institutions found them to be effective, replicating those programs was not an option. The second concern derives from the nature of change needed. Barriers to inclusion are deeply rooted in historical traditions, ideologies, and social practices outside of any single organization, and often these barriers are applied unconsciously. This means genuine cultural transformation will occur only if the organizational community as a whole is committed to that change.
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Iavarone, Maria Luisa, and Fausta Sabatano. "Transfer of Non-Academic Skills in Academic Context: towards a Sustainable Employability." In Employability & Competences. Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.44.
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This essay is an element of dialogue between educational practices acquired in territorial education contexts and the University. In particular, starting from the 10-year long experience consolidated in three educational centres operating in border areas of the Province of Naples, a series of ‘key competences’ have been highlighted that are indispensable to the containment of social risk disadvantage in an inclusion (Bertolini 1977; Freire 2004; Rossi 2014; Sabatano 2015a, 2015b) and well-being project (Iavarone 2007, 2009) from an educational point of view. Such competencies have become subject of a ‘participatory didactic planning’ between expert educators working in these contexts and a university course on ‘Pedagogy of relationships’ within the Department of Motor Science and Well-Being at the University of Naples Parthenope. The participatory planning practice has set the most ambitious goal of achieving a ‘system methodology’ to be used in the curriculum-design of the university courses in order to make the academic education offer a proper link element between the educational demand of young people, the demand for professional skills in the territory and the emerging social needs in order to improve employability processes. The main results that this experience has highlighted can be deducted from the student’s satisfaction survey, as well as from the data collected and processed by the University Assessment Team, in the Department’s Joint Commission Reports, which show a clear and overall improvement of the communication processes between non-academic institutions collaborating with the University for the conduct of internships, training sessions and placement-targeted activities. The empirical evidence and the positive results obtained provide substantial comfort in considering that the experience gained can be a ‘good practice’ to be included in the didactic planning process of the courses, even in relation to the need to improve the educational and didactic offer with reference to the new quality assurance parameters (QA) for the periodic accreditation of the CdS according to the AVA-ANVUR legislation in force
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Dutt, Priyanka, Anastasya Fateyeva, Michelle Gabereau, and Marc Higgins. "Redrawing Relationalities at the Anthropocene(s): Disrupting and Dismantling the Colonial Logics of Shared Identity Through Thinking with Kim Tallbear." In Palgrave Studies in Education and the Environment. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79622-8_7.
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AbstractWhat does it mean to respond to the Anthropocenes, plural, when doing science education? Specifically, can we critically engage with the Anthropocene, singular, without responding to the multiplicity in which Indigenous land and its many facets within the global community were at risk of destruction from Man? In this work, we contemplate the urgency of the inclusion of Indigenous philosophies and ways-of-knowing within the arching body politic, giving space to these practices that have been otherwise silenced within and beyond Western colonial frames. We argue that if the ways of thinking and practicing science and science education continue to stem from settler colonialism, capitalism, and toxicity, having previously and continually been responsible for the erasure of Indigeneity, the response within the Anthropocene will be multitudinously harmful. Here, we turn to Dakota scholar, Kim Tallbear, (Native American DNA: Tribal belonging and the false promise of genetic belonging, University of Minnesota Press, 2013) and her work in the intersections of identity, science, settler relations, and Indigeneity with the use of provocative imagery to the innate feeling of and within the Anthropocene(s).
Conference papers on the topic "University inclusion practices"
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Daniela-Iulia, STROESCU. "Special requirements education and inclusive education, a major concern of romania. New educational and social policies and practices." In "Cercetarea pedagogică: exigențe contemporane și perspective de dezvoltare". Materialele conferinţei ştiinţifice internaționale. Ion Creangă Pedagogical State University, 2023. https://doi.org/10.46727/c.03-04-11-2023.p463-469.
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The article presents important aspects regarding new policies and educational practices for special needs education and inclusive education, which are major concerns in Romania for mainstream inclusion in schools. It also discusses the perception of parents regarding the current and future state of inclusion for children with disabilities/special educational needs (CES). The content of the article includes significant changes made to legislation in 2023 regarding social and educational inclusion of children/youth with disabilities/CES. It also presents the results of a public opinion survey conducted at the beginning of the new pre-university school year, aiming to assess the general perception of parents/guardians regarding inclusive schooling and to raise awareness about segregation and the necessity of inclusion. The surveyed individuals were informed about recent changes in pre-university education legislation, focusing on the benefits of inclusion and the future prospects of integrated education. The survey successfully achieved. Our hypothesis, which assumed a high number of respondents, was confirmed, and the surveyed individuals showed complete openness towards the topic.
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Nīmante, Dita, and Liene Ekša. "Inclusion of a Child With a Hearing Impairment in a Mainstream School, Single Case Study." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.05.
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Inclusive education means that all pupils, regardless of their ability, gender and race, can study with their peers in the school closest to their place of residence. When enrolling students with special needs in a school, the quality of the student’s academic and social inclusion is equally important. The study aims to analyze the single case of inclusion of a boy with a hearing impairment in a mainstream school X to answer the research questions: how do teachers deal with a pupil with hearing impairment and his needs in the classroom, what are the peculiarities of a hearing-impaired child’s learning, what support (academic and social) is provided to the boy to promote his inclusion in school and the classroom? In the qualitative study, semi structured interviews were conducted with the boy with a hearing impairment and 5 teachers of school X and the boy’s father, they were analyzed using content analysis. Three main categories emerged from the data: (1) support provided by teachers/school; (2) social participation in the classroom, school, friendships, (3) barriers for inclusion. There were two time periods in the first category suggested: (a) before the boy was identified as a child with special needs and (b) after the statement on special needs were received. There were several sub-categories that emerged from the transcripts: support measures provided to a child with a hearing impairment in the classroom, organizational response of the school to a child with a hearing impairment, the visible and invisible aspects in social participation of a child with hearing impairment in a mainstream school. The study highlighted that the academic and social inclusion experience of a child with a hearing impairment in a mainstream school may differ before and after receiving the statement from the Pedagogical Medical Commission on the child’s special needs. The study discusses whether the statement of a pupil’s special needs may become a new barrier to inclusive education that encourages schools to develop new exclusionary practices.
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Gregoriou, Marianna, Eliada Pampoulou, and George Milis. "Promoting Social Equality in Inclusive Education: Mapping the Experience of Parents of Children who Rely on Augmentative and Alternative Communication." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.34.
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Inclusive education aims for equal opportunities to be provided to all children regardless of their socioeconomic background, genre, or disability. There are various technological tools that can support the inclusive education of students with complex communication needs. Despite the fact that the parents’ roles in supporting pupils with disabilities is vital, to date, there has been a lack of research investigating the roles of Cypriot parents of these children. The research aim was to explore the experiences of parents on the island who support students with complex communication needs, regarding how they perceive their roles as parents. In-depth interviews were conducted with six parents of children aged five to twelve years. Data were analysed based on thematic analysis. The findings show that parents of children with complex communication needs in Cyprus have a number of roles when it comes to supporting their children in communicating with others. They attend training sessions to acquire the necessary skills to communicate effectively with their children. They also act as communicating partners with friends, relatives and others. In addition, they act as advocates of their children both in the school, as well as in the wider community. It is vital that a number of online platforms are made openly available in order to increase knowledge and skills on issues related to AAC and inclusion. Of note is the MYHUB Inclusion Hub Platform (www.inclusion-hub.eu) which offers a one-stop-shop for inclusion practices, tools, resources and methods addressed to the pedagogical staff in formal and non-formal educational settings.
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Vilūns, Raivis. "Homeschooling. Attitude of Latvian Journalists Towards Inclusion of Mobile Technology in Their Daily Work." In International scientific conference of the University of Latvia. University of Latvia Press, 2025. https://doi.org/10.22364/ms24.10.
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In the contemporary era, mobile technologies have become an essential aspect of daily existence. These technologies, encompassing digital and mobile platforms, permeate the everyday lives of a significant portion of the citizenry. Statistics indicate that in 2023, approximately 93.1% of households had access to the Internet. It is important to note that these technologies serve not only as tools for entertainment and communication, but also possess the potential to be utilized for professional endeavours. It is widely believed that the use of mobile technologies constitutes an integral part of the practices deemed essential for a journalist. For instance, journalists may employ mobile phones to record interviews, report from the scene of events, capture video footage, and take photographs. Additionally, smartphones provide access to the Internet, enabling journalists to acquire knowledge, generate ideas, and create live text broadcasts. However, a pertinent question arises: to what extent have media editorials embraced these technologies? Furthermore, is there a systematized approach to the introduction and utilization of modern technologies within the media landscape? This report presents an analysis of preliminary data obtained from a survey conducted among Latvian journalists and media students at the end of 2023. The survey was conducted as part of the project titled “Mobile Journalism: Practice and Education in Central and Eastern Europe”. Researchers from the University of Latvia's Social Science Faculty collaborated with other universities in the region to investigate the use of mobile technologies and the challenges encountered by journalists in Europe in their work and daily lives. The survey data were compared to the findings on an in depth interview with eight journalists and editors from national and regional Latvian media outlets. They reveal a generally positive attitude to learning and using technologies in their work. The largest challenges are the ability to learn to use them and time needed to acquire new skills.
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Iesalniece, Rasa, and Agnese Gromova-Ķūrena. "Methodological Materials for Inclusive Education – Research Opportunities." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.17.
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There is a variety of methodological materials available nowadays; however, it might be difficult to evaluate whether the materials are applicable in inclusive education settings as there is a lack of specific criteria for evaluating methodological materials. From this topicality further research idea has arisen. The aim of the further research is to find out what useful and practically applicable methodological materials in inclusive education are. As there have not been developed theories on evaluating the methodological materials yet, the research would be based on the methodology of the grounded theory. The research base is 50 different methodological materials that are available in Latvia, collected within the Erasmus+ Project “MyHub – a one-stop-shop on inclusion practices, tools, resources and methods for the pedagogical staff at formal and non-formal educational institutions”. In the result the product of the research would be the guidelines for inclusive education practitioners to enable the search for and selection of ready-made methodological materials and to encourage the development of new materials.
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Bystrova, Tatyana, Viola Larionova, and Vasiliy Tretyakov. "INCLUSION OF OPEN EDUCATION IN THE UNIVERSITY EDUCATIONAL PROCESS: PROBLEMS, PRACTICES, CHALLENGES FACED BY THE PARTIES." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.2244.
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Lozano, Oscar R., and Eirini Tzovla. "Inclusive Education of Children with Rare Diseases. The Credible Project." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.67.
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Inclusive education is one of the pillars on which educational policies are based, both in the European Union and in global organizations such as UNESCO. As a result of these guidelines set by these institutions, much progress has been made in general, especially in certain types of disability, gender issues or migration issues, but many sectors of the population still feel “excluded” from the educational system, such as the case of children with rare diseases. Based on these premises, ten organizations from five different countries join forces under the umbrella of the Erasmus+ program in its key action K201, materializing these efforts in the CREDIBLE project (Children with rare diseases and their inclusion in basic learning environments). The objectives of the project coincide with those mentioned but, in addition, focusing on teacher training. Providing teachers with tools to carry out an effective educational inclusion of children with rare diseases is essential to achieve successful educational practices and raise awareness among the population. This project offers the creation of three intellectual outputs oriented to this purpose. The first of them is a platform for exchanging cases in which, teachers who have faced this challenge can share their experiences with other teachers who are beginning this path. The second is a self-training course for teachers (MOOC type) in which methodologies and tools are offered for this goal. The third is a pedagogical-health guide of the most prevalent rare diseases and grouped in such a way that the guide can be useful for other diseases with similar pathologies. The project, which began in 2019, and with the difficulties caused by the COVID 19 pandemic, will culminate in August 2022, with a final act in Glasgow in which the final results will be presented.
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Hamel, Josh, Teodora R. Shuman, Katherine Kuder, Yen-Lin Han, and Kathleen E. Cook. "One Program’s Response to a Pilot Accreditation Criteria Concerning Diversity, Equity, and Inclusion." In ASME 2024 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2024. https://doi.org/10.1115/imece2024-145820.
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Abstract During the 2023–2024 accreditation cycle, the Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology asked programs to voluntarily submit optional supplemental pilot reports to show how the program complies with the proposed additional language for ABET’s Criterion 5 (Curriculum) and Criterion 6 (Faculty). The Bachelor of Science in Mechanical Engineering program at Seattle University agreed to participate in the optional ABET program pilot report based on the department’s ongoing work related to diversity, equity, and inclusion accomplished under a National Science Foundation Revolutionizing Engineering and Computer Science Departments grant. This grant was awarded in 2017 to support the development of a culture that fosters students’ engineering identities within the Mechanical Engineering Department at Seattle University. Over the course of the recently concluded grant project, an “engineering with engineers” culture was built by strengthening the connection to local industry partners and through intentional changes in the shared vision of the department, faculty work practices, program curriculum, and student support activities. Fostering an inclusive and welcoming environment for a diverse group of future engineers, particularly women and underrepresented minorities, was at the heart of the department’s RED project. Due to the department’s specific focus on these critical DEI issues over the last several years, the decision was made to participate in the optional DEI pilot criteria as a part of the ABET Self Study Report submitted in the spring of 2023 as well as part of the dissemination plan associated with the grant project. This paper briefly documents the mechanisms through which DEI became integral to the vision, practices, and policies of the department through the RED project, with a specific focus on how the program approached the pilot DEI criteria as proposed by the ABET.
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Vrasmas, Ecaterina, and Traian Vrasmas. "INTERNET RESOURCES FOR SPECIAL EDUCATIONAL NEEDS AND INCLUSION." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-062.
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Title: Internet resources for special educational needs and inclusion Vrasmas, Traian, Ovidius University Constanta, Faculty of Psychology and Educational Sciences, Bd. Mamaia Street No.124 Email: traianvrasmas@yahoo.com Vrasmas, Ecaterina, Bucharest University, Faculty of Psychology and Educational Sciences, Sos. Panduri nr.90, Email: ecaterinavr@yahoo.com ABSTRACT Introduction The importance of educational and social inclusion for all children and adolescents is clear in the modern world and particularly in Europe, with an emphasis on marginalized and vulnerable groups. Children with special educational needs (SEN) are one important group in this social and educational area. Main objectives: 1. Explore the internet resources in connection with the SEN and inclusion (criteria based), in order to identify the amplitude and the main meanings of the two concepts 2. Built lists of publications available on internet from major resources and making short reviews for some of these Methodology and process Based on the two key words (special educational needs and inclusion) hundreds of websites and blogs were explored, during the first phase. In the second phase some of them were selected – on a short list - according to the consistence to the key words: special educational needs and inclusion. This short list – including resources in English, French and Romanian language - was explored more in depths, following the indicators of: a) Terminology and meanings – for the two main terms b) Coverage (components) for special educational needs c) Linkage between the two terms In the third phase internet resources from UNESCO and European Agency for Development in Special Needs Education (EADSNE) was reviewed, in order to build - for each one - a short list of publica-tions and studies. Findings The main results are presented in synthesis. Objective 1 There is huge amount of web sites and blogs connected with SEN and inclusion. Of course this is more obvious from the internet sources in English. Due to the dynamics and complexity of internet communi-cation (direct and linked sources) is very difficult to make a quantitative estimation, but there are certainly thousands of links in the international arena. From a qualitative approach some major findings were: a) In the English sources from Europe SEN and SNE (Special Needs Education) are by far the most frequently used words. In the USA and Canada SEN is used interchangeably with ‘special needs’ and/or ‘spe-cial education’. In Europe SEN and SNE have a wide usage, particularly in the UK, Spain, Portugal but also at the level of the EADSNE (2 countries from EU as members). In the French sources there is less usage of SEN and SNE terms, but the term “besoignes educatif particuliere’ (particular educational needs) has emerged recently (EADSNE, 2009). In the Romanian sources there is a mixture of using SEN (a little bit of SNE) and also traditional terms as handicap, impairment, learning and language disorders etc. b) There is some variety in Europe, when scrutinizing the coverage (components) for SEN, but the tendency is to take the OECD definition from 2000 (IE: Hungary). Some countries have made recent changes in legislation in connection with SEN meaning and coverage (Scotland and Spain). There are similarities between the content of SEN in Europe and that of ‘special needs; or special education beneficiaries’ in USA. An interesting term in USA is “exceptional children’ (The Council of Exceptional Children), which refers both to children with disabilities and to gifted children. In Romania a pilot project was undertaken by RENINCO in 2007 – in cooperation with the Education Ministry - using the OECD definition of SEN. This definition is also present in a draft strategy for special needs education in the context of inclusion, posted on the Ministry website since April 2010. c) In all languages and geographical entities explored there is a clear and strong connection between SEN (or SNE) and inclusion. UNESCO and the European Agency for Development in Special Needs Education are two important leading organisations in this field, also emphasising a strong connection between SEN and inclusion. Objective 2 After reviewing various resources two of them where selected for a thorough inventory of relevant publications and other resources. UNESCO (www.unesco.org.) is offering, in particular, a lot of information on inclusive education, like for instance the following publications and eReports: - Open file on inclusive education, 2001 - Case studies on inclusive education, 2001 (comprising Romania too) - Guidelines for inclusion. Ensuring education for all, 2005 - Positive discipline in the inclusive, learning-friendly classroom: a guide for teachers and teacher educators, 2006 - Policy guidelines on inclusion in education, 2009 EADSNE (www.european-agency.org) offers resources both on SEN and inclusion, like for exam-ple: - Development of a set of indicators – for inclusive education in Europe, 2009 - Inclusive Education and Classroom Practices, 2003 - Multicultural diversity and special needs education. Summary Report, 2009 - Special Needs Country Data, 2008 - Thematic Key words for Inclusive and Special Needs Education, 2009 The paper presents a short summary for each of these publications. Conclusions The internet resources for SEN and inclusion are very rich and diverse. The idea of Inclusive Education for pupils with Special Educational Needs is widely spread and emphasised on the internet. In spite of the diversity, there are some important common features and clear tendencies in terminology and in the definition of the two terms. The UNESCO work posted on internet – particularly on inclusion – and EADSNE – both on SEN (SNE) and inclusion – are very important and could be wider accessed and better valued in this context.
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Lay, Nelson, Luis Felipe Vergara Maldonado, Andres Rubio, and Paula Riquelme. "Innovation and Trends in Human Resources: Analysis of Improvement Strategies in Graduation Projects from a Master's in HR and Human Talent Management." In 2024 AHFE International Conference on Human Factors in Design, Engineering, and Computing (AHFE 2024 Hawaii Edition). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1005760.
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This study analyzes the improvement strategies in the area of Human Resources (HR) proposed in 67 graduation projects (Master's Final Project) over the last 3 years from two master's programs of the Faculty of Economics and Business at Andrés Bello University: Master in Human Resources Management and Management Skills and Master in People Management and Talent Management. Using quantitative and qualitative techniques, the study examines trends and the degree of innovation in the projects presented by students. The focus is on the relevance of these strategies in addressing current challenges in the field, including talent retention, diversity and inclusion, and digital transformation. The results point to significant progress in applying modern theories and cutting-edge talent management practices. This analysis provides a valuable perspective on the evolution of HR practices and serves as a resource for academics in improving educational practices and for professionals interested in the ongoing development of the sector.
Reports on the topic "University inclusion practices"
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Chand, Obindra Bahadur, Katie Moore, and Stephen Thompson. Key Considerations: Disability-Inclusive Humanitarian Action and Emergency Response in South and Southeast Asia and Beyond. Institute of Development Studies, 2023. http://dx.doi.org/10.19088/sshap.2023.019.
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In many settings, people with disabilities face multiple and complex layers of environmental, societal and structural barriers. These barriers can lead to them being disproportionately harmed, neglected and excluded during humanitarian and other emergency responses.1–3 This is especially evident in low- and middle-income countries (LMICs), including Nepal and other South and Southeast Asian nations.4 Limited awareness of the needs of people with disabilities, entrenched social stigma, and inaccessible infrastructure can exacerbate the challenges they face in emergency situations. In addition, there has been little preparation and planning to make disaster and emergency planning disability inclusive.3,5,6 This brief explores disability in the context of humanitarian and public health emergencies in South and Southeast Asia. Its focus is on Nepal, but the principles are universally relevant and can be adapted for any context. It is intended for stakeholders in government, civil society and the humanitarian sector. It aims to support stakeholders to better understand how structural inequities, alongside social and cultural norms and practices, exacerbate the marginalisation and exclusion of people with disabilities in emergencies. This brief presents examples of good practice for disability-responsive humanitarian and emergency planning and intervention. It also provides key considerations for actors aiming to support greater inclusion of people with disabilities in response. This brief draws on evidence from academic and grey literature, and from open-source datasets. It was authored by Obindra Chand (HERD International, University of Essex), Katie Moore (Anthrologica) and Stephen Thompson (Institute of Development Studies (IDS)), supported by Tabitha Hrynick (IDS). This brief is the responsibility of SSHAP.
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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.
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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
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Green, Rachel, and Jimmy Turner. Alternative Futures: Who Decides? A story of lived experiences told through art. University of Edinburgh, 2024. http://dx.doi.org/10.2218/ed.9781836450818.
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This mini-book tells the story of the ‘The Ripple – Past, Present, Future’ Project, conducted as a research partnership between the Ripple Project, a community organisation in the Restalrig, Lochend and Craigentinny areas in Northeast Edinburgh, and the Binks Hub (University of Edinburgh) in 2023-24. The project used community art-making, creative and curational methods and practices to co-research local people’s experiences and understandings of their community, and express their hopes, dreams and demands for the future. In this mini-book we focus on the four artworks produced through the project and the series of exhibitions we curated to display them. We discuss how these exhibitions were curated to carry the wisdom of the community to wider audiences, and how this wisdom gives rise to a series of participatory democracy demands made of policymakers. The policy-focused aims of the project are summarised here, but are expanded upon in greater detail in our companion publication Alternative Futures: Who Decides? – The respectful inclusion of community voices in decision-making.
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Terrón-Caro, María Teresa, Rocio Cárdenas-Rodríguez, Fabiola Ortega-de-Mora, et al. Policy Recommendations ebook. Migrations, Gender and Inclusion from an International Perspective. Voices of Immigrant Women, 2022. http://dx.doi.org/10.46661/rio.20220727_1.
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This publication is the third product of the Erasmus + Project entitled Voices of Immigrant Women (Project Number: 2020-1-ES01-KA203-082364). This product is based on a set of policy recommendations that provides practical guidance on intervention proposals to those with political responsibilities in governance on migration management and policies for integration and social inclusion, as well as to policy makers in the governance of training in Higher Education (University) at all levels. This is intended to promote the development of practical strategies that allow overcoming the obstacles encountered by migrant women during the integration process, favoring the construction of institutions, administrations and, ultimately, more inclusive societies. The content presented in this book proposes recommendations and intervention proposals oriented to practice to: - Improve Higher Education study plans by promoting the training of students as future active protagonists who are aware of social interventions. This will promote equity, diversity and the integration of migrant women. - Strengthen cooperation and creation of networks between academic organizations, the third sector and public administrations that are responsible for promoting the integration and inclusion of migrant women. - Promote dialogue and the exchange of knowledge to, firstly, raise awareness of human mobility and gender in Europe and, secondly, promote the participation and social, labor and civic integration of the migrant population. All this is developed through 4 areas in which this book is articulated. The first area entitled "Migrant women needs and successful integration interventions"; the second area entitled "Promoting University students awareness and civic and social responsibility towards migrant women integration"; the third area entitled "Cooperation between Higher Education institutions and third sector"; the fourth and last area, entitled "Inclusive Higher Education".
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Oliveira, Hugo, and Jorge Bonito. Practical work in science education: A systematic literature review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2023. http://dx.doi.org/10.37766/inplasy2023.1.0023.
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Review question / Objective: Main question: What is the current state of the art, on practical work, in science teaching at the pre-university level? Subquestions: a) What aspects are integrated into the concept of practical work? b) What are the advantages attributed to the development of practical work in science teaching? c) What types/strategies of assessment are carried out in the development of practical work? d) What are the disadvantages attributed to the development of practical work in science teaching? Eligibility criteria: Inclusion criteria: Complete and Open Access documents; Peer-reviewed studies; Studies developed on the teaching of science in pre-university teaching establishments; Publications written in English. Exclusion criteria: Systematic literature reviews; Graduation dissertations; Master's dissertations; Publications prior to 2011.
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Nampoothiri, Niranjan, and Patta Scott-Villiers. Global Practices of Building Civic Culture. Institute of Development Studies, 2024. https://doi.org/10.19088/ids.2024.048.
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Strong civic culture makes for inclusive, participatory, and adaptive democracies. Citizen University is a non-profit that engages with civic catalysts to build civic culture across the United States. It supports civic catalysts to work on five tried-and-tested strategies: deepening civic commitment, building civic skills and infrastructure, providing encouragement, reckoning and repairing, and strengthening community. This report explores the relevance of each of these strategies in a global context. The learning we present is based on appreciative inquiry with seven inspiring civic catalysts from seven countries – Brazil, Haiti, India, Kenya, Papua New Guinea, Poland, and the United Kingdom – whom we, at IDS, have collaborated with and admired, often over many years. Their contexts share resonant societal and political similarities with the United States: their peoples are diverse; their economies are changing rapidly; and polarisation between different groups in society threatens to undermine the growth of their democracies.
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Owen, Patrick J., Shane A. Kavanagh, and Anthony D. LaMontagne. What can be done to Improve the Mental Health of University Students? Identifying Determinants of Psychological Distress at an Australian University. Journal of the Australian and New Zealand Student Services Association, 2025. https://doi.org/10.30688/janzssa.2025-1-03.
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Background: Mental health problems are common among university students. This study examined associations between determinants of mental health and psychological distress among university students with the aim of identifying priorities for policy and practice action. Methods: This cross-sectional study included 3,581 university students (response rate: 7.1%) who completed an anonymous online survey. Individual determinants included socio-demographics and financial, housing, and employment status. Community (university) determinants were social inclusion, social acceptance, and overall satisfaction. Psychological distress, measured using the six-item Kessler Psychological Distress Scale, was modelled (as outcome) using multiple linear regression. Results: Mutually-adjusted individual-level determinants were age (β [95% CI]: -0.50 [-0.60, -0.41]), LGBTQI+ identity (0.96 [0.52, 1.40]), having a current health condition (3.23 [2.85, 3.60]), being a current carer (0.68 [0.04, 1.32]), country of birth other than Australia (1.19 [0.84, 1.54]), financial stress (2.43 [1.99, 2.86]), being satisfied with housing (-0.84 [-1.18, -0.51]), and having full-time employment (-0.49 [-0.99, 0.00]). Community determinants were social inclusion (-0.97 [-1.34, -0.59]), social acceptance (-0.82 [-1.32, -0.33]), and overall satisfaction (-1.74 [-2.21, -1.28]) at university. Conclusion: Results suggest that interventions at this university could beneficially target financial stress, housing satisfaction, employment status and social inclusion, social acceptance, and overall satisfaction at university. For maximum benefit, programs could prioritise or be tailored to younger students, current carers, those born outside of Australia, and those who identify as LGBTQI+ or have a current health condition.
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Morini, Luca, and Arinola Adefila. Decolonising Education – Fostering Conversations - Interim Project Report. Coventry University, 2021. http://dx.doi.org/10.18552/glea/2021/0001.
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‘Decolonising Education – Fostering Conversations’ is a project funded by RECAP involving Coventry University (CU) and Deakin University. While originated as a comparative study focussing on exploring respective decolonisation practices and discourses from staff and student perspectives, the pandemic forced a shift where Coventry focused data collection and developments were complemented, informed and supported by literatures, histories, institutional perspectives, and methodologies emerging from Indigenous Australians’ struggle against colonialism. Our aims are (1) map what is happening in our institution in terms of decolonisation, and (2) to explore accessible and inclusive ways of broadening the conversation about this important topic.
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Dougherty, Sam. Increasing the reach of the Skills Centre. Sheffield Hallam University, 2024. http://dx.doi.org/10.7190/steer/skills_centre.
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The Library Skills Centre provides centralised academic support to students across all levels and courses within the university. In the 2021/22 academic year, the Skills Centre saw 3837 unique students. While the service is inclusive, groups of students are underrepresented in attendance figures, who have also been highlighted in the university’s Access and Participation Plan. In order to address this, a small scale research project was undertaken by the Library's Skills Centre to ascertain potential barriers to learning and make suggestions about possible meaningful interventions to overcome these. Research was undertaken by Skills Centre staff alongside student researchers and findings were used to inform the co-creation of a new induction workshop with the input of Skills Partners. This report summarises the main findings from the project, insights about working and co-creating resources with students and recommendations to inform future practice.
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Vescio, Talia, Courtney Walshe, and Rachel Blance-Palmer. A Wellbeing Specialist Case Management Service Providing Support to Students in a University Setting. Journal of the Australian and New Zealand Student Services Association, 2023. http://dx.doi.org/10.30688/janzssa.2023-1-04.
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Development of the Student Wellbeing Connect (SWBC) service was a response to increased student support needs in the initial stages of the COVID-19 pandemic in 2020. Due to the government-imposed restrictions during the COVID-19 pandemic, students often faced complex psychosocial and wellbeing issues (Dodd et al., 2021). Two years on from its inception, the case management service has become a core component of La Trobe University’s Student Health, Wellbeing and Inclusion services responding to the complex and compounding factors that can impact the wellbeing and success of university students. Varying psychosocial needs can underly a student’s presentation to a counselling service; thus, the case management service complements the counsellor’s role by providing practical-based interventions. The focus of the service on practical issues has provided an alternative support model for students who do not identify as primarily requiring mental health or counselling support. This has opened service provision to a broader cohort of students. Using a multi-disciplinary, strength-based, and person-centred case management approach, students work collaboratively with Wellbeing Coordinators to identify internal and external supports to address their needs through psychosocial assessments and implementation of goal-focused planning. SWBC acts as a safety net within the university setting if/when psychosocial difficulties are impacting the student’s experience, academic performance, and wellbeing. This paper will outline the operational and service provision framework for providing case management to tertiary students.