Opportunities For Inclusion Research Articles

Digital Rupiah as a Proponent of Financial Inclusion: A Study of Legal Strengthening Aspects

The public’s need for a payment system that is fast and inexpensive but also secure, inspired Bank Indonesia to create a digital currency known as the Digital Rupiah. The basis for Bank Indonesia’s consideration of launching the Digital Rupiah is to carry out its mandate in the digital era in the form of legal digital payment instruments so that it can become a means of supporting financial innovation. However, the potential for Digital Rupiah as financing inclusion or exclusion is also a crucial matter that needs to be studied in more depth. This study uses a type of normative legal research with data sources through library research, which will analyze the potential for financial inclusion and exclusion and examine the strengthening of the Digital Rupiah from a legal perspective. The results of this study indicate that there is still potential for financial exclusion posed by Digital Rupiah, therefore a strategy is needed to open up opportunities for financial inclusion from Bank Indonesia, regulators, ministries, and other institutions in efforts to provide financial services to the wider communities. This also includes supporting greater digital economic and financial integration that are equitable and sustainable for all the people. The provisions for Digital Rupiah that have been embedded in the P2SK Law are still minimal because the provisions for managing them have not been fully explained. So it is necessary to strengthen the regulation of several aspects so that Digital Rupiah can become a financial inclusion requirement.
 Keywords: digital Rupiah, financial inclusion, legal reinforcement

Organized physical activity participation among autistic Australians: Barriers, enablers and implications for inclusion

Engagement in organized physical activities offers numerous benefits for autistic people, yet persistent barriers hinder participation, especially as individuals age. This Australian study employed a mixed methods approach to investigate the experiences of organized physical activities among 103 autistic adults and 169 parents of autistic children. Although most autistic children were involved in such activities, participation significantly declined among autistic adults, with both groups expressing a desire for increased involvement. This research identified barriers spanning intrapersonal (anxiety, physical challenges), interpersonal (social communication difficulties), and societal (limited inclusive opportunities, insufficient autism awareness) domains. Key facilitators to enhanced participation included sensory accommodations, inclusive policies, improved accessibility, personalized coaching, and enhanced autism education for staff. These findings are consistent with international research and hold particular relevance within the Australian cultural context. This study represents a significant empirical contribution, shedding light on the intricate barriers and potential support mechanisms necessary to bridge the gap between the aspirations for organized physical activity and actual participation among autistic individuals throughout their lives. Realizing progress demands comprehensive changes across various levels, encompassing policies, programs, attitudes, and accessibility. Such transformations are essential to cultivate inclusive sporting cultures and counteract the disengagement observed from childhood through adulthood. Lay abstract Sports and physical activities can be really beneficial for autistic people, but they often encounter challenges, especially as they get older. In our Australian study, we surveyed 103 autistic adults and 169 parents of autistic children to better understand these challenges. We discovered that many autistic children take part in sports and activities, but as they become adults, it becomes harder for them to stay involved. Both the adults and parents expressed a desire for more opportunities for autistic individuals to participate. We also identified some common problems that make it difficult for autistic people to engage in these activities. These challenges include personal issues like anxiety and physical difficulties, difficulties with social communication, and broader societal issues such as a lack of inclusive opportunities and insufficient awareness about autism. On a positive note, we found effective strategies to make participation easier for autistic individuals. These include creating sensory-friendly environments, implementing inclusive rules, ensuring that places are easy to access, offering personalized support, and educating staff about autism. Importantly, our findings are not unique to Australia; they align with research from other countries. This study sheds light on the obstacles autistic people face in sports and activities and provides solutions to improve their experiences. To bring about meaningful change, we must adjust policies, programs, attitudes, and overall accessibility. This will foster inclusive sports and activities for autistic individuals from childhood through adulthood.

Inovação social rural em práticas de economia solidária no coletivo Cooptar no Sul do Brasil

Abstract Disputes over land and the struggle for the right to work and dignified life for rural workers have been going on for a long time in Brazil. They are currently reconfigured based on new forms of exclusion that characterize the “new rural.” Rural social innovation (RSI) comprises a broad process of social change, capable of contributing to dealing with challenges and, providing opportunities for social inclusion and overcoming inequalities. This article aimed to understand the transforming potential of the RSI developed at the Cooperativa de Produção Agropecuária Cascata Ltda. (Cooptar), a Collective resulting from one of the agrarian settlements formed from the occupation of the Annoni Farm in Rio Grande do Sul by the Landless Rural Workers Movement (MST). Methodologically, the case study was based on documental research, observation, 24 semi-structured interviews with cooperative families and external technicians, and content analysis. The findings showed that, through processes of ongoing training and protagonism of the members of the collective, Cooptar exists and has been self-renewing for 33 years in its interpersonal and family relationships (confronting individualism and gender inequality), practices of solidarity economy (collective ownership and self-management) and diversification in production processes, constituting a true culture of transformative and solidary social innovation.

Pastoral Care of Socially Vulnerable Groups

The article Pastoral Care of Socially Vulnerable Groups focuses on the meaning and importance of pastoring socially vulnerable individuals. It outlines the important points of this pastoral care, including the provision of support and care to people in distress. It presents different perspectives, methods and practices in terms of pastoral care. It sees as central the importance of building a relationship of trust and a holistic approach to individuals at risk of social exclusion. The paper highlights the central role of pastoral care in supporting those facing poverty, homelessness, addiction and other forms of social exclusion. It looks at opportunities for social inclusion, alleviating stigma and promoting awareness of one’s values through faith and inclusion in the Christian community. Explores the opportunities and challenges facing the pastoral care of socially vulnerable individuals in today’s social environment.

Fostering Diversity, Equity, Inclusion, and Belonging Through the Lens of Gratitude

Diversity, equity, inclusion, and belonging is the work of leaders. The opportunity to embrace individuality and grow collectively is something to be appreciated. The work requires leadership at all levels and starts from within. Having the courage to lean into discomfort that comes with the work reaps great rewards. Assessing your organization and applying learnings is the start to culture change. This is only the start, this work is ongoing, and it is with gratitude we should embrace to opportunity for inclusion. We as individuals and teams will benefit as well as those we serve.

Disentangling associations between pubertal development, healthy activity behaviors, and sex in adolescent social networks.

With the onset of puberty, youth begin to choose their social environments and develop health-promoting habits, making it a vital period to study social and biological factors contextually. An important question is how pubertal development and behaviors such as physical activity and sleep may be differentially linked with youths' friendships. Cross-sectional statistical network models that account for interpersonal dependence were used to estimate associations between three measures of pubertal development and youth friendships at two large US schools drawn from the National Longitudinal Study of Adolescent to Adult Health. Whole-network models suggest that friendships are more likely between youth with similar levels of pubertal development, physical activity, and sleep. Sex-stratified models suggest that girls' friendships are more likely given a similar age at menarche. Attention to similar pubertal timing within friendship groups may offer inclusive opportunities for tailored developmental puberty education in ways that reduce stigma and improve health behaviors.

Building bridges between organisations and the local community

Introduction: People long for connection. Yet, our society is increasingly diverse and people can be vulnerable in a number of ways (poverty/(mental) illness/language barriers/...). There is an ever growing need for inclusion, for openness.
 Objectives and methods: Since 2016, I seeked to improve my wellbeing - even to recover - by participating in activities outside of the mental health sector. A chance meeting led to a volunteering opportunity for opgewekTienen vzw, a citizen's initiative in my home town. This led to a string of other opportunities, both for myself and others. I helped members of the community - vulnerable or otherwise - to become participants or to enter this vast network of volunteers and witnessed others do the same. Partnerships were forged between the community, the city and a number of social organisations, between the informal and the formal sector, to increase inclusion, both among volunteers as well as participants.
 Key findings: People can experience (social) recovery, an increased sense of purpose and belonging, as well as significant personal growth through volunteering.There is a degree of chance in entering the volunteer network. Bridges (bridge figures/partnerships) are helpful and often even instrumental in the participation of vulnerable groups, either as volunteers or participants. Bridges can be built starting from either side (citizens/professionals). However, more often than not it is the community that takes the lead. Employees can be volunteers after work without either the employee or the employer taking advantage of this existing link. Some of the strongest leaders in the volunteering community are employed in the social/mental health sector. Inclusion is not always easy for the network of volunteers. Support is welcome, but can be lacking.
 Conclusions: Bridges foster inclusion. 
 Implications: Be open as an organisation and look actively around for citizen's and community initiatives in your area. Even the smallest of informal initiatives can offer opportunities for inclusion.
 Identify, reach out and connect with bridge figures and social entrepreneurs. Explore existing links: volunteers in your own workforce. Stimulate employees and clients to volunteer or participate. Foster interconnection.
 Turn these links into a win-win situation and provide support, not by 'taking over' but by being present.

Mountains of research: Where and whom high-altitude physiology has overlooked.

High altitude is a natural setting in which to study human acclimatization and adaptation. Here, I identify where and in whom high-altitude physiology research has occurred. There has been a mismatch between countries with large high-altitude populations vs. where high-altitude research has been conducted. From 1970 to 2020, 83% of high-altitude physiology research took place in just seven countries: Nepal, China, USA, Peru, India, Bolivia and Italy. Collectively, these countries account for only 35% of the global population living above 2500m. Furthermore, high-altitude physiology research has predominantly studied low-altitude residents visiting high altitude and female participants are under-represented. Accordingly, the included populations are not necessarily a proportional representation of high-altitude residents. Here, I discuss how this influences our understanding of high-altitude adaptation. Finally, I highlight past initiatives to increase diversity in high-altitude research. By identifying the broad gaps in high-altitude physiology research, I propose exciting, inclusive opportunities to study human high-altitude physiology.

Tangible digital storytelling and phygital reality: benefits for inclusion and cooperation in young children

Abstract Modern technology progresses at an incredibly fast pace. With personal computers, mobile phones, tablets, and the Internet, technology is used in all spheres, affecting our daily lives greatly. Educational games are also taking advantage of the technological process, for example, many useful apps are available for children. Gaming and educational opportunities have expanded because of the development of tablets and smartphones. Teachers have the opportunity to combine physical and electronic objects when creating education materials, so they are not confined to the use of traditional physical objects. Storytelling remains one of the oldest teaching methods for children: the development of technology has given impetus to the creation of tangible digital storytelling, which combines programs with physical objects, creating a single field for learning. Creating stories in which a child can interact with his/her peers has also provided new opportunities for inclusion and cooperation in young children. Indeed, the increased use of speakers, videos, pictures, and other tools that can help to quickly create and easily adapt objects for children with various backgrounds has fostered inclusive teaching. This paper will consider the evolution of the storytelling practice, focusing specifically on tangible digital storytelling and its benefits in young children.

Resisting Heteronormative Traditions to Stage the Possible

Concerned with the heteronormative nature of education, we engage with queer theory and pedagogy to destabilize heteronormative constructs. Guided by arts-based educational research (ABER) and ethnodramatic practices, we stage the lived teaching experiences of educators who challenge heteronormativity while preparing their students for an elementary school musical production. We discover that creating opportunities for students to delve into varied costumes, themes, and characters can strengthen or transform their self-perception, and can embolden them to uncover facets of their identity. Moreover, our inquiry demonstrates how queering curriculum and pedagogy can provide more inclusive opportunities for all students as they engage in arts learning experiences.

Using the UK standards for public involvement to evaluate the public involvement sections of annual reports from NIHR managed research centres

BackgroundWithin the United Kingdom (UK), the National Institute for Health and Care Research is the largest funder of health and social care research, and additionally funds research centres that support the development and delivery of research. Each year, award-holders of these research centres are required to write a report about their activities, including a summary of Patient and Public Involvement and Engagement (PPIE) activities. This study aimed to evaluate the PPIE sections of annual reports to identify best practice and challenges; this could inform future delivery of PPIE activities.MethodsA framework documentary analysis informed by the six UK Standards for Public Involvement (‘Inclusive opportunities’, ‘Working together’, ‘Support and learning’, ‘Communications’, ‘Impact’ and ‘Governance’) was conducted on 112 reports. A quality improvement framework (‘Insights’) was used to evaluate quality as one of: ‘Welcoming’, ‘Listening’, ‘Learning’ and ‘Leading’. Recommendations from this review were co-developed with stakeholders and public contributors.ResultsReports documented varying levels of quality in PPIE activities which spanned across all six UK Standards. Award-holders either intended to, or were actively working towards, increasing access and inclusivity of public involvement opportunities. Methods of working with public contributors were varied, including virtual and in-person meetings. Most award-holders offered PPIE support and learning opportunities for both public contributors and staff. Some award-holders invited public contributors to co-produce communication plans relating to study materials and research findings. The impact of public involvement was described in terms of benefits to public contributors themselves, and on an organisation and project level. Many award-holders reported inviting public contributors to share decision-making within and about governance structures.ConclusionsThis evaluation identified that most annual reports contained evidence of good quality PPIE practice with learning from public contributors. Using the UK Standards and Insights framework enabled exploration of the breadth and quality of PPIE activities. Recommendations include the need for a platform for centres to access and share PPIE best practice and for centres to collaborate with local and national partners to build relationships with the public through inclusive community engagement.

Challenges and Opportunities of Women and Youths Financial Inclusion in the Context of AfCFTA. Case Study of Sub-Saharan Africa.

The agreement establishing the African Continental Free Trade Area (AfCFTA) was launched in 2018. A commendable level of commitment has been demonstrated by member states since signing the agreement. Women and youths occupy a critical place in the political economy of Africa, and the success of many continental initiatives such as the AfCFTA agreement is expected to be dependent on the extent to which the youths are mainstreamed in the financial-economic inclusion initiatives. This is largely because Africa is a youthful continent, with women and youth constituting over 60% and 50% respectively of the continent’s population. The current level of inclusion of women and youths in existing AfCFTA programmes does not reflect the expected contribution of this class of population. The main implication of these population classes is the potential job creation challenges on the continent, especially as the labour force is projected to reach about one billion by 2030. This paper, therefore, examined the challenges, opportunities and how women and youth involvement in the process could lead to their financial-economic inclusion and independence in Africa with a focus on the Sub-Saharan region leveraging on the AfCFTA programmes. The study is descriptive in nature. Available secondary data from reports issued by AU, AfCFTA and World Bank was extensively used for the study. A simple percentage method was used for analysing the secondary data in order to show the trend and status of financial inclusion. The findings of the study reflect on ways to improve regional and continental integration frameworks from youth and gender perspectives.

Earning Your Way into General Education: Perceptions about Autism Influence Classroom Placement

The language used by teachers, school staff, and parents to talk about autistic students can send either positive or negative messages to other school staff, parents, and all students—with or without autism—about autistic students. Ultimately, these messages also extend to autistic people. Using qualitative focus group methods, we talked to parents, teachers, administrators, and other school staff to better understand how people speak about the inclusion of autistic students in general education classrooms in public schools. Overall, we found that many of our participants thought (1) autistic students need to earn their way into general education classrooms, unlike their peers without disabilities, (2) segregating students with disabilities away from their peers without disabilities is acceptable, and sometimes preferable, in school settings, and (3) there is power in inclusive education opportunities for students with and without disabilities in school settings. The findings from this study suggest that inclusive opportunities for autistic students were largely driven by stakeholder mindsets. These results should encourage school staff to think about and reflect on how they talk about autistic students in inclusive settings with the ultimate goal of creating more welcoming inclusive environments for autistic students.

Фенотипическая и генетико-селекционная оценка березы повислой (Betu-la pendula ROTH) и березы пушистой (Betula pubescens EHRH.) ex situ и in vitro

The results of a study of birch test cultures obtained by different methods of ex situ pollination and introduced into culture in vitro are presented. To identify the phenotypic, cultural and cytological characteristics of two birch species naturally growing in the Central Black Earth Region - silver birch (diploid) and downy birch (tetraploid), test cultures of seed origin F1 and F2 were specially created. The article presents data on phenotypic (growth in height in the juvenile and reproductive periods of ontogeny), genetic selection (seed propagation system) variability and some characteristics of the introduction of F1 seed progeny of breeding forms of local birch species into in vitro culture. To predict the growth characteristics of seed progeny of breeding forms of local birch species obtained by different methods of pollination - self-pollination and open pollination at different stages of ontogeny (at the age of 2 and 10 years), a statistical processing of the feature of growth in height of families was carried out using the rank Spearman's correlation coefficient ρ. Species specificity was shown in response to different pollination methods, morphogenic activity of self-fertile and self-sterile forms of these birch species on a nutrient medium ½ MC + 6-benzylaminopurine 1 mg/l, primary shoot formation of explants and regenerative capacity in these species, the nature of morphogenesis (formation of the main escape). For the polyploid species (downy birch), a higher level of self-fertility was established, as well as a more intensive growth of shoots in height than for drooping birch; primary explants in the former had a different character of morphogenesis (there was a joint initiation of the main shoot with adventitious ones) than in silver birch (formation of the main shoot), which indicates a greater adaptive potential for polyploid species and their greater opportunities for inclusion in genetic breeding experiments and obtaining valuable breeding forms.

Multicultural education as the supportive component of English language curriculum: a mixed-methods experimental design study at a Turkish University

ABSTRACT Multicultural education has emerged as a response to diversity in society, promising a more equal and inclusive opportunity for all citizens. As a country that has accepted a lot of migrants recently, Türkiye needs to adopt a multicultural approach in its educational settings. This study examines the integration of the multicultural education approach into English language teaching through an experimental practice using the Content Integration Model. The effects of this application on preparatory class English learners at a Turkish university in terms of respect for differences, critical thinking skills and understanding of democracy were analyzed. In this study, which used a mixed-methods experimental design, quantitative data were obtained through three different scales and analyzed with descriptive statistics and mixed-design ANOVA tests, whereas content analysis was used in the analysis of qualitative data obtained from focus group interview form, researcher's diary, and student products. As a result of the analysis of the quantitative data, it was seen that there was no significant difference between the pre- and post-test scores of the groups, however, the qualitative data revealed that the students showed improvement in areas such as intercultural skill development, communication, increasing self-consciousness and sharing their opinions through multicultural education practices.

The Hospital Classroom: An Opportunity for Educational Inclusion

The Hospital Classroom: An Opportunity for Educational Inclusion

"On an island by myself": implications for the inclusion of autistic students in self-contained classrooms in public elementary schools.

Autistic students have limited access to inclusive classes and activities in their schools. Principals and special education teachers who directly teach and administer programs for autistic elementary students can offer critical insight into factors, such as educators' attitudes, that may impact inclusive opportunities in schools. These attitudes may serve as barriers to or facilitators of promoting an inclusive school setting. Semi-structured interviews with 26 elementary school principals and 26 special education teachers explored their experiences implementing evidence-based practices for autistic students (pivotal response training, discrete trial training, and visual schedules) in 26 self-contained classrooms in the United States. Autism-specific culture and inclusion emerged as a theme, which was analyzed for this paper. An inductive approach to thematic analysis revealed principals' and special education teachers' perspectives regarding the "autism-specific culture" in the school, including attitudes towards and inclusion of autistic students in self-contained classrooms in the broader school environment. Analysis of text related to "autism-specific culture" detailed aspects of inclusion, factors (i.e., barriers and facilitators) affecting inclusion, principals' and special education teachers' attitudes towards autistic students placed in self-contained classrooms, attitudes of other school staff towards teachers in self-contained classrooms, and recommendations to support an inclusive school environment for autistic students. Results suggest that valuing "equal" access to classes and activities for autistic students in self-contained classrooms may not be sufficient for promoting an inclusive school environment, Educators may benefit from targeted strategies to facilitate inclusion. Strategies range from supporting educators' attitudes and knowledge of autism to shifting physical aspects of the school environment (e.g., location of classrooms). Additional implications for supporting the true inclusion (i.e., inclusion that goes beyond physical inclusion) involves of autistic students in self-contained classrooms schools are discussed.

The ideological tug-of-war of language policies in the Philippines: perspectives and proposal

ABSTRACT Implementing mother tongue-based multilingual education (MTB-MLE) in the Philippines opens opportunities for learner inclusion and access, which is also in harmony with UNESCO's Sustainable Development Goal 4 aimed at achieving quality and inclusive education for all. However, recent attempts to revert to Filipino–English bilingual education foreground the ideological tug-of-war that continues to impact policymakers, researchers, educators, and, most importantly, Filipino learners. As the bilingual model is believed to be valuable to economic and technological growth, the role and relevance of MTB-MLE in a globalized world are challenged. We argue that language views espousing covert dominance continue to permeate language policy discourses in the Philippines, which can impact classroom learning and instruction. Hence, this article analyzes the historical milestones of languages in education and looks at how linguistic imperialism is entrenched in language policies. It also situates language use in the Philippines within a broader sociolinguistic context in which it operates. The article concludes with an inclusive framework on language policy implementation, the Naverin (national, vernacular, and international) model, proposing a balanced view of using various linguistic resources, which might be relevant to other multilingual societies in Southeast Asia.

Transforming Pakistan's Agriculture Sector through Fintech: Opportunities for Financial Inclusion and Sustainable Development

This study investigates how fintech solutions can increase financial inclusion for smallholder farmers and other stakeholders in Pakistan's agriculture sector. Using a thematic literature review, the study identifies effective and sustainable fintech solutions and explores the challenges and opportunities for scaling up these solutions. The study found that digital platforms for loans, payments, and market linkages have the potential to provide farmers with greater access to finance and other financial services. To promote financial inclusion, the study recommends that policymakers, investors, and fintech startups prioritize the development of fintech solutions that address the specific needs of smallholder farmers and other underserved communities. These solutions should be designed to promote trust and transparency to ensure their long-term sustainability. The study also calls for greater collaboration between the fintech and agriculture sectors to develop innovative solutions and promote financial inclusion in Pakistan's agriculture sector. The findings of this study have important implications for promoting financial inclusion in Pakistan's agriculture sector, which is a vital contributor to the country's economy. The study provides valuable insights for policymakers, investors, and fintech startups who are interested in leveraging fintech solutions to transform the sector and promote financial access and empowerment for underserved communities.

Outside of the box: Inspiring Women Among Us (IWAU) as public pedagogy on gender and inclusion via learning in community

December 6th marks the Montreal Massacre, and Canada’s National Day of Remembrance and Action on Violence Against Women. Universities often host actions around this date. In 2015, we sought to expand discussions on gender and equity by launching Inspiring Women Among Us or IWAU (www.iwau.ca). Our annual series of events includes talks, workshops, films, arts activities, movement, mentoring opportunities, and activism/actions. We build community through engaging with issues across the gender spectrum. Educational exchanges are key to IWAU but we do not label them as such. We work to showcase and support feminist, queer, and Indigenous individuals and organisations. Our events are low barrier, and we purposefully emphasise an informal atmosphere. We have responsively moved queerness, trans awareness, intersectionality, and learning from Indigenous leaders to our core. In this paper, we present research about participant experiences (2017) as collected via a self-administered survey (n=140). In discussing response patterns, key themes, and our interpretations, we consider IWAU as site of formal and informal educational exchanges. In design and practice, we stress inclusive opportunities outside of the classroom. According to participants, education and mentoring is occurring, formally and informally, as hoped. We share quotes about participant experiences of IWAU to illustrate how they experience exchanges and learning. Cognisant of work by Porter (2019) and others, we acknowledge the need for mutually-beneficial university-community relations. We discuss IWAU’s unique position/role as a bridge between university, community, scholarship and action. In contextualising results and interpretations, we foreground the persistent need for gender-related spaces, opportunities, and exchanges beyond formal learning scenarios, in a ‘knowledge democracy’. Adding to over 50 years of work (for recent examples, see Ahmed, Berdahl et al., Cheeks, Corbett, Moeke-Pickering et al.), we offer our case study as including elements that support adult education ‘outside of the box,’ for feminist futures.