Concept Of Inclusion Research Articles

Improving the Competence of Writing Scientific Papers for Family Planning Field Workers Through the Reverse Writing Method and Socio Emotional Franchising

The aim of this research is to find a writing training pattern that makes it easier for Indonesian Family Planning Field Workers and raises motivation to write, which can have an impact on the lack of results in the form of writing from Family Planning Field Workers. This research uses a mix method with research and development, namely the ADDIE method. Researchers developed online training using “writing with the reverse method” for Indonesian family planning field workers and became a solution for initiative during activities and post pandemic COVID-19 by establishing good collaboration with the population and family planning training center. The output of the innovation is in the form of three printed books, a Copyright certificate for the book Population Education and Family Planning, training tools in the form of the scientific writing training curriculum, training modules, teaching materials, broadcast materials and also learning designs as well as a Memorandum of Understanding between the training and publishing partners and private training providers. The conclusion of this research is that there is an increase in the writing skills of family planning instructors by 87% with the output in the form of participants’ written works. With the concept of mutual benefit and inclusion, it is hoped that this networking activity in improving family planning field workers writing competency will be a means for Indonesian family planning and population Board employees to grow together. It is recommended that this activity be sustainable and have more leverage in the future.

Competing identities in diverse classrooms: mapping social and academic hierarchies in perceived inclusive utopias

ABSTRACT The concept of inclusion, which emphasises access to education and well-being for all students, is fundamental to Icelandic schools, but its aims and applications continue to be impacted by various social and academic barriers experienced by an increasing diversity of students. This article is an ethnographic study focusing on power relations in a seemingly inclusive classroom and school in the capital city of Reykjavík. The analysis draws on Bourdieu’s concept of social space to examine the classroom as a network of intersecting social positions. Data consists of participant observations, teacher interviews, and sociograms derived from student questionnaires. Findings suggest that the hierarchies found within the framework of inclusion are affected not only by social and academic relationships among students, such as those based on gender, ethnicity, class, and language or academic ability, but also by teacher and student perspectives on normative cultural practices that are intertwined with inclusive practices.

The Rule of Law Approach to Promote High-quality Development of Finance

The modernization of the law in finance of China has national strategic height, national interest dimension, financial inclusion and financial opening breadth, It has the characteristics of Chinese practice and benefits the people.At present, the construction of financial of law is faced with some difficulties, such as the supervision of digital finance, the prevention of financial risks, the coordination in the construction of foreign-related financial of law. In order to fully respond to the needs of construction of law in key areas, first, we will promote financial regulatory innovation and implement the inclusive and prudent regulatory concept on the track of marketization and law. The second is to implement departmental coordination, central-local coordination and social coordination in the prevention of systemic financial risks. Third, strengthening foreign-related financial legislation, justice and law enforcement in the context of high-level opening-up.

A Phenomenological Reflection on the Concept of Inclusion as Employed in the Kenyan Education Landscape: Anecdotal Accounts of Inclusionary Exclusion

A Phenomenological Reflection on the Concept of Inclusion as Employed in the Kenyan Education Landscape: Anecdotal Accounts of Inclusionary Exclusion

A Phenomenological Reflection on the Concept of Inclusion as Employed in the Kenyan Education Landscape: Anecdotal Accounts of Inclusionary Exclusion

The role of education in any given society cannot be overemphasized enough. Granted, evaluation of such roles is based on the assumption that all citizens will access and participate in specific educational experiences as provided for by the said societies. This implies inclusion, a concept that remains protracted owing to its subjective interpretation by various actors. Indeed, this paper views the problem partly as a conceptual issue which can be resolved upon unequivocal clarification of the concept, followed by deliberate sensitization of the relevant stakeholders. So what is inclusion, and to what extent do education stakeholders share in the understanding? According to the disability theory, inclusion majorly involves special needs learners. This conception drifts focus from what should actually be the case: schools for all. The current paper critiques such conceptions, providing illustrations of how they eventually mislead teachers into exclusionary practices albeit subconsciously. In this perspective article, teachers’ and learners’ views on inclusion were mined through the sentiment analysis method where the views were gathered from social media, specifically from a popular Facebook page, and synthesized accordingly. In the final analysis, it emerged that education access was mistaken for participation, leading to situations where teachers inadvertently excluded normal learners at various levels, imagining that their being in school alone was testimony of inclusion. The resulting situation is herein referred to operationally as inclusionary exclusion. This paper recommends, as a first step, the inclusion of knowledge and skills on both inclusive and exclusive practices in teacher education programmes so that education practitioners act consciously. It is instructive that no goal of education is achieved in the absence of inclusive practices, hence, there is a need for a review of how education practitioners and policymakers conceptualize inclusion

Good Enough Care of Israeli Therapists Following the October 7 Attack

Objective. The aim of this study is to reflect the particular experience of therapists striving to assist and establish meaning for their patients, as well as for themselves and their own families, in the wake of the horror and atrocities of Hamas terrorist attack on Israel on October 7, 2023, and during the ensuing war. Method. This qualitative study analyzes the responses of 201 Israeli therapists three weeks following the massacre. The therapists were asked to share their experiences in light of their recent interventions. Results. The findings reveal six core categories that emerged from the questionnaires:(1) Powerlessness and guilt versus competence and a sense of mission; (2) Compassion fatigue versus compassion satisfaction; (3) Loss of meaning and shattered core beliefs versus a search for meaning and resilience; (4) The “falling wall” and emotional contagion versus feelings of unity and community; (5) Emotional flooding versus self-compassion and self-care; and (6) Horror of the evil that accompanied the massacre versus the search for the good and kindness. We found these categories to parallel three theoretical concepts relating to caregivers and caring in general: compassion fatigue, compassion satisfaction, and self-compassion. Conclusions. The results are interpreted leaning on the inclusive theoretical concepts “Good enough caring” and a “Good enough self-care.” The findings and conceptualization can contribute to the theoretical knowledge associated with shared trauma and to a new perspective on interventions and supervision aimed at helping therapists to cope with shared trauma.

Whose menopause revolution? Investigating the UK’s ‘Davina effect’ and the contemporary menopause market

Having made two documentaries about menopause, broadcast on Channel 4 in the UK 2021 and 2022, enduringly popular British TV presenter Davina McCall’s films are perceived to have had such a social impact that she now has the rare distinction of having an ‘effect’ named after her. The first film, Sex, Myths and the Menopause, is credited with diminishing the stigma historically surrounding menopause, while extolling the benefits of Hormone Replacement Therapy (HRT) for some to treat menopause symptoms. Hence, when requests for HRT spiked after the first film, ‘the Davina effect’ was adopted by the media to explain the widespread ensuing HRT shortage. This article is not focused on interrogating the films themselves but unpacking the media narrative that followed in the uses of the term ‘the Davina effect’. Its corpus comprises UK press coverage of the ‘menopause revolution’ and of the Davina documentaries; textual analysis of the films; and testimonies and research drawn from the medical and health professions, while utilising existing media and cultural studies paradigms to provide conceptual context, situating the ‘Davina effect’ as the latest novel entry in a long-standing history of media effects debates. While the films have been praised for bolstering a new era of menopause awareness, this article considers how ‘the Davina effect’ instantiates and services how the so-called ‘menopause revolution’ (Gordon, 2021) has evolved largely in neoliberal terms, regularly centring the need to respond to the perceived crises of middle-class white women, rather than a more intersectional and inclusive conception of menopause. Furthermore, it apportions knowledge, fear and blame around HRT shortages in a manner which deflects attention from the larger economic, political and cultural contexts that have nurtured the ensuing alarm. Yet, importantly, the Davina effect may also facilitate a transgressive image of menopausal women as determinedly contesting their marginalisation.

Natural processes and natureculture – A relational understanding of nature amongst local stakeholders in Swiss parks

ABSTRACT Various scholars have criticized that formal Western thinking was dichotomous and substantialist, leading to an alienation from nature and to its exploitation in industrialized societies. Critics argue that a relational turn towards a more holistic, process-based and relational approach to address the world would be an important step to overcome these problems. Such a relational turn involves a shift towards more flexible and inclusive concepts. We analyse ‘nature’ concepts of local stakeholders in Swiss nature parks to examine whether they contain any relational elements. Indeed, we found that all stakeholders interviewed see themselves as part of nature. Many reported how they experience nature in active processes and see nature as a collaborator and partner. Moreover, they do not strictly separate between natural and cultural elements in their environment. We conclude that a relational turn in environmental policy in Western countries could build on these relational elements in nature concepts of the local population.

School Inclusion at the Federal Institute of Amapá: a Case Study at the Macapá Campus

Objective: The objective of this study is to analyze the perceptions of teachers and students about the school inclusion of students with special educational needs (SEN) at the Federal Institute of Amapá (IFAP), Macapá campus, focusing on the adequacy of pedagogical practices and institutional infrastructure. Theoretical Framework: The research is based on the concepts of school inclusion, accessibility, and teacher training for specialized services. References such as the Salamanca Declaration and Brazilian legislation on inclusive education provide theoretical support. Method: A descriptive study with a qualitative approach was conducted, using semi-structured interviews. Participants included 7 students with SEN, 18 teachers, and the coordinator of the Nucleus for the Support of People with Special Educational Needs (NAPNE). Data analysis followed Bardin’s content analysis method (2016). Results and Discussion: The included students expressed satisfaction with the physical and pedagogical structure but identified areas for improvement. Teachers, on the other hand, pointed to a lack of training and capacity as barriers to full inclusion. The discussion highlights the need for ongoing adjustments to ensure a more inclusive educational environment. Research Implications: The study emphasizes the importance of educational policies that promote continuous teacher training and the adjustment of educational institutions, contributing to the construction of a more inclusive school environment. Originality/Value: This study contributes to the literature by providing a comparative analysis of the perceptions of teachers and students regarding school inclusion in the context of technical and technological education, expanding the debate on challenges and progress in this field.

Inclusive Education in Higher Education Institutions: A Comprehensive Review of Key Components and Framework for Implementation

'Inclusion' in education, central to Sustainable Development Goal 4 within Agenda 2030, has gained global prominence. However, its meaning varies widely due to diverse local interpretations, leading to inconsistent practices. The complexity and lack of comprehensive global documentation of the concept often results in confusion, with different stakeholders assigning different meanings to it. This ambiguity challenges the effective implementation of inclusive education policies worldwide. This paper aims to outline the various components of inclusive education, drawing on a comprehensive review of the literature on this concept. The resulting framework is designed to guide educational institutions in implementing effective inclusive practices. Initially, inclusive education was mainly associated with catering for students with disabilities and bridging the gap between special education and mainstream education. However, the concept of inclusion is much wider in scope. The right to inclusive education is now defined as a process that shapes culture, practice and policy within the educational setting. Inclusive education aims to address the diverse needs of individual students, and to remove barriers that hinders the presence, participation and achievement of learners. An inclusive approach places emphasis on providing support to groups of learners who may underachieve or be marginalized or excluded. This paper identifies key core features of inclusive education through an extensive analysis of literature and studies focusing on its practical implementation and monitoring. These features cover various aspects, including the education and learning environment, teacher support, a whole person approach, respect for value of diversity, stakeholder consultation and collaboration, partnerships, financing, monitoring and sharing of expertise and resources. The latter components form a comprehensive framework for understanding and implementing inclusive education practices. Implementing inclusive education effectively requires a shared understanding of its meaning. This paper addresses this challenge by presenting a structured framework of inclusive education components. By providing this practical guide, the paper aims to facilitate the implementation of inclusive practices across diverse learning environments. The proposed framework serves as a valuable tool for institutions seeking to enhance their inclusivity, thus supporting the realization of Sustainable Development Goal 4.

“It feels like a parallel universe.” Worldbuilding through climate action

ABSTRACT This study set out to explore the everyday experiences of people engaged in climate action. We focus not on one specific self-defined and bounded social movement, but on individuals engaging in different forms of climate action from protest and direct action to art and social media activism. Data were drawn from focus groups and interviews with 26 UK-based climate actors to explore motivations, experiences, emotions, conflicts and successes. Participants included scientists, artists, civil servants, community organisers, media, school students and teachers. Different ways of doing and experiencing climate action were found. Drawing on literature from science fiction and game studies, we argue that these different approaches to climate action can be conceptualised as worldbuilding. Climate action as worldbuilding consists of three key features: intentionality, separation and creating new norms. We conclude that worldbuilding is an inclusive conceptualisation as it makes space for different approaches to climate action, and allows for tensions within and between climate action movements to be viewed as a resource for learning, imagining and bringing into being preferred futures together. The study demonstrates how social movement research in the context of game design can contribute to the theorisation of activism through the production of a cultural artefact.

Reframing Surgery Using the Concepts of Diversity, Equity, and Inclusion.

Reframing Surgery Using the Concepts of Diversity, Equity, and Inclusion.

The Financial Inclusion Question in Zimbabwe’s Post-COVID -19, New Normal: Implications for Adoption of Financial Technology (FinTech) on Service Providers

Financial inclusion will be accelerated by the technological opportunities for online financial transactions brought forth by the COVID-19 outbreak. As a result, because there were fewer digital financial transactions, the threats to COVID-19 that were present previously are now more substantial. The aim of this article is to assess the dangers, challenges, and opportunities for financial inclusion brought forth by the use of technology by COVID-19. According to the article, the inherent characteristics of financial technology (FinTech) in connection to financial inclusion allow it to reduce the negative economic and social effects of the ongoing COVID-19 situation. Under COVID-19, the introduction of digital financial transactions has sped up corporate operations and cut expense on doing business. As a result, women now have greater access to transactions involving financial technology (FinTech). The growth of digital financial transactions has made contactless and cashless purchases possible throughout the COVID-19 crisis. The expansion of digital financial inclusion makes it easier to swiftly and effectively implement public assistance programs, such as those for epidemic-affected women. Financial inclusion is being boosted by digital finance, which may eventually replace or improve traditional banking institutions. Working from home has undergone a "revolution" in a number of industries during COVID-19, including banking. Businesses should identify the optimal operating model mix for the future and make sure they have the infrastructure to support widespread, mass flexible working. This calls for reevaluating the function and application of corporate real estate. Since the labor force is likely to become more automated at the same time, resilience is essential. Conceptual Framework of this study is based on the financial inclusion and FinTech concepts which are the main variables guiding the study and it is underpinned by the theories of diffusion of innovation and the Financial Intermediation.

Who is in focus? A scoping review of themes and consistency in inclusive education for all

ABSTRACT This review addresses the current knowledge on inclusive education suggesting that many studies focus on predetermined groups of disadvantaged learners . This review aims 1) to map the research on inclusive education for all (IEFA) and 2) to assess the consistency of studies in their approach to inclusive education (IE), research methodology and research results/discussions regarding the concept of IEFA. The analysis of 26 studies (out of 2,780 original datasets) revealed two main results: First, they represent three overarching themes of inclusion – values, practices and school development. They illustrate that beliefs about inclusive education and beliefs about practices are not always aligned. Second, the review highlights the challenges researchers face in describing a student population that includes representatives with diverse needs. While some researchers aim to describe students in detail, they often end up focusing only on those with common characteristics, usually disability. Consequently, the sample sections do not reflect the actual diversity of students addressed by IEFA. Only 46% of the studies are consistent in their approach, meaning, they conceptualise the broader concept of inclusion in theoretical approach, focus on it in methodology and interpret it in the results/discussions.

Exploring the concepts of diversity, equity, and inclusion in nursing curricula through an integrative review

Objective: The aim of this review was to explore the concepts of diversity, equity, inclusion within nursing education. Moving forward with the new AACN Essentials, nursing professors will be required to integrate these concepts into the curriculum, therefore it is important to understand what is currently available in the literature.Methods: An exhaustive review of the literature revealed that among the original 3,107 articles found, only 24 were included because of the narrowed IR focus on curriculum. Articles were then evaluated for suggested learning activities.Results: This IR reviews 24 articles in total. Some of the articles reviewed contained more than one concept. Of the articles reviewed, 18 focused on inclusion, 8 on equity, and 13 on diversity.Conclusions: The findings first and foremost indicate the need to incorporate teaching and learning practices related to the concepts of diversity, equity, and inclusion and secondly the need to publish additional best practices and exemplars.

Pandemic-induced online internships as situated, bounded, inclusive learning: a Philippine mixed methods study

ABSTRACT The COVID-19 pandemic rattled educational institutions to implement an online internship arrangement with their industry partners. Journalism felt the same experience, at least in the Philippines where the government had mandated online learning given full school closures for 566 schooldays. This mixed methods study documented the case of a Philippine journalism school, its interns and its news media industry partners on how two rounds of online internship arrangements happened. The study integrated quantitative results from an internship evaluation sheet (N = 129) with qualitative findings from key informant interviews (N = 11) with journalist-mentors and from interns' reflection papers (N = 110). The situated learning and boundary theories, plus the inclusive education concept, provided the theoretical lenses for this paper. It was found that the pandemic-tailored online internship became an inclusive education setup that had normalized telework as the situated, bounded learning milieu of the interns. Should future natural and man-made disruptions come, journalism schools can resurface the lessons of conducting crisis-tailored online internships to reduce worrisome negative outcomes that a pandemic like COVID-19 wrought.

Forward Together: Working with the New Standards for Accreditation

The American Library Association Committee on Accreditation (COA) will host an interactive session on working with the newly approved Standards for Accreditation of Master’s Programs in Library and Information Science (2023). The 2023 Standards were adopted by approval of the Council of the American Library Association (the Council) on November 30, 2023. These revised Standards eliminate redundancies, improve clarity, and infuse concepts of Equity, Diversity, and Inclusion throughout the standards. The collaborative process that supported this work will ensure that these revised standards support a responsive, 21st century library and information education rooted in the fundamental principles of the profession as espoused by the American Library Association. The 2023 Standards take effect for all programs with comprehensive review visits scheduled for Spring 2026 or afterward, and programs with comprehensive review visits in 2025 may choose to respond to the new standards if they wish. COA members will discuss the structure and intent of the 2023 Standards and how those can be applied across diverse programs. Panelists will discuss how programs with reviews after 2025 might transition from the 2015 to 2023 standards. Additionally, the panel will share their thoughts on types of evidence sufficient to meet the needs of the new standards and reporting expectations for those standards in program statistical reports, biennial narrative reviews, and comprehensive reviews. Finally, attendees and panelists will discuss opportunities and challenges in responding to the new standards. Attendees and panelists will discuss strategies for reporting on the standards to demonstrate that the program embraces the values of the LIS professions while also taking into account those programs’ local and regional contexts.

Australia at an educational crossroads: special schools and inclusive education

The ongoing debate surrounding special schools and inclusive education in Australia has come to the forefront since the recommendations of the 2023 Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability, where the Commissioners were split on the implementation of full educational inclusion and the elimination of special schools. The authors discuss the controversy surrounding segregated special education classes and schools, particularly considering the push for full inclusion. The concept of inclusion is examined through a brief review of national and international policies and academic and popular literature, including how the inclusion continuum is conceptualized by policymakers, academics, and families. Stakeholder perspectives on the complexities and challenges of implementing full inclusion in mainstream school settings offer differing experiences and opinions on what is possible. Lastly, by examining the nuances of the special school controversy, the authors provide recommendations on how best to meet the educational needs of all students, across the spectrum of abilities.

Exploring the equitable inclusion of diverse voices in urban green design, planning and policy development: a scoping review protocol

IntroductionDespite the increasingly evidenced positive impacts of green space on human physical and mental health, green spaces remain inequitably distributed across different socioeconomic groups. Urban planning and design should prioritise...

“How Green Do We Have to Be?” Reading Laudate Deum in the Lenses of Inclusivity

Reading Laudate Deum in the Lenses of Inclusivity is not just an academic exercise. It is a commitment to walk with Pope Francis’ call to act immediately to address the issues of climate change and global environmental crisis. The paper aims to present the key concepts of his apostolic exhortation that advance the theme of inclusivity. It shall include a trace in the development of his concepts of inclusivity in his writings and programs, identify them in the text itself of Laudate Deum, and examine them within the framework of intersectionality. Pope Francis has been highly vocal about the technocratic paradigm that dominates and causes havoc to the harmony that the people of this world can enjoy. He urges world leaders to do something since his encyclical is at the best time to influence the United Nations Climate Summit (COP28). But beyond the rhetoric are issues that need to be responded to. The call is for everyone regardless of background and we are all united to work together to take care of our earth, our home.