Gotowe bibliografie tematyczne / University inclusion practices

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Gotowa bibliografia na temat „University inclusion practices”

Autor: Grafiati

Data publikacji: 2 czerwca 2025

Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "University inclusion practices"

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 pro

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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

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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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Yan, Se, Cheuk Yin Wai, Jia Zhang, et al. "Designing for Inclusion: A Comparative Analysis of Inclusive Campus Planning Across Australian Universities." Architecture 5, no. 3 (2025): 43. https://doi.org/10.3390/architecture5030043.

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Inclusive campus design is increasingly being recognised as a key component of sustainable and equitable higher education environments. However, limited research has been carried out on this topic, particularly examining university campuses in Australia. Hence, this paper examines how principles of inclusion are embedded in the spatial planning and architectural design of Australian university campuses. Focusing on a comparative analysis of six Melbourne-based institutions, Victoria University, the University of Melbourne, Deakin University, RMIT University, La Trobe University, and Monash Uni

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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 d

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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 missi

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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 Asse

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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

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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. O

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Rozprawy doktorskie na temat "University inclusion practices"

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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Made available in DSpace on 2016-06-02T19:44:13Z (GMT). No. of bitstreams: 1 4851.pdf: 7512735 bytes, checksum: b39ae6071a0f06a94585f7148de170cf (MD5) 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 opportunit

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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

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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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Submitted by Nadir Basilio (nadirsb@uninove.br) on 2018-02-02T13:17:28Z No. of bitstreams: 2 Sandra Rosa Gomes dos Santos.pdf: 2171892 bytes, checksum: 2905698530c093c7607eeac0cb11caae (MD5) Sandra Rosa Gomes dos Santos VOL II.pdf: 752330 bytes, checksum: fe8ca974c4c0661452be97386cb2fcf6 (MD5)<br>Made available in DSpace on 2018-02-02T13:17:29Z (GMT). No. of bitstreams: 2 Sandra Rosa Gomes dos Santos.pdf: 2171892 bytes, checksum: 2905698530c093c7607eeac0cb11caae (MD5) Sandra Rosa Gomes dos Santos VOL II.pdf: 752330 bytes, checksum: fe8ca974c4c0661452be97386cb2fcf6 (MD5) Previous issue date:

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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

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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

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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 i

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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

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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.

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Książki na temat "University inclusion practices"

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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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 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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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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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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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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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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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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Części książek na temat "University inclusion practices"

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 inc

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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 admi

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Sychikova, Yana, Iryna Glazkova, Svitlana Khatuntseva, Maryna Nesterenko, and Olha Hurenko. "Breaking down barriers: inclusiveness and accessibility for sustainable development." In REDEFINING HIGHER EDUCATION: INNOVATION, INCLUSION, AND SUSTAINABLE DEVELOPMENT DURING WARTIME. TECHNOLOGY CENTER PC, 2024. https://doi.org/10.15587/10.15587/978-617-8360-07-8.ch2.

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This chapter of the monograph is devoted to discussing the current topic of inclusiveness and accessibility in modern higher education, emphasizing their key importance for the implementation of the Sustainable Development Goals. Through the prism of the experience of the academic community of Berdyansk State Pedagogical University, the educational and social barriers, caused by the war in Ukraine, which limit the full participation of students and teachers in the educational process, are considered. Tested adaptation strategies of the university, which helped to level the influence of the spe

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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 framew

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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 char

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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 fac

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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 subje

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Streszczenia konferencji na temat "University inclusion practices"

Laky, Montgomery D., Gintaras V. Reklaitis, Zoltan K. Nagy, and Joseph F. Pekny. "Smart Manufacturing Course: Proposed and Executed Curriculum Integrating Modern Digital Tools into Chemical Engineering Education." In The 35th European Symposium on Computer Aided Process Engineering. PSE Press, 2025. https://doi.org/10.69997/sct.199586.

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The paradigm shift into an era of Industry 4.0, also referred to as the fourth Industrial Revolution, has emphasized the need for intelligent networking between process equipment and industrial processes themselves. This has brought on an age of research and framework development for smart manufacturing in the name of Industry 4.0 [1]. While the physical and digital advancements towards smart manufacturing integration are substantial the inclusion of engineers themselves amongst this shift is often less considered [2]. There are educational efforts in Europe to create and implement smart manuf

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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 co

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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

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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, rega

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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

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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 gr

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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

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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 und

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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

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Raporty organizacyjne na temat "University inclusion practices"

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,

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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 D

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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 pro

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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 en

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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; Pee

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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

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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 satisfac

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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 ou

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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

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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

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