Principles Of Inclusion Research Articles

Implementation of an inclusive approach in African countries as a direction of international cooperation within the SDGs

The article analyzes the implementation of the principle of social inclusion in relation to people with disabilities in African countries. The features characteristic of the crisis countries belonging to the Sahel zone are described. The paper outlines the ways of possible cooperation with the Russian Federation on the way to achieving the Sustainable Development Goals, i.e. ensuring an inclusive and fair right to social ize people with disabilities through education and encouraging learning opportunities for people with disabilities. The interaction of the countries can be aimed at training personnel for the special education system of African countries, developing adapted educational programs for people with disabilities, and organizing early care for children with developmental disorders of sensory systems. These programs require political, economic, scientific, technological, and socio-cultural cooperation between Russia and African countries. According to the United Nations, the African continent includes 54 independent states. Most of them were colonized and had external control of major European countries — Great Britain, France, and others. In the middle of the 20th century, the process of gaining the independence of African countries began. African countries have a large gap in socio-economic indicators and are heteroge neous. Among them, progressive countries can be distinguished — those with positive experience in achieving the SDGs. Such countries include the Republic of Seychelles, Equatorial Guinea, Kenya, Tunisia, and so on. Along with progressive countries, there are countries that have many socio-economic problems and low per capita incomes. In addition, health and education systems have not been formed in such countries. Such countries include Niger, Mali, Chad, Gabon, and others. Therefore, cooperation within the framework of BRICS will allow organizing interaction aimed at more effective implementation of the inclusive model in A frican countries.

Difficulties and opportunities for the development of an inclusive economy in modern economic conditions

The article examines the concept and essence of an inclusive economy, highlights the main scientific and practical approaches and existing methods for assessing the level of inclusiveness of the country’s development. Having highlighted the ubiquity of this concept and its involvement in all aspects of the development of society, it is proved that there is no objective assessment that would fully reflect the level of inclusive economic development. However, unresolved contradictions of current market relations are a sure prerequisite for solving social issues of society through the proclamation of inclusive principles, which include such aspects as: economic growth, social integration, social justice, etc. In conclusion, it is concluded that the principles of an inclusive economy are rather guidelines for the development of society than an objective model of its development.

The Demos of the democratic firm

Despite growing interest in workplace democracy, the question whether nonworker stakeholders, like suppliers and local communities, warrant inclusion in the governance of democratic companies, as workers do, has been largely neglected. We inspect this question by leaning on the boundary problem in democratic theory. We first argue that the question of who warrants inclusion in democratic workplaces is best addressed by examining why workplace democracy is warranted in the first place, and offer a twofold normative benchmark—addressing objectionable corporate power and upholding efficiency—to assess the principles of democratic inclusion on offer. Against this benchmark, we next argue that the All-Affected Principle is unfit due to its over- and underinclusive extensional results, and that the All-Subjected Principle, whose variants we examine alongside their extensional results, holds more promise when coupled with independent considerations of justice or a constrained variant of the All-Affected Principle. These combinations need not entirely preclude, but speak against, nonworker stakeholder inclusion.

PHILOSOPHICAL FOUNDATIONS OF FOSTERING INCLUSIVITY AND EMPOWERMENT FOR PHYSICALLY CHALLENGED INDIVIDUALS THROUGH ETHICAL LEADERSHIP AND COMMUNITY ENGAGEMENT IN UNDERSERVED AREAS IN THE U.S

This concept paper delves into the philosophical underpinnings of fostering inclusivity and empowerment for physically challenged individuals in underserved areas of the United States. It outlines a framework centered on ethical leadership and community engagement as catalysts for meaningful change. At its core, this paper recognizes the inherent dignity and rights of every individual, regardless of physical ability, and seeks to address the systemic barriers that impede their full participation in society. By embracing principles of inclusivity and empowerment, we aim to create environments where all members feel valued, respected, and equipped to thrive. Through ethical leadership, characterized by integrity, empathy, and accountability, we propose to drive institutional and societal transformations. Leaders must not only champion the cause of inclusivity but also actively engage with diverse stakeholders to understand their unique needs and perspectives. This approach fosters a culture of collaboration and mutual respect, laying the groundwork for sustainable progress. Community engagement plays a pivotal role in this endeavor, as local contexts shape the experiences and opportunities available to physically challenged individuals. By mobilizing communities to co-create solutions and leverage existing resources, we can ensure that interventions are tailored to specific needs and yield tangible outcomes. Empowering communities to take ownership of inclusion initiatives promotes sustainability and fosters a sense of collective responsibility. Moreover, this paper underscores the ethical imperative of prioritizing the voices and agency of physically challenged individuals themselves. Their lived experiences serve as invaluable insights, guiding the development and implementation of inclusive policies and practices. By centering their perspectives, we honor their autonomy and dignity, while also fostering a culture of empathy and solidarity. This concept paper advocates for a holistic approach to fostering inclusivity and empowerment for physically challenged individuals in underserved areas of the U.S. By embracing ethical leadership principles and engaging communities as active partners, we can dismantle barriers, cultivate belonging, and unlock the full potential of every individual, creating a more just and equitable society for all.
 Keywords: Physical, Involvement, Individuals, Inclusion, Challenge, Diversity.

Eurasian Ideologies at Odds. Assessing the Opposing Nature of Eurasianism and Turanism

Eurasianism and Turanism epitomize two antithetical ideologies driven by the ambition of politically and culturally integrating Eurasia. While Eurasianism has never developed an exclusivist nationalist sentiment based on ethnolinguistic foundations, Turanism falls into the category of pan-nationalist ideologies that tend to exclude the appearance and affirmation of other nations within their spatial scope. The mutually incompatibility of the two ideologies rests on the fact that Eurasianism is based on the principle of inclusiveness of the different Eurasian populations, while Turanism on the principle of Ural-Altaic exclusivism and the rejection of a symbiosis with the Slavic element. This article aims to compare the classic variant of Russian Eurasianism with Turanism from an ideological and cultural perspective, through the evaluation of the respective intellectual fathers’ works. While Eurasianism builds its political-ideological project on Russian-Eurasian history, the imperial idea, the primacy of geography and the rejection of the West as a philosophical model, Turanism grounds its raison d’etre on ethnocentric and pan-nationalist postulates designed for the political and cultural union of the Turanian peoples and the exclusion of others. In this frame, the two ideologies embody geographically overlapping mutually exclusive paradigms and idiosyncratic Weltanschauungs.

Inclusive Learning Through Equity-Driven Approaches to Design in Engineering Education

Despite it being widely acknowledged that integrating principles of equity, diversity, inclusion, and accessibility (EDIA) in engineering has numerous benefits such as more innovative and inclusive design outcomes, there have been ongoing challenges in addressing equity, promoting diversity, and fostering inclusive teaching and learning strategies in higher education. If EDIA is taught separately from coursework in engineering, students are unlikely to engage with or incorporate EDIA principles in their work. Moreover, the pedagogical approaches for EDIA concepts, which include exploratory discussion and reflection, can be a barrier for student learning if they are not valued in the same way as traditional engineering epistemology and ideologies that prioritize a technical space and objective data. Lastly, evidence demonstrates that a lack of sense of belonging for underrepresented students can impact their learning experience. It is important to address how teaching approaches impact the shift of student mindsets in their design work and their engagement with the learning environment. In this exploratory project, we seek to understand the ways in which learning equity-driven approaches to design, such as design thinking, may impact engineering students’ perceptions of inclusivity in their learning environment and the quality of inclusivity in the work that they design and engineer. We focus on the rationale and development of the methodology in this paper since the work is still in progress. We are working with a diverse team of educators and researchers to review and revise course goals, student learning outcomes and related course content for two design thinking courses in a master’s level engineering program. Changes to the course material include further integrating EDIA principles and the “Liberatory Design framework” described by the Hasso Plattner Institute of Design as “a process and practice to liberate designers from habits that perpetuate inequity.” The impact of such revision is examined through qualitative analysis of students’ written reflections with prompts that focus on EDIA themes. A post-course survey is also used to assess students’ perceptions of EDIA in relation to their academic, professional, and personal learning experiences throughout the program and, more specifically, the design thinking course learning outcomes. Preliminary findings suggest that students connect design thinking approaches with an awareness of the value of diversity in their design teams and with more inclusive design outcomes for the end-user. This exploratory work can inspire research to further examine the role of design thinking and related pedagogical approaches in supporting the integration of EDIA principles in teaching engineering design.

What’s in A Name: How Terminology Affects the Relationships Between Libraries, Librarians, Users, and Principles of Inclusivity

Terminology matters. Law librarians use a variety of terms to describe those who use the library—from user to member, customer to patron, and others. This article examines the terms that are used and what that terminology implies about the relationship between librarian and library user. By considering the attitudes, behaviors, and connotations behind the terminology librarians use, librarians, specifically law librarians, can impact library users’ sense of inclusion and belonging.

Co-creation of the Digital Democracy and Data Commons Manifesto: alternative sociotechnical visions of data

Amid public concern surrounding the proprietary and exploitative use of personal data by corporations and public institutions, and its consequences from a sociotechnical perspective, narratives around digital commons have recently emerged, framing potential alternatives. This paper presents the results of an experimental approach, methodology, and process, through which two main questions are addressed. Firstly, how to articulate co-creation dynamics for the structured and participatory elaboration of the Digital Democracy and Data Commons Manifesto, following principles of openness, diversity, and inclusivity. Secondly, how the manifesto, as a narrative and discursive artefact, can follow and conclude a wider process of sociotechnical discussion and positioning about data commons. Our approach is based on participatory design methods, more concretely on a collaborative writing sprint, to co-create a manifesto on alternatives to current datafication, digital inequalities, and lack of citizen control over personal data. On the one hand, we describe the process of implementing a sprint approach for collaboratively writing a topic-specific manifesto, in the context of the broader EU project DECODE (Decentralised Citizen Owned Data Ecosystems). On the other hand, we present and analyse the main results from the content structure of the manifesto over its initial and final versions, which moved progressively as a cohesive text away from a scholarly and policy-oriented tone.

Embracing unity at OMERACT: Valuing equity, promoting diversity, fostering inclusivity

ObjectiveTo increase awareness and understanding of the principles of Equity, Diversity, and Inclusivity (EDI) within Outcome Measures in Rheumatology's (OMERACT) members. For this, we aimed to obtain ideas on how to promote and foster these principles within the organization and determine the diversity of the current membership in order to focus future efforts. MethodsWe held a plenary workshop session at OMERACT 2023 with roundtable discussions on barriers and solutions to increased diversity within OMERACT. We conducted an anonymous, web-based survey of members to record characteristics including population group, gender identity, education level, age, and ability. ResultsThe workshop generated ideas to increase diversity of participants across the themes of building relationships [12 topics], materials and methods [5 topics], and conference-specific [6 topics]. Four hundred and seven people responded to the survey (25 % response rate). The majority of respondents were White (75 %), female (61 %), university-educated (94 %), Christian (42 %), spoke English at home (60 %), aged 35 to 55 years (50 %), and did not report a disability (64 %). ConclusionOMERACT is committed to improving its diversity. Next steps include strategic recruitment of members to the EDI working group, drafting an EDI mission statement centering equity and inclusivity in the organization, and developing guidance for the OMERACT Handbook to help all working groups create actionable plans for promoting EDI principles.

Impact of Inclusive Teacher Training Programs on Pre-service Teacher Educators: A Comprehensive Exploration

This research examines the impact of inclusive teacher training programs on pre-service educators, focusing on the concept of inclusive education and its legal and ethical considerations. Inclusive education is a fundamental human right that aims to create a more just society by addressing the diverse needs of all students, especially those vulnerable to marginalization. The study highlights the importance of integrating inclusive principles into teacher training programs, emphasizing practical experience and theory-based instruction. It calls for policy and institutional commitment to ensure inclusive education becomes a fundamental aspect of teacher preparation.

Co-production of health and social science research with vulnerable children and young people: A rapid review.

The term 'care-experienced' refers to anyone who is currently in care or has been in care at any stage in their life. A complex interplay of factors leads to care-experienced children and young people (CECYP) experiencing poorer oral health and access to dental care than their peers. A rapid review of the co-production of health and social care research with vulnerable children and young people (CYP) was carried out to inform the development of a co-produced research project exploring the oral health behaviours and access to dental services of CECYP. Here, 'co-production' refers to the involvement of CYP in the planning or conduct of research with explicit roles in which they generate ideas, evidence and research outputs. To learn how to meaningfully involve vulnerable CYP in the co-production of health and social science research. To identify: Different approaches to facilitating the engagement of vulnerable CYP in co-production of health and social science research; different activities carried out in such approaches, challenges to engaging vulnerable CYP in co-production of health and social science research and ways to overcome them and areas of best practice in relation to research co-production with vulnerable CYP. A rapid review of peer-reviewed articles was conducted in six databases (MEDLINE, Embase, SocINDEX, CINAHL, PsycINFO and Web of Science) and grey literature to identify studies that engaged vulnerable CYP in co-approaches to health and social research. Of 1394 documents identified in the search, 40 were included and analysed. A number of different approaches to co-production were used in the studies. The CYP was involved in a range of activities, chiefly the development of data collection tools, data collection and dissemination. Individual challenges for CYP and researchers, practical and institutional factors and ethical considerations impacted the success of co-production. Co-production of health and social science with vulnerable CYP presents challenges to researchers and CYP calling for all to demonstrate reflexivity and awareness of biases, strengths and limitations. Used appropriately and well, co-production offers benefits to researchers and CYP and can contribute to research that reflects the needs of vulnerable CYP. Adherence to the key principles of inclusion, safeguarding, respect and well-being facilitates this approach. Members of our patient and public involvement and stakeholder groups contributed to the interpretation of the review findings. This manuscript was written together with a young care leaver, Skye Boswell, who is one of the authors. She contributed to the preparation of the manuscript, reviewing the findings and their interpretation.

Social perception on the integration of children with special educational needs in mainstream education

The inclusion of students with Special Educational Needs (SEN) within the general education system is a complex and persistent issue, considering that although educational policies and national legislation affirm support for the principle of inclusion, it is often implemented only at a declarative level. In the theoretical part, the evolution and progress of inclusive education at the international level was addressed, emphasizing the significant contribution of the United Nations Organization and various international conferences in promoting the individual rights of people with special needs. Another aspect considered the integration of students with special educational needs into the mainstream educational system, highlighting the crucial role and support offered to them. It is also emphasized the importance of the continuous professional development of teachers and the active involvement of parents in the educational process, as central pillars in the promotion of effective inclusive education. The methodology applied in the study regarding the integration of students with SEN in the Romanian educational system has as its main objectives the identification and analysis of teachers' perceptions and attitudes towards the integration process, the differences found between teaching staff from urban and rural environments, as well as examining the correlation between teachers' optimism and their perspectives on inclusion. Another important goal of the research is to identify barriers to the effective implementation of current and future public policies related to inclusive education. The research instruments used include an original questionnaire, entitled „Teachers' Beliefs and Attitudes about the Integration of Students with SEN”, intended to assess teachers' perceptions of inclusion, and an optimism measuring instrument, composed of 48 items, used to assess the level of optimism of the respondents. The sample of the study was made up of 60 teaching staff, aged between 25 and 45, divided into two groups, depending on the environment of origin (rural/urban). The analysis of the collected data indicates a greater predisposition towards acceptance and positive attitudes towards inclusion on the part of teachers from the urban environment, compared to their counterparts from the rural environment. Also, the results emphasize the existence of a positive correlation between the level of teachers' optimism and their attitude towards the inclusion of students with SEN. In conclusion, the findings of this research emphasize the significance of increasing the professionalism of teachers in supporting inclusive education and reveal notable disparities between rural and urban teachers in terms of the integration of students with special educational needs.

Formation of a Positive Image of People with Disabilities in Modern Russian Media as the Basis for their Social Inclusion

Introduction. The social policy of the Russian state is aimed at involving socially vulnerable groups of the population in all spheres of social life. One of the most important mechanisms of social inclusion is the formation of a positive image of people with disabilities in modern Russian media. Studying the features of the representation of people with disabilities in various types of media will form the basis for their future sociological monitoring and the creation of a positive image of people with disabilities in Russian society.Methodology and sources. The methodological basis of the study is the works of Russian and foreign sociologists devoted to the problems of social inclusion of people with disabilities. An integrative and inclusive approach is substantiated to ensure a transition from solving situational problems to the comprehensive implementation of inclusive practices for people with disabilities. The main research method is qualitative content analysis of articles from federal media and social media.Results and discussion. The conducted research and comparison of its results with a previously performed analysis of the representation of people with disabilities in the federal media made it possible to identify the main features of the formation of a positive image of people with disabilities in social media in accordance with the principles of social inclusion. In social media, the image of people with disabilities, more often than in traditional media, is constructed through the stories of individual representatives of this social group, a description of their life and everyday life. Such an approach, according to the authors, is a more effective tool for the social inclusion of people with disabilities than materials about the social group as a whole and the benefits provided to them, which more often appear in traditional media. Also, a special approach requires studying the comments under the main materials, which are the main difference between social media and traditional media.Conclusion. Based on the author's comparative research, conclusions are drawn about differences in the representation of people with disabilities in traditional media and social media. Based on these findings, directions for improving the activities of Russian media in creating a positive image of people with disabilities are formulated, and recommendations for further study of the representation of people with disabilities in the media are presented.

Migrasi dan Problematika Minoritas Muslim di Negara-Negara Barat

Migration of Muslims to the west often faces a clash of civilizations. Therefore, the question from this research is how Muslim immigrants face the challenges of minority problems in Western countries, what policies have been made by Western countries as a solution to the clash of civilizations? The research uses qualitative methods through literature research which can provide a deeper understanding of the dynamics of migration and its problems. The findings from this research are that several Western countries have made policies that teach the principles of inclusivity, plurality and respect for all individuals and cultures. And the most obvious answer is "coexistence" despite having completely different beliefs, behaviors, habits and outward appearances

Exploration of PAI Teacher Challenges and Opportunities; Case Study of Implementation The Independent Learning Curriculum, In East Lombok Elementary Schools

Education in Indonesia is experiencing a significant transformation, one of the concrete steps in dealing with this development is the implementation of the Independent Learning Curriculum. The Independent Learning Curriculum carries the principle of inclusivity and views every child as an individual who has unique potential, however it still has several challenges and opportunities for Islamic religious education teachers. This study focuses on the challenges of Islamic religious education teachers in implementing, knowing opportunities for teachers and analysing the role of the independent learning curriculum in learning Islamic religious education in elementary schools. The method in this research is a case study using a qualitative design with a phenomenological approach. Data collection techniques use semi-structured interviews, observation and documentation techniques. Data sources are PAI teachers, school principals and PAI Teacher Working Groups in 32 elementary schools in East Lombok. Thematic analysis is used to analysis the extent to which curriculum implementation can be implemented. The results of the research identified several challenges faced by PAI teachers, including adapting student-focused learning approaches, limited resources and infrastructure and strengthening curriculum evaluation. Other findings include opportunities for PAI teachers to utilize technology, increase student engagement, collaboration between subjects for cross-disciplinary learning and an emphasis on developing student skills. In conclusion, PAI teachers need to strive to align PAI learning with curriculum vision and principles that include student-based, contextual and collaborative learning. Meanwhile, opportunities that can be exploited include making PAI learning more interesting, relevant and collaborative and PAI teachers being able to utilize the role of the independent learning curriculum as an opportunity to improve the quality of Islamic religious education in elementary schools, helping students understand religious values and teachings, and being able to support character education efforts based on moral values.

Инклюзивные принципы устойчивого развития в перспективе расширения БРИКС: Россия как драйвер глобальной трансформации

The article delves into the study of the implementation of inclusive principles of sustainable development through the creation and expansion of the BRICS international association. The aim of the work is to identify Russia’s role in the global transformations of the modern world, contributing to the growing importance of this union in overcoming inequality and establishing inclusive principles of sustainable development of the human community on the way to a multipolar and polycentric world. The paper provides a retrospective analysis of the conceptualization of sustainable development goals and Russia’s role in this process. It also reveals the coun-try’s decisive role in the formation of the BRICS organization. The commitment of the BRICS to inclusive princi-ples of interaction is outlined. The expansion of inclusive discourse in the BRICS interaction space is shown. Moreover, the perspectives of the association’s expansion in the vector of inclusive multilateralism are re-vealed. It is emphasized that due to the BRICS actions, the broadest possible worldview discourse of inclusion as a universal tool for overcoming inequality is gradually being formed.

Democratisation and Educational Inclusion during Lockdown Times: Perceptions of Portuguese Teachers

The COVID-19 pandemic had a significant impact on school education, as confirmed by numerous studies produced at the international level. One of the most profound effects was the potential change to the political mandates of schools and resulting alterations in professional teaching practices, given the proliferation of remote (online and blended) teaching. This article aims to explore the extent to which the pandemic crisis has reconfigured schools’ educational priorities, with an emphasis on democratisation and inclusion at the expense of learning outcomes and meritocratic approaches. Based on an extensive study as part of a wider international project, the results of a questionnaire survey of Portuguese teachers (n = 3983) during the initial lockdown period in 2020 are analysed. The empirical evidence suggests that the pandemic resulted in a strengthening of the democratising pole, underpinned by the principles of equal opportunities, inclusion, and social justice, even though the practices and priorities of teachers as a whole are not homogeneous. This heterogeneity reflects pre-existing professional and school cultures, which vary depending on level of education, gender, school type, and career length, among other important factors.

Equity, Diversity, and Inclusion in Institutional Research Data Management Strategies

Research data management (RDM) is a field of emerging concern for academic librarians. As funder agencies increasingly mandate institutions and researchers to ethically and responsibly manage their research data, academic librarians are frequently tasked with creating institutional strategies and services to support researchers. This article explores how a racialized librarian at a medium-sized, teaching-focused Canadian university created an institutional research data management strategy through a process informed by critical librarianship research and contributive justice (Gomberg, 2016; Honma & Chu, 2018). It examines the lack of equity, diversity, and inclusion (EDI) principles in both funder directives and RDM research literature and proposes an approach to do institutional RDM work in an EDI-centered way.

AWARENESS AND ATTITUDE OF ISLAMIYYAH SCHOOLS OF INCLUSIVE EDUCATION IN SOUTH WEST, NIGERIA

This study assessed the Awareness and Attitude of Islamiyyah Schools on Inclusive Education in South West, Nigeria. This study adopted descriptive research design. The population consists of all the teachers and school leaders available in all Islamiyyah Schools in South west, Nigeria out of which five Islamiyyah Schools (30 across all states), 25 respondents (150 across all states) were selected as using disproportionate random sampling technique. The instruments used for collection of data is a self-constructed questionnaire titled "Questionnaire on Awareness and Attitude of Islamiyyah Schools on Inclusive Education in South west, Nigeria (QAAISIESWN). The study reveals a notable low level of awareness among Islamiyyah schools regarding inclusive education. The findings underscore a critical need for targeted awareness campaigns and policy reforms to align with the principles of inclusivity in among Muslim youth schools in the sub region. Here are recommendations addressing the identified issues within Islamic youth and special education needs within Islamiyyah Schools.

Nurses' and Nursing Students' Perceptions Toward People Living with Obesity: A Scoping Review Protocol

Introduction: There is significant and pervasive weight bias, weight stigma, and weight-based discrimination everywhere today, even in healthcare settings. Studies have shown that health care professionals (HCPs) hold negative perceptions toward people living with obesity (PLO), which results in heightened health risks for patients. Nurses play a central role in health promotion and the health management of PLO. Thus, identifying nurses' and nursing students' perceptions toward PLO within healthcare practice or educational contexts is paramount to consider further exploratory and intervention studies. Objective: We aim to review and map nurses' and nursing students' perceptions toward PLO from available literature. Method: A search of MEDLINE via PubMed, CINAHL Plus with Full Text (EBSCOhost), and PsycINFO (OVID) will be conducted to identify relevant studies in English, French, Spanish, Portuguese, or Italian on nurses' and nursing students' weight bias. The period covered will be from January 1, 2005, onward, including those available up until our scheduled search in January 2024. Two independent reviewers will conduct screening, study selection, and data extraction. Data will be charted according to the study design, the research setting, years and regions of publication, concepts, and use of theoretical models. The results will be summarized and reported, identifying implications for nursing research and practice. Discussion and Research Spin-offs: This scoping review will inform nursing research and facilitate the development of educational and clinical tools aimed at preventing and reducing weight bias among nurses to promote nursing and interdisciplinary care that upholds principles of equity, diversity, and inclusion.