Academic literature on the topic 'Inclusion en collège'
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Journal articles on the topic "Inclusion en collège":
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Laville, Matthieu, and Éric Saillot. "UN COLLÈGE FRANÇAIS À L’ÉPREUVE DE L’INCLUSION : UNE SITUATION D’ENTRE-DEUX SOURCE DE DILEMMES." Understanding Exclusion to Better Work Towards Inclusion? 54, no. 2 (November 13, 2019): 305–25. http://dx.doi.org/10.7202/1065660ar.
Abstract:
Inclusive schooling requires that education be adapted to the di- versity of youth in order to reduce the processes of excluding certain students by promoting the continuity of education in mainstream schools. This article looks at a French college which developed inclusive schooling modalities. It is based on a qualitative methodology that is both comprehensive and centered on the confrontation of the actors’ points of view. The concepts of liminality and dilemma allow for the analysis of contradictions in the everyday life of the school staff. We raised three kinds of dilemmas that were experienced as trials and which revealed obstacles but were also source of reflections on inclusion. Finally, this research highlights the need of moving forward locally by “small steps” to enable all stakeholders to mobilize around an inclusive education project.
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Toullec-Théry, Marie, and Véronique Pineau. "Inclusion en cours d’histoire dans une classe de 5e de collège : une étude de cas." Éducation et didactique 9, no. 1 (May 20, 2015): 33–55. http://dx.doi.org/10.4000/educationdidactique.2149.
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Yeh, Ellen, and Nicholas Swinehart. "Social Media for Social Inclusion: Barriers to Participation in Target-Language Online Communities." TESL Canada Journal 36, no. 3 (December 30, 2019): 154–72. http://dx.doi.org/10.18806/tesl.v36i3.1325.
Abstract:
Many learners, even those studying at universities in regions where the target language is spoken, lack opportunities for meaningful language use outside of the classroom. One avenue for learners to increase authentic target-language communication is online affinity spaces within social media platforms, where interactions with other users are formed around shared interests rather than personal connections. International students at an arts and media college in the Midwestern United States were asked to read a discussion thread within a social media platform, summarize what they found useful, and respond to pre- and posttask questionnaires. The platform used, Reddit, features anonymous user-generated content in a wide range of discussion forums based around specific interests and geographic locations. This study used qualitative data to investigate the extent to which international students participate in online communities like these and the factors or barriers that keep them from achieving full participation. The findings are then used to present learner training strategies that can help reduce or remove those barriers, enabling language learners to increase their participation in target-language online communities.
Plusieurs apprenantes et apprenants, même parmi celles et ceux qui étudient dans une université située dans une région où la langue cible est parlée, n’ont pas suffisamment d’occasions de pratiquer avantageusement leur nouvelle langue en dehors de la salle de classe. Une avenue qui s’ouvre à elles et à eux pour augmenter leurs chances de s’adonner à des communications authentiques dans leur langue cible est l’espace d’affinité en ligne sur les réseaux sociaux, endroit où les interactions sont davantage basées sur le partage d’intérêts communs que sur des relations personnelles. Des étudiantes et étudiants internationaux d’un collège des arts et des médias du Midwest des États-Unis ont été invités à lire un fil de discussion sur une plateforme de réseau social, à en résumer les éléments jugés utiles et à répondre à un questionnaire avant et après l’exercice. La plateforme utilisée, Reddit, présente des contenus qui sont générés anonymement par les utilisateurs dans un large éventail de forums de discussion et qui sont regroupés autour d’intérêts et de secteurs géographiques particuliers. Cette étude utilise des données qualitatives permettant d’évaluer dans quelle mesure les étudiantes et étudiants internationaux participent à la vie de communautés en ligne de ce genre et de déterminer quels sont les facteurs ou obstacles qui les empêchent de le faire pleinement. Les constatations sont ensuite utilisées pour présenter des stratégies de formation des apprenantes et apprenants qui sont susceptibles d’aider à réduire ou aplanir ces obstacles et à aider par le fait même les participants à s’impliquer davantage dans la vie de communautés en ligne s’exprimant dans leur langue cible.
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Kluch, Yannick, and Terry L. Rentner. "“As Falcons, We Are One Team!” Launching a Grassroots Institutional Change Initiative to Promote Diversity and Inclusion Through Sport at an NCAA Division I Institution." Sport Management Education Journal 16, no. 1 (April 1, 2022): 95–104. http://dx.doi.org/10.1123/smej.2020-0050.
Abstract:
Colleges and universities across the nation are grappling with issues related to diversity and inclusion on their campuses. This case study approaches diversity and inclusion efforts on college campuses from a student perspective. It outlines a grassroots initiative, developed by students and supported by student-athletes, that illustrates the powerful voice students can have in shaping institutional culture. This case study describes the success of We Are One Team, the 2017 recipient of the NCAA’s Award for Diversity and Inclusion, the Association’s highest award for institutional efforts for diversity and inclusion in intercollegiate athletics. Informed by institutional theory, the case study provides students with action steps toward promoting diversity and inclusion through sport and explains how We Are One Team succeeded at driving inclusive excellence on campus.
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Denisova, Olga, Olga Lekhanova, Valentina Ponikarova, and Tatyana Gudina. "Inclusive culture of kindergarten, school, college and university teachers." SHS Web of Conferences 70 (2019): 10002. http://dx.doi.org/10.1051/shsconf/20197010002.
Abstract:
Inclusive culture of teachers is one of the conditions for the successful inclusion of students with disabilities in the educational organization space. The authors identified 15 indicators characterizing the value, motivation and experience of teachers in the field of educational inclusion. Diagnostic results of inclusive culture of Vologda region are presented in the paper. The study shows that 63% of 1,100 teachers surveyed have a critical level of inclusive culture. As a result of the comparative analysis, it was determined that kindergarten and university teachers have a higher level of inclusive culture. In general, those teachers who have already had positive experience in social or educational inclusion are most interested in developing their competencies. The most active and highly motivated turned out to be those teachers who, in their personal experience, have had the opportunity to interact with the disabled and help people with disabilities to be included in society, education and life. Teachers with a developed inclusive culture, comprising 1/23 of the 1,100 respondents surveyed, are characterized by the values and norms of inclusion, willingness to interact with the disabled, awareness of the necessity to acquire new knowledge and skills, social responsibility for the results of inclusion.
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Mann, Mallory, and Vikki Krane. "Inclusion and Normalization of Queer Identities in Women’s College Sport." Women in Sport and Physical Activity Journal 26, no. 2 (October 1, 2018): 76–88. http://dx.doi.org/10.1123/wspaj.2017-0033.
Abstract:
While recent studies paint an optimistic picture of acceptance and inclusion of queer athletes, it would be naive to assume homonegativism no longer exists. In this study, we interviewed 13 queer female athletes to understand their college team sport climates and how heteronormativity is reinforced and confronted in women’s college sport. Using a feminist cultural studies approach, two types of team climates emerged from the data: inclusive climates and transitioning climates. On inclusive teams, queer and heterosexual members overtly communicated their norm of inclusion to new teammates, normalized diverse sexualities, and consistently engaged in inclusive behaviors. Transitioning teams were described as neither inclusive nor hostile initially, and, while they did not have a history of inclusion, they transitioned to becoming more outwardly accepting of diverse sexual identities. On transitioning teams, queer athletes surveyed the landscape before sharing their sexual orientation, after which the team evolved to become inclusive. All the athletes talked about awkward moments, occasional incidents of nonsupport, and the benefits of inclusion. These findings reveal emerging cracks in hegemonic heteronormativity in women’s sport, especially among athletes.
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Portel, Laurent, Eric Parrat, Cécilia Nocent-Ejnaini, Gilles Mangiapan, Anne Prud'homme, Jean-Philippe Oster, Corinne Aperre de Vecchi, Cyril Maurer, Chantal Raherison, and Didier Debieuvre. "FASE-CPHG study: a panoramic snapshot of difficult-to-treat, severe asthma in French nonacademic hospitals." ERJ Open Research 5, no. 4 (October 2019): 00069–2019. http://dx.doi.org/10.1183/23120541.00069-2019.
Abstract:
BackgroundReal-world data describing management of patients with severe asthma are limited. To address this issue, we conducted FASE-CPHG (France Asthme Sevère – Collège des Pneumologues des Hôpitaux Généraux), a descriptive, multicentric, and observational cross-sectional study.MethodsFrench pulmonologists from nonacademic hospitals completed questionnaires on patient characteristics and ongoing asthma treatment for severe asthmatic patients observed during the inclusion period. In addition, we collected data from patients via self-assessment questionnaires.Findings104 physicians recruited 1502 patients within 1 year. The mean age of the 1465 patients analysed was 54.4±16.1 years. Severe asthmatic patients were more frequently female (63%), with a history of atopy (65%). Most patients remained poorly controlled or uncontrolled, with an important difference between physicians' opinion and the Global Initiative for Asthma criteria (63% versus 96%). The most common comorbidities included ear, nose and throat diseases (59% of cases); anxiety (40%); and gastro-oesophageal reflux disease (39%). Allergic sensitisation tests and/or blood eosinophil count evaluation, and spirometry were performed in 92% and 98% of patients, respectively. The mean eosinophil count and total serum IgE were 437 cells·mm−3 and 546 UI·L−1, respectively. In addition to high doses of inhaled corticosteroids plus long-acting β2-agonists, patients were receiving leukotriene receptor antagonists (52%), anticholinergic drugs (34%), anti IgE (27%) and oral corticosteroids (17%); 65% adhered to their treatment.InterpretationThis study provides insight into the characteristics and management of severe asthma in France and may help improve knowledge on this pathology, which represents a high burden to healthcare.
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Tang, Ying, Thitinant Wareewanich, and Xiao-Guang Yue. "The impact of organizational inclusion on teachers’ internal motivation for professional development in vocational colleges: The case of China." Problems and Perspectives in Management 21, no. 3 (July 21, 2023): 138–52. http://dx.doi.org/10.21511/ppm.21(3).2023.11.
Abstract:
Most of the higher vocational colleges in China are public institutions. The government prefers to enhance the intrinsic motivation of teachers’ professional development through effective management. Taking the Chinese government’s strong advocacy of the professional value of the “craftsman spirit” as a background, this study aims to define the constituent factors of intrinsic motivation for the career development of higher vocational college teachers. This study proposes to explore the role of inclusive management styles on the professional development of teachers in public vocational institutions in order to address the hindering effects of human-organizational relationships on the intrinsic motivation of teachers’ professional development following Chinese management styles. Within three weeks, through the online questionnaire distribution platform, email, and WeChat, questionnaires were sent to teachers in colleges in Guangdong Province using the whole sampling method. A total of 546 questionnaires were distributed, of which 538 were retrieved and 521 were deemed valid for analysis. Using a structural equation model for data validation, the results indicate that inclusive leadership and inclusive climate are positive external factors that stimulate teachers’ intrinsic motivation for professional development (r = 0.496, 0.491) and contribute to the formation of organizational inclusion (r = 0.413). Job satisfaction is an intrinsic self-motivating factor (r = 0.479, 0.380, 0.451). Organizational inclusion can mitigate interpersonal barriers and become a practical management approach to enhance teachers’ intrinsic motivation for career development. AcknowledgmentWe acknowledge teachers from higher education vocational colleges in Guangdong Province, China, who responded to the questionnaire for this study.
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Francique, Akilah. "Is excellence inclusive? The benefits of fostering Black female college athlete's sense of belonging." Journal of Higher Education Athletics & Innovation, no. 3 (March 22, 2018): 48–73. http://dx.doi.org/10.15763/issn.2376-5267.2018.1.3.48-73.
Abstract:
The purpose of this research note is to urge intercollegiate athletic departments and their administrators to foster a sense of belonging amongst Black female college athletes to aid in their felt membership as a college athlete and support their development as viable employment candidates in college sport. Black female college athletes’ graduation rates are on the rise; however, these being hired at dismal rates in college sport. By fostering a sense of belonging, Black female college athletes as a historically marginalized group are able to feel a sense of connectedness in the athletics and greater university environment; athletic departments commit to major organizational change that values diversity and inclusion; and through its commitment, a culture of inclusive excellence is felt by all students, faculty, staff and athletic administrators and coaches. Keywords: Black female college athletes, college sport, intercollegiate athletics, sense of belonging, diversity and inclusion, inclusive excellence
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Davis, Alexander K. "Toward Exclusion through Inclusion: Engendering Reputation with Gender-Inclusive Facilities at Colleges and Universities in the United States, 2001-2013." Gender & Society 32, no. 3 (April 4, 2018): 321–47. http://dx.doi.org/10.1177/0891243218763056.
Abstract:
Ample sociological evidence demonstrates that binary gender ideologies are an intractable part of formal organizations and that transgender issues tend to be marginalized by a wide range of social institutions. Yet, in the last 15 years, more than 200 colleges and universities have attempted to ameliorate such realities by adopting gender-inclusive facilities in which students of any gender can share residential and restroom spaces. What cultural logics motivate these transformations? How can their emergence be reconciled with the difficulty of altering the gender order? Using an original sample of 2,036 campus newspaper articles, I find that support for inclusive facilities frames such spaces as a resource through which an institution can claim improved standing in the field of higher education. This process of engendering reputation allows traditional gender separation in residential arrangements to be overcome, but it also situates institutional responsiveness to transgender issues as a means of enhancing a college or university’s public prestige. This, in turn, produces novel status systems in the field of higher education—albeit ones that perpetuate familiar forms of institutional and cultural exclusion.
Dissertations / Theses on the topic "Inclusion en collège":
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Ployé, Alexandre. "Les enseignants aux prises avec l'étrangeté : approche clinique de l'inclusion des élèves handicapés au collège." Thesis, Paris 8, 2016. http://www.theses.fr/2016PA080087/document.
Abstract:
La thèse porte sur la question de l’inclusion des élèves handicapés au collège dans le cadre d’une ULIS (unité localisée pour l’inclusion scolaire) et plus particulièrement sur ce qu’éprouvent psychiquement les acteurs de cette inclusion : enseignants et autres adultes de la communauté éducative mais aussi les élèves eux-mêmes. Elle analyse ces éprouvés et leurs conséquences pédagogiques selon une approche clinique d’orientation psychanalytique. En effet, si la question de l’inclusion, devenue centrale depuis la loi de février 2005 sur le handicap, est souvent entrevue sous le jour d’une réflexion sociologique ou pédagogique, il apparaît qu’une telle approche clinique permet d’éclairer les phénomènes subjectifs et intersubjectifs dans lesquels les sujets enseignants principalement sont engagés dans une rencontre avec « l’inquiétante étrangeté » (« Unheimliche », Freud, 1919) des élèves handicapés. Une clinique du handicap autorise à comprendre comment les différents acteurs investissent les liens à l’autre, fantasment le handicap et comment ils mettent en œuvre des défenses inconscientes pour réduire l’altérité du sujet handicapé. Ces défenses ont pour effet d’invisibiliser ces élèves dans le collège et de les maintenir sur le seuil de la classe ordinaire, dans une position de liminalité qui correspond aux difficultés que peuvent éprouver psychiquement les enseignants à intégrer leur étrangeté. L’euphémisation ou le rejet des dispositifs inclusifs est le corollaire de ces difficultésThe thesis focuses on the issue of inclusion of disabled students in middle school within a ULIS (Local Inclusive Education Unit) and more specifically on what the actors of such inclusion, teachers and other educational community adults, but also students themselves, experience mentally. It analyzes these experiences and their pedagogical consequences, following a clinical psychoanalytic approach. Indeed, while the issue of inclusion, made central since the February 2005 law on disability, is often looked at under the light of a sociological or pedagogical reflection, it appears such clinical approach sheds a light on both subjective and intersubjective phenomena in which teaching subjects are engaged in meeting « the uncanny » (« Unheimliche », Freud, 1919) of disabled students. A clinical approach of disability allows understanding of how the different actors invest in the relationship with others, how they fantasize the disability and how they implement unconscious defense mechanisms to reduce the disabled person's otherness. These defense mechanisms aim to invisibilize these students within the school and to keep them on the ordinary classroom doorstep, in a position of liminality, which matches the difficulties teachers can experiment mentally in integrating their strangeness. The euphemizing or rejecting of inclusive processes is corollary to these difficulties
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Gaulot, Céline. "Inclusion et handicap à dominante visible ou invisible au collège : représentations du handicap, pratiques d'inclusion en contexte scolaire et construction individuelle et interactionnelle d’adolescents en situation de handicap." Thesis, Bordeaux, 2018. http://www.theses.fr/2018BORD0242/document.
Abstract:
Le traitement du handicap et la place des personnes handicapées a varié selon les époques. Actuellement, dans la lignée des droits de l’homme, les politiques nationales et internationales tendent à promouvoir l’égalité pour tous les hommes et la lutte contre les discriminations se concrétise par des politiques publiques actives, dans la plupart des pays. Au niveau de l’Éducation, le concept d’inclusion a été avalisé à la Conférence de Salamanque (UNESCO 1994), et sa mise en oeuvre est décrite comme « une réforme qui appuie et accueille favorablement la diversité de tous les apprenants » (UNESCO 2001). En France, la loi du 11 février 2005 a introduit une évolution majeure dans le traitement social des personnes handicapées. L’éducation inclusive dans son paradigme appelle à une prise en compte de la complexité de l’humain et des institutions auxquelles il appartient. La présente recherche tend à rendre compte de certains aspects de cette complexité en mettant au jour les représentations et les pratiques d’inclusion en collège auprès d’élèves en situation de handicap à dominante visible ou invisible et en les mettant en lien avec la construction individuelle et interactionnelle de ces adolescents. Quatre dimensions ont été étudiées à partir de la situation de cinq élèves en situation de handicap à dominante visible ou invisible. Le contexte scolaire est le premier niveau : il apporte une structuration objective au processus d’inclusion par la présence d’un dispositif, d’une organisation et de personnes investies dans ce projet. Les représentations du handicap et les pratiques pédagogiques des enseignants sont interrogées dans le deuxième niveau. Le troisième niveau est celui des pairs des élèves en situation de handicap, où ont été questionnés les réseaux socio-affectifs des classes. Enfin, le quatrième niveau concerne la dimension individuelle des cinq élèves. Les résultats de cette recherche de type ethnographique indiquent que la structuration du contexte inclusif a une influence sur la représentation du handicap activée : plus elle est visible car portée par un dispositif et des personnels qui lui sont dédiés, plus la représentation du handicap est riche. Le noyau de la représentation du handicap chez les enseignants (constitué des éléments « monstre », « mort », « handicap physique », « fauteuil roulant » et « autisme ») est identique à celui rencontré dans la population générale, avec une variation spécifique professionnelle (« dyslexie ») entrant dans le champ de la réparation possible du handicap. Lorsque la structuration de l’inclusion est humainement investie, une représentation dite « de reliance » intègre les différents niveaux antérieurs de la représentation et y intègre la situation de handicap. En ce sens, elle est évoluée car elle prend en considération les dernières avancées sociétales en la matière ; on peut la penser aussi transitoire, au même titre que la forme actuelle de l’Éducation inclusive. Des archétypes sont sous-jacents à ces représentations et diffèrent selon la visibilité (où l’archétype activé est celui du monstre et de l’altérité fondamentale) ou l’invisibilité du handicap (où l’archétype activé est celui de l’étranger et de l’inconnaissable), cette notion faisant le lien entre la perception et la représentation dans la dimension intrapsychique de l’individu. Les représentations peuvent évoluer par mise au jour, acceptation et intégration de ses différentes composantes d’une part, par l’expérience concrète discutée et réfléchie du processus inclusif par ses acteurs d’autre part. Ceci induit alors une co-construction entre les différents partenaires et la nécessité de formation pour accéder à une compréhension des singularités des élèves porteurs d’altérité dans l’objectif d’identifier et de répondre à leurs besoins éducatifs particuliersThe treatment of the handicap and the of persons with disabilities has varied over time. Currently, in line with human rights, national and international policies tend to promote équality for all men and the fight against discrimination becomes a reality by active public policies in most countries. At the education level, the concept of inclusion was endorsed at the Salamanca conference (UNESCO, 1994) and its implementation is described as « a reform that supports and welcomes the diversity of all the learners » (UNESCO, 2001). In France, the law of 11 February 2005 introduced a major change into the social treatment of disabled people. Inclusive Education calls to a consideration of the complexity of the human person and the institutions to which he belongs. This research aims to account for some aspects of this complexity by bringing to light the representations and practices of inclusion in middle school among pupils with dominant visible or invisible disabilities and by linking them to the individual and interactionnal construction of these adolescents. Four dimensions were studied based on the situation of five students with visible or invisible disabilities. The school context is the first level : it provides an objective structure to the inclusion process by the presence of a device, an organization and people involved in this project. We then questioned the representations of disability and the pedagogical practices of the teachers in the second level. The third level is the one of the peers of the disabled pupils, where the socio-affective networks were questioned. Finally, the fourth level concerns the individual dimension of the five selected pupils. The results of this ethnograhic research indicate that the structuring of the inclusive context has an influence on the activated representation of the handicap : the more it is visibly carried by a system and a dedicated staff, the richer is the representation. The core-representation of disability among teachers (consisting in « monster », « death », « physical disability »,« wheelchair » and « autism » elements) is identical to the one found in the general population, with a professional specific variation (« dyslexia ») within th scope of possible disability repair. When the structuring of inclusion is carried by a lot of invested people, a representation called « linking » integrates the different previous levels of the representation and joins the situation of disability. In this sense, it is evolved because it considers the latest sociatal advances in this field ; it can be thought as transitional, in the same way as the current form of inclusive education. Archetypes are underlying these representations and differ according to the visibility (where the activated archetype is the one of the monster and fondamental alterity) or the invisibility (which activate the archetype of the stranger and the unknowable), this motion making the link between perception and representation in the psychic dimension of the individual. Representations may evolve by uncovering, accepting and integrating its diffrents components by the individual on the one hand, and by the concrete experience discussed and reflected by the actors on the other. This then leads to a co-construction between partners and the need for training to access an understanding of the singularities of students with alterities in order to identify and respond to their special educationnal needs
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Beaugrand, Céline. "Transposition des démarches du français sur objectifs spécifiques en contexte scolaire ˸ élaboration didactique en français langue de scolarisation dans trois disciplines du collège." Thesis, Paris 3, 2019. http://www.theses.fr/2019PA030020.
Abstract:
Depuis le début des années 1990, le français langue de scolarisation (FLSco) s’est peu à peu constitué en objet d’étude dans différents contextes où le français est langue d’enseignement pour des élèves allophones. La situation des enfants migrants scolarisés en France a ainsi été progressivement prise en compte dans les recherches en didactique comme dans les directives institutionnelles. Celles-ci soulignent notamment que la réussite de leur inclusion scolaire nécessite de s’intéresser à la dimension langagière dans les différentes disciplines où le français est « langue instrumentale » ; mais les solutions didactiques et pédagogiques peinent à émerger pour répondre à cette injonction. Un rapprochement méthodologique entre le français sur objectifs spécifiques (FOS) et le FLSco permet d’ouvrir des perspectives dans la définition des besoins prioritaires de ces élèves en partant d’une analyse effective des situations scolaires auxquelles ils sont confrontés dès leur arrivée à l’école. Cette recherche vise ainsi à transposer les démarches d'ingénierie du français professionnel en contexte scolaire afin de contribuer à la définition de ces besoins d’apprentissage et de permettre l’élaboration d’une formation adaptée en FLSco. Plus largement, elle ambitionne d’apporter des solutions méthodologiques et didactiques aux acteurs concernés par la scolarisation de ce public à besoins éducatifs particuliers.Nous avons établi un cadre méthodologique qui s’articule autour des grandes étapes mobilisées en FOS : l’analyse des besoins, la collecte et l’analyse de données orales et écrites dans les situations scolaires et la phase d’élaboration didactique à partir des besoins identifiés. Nous avons expérimenté cette démarche dans trois disciplines du collège : l’histoire-géographie, les Sciences de la Vie et de la Terre et les mathématiques dans des classes de sixième. Cette étude a nécessité la constitution d’un corpus multimodal composé de séances de classe filmées et de données écrites issues des manuels, des cahiers d’élèves et du tableau blanc de l’enseignant. Les besoins identifiés sont à la fois de nature langagière, culturelle, cognitive et méthodologique. Cette analyse des situations scolaires révèle également l’omniprésence de différentes représentations sémiotiques dans toutes les disciplines observées ainsi que la part grandissante de la dimension praxéologique en raison, notamment du développement des outils numériques en classeThe teaching of French as language of schooling - to pupils whose first language is not French - has been the subject of study starting from the beginning of the 1990’s. Since then, the education of immigrant school children in France has been researched progressively and governmental guidance has been introduced to specifically target their development. This guidance emphasizes that full inclusion of immigrant children into the educational system relies on successful application of French in disciplines where language skills are often considered to be of secondary importance, or a “tool”. However, didactic and pedagogical methods have not emerged to reliably deliver this goal.The integration of approaches for teaching of French for specific purposes and French as language of schooling would bring perspectives to defining the priority needs of these pupils, starting from a comprehensive analysis of the school situations that they face from the beginning of their school education in France. The aim of this thesis is to transpose an approach for French for specific purposes in a professional engineering environment into a school context, thereby contributing to the definition of the learning needs and to enable the development of appropriate teaching of French as language of schooling. More broadly, it aims to provide methodologies and didactic solutions to better address specials needs.A methodological framework is established, articulated around the main stages of French for specific purposes: analyzing the needs, collating and analyzing data on spoken and written abilities at school, and finally, defining a didactic approach based on the identified needs.The approach has been piloted and the results of three such trials are presented for different disciplines taught at the first year of senior school: history-geography, biology and mathematics. This study required the development of multimodal corpus, including filmed class sessions and written data from textbooks, student notebooks and teachers notes on the whiteboard. The identified needs are linguistic, but also cultural, cognitive and methodological.The analysis conducted in this work reveals that the use of semiotic objects is common in all of the disciplines investigated. It was also observed the increasing influence of praxeological perspective at school due to the introduction of digital tools in the classroom
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Carregosa, Rita de Cássia. "Desafios para uma prática inclusiva na educação superior: um estudo de caso na Universidade de Brasília." Faculdade de Educação, 2015. http://repositorio.ufba.br/ri/handle/ri/18672.
Abstract:
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A denominada educação inclusiva é um tema atual, que tem despertado o interesse social, político e acadêmico. Nos últimos anos há uma propagação de políticas e mesmo trabalhos tendo como base o discurso inclusivo, mas, ainda que se fale sobre esse tema, pouco ainda se entende sobre a questão da ‘inclusão’ de pessoas com deficiência na educação superior, mais efetivamente sobre pessoas com deficiência sensorial. Nesta linha, esta dissertação teve como objetivo compreender desafios que se apresentam na educação superior, na perspectiva docente, para a ocorrência de uma prática denominada inclusiva. De maneira específica, procurou discorrer historicamente sobre o processo de exclusão social e educacional da pessoa com deficiência; analisar compreensivamente as políticas direcionadas à inclusão da pessoa com deficiência na educação, e sua reverberação na educação superior; investigar como tem se efetivado e que desafios se apresentam para uma prática considerada inclusiva na educação superior. Para isso, esse trabalho teve como base uma pesquisa empírica, ocorrida na Universidade de Brasília – UnB, de cunho qualitativo, descritiva e explicativa, utilizando a abordagem de estudo de caso. A amostra foi composta por nove docentes da UnB, mas para melhor entendimento da temática, também participaram da pesquisa seis servidores desta universidade, totalizando quinze sujeitos de pesquisa, além de ter sido feita a observação in loco. O estudo oportunizou chegar a inferências e questionamentos a respeito de aspectos essenciais para a prática de uma educação chamada inclusiva: o conceito de inclusão e a conscientização institucional acadêmica sobre esse processo; as políticas nacionais e internacionais, que despertaram para a necessidade de mudanças, mas que ainda não são efetivamente executadas; as dificuldades e desafios para o docente com respeito à formação, a falta de suporte institucional e as barreiras atitudinais; a questão estrutural; a necessidade do aparato tecnológico; bem como, as ações que têm sido concretizadas, para uma prática considerada inclusiva, e que possa favorecer a garantia de direitos incontestes da pessoa com deficiência sensorial na sua formação acadêmica. A essência discursiva teve como viés a cultura inclusiva e a universalização dos acessos, numa perspectiva de direitos iguais que favoreça a ação docente e a plena formação da pessoa com deficiência.
ABSTRACT The inclusive education is a current theme, that has aroused a social, political and academic interest. In the last years there’s a prorogation of politics and even works having as a base the inclusive discourse, despite of this subject is mentioned, very little is understood about the inclusion of disabled people in the college education, more specifically on sensory disability. In this line, this dissertation has as main goal to comprehend challenges that are presented in college education, in the perspective professors, for the occurrence of a practice called inclusive. In a specific manner, it aimed to talk historically about the process of educational and social exclusion of a person with special needs; to analyze comprehensively the politics that focus on inclusion of a person with special needs in the education, and its reverberation in the university education; to investigate how it has become efficient and the challenges have been presented for a practice that is considered inclusive in the university education. For this, this work has as a base an empiric research that took place in the University of Brasília – UnB. The research was qualitative, explanatory and descriptive nature, using a study of case approach. The sample was composed by nine professors from UnB, and for a better comprehension six public workers from this institution took part as well, totaling fifteen research individuals, beyond “in loco” observation has been made. The study provided to reach inferences and questions about the essential aspects for a practice of an education called inclusive: the concept of inclusion and the academic institutional consciousness about this process; national and international politics that have aroused for a necessity of change, however they are not effectively applied yet; the teaching difficulties and the challenges related to the formation; the lack of institutional support and attitudinal barriers; the structural issue; the need of technology resources; the actions that have been done; to favor an inclusive practice; the incontestable guarantees of disabled people to university degree. The discursive essence had as a bias the inclusive culture and the universalization of the accesses, in a perspective of equal rights that favors the teaching actions and the total formation of a disabled person.
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Markakis, Konstantinos. "Écrire-rêver l’expérience des coordonnateurs d’Ulis au collège : monographies de rencontres singulières dans le cadre d’entretiens cliniques de recherche en sciences de l’éducation." Thesis, Paris 10, 2019. http://www.theses.fr/2019PA100141.
Abstract:
Dans une approche clinique d’orientation psychanalytique en sciences de l’éducation, cette thèse vise à produire des connaissances sur le rapport des coordonnateurs d’Ulis-collège à leur propre activité professionnelle. À partir des entretiens cliniques de recherche avec des coordonnateurs, l’auteur met en place un dispositif d’analyse du matériel et de rédaction de « monographies des rencontres singulières ». Dans la première partie, le processus de la construction de l’objet de recherche est abordé en lien avec le positionnement épistémologique. Dans la deuxième partie, quatre monographies de rencontres singulières sont développées à la lumière des théorisations inspirées de la psychanalyse. Enfin, certaines hypothèses sont reprises et mises en perspective dans la dernière partie.L’auteur interroge, d’une part, l’écriture de monographies et les effets d’une certaine rêverie dans le processus de théorisation. C’est pourquoi il propose le terme « écrire-rêver », inspiré des travaux de T. Ogden. D’autre part, il met en discussion certaines interprétations susceptibles d’éclairer l’expérience professionnelle : le polyglottisme psychique du professionnel et la représentation spatiale de son métier, le holding des sujets accompagnés et la dialectique entre répétition et réparationIn a psychoanalytically oriented clinical approach in educational sciences, the author tackles the emotional experience of coordinators of Ulis-college (Localized Unit for Inclusive Education). The author conducts clinical research interviews with coordinators and sets up a device for analyzing material and writing "monographs of single encounters". In the first part, the process of the research object construction is tackled in relation to the epistemological and methodological positioning. In the second part, four monographs of single encounters are developed in the light of concepts inspired from psychoanalysis. Assumptions resulting from this type of analysis are taken up and put in perspective in the last part.On the one hand, the author questions the monographs writing and the effects of a kind of reverie in the theorizing process. Therefore, he proposes the term "writing-as-dreaming", largely inspired by the work of T. Ogden. On the other hand, the author discusses some interpretations which are likely to shed light on the coordinators’ psychic experience: the psychic polyglotism of the professional and the spatial representation of his profession, the holding of the subjects, the dialectic between the repetition and repair movements
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Bettendorff, Franck. "L’école inclusive et les dispositifs pour élèves à « besoins éducatifs particuliers » : scolarisation ou scolarité ? : l’exemple des EFIV ou la déconstruction d’une catégorie scolaire essentialiste." Electronic Thesis or Diss., Paris 8, 2022. http://www.theses.fr/2022PA080010.
Abstract:
Le phénomène des difficultés de scolarisation d’élèves nommés depuis 2012 “enfants issus de familles itinérantes et de voyageurs” (EFIV) par le Ministère de l’Éducation nationale conduit à interroger une catégorie publique, les politiques et les dispositifs les concernants. La recherche présentée est une analyse à l’échelle d'un département où a été menée une politique de scolarisation de ce public pendant plus de dix ans. En interrogeant des catégories des recherches qui ont servi par le passé à analyser la non-scolarisation des enfants “du voyage” ou de “Tsiganes”, l’analyse déconstruit les explications anthropologiques de résistance à l’écrit, à l’objectivation et aux savoirs scolaires. S’appuyant sur une enquête qualitative principalement par entretiens auprès de collégiens et de parents, l’analyse met également en évidence que les situations des élèves ne se réduisent aux seules pratiques familiales ; mais intègrent également les rôles différenciés des élèves, en relation avec la diversité de leurs rapports à l’école, aux savoirs et à l’avenir ; et le rôle des institutions scolaires elles-mêmes. Puisque des élèves demeurent peu scolarisés et d’autres, bien que scolarisés n’apprennent pas les savoirs du collège, il a été nécessaire de distinguer la scolarité (la fréquentation des savoirs par les élèves) de la notion de scolarisation (la présence en classe). Enfin, à partir de l’analyse d’un corpus documentaire et d’entretiens avec des agents, la thèse étudie l’action institutionnelle comme un dispositif et interroge la politique de l’école inclusiveThe phenomenon of inconstant school attendance by pupils who have been termed “EFIV” (“children of itinerant and transient families”) since 2012 by the French Ministry of Education has led us to question not only a public classification but also policies and apparatuses pertaining to them. The research presented herein is a department-wide analysis of an area where a school attendance policy for this group has been applied for over ten years. By questioning the categories of research which in the past served to assess sporadic school attendance by “traveler” or “Gypsy” children, this analysis deconstructs the anthropological explanations concerning resistance to writing, to objectivating processes and to scholastic skills. Based on a qualitative survey mainly established via interviews with middle school children and their parents, the analysis likewise indicates how pupils’ situations cannot be reduced to mere family practices alone but also integrates the pupils’ differentiated roles, as per the diversity of their relationships to school, to scholastic knowledge and to the future. This same analysis also covers the roles played by the scholastic institutions themselves. Since some pupils remain insufficiently schooled, while others, even though attending school, never acquire middle school knowledge sets, it was necessary to create a distinction between schooling (the pupils’ use of scholastic knowledge) and school attendance (their presence in class). Last of all, through the analysis of a collection of documents and interviews with personnel, this thesis explores institutional action as an apparatus and challenges the policy of “the inclusive school”
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Canedo, Francis. "Queer Students’ Perceptions of Inclusion at ABC Community College: A Phenomenology." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3667.
Abstract:
This qualitative study examined the lived experiences of Queer students at ABC Community College. Using phenomenology as its guiding framework, transcribed interviews were analyzed in order to seek the phenomenon of the experience. Examination of the literature suggested that Queer students’ experiences of discrimination could have a negative impact on academic achievement and that inclusive and affirming spaces have the opposite effect.
Further, Queer students search for affirming spaces from their faculty and peers, and the engagement these spaces provide may be good prognosticator academic achievement. When students are provided with inclusive spaces, they may be more likely to come out, live openly, and represent themselves authentically (Kosciw J. G., Greytak, Palmer, & Boesen, 2014).
Other researchers are encouraged to replicate the study with a larger number of participants, using a combination of qualitative and quantitative research methods.
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Shier, Emily. "Preparing future educators to support inclusion college students' attitudes following pre-professional preparations /." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002shiere.pdf.
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Lloyd-Jones, Brenda. "From inclusion to assimilation? African-American students' persistence at a predominantly white university /." Access abstract and link to full text, 1992. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9222151.
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Oliveira, Gracy Kelly Andrade Pignata. "A trajetória de afiliação de estudantes com deficiência na educação superior." Faculdade de Educação, 2017. http://repositorio.ufba.br/ri/handle/ri/22233.
Abstract:
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Esta pesquisa traz como objeto de investigação as trajetórias de afiliação de estudantes com deficiência na Educação Superior. Nesta perspectiva, desenvolvemos um estudo empírico, cuja abordagem teórico-metodológica se apoia no Interacionismo Simbólico, corrente sociológica que privilegia a compreensão da sociedade a partir da concretude das relações interindividuais. Mais especificamente, é interesse desta pesquisa lançar luz sobre os elementos que constituem a rotina institucional e a experiência estudantil na Educação Superior, para pessoas que vivenciam a condição de deficiência. Diante de um tema ainda recente e carregado de complexidade, o percurso metodológico traçado para esta investigação é de natureza qualitativa, do tipo estudo de caso e visa compreender o processo de afiliação de estudantes com deficiência na Educação Superior. Para tanto, elegemos como procedimentos de coleta de dados, a pesquisa documental e a entrevista semiestruturada, focalizada e individual, com perguntas abertas, de modo a possibilitar aos estudantes entrevistados maior liberdade nas respostas. Os resultados da investigação revelam que o estudante com deficiência passa pelas mesmas etapas de afiliação que os demais estudantes, porém a condição de deficiência o coloca diante da necessidade de superar resistências, enfrentar barreiras e estigmas, sem perder de vista os sonhos, as aspirações e os projetos de vida. Assim, compreendemos a afiliação do estudante com deficiência como um processo complexo, que envolve o direito de combinar as demandas pessoais às exigências acadêmicas. A pesquisa mostrou ainda que a dimensão simbólica, manifestada pela preocupação em atender as expectativas socialmente impostas, interfere no processo de construção da afiliação, refletindo inclusive na formação da identidade pessoal e social do estudante com deficiência.
ABSTRACT This research brings as object of investigation the trajectories of students’ affiliation with disabilities in college education. In this perspective, we developed an empirical study of which theoretical-methodological approach is based on Symbolic Interactionism. Sociological current that privileges the understanding of society from the concreteness of interindividual relations. More specifically, it is the interest of this research to launch lights out about on the elements that constitute the institutional routine and the student experience in Higher Education for people who experience the condition of disability. Faced with a still recent and so complex subject, the methodological way traced for this investigation is qualitative nature of, of the case study type and aims to understand the process of affiliation of students with disability in College Education. To do so, we chose as data collection procedures, documental research and semi-structured, focused and individual interview with open questions, in order to possibility to the students interviewed more freedom in the answers. The results of the investigation revealed that the student with the disability goes through the same stages of affiliation that the other students, but the condition of disability places it in the face of the need to overcome resistance, face barriers and stigmas, without losing sight of dreams, aspirations and projects of life. Thus, we understand the affiliation of the disabled students as a complex process, which involves the right to combine personal demands with academic demands. The research also showed that the symbolic dimension, manifested by the concern to meet socially imposed expectations, interferes in the building the affiliation process of, also reflecting the formation of the personal and social identity of the student with disability.
Books on the topic "Inclusion en collège":
1
Ocampo, Ana María Cambours, María Fernanda Arias, and Jorge M. Gorostiaga. Hacia una universidad inclusiva: Nuevos escenarios y miradas. Ciudad de Buenos Aires: Aique Educación, 2016.
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Lovern, Lavonna L. Fostering a Climate of Inclusion in the College Classroom. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75367-6.
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McArthur-Blair, Joan. Gender and diversity: Creating inclusion in the college environment. [Victoria, BC]: The Ministry, 1995.
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Wurgaft, Benjamin Aldes. Jews at Williams: Inclusion, exclusion, and class at a New England liberal arts college. Williamstown, Mass: Williams College Press, 2013.
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Bunker, Barbara Benedict. Innovation in inclusion: The Purdue faculty and staff success story, 1997-2007. West Lafayette, IN: Purdue University Press, 2008.
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Grace, Sue. Inclusion and diversity: Meeting the needs of all students. New York, NY: Routledge, 2008.
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Ryndak, Valentina, Ol'ga Sal'daeva, Al'fiya Moskvina, Yuliya Koroleva, Lyudmila Kraynova, Rita Aitbaeva, Galina Pisareva, et al. Pedagogy of inclusive education. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1842519.
Abstract:
The textbook reflects the theoretical, methodological and conceptual foundations of inclusive education, current trends in the development of inclusive education, the specifics of professional and pedagogical activity, theory and practice of inclusive education and upbringing. Attention is drawn to the generalization and extrapolation of the experience of psychological and pedagogical support of students with disabilities, examples of adaptation of traditional methods, techniques and technologies of teaching and upbringing are given, the use of information technologies for the organization of inclusive education is presented.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
For college students, bachelors and masters studying in the specialties and areas of training "Special (defectological) education", "Pedagogical education", "Psychological and pedagogical education".
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1933-, Stalker Jacqueline, and Prentice Susan 1961-, eds. The illusion of inclusion: Women in post-secondary education. Halifax, N.S: Fernwood Pub., 1998.
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Vicker, Lauren A. The complete academic search manual: A systematic approach to successful and inclusive hiring. Sterling, VA: Stylus Pub., 2005.
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Myers, Karen A. Allies for inclusion: Disability and equity in higher education. San Francisco, California: Jossey-Bass, 2013.
Book chapters on the topic "Inclusion en collège":
1
Cardon, Lauren S., and Anne-Marie Womack. "Inclusive Assessment." In Inclusive College Classrooms, 192–212. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003121633-8.
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Cardon, Lauren S., and Anne-Marie Womack. "Group Work." In Inclusive College Classrooms, 107–35. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003121633-5.
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Cardon, Lauren S., and Anne-Marie Womack. "Introduction." In Inclusive College Classrooms, 1–13. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003121633-1.
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Cardon, Lauren S., and Anne-Marie Womack. "Experiential Learning." In Inclusive College Classrooms, 162–91. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003121633-7.
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Cardon, Lauren S., and Anne-Marie Womack. "Lecture." In Inclusive College Classrooms, 14–42. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003121633-2.
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Cardon, Lauren S., and Anne-Marie Womack. "Flipped Classroom." In Inclusive College Classrooms, 43–76. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003121633-3.
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Cardon, Lauren S., and Anne-Marie Womack. "Inquiry-Based Learning (IBL)." In Inclusive College Classrooms, 136–61. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003121633-6.
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Cardon, Lauren S., and Anne-Marie Womack. "Seminar." In Inclusive College Classrooms, 77–106. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003121633-4.
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Kummitha, Rama Krishna Reddy. "Barefoot College: Philosophy and Governance." In Social Entrepreneurship and Social Inclusion, 53–75. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1615-8_3.
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Marine, Susan B. "Trans* College Students: Moving Beyond Inclusion." In Critical Approaches to Women and Gender in Higher Education, 237–57. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-59285-9_11.
Conference papers on the topic "Inclusion en collège":
1
Nanney, Megan. "College in Transition: Transgender Inclusion Policies at Gender-Selective Colleges." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1585940.
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Liao, Shu-Min, Sarah Bunnell, and Sheila Jaswal. "A Call for Being Human in Undergraduate Statistics." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t1f2.
Abstract:
There are many calls for humanizing STEM, including statistics. We begin this paper by providing an evidence-based analysis of the ways in which personal experiences, community structures, and power dynamics may shape the data analysis cycle. Next, we introduce an interdisciplinary framework developed at our U.S.-based liberal arts college—namely, “Being Human in STEM” (HSTEM). The HSTEM initiative helps students understand and navigate their identities (and associated privileges and biases) in academia by reflecting on their own lived experiences, engaging with empirical evidence on inequities in STEM, and then developing an action project to enhance STEM inclusion. Finally, we share lessons learned from multiple iterations of this course and discuss how to adapt the HSTEM framework to create a more inclusive, humanized, undergraduate statistics curriculum.
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Wang, Shanshan. "The Inclusion of Cultural Elements in College Japanese Teaching." In 2016 2nd International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsshe-16.2016.158.
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Rusyidi Binahayati, Binahayati, and Rusyidi Kamrujjama Rusyidi Muhammad. "Attitudes toward homosexuality among Indonesian social work college students." In International Conference on Diversity and Disability Inclusion in Muslim Societies (ICDDIMS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icddims-17.2018.10.
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García-Vélez, Roberto, Luis Serpa-Andrade, and Graciela Serpa-Andrade. "Inclusion of people with ADHD in school, college, university and work." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001890.
Abstract:
The inclusion of people with Attention Deficit Impulsivity and Hyperactivity Disorder (ADHD), in school, college, university, and work has been developing since the nineteenth century because this disorder has similar symptoms to those of a hungry infant, an anxious or antisocial child, a young impetuous or otherwise without social contact, immature adults, lacking an order or commitment; but in the past it was derived from the responsibility of the elders, from the values instilled and from the culture, from the society itself, where they grew up. The inclusion of people with this disorder is due to a multidisciplinary intervention, family interaction, academic-labor-social, therapies, variety of neurobiological specialists, implementation of Educational Integration Projects (PIE) where the entity and its different human and physical resources must adapt to the students to achieve inclusion; the methodologies and processes of inclusion vary according to the field, that is, in the labor part with respect to the entities of initial, middle, and higher education.
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Doehler, Kirsten, and Heather Barker. "Diversity, Equity, and Inclusion Initiatives Inventory for Introductory College Statistics Courses." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t14b1.
Abstract:
Statistics instructors have a unique opportunity to engage students in work around Diversity, Equity, and Inclusion (DEI) because there is a plethora of data that can be investigated. An online survey was administered to investigate how introductory college statistics faculty are using DEI topics. Approximately 300 participants reflected on their institution’s priorities related to DEI as well as constraints they face in incorporating DEI-based statistics activities. Preliminary results show that the primary constraints that prevent instructors from incorporating DEI-related activities are lack of resources and time and concern about student discomfort. Additional results and findings will be shared. Because there has not been a survey of this nature, these results will be useful as a metric for the inclusion of DEI into introductory statistics classes.
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Colibaba, Anca cristina, Alois Ghergut, and Oana Mihoci. "TEACHING MANAGEMENT AND E-LEARNING TOOLS FOR COLLABORATIVE WORKING IN INCLUSIVE EDUCATION." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-258.
Abstract:
Collaborative working fosters interaction, improves the process of becoming familiar with pupils and has a strong socializing impact, especially in inclusive education. It appeals to tolerance towards different ways of thinking and feeling and it emphasizes the pupil's need in a friendly and supporting environment. Significant policy developments have taken place on an international basis to harness and adopt inclusive education however reforms in many areas are needed and this remains very challenging for many EU member states. The experience of latest years and the new concepts and policies related to integration, inclusion and diversity underpin the new equity-based approach to the educational system. The adoption of this new approach has, in most cases, become a new challenge for professionals in education. FIESTA project provides professionals in education with e-learning tools, training materials and resources in order to offer equal opportunities and respect fundamental rights to education for all children. This project supports educational stakeholders giving them the opportunity to collaborate and thus meet the individual needs of pupils. FIESTA recognizes the current difficulties & gaps facing EU countries in relation to inclusion, transition & collaborative working. Using an interactive approach, professionals will have the opportunity to learn through professional development resources. The project merges action research originating in teacher training colleges together with a methodology that facilitates teachers, therapists, learning support specialists and disabled students at key transition points in their school careers. This connected research and action perspective is an innovative application of integrated thinking and policy in transforming traditional schooling structures and systems to promote more advanced methods of integration and mutually beneficial learning.
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Kencana, Dian. "Art Learning Using Collage Techniques in Inclusive Education Program." In 3rd International Conference on Arts and Design Education (ICADE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210203.001.
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Muti, Arianna, Marta Marchiori Manerba, Katerina Korre, and Alberto Barrón-Cedeño. "LeaningTower@LT-EDI-ACL2022: When Hope and Hate Collide." In Proceedings of the Second Workshop on Language Technology for Equality, Diversity and Inclusion. Stroudsburg, PA, USA: Association for Computational Linguistics, 2022. http://dx.doi.org/10.18653/v1/2022.ltedi-1.46.
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Onay, Ozge Surmeli, Ayse Neslihan Tekin, Damla Gunes, Ozge Aydemir, Sevilhan Artan, and Yusuf Aydemir. "GP248 Mesenchymal stem cell therapy in microvillus inclusion disease." In Faculty of Paediatrics of the Royal College of Physicians of Ireland, 9th Europaediatrics Congress, 13–15 June, Dublin, Ireland 2019. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-epa.307.
Reports on the topic "Inclusion en collège":
1
Carlana, Michela, Enrico Miglino, and Michela Tincani. How Far Can Inclusion Go? The Long-term Impacts of Preferential College Admissions. Cambridge, MA: National Bureau of Economic Research, May 2024. http://dx.doi.org/10.3386/w32525.
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Wang, Xiaohang, and Quzhi Liu. Prevalence of anxiety symptoms among Chinese university students amid the COVID-19 pandemic: a systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2021. http://dx.doi.org/10.37766/inplasy2021.10.0104.
Abstract:
Review question / Objective: The prevalence of anxiety disorders among Chinese college students during the COVID-19 epidemic. Eligibility criteria: The inclusion criteria for eligible studies are: (a) The prevalence of anxiety symptoms is reported in the article (b) The subjects of the study are Chinese college students, including overseas Chinese students (c) Anxiety symptoms are measured with standardized measurement tools (d) All studies It was carried out during the COVID-19 epidemic. We excluded the participants from non-Chinese college students, a mixed study that did not separately report the results of a group of college students, and a study that did not use standardized test tools for anxiety.
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Sible, Jill, Erica Echols, Kasey Richardson, and Hao Wang. Using Data to Fuel Inclusive Excellence at Virginia Tech. Ithaka S+R, May 2021. http://dx.doi.org/10.18665/sr.315527.
Abstract:
In Fall 2020, the American Talent Initiative (ATI), an alliance of high-graduation-rate colleges and universities committed to expanding access and opportunity for low- and middle-income students, established its newest community of practice (CoP) focused on academic equity. Together, the 37 CoP members explore topics related to creating equitable academic communities. One such area of focus is how institutions can more effectively utilize data to enhance equity-related projects. In January 2021, members participated in a webinar discussion on this topic, during which CoP representatives presented on how they have leveraged data in their academic equity work. This case study builds on a presentation given by Dr. Jill Sible, Associate Vice Provost for Undergraduate Education and Professor of Biological Sciences at Virginia Tech, titled, “Using data to fuel inclusive excellence at Virginia Tech.”
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Macura, Biljana, Sarah Dickin, Hugh Sharma Waddington, Carla Liera, Adriana Soto, Arianna Orlando, Ella Foggit, et al. Gender and social outcomes of WASH interventions: synthesis of research evidence. Centre for Excellence and Development Impact and Learning (CEDIL), March 2023. http://dx.doi.org/10.51744/cswp7.
Abstract:
Safely managed water, sanitation, and hygiene (WASH) are fundamental for human health and wellbeing and are thought to contribute to a range of positive outcomes related to education, livelihoods, dignity, safety, and gender equality. However, gender and other social categories (e.g. age, ethnicity, caste, disability, marital status) can mediate who benefits from WASH services and in which ways. As progress in gaining access to safe WASH services has not occurred equally, there has been a focus on mainstreaming gender equality and social inclusion (GESI) in interventions. Despite awareness in the sector of the importance of promoting gender and socially inclusive WASH services, evaluations of interventions focus largely on technical or health outcomes, while social outcomes are not included. This systematic evidence synthesis aimed to collate evidence on the impact of WASH interventions on GESI outcomes in low- and middle-income countries (LMICs). It also aimed to synthesise evidence on violence-related outcomes, and to advance understanding of barriers to, and facilitators of, change in violence-related outcomes in the context of WASH interventions.
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Almufarrij, Ibrahim, Cathal Hannan, Simon Lloyd, and Kevin J. Munro. Adults diagnosed with vestibular schwannomas and treated with stereotactic radiosurgery: a scoping review protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, December 2021. http://dx.doi.org/10.37766/inplasy2021.12.0067.
Abstract:
Review question / Objective: This review aims to catalogue and collate information on outcome measures, study designs, and dose-related changes in hearing following stereotactic radiosurgery for adults diagnosed with sporadic Vestibular Schwannoma. Study designs to be included: Any peer-reviewed primary research publications will be eligible for inclusion. Information sources: Electronic databases. The following databases will be systematically searched to identify relevant studies: PubMed, PsycINFO, EMBASE, EMCare, Web of Science and Cochrane Library.
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Soundararajan, Sathveeka Kasthurisamy, Ibrahim Almufarrij, Reza Hoseinabadi, and Kevin J. Munro. GAZE EVOKED TINNITUS (GET) POST SURGICAL EXCISION OF VESTIBULAR SCHWANNOMA: A SCOPING REVIEW PROTOCOL. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2023. http://dx.doi.org/10.37766/inplasy2023.4.0024.
Abstract:
Review question / Objective: The aim of this scoping review is to collate and catalogue what has been published on the symptom of Gaze-Evoked Tinnitus (GET) after surgery for removal of a Vestibular Schwannoma (VS). Eligibility criteria: The inclusion and exclusion criteria for studies are reported in accordance with Participant, Intervention, Comparator and Outcome (PICO) elements. Participant or Population: Adults with GET after surgical removal of VS. Intervention: The Intervention of interest will be surgical removal of the VS. Comparator: There will be no comparator. Outcomes: All outcomes including pathophysiology, neural basis, incidence & prevalence, diagnosis and treatment strategy of GET after surgical removal of VS. Study designs to be included: All primary research publications, irrespective of their type of design, will be eligible for inclusion. Studies/articles which are available only in English language will be included. Theses, conference abstracts and chapters from books will be included.
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Malinauskas, Romualdas, and Vilija Malinauskiene. Meta-Analysis of Psychological Interventions for Reducing Stress, Anxiety and Depression among University Students During COVID-19 Pandemic. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2022. http://dx.doi.org/10.37766/inplasy2022.6.0054.
Abstract:
Review question / Objective: The objective of this study was to investigate the effects of internet-based intervention programs for reducing stress, anxiety and depression among university students during COVID-19 pandemic by conducting a meta-analysis Eligibility criteria: Inclusion criteria above all else for the current analysis were the following: (1) journal articles and "un-published" Ph.D. dissertations, which give a quantitative assessment of the viability of intervention for reducing stress, anxiety, and depression among college under-graduates and graduates in the pandemic context; (2) studies targeting college undergraduate and graduate during COVID-19, aged 18 years or older; (3) studies with publication dates between 2020-2022, while COVID-19 restrictions started in 2020 and went on until 2022; (4) full-text studies published exclusively in English. Excluded from the review selection list were: (1) studies alluding to internet-based mental interventions that do not allude to the COVID-19 pandemic; (2) Studies with the principal text not published in English language (just tables were in English); (3) studies, which does not give signs of stress and/or anxiety and/or depression; and (4) internet-based mental interventions, which do not have a diminishing of stress and/or anxiety and/or depression as their essential intervention focus.
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Darling-Hammond, Linda, Matt Alexander, and Laura E. Hernández. Redesigning High Schools: 10 Features for Success. Learning Policy Institute, March 2024. http://dx.doi.org/10.54300/533.285.
Abstract:
This publication outlines 10 lessons that constitute evidence-based features of effective redesigned high schools that help create safe environments where exciting and rigorous academic work occurs and where all groups of students succeed academically, graduate at high levels, and go on to college and productive work. The 10 features of successfully redesigned schools include: positive developmental relationships; safe, inclusive school climate; culturally responsive and sustaining teaching; deeper learning curriculum; student-centered pedagogy; authentic assessment; well-prepared and well-supported teachers; authentic family engagement; community connections and integrated student supports; and shared decision-making and leadership.
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Balk, Ethan M., Kristin J. Konnyu, Wangnan Cao, Monika Reddy Bhuma, Valery A. Danilack, Gaelen P. Adam, Kristen A. Matteson, and Alex Friedman Peahl. Schedule of Visits and Televisits for Routine Antenatal Care: A Systematic Review. Agency for Healthcare Research and Quality (AHRQ), June 2022. http://dx.doi.org/10.23970/ahrqepccer257.
Abstract:
Background. The American College of Obstetricians and Gynecologists and the Society for Maternal-Fetal Medicine plan a new evidence-based joint consensus statement to address the preferred visit schedule and the use of televisits for routine antenatal care. This systematic review will support the consensus statement. Methods. We searched PubMed®, Cochrane databases, Embase®, CINAHL®, ClinicalTrials.gov, PsycINFO®, and SocINDEX from inception through February 12, 2022. We included comparative studies from high-income countries that evaluated the frequency of scheduled routine antenatal visits or the inclusion of routine televisits, and qualitative studies addressing these two topics. We evaluated strength of evidence for 15 outcomes prioritized by stakeholders. Results. Ten studies evaluated scheduled number of routine visits and seven studies evaluated televisits. Nine qualitative studies also addressed these topics. Studies evaluated a wide range of reduced and traditional visit schedules and approaches to incorporating televisits. In comparisons of fewer to standard number of scheduled antenatal visits, moderate strength evidence did not find differences for gestational age at birth (4 studies), being small for gestational age (3 studies), Apgar score (5 studies), or neonatal intensive care unit (NICU) admissions (5 studies). Low strength evidence did not find differences in maternal anxiety (3 studies), preterm births (3 studies), and low birth weight (4 studies). Qualitative studies suggest that providers believe fewer routine visits may be more convenient for patients and may free up clinic time to provide additional care for patients with high-risk pregnancies, but both patients and providers had concerns about potential lesser care with fewer visits. In comparisons of hybrid (televisits and in-person) versus in-person only visits, low strength evidence did not find differences in preterm births (4 studies) or NICU admissions (3 studies), but did suggest greater satisfaction with hybrid visits (2 studies). Qualitative studies suggested patients and providers were open to reduced schedules and televisits for routine antenatal care, but importantly, patients and providers had concerns about quality of care, and providers and clinic leadership had suggestions on how to best implement practice changes. Conclusion. The evidence base is relatively sparse, with insufficient evidence for numerous prioritized outcomes. Studies were heterogeneous in the care models employed. Where there was sufficient evidence to make conclusions, studies did not find significant differences in harms to mother or baby between alternative models, but evidence suggested greater satisfaction with care with hybrid visits. Qualitative evidence suggests diverse barriers and facilitators to uptake of reduced visit schedules or televisits for routine antenatal care. Given the shortcomings of the evidence base, considerations other than proof of differences in outcomes may need to be considered regarding implications for clinical practice. New studies are needed to evaluate prioritized outcomes and potential differential effects among different populations or settings.
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The “Science” of Computing: Inclusive Computing Pathways in Iowa City Community School District. Digital Promise, 2021. http://dx.doi.org/10.51388/20.500.12265/133.
Abstract:
This district overview highlights the work Iowa City Community School District (ICCSD) did over the course of three years to plan, build, and implement computing pathways. ICCSD is a college-town district serving 14,000 students and is rapidly becoming more urban and diverse. As a member of Digital Promise’s League of Innovative Schools, ICCSD applied to participate in the National Science Foundation-funded grant project Developing Inclusive K-12 Computing Pathways for the League of Innovative Schools to focus on developing an Inclusive K-12 Computing Pathway aligning the computing courses available within the district. ICCSD set an equity goal of focusing on improving access to computing for their Black and Latinx students including students designated as English language learners.