Concept Of Inclusion Research Articles

Interventions and measures of social inclusion for students with extensive support needs in K-12 schools: A scoping review.

This scoping review explores (a) how k-12 schools facilitate social inclusion, specifically for students with extensive support needs (ESN) and (b) how those intervention approaches are measured. Given the cross-disciplinary nature of the topic, the search entailed ten different databases that identified 540 articles. Eight articles met the inclusion criteria and were included in this review. The approaches used to facilitate social inclusion for students with ESN are summarized as those that involve (a) comprehensive multi-level interventions, (b) peer-mediated interventions, and (c) collaborative consultation and planning with teachers. The scoping review identified three primary constructs that assess social inclusion, namely, social interactions, participation (academic and social), and social validity of the interventions used. The scoping review underscores the complexity of the concept of social inclusion and poses a challenge to identify a unifying measure of social inclusion for students with ESN.

Field and numerical assessment of geofoam inclusion behind a rigid cantilever wall

The concept of compressible inclusion was introduced over two decades ago and earlier studies revealed that providing geofoam compressible inclusion between a retaining structure and backfill significantly reduces lateral pressure. Most studies are either 1-g model or numerical tests, and field tests are necessary to better understand and confirm previous research findings. In the present study, parametric tests are performed on a 6 m high concrete cantilever to check the effectiveness of inclusion on a rigid-yielding wall. The wall is instrumented to measure earth pressure, wall deflection, and geofoam compression during the backfilling. Field tests are performed with EPS15_500 (i.e., geofoam density of 15 kg/m3 and 500 mm thickness), EPS15_1000, EPS20_500, and the results are compared with the control test without inclusion. A developed numerical model is validated with the field results to determine the pressure variation for different cases. EPS15_1000 shows maximum reduction in lateral pressure, wall deflection, and geofoam compression, and can be a suitable compressible inclusion for the wall under investigation. The compressive strains generated in EPS, irrespective of EPS density and thickness, exceed the design strains suggested by previous studies. Majority of strains occurred due to compaction which was not considered by earlier studies.

Identification and Use of Latent Variables in the Analysis of The Effects of Certification on Cocoa Farms in the Transamazon

Objective: The goal of this research was to identify and to analyze the effects of certifications on the value-adding in all links of cocoa supply chain, with special focus on the productive efficiency, training and inclusion of human capital, and the use of good sustainable practices. Theoretical framework: We applied the Inclusive and Sustainable Value Chain concept and the Reverse Asymmetric Information theory in the analysis of certification, premium pricing formation and the management of cocoa farms in the Trans-Amazonian region. Exploratory Factorial Analysis (EFA) was used to identify the latent factors or variables associated with the effect of certification to improve the life quality of cocoa producers. Results and conclusion: Female management of the farms was 20%, which was consistent with the reality of family farming in the state of Pará. The EFA identified four latent variables, which explained 77.059% of the total variance of the data. To explain the reality of the certified cocoa farms of Transamazon region, the latent variables Productive Efficiency, Human Capital Formation, Certification Power and Certified Farm contributed to 22.054%, 21.63%, 17.03% and 16.35% respectively. It is concluded that certification improved productive efficiency and human capital formation in the activity but was unable to prevent deforestation. Research implications: The effects of certification on the cocoa farms analyzed have led to progresses in human capital formation and productive efficiency through good crop management practices and improvements in working conditions. However, limitations on livelihoods, labor recruitment, access to credit, and reduction of deforestation remain. Premium pricing is the variable that must be adjusted to increase the efficiency and effectiveness of certification in differentiating products and inserting them into global food chains. Originality/value: According to 68% of respondents, the premium pricing paid for cocoa does not compensate all social opportunity costs and ecosystem services of the standing forest, which limits the effectiveness of certification in meeting the needs and well-being of producers, the preservation of biodiversity and greenhouse gas emissions.

Exploring Inclusion by Creating Inclusion: A World Café Among Nurse Scientists.

The concept of inclusion within diversity, equity, and inclusion has broad meanings and implications and has not been explored in nursing through a World Café. To describe the process and experiences of 9 nurse scientists who hosted a World Café focused on inclusion, to share participants' insights, and to offer considerations to advance inclusion in nursing. We hosted and encouraged active participation in a World Café that focused on 7 inclusion topics in nursing during the 2024 Midwestern Nursing Research Society Annual Research Conference. During the 90-min World Café, 40 participants ("members") engaged in iterative rounds of small group dialogue, moving from table to table every 10 min and randomly changing groups. Table hosts welcomed new members, provided background information, and asked probing questions about topics related to inclusion. Members shared insights verbally and through creative expression using colored markers/pencils or craft supplies and creating images on paper tablecloths. Table hosts used notes, photographs of words and images from the paper tablecloths, and collective post-Café reflections to synthesize insights regarding inclusion. Across all topics, members stated that inclusion requires connecting as human beings, creating welcoming spaces, being open to others, and actively listening. Table hosts described the World Café process as engaging, invoking, and inspiring. Hosts found the World Café process itself to be inclusive, inviting diverse perspectives, and gleaning insights about inclusion in nursing. Considerations generated from this World Café offer tangible behaviors to promote inclusion across various nursing topics, roles, and settings.

Role of Islamic Religious Education Teachers in Shaping the Inclusive Character of Students

This study aims to analyze the role of Islamic Religious Education (PAI) teachers in shaping the inclusive character of students in secondary school environments. An inclusive character is considered important in fostering attitudes of mutual respect, tolerance, and the ability to coexist in the midst of diversity. This study employs a qualitative approach with a case study method. Data were collected through in-depth interviews with PAI teachers, observations of the learning process, and analysis of related documents, such as syllabi and lesson plans. The results show that PAI teachers play a strategic role in shaping the inclusive character of students through three main aspects: (1) the use of discussion-based learning methods that encourage students to understand others' perspectives; (2) the role model demonstrated by teachers in exhibiting inclusive attitudes both inside and outside the classroom; (3) the integration of values of tolerance and respect for differences in the teaching materials and learning activities; (4) the use of a holistic approach, teaching religious, social, and moral values simultaneously, successfully instilling a deeper understanding of the concept of inclusivity. In addition, the study found that the success of shaping students' inclusive character highly depends on the competence of the teacher, the support of the school environment, and the relevance of the learning approach to students' social context. By optimizing the role of PAI teachers, students can better understand the importance of peaceful coexistence in the midst of diversity. The study concludes that PAI teachers are key agents in building students' inclusive character, and continuous training and development of teacher competencies are needed to support this role.

Going upstream: a pluri-ontological analysis and proposal for Brazilian participatory water governance

ABSTRACT Despite the growing emphasis on ontological pluralism in environmental policy debates, innovation within national state environmental governance and management remains limited. This article outlines a conceptual framework for ontological inclusion and exclusion to examine constraints and opportunities in Brazilian participatory water governance. This involves an ontological policy cycle of the Suaçuí state river basin, a participatory process for water-body classification, and a water-body-classification instrument. River ontologies of the Suaçuí river basin and participatory process were found to be excluded from the water-body classification instrument through various practices and modes of exclusion. Relational ontologies, both indigenous and non-indigenous, were excluded. Building on the analysis of how ontological exclusion occurred, speculative design was engaged to critically imagine a pluralist ontological proposal. A database with diverse water inputs and outputs for more sustainable and inclusive planning is envisaged. This proposition grounds reflections on challenges for ontological inclusion in the context of political, economic, and social inequalities. Ontological inclusion and exclusion complement classic concepts of social and epistemic inclusion with distinct normative demands and propositions for established participatory environmental governance.

İNKLÜZİV ANLAYIŞININ TƏHSİL PROSESİNDƏ İNKİŞAF MƏSƏLƏLƏRİ

The article analyzes the issues of development of the concept of inclusion in the educational process. Detailed information is provided about the essence of this work, which is carried out both in preschool and in high school. At the same time, the article contains information about the history of the inclusive concept.

The Personal and Societal Benefits of Social Activities for Older Adults in Russia: Experts’ Perspectives

AbstractThe development of social activities specifically tailored for older adults needs to be grounded in a comprehensive understanding of the effects of these activities from multiple perspectives. The present study applies thematic analysis to examine experts’ views and experiences regarding the effects of social activities on older people of different ethnic backgrounds and various abilities in Russia. The results suggest that participation in such activities benefits the everyday personal development of older participants. The experts involved in organising and developing social activities also noted that family relationships may be enhanced through the participation of older adults due to changes in their lifestyles, opportunities to fulfil new social roles and related improvements in communication between family members. Social activities not only address stereotypes about older adults’ abilities but also affect the understanding of mature beauty in new ways while creating a more fulfilling environment for older people by better meeting their interests and needs. Regardless of the specific activity, older people’s participation facilitates the transmission of culture and traditions across generations, cultivates an image of older adults as valuable sources of information and provides a more comprehensive and inclusive conceptualisation of ageing within society. The experts who were interviewed for this study recommended that decisions about developing social activities be made with older adults rather than without considering their opinions, supporting horizontal connections and allowing the heterogeneity of older adults.

Implementation of The Justice Restoration System Towards Labor Crimes in the Framework of Labor Law Enforcement

This research is motivated by the need for the application of restorative justice in resolving cases of labor crimes in Indonesia. This approach is considered a more effective alternative in achieving justice that prioritizes recovery and dialogue between perpetrators, victims, and the community concerned. Currently, many cases of labor violations such as below-standard wages, unilateral termination of employment, and violations of basic workers' rights have not been resolved properly through the formal justice system. Therefore, restorative justice is expected to provide a more inclusive and humane solution compared to the retributive approach which only focuses on punishment. This study uses a normative legal method with a literature study approach and descriptive qualitative data analysis. The normative legal method involves an analysis of existing legal principles, theories, and rules. Primary legal materials used include laws and regulations such as the Employment Law and regulations related to restorative justice. Secondary legal materials include scientific literature, articles, and journals related to the topic being studied. While tertiary legal materials consist of legal dictionaries and encyclopedias that support the understanding of the legal concepts discussed. Data collection from various literature, books, journals, and legal documents related to restorative justice and employment law. The results of the study indicate that the application of restorative justice in employment cases can provide a more humane and equitable solution, by prioritizing the restoration of losses experienced by victims and the restoration of social relations in the workplace. However, there are a number of obstacles in its implementation, such as the lack of understanding of law enforcers and limited regulations that support this approach. Based on these findings, this study suggests strengthening the capacity of law enforcers and the preparation of clearer regulations to encourage the optimization of the application of restorative justice in resolving employment crimes. This study is expected to contribute to the development of a more inclusive and responsive law enforcement concept to the needs of the working community in Indonesia.

Phenomenon of differentiation as a basic condition for inclusion in primary education

This study focuses on the current trend of increasing the quality of education, which brings with it increased demands on teacher competences in the implementation of differentiated instruction for primary students from the very beginning of schooling. The key subject of the study investigation is the inclusive concept of differentiated instruction, which represents a complex modification of the educational content, process, product and evaluation of the educational process. According to the Strategies of Educational Policy of the Czech Republic until 2030+, ensuring comparable and high-quality teaching in primary schools by introducing internal differentiation and individualisation is a key strategy for improving heterogeneous collectives' teaching quality. However, teachers are not sufficiently prepared for this reality, and very little relevant literature exists. Using a qualitative study design that includes participant observation and semi-structured interviews with seven teachers from three regions of the Czech Republic, this paper seeks to systematically map the implementation of these pedagogical strategies in the years 2021-2023 with first- and second-year primary students in the subjects of Czech language and mathematics. A multi-case study of seven teachers presents a longitudinal study of the implementation of differentiated teaching strategies with a focus on its inclusive concept, which is reflected in all components of the educational process. This dissertation highlights the urgent need for further study in this critically important area, especially considering the lack of exploration of pedagogical means of differentiation and individualisation in the Czech study field.

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.

Exploring the Meaning of Easter in the Context of Moderate Religious Life for BP PAR and BP. PAM Congregation of GKI Hermon Hollo Him

The challenge of understanding the meaning of Easter in the context of moderate religious life is significant in accommodating the plurality of beliefs. Easter symbolizes transformation, forgiveness, and hope for humanity. Understanding these symbols can be a meeting point between various religious beliefs in a moderate religious life. Through important activities such as PkM in helping teenagers (BP. PAR) and Christian youth (BP. PAM) at the GKI Hermon Hollo Him congregation integrate Easter values in daily life and become witnesses of Christ in society. Activities are carried out using lectures, discussions, and question-and-answer methods. Through PkM, BP. PAR and BP. PAM GKI Hermon Hollo Him managed to deepen their understanding of the meaning of Easter, broaden their horizons about moderate religious life, and strengthen the concept of inclusiveness in the congregation. This improves relationships with God and others and enriches their contribution to society with the values of love, tolerance, and inclusiveness.

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.

Bridging the Gap: Using Digital Interactives for Social Museums

Designing the built environment with an inclusive approach that allows equal access for everyone is necessary to reduce social inequalities. Creating a physical environment that includes all segments of society and activates all senses is crucial in museum spaces. Digital interactions used in museum spaces offer new possibilities and interfaces to eliminate inequalities and increase inclusiveness. This study examines the integration of digital interactives in museums with a focus on the social museum concept. Through a comprehensive review of literature spanning museum studies on social museums, digital interactives, and inclusive museum concepts, this research investigates the role of digital interactives in fostering social engagement and facilitating interactive learning experiences within museum settings. Drawing on the theoretical framework and practical examples the paper explores how to employ digital technologies strategically to enhance visitor interaction, promote inclusivity, and facilitate knowledge sharing in social museum environments. This research demonstrates the transformative potential of digital interactives in museums as social spaces and provides a comprehensive understanding of the dynamic relationship between technology, museum practices, and social inclusion. The result of the research shows that digital interactives used in museum environments, such as haptic tools, wearables and mobile technologies, extended reality technologies, RFID and AI technologies, offer new ways of engagement for a more social museum and increase social inclusion.

Changes in LEND trainees' understanding and application of diversity, equity, inclusion, and justice principles.

To assess changes in trainees' knowledge and application of Diversity, Equity, Inclusion, and Justice (DEIJ) concepts after participating in a midwestern academic medical center Leadership Education in Neurodevelopmental and Related Disabilities (LEND) program. LEND is a federally funded year-long program training individuals of various disciplines (e.g., speech pathology, family advocacy, psychology) to better support the health of individuals with disabilities. Trainees (n = 46) answered questions about their knowledge and application of DEIJ topics before and after program participation in 2021-2022 and 2022-2023. Changes in trainees' responses were examined using paired-samples t-tests. Thirty-six (78%) participants identified as White, 7 (15%) as Black, 2 (4%) as Asian, and 2 (4%) as more than one race. Three (7%) participants identified as Hispanic/Latino. Over the one-year program, trainees' perceived knowledge increased [t(45) = 5.84, p < .001, Mdiff = .59, Cohen's D = 0.86]. Regarding articulating definitions of DEIJ terms, trainees' summed scores following program participation also improved [t(45) = 4.71, p < .001, Mdiff = 2.37, Cohen's D = 0.70]. However, their comfort with addressing prejudicial statements and discussing and combating "-isms" (application of DEIJ skills) did not increase [t(45) = 1.74, p = .09, Mdiff = 0.17, Cohen's D = 0.26]. LEND program participation positively impacted trainees' perceived DEIJ knowledge and ability to define DEIJ terms. However, future refinements to the curriculum will be needed to improve trainees' application of skills and to develop a more nuanced understanding of equity, intersectionality, inclusion, and belonging.

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.

Estado de la investigación sobre las prácticas pedagógicas del personal docente en contextos de educación inclusiva

Aim.This article provides a preliminary review of the research background as part of a doctoral thesis formulation process within the framework of the Interinstitutional Doctorate in Education at the Universidad Pedagógica Nacional. The review integrated two key categories of analysis linked to discourses on school inclusion: inclusive education and inclusive pedagogical practices. Data were collected from institutional repositories, databases, and indexers at national and international levels. Methodology. A documentary study was conducted as a background review with a 10-year observation window. The study followed criteria established by the PRISMA protocol for systematic reviews. Using specified categories and inclusion criteria—such as date, language, and context—we screened 950 documents. These were initially classified based on abstract review and subsequently filtered for relevance, yielding a final sample of 72 texts (n = 72) that underwent open coding and comprehensive analysis. Results. The analyzed documents assume the category of inclusive educational practices as part of the discussion on inclusive education. The following trends were identified: a direct relationship between the concepts of inclusion and disability; educational inclusion that mainly includes individuals with disabilities; and the perception and feeling of teachers—above theoretical references—as a criterion for research production on the topic of inquiry.