Paradigm Of Inclusion Research Articles

INCLUSIVE ECONOMY AND PUBLIC FINANCE: CURRENT STATE AND PRINCIPLES OF POST-WAR RECOVERY

The purpose of this study is to analyse the current state of the economy and public finances in Ukraine and to develop an inclusive and collaborative framework for their post-war recovery. The main research methods used were quantitative, qualitative and documentary analysis. Quantitative analysis was used to evaluate and compare key economic and financial indicators between different countries, as well as to identify trends, including inclusive ones, in the development of the economy and public finances. Qualitative analysis was used to study and analyse the political, social and economic factors that influence the development of an inclusive economy and public finance after conflicts. The documentary analysis was used to assess the legal and regulatory framework governing economic and financial relations in Ukraine and other countries, and to determine the capacity of the existing regulatory system to ensure inclusive post-war recovery. The results of the study, based on the study of empirical material and typologies of best practices of countries that have been in various types of conflicts, prove the need for an in-depth study of the interactions and interdependencies between the inclusive economy and public finance based on the Inclusive Growth Index and structural changes in the issues of the impact of inclusion on the ontogeny of public finance, solving problems with corruption, involvement of civil society institutions and adaptation of SMEs to the conditions of the military economy. The paper also identifies structural, fiscal and debt obstacles to ensuring the sustainability of public finances, which threatens Ukraine's further post-war recovery based on an inclusive paradigm. The authors present the key determinants of post-war recovery based on an inclusive country ranking, which should underpin further progress in public finance in the context of short-, medium- and long-term post-war goals. The study's conclusions are based on the inclusive economy paradigm, which forms an ecosystem of rationalisation of natural resources and the use of innovations, which should become the basis for post-war recovery, ensuring sustainable and balanced development of public finances and inclusive economic policy based on the Ukrainian Peace Formula. To this end, the article substantiates the need to develop a modified version of the strategy (in the tactical projection – more broadly adapted to the conditions of the wartime economy, the need to provide financial resources for the shift in economic policy from raw material orientation to inclusive development, in the medium term – anti-crisis correction of behavioural models of economic agents in the direction of imbuing the Ukraine Facility Plan for 2024-2027 with the spirit of inclusion and barrier-free access, and in the long term – achieving the goals of post-war recovery, ensuring the sustainability of public finances and the national economy) for reforming the public finance management system, which should organically include the post-war recovery of Ukraine and take into account the inclusiveness of the economy, taking into account the programmed joint evolutionary progress in the specified niche (sectoral) strategies. The new socio-economic, financial and budgetary reality coloured by the Russian-Ukrainian war makes it necessary to rethink the interactions and interdependencies between inclusion, public finance and the potential for post-war recovery, both as a result of their collaboration and multidirectional development. The unregulated transition of economic policy to inclusive development is the root cause of the current restraint of transformational changes in public finance, and further creates a regulatory "vacuum" in the unbalanced development of niche strategies that define the paradigm of inclusion and sustainability of public finance. In such a disposition, there is no logical institutional and regulatory "flow" between these strategies to the conceptualisation of Ukraine's post-war recovery from the consequences of the war, as expressed in the Ukraine Facility Plan for 2024-2027.

Abstract 132: Disability and Enrollment in Secondary Stroke Prevention Trials: Evidence for a New Paradigm of Inclusion

Background: Ischemic stroke secondary prevention trials have disproportionately enrolled participants with mild or no disability. The impact of this skew on trial event rates is unclear. Methods: We included participants with ischemic stroke in two secondary stroke prevention trials, PRoFESS and IRIS. The exposure was functional status at entry, defined as modified Rankin Scale (mRS) 0 vs. 1-2 vs. >2. The primary outcome was recurrent stroke (ischemic or hemorrhagic). The secondary outcome was a composite of major adverse cardiovascular events (MACE=stroke, myocardial infarction, heart failure, and vascular death). Results: The cohorts had 20,384 participants from PRoFESS and 3,374 from IRIS. The mean duration of follow-up was 2.4 years in PRoFESS and 3.8 years in IRIS. The rate of recurrent stroke in the mRS categories (0 vs. 1-2 vs. >2) was 7.2%, 8.7%, and 10.6% in PRoFESS and 6.2%, 9.1%, and 11.9% in IRIS (both p≤0.001). The rate of MACE in the mRS categories was 10.1%, 12.2%, and 17.3% in PRoFESS (p<0.001) and 10.6%, 13.3%, and 15.3% in IRIS (p=0.030). In both trials we saw consistent increases in the hazard ratio for recurrent stroke (Table 1) and MACE (Table 2) across mRS categories, after adjusting for potential confounders. There was no evidence that treatment effects differed across mRS categories (mRS by treatment interaction p>0.4). Conclusion: Secondary stroke prevention trial participants with higher levels of baseline disability have increased rates of recurrent stroke and MACE. By enrolling participants across the full range of disability, stroke trials would observe more recurrent stroke events, enhance statistical power, and improve generalizability of results.

From inclusion to acknowledgment: a paradigm shift

PurposeThis article aims to provide a new paradigm for thinking about disability, which can be applied to other social groups, historically invisible and whose rights have been violated. The Model of Communication and Legitimate Acknowledgement of Disability (MCLAD) tries to break with the logic of continuing to add terms and euphemisms around the issue. The author proposes a new line to think about relationships in democratic societies. Taking the step from inclusion to acknowledgment does not imply another way of naming the disability, but rather addressing the problem from concrete practices of recognition. In order to arrive at the proposal of the MCLAD, the author will make a journey that addresses how disability has been understood throughout history, according to the study of different authors.Design/methodology/approachDisability has been perceived over time in many different ways, which led some authors to build models in order to explain certain social approaches to the subject. This article traces a journey from the first model to the present. In turn, it proposes a new one: the MCLAD, which is characterized by a paradigm shift: moving from inclusion to acknowledgment. To substantiate this, three categories are presented: acknowledgment, distance and vulnerability. The different theories and concepts that support the model will also be presented. The purpose of the MCLAD is to deepen the idea of empowering people with disabilities as part of today’s diverse societies and closing historically constructed gaps which are still in force.FindingsThe MCLAD proposes three categories: acknowledgment, distance and vulnerability. In turn, in each of them, there is a link between three axes: person with disability/society/state, analyzing the dynamics of these relationships presented, will provide us with the necessary elements to understand the proposed turnaround.Research limitations/implicationsAlthough the different models will be presented according to the chronological order of definition over time, all of them still coexist today, in many cases in hybrid and naturalized ways in social practices. Recognizing what practices and conceptions are behind each model, allows us to recognize and resignify the ways of communicating toward people with disabilities (PWD) and on the issue of disability. It also allows other specific recognition practices, such as the legitimization of public policies from the laws that protect them.Practical implicationsTo replace the paradigm of inclusion for that of acknowledgment and to recognize how the three categories (acknowledgment, distance and vulnerability) are linked with the three issues (PWD – society and state) allowing specific relationship and practises of legitimate or not acknowledgement. When the author affirms that the MCLAD implies a paradigm shift, the author means that it provides some elements from legitimate acknowledgment to complement aspects which inclusion does not address, and that the other models did not take into account. These are: the self-acknowledgment of people with disabilities and the sense of responsibility linked to empowerment; vulnerability as a category of reconciliation, which is typical of every human being; the contribution of the Phenomenology of the Among to think about how relationships and practices actually occur in society and, finally, the role of the state, which must watch over all its citizens, avoiding the distance between discourse (laws) and practices and, above all, avoiding exclusion from the system due to lack of monitoring of actions.Social implicationsIt should be noted that the MCLAD starts from the idea of language as a constructor of realities and conceives communication as an enabler of the acknowledgment of the other, who is also subject to rights. At the same time, it vindicates the voice of people with disabilities as protagonists (“Nothing about us without us”) and fosters the need for PWD themselves to be active in their struggles, promulgating legitimate acknowledgment. At the same time, it points out that the empowerment of PWD implies not only that they are aware of their rights but also that they themselves know and fulfill their duties within the democratic societies of which they are a part of and which, at least discursively, are regulated by laws. In other words, being empowered is also being responsible for living in society.Originality/valueThe main contribution that the MCLAD has to offer is to replace the paradigm of inclusion for that of acknowledgment. And, throughout the path followed in this article, an attempt has been made to establish that the turnaround is not to capriciously install a new concept (acknowledgment), but to demonstrate that the new paradigm involves three categories that sustain and support a model that seeks to be the basis for effective public policies, for a society that values diversity and for people who feel worthy and contribute to dignify others.

“NADA SOBRE NÓS SEM CORPO COMUM”: OUTRO PARADIGMA PARA INCLUSÃO NO ENSINO SUPERIOR?

ABSTRACT: This article problematizes the ethical dimension ignored by the knowledge on disability and the epistemes used to designate unmeasured power in the body in which it is imprinted, even with the achievements obtained by its political movements in recent decades and its capture by current devices of inclusion in Brazilian higher education. To this end, we resort to the genealogical method and the ethical problematic of the “indignity of speaking for others” enunciated by Michel Foucault to situate, historically, at what moment the political movements of people with disabilities assume this statement in some way and what are the limits of its effects of power in Brazilian higher education. We aim to critically analyze the internal tensions of such movements, the signs of evasion from the medical norm and social normality, intending to problematize the models of knowledge that were based on them, as well as highlighting the emerging powers of a common body like any other in their struggles for inclusive education and social justice. In this sense, we debate for the formation of a “common body” in higher education, constituted from the encounters of knowledge and differences, syndicating for the practice of radical alterity and the mobilization of the becoming -minority of the “people lacking” as a possibility of the emergence of another paradigm of inclusion.

The paradigm of gender inclusion in the right to education: domestic and international experience

The issue of gender inclusion in the right to education is extremely relevant and characterized by scientific novelty. Given the active European integration movements of Ukraine, the stable position on the international arena and the adoption of relevant legislation, gender inclusion is gaining its popularity and the need for research.
 Within the framework of this scientific article, we conducted a conceptual and categorical analysis of the terms that form the basis of the work. It was concluded that the concept of “gender” can be represented as a designation of social, cultural, psychological and behavioral characteristics that society attributes to the female and male sexes based on social ideas, expectations and roles. Outlined the understanding of “gender inclusion” as an active practice and policy aimed at ensuring equal opportunities, rights and participation for women, men and persons with other gender identities in all spheres of society. The main goal of gender inclusion in the right to education was presented as a process of creating an inclusive, fair and equal educational system in which all participants can reveal their potential and develop their abilities without external marginalization pressure. Key aspects of the paradigm of gender inclusion in the right to education were presented, namely: provision of equal opportunities for learning and development regardless of gender and gender identity; elimination of gender stereotypes and practices of discrimination in educational institutions and pedagogical processes; implementation of gender analysis in the planning and development of educational programs, the content of educational materials and teaching methods; implementation of policies, legislation and programs aimed at protecting the rights of individuals in the field of education against any form of gender discrimination.

Inclusive writing

This article documents the linguistic, disciplinary, geographical and ideological circulation of the notion of ‘inclusive writing/d’écriture inclusive’ in order to understand the French controversy surrounding the term. The article shows that North American Protestant feminist theologists first spread the expression in the 1970s. The expression then circulated in feminist circles in English and French, in Europe and North America, but also in the fields of disability and pedagogy. Its success in the French space, however, is not only due to its Protestant roots but also to a republican definition of inclusion emerging in France in the 1990s. By the time the controversy shot up, the paradigm of inclusion was thus loaded with its French republican meaning as much as its English and/or North American meaning, creating an ideological paradox that limits inclusive writing’s critical capacity and fails to question relations of domination.

Foreign Minors in Poland: Legal and Educational Aspects

The author takes up the problem of foreign minors living in Poland, which was first noticed in this country at the beginning of the 1990s. In the Polish literature on the subject, the problem of migration and minors is most often discussed in the context of labour migration of Poles and problems related to the absence of parents in Poland. The problem of foreign minors living in Poland fits into a wider European context. The objective of this article is to understand the legal and demographic aspects of foreign minors as well as the dilemmas and challenges faced by Polish schools in the area of education. To pursue this cognitive objective, the author conducted an analysis of the relevant literature. In order to investigate the topic, two research questions were formulated: a) What is the Polish migration policy towards foreign minors from the legal perspective? b) What is the situation of foreign minors in Polish schools, including legal norms and problems connected with their education and upbringing?
 In conclusion, it should be stated that Poland lacks a broad strategy and holistic policy from the government and non-governmental institutions on the integration of foreigners. Nevertheless, Polish law and institutional practices are aimed at safeguarding the interests of foreign minors and respecting children’s rights, their subjectivity, and national and cultural identity. The upbringing of minor foreigners living in Poland poses new challenges for schools and teachers, who should acquire new competences in intercultural education and educational practices aimed at students from other cultures. It should also be noted that there are no specialised centres capable of providing adequate care and assistance to such children, who are often victims of violence, crime and exploitation. Educational authorities and schools tend to incline towards the paradigm of inclusion and acknowledging the ‘Other’ when it comes to children from other cultures, rather than discrimination and opposition to the process of multiculturalism.

Gender Equality And Social Inclusion In Inclusion Elementary Schools In Jepara

AbstractInclusion schools are a form of embodiment of humanist education without discrimination. In schools, all children's needs can be accommodated by implementing the GESI or Gender Equality Social Inclusion paradigm in elementary schools. This study aims to describe GESI nuanced learning implemented at SDN 1 Inklusi Sowanlor. This research method uses descriptive qualitative. Data collection techniques are carried out by observation, interviews, and documentation. Data analysis techniques in the form of data reduction and data presentation, the data that has been presented is verified and draws conclusions. Thus, conclusions can be obtained about the research with the object under study based on the data from the analysis. The results of this study show that GESI-nuanced learning is implemented by SDN 1 Sowanlor with several applications. First, all students who apply are accommodated without discriminating as long as the quota is still met. Second, learning activities are carried out by paying attention to special abilities and needs in inclusion children. Third, there is humanist treatment from the school towards inclusion students, in addition to that there is also a reinforcement for regular students to use the GESI paradigm to accept the presence of inclusion students and treat them fairly without being discriminated against others.Keywords: Gender, Social Inclusion, Elementary School

A proposed framework for inclusive business schools

Diversity, equity and inclusion (DEI) are now recognized as fundamental issues for higher education institutions. Business schools (BSs) in Western countries have therefore implemented a wide range of actions to integrate all talents and offer a meaningful educational and learning experience to all students. Beyond the moral imperatives of ensuring equal opportunity and diversity, BSs need to go a step further in order to manage this diversity and become inclusive organizations that create open environments where every student can truly find their place and be empowered in a collective dynamic. Anchored in the paradigm of organizational inclusion, this article defines how student inclusion can be put into practice in business schools by involving their stakeholders. It also proposes a framework to foster inclusive Business Schools and enable them to embrace their societal role. We suggest that the inclusive BS framework be built on three pillars – student integration, student learning, and student experience.

STATE FINANCIAL INCLUSION AS A DRIVER OF MODERNIZATION OF THE PENSION SYSTEM OF UKRAINE

The article considers the policy of state financial inclusion as a driver of modernization of the pension system of Ukraine. A systematic approach to the regulation of state financial inclusion policy and its indicators has been developed, which provides the optimal model for financing pension benefits and social needs of the working age population, taking into account the modernized hierarchy of the pension system and its efficiency in allocating budget resources. It is substantiated that financial inclusion in the system analysis of the state pension system is a platform of the general theory of systems, includes a number of interconnected components of the open financial system from the standpoint of allocation of budgetary resources to social needs. It is proved that the systemic approaches to the use of the methodological paradigm of financial inclusion in the pension system focuses on various aspects of the budget financing process and reflects the conceptual platform for the development of pensions. Models of pension systems and methods of the World Bank according to the levels of pension provision are presented. The directions of financial inclusion in the state pension system in the context of “state – business – society” and the scheme of optimization of state financing of social programs of the pension system are given. The size of pensioners by types and size of pensions in the regions of Ukraine, the coefficient of replacement of lost income in Europe is analyzed. The ratio of the own revenues of the Pension Fund of Ukraine is determined, taking into account the part of the paid single contribution to the obligatory state social insurance, divided into the obligatory state pension insurance to GDP. The total current pension expenditures from GDP in European countries are estimated. The scheme of actuarial calculations of pension provision in the state financial inclusion of the pension system for short-, medium- and long-term periods is proposed.

Teacher Adaptability to Change in Special Education: Creativity and Commitment to the Institution

The transition to inclusive education implies a global transformation of the school. Mexican teachers face the implementation of the paradigm of inclusion in special education. We set out to define new skills needed in special education teachers' profiles in the inclusion framework. In the survey presented to 39 Special Education graduates in Puebla who responded to our questionnaire, we related the variables of demand in their work to adapt to technological and organizational changes, commitment and satisfaction with the institution, and teaching competence in creative innovation. We processed the data with the open-source statistical software PSPP to test our data's reliability and relate the variables employing Pearson's correlation coefficient. In order to meet the job requirements of adapting to technological and organizational changes, special education tea-chers must enhance their competence of creative innovation (Pearson's R= .77); and feel commit-ment and satisfaction with the institution they work in (Pearson's R= .73). Such commitment to and satisfaction with the institution require collaborative work with the rest of the teaching staff and the institution's authorities. Conditions for teachers' identification with and commitment to the institution build up through a dialectic relationship between the institutions and employees.

Remote teaching and inclusive education: approximations with Universal Design for Learning

This article results from the approximation between two researches in the area of education: a scientific initiation research with promotion of FAPESP and a master’s survey at PPGE/USCS. Both were based on the paradigm of inclusion and the principles of the Universal Design for Learning and were carried out in the context of the closure of schools due to the COVID-19 pandemic between 2020 and 2021. The objective was to promote an interface between UDL principles and the curriculum approach in emergency remote teaching. It was empirical investigations that combined narrative research and development research and as instrument were held wheels of conversations with teachers working in the great ABC Paulista. Among the results, stands out the fact that remote teaching places light on the great social and educational inequality in Brazil, evidenced, for example, by the development of asynchronous remote teaching in printed material, something contradictory in a digital society. In addition to this need to remove digital barriers, in remote teaching it was necessary to extend the degree of influence of the learner in the teaching process and the UDL supported teachers, as it minimizes the need for curricular adaptation.

A Paradigm of Practicable Equity and Inclusion: Heeding the Call to Shift Both Mindsets and Methods

“You’re blind, so I advise you to choose history as your major.” The American Chemical Society and our home institutions have established Diversity, Equity, Inclusion, and Respect (DEIR) as core values. “You’re blind. Just sit in the corner and take notes as the other students dictate their observations to you.” But how do we operationalize this call both to implement our DEIR values and at the same time challenge our own assumptions about the differently abled? “I can’t imagine being a chemistry major if you can’t see the color changes!” This commentary describes my journey to better embed DEIR values into my work as a chemist and educator, and hopefully it will be useful to you as you wrestle with similar topics. “You want to be a chemistry major? Have I got an undergraduate research project for you!” The journey begins with a simple yes answer and proceeds through a challenge to underscore an enthusiasm for DEIR practices with a more distinct theoretical foundation that undergirds our DEIR-focused work. This requires expanding our toolkit in the basics of quality teaching with an emphasis on positive student learning outcomes and experiences, all geared toward greater representation and broader participation in the chemical enterprise. Importantly, this also requires a change in perspective─a new paradigm in which DEIR objectives inform the very structure of our educational system. In summary, this commentary recounts the resources that allowed me to change my educational paradigm, many of which came from outside the world of chemistry.

Perfect Objects for Imperfect Bodies, Perfect Bodies for Imperfect Objects. Why Does Design Need Extreme Users?

Despite knowing that perfection is an unsteady concept, mass society is unlikely to escape normalising pressures and be susceptible to negative differentiations of bodies, such as those with functional diversity. However, in co-creative design processes, these bodies can be understood as extreme-users and are welcomed for their diversity and empowerment. Artefacts similarly undergo inclusion and exclusion in creative and productive processes. Therefore, the stigmatisation and standardisation of human and artificial bodies are made explicit in extreme-users, whose importance in design processes lies in addressing them with no negative differentiation with respect to ordinary users, implying that objects’ flaws would be embedded as identity and semantics. This paper questions the dualism of perfection/imperfection attributed to bodies and artefacts by normalising domains, and expects to corroborate design as a social activism tool for catalysing the paradigm of inclusion.

Service Robots in Long-Term Care: A Consumer-Centric View

Service robots with advanced intelligence capabilities can potentially transform servicescapes. However, limited attention has been given to how consumers experiencing vulnerabilities, particularly those with disabilities, envisage the characteristics of robots’ prospective integration into emotionally intense servicescapes, such as long-term care (LTC). We take an interdisciplinary approach conducting three exploratory studies with consumers with disabilities involving Community Philosophy, LEGO ® Serious Play ®, and Design Thinking methods. Addressing a lack of consumer-centric research, we offer a three-fold contribution by 1) developing a conceptualization of consumer-conceived value of robots in LTC, which are envisaged as a supporting resource offering consumers opportunities to realize value; 2) empirically evidencing pathogenic vulnerabilities as a potential value-destruction factor to underscore the importance of integrating service robots research with a service inclusion paradigm; and 3) providing a theoretical extension and clarification of prior characterizations of robots’ empathetic and emotion-related AI capabilities. Consumers with disabilities conceive robots able to stimulate and regulate emotions by mimicking cognitive and behavioral empathy, but unable to express affective and moral empathy, which is central to care experience. While providing support for care practices, for the foreseeable future, service robots will not, in themselves, actualize the experience of “being cared for.”

Building Inclusion and Belonging in Training Environments.

The Accreditation Council for Graduate Medical Education (ACGME) requires that programs engage in practices that prioritize recruitment and retention of a diverse workforce.1 To do so, graduate medical education (GME) programs must deliberately foster inclusive training environments with a genuine sense of belonging for all trainees, particularly those holding identities historically excluded from medicine. Yet creating these inclusive environments is fraught with challenges at the individual, interpersonal, and structural levels that interact in complex and often imperceptible ways.The dominant GME climate is the clinical learning environment (CLE), a microcosm where learning and patient care occur in tandem. These professional settings are variably welcoming to learners due to institutional culture, structures, spaces, and social interactions.2 When learners are excluded, harassed, or subjected to bias and discrimination in the CLE, overall well-being suffers, which can produce depression, burnout, and attrition.2Many institutions and programs aim to cultivate inclusive environments, yet the paradigm of inclusion typically assumes the subjugation of identities to adapt to a static medical culture designed by individuals with historical privilege and power. Underrepresented in medicine (UIM) residents describe being perceived as “other” in CLEs and must downplay core elements of their authentic selves to survive.3,4 Daily instances of micro- and macroaggressions, discrimination, bias, and racism3 negatively affect trainees' learning, ability to provide high-quality patient care, and well-being. Deliberately cultivating an environment of belonging in which everyone's authentic selves are valued, respected, and celebrated is imperative to ensure trainee success.5

The Inclusion Paradigm in Greek schools: does just also mean justified?

This article aims to clarify the term "inclusion" and to highlight its value within the school environment, as well as to promote inclusive education in Greece. First, an attempt is made to define the term followed by the presentation of the relevant legal framework. Next the differences between Special Education and Co-Education are pinpointed in order for the reader to identify their basic differentiating elements. Then the problems that hinder the implementation of inclusion in schools are presented and ways to solve them are suggested. Finally, the terms of “Inclusive” and “Intercultural Education” are analyzed and compared. Inclusion in Greece, despite the obstacles it faces, can become a dominant and constructive way of learning.

Role of Pradhan Mantri Jan Dhan Yojana in Enhancing the Paradigm of Financial Inclusion in Rural India

This article examines the role of the Prime Minister Jan Dhan Yojana (PM JDY) in boosting public wealth. Millions of households around the country benefit from financial inclusion and banking access, as well as insurance coverage and a sense of security, thanks to this programme. As a result of integrating this scheme with many other government initiatives, money will be immediately credited into the accounts of the recipients, eliminating intermediaries and reducing leakages. This strategy enables access to micro-credit in the later stages of the programme. Many of the accounts created under this plan, however, were idle, a problem that will be addressed once the government links it to other government-run programmes like NAREGA Job Yojna and other direct cash benefit transfer programmes. Overall, this plan has the potential to be a game changer and alter the country's landscape. It might be able to help plug leaks and boost the efficiency of specific public distribution networks. A systematic questionnaire was used to collect primary data, while secondary data was gathered from a variety of sources including books, papers, and published materials. Finally, it makes an effort to propose relevant recommendations to improve PM JDY's standing in terms of increasing public wealth.

Cartography of violences in municipal schools of Santiago, Chile. A situated case study (Cartografía de las violencias en las escuelas municipales de Santiago de Chile. Un estudio de caso)

ABSTRACT This text addresses the main results obtained from an investigation focused on the description and analysis of school violences within the context of two emblematic municipal high schools in the central Santiago district in Chile. Through a transdisciplinary qualitative methodology, which we have stated as cartographies of violences, we develop a stratified analysis matrix with the aim of proposing an interpretation regarding the violences that arise within educational institutions within the framework of the recent educational paradigm of inclusion, and the ways by which they compose and are part of the socialization strategies of educational stakeholders in situated educational contexts. We will conclude our analysis with the presentation of certain critical nodes composed by the integration of strata, thus offering a specific vision regarding the processes of school coexistence and socialization in each institution.

INCLUSÃO DE CRIANÇAS COM SÍNDROME DE DOWN: UM ENSAIO TEÓRICO SOBRE A IMPORTÂNCIA DA RELAÇÃO FAMÍLIA-ESCOLA

Faced with the theme of inclusion, discussions about the importance of the family-school relationship are relevant with regard to the socialization of children with Down Syndrome. In this perspective, the main objective of this essay was to explore the scientific literature about the challenges faced by parents, family and teachers in the process of inclusion of children with Down syndrome. Specifically, this article sought to propose discussions on the importance of community awareness and collaboration to change the paradigm of inclusion. Therefore, scientific articles, books and academic papers found in the Google Scholar database were selected, between the period 2011 to 2021, based on the following keywords: People with disabilities; Down's syndrome; Inclusion; History of people with disabilities; Diagnosis of a child with a disability and; Family-School Relationship. Among the main factors influencing the inclusion process of children with Down's Syndrome, beliefs and stigmas of parents, family members, school professionals and society about the child's ability to deal with other people and learn, stand out. family support and the lack of support/guidance from an interdisciplinary team. The inclusion of people with disabilities still faces barriers and challenges that need to be overcome, however, through the active participation of the scientific community and political-social movements, studies on the theme of inclusion show that changes in this scenario have occurred gradually.