Relevant bibliographies by topics / Inclusive perspective

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Inclusive perspective'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Inclusive perspective"

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Becker, Caroline, and Alexandre Guilherme Anselmo. "MODELO SOCIAL NA PERSPECTIVA DA EDUCAÇÃO INCLUSIVA." Revista Conhecimento Online 1 (January 2, 2020): 90. http://dx.doi.org/10.25112/rco.v1i0.1854.

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Este artigo apresenta a perspectiva do modelo social como possibilidade de transcendência do modelo médico na educação inclusiva. Tem por objetivo promover uma reflexão sobre a ideia de que uma educação inclusiva implica em pensar em uma sociedade inclusiva. Apresenta ainda diferenças sobre as perspectivas dos modelos médico e social dentro da educação inclusiva e suas implicações diante dos processos inclusivos. Para analisar a temática, como referencial teórico, realizou-se pesquisa sobre estudos na área da educação inclusiva, em especial sobre perspectivas do modelo médico e do modelo social na educação inclusiva, contextualizados dentre as legislações e histórico da educação inclusiva mundial. Como conclusão, apresenta contribuições da educação, na perspectiva do modelo social, entendendo a importância das ações escolares serem pautadas nas potencialidades dos alunos e não na deficiência. Ressalta-se ainda que o modelo social transcende o modelo médico, por compreender o sujeito de forma integral, na busca de estratégias para seu pleno desenvolvimento, com respeito às diversidades das demandas e à garantia de direitos.Palavras-chave: Educação Inclusiva. Inclusão. Modelo Médico. Modelo Social.ABSTRACTThis article presents the perspective of the social model as a possibility of transcendence of the medical model in inclusive education. Its purpose is to explore the idea that inclusive education implies thinking about an inclusive society. It also presents differences on the perspectives of medical and social models within inclusive education and their implications for inclusive processes.To analyze the theme, a research was conducted on studies in the area of inclusive educationwith a special view to the medical and social model in inclusive education, considering legislations and history of inclusive education worldwide. As a conclusion, contributions of education are presented from the perspective of the social model, mastering the importance of school actions being based on students’ potential, not on their disability.It is also noteworthy that the social model surpasses the medical model because it understands the subject as a whole and pursuits strategy for their development concerning the variety of demands and guarantee of rights.Keywords: Inclusive Education. Special Needs Education. Medical Model. Social Model.
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Selin, H. "An Inclusive Perspective." Science 298, no. 5595 (November 1, 2002): 969–70. http://dx.doi.org/10.1126/science.1077975.

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Hamlin, R. B., K. M. Loukas, J. Froehlich, and N. MacRae. "Feminism: An Inclusive Perspective." American Journal of Occupational Therapy 46, no. 11 (November 1, 1992): 967–70. http://dx.doi.org/10.5014/ajot.46.11.967.

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Gallez, Caroline, and Benjamin Motte-Baumvol. "Inclusive Mobility or Inclusive Accessibility? A European Perspective." Cuadernos Europeos de Deusto, no. 56 (April 30, 2017): 79. http://dx.doi.org/10.18543/ced-56-2017pp79-104.

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<p>“La movilidad inclusiva” es parte de las prioridades políticas definidas por numerosos países europeos para referirse a la dimensión social del transporte o las políticas de movilidad cotidiana. De forma general, la inclusión se refiere a la cohesión social, que ha sido uno de los objetivos declarados de la Unión Europea desde el inicio de los años 2000. Como mecanismo para facilitar el acceso a las oportunidades (empleo, comercio, servicios, etc.), la movilidad individual es actualmente considerada un prerrequisito necesario para la participación de las personas en las actividades sociales. En contraste, la inmovilidad o “ausencia de movilidad” sería un factor de exclusión social. Sin embargo, en razón de la ambigüedad de la movilidad, que puede considerarse un recurso esencial (facilitador de acceso a oportunidades en el contexto de una dispersión mayor de las actividades) o un coste (monetario, medioambiental, físico); un derecho básico o un precepto político para movilidad (los objetivos políticos de la movilidad pueden esconder algunas contradicciones). Este artículo se concentra en diferentes problemáticas en relación a la movilidad inclusiva en Europa. Para empezar, presentamos cómo el lema de la “movilidad inclusiva” es utilizado en los documentos oficiales de la Comisión Europea. Posteriormente, se analiza cómo la cuestión de la movilidad inclusiva ha emergido en Francia y en el Reino Unido, en relación a la generalización del problema de la exclusión social. Se completará esta visión de políticas públicas ofreciendo un panorama de las desigualdades sociales en relación a la movilidad cotidiana en diferentes países europeos. Finalmente, se argumenta la necesidad de evolucionar desde una prioridad política de la movilidad inclusiva hacia la accesibilidad inclusiva, considerando que las políticas de movilidad, como elemento favorecedor de la dispersión de las actividades, pueden incrementar la presión sobre los grupos sociales desfavorecidos para ser móviles.</p><p><strong>Recibido</strong>: 09 enero 2017<br /><strong>Aceptado</strong>: 06 marzo 2017<br /><strong>Publicación en línea</strong><span>: 02 mayo 2017</span></p>
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Opertti, Renato, and Jayne Brady. "Developing inclusive teachers from an inclusive curricular perspective." PROSPECTS 41, no. 3 (August 30, 2011): 459–72. http://dx.doi.org/10.1007/s11125-011-9205-7.

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Fujimoto, Yuka, and Mohammad Jasim Uddin. "Poor-inclusive workplace model: A Relational Perspective." Equality, Diversity and Inclusion: An International Journal 39, no. 8 (June 24, 2020): 881–900. http://dx.doi.org/10.1108/edi-11-2019-0267.

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PurposeThe theory building of inclusive workplace is still in its early stages, particularly concerning the inclusion of the poor in the developing countries. Through the exploration of social entrepreneurial inclusion, this study extends the inclusive workplace theory by featuring the inclusive dynamism of organizations for the poor in developing countries.Design/methodology/approachA case study approach was selected, as the goal of this study is to build on the theory in an under-researched area. This qualitative study is described as theory elaboration as it expands upon theoretical links that have received little attention among workforce diversity scholars.FindingsWe have established a conceptual framework of social entrepreneurial inclusion, which encompasses the following normative themes: organizational perspective for promoting social equality, empowering relationships, a sense of inclusion, organizational access to valuable resources and empowered inclusion.Research limitations/implicationsAlthough we have taken an exploratory qualitative approach and made efforts to report our data neutrally, we acknowledge that the ethical and theoretical positions taken in analyzing the data may have influenced the outcome of this research and, therefore, our findings can never be truly objective. We also acknowledge that this study was conducted in developing countries, thus the poor inclusive workplace model is not generalizable for the poor in developed countries due to different institutional and ecological settings.Practical implicationsWe have illustrated the importance of business leaders leveraging the opportunities in the space between interdependency of individuals and organizations through doing well by doing good. Poor-inclusive workplaces need business leaders who can demonstrate the effective interpersonal skills to develop constructive and personalized relationships with the workers, the family and community members to encourage the idea that the poor be included in the workplace.Social implicationsThe findings from this study also infer how corporations may collaborate with SEs and humanitarian agencies for inclusive growth so they can simultaneously unleash economic value and social value to develop more effective poor-inclusive business models in both sectors. Social entrepreneurs (SEs) and humanistic agencies tend to have situated knowledge of the poor in terms of locally embedded needs and knowledge of the community that corporations do not have.Originality/valueThis paper promotes the integrative workplace models of inclusion where inclusion of poor is empowered through involvement of multiple parties inside and outside workplaces. The empowered inclusion outcomes are strengthened through organizational access to valuable resources at the institutional level.
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Lindsay, Geoff. "Inclusive education: a critical perspective." British Journal of Special Education 30, no. 1 (March 2003): 3–12. http://dx.doi.org/10.1111/1467-8527.00275.

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Lehohla, Mapesha, and Dipane Hlalele. "Inclusive Classrooms: An Ecosystemic Perspective." Journal of Human Ecology 37, no. 3 (March 2012): 189–201. http://dx.doi.org/10.1080/09709274.2012.11906464.

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ROSLI, Firdaos, and En Ning HWA. "Malaysia's Perspective of Inclusive Growth." East Asian Policy 04, no. 04 (October 2012): 56–66. http://dx.doi.org/10.1142/s1793930512000360.

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Since independence, Malaysia has pursued inclusive development for all its economic and social long-term plans. The success of its past national plans for economic development can be assessed by the progress of its Millennium Development Goals. The country now faces greater challenges in achieving inclusive economic and social development before it could become a high income nation by 2020. The authors suggest that inclusive development can also be incorporated in regional frameworks and programmes.
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Salmon, Nancy, Aoife Barry, and Enid Hutchins. "Inclusive research: An Irish perspective." British Journal of Learning Disabilities 46, no. 4 (August 29, 2018): 268–77. http://dx.doi.org/10.1111/bld.12247.

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Dissertations / Theses on the topic "Inclusive perspective"

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Mouroutsou, Stella. "Policy implementation in inclusive education : a complexity perspective." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8048/.

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Inclusion is a major focus of government policies worldwide. It is promoted by international agencies aiming to transform education systems in order to respond to the diversity of all learners. However, this research argues that not enough attention has been paid to the values that underpin the policies that promote inclusion, as well as to the beliefs of significant actors that participate in the policy process and which are considered to affect practice. Hence, the extent to which the move to inclusive education is substantive or linguistic is not clear. The complex conceptualisation of policy implementation as well as the need to study the conditions under which education policies work, encourages the use of complexity theory, which focuses on the idea that the interaction of multiple constituent agents has as an impact the emergence of phenomena-forms and events. The number of educational researchers who adopt sociomaterial approaches such as those developed by complexity theory and actor-network theory has increased. It is believed that complexity theory could contribute to our conceptualisation of policy processes, enhancing our understanding of how education policies become implemented and work. Underpinned by policy sociology and complexity theory as a conceptual framework, this cross-sectional and mixed methods research explores the way that the behaviour policy Better Relationships, Better Learning, Better Behaviour is interpreted and translated in mainstream secondary schools in Scotland. Additionally, this study examines whether complexity theory could contribute to our understanding of policy implementation in order to understand the extent to which the shift from behaviour to relationships in Scottish inclusive education is substantive and based on beliefs that promote inclusive education. In addition to questionnaires distributed to secondary mainstream schools in Scotland, data collection entailed interviews with policymakers, support teachers, support staff and education officers, and focus groups with pupils. The analytic framework is based on complexity theory in order to explore the implementation of the policy.
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Amakali, Tangi Rebekka. "Inclusive design policy implementation : an organizational knowledge creation perspective." Thesis, University of Reading, 2017. http://centaur.reading.ac.uk/75515/.

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The built environment plays an important role in ensuring inclusive access, making a provision for the wider population, especially disabled people, in accessing goods, work, education, facilities, services, health and housing. There are currently 11 million registered disabled people in the UK and the number is expected to rise in the coming years. The majority of this population faces challenges within the built environment due to physical barriers, some of which can be eliminated during the design stages. The DDA 1995, now part of the Equality Act 2010, was brought in by the UK Government to eradicate these barriers and led to Planning Policy Statement 1 in 2005 (also known as PPS1, which replaced by the National Planning Policy Framework in 2012) and Building Regulation Part M 1987, 2000, 2004 and 2010. All of these are designed to minimise disability discrimination by calling for reasonable provision for inclusive access within the built environment. Yet the literature review for this thesis suggests that designs that are not inclusively designed are still being granted permission. Furthermore, the literature review highlights: the limited understanding of inclusive design policy implementation amongst policy actors; the lack of clear policy documents, and; the weak influence of policy in decision-making. This research aims to examine how policy actors gain an understanding of the inclusive design policy implementation process necessary to assess the accessibility of the designs. To understand the research aim an Organizational Knowledge Creation Theory was introduced. In addition, a qualitative methods approach is adopted. The qualitative component involved semi-structured face-to-face interviews with thirteen policy actors from four selected case studies which are Local Authorities, underpinned by an analysis of the inclusive design policy document for each case study. The findings highlighted three main issues: poor knowledge creation on inclusive design; lack of organizational vision of the inclusive environment, and; access officers’ poor involvement in knowledge creation. This thesis makes a number of recommendations for improving the current understanding of inclusive design policy implementation amongst policy actors.
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Hidden, Karen. "Misaligned needs: A study of CSR from an NGO and corporate perspective." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25101.

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From a global perspective Corporate Social Responsibility (CSR) has been highlighted by business and society alike as essential. However, there is a growing concern surrounding the misalignment of funded and failed projects between business and Non-Governmental Organisations (NGOs). Literature indicates that often projects are initiated by the corporate donor without taking into consideration the need and long-term impact their investment might have on the selected NGO and the community that NGO supports (Blowfield & Frynas, 2005; Blundin, 2012; Kanter, 1999; Salang & Molebatsi, 2012). Furthermore, there is little emphasis on the role the NGO could play in the CSR granting process. The current research explores the role of CSR in business, the role of NGOs and the problems arising from the misalignment between the two. This paper questions the strategic alignment of CSR between business and NGOs and argues that something needs to change to form a cohesive and mutually sustainable model of engagement. A combination of phenomenology and Grounded Theory were used as the methodological frameworks for this research in order to understand how strategic alignment might result in a cohesive and sustainable match for the business and the NGO in the grant making and grant requesting phase. Justification for the use of blended methodologies is discussed in the study. The research examined the role of Dell South Africa's CSR processes and two of their NGO beneficiaries namely Christel House South Africa (CHSA) and Students Health and Welfare Centre Organization (SHAWCO). Staff from various levels within each of the above mentioned organizations formed part of the sample group. Semi-structured face-to-face and telephonic interviews were used to gather the research data, which was then analyzed and developed into codes using NVivo. The validity, reliability and justification surrounding the research have also been addressed. Eight key categories namely goal and vision alignment, strategic intent, communication, value creation, relevance and ROI, harsh realities, sustainability and impact and monitoring and evaluation, emerged from the data analysis and a model, based on the traditional Business Model Canvas, was developed. This model acts as a visual tool for corporates and NGOs when going through the CSR granting process and suggests that it should form the basis for a strategically aligned and cohesive fit between the two entities. Implications for corporates, NGOs and academics as well as areas for future research have also been outlined.
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Mudzakir, Ro'fah. "Grateful voices and greater expectations: parents' perspective on inclusive education in Indonesia." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104529.

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This study deals with the perspective of Indonesian parents of children with disabilities concerning the inclusion of their children in mainstream schools. It explores the extent to which these parents believe in inclusion and what they identify as challenges and opportunities in the current inclusion of their children. Employing a case study approach, the main data for this qualitative study was collected through interview with seven parents of elementary school children with various disabilities in two cities in Indonesia, namely Jakarta and Yogyakarta.From their personal narratives, we learn that despite cultural differences, parents in Indonesia shared common opinions—with regard to various aspects of inclusion—with parents who lived in other parts of the world shown by previous studies. They, for instance, believed that the practices of inclusion cast positive impacts upon children's social and academic development. Parents also believe that inclusion is a better way to prepare children for the “real” world. However, cultural differences yielded different perspectives. Unlike previous studies, the Indonesian parents put greater emphasis on academic achievement instead of social ones. Parents in Indonesia also demonstrate distinct ways in facilitating and supporting their children inclusion. These subjective perspectives of parents can perhaps be interpreted as a cultural production of inclusion.
Cette étude porte sur le point de vue des parents indonésiens d'enfants présentant un handicap au sujet de l'inclusion de leurs enfants dans des écoles ordinaires. Particulièrement, elle explore dans quelle mesure ces parents croient en ce concept et ce qu'ils identifient comme des défis et des opportunités dans l'inclusion actuelle de leurs enfants. Utilisant une approche de type étude de cas, les principales données de cette étude qualitative ont été recueillies par des entrevues dans des écoles primaires. Sept parents d' élèves ayant divers handicapés provenant de deux villes indonésiennes (e.g. Jakarta et Yogyakarta) ont participé.Nous apprenons dans leurs récits personnels que les parents en Indonésie partagent des opinions communes en ce qui concerne divers aspects de l'inclusion avec des parents provenant d'autres parties du monde, tel que montré dans des études précédentes. Par exemple, ils croient que les pratiques de l'inclusion produisent des effets positifs sur le développement social et scolaire de leurs enfants. Les parents estiment également que l'inclusion est de meilleure façon de préparer leurs enfants pour le monde «réel». Toutefois, certaines différences culturelles ont donné des perspectives dissemblables. Contrairement aux études antérieures, les parents indonésiens mettent davantage l'accent sur la réussite scolaire plutôt que sur la réussite sociale. Les participants ont aussi démontré une façon distincte pour faciliter et soutenir l'inclusion de leurs enfants. Les perspectives subjectives des parents peuvent être interprétées comme une production culturelle de l'inclusion.
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Taylor, Shena Parthab. "An inclusive design perspective on communication barriers in healthcare for ethnic minority consumers." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/12282.

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This thesis contributes original knowledge through an inclusive design approach to lowering language and communication barriers in healthcare and suggests shifting the discussion from culture to context to lower intra-cultural hindrances towards learning English amongst some ethnic minorities. It offers an adaptable, scalable concept for gathering data on ethnic minorities (considering both different generations and religions) and employs a framework based analysis in design. Over the course of three studies grounded on theoretical insights from literature, primary research lead to the development and testing of innovative aids for communication, including educative and motivational elements. This research began by seeking to understand ethnic minority consumers (EMCs) perceptions of any barriers hindering their take-up of products or services in the UK, and their preferences. This is particularly significant as the UK s EMC population is predicted to double by 2051 and to diversify further, presenting challenges for social cohesion and planning future community goals. EMCs also represent a significant market for service and product providers. The research focussed on EMCs from the Indian Subcontinent based on religions and generations. It highlighted that first generation females lacking English and/or literacy (across religions and age groups) faced problems with services and issues around empowerment . The importance of improved access to healthcare was a strong theme. On investigating NHS staffs perceptions, five barriers were identified (Language barriers; Low-literacy; a Lack of understanding; Attitudes, gender and health beliefs; and Information retention) and that a female subgroup was particularly affected. This study sets out staffs perceptions of the aids currently employed and suggestions of what would help. It identified a (currently) low use of visual communication aids in adult-patient care and that pharmacist-patient communication in pharmacies was low. Ideally, staff would like patients to learn English and to use more low-cost visual communication aids. These findings lead to the development of innovative visual communication aids through inclusive and user-centred approaches and participatory design and brainstorming methods. This enabled the development of aids by considering the needs of NHS staff, EMCs lacking English and/or literacy and indigenous elderly people to promote better patient-staff communication including a take-away educational element for learning English at home.
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Binmahfooz, Sarah. "Saudi Special Education Preservice Teachers’ Perspective towards Inclusion." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7746.

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In Saudi Arabia, students with disabilities have historically received education in special and segregated schools. As times progressed, regulations and laws changed the manner in which students with disabilities were served. Regulations order that students with disabilities be educated in the least restrictive environment; however, preservice teachers’ perspectives continue to differ in regard to working with students with disabilities in a general education setting. Research has shown that teachers who portray positive attitudes towards inclusion are more likely to work with students with disabilities in an inclusive classroom (Dev & Hayes, 2015). Today, inclusion has occurred in schools around the country; it is the educator’s responsibility to modify instruction in order to teach all students in the inclusive classroom. In order to investigate preservice teachers’ perspective toward inclusion in Saudi Arabia, this study used interviews with seven preservice teachers from the University of Umm Al-Qura. Six major themes emerged from the interview data, which represent Saudi special education preservice teachers’ perspectives toward inclusion, reasons for their perspective and recommendations including (1) negative perspective toward inclusion, (2) reasons related to students with disabilities’ condition and personality, (3) reasons related to the university, (4) reasons related to schools, (5) demand for more hands-on experience, (6) need to spread awareness among in-service teachers, principal, staff and community. Findings of the study and aspects related to the preservice teachers’ perspectives are discussed in detail, as well as implications of the findings and recommendations for future research.
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De, Vita Glauco. "Towards a culturally inclusive pedagogy in UK higher education : a business and management perspective." Thesis, Oxford Brookes University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432737.

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Seymour, Helena. "Friendship in inclusive physical education from the perspective of students with and without physical disabilities." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99601.

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The role of a best friend for students with and without a disability in inclusive physical education has been conspicuously neglected in sport psychology and adapted physical activity research. Although the last decade has seen an increase in empirical research pertaining to the perceived experiences of students with a physical disability in inclusive physical education (Blinde & McCallister, 1998; Goodwin & Watkinson, 2000; Hutzler, Fliess, Chacham, & Van den Auweele, 2002), the effect of a best friend for both students with and without a disability has generally been overlooked. Thus the current study compared friendship in inclusive physical education from the perspective of students with (n=8) and without (n=8) physical disabilities. All participants attended a reversely integrated school and were interviewed using an unstructured, open-ended interview format. An interview guide from Weiss, Smith, and Theeboom (1996) that explored friendship in the sport domain was adapted to account for the context of inclusive physical education. Four categories emerged from the analysis: spectrum of friendship, best friend, preferred physical activities and outcomes, and dealing with disability. Specifically, similarities and differences were noted in best friendship, between the two groups regarding physical activity patterns, and features of best friendship valued in physical education.
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Sanz, Alvarez Alba. "Brand gender: An androgynous perspective : A gender inclusive study with the case of Acne Studios." Thesis, Stockholms universitet, Marknadsföring, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-181755.

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The vast majority of research based on brand gender has been developed focusing on consumers’ perspectives and behaviour. The implications of studying different perceptions of a brand’s gender can be related to brand equity, since this term is strongly associated with brand personality. Furthermore, as consumers reinforce themselves and their self-concept through brand identification, implications regarding self-representation are emphasized in terms of self-congruency having significant influence in brandcustomer relationships. During this thesis, a new holistic firm perspective approach was applied to brand gender. Acne Studios, iconic fashion brand based in Stockholm, was analysed and constituted as case study, aimed to comprehend how a brand could be perceived and identified as androgynous. Several brand related elements, covering a wide spectrum from typography to brand’s portfolio, including garment analysis, as well as brand presentation and communication features were studied in order to provide a whole picture of the firm’s gender comprehension. Using as a starting point androgyny definition as the sum of the feminine and the masculine, the setting of brand´s gender was further expanded as a result of the analysis performed for covering all possible gender identifications. Overall, this study conveys a broad and inclusive understanding of gender within the fashion brand Acne Studios and its elements to deepen and provide a new perspective within marketing and gender research.
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Meynert, Mariam John. "Inclusive Education - Perceptions of Learning Facilitators of Children With Special Needs (Inkluderande utbildning – uppfattningar av specialpedagoger som underlättar lärandet för elever med särskilda behov)." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36550.

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This essay is my term paper submitted in partial fulfillment of my Swedish teaching degree (90hp) inthe ULV project. It is an attempt to understand the concept of inclusion and the degree to which it isbeing practiced in Swedish municipality schools. World Declaration on Education for All wasfollowed by the political acceptance of “one school for all” in educational system and debates inSweden. This was a clear expression of the democratic ambition to create an inclusive school whereevery student had a right to equal and comparable education. Yet the history of special education hasshown that the goal to implement inclusive education has been difficult to achieve. The ideology ofinclusive education is in conflict with the ground realities and the interests and values of theindividuals involved in schooling children which has led to a compromise where “one school for all”has resulted in the persistence of the traditional paradigm where segregated schooling and integrationhas been seen as the appropriate solution.Although there is space for different kinds of solutions to support children of special needs within theconcept of “one school for all”, a positive posture on the part of the personnel would help grounddemocratic inclusive schools where students are not sorted out in terms of their abilities/disabilities,rather one which is designed with pupil diversity in mind, and where the school setting is adapted tochildren´ s needs. Such an inclusive education would be one, which celebrates diversity and isgrounded on the value that differences between students are a resource rather than a problem.
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Books on the topic "Inclusive perspective"

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Special and inclusive education: A research perspective. Oxford: Peter Lang, 2012.

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Future directions for inclusive teacher education: An international perspective. New York, NY: Routledge, 2012.

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Siṃha, Atula Pratāpa, joint author and Krishnamurthy, Gogineni R., joint author, eds. Towards inclusive development: Perspective, approaches, and strategies for India. New Delhi: Serials Publications, 2011.

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National Workshop on Inclusive Agricultural Growth: Regional Perspective (2010 ISEC). Proceedings of National Workshop on Inclusive Agricultural Growth: Regional perspective. Edited by Kannan Elumalai, Lokesh G. B, Institute for Social and Economic Change. Agricultural Development and Rural Transformation Unit, and National Agricultural Innovation Project. Bangalore: Institute for Social and Economic Change, 2010.

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Verwoerd, Wilhelm. Towards inclusive remembrance after the "troubles": A South African perspective. Dublin: Institute for British-Irish Studies, 2003.

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Unnikrishnan, Praseetha. Inclusion of children with special needs: A perspective. New Delhi: Ruby Press & Co., 2015.

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Terzi, Lorella. Justice and equality in education: A capability perspective on disability and special educational needs. London: Continuum, 2008.

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Smehaugen, Anne. Inclusion & exclusion in culture, learning and education: A European perspective : the cases of Spain and Norway. Stockholm: Institute of International Education, Stockholm University, 2001.

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Group, United Nations Environment Management. Working towards a balanced and inclusive green economy: A United Nations system-wide perspective. Geneva: United Nations Environment Management Group, 2011.

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Inclusive religious education: International perspectives. Zurich: Lit, 2014.

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Book chapters on the topic "Inclusive perspective"

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Coleman, Roger, Karin Bendixen, and Päivi Tahkokallio. "A European perspective." In Inclusive Design, 288–307. London: Springer London, 2003. http://dx.doi.org/10.1007/978-1-4471-0001-0_18.

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Coy, Joanne. "Inclusion — a commercial perspective." In Inclusive Design, 156–71. London: Springer London, 2003. http://dx.doi.org/10.1007/978-1-4471-0001-0_10.

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Najmaei, Arash. "Revisiting the Strategic Leadership Paradigm: A Gender Inclusive Perspective." In Inclusive Leadership, 203–28. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60666-8_9.

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Schein, Edgar H., and Peter A. Schein. "The Problem of Inclusion from a Multicultural Perspective 1." In Inclusive Leadership, 70–80. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429449673-5.

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Janssens, Kim, Jan Vanrie, Katelijn Quartier, and Stefan Danschutter. "Light: Towards an Inclusive Perspective." In Advances in Intelligent Systems and Computing, 155–65. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41962-6_14.

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Bradley, M., S. Waller, J. Goodman-Deane, I. Hosking, R. Tenneti, P. M. Langdon, and P. J. Clarkson. "A Population Perspective on Mobile Phone Related Tasks." In Designing Inclusive Systems, 55–64. London: Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-2867-0_6.

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Proyer, Michelle, Gertraud Kremsner, and Gottfried Biewer. "Good Practice in Inclusive Education: Participatory Reinterpretation of Already Existing Elaborate Classroom Practices Under a UDL Perspective." In Inclusive Learning and Educational Equity, 279–312. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_11.

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AbstractThis chapter presents well-established educational practices implemented at a school in Vienna with two decades of experience in school development in the context of inclusion. It elaborates on how these existing teaching practices can be interpreted from a UDL perspective. Furthermore, this chapter aims to underline the importance of engaging with teachers’ perspectives in research efforts regarding the design of learning environments. Findings point to the advantages that the emphasized consideration of localized and societal backgrounds of students could add to the purposeful application of UDL.
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Slee, Roger. "Perspective, illusions and other treacheries." In Inclusive Education isn’t Dead, it Just Smells Funny, 37–57. New York : Routledge, [2018]: Routledge, 2018. http://dx.doi.org/10.4324/9780429486869-5.

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Foster, Christopher, and Richard Heeks. "Drivers of Inclusive Innovation in Developing Country Markets: A Policy Perspective." In Inclusive Innovation for Sustainable Development, 57–74. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-60168-1_4.

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Beltrán, Elina Vilar, and Auxiliadora Sales Ciges. "4. The 21st Century Languages Classroom – The Teacher Perspective." In Inclusive Language Education and Digital Technology, edited by Elina Vilar Beltrán, Chris Abbott, and Jane Jones, 67–83. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781847699749-006.

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Conference papers on the topic "Inclusive perspective"

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Iswari, Mega, Armaini, Zulmiyetri, Irradhiatul Jannah, Safaruddin, Rahmahtri Silvia, and Irdamurni. "Lecturers’ Perspective on Inclusion: Inclusive Education Service for Students with Disabilities in University." In 2nd Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210618.027.

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Huang, Hsiao-Ying, and Masooda Bashir. "Users' perspective on designing inclusive privacy-enhancing indicators." In 2016 14th Annual Conference on Privacy, Security and Trust (PST). IEEE, 2016. http://dx.doi.org/10.1109/pst.2016.7906993.

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Alexandrache, Carmen. "SERVICE LEARNING AS A MULTICULTURAL INCLUSIVE LEARNING – METHODOLOGICAL PERSPECTIVE." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.2211.

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RIEGLER, ALEXANDER. "INCLUSIVE WORLDVIEWS: INTERDISCIPLINARY RESEARCH FROM A RADICAL CONSTRUCTIVIST PERSPECTIVE." In Redemarcating Knowledge and Its Social and Ethical Implications. WORLD SCIENTIFIC, 2005. http://dx.doi.org/10.1142/9789812702043_0003.

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Pournaghshband, Vahab, and Paola Medel. "Promoting Diversity-Inclusive Computer Science Pedagogies: A Multidimensional Perspective." In ITiCSE '20: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3341525.3387360.

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O'Brien, Á. C., L. J. Martin, and S. Lee Roberts. "The need for an Inclusive Space Sector - a Student Perspective." In 3rd Symposium on Space Educational Activities. University of Leicester, 2020. http://dx.doi.org/10.29311/2020.50.

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Jiang, Manlin, and Yu Han. "Guangxi Inclusive Finance Research from the Perspective of Rural Rejuvenation." In Proceedings of the 2nd International Symposium on Social Science and Management Innovation (SSMI 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ssmi-19.2019.13.

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Harliyono, Maria, and Priskila. "The Importance of Circular Economy for Indonesia from Business Perspective." In The 2nd International Conference on Inclusive Business in the Changing World. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0008431303630372.

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Marti, Patrizia, and Leonardo Giusti. "A robot companion for inclusive games: A user-centred design perspective." In 2010 IEEE International Conference on Robotics and Automation (ICRA 2010). IEEE, 2010. http://dx.doi.org/10.1109/robot.2010.5509385.

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Barnová, Silvia, Slávka Krásna, Gabriela Gabrhelová, and Slávka Čepelová. "INCLUSIVE EDUCATION IN SLOVAKIA FROM THE PERSPECTIVE OF EDUCATION 2030 AGENDA." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1178.

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Reports on the topic "Inclusive perspective"

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Gillett-Swan, Jenna, and Jonathan Sargeant. Voice Inclusive Practice: Engaging Children’s Perspectives in Wellbeing Pedagogy: Final Report. Queensland University of Technology, 2016. http://dx.doi.org/10.5204/rep.eprints.203734.

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Saavedra Salinas, Norma A. Encuesta de inclusión financiera con perspectiva de género: Propuesta conceptual. Inter-American Development Bank, September 2020. http://dx.doi.org/10.18235/0002669.

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Angevine, Colin, Karen Cator, Babe Liberman, Kim Smith, and Viki Young. Designing a Process for Inclusive Innovation: A Radical Commitment to Equity. Digital Promise, November 2019. http://dx.doi.org/10.51388/20.500.12265/86.

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This paper starts from the premise that missing from existing education R&D is a radical commitment to equity. The paper presents Inclusive Innovation, a model that reimagines authority, decision-making, and risk in the context of education R&D and provides an overarching framework for authentically engaging underrepresented stakeholders at the earliest stages and shifting their roles to leaders, participants, and beneficiaries. The power of Inclusive Innovation is that it doesn’t just invite underrepresented voices and perspectives into the innovation ecosystem; it places them at the center of it.
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Ibarrarán, Pablo, Nadin Medellín, Marco Stampini, Patricia Jara, Begoña Pérez, and Jana Parsons. Más inclusión social: Lecciones de Europa y perspectivas para América Latina. Inter-American Development Bank, February 2016. http://dx.doi.org/10.18235/0000248.

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Whelan, Christopher T., and Bertrand Bertrand Maître. The Life Cycle Perspective on Social Inclusion in Ireland: An Analysis of EU-SILC. ESRI, September 2008. http://dx.doi.org/10.26504/rs3.

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Garz, Seth, Xavier Giné, Dean Karlan, Rafe Mazer, Caitlin Sanford, and Jonathan Zinman. Consumer Protection for Financial Inclusion in Low and Middle Income Countries: Bridging Regulator and Academic Perspectives. Cambridge, MA: National Bureau of Economic Research, December 2020. http://dx.doi.org/10.3386/w28262.

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Allison-Cassin, Stacy, Sean Hillier, Alan Odjig Corbiere, Deborah McGregor, and Joy Kirchner. Perspectives on Openness: Honouring Indigenous Ways of Knowing. Chair Rosa Orlandini. York University Libraries, October 2020. http://dx.doi.org/10.25071/10315/38038.

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York University Libraries Open Access Week 2020 panel discussion entitled, "Perspectives on Openness: Honouring Indigenous Ways of Knowing", moderated by Stacy Allison-Cassin, in conversation with Alan Ojiig Corbiere, Deborah McGregor, and Sean Hillier, that took place online on October 20, 2020. The theme for Open Access Week 2020 is Open With Purpose: Taking Action to Build Structural Equity and Inclusion. The basis of the discussion for the panel is the question, "In an era of open scholarship and research, how do we as a research community navigate and balance openness while respecting Indigenous knowledge and cultural expression?". This panel discussion offers the opportunity to encourage broader participation in conversations and actions around emerging scholarly communication issues, by centering on Indigenous approaches to open scholarship and research.
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Morini, Luca, and Arinola Adefila. Decolonising Education – Fostering Conversations - Interim Project Report. Coventry University, September 2021. http://dx.doi.org/10.18552/glea/2021/0001.

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‘Decolonising Education – Fostering Conversations’ is a project funded by RECAP involving Coventry University (CU) and Deakin University. While originated as a comparative study focussing on exploring respective decolonisation practices and discourses from staff and student perspectives, the pandemic forced a shift where Coventry focused data collection and developments were complemented, informed and supported by literatures, histories, institutional perspectives, and methodologies emerging from Indigenous Australians’ struggle against colonialism. Our aims are (1) map what is happening in our institution in terms of decolonisation, and (2) to explore accessible and inclusive ways of broadening the conversation about this important topic.
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Wachen, John, Mark Johnson, Steven McGee, Faythe Brannon, and Dennis Brylow. Computer Science Teachers as Change Agents for Broadening Participation: Exploring Perceptions of Equity. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.2.

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In this paper, the authors share findings from a qualitative analysis of computer science teachers’ perspectives about equity within the context of an equity-focused professional development program. Drawing upon a framework emphasizing educator belief systems in perpetuating inequities in computer science education and the importance of equity-focused teacher professional development, we explored how computer science teachers understand the issue of equity in the classroom. We analyzed survey data from a sample of participants in a computer science professional development program, which revealed that teachers have distinct ways of framing their perceptions of equity and also different perspectives about what types of strategies help to create equitable, inclusive classrooms reflective of student identity and voice.
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Krishnamurthy, Ranjani, Gayathri Sarangan, Abhilaasha Nagarajan, Reeba Devaraj, Rajesh Ramamoorthy, Blessy Oviya, and Nandini Natarajan. Gender and Social Inclusion Across the Sanitation Chain in Tamil Nadu – Assessment and Strategy. Indian Institute for Human Settlements, 2019. http://dx.doi.org/10.24943/gsiatnas10.2019.

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The Government of Tamil Nadu (GoTN) has prioritised the full sanitation chain, including the strengthening of septage management as an economical and sustainable complement to networkbased sewerage systems. The Bill and Melinda Gates Foundation (BMGF) is supporting the GoTN to achieve the Sanitation Mission of Tamil Nadu through the Tamil Nadu Urban Sanitation Support Programme (TNUSSP). TNUSSP Phase I (2015-2018) was designed to support GoTN and selected cities in making improvements along the entire urban sanitation chain. In the second phase (2018– 2020), TNUSSP seeks to go one step further and integrate a gender and social inclusion (GSI) perspective within its interventions at two sites – the city of Tiruchirappalli (Trichy), and the two town panchayats (TPs) of Periyanaicken-Palayam (PNP) and Narasimhanaicken-Palayam (NNP) in Coimbatore district – along the urban sanitation cycle and in its support provided at the State level.
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