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Books on the topic 'University inclusion practices'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

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. Fo

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2

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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3

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 t

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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 succ

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5

Zerai, Assata. Black Feminist Interventions to Decolonize the Westernized University. Lexington Books, 2025. https://doi.org/10.5040/9781978749030.

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Decoloniality is a perspective that challenges the colonial foundation and neoliberal operations of the westernized university today. In Black Feminist Interventions to Decolonize the Westernized University: Epistemology, Research Methodology, and Pedagogy Assata Zerai highlights feminist decoloniality as a tool to promote institutional transformation, indirectly through changes in research and teaching in the social sciences, directly by centering social justice within higher education. Reflecting on three decades of scholarship, Zerai adapts principles of decolonial theory to scholarship, pe

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6

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 Poi

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7

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 institu

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8

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 ou

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9

Shane, Kryss. Creating an LGBT+ Inclusive University: A Practical Resource Guide for Faculty and Administrators. Taylor & Francis Group, 2022.

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10

Shane, Kryss. Creating an LGBT+ Inclusive University: A Practical Resource Guide for Faculty and Administrators. Taylor & Francis Group, 2022.

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11

Shane, Kryss. Creating an LGBT+ Inclusive University: A Practical Resource Guide for Faculty and Administrators. Taylor & Francis Group, 2022.

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12

Beyer, Gerald J. Just Universities. Fordham University Press, 2021. http://dx.doi.org/10.5422/fordham/9780823289967.001.0001.

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Gerald J. Beyer’s Just Universities discusses ways that U.S. Catholic institutions of higher education have embodied or failed to embody Catholic social teaching in their campus policies and practices. Beyer argues that the corporatization of the university has infected U.S. higher education with hyper-individualistic models and practices, which hinder the ability of Catholic institutions to create an environment imbued with bedrock values and principles of CST such as respect for human rights, solidarity, and justice. Beyer problematizes corporatized higher education and shows how it has adve

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13

Allen, Peg M., Linda J. Ahrendt, Kiley A. Hump, and Ross C. Brownson. Cancer Prevention Through Scaling-Up the Process of Evidence-Based Decision-Making in a State Health Department. Edited by David A. Chambers, Wynne E. Norton, and Cynthia A. Vinson. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190647421.003.0010.

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This case study provides an example of a collaboration between a university and a public health agency to build organizational capacity to spread data-driven decision-making, implementation, and evaluation of evidence-based cancer prevention strategies. The Office of Chronic Disease Prevention and Health Promotion at the South Dakota Department of Health provided the key management practices for scale-up of evidence-based decision-making (EBDM): leadership support, training, a supportive organizational climate and culture, inclusion of partners, and outcomes-based contracting with partnering o

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14

Madárová, Ingrid, Lívia Barnišinová, Barbara Mitríková, Zuzana Kolaříková, Veronika Pálová, and Lucia Tóthová. Teaching Across Cultures: Building Intercultural Competence in University Classrooms. ŠafárikPress Publishing Pavol Jozef Šafárik University in Košice, 2025. https://doi.org/10.33542/tac-0416-3.

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This handbook is primarily intended for university teachers who regularly come into contact with international students. It focuses on supporting effective intercultural communication in the academic environment. Through examples of specific situations from everyday academic life, it offers recommendations on how to prevent potential misunderstandings arising from intercultural differences. It also includes practical advice aimed at building open, culturally sensitive, and respectful communication that enhances mutual understanding and fosters an inclusive educational environment.

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15

Terrón-Caro, María Teresa, Rocío Cárdenas-Rodríguez, Kassia Aleksic, et al. "Migrations, Gender and Inclusion in the European Context: An Interdisciplinary Approach". E-Learning Package. Universidad Pablo de Olavide, 2022. http://dx.doi.org/10.46661/rio.20220728_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). The e-learning package is aimed at university students from different disciplines, research staff, Higher Education professors and professionals who work in the field to address the social inclusion of migrant women with a gender perspective from Human Rights, an intersectional approach and interdisciplinary. The general objective of this resource is to improve the training of the different social agents who work or will work in the near future in migrat

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16

Baars, Robert, and Marco Verschuur. Inclusive and climate smart business models in Ethiopian and Kenyan dairy value chains (CSDEK) : practice briefs : 2019-2020. Van Hall Larenstein, 2020. http://dx.doi.org/10.31715/2020.2.

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This booklet presents sixteen 'practice briefs' which are popular publications based on 12 Master and one Bachelor theses of Van Hall Larenstein University of Applied Sciences (VHL). All theses were commissioned through the research project entitled 'Inclusive and climate smart business models in Ethiopian and Kenyan dairy value chains (CSDEK)'. The objective of this research is to identify scalable, climate smart dairy business models in the context of the ongoing transformation from informal to formal dairy chains in Kenya and Ethiopia.

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17

Tan, Kevin, Chi-Fang Wu, and Terry Ostler, eds. Social Work and Simulations. Oxford University PressNew York, NY, 2024. http://dx.doi.org/10.1093/9780197770498.001.0001.

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Abstract Drawing on 5 years of work and research on simulated learning experiences with actors, this book describes their implementation in social work classes on social work practice, policy, and research in the School of Social Work at the University of Illinois Urbana–Champaign (UIUC). Doctoral (PhD) students took the lead in developing and implementing many simulations, worked with instructors to tie the simulations to learning objectives, and facilitated student discussion and reflection. Emphasis was given to understanding social work competencies in the context of issues of social injus

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18

Carten, Alma J. Find a Way or Make One. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197518465.001.0001.

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The book examines the history of a school of social work as it unfolded over a century of US history, when the “separate but equal” doctrine was accepted in both law and custom in the United States. The founding of the School was spearheaded by leading scholars and social activists in Atlanta, Georgia, as an independent institution of higher learning to prepare black social workers for practice in the black community. Using a historical qualitative research method, data for the book were obtained primarily from the Clark Atlanta University Robert W. Woodruff Research Center, which holds the co

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19

Walkre, Melanie, Monica McLean, Mikateko Mathebula, and Patience Mukwambo. Low-Income Students, Human Development and Higher Education in South Africa: Opportunities, obstacles and outcomes. African Minds, 2022. http://dx.doi.org/10.47622/9781928502395.

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This book explores learning outcomes for low-income rural and township youth at five South African universities. The book is framed as a contribution to southern and Africa-centred scholarship, adapting Amartya Sen’s capability approach and a framework of key concepts: capabilities, functionings, context, conversion factors, poverty and agency to investigate opportunities and obstacles to achieved student outcomes. This approach allows a reimagining of ‘inclusive learning outcomes’ to encompass the multi-dimensional value of a university education and a plurality of valued cognitive and non-co

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20

Wehmeyer, Michael, and James Patton, eds. The Praeger International Handbook of Special Education. Praeger, 2017. http://dx.doi.org/10.5040/9798216982258.

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This handbook provides a concise overview of special education services in countries across the world, using the Article on Education in the United Nations Convention on the Rights of Persons with Disabilities as the analytical frame. The Praeger International Handbook of Special Educationpresents a concise and clear overview of special education services in more than 70 countries across the world using the Article on Education in the United Nations Convention on the Rights of Persons with disabilities as the analytical frame. Each chapter offers information about the country in general, follo

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Wehmeyer, Michael, and James Patton, eds. Praeger International Handbook of Special Education. Praeger, 2017. http://dx.doi.org/10.5040/9798216982272.

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This handbook provides a concise overview of special education services in countries across the world, using the Article on Education in the United Nations Convention on the Rights of Persons with Disabilities as the analytical frame. The Praeger International Handbook of Special Educationpresents a concise and clear overview of special education services in more than 70 countries across the world using the Article on Education in the United Nations Convention on the Rights of Persons with disabilities as the analytical frame. Each chapter offers information about the country in general, follo

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22

Wehmeyer, Michael L., and James R. Patton, eds. Praeger International Handbook of Special Education. ABC-CLIO, LLC, 2017. http://dx.doi.org/10.5040/9798216982265.

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This handbook provides a concise overview of special education services in countries across the world, using the Article on Education in the United Nations Convention on the Rights of Persons with Disabilities as the analytical frame. The Praeger International Handbook of Special Educationpresents a concise and clear overview of special education services in more than 70 countries across the world using the Article on Education in the United Nations Convention on the Rights of Persons with disabilities as the analytical frame. Each chapter offers information about the country in general, follo

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23

Moore, Robin D., ed. College Music Curricula for a New Century. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190658397.001.0001.

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This volume considers what a more inclusive, dynamic, and socially engaged curriculum of musical study might look like in universities. Its goal is to create dialogue among faculty, administrators, and students about what the future of college music instruction should be and how to transition to new paradigms. Critiques and calls for reform have existed for decades, but few publications have offered concrete suggestions as to how things might be done differently. This book suggests new concepts or guiding principles that might be used to reconceive applied music education at the university lev

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24

Parkinson, Lisa. Conversations with Young People in Family Mediation. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781526529619.

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‘Lisa has been a pioneer for many years of innovative mediation practice involving young people This book provides convincing evidence of the power of young people’s voices and the necessity that they be heard.’ Neil Robinson, mediator, consultant and trainer, Mental Health Tribunal Judge, Visiting Professor, Staffordshire University ‘Lisa Parkinson’s expertise of more than four decades as a mediator and her enormous experience and deep insights into child-inclusive mediation make Conversations with Young People in Family Mediation an invaluable and essential read for those interested in this

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25

Tavares, Vander, and Thor-André Skrefsrud, eds. Critical and Creative Engagements with Diversity in Nordic Education. The Rowman & Littlefield Publishing Group, Inc., 2023. https://doi.org/10.5040/9781978744363.

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Teacher education in the Nordic European context continues to change rapidly in response to diversity. However, this context tends to receive less attention globally, despite being a part of the interconnected effort to prepare teachers and students for an increasingly complex and uncertain future. Against this backdrop, this open access book presents timely research that identifies and critically explores some of the challenges and opportunities which researchers, educators, and teacher educators may encounter while working in culturally and linguistically diverse contexts of education in Nor

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26

Basu, Soumita. UN, Gender, and Women. Oxford University Press, 2018. http://dx.doi.org/10.1093/acrefore/9780190846626.013.356.

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After the end of World War II, women’s rights advocates at the United Nations vigorously campaigned for equality between the sexes. At the UN Charter Conference held in San Francisco in 1945, women delegates fought for the recognition of sex-based discrimination as a violation of human rights in Article 1 of the Charter. At the UN, issues relating to women were primarily placed under the purview of the Commission on the Status of Women (CSW), established in June 1946 with the mandate to “prepare recommendations and report to the Economic and Social Council on promoting women’s rights in politi

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27

Strecker, Amy. Landscape Protection in International Law. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198826248.001.0001.

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This book explores the various avenues—institutional, substantive, and procedural—for the protection of landscape in international law. Since the inclusion of ‘cultural landscapes’ within the scope of the UNESCO World Heritage Convention in 1992, landscape has gained increasing importance at the international level. ‘Cultural landscapes’ were intended to give recognition to the intangible and associative values attached to certain landscapes, to sustainable agricultural practices, and to ‘people and communities’—essentially the human dimension of landscape. This shift came full circle with the

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28

Hupaniittu, Outi, and Ulla-Maija Peltonen, eds. Arkistot ja kulttuuriperintö. SKS Finnish Literature Society, 2021. http://dx.doi.org/10.21435/tl.268.

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Archives and the Cultural Heritage The edited volume Archives and the Cultural Heritage focuses on archives as institutions and to their tense relationship with archives as material. These dynamics are discussed in respect of the past, the present, and the future. The focus lies in the mechanisms the Finnish archive institutions have utilised when taking part in forming the cultural heritage and in debating the importance of the private archives in society. Within social sciences and history from the early 1990s onwards, the effects of globalisation have been seen as a new focal point for rese

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29

Macfarlane, Kirsten. Lay Learning and the Bible in the Seventeenth-Century Atlantic World. Oxford University PressOxford, 2024. http://dx.doi.org/10.1093/9780198933120.001.0001.

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Abstract Early modernity has long been seen as a crucial period in the history of biblical scholarship, witnessing rapid advances in studies of Hebrew, Greek, and the ancient Jewish and Christian past. Historians have devoted much attention to how these developments were received by the academic and clerical elite, and yet there is little research on their reception beyond such exclusive circles. Some have even argued that ordinary believers had no interest in the demanding world of elite scholarship. According to current narratives, the Protestant laity was preoccupied by practical piety, scr

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30

Ufimtseva, Nataliya V., Iosif A. Sternin, and Elena Yu Myagkova. Russian psycholinguistics: results and prospects (1966–2021): a research monograph. Institute of Linguistics, Russian Academy of Sciences, 2021. http://dx.doi.org/10.30982/978-5-6045633-7-3.

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The monograph reflects the problems of Russian psycholinguistics from the moment of its inception in Russia to the present day and presents its main directions that are currently developing. In addition, theoretical developments and practical results obtained in the framework of different directions and research centers are described in a concise form. The task of the book is to reflect, as far as it is possible in one edition, firstly, the history of the formation of Russian psycholinguistics; secondly, its methodology and developed methods; thirdly, the results obtained in different research

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31

Trepulė, Elena, Airina Volungevičienė, Margarita Teresevičienė, et al. Guidelines for open and online learning assessment and recognition with reference to the National and European qualification framework: micro-credentials as a proposal for tuning and transparency. Vytauto Didžiojo universitetas, 2021. http://dx.doi.org/10.7220/9786094674792.

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These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university

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