Inclusive Institution Research Articles

Strategies to promote the Inclusion of People with Visual Disabilities in the Technological Institute of Villahermosa

The objective of this article is to show the actions generated in the initial educational program of the Technological Institute of Villahermosa for the inclusion of persons with visual disabilities, from which mechanisms for improvement were established in a positive way with a view to becoming an inclusive institution. Interest in people with special educational needs for a bachelor's degree is growing; in Tabasco State, there are higher middle-level institutions working for inclusion. Therefore, it is necessary to create opportunities for improvement not only in the curricula and programs of study, but also to make the actors become aware, trained and takes action to meet this demand. To involve competent authorities of the needs required in infrastructure, training, furniture and various adaptations that involve the teaching-learning process. Some of these necessities were identified in the Institute through the routes and surveys carried out on the basis of the Standards for the Accessibility of Persons with Disabilities.

Towards an Inclusive Social Welfare Institution for Disabilities: The Case of Indonesia

People with disabilities are vulnerable to experience exclusion and discrimination in society. Likewise in Indonesia, a common condition for people with disabilities is the low level of participation in various sectors, such as the economy, education, healthcare, and public infrastructure. However, Indonesia has committed and started efforts to improve the equality of people with disabilities’ access. One institution that plays an important role in this regard is the social welfare institution. On a related note, this study discusses the dynamic of the social welfare institution’s roles in Indonesia in providing welfare for people with disabilities. Furthermore, the roles are explored based on the current context of society, which over the last few years, has been changing rapidly due to technological advancements, information acceleration, and big data utilization. This study argues building an inclusive social welfare institution is fundamental to fulfill the people with disabilities’ welfare. This study uses a qualitative approach with literature review and secondary data analysis as data collection methods.

Broadening and Strengthening Underrepresented Group Inclusion in Immunological Research.

Promoting diversity across biomedical fields is crucial for building comprehensive and innovative research programs, as well as providing trainees from underrepresented groups (URGs) the ability to establish agency and develop skills in a culturally and structurally supportive environment. Despite this awareness, there is still a lack of students from URGs being trained for independent research careers. The Immunology, Microbiology, and Virology (IMV) graduate program at the University of Rochester School of Medicine and Dentistry (URSMD) has been working for the last 13 years to increase diversity through an NIH funded Post-baccalaureate Research Education Program (PREP). Historically, our program has trained URG scholars in Immunology, but as we have progressed we have embraced the understanding that both the scholars and the institution benefit from expanding the interdisciplinary nature of our program. Over the last 3 years, we have integrated a broader and highly collaborative faculty mentor pool, including representation from Immunology, Microbiology, Virology, Neuroscience, Genetics, Biochemistry, Biophysics, Toxicology, and Biomedical Engineering. This expansion, coupled with changes in our education program, including skill building workshops and cross campus integration with our student diversity groups and the Office of Diversity and Inclusion, has strengthened the competitiveness and success of our cohorts. These improvements are enhancing the diversity of our graduate school, creating a research environment that retains students from URGs in biomedical research. We attribute our success to the interdisciplinary and team-building nature of our pipeline program, as well as the URSMD's initiatives to be a more inclusive and equitable institution.

Development of students’ subject position in the process of internship in an inclusive school

Introduction.The requirements of the Federal State Educational Standards for the training of teachers and teachers-psychologists determine the list of competencies in the field of education of children with special educational needs, including the organisation of their joint activities with peers in an inclusive education institution. The implementation of inclusive principles is associated with the development of innovative ways for individualising the pedagogical process, creative nature of mastering learning strategies and socialising children with atypical development, which actualises the problem of transformation of pedagogical thinking stereotypes. In this regard, the professional training of students in the field of inclusive education requires searching for factors aimed at increasing personality subjectivity, development of abilities to demonstrate an active, transformative position, synthesis of know-ledge from various scientific fields, modeling of variative solutions to non-standard situations of inclusive process. An important component of a future teacher education is internship in inclusive schools, in the course of which direct interactions with children with different physical and intellectual capabilities actualise own resources of students and acquisition of required skills.Theaimof the experimental work presented in this publication is to identify the development factors and characteristics of a student’s subjective position in the process of continuous internship in inclusive education institutions.Methodology and research methods.The present research is based on the methodological principles of the subjective and learner-centred approaches, as well as the provisions of the concept of transformability focused on the principle of permanent multiplication of success of each participant of the educational process. The questionnaire “Level of Personality Subjectivity” by M. A. Schukina and the questionnaire revealing a model of teacher-child interaction developed by V. G. Maralov, V. A. Sitarov were used as diagnostic tools. The method of qualitative analysis of students’ reflexive judgments was applied. The data was processed in the SPSS programme using mathematical statistics methods (Mann – Whitney U-test).Results and scientific novelty.A working definition of the subject position of the teacher is given. The teacher’s subject position consists not only in the complex of specific knowledge and competencies learned and applied in practice, but also, and above all, in a high level of self-organisation and self-determination of the individual in non-standard situations. For the first time in the Russian education system, the authors of the present research made an attempt to implement the idea of future teachers’ preparation for activities in an inclusive environment through the formation of the subject position. The factors, influencing the development of student’ subjective position, are determined; the peculiarities of its manifestations are analysed.Practical significance.The results of this experimental study could be of interest to teachers of higher education, teachers and heads of educational organisations, working in the conditions of inclusive education.

Growing Together: A Qualitative Investigation of Community Connection Through the Transformation of a Religious Space

Throughout the United States, attendance at religious services is on the decline, fewer Americans identify as “very religious”, and the lack of community gathering spaces can make meaningful connection between community members difficult. The current qualitative study examined a welcoming and inclusive urban religious institution in Portland, Oregon that has created for-rent gathering spaces for individuals from the community. The primary goal of the current study was to examine the challenges and opportunities of opening the church to the community. Using a community based participatory research (CBPR) approach, the researchers collaborated with a steering committee comprised of members of the church, community, and the non-profit organization. Six focus groups were conducted (3 church groups, n = 19; 3 community groups, n = 12). The results suggest that churches and communities can respond to the changing landscape of our times by providing opportunities and physical spaces for collaboration and connection.

MOTIVATION AND MANAGEMENT OF SUBJECT OF THE INCLUSIVE EDUCATIONAL INSTITUTION IN THE CONDITIONS OF GLOBAL ECONOMIC DEVELOPMENT

Introduction. In the modern Ukrainian inclusive educational space, the motivation of the scientific and pedagogical employee of the educational institution in the conditions of global economic development, which is extremely relevant today, acquires special importance. Purpose. It consists in carrying out appropriate measures of effective activity and motivation of the scientific and pedagogical employee of the inclusive institution. Results. The article identifies the priority of motivation of research and teaching staff, which includes a number of components, namely: motivation of work, motivating staff to work effectively, which provides the necessary rewards and meets existing needs; motivation for stable and productive employment; motivation for the development of employee competitiveness, etc. The motivational model of the relationship between the head and the teaching staff is method of calculating the term of the contract of the subject of educational services is represented. The management of the subject an inclusive educational institution in the conditions of global economic development is analyzed. It is determined that the structure of the educational sphere in particular inclusive education as a socio-economic model has a complex many profile character, the elements of the structure of the educational space are characterized by a complex system of relationships and interdependence. The characteristics of the main components of motivation individuals of higher education subjects, which determine the behavior of providing educational services and form its motivational structure are highlighted and given. It is individual for each subject of educational services and is determined by many factors: level of well-being, social status, qualification, position, value orientations, etc. The development of the educational system of each country as a socio-economic model is characterized on the one hand by internal (national) features and patterns of development and on the other hand, the development of national systems is directly influenced by the external environment, determined primarily by global processes. It is substantiated that globalization has become a challenge for higher education in which modern higher education institutions are becoming global institutions.

PSYCHOLOGY OF FINANCE AND STRESS OF SOCIETY'S SUBJECTS IN THE WORLD'S PANDEMIA

The article substantiates the theoretical and pragmatic postulates of the financial-economic, psychological and social-rehabilitation of inclusive doctrine of specialized institutions of Ukraine, which reflect inclusive activity in the socio-economic system of a state institution and its place and role in globalization processes. That is, it covers such a paradigm as an inclusive institution and its psychological conditions, mechanisms and patterns of financial and economic activity. It is determined that in modern conditions the most significant influence on the development of financial and economic psychology has the psychology of entrepreneurship, the psychology of management and management. The purpose of the research is to study the stresses that arise in the professional activity of subjects of inclusive state institutions in the conditions of a global pandemic. That is, the readiness of the subject of inclusive state institutions to provide complex assistance to different sections of the population and the need to maintain their own mental health due to the successful elimination of distress on the basis of relevant knowledge about the psychophysiology of stress, its causes and effects, individual and group methods of self-rehabilitation assistance, correction of post-traumatic stress disorders. Also, the article deals with the signs of governance, high school methods of overcoming, and externally mediated ways of adaptive self-regulation of stress by subjects of society, including subjects of inclusive institutions. This research identifies the priority of subjects of inclusive state institutions in the financial and economic parameters of overcoming relevant psychological stresses and crises in the conditions of global pandemic. It is determined that the modern psychology of finances and financial and economic activity of inclusive institutions is the object of the struggle of ideologies, scientific and educational doctrines, political beliefs, socio-economic imaginations about the social justice of the subject of the inclusive society.

SOCIAL ADAPTATION OF PRESCHOOL CHILDREN WITH SPECIAL EDUCATIONAL NEEDS FOR INCLUSIVE LEARNING

The article investigates the substantive characteristics of the readiness of the social teacher, practical psychologist, educators, parents of children with special educational needs in the conditions of the pre-school educational institution. The definition of "social adaptation of children with special educational problems in the conditions of the institution of general educational institution " is analyzed. The main results of psychological and pedagogical coaching are determined: the awareness of specialists of the pre-school educational institution and parents of social adaptation importance for children with special educational needs as a requirement for their effective integration into the inclusive pre-school educational institution. Key words: inclusive learning, educational needs, social adaptation, coaching, tutors, pre-school education, inclusion.

Partnerstvo vaspitača i roditelja u kontekstu realne inkluzivne prakse

Inclusion refers to the active participation of children with disabilities in their immediate and wider environment in accordance with their abilities. The paper focuses on the partnership of educators and parents in the context of real inclusive practice, through a strategy of support for children with disabilities. The theoretical basis is a systems approach, which implies the understanding that the studied system is part of a broader system and that the system itself consists of smaller subsystems that are mutually conditioned. A systematic approach to inclusion provides a conceptual framework for determining the combined impact on preschool children in a dynamic relationship with their environment. It can be concluded that inclusion requires partnership work and that one of the priority tasks of an inclusive preschool institution is to develop quality support programs and involve parents in children's activities.

Incorporating the Protests: The NFL, Social Justice, and the Constrained Activism of the “Inspire Change” Campaign

On January 11, 2019, the National Football League (NFL) launched “Inspire Change,” a campaign for the league’s social justice efforts. The campaign, which would serve as the umbrella under which the NFL’s US$89 million social justice partnership with the players would be housed, launched with its own website, hashtag, commercial, and documentary series. This article textually examines the “Inspire Change” campaign and its associated media materials, contextualizing it against the kneeling protests carried out by Colin Kaepernick and other NFL players as well as the NFL’s reactions to those protests. In doing so, I argue that NFL’s response to its players’ call for social justice is at once a strategic expansion by the league that seeks to capitalize on the emergent activist power of professional players to build the league’s brand as an authoritative and inclusive American institution contributing to social good. At the same time, however, under withering criticism from President Trump and conservative media, it reestablishes league control over the voice of rebellious Black players by subsuming their social justice efforts under the auspices of a campaign that evades the ideological confrontation of the kneeling protests in favor of a more positive, market-friendly version of “justice” based in calls of unity.

URGENSI KOMUNIKASI PROFETIK PUSTAKAWAN PADA PERPUSTAKAAN UIN SUNAN KALIJAGA YOGYAKARTA

This paper discusses the importance of prophetic librarian communication at the SunanKalijaga Yogyakarta UIN Library. Librarians as one of the professions in the midst of society alsoneed the ability to communicate and convey information to the public, especially the librarian. Aspart of UIN Sunan Kalijaga Yogyakarta which is an inclusive tertiary institution, librarians arerequired to communicate with users from different backgrounds. One of the communicationmodels offered in this paper is prophetic communication, which is communication-based onprophetic characteristics. There are three main pillars in this prophetic communication, namelyhumanization, liberation, and transcendence. The implementation of the three pillars discussed inthis paper is the importance of understanding the diversity and style of language used incommunication. Effective communication can create a positive impression which then leads toloyalty in utilizing information sources contained in the library, so the purpose of the library as aninformation and education center and the source of knowledge can be realized.

Public libraries and 21st century digital equity goals

ABSTRACTPublic libraries have historically positioned themselves as pillars of information and inclusion in society. Free, available to all, with materials in multiple languages and formats, libraries are possibly the most inclusive public institution. However, as more materials migrate to the internet, and as preferences for how people access information and how culture changes, libraries are challenged to also incorporate the internet and new information-seeking behaviours into their operations and philosophy.To examine libraries’ roles in expanding internet access and digital literacy, we discuss the ways that libraries expanded their repertoire and how they approach remediating local digital divides in a North American context, focusing specifically on results associated with their loaning of hotspot devices. We investigate the decisions and controversies across different digital information strategies, and examine the library’s emerging role in digital divide efforts.

Levels of formation of gnostic-technological competence of future speech therapist to work in the conditions of inclusive education

We described the levels of formation of the gnostic-technological competence of future teachers to work in inclusive education, using the method of questioning and analysis. A educator must have the necessary level of professional competence for successful introduction into practice of various innovations, realization in the conditions of inclusion of the tasks. Specialist should have knowledge about the features of organization and work in inclusive education; he/she can creatively apply knowledge in organizing the interaction of all participants in educational and correctional work; to create a development environment in an inclusive educational institution, etc. The authors highlighted the criterion of the gnostic-technological competence of future speech therapists to work in an inclusive educational institution and indicators for it: the meaningfulness of theoretical and technological knowledge about the features of the organization and work in inclusive education; creativity of technological knowledge and creative approach in organizing the interaction of all participants in educational and remedial work; creating a developing environment in an inclusive educational institution. We have distinguished the gnostic-deontological criterion, because the speech therapist should take into account the management, regulation of various mental conditions of the child with peculiarities of psychophysical development, correction of its defects in the interaction of special pedagogue - child. Interaction with the child should not complicate his/her cognitive and educational activities with inclusive education. The child's health status depends on the educational and emotional load. To carry out the experimental work, we have developed experimental tasks for selected criteria indicators in order to ascertain the level of formation of the gnostic-technological competence of future teachers to work in inclusive educational institutions. For each task, a rating scale is formed

TEACHING OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN HIGHER EDUCATIONAL INSTITUTIONS OF INCLUSIVE TYPE

The author of the article, on the example of the activity of the Higher International Open University of Human Development “Ukraine”, reveals the role and importance of active research and international activity of the modern higher education institution in Ukraine. The ongoing higher education reform in Ukraine poses many challenges to the modern scientific community. It is significant that universities, with minimal governmental funding, hold the bar and provide a full range of opportunities for their staff and students. It is the scientific communication with the countries of Europe and the world in general that contributes to the growth of the quality of educational services and faster progress in various fields of science. It is gratifying to realize that there is a growing generation of young scientists who will develop national science and worthy representation of the state at the international level, create their ambitious projects and make their lives better here and now. A modern university is able to open the door to Europe for anyone who wants to study and build a successful career internationally here and now - this is a clear demonstration of the experience of University “Ukraine”. First of all, it is a matter of science and research together with foreign partners. Today, the University has more than 40 agreements with foreign higher education institutions, the vast majority of them defining the directions and basic conditions for cooperation in the field of academic mobility and conducting joint research. The article deals with an analysis of the results of such cooperation. The best result is of course the fact that the Higher International Open University of Human Development “Ukraine” as the only inclusive educational institution in Ukraine has managed to create a reputation of a research-type university not only in Ukraine, but also abroad in less than 20 years of its activity.

Technological culture as the basis of refugee ready Inclusive institution for professional activities

Technological culture as the basis of refugee ready Inclusive institution for professional activities

DEVELOPMENT OF PROFESSIONAL READINESS OF EDUCATION MANAGERS FOR SYSTEMIC ORGANIZATION OF INCLUSIVE EDUCATION

The article analyzes the results of scientific research and innovative educational practice in Ukraine and foreign countries. These results highlight the urgency of the problem related to the development of professional readiness to the systematic organization of inclusive education among education managers. Based on the experience of Khortytsia National Educational Rehabilitation Academy, it was proved that the priority for the development of professional readiness among inclusive education managers is the educational and rehabilitation direction of postgraduate pedagogical education, the possibility to involve leading scientists and experienced practitioners who can demonstrate the inclusive management at work. The article gives arguments for the conceptual statement that an important prerequisite for the success of the inclusive managers’ activity is their professional understanding of the role played by the key specialists of the educational and rehabilitation area of expertise (primary school teachers, assistants of inclusive class teachers, assistants of rehabilitation teachers, tutors of special and inclusive educational institutions, speech therapists, defectologists, social teachers, practical psychologists, consultants of psycho- pedagogical medical institutions, physical therapists, rehabilitation therapists, inclusive education methodologists) in creation of inclusive general education space. The article analyses the content of refresher courses for managers of inclusive educational institutions, which is determined by the priorities of studying the modern theory of educational and rehabilitation management, particularly, advantages, limitations and specifics in the use of basic management approaches: systemic, strategic, program- targeted, adaptive, informational, participative, distributive and network management. Based on the analysis of practical experience, the article highlights possibilities for arranging postgraduate education courses under the "Inclusive Manager" program, which implies the use of interactive consulting forms of advanced training for managers: "Management in the Context of Inclusive Education" training courses, "Management of Inclusive Institution” workshop, organization of work for the "Studio of Inclusive Manager" innovative professional association, providing professional online communication and consulting of participants in the "Successful Head of Inclusive Education” blog.

Extramuros: el arabismo fuera del Centro de Estudios Históricos: la correspondencia de Julián Ribera con José Castillejo

Between 1907 and 1916, the group of Spanish Arabists known as the “school of Codera” (Beni Codera, as expressed by the scholar Emilio García Gómez) was part of an inclusive institution that comprised different academic fields, both scientific and humanistic, in Spain. This institution was the Junta para Ampliación De Estudios (the Council for Extension of Studies and Scientific Research). The work carried out by this group in the Center for Historical Studies (an institution dependent on the Council) represents one of its most fruitful periods of research activity. But in 1916, the participation of Asín Palacios in the Board in charge of evaluating the candidates for the chair of Sociology at the University Complutense of Madrid a field foreign to the Spanish school of Arabists), and to which applied the Council’s Secretary, José Castillejo, resulted in the withdrawal of the Arabist group from both the Center and the Junta. This led to the isolation of Arabism from the development of the area of humanities in Spain. The correspondence between Julián Ribera, at the time the patriarch of Arabism, and Castillejo, describes the context of this breaking and contributes to the understanding of the evolution of contemporary Spanish Arabism.

Поможет ли государственно-частное партнерство выйти из стагнационной ловушки?

<span>В статье рассматриваются особенности действующей модели экономики России, обусловившие как быстрый рост в начале 2000-х годов, так и последующий период длительной стагнации. По мнению авторов, для выхода из стагнационной ловушки необходимо смещение акцентов в государственном регулировании экономики. От увеличения государственного сектора в экономике и экспансии крупных корпораций в важнейшие отрасли финансового и нефинансового секторов следует перейти к схемам партнерства, ориентированным на долгосрочное сотрудничество государства и бизнеса в разных сферах деятельности. Одним из форматов такого сотрудничества может стать государственно-частное партнёрство при условии, что оно не будет вынужденным для бизнеса. Изменения в законодательстве и практике его применения в направлении перехода к взаимовыгодным схемам отношений между публичной и частной сторонами соглашений о партнерстве могут трансформировать ГЧП в преимущественно инклюзивный институт, способствующий устойчивому экономическому росту. В сочетании с изменениями в мотивации национальных бизнес-элит это будет способствовать переходу к качественно новой модели развития российской экономики, основанной на разумном сочетании частной инициативы с государственной поддержкой стратегически значимых проектов.</span>

Why have almost all efforts to reduce poverty in sub-Saharan Africa failed?

Although the narratives about Africa is changing dramatically from “a hopeless continent” to “rising Africa”, but the poverty problem becomes even more severe. Despite the decline of poverty rate in Africa from 57% in 1990 to 43% in 2012, the absolute number of poor population in Africa has increased by 1 billion in the last 20 years mainly due to the fast population growth. The poverty in Sub-Sahara Africa can be explained from different dimensions, including historical, demographical, geographical and cultural disadvantage. Some ascribe the African poverty to lack of inclusive institution and western democracy, which is a west-centered perspective. This article recognizes the diversification of each sub-Saharan African country and the risk to generalize the analysis about why efforts for African poverty fail. It divides the efforts to reduce poverty in sub-Saharan African into two periods, in which the driving forces for poverty reduction are different. From the independence of African continent in 1960s until the end of the 20th century, the development aid dominated by the United States and Europe has failed in sub-Saharan Africa. First, due to the unequal status of Western donor countries and African recipient countries, the poverty reduction driven by Western forces has ignored the local adaptability of Western institutions, ideas and experiences in the Sahara region. Second, the dependency on external aid has weakened the governance capacity of African national government and hindered their internal motivation to explore their own development paths. African countries thus failed to find home-grown paths for poverty reduction. Since the beginning of the twenty-first century, the poverty in the Sahara region has shown new features that included increase without development, more poverty population, and further aggravated inequality. In the meantime, with the changing global landscape, the driving forces for the poverty reduction effort in Africa are also changing. Besides the traditional aid from the West, the African countries also have increasingly more trade and investment cooperation with emerging economies on the basis of non-interference, equality and mutual benefit. In the meantime, the internal development driver of sub-Saharan countries is also improving. From regional level to country level, sub-Saharan Africa began to cut loose the shackles of Western institutions and experience and start independent exploration for their own development paths. However, the current liberal world economic and political system is still the fundamental factor that restricted Africa to eradicate poverty. Although the new partnership between emerging economies and sub-Saharan Africa provides alternative experience and choice for poverty reduction in the region, but the presence of emerging countries has not fundamentally changed Africa’s periphery position in the current liberal world order and the world system. Moreover, due to the West’s strong voice and capacity for setting international agendas, Africa often faces the dilemma of the primary stage of economic development and high standards of ethics. This might hamper African cooperation with emerging economies in industrial capacity cooperation and technology transfer and further its integration into the global industrial chain.

MODELING OF EXPENDITURE OF THE INCLUSIVE HIGHER EDUCATION INSTITUTION

Purpose. The logic chains of primary importance in planning of the relevant expenses, which had been called to influence positively to the social development of the college are processed. The directions of budget savings in the college are determined. Methodology of research. The article uses modern general scientific and special methods of economic research, in particular: a systematic approach – when studying the connections between phenomena and processes of analysis of the financial state of the inclusive institution; statistical analysis – in determining the dynamics, structure of financial resources of the inclusive institution of higher education in the context of general and special funds; dialectical and abstract-logical – when conducting theoretical generalizations and forming conclusions. Results. The author’s own methodological aspects are developed with the help of mathematical modeling in relation to optimization of the structure of the college general fund budget expenditures in conditions of their effective implementation, taking into account the features of socio-cultural, health and rehabilitation society. Therefore, for the effective redistribution of the funds of the general fund of the college, we use a mathematical model, which defines the main factors of the activity of the higher education institution in conditions of socio-cultural and recreational rehabilitation. As outcome indicators, the frequency of "desirable and undesirable" factors that characterize the state of functional classification of cost estimates, as well as their correlation to the amount involved in expenditure estimates, that is, intensity indicators are offered. Thus, the logic chains of the general fund structure are determined, which should positively influence on the state of social development of the inclusive higher education institution. Conclusions. Taking into account the above-mentioned methodology, about 7 thousand UAH of funds of the general fund of the college budget are saved. The same marginal cost savings can be achieved through the support of funding for educational, club activities work and physical education rehabilitation, which should actively generate a program of the development of social activities of college students.