Inclusion In Context Research Articles

Strategies for inclusive digital education: problem/project-based learning, cooperative learning, and service learning for students with special educational needs

IntroductionInclusive digital education is a growing field that aims to provide equitable learning opportunities for all students, including those with special educational needs (SEN). This study investigates the effectiveness of three pedagogical methods - problem/project-based learning (PBL), cooperative learning (CL), and service learning (SL) - in promoting inclusive digital education.MethodsWe adopted a quantitative approach, collecting data through a structured questionnaire administered to nine media education and pedagogy experts from Italy and Austria.ResultsResults showed that PBL, CL, and SL are generally effective but require differentiated implementation approaches to maximize inclusivity. Practical implementation in the inclusive context of PBL requires promoting student reflection and self-assessment adapted to students’ individual needs; in CL, group projects supported by digital collaboration tools (e.g., Google Docs) facilitate structured dialogue, peer collaboration, and shared responsibility, thereby increasing engagement; in SL, linking learning to real-world practice and designing experiences that reflect students’ abilities and interests emerge as crucial, especially for students with SEN.DiscussionThe implications of these findings suggest that educators should adopt flexible and adaptive strategies to successfully implement PBL, CL, and SL to ensure that they meet the diverse needs of students in digital environments. Limitations of the study and recommendations for future investigations are discussed to further develop this area of research.

Municipal Public Policies and SDGS: Challenges and Opportunities In Promoting Social Inclusion and Reducing Inequalities

Objectives: Analyze the challenges and opportunities in implementing municipal public policies aligned with the Sustainable Development Goals (SDGs), with a focus on social inclusion and reducing inequalities in Brazil. Theoretical Framework: The SDGs represent a global agenda crucial for sustainable development, especially in countries with high social inequality like Brazil. The effectiveness of municipal public policies depends on several factors, including financial resources, technical training, social participation, and intergovernmental coordination. Method: Qualitative bibliographic review of articles published in the last 10 years in Portuguese, seeking the most recent discussions on implementing the SDGs at the municipal level in the Brazilian context. The databases used were Scielo, CAPES Periodicals, and Google Scholar. Results and Discussion: Municipalities face challenges such as scarcity of resources, lack of local indicators, and lack of coordination between government levels. However, good practices such as productive inclusion programs and inter-municipal consortia demonstrate the transformative potential of these policies. Research Implications: Institutional strengthening, technical training, and diversification of funding are essential for the effective implementation of the SDGs. Social participation ensures that policies meet the needs of the population. Originality/Value: The study deepens the debate on the role of municipal public policies in promoting sustainable development in Brazil, considering the context of social inclusion and reducing inequalities, offering insights for public managers, civil society organizations, and funders.

INCLUSION IN THE INFORMATION AGENDA OF SOCIOPOLITICAL MEDIA AND MEDIA SPECIALIZING IN SOCIAL JOURNALISM

The article presents the representation and content of “inclusion” in media of different orientations: socio-political and specialized. Using framing, we analyze the content, informational contexts, “informational occasions,” and the artistic methods that the media use to cover this topic. The goal of the study is to explore how the media influence the formation of an inclusive culture in society and what kind of “portrait of a contemporary” they portray. Using the cluster analysis method, we identified different contexts (covering the theatrical success of people with disabilities, the opening of new inclusive schools and texts comparing correctional and inclusive schools – in socio-political press; covering social interaction between people with disabilities and neurotypical individuals, covering the self-realization of people with disabilities, covering problems of inclusive education – in specialized press), which allowed us to identify a specific concept of “inclusion” in each type of media. The two types of media present completely different contexts of inclusion. While specialized media “personify” inclusion – social issues are revealed through stories of specific individuals – socio-political media tend to favor “general” narratives, where the actor is not so much a person with a disability but rather a society that “accepts” them.

Universal Design Futures: Theoretical Insights and Paradigms from a Majority World.

This paper intends to position the key theoretical understanding of universal design from a global lens to the contemporary times, especially with insights from India as a majority world perspective. Using a narrative-based approach, it combines theoretical insights with experiential insights through state-of-the-art literature and understanding. A seven-lens framework is proposed as a comprehensive approach towards UD viz. the human diversity and demographic lens, the socio-cultural lens, the environment and ecology lens, the economic lens, the technology lens, the policy lens and the philosophy lens. Each lens shares unique perspectives with Universal Design as a shared concept for application evolving a discourse for a human-centric and sustainable futures. It highlights various paradigms originating from the Indian context representing high population perspectives especially the context of economic inclusion through universal design with affordability as a key value. The discussion leads us into understanding contextual relevance of UD beyond its original intent of universal accessibility itself. It concludes to see and propose UD as an integral layer of sustainability with a common goal of sustenance and inclusion.

The social-emotional competencies of gifted children must be intentionally developed, ideally in inclusive education contexts

Traditionally, giftedness was perceived as a fixed trait, exclusively evaluated through cognitive testing. However, contemporary perspectives view it as a dynamic and socially constructed attribute reflected in many domains. As this paradigm-shift aligns with global movements emphasizing the importance of avoiding labelling students and enhancing the full potential of all students, rather than just a selected few, it puts a spotlight on the social-emotional and character development (SECD) competencies needed to reach one’s potential. What we propose is an educational challenge: to establish increasingly inclusive educational contexts that bring out the potential of all students and extend educational techniques to encompass social-emotional and relational capacities essential for inclusive contexts. This paper introduces teaching techniques that foster these competencies through an SECD framework. This approach not only aims to nurture the potential of gifted individuals but also to cultivate their roles as proactive, engaged community members, emphasizing a comprehensive educational paradigm that integrates SECD into everyday inclusive learning environments.

The special education profession in four Nordic countries in light of evolving policies on inclusion and special needs education

ABSTRACT The purpose of this study was to explore the role of special education professionals in Denmark, Finland, Norway, and Sweden in light of educational policies and reforms. The study places emphasis on (a) the policy context of inclusion and special needs education, (b) the formal qualifications required of special education professionals, and (c) the position of these professionals in compulsory education. Our approach involved a comparative analysis of how legislation and policies interact with the field of special education as a ‘professional jurisdiction’ in each of the four countries. We find that the major thrust of reforms has been aimed at reducing the number of students who receive special needs education and their placement in segregated settings. The introduction of early intervention, multi-tiered systems of support, and collaborative approaches are seen as means of reaching this goal. In addition, findings reveal that the special education profession is weaker in Denmark and Norway compared to Sweden and Finland. We argue that a lack of a consensus regarding the role and qualifications of special education professionals creates problems for schools and limits the availability of diverse forms of expertise which are necessary for inclusion.

Gendered workplace as a double-loop social construct: the case of Japanese women professionals

Purpose This paper aims to critically examine the role of women in the Japanese workplace and discusses its implications for gender studies within the context of diversity, equity and inclusion in international business (IB). Employing a social constructivism approach, this paper moves beyond conventional economic typologies and specific cases to offer an integrative and socially embedded perspective for understanding gender dynamics in the Japanese workplace. Design/methodology/approach This viewpoint paper critiques existing research on Japanese women professionals, drawing on factual evidence and literature to propose a double-loop gendering framework. This framework explores the socially constructed phenomenon of women in the Japanese workplace at multiple levels, providing a holistic interpretation of gender dynamics. Findings We identify five macro-level environmental factors that influence female labour participation, leadership positions and entrepreneurship. These factors are mediated by career motivation, corporate culture and men’s attitudes towards gender equality. Distinguishing between first-loop gendering, which focuses on problem-solving for improved gender equality, and second-loop gendering, which examines the underlying assumptions of social norms, values and beliefs, offers insights into the challenges Japan faces in achieving female leadership and equality. Second-loop gendering may help explain the paradoxical state of Japan’s women professionals, characterized by slow progress in gender equality despite significant political and financial resources. Our analysis reveals complex, multi-level interactions and influences within this socially constructed phenomenon. Originality/value This viewpoint paper provides a critical analysis of gender studies in the Japanese context, offering potential avenues for IB explorations. The insights extend to future IB studies, international comparisons of gender equality and the management of gender diversity in multinational corporations (MNCs).

The roles of teachers in the process of inclusion of students with SEN in mass education classes

In this article, the roles of the teaching staff in mass education institutions, from the primary level, to facilitate the process of inclusion of students with special educational needs are addressed. These roles are analyzed both individually and from the perspective of the classroom teacher’s teamwork with other specialists involved in the inclusion process of students with special educational needs, but also in partnership with their families. Conceptual aspects are presented regarding the roles of the teaching staff in an inclusive context, to ensure a quality education, adapted and individualized, in relation to the needs, type and degree of disability, psycho-individual and cognitive characteristics of students with special educational needs, taking account of the discrepancy between chronological and mental age, which requires inclusion in mainstream education classes, being schooled alongside typical students, as well as concrete examples from their own scientific research.

Promoting Inclusive Contexts and Journalism: Testing the Effectiveness of a Training Program

Promoting Inclusive Contexts and Journalism: Testing the Effectiveness of a Training Program

Ethical AI in Financial Inclusion: The Role of Algorithmic Fairness on User Satisfaction and Recommendation

This study investigates the impact of artificial intelligence (AI) on financial inclusion satisfaction and recommendation, with a focus on the ethical dimensions and perceived algorithmic fairness. Drawing upon organizational justice theory and the heuristic–systematic model, we examine how algorithm transparency, accountability, and legitimacy influence users’ perceptions of fairness and, subsequently, their satisfaction with and likelihood to recommend AI-driven financial inclusion services. Through a survey-based quantitative analysis of 675 users in China, our results reveal that perceived algorithmic fairness acts as a significant mediating factor between the ethical attributes of AI systems and the user responses. Specifically, higher levels of transparency, accountability, and legitimacy enhance users’ perceptions of fairness, which, in turn, significantly increases both their satisfaction with AI-facilitated financial inclusion services and their likelihood to recommend them. This research contributes to the literature on AI ethics by empirically demonstrating the critical role of transparent, accountable, and legitimate AI practices in fostering positive user outcomes. Moreover, it addresses a significant gap in the understanding of the ethical implications of AI in financial inclusion contexts, offering valuable insights for both researchers and practitioners in this rapidly evolving field.

Using a Multimodal Digital Platform to Communicate About Students’ Learning Progress

This article addresses practice guidelines for applying High Leverage Practices (HLPs), Universal Design for Learning (UDL) guidelines, and effective communication strategies when using multimodal digital communication platforms to document learning and support reciprocal teacher-family interactions about student academic performance in special education and inclusive contexts. Additionally, the article includes important considerations such as support needs and potential pitfalls associated with using digital communication tools. In providing multimodal evidence of learning using digital communication platforms, teachers can document learning in multiple ways, share learning artifacts with families, and track progress toward learning goals. When using digital tools to communicate about learning progress, teachers can ask students to reflect on artifacts, provide action-oriented feedback, and model learning interactions and strategies. Adhering to these practice guidelines helps teachers maximize the ways in which such tools enhance the implementation of HLPs and UDL strategies to improve teacher-family relationships and enhance student learning.

DIGITAL INCLUSION IN STUDENTS WITH SPECIAL NEEDS IN BRAZILIAN PUBLIC SCHOOLS

This article addresses the concepts of the use of educational information technology in Brazil and its relationship with the socialization of students with special needs. It begins with a report on the historical context of digital inclusion in Brazilian education, highlighting the main policies and programs implemented over the last few decades to integrate technology into the school environment. The research focuses on specific initiatives for the use of IT and related technologies as pedagogical support tools for students with special educational needs, such as Down Syndrome and hyperactivity disorders, in public elementary schools. The methodology used includes a qualitative analysis, with participatory observation in classrooms and semi-structured interviews with teachers, students and the resource room coordinator. The data collected was analyzed to identify the impacts of educational technologies on students’ learning and socialization. In addition, applications and digital tools were mapped that facilitate classes and promote a more inclusive learning environment. The main results indicate that the use of assistive technology has contributed significantly to the cognitive and social development of students, promoting greater interaction and autonomy. Educational applications stand out for their ability to adapt curricular content to individual needs, resulting in more personalized and effective learning. However, the research also identified challenges, such as the need for ongoing training for teachers to effectively use these technologies and the lack of adequate infrastructure in some schools.

Enhancing Human-Computer Interaction in Socially Inclusive Contexts: Flow Heuristics and AI Systems in Compliance with DIN EN ISO 9241 Standards

In the domain of generative Artificial Intelligence (AI), the deployment of user-centered Human-Computer Interaction (HCI) methodologies, compliant with the DIN EN ISO 9241 standard, furnishes a substantive methodological scaffold. These methodologies have demonstrably succeeded in accomplishing specific, contextual objectives across a spectrum of applications, affirming their efficacy and user satisfaction. The investigation leverages a systematic theoretical framework and investigator triangulation to explore the customization of flow heuristics with respect to social permeability, inclusion, and accessibility. This approach facilitates the assimilation of multi-dimensional perspectives, thereby augmenting both accessibility and the user experience within these delineated domains. Within the ambit of enhancing HCI in socially inclusive settings, current heuristic models aimed at simplifying complexity in AI systems manifest notable shortcomings, particularly in relation to social permeability, inclusion, and accessibility. Academic scrutiny not only highlights these deficiencies in the application of DIN EN ISO 9241-210 standards but also uncovers substantial lacunae vis-à-vis the intricate demands of DIN EN ISO 9241-110. These encompass facets such as task appropriateness, self-descriptiveness, expectation conformity, error tolerance, controllability, individualizability, and learning facilitation, whose integrated and considered implementation is indispensable for the efficacious tailoring of interactive systems to meet specific user requirements in inclusive settings. This study significantly bolsters the epistemological base essential for the formulation of a conceptual framework tailored for AI deployment in educational and social management contexts, in alignment with DIN EN ISO 9241 standards. The study aims to articulate a detailed practical guide that outlines the requisite mechanisms, metrics, and characteristics necessary for user-centric adaptations in AI-enhanced systems. The objective is to augment the efficacy of flow induction and elevate user satisfaction within realms characterized by social permeability, inclusion, and accessibility.

Psychology and School Inclusion of People With Autism Spectrum Disorder in Brazil: An Integrative Review

This research aimed to analyze the insertion of Brazilian psychology into the context of school inclusion of people with autism spectrum disorder. To this end, an integrative review was carried out in two stages: (1) mapping of publications on ASD in different areas of psychology; (2) analysis of the approaches and modes of action adopted to promote the inclusion of autistic people in school. The review considered articles published in the SciELO, BVS-Psi and PePsic databases, in Portuguese and English, between 2013 and 2023. The searches were carried out using the Boolean descriptors and operators psychology AND autism. The results point to three perspectives and modes of action in promoting school inclusion for autistic people: adaptation and adjustment through training, inclusion and development mediated by interactions with adults, and emergence of uniqueness resulting from the deconstruction of normalizing and pathologizing practices.

Exploring the Landscape of e-Government Maturity Models: Insights from Systematic Mapping Study and Comparative Analysis

e-Government Maturity Models are essential tools for governments to assess and improve their e-government capabilities, performance, and impact. This article offers a pioneering systematic mapping study and comparative analysis of e-Government Maturity Models proposed between 2010 and 2022, marking a significant stride in the realm of e-government research. The review focuses on these recent models and compares their approaches, frameworks, and dimensions. Previous comparison research studies conducted before 2010 are also reviewed to provide an inclusive context for understanding the evolution and advancement of e-government maturity models. The study is the first to systematically map and compare e-Government Maturity Models proposed in recent years, also comparing with the previous decade. Employing a mixed-methods approach, this article meticulously dissects and contrasts various models, shedding light on the evolution, strengths, and weaknesses of e-government maturity frameworks over more than a decade. The research contributes to the literature by revealing underlying discrepancies in current models and proposing a synthesized perspective that integrates technological advancements and administrative strategies, providing insights into opportunities for future research and practice. The findings of the study can be used to develop a new generation of e-government maturity models that are more comprehensive and relevant to the current needs of governments.

The Impact of Teacher Supports for Implementing the Self-Determined Learning Model of Instruction on Student Outcomes in Inclusive General Education Classes

People with disabilities consistently advocate for their right to be self-determined. Decades of research highlight the positive impacts of self-determination intervention on in-school and post-school outcomes of secondary students with disabilities. Increasingly, self-determination interventions are being implemented in inclusive contexts for all students, including students with and without disabilities. To enable implementation with high fidelity, further examination of the supports needed by teachers is required. In this study, the authors examine the impacts of differing intensities of teacher implementation supports (online modules only vs. online modules + coaching) on the initiation of the self-determined learning model of instruction (SDLMI) by schools and teachers and outcomes for students that arise from more intensive implementation when schools and teachers do initiate. Results suggested that intensifying teacher implementation supports has a positive impact on a cascading series of outcomes for schools, teachers, and students. In this study, the author discusses the implications of the results for future research and practice.

Achieving ‘something that everybody has invested in’: perspectives of diverse stakeholders during co-creation of a transition to residency curriculum

Co-creation of education within the context of student inclusion alongside diverse stakeholders merits exploration. We studied the perspectives of students and teachers from different institutions who participated in co-creating a transition to residency curriculum. We conducted post-hoc in-depth interviews with 16 participants: final-year medical students, undergraduate, and postgraduate medical education stakeholders who were involved in the co-creation sessions. Findings build on the Framework of Stakeholders’ Involvement in Co-creation and identify the four key components of co-creation with diverse faculty: immersion in positive feelings of inclusivity and appreciation, exchange of knowledge, engagement in a state of reflection and analysis, and translation of co-creation dialogues into intended outcomes. Despite power dynamics, participants valued open communication, constructive feedback, mutual respect, and effective moderation. The study broadened our understanding of the co-creation process in diverse stakeholder settings. Incorporating key elements in the presence of power relations can enrich co-creation by leveraging wider expertise.

Beyond the rule. Development of a multi-criteria tool for designing and evaluating an inclusive context

There are rules that provide shared information with the aim of guiding the behaviour of individuals or the community regarding spaces, processes and products. Therefore, the goal is to start a normalisation and standardisation procedure, which allows to solve a specific problem. With regard to the culture and practice of accessibility of spaces and environments, the reference legislation (Law 13/89, Presidential Decree 24 July 1996, n. 503, ISO 21541:2021, Ministerial Decree 236/89, UNI 17210:2021) is not only rather obsolete, but also excludes a large part of potential users. This paper aims to open a debate on the current operational tools in order to evaluate and design an inclusive context, proposing a new, more performing and universal one. The culture of accessibility is not only the scrupulous and scientific observance of the rules. It also means combining both quantitative and qualitative needs; therefore, providing environmental well-being. Thanks to the critical description of reference or experimental evaluation or design tools (HCD participatory methodologies for the definition of needs analyses, Quality Function Deployment for the tracking of technical specifications, ICF with a focus on UNI activities, laws, decrees and regulations to observe the Rule), this paper describes some projects that attempted to go beyond the rule, providing an inclusive context and space to meet people’s actual needs. Therefore, putting some operational tools into functional synergy (Rules, Inclusive Methodologies, ICF, QFD) to define a new multi-criteria tool can be an excellent starting point to develop, for each specific environmental context, a list of expectations that are important for planning and evaluation.

Redefining Boundaries: The Case for Enterprise-Structured Waqf Over Corporate Waqf

Purpose — This paper highlights the overextension in the definition of the term corporate waqf in the current literature, proposing a return to its original meaning. It also advocates for the use of a new term, enterprise-structured waqf, to capture the broader and more inclusive contexts of waqf. This paper further elaborates on and categorises the facets of the newly advocated term, clearly delineating its scope. Design/Methodology/Approach — This paper utilises a qualitative content analysis (QCA) methodology to recognise specified characteristics within the corporate waqf literature. It prudently dissects the prevailing narratives, revealing areas of conceptual ambiguity and inconsistency. It further proposes new narratives. Findings — It is shown that the extended definition of the term corporate waqf has left it ambiguous, with two meanings. The first is waqf that is established by corporate entities. The second is waqf whose assets are dedicated to entities with strategic business frameworks, regardless of the founder’s corporate or non-corporate status. The second meaning, while innovative, is misleading. It is therefore proposed that the term corporate waqf be returned to its original meaning and the term enterprise-structured waqf be used instead to capture the broader and more inclusive contexts of waqf. Originality/Value — This paper is the first to highlight the overextension in the definition of the term corporate waqf, propose a return to its original meaning, and advocate for the use of an alternative term, namely enterprise-structured waqf. Practical Implications — Returning to corporate waqf’s original meaning while distinguishing it from the broader concept of enterprise-structured waqf will potentially help expand waqf engagement and resource mobilisation.

Structural topic modeling as a mixed methods research design: a study on employer size and labor market outcomes for vulnerable groups

Obtaining and maintaining steady employment can be challenging for people from vulnerable groups. Previous research has focused on the relationship between employer size and employment outcomes for these groups, but the findings have been inconsistent. To clarify this relationship, the current study uses structural topic modeling, a mixed methods research design, to disclose and explain factors behind the association between employer size and labor market outcomes for people from vulnerable groups. The data consist of qualitative interview transcripts concerning the hiring and inclusion of people from vulnerable groups. These were quantitized and analyzed using structural topic modeling. The goals were to investigate topical content and prevalence according to employer size, to provide a comprehensive guide for model estimation and interpretation, and to highlight the wide applicability of this method in social science research. Model estimation resulted in a model with five topics: training, practicalities of the inclusion processes, recruitment, contexts of inclusion, and work demands. The analysis revealed that topical prevalence differed between employers according to size. Thus, these estimated topics can provide evidence as to why the association between employer size and labor market outcomes for vulnerable groups varies across studies––different employers highlight different aspects of work inclusion. The article further demonstrates the strengths and limitations of using structural topic modeling as a mixed methods research design.