Journal articles: '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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“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.Recibido: 09 enero 2017 Aceptado: 06 marzo 2017 Publicación en línea: 02 mayo 2017

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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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MARIN, Elena. "THE INCLUSIVE TEACHER - ALTERNATIVE ROUTES FOR TEACHER IN THE FIELD OF INCLUSIVE EDUCATION. A ROMANIAN PERSPECTIVE." Journal Plus Education 18, no. 2/2017 (November 8, 2017): 122–32. http://dx.doi.org/10.24250/jpe/2/2017/em.

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Mumpuniarti, Mumpuniarti, C. Asri Budiningsih, Dinar Westri Andini, and Ayu Rahayu. "Perspective parents toward students diversity in inclusive education elementary school." Jurnal Prima Edukasia 7, no. 2 (July 18, 2019): 139–49. http://dx.doi.org/10.21831/jpe.v7i2.26937.

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The perspective of parents who support student diversity in school will open to a variety of different problems. The attitude is expected to encourage the implementation of integration and harmony among diversity. Therefore, the objective of the study was to describe the views of parents towards student diversity in inclusive education. Diversity from the perspective of parents determines the attitude of agree and disagree, as well as the right view of inclusive. The research method used a questionnaire to respondents of 99 parents from elementary schools in five regencies of the Special Region of Yogyakarta. The results showed that the majority of parents still had a narrow understanding that the concept of inclusive was the same with Student Educational Need (SEN). Here, the concept of labeling might understand as a misconception phenomenon. However, the majority of parents agreed to the SEN in regular schools, but an understanding of separate learning is the responsibility of the special supervisor or, interpreted as the inclusion officer. The implications need the education to understand the inclusion correctly and discuss the perspectives of parents to contribute to the success of learning in inclusive elementary schools.

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Bracy, Wanda. "Approaches to the incorporation of diversity: Implications for the inclusive curriculum." Journal of Baccalaureate Social Work 2, no. 1 (October 1, 1996): 43–62. http://dx.doi.org/10.18084/1084-7219.2.1.43.

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This article provides a typology of approaches to the inclusion of diversity in the curriculum and a discussion of the issues and concerns in the development of an inclusive curriculum. The typology consists of two broad dimensions that underlie various approaches to inclusion: 1) the diversity as variety perspective; and, 2) the diversity as critical perspective. Various approaches are classified within these two perspectives and for each approach the curriculum goals and objectives, nature of knowledge content, instructional strategies, and contributions and criticisms are presented. The article concludes with a presentation of the phases of curriculum transformation in the development of an inclusive curriculum and presents the parameters that must be considered in the development of inclusion.

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Ababio, Josephine Ofosu Mensah, Kofi A. Osei, Godfred Alufar Bokpin, and Eric Osei Assibey. "Furthering inclusive banks and inclusive capital markets: emerging markets' perspective." International Journal of Financial Services Management 9, no. 3 (2018): 255. http://dx.doi.org/10.1504/ijfsm.2018.093867.

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Ofosu Mensah Ababio, Josephine, Eric Osei Assibey, Godfred Alufar Bokpin, and Kofi A. Osei. "Furthering inclusive banks and inclusive capital markets: emerging markets' perspective." International Journal of Financial Services Management 9, no. 3 (2018): 255. http://dx.doi.org/10.1504/ijfsm.2018.10015122.

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Bisol, Cláudia Alquati, Nicole Naji Pegorini, and Carla Beatris Valentini. "PENSAR A DEFICIÊNCIA A PARTIR DOS MODELOS MÉDICO, SOCIAL E PÓS-SOCIAL." Cadernos de Pesquisa 24, no. 1 (May 24, 2017): 87. http://dx.doi.org/10.18764/2178-2229.v24n1p87-100.

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Nos estudos relacionados à deficiência, podem-se identificar com clareza duas perspectivas paradigmáticas que fundamentam as ideias e ações de pesquisadores e profissionais a partir da modernidade: o modelo médico e o modelo social. Atualmente, no entanto, percebe-se a emergência de críticas ao modelo social que se encaminham para o que possivelmente poderá se constituir em uma terceira perspectiva (denominada neste trabalho de pós-social). O presente artigo tem por objetivo analisar princípios que norteiam a compreensão da deficiência considerando essas três perspectivas. Foram selecionadas publicações realizadas a partir da década de 1990 no Brasil, Europa Ocidental e América do Norte, utilizando-se os descritores inclusão escolar, sociedade inclusiva, direitos humanos e políticas públicas para pessoas com deficiência, paradigmas da deficiência, modelo médico, modelo social, estudos da deficiência e estudos feministas. Traçaram-se reflexões sobre os modelos por meio da identificação dos contextos sócio-históricos e das bases epistemológicas que os sustentam, e de algumas articulações com o campo da educação especial na perspectiva da inclusão. Problematizar esses modelos que coabitam os espaços sociais permite deslocamentos que possibilitem repensar as relações com a pessoa com deficiência nos diferentes contextos e instituições.Palavras-chave: Educação inclusiva. Estudos da deficiência. Modelo médico. Modelo social.THINKING ABOUT DISABILITY CONSIDERING THE MEDICAL, SOCIAL AND POST-SOCIAL MODELS Abstract: In the disability-related studies, one can clearly identify two paradigmatic perspectives which underlie researchers and professionals' ideas and actions from Modernity onwards: the medical model and the social model. Currently, however, we see the emergence of critiques regarding the social model moving towards what could possibly constitute a third perspective (called post-social in this paper). The present article aims to analyze the principles which guide the understanding of disability considering these three perspectives. Publications carried out from the 1990s in Brazil, Western Europe and North America were selected using the descriptors school inclusion, inclusive society, human rights and public policies for people with disabilities, disability paradigms, medical model, social model, disability studies and feminist studies. We attempted to trace reflections on the models by identifying the socio-historical contexts and the epistemological foundations that support them and by some articulations with the field of special education in the perspective of inclusion. To problematize these models which coexist in social spaces allows for shifts that may enable to rethink our relations with persons with disabilities in different contexts and institutions.Keywords: Inclusive education. Disability studies. Medical model. Social model. PENSAR LA DISCAPACIDAD A PARTIR DE LOS MODELOS MÉDICO, SOCIAL Y POS-SOCIALResumen: En los estudios relacionados con la discapacidad, se puede identificar con claridad dos perspectivas paradigmáticas que fundamentan las ideas y las acciones de los investigadores y profesionales a partir de la Modernidad: el modelo médico y el modelo social. Actualmente, sin embargo, se puede percibir la emergencia de críticas al modelo social que conducen a lo que posiblemente podrá constituirse en una tercera perspectiva (denominada en ese trabajo de pos-social). El presente artículo tiene como objetivo analizar los principios que embasan la comprensión de la discapacidad considerando esas tres perspectivas. Fueron seleccionadas publicaciones realizadas a partir de la década de 1990 en Brasil, Europa Occidental e América del Norte, utilizando los descriptores inclusión escolar, sociedad inclusiva, derechos humanos y políticas públicas para personas con discapacidad, paradigmas de la discapacidad, modelo médico, modelo social, estudios de discapacidad y estudios feministas. Se buscó trazar reflexiones sobre los modelos a través de la identificación de los contextos socio-históricos y de las bases epistemológicas que los sostienen, y de articulaciones con el campo de la educación especial en la perspectiva de la inclusión. Problematizar eses modelos que cohabitan los espacios sociales permite desplazamientos que posibiliten repensar las relaciones con la persona con discapacidad en los diferentes contextos e instituciones.Palabras clave: Educación inclusiva. Estudios de discapacidad. Modelo médico. Modelo social.

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Takahashi, Masami, and Willis F. Overton. "Wisdom: A culturally inclusive developmental perspective." International Journal of Behavioral Development 26, no. 3 (May 2002): 269–77. http://dx.doi.org/10.1080/01650250143000139.

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This study examines cross-cultural age-related patterns of two modes of wisdom: the analytical (i.e., Knowledge Database, Abstract Reasoning), and the synthetic (i.e., Reflective Understanding, Emotional Empathy, and Emotional Regulation). A total of 68 American and 68 Japanese community-dwelling adults with an equal number of middle-aged (mean age = 45.3 years) and older adults (mean age = 70.1 years) in each group participated in the study. The results demonstrate that across cultures older adults function at a higher level than their middle-aged counterparts on these modes. Specific effects of culture, within each dimension, were also found. The general findings are discussed in terms of their contribution to a culturally inclusive developmental perspective on wisdom.

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Blustein, David L., and Annamaria Di Fabio. "The new inclusive perspective of working psychology: its significance in the Italian context." RISORSA UOMO, no. 3 (September 2009): 231–40. http://dx.doi.org/10.3280/ru2009-003002.

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- The new inclusive perspective of working psychology developed by Blustein is an essential stimulus, in the Italian context, as advancement opportunity both for the realization of intervention to promote a better personal and social quality of life, and for community advancement by recognizing the inclusive working dimension in the individual life. In Italy, one can trace theoretical and intervention foundation, making it now possible to welcome in the new inclusive working psychology as a reference in the 21st century, both at an intervention level, and in areas such as policy making and the defense of social justice. Hence, this article provides an annotated presentation of the principal significance of the new inclusive perspective of working psychology, in an Italian context.Keywords: inclusive perspective, working psychology, Italian context.Parole chiave: visione inclusiva, psicologia per il lavoro, contesto italiano.

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Lamsal, Chakrapani. "Political Development in Nepal: A Perspective of Participation and Inclusion." Curriculum Development Journal, no. 42 (December 4, 2020): 65–77. http://dx.doi.org/10.3126/cdj.v0i42.33214.

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The political development in Nepal is analyzed from the angle of interpretive philosophy and the Inclusive approach. Nepal’s practice of inclusive democracy and federal governance is taken into consideration and diverse representation in the constitutional assembly and existing both the houses of parliament is historical achievement. My findings are that inclusive democracy is a suitable form of governance for Nepal where the population is heterogeneous in terms of caste and ethnicity. Delivery of equitable justice and inclusion of marginalized lower-income people is a major challenge for the success of the newly adopted political system. Political development shifts from the nation-state to state-nation, mono-culture to multicultural, unitary to federal, exclusionary to inclusive, absolutism to secularism, monarch to republican, parliamentary to inclusive democracy and parochial to the participatory system.

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Fujimoto, Yuka, Fara Azmat, and Nava Subramaniam. "Creating Community-Inclusive Organizations: Managerial Accountability Framework." Business & Society 58, no. 4 (November 17, 2016): 712–48. http://dx.doi.org/10.1177/0007650316680060.

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Based on a community psychology perspective, this qualitative study explores the community-inclusion effort of one of the largest pulp and paper companies in the world. Extending the literature on workforce diversity/inclusion, we present the community-inclusive organizational framework, which signifies the dynamics of community inclusiveness of organizations highlighting key managerial accountabilities (i.e., cultural, collective, relational, and structural accountabilities) based on the community psychology perspective. Theoretical and practical implications are presented for promoting community-inclusive organizations, along with avenues for further research.

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Renders, Elizabete Cristina Costa. "A ESCOLA INCLUSIVA NA PERSPECTIVA DAS PESSOAS COM DEFICIÊNCIA." Cadernos de Pesquisa 25, no. 3 (October 11, 2018): 47. http://dx.doi.org/10.18764/2178-2229.v25n3p47-66.

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Apresenta resultados de uma pesquisa de pós-doutorado que discutiu a escola inclusiva na perspectiva dos estudantes com deficiência, destacando as práticas pedagógicas que eles entendem serem necessárias para a inclusão escolar. Trata-se de uma pesquisa narrativa que se deu na forma de rodas de conversa virtual com estudantes matriculados em um curso de Pedagogia, na modalidade a distância. Na composição do material documentário, destacam-se as autobiografias narradas, as cartas escritas pelos licenciandos e licenciandas para um dos seus professores e também os diários de pesquisa da pesquisadora. Tal material aponta para a importância de fazeres pedagógicos cotidianos que promovam: (i) a superação do preconceito pelo conhecimento que se constitui na convivência com as diferenças; (ii) o cuidado de, no âmbito da inclusão escolar, não reduzir a formação docente ao atendimento educacional especializado; (iii) a aproximação da tecnologia assistiva à discussão da tecnocultura nesta contemporaneidade. THE INCLUSIVE SCHOOL FROM THE PERSPECTIVE OF PEOPLE WITH DISABILITYAbstract: This article presents results of a postdoctoral research that discussed the inclusive school from the perspective of the students with disabilities, highlighting the pedagogical practices that they indicate as necessary for school inclusion. The methodology used was the narrative research, in the form of virtual conversation wheels with students enrolled in a course of Pedagogy, distance learning modality. In the composition of the documentary material are the autobiographies narrated, the letters written by the students for one of their teachers and also the research diaries of the researcher. Such material points to the importance of daily pedagogical practices that promote: (i) overcoming prejudice by the knowledge that is constituted in the coexistence with the differences; (ii) care should be taken not to reduce, in the scope of school inclusion, teacher training to specialized educational services; (iii) the approximation of assistive technology to the discussion of technoculture in this contemporaneityKeywords: Narrative Research. People with Disability. Inclusive Education. Special Education. Basic Education. Assistive Technology..LA ESCUELA INCLUSIVA EN LA PERSPECTIVA DE LAS PERSONAS CON DISCAPACIDADResumen: Este artículo presenta resultados de una investigación de posdoctorado que discutió la escuela inclusiva en la perspectiva de las personas con discapacidad, destacando las prácticas pedagógicas que ellos entienden como necesarias para la inclusión escolar. En la composición del material documental se destacan las autobiografías narradas, las cartas escritas por licenciandos y licenciandas para uno de sus profesores y también los diarios de investigación de la investigadora. Tal material apunta a la importancia de prácticas pedagógicas cotidianas que promuevan: (i) la superación del prejuicio por el conocimiento que se constituye en la convivencia con las diferencias; (ii) el cuidado en no reducir, en el ámbito de la inclusión escolar, la formación docente a la atención educativa especializada; (iii) la aproximación de la tecnología de asistencia a la discusión de la tecno cultura en esta contemporaneidad.Palabras clave: Investigación Narrativa. Personas con Discapacidad. Educación Inclusiva. Educación Especial. Educación Básica. Tecnología de asistencia.

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Dobusch, Laura. "How exclusive are inclusive organisations?" Equality, Diversity and Inclusion: An International Journal 33, no. 3 (March 11, 2014): 220–34. http://dx.doi.org/10.1108/edi-08-2012-0066.

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Purpose – The purpose of this paper is to anchor the buzzword “inclusive organisation” in a theory-based perspective by identifying meanings of inclusion and exclusion in various scientific discourses. Design/methodology/approach – The paper provides an overview about inclusion/exclusion and its different usage in four “western” scientific discourses. By analysing the role of organisations in each discourse, relevant aspects for specifying the concept of “inclusive organisations” are identified. Findings – The concept of “inclusive organisations” needs to be grounded in a wider industry context for determining adequate action strategies towards inclusiveness. More attention should be paid to the excluding effects of including measures and resulting changes in power relations. Research limitations/implications – The conceptual approach of the paper needs to be anchored in further empirical research on the measurability of inclusion/exclusion within organisations and on the implementation of organisational practices towards more inclusiveness. Originality/value – The value of the paper is its interdisciplinary approach to concepts of organisational inclusion and exclusion that are usually analysed separately. This fresh perspective paves the way for an original contribution to further develop the idea of “inclusive organisations”.

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Strieder, Roque, and Arnaldo Nogaro. "No controverso desafio da educação inclusiva: Um convite para pensar a complexidade humana." Revista Portuguesa de Educação 29, no. 1 (July 16, 2016): 51. http://dx.doi.org/10.21814/rpe.8799.

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O estudo reconhece que fazer educação inclusiva exige olhar o ser humano de modo singular em contextos multidimensionais. Nessa perspectiva chama para a discussão a fragilidade do reconhecimento das diferenças e a importância da participação da filosofia da educação como catalizadora dos debates sobre a educação inclusiva. O objetivo é investigar possíveis contribuições da filosofia da educação como desafio para uma melhor compreensão de como ações inclusivas podem ser potencializadas no universo da complexidade e das atitudes transdisciplinares. O estudo tem caráter qualitativo e busca em referenciais teóricos. Traz suportes teóricos sobre a atitude transdisciplinar e as possibilidades, no universo dessas atitudes, de uma contribuição para qualificar reflexões e ações inclusivas. Reconhece que a educação inclusiva existe em potencial e lhe falta atualização. Destaca que a transdisciplinaridade e a filosofia da educação podem conduzir as reflexões para reconhecer a complexidade da condição humana para depois olhar para o interior de si buscando compreender-se a partir do outro.PALAVRAS-CHAVEEducação inclusiva; Filosofia da educação; Transdisciplinaridade ABSTRACTThe text recognizes that to make inclusive education requires viewing thehuman being in a unique way in multidimensional contexts. From this perspective, it calls for the discussion the fragility of the recognition of differences and the importance of the participation of the philosophy of education as a catalyst for discussions on inclusive education. The goal is investigate possible contributions of the philosophy of education as a challenge for a better understanding of how inclusive actions can be potentialized in the universe of complexity and transdisciplinary actions. The text brings theoretical contributions on the transdisciplinary attitude and the possibilities, in the universe of these attitudes, to qualify reflections and inclusive actions. It recognizes that inclusive education exists in potential but it lacks updating. It highlights that transdisciplinarity and philosophy of education can lead the reflections to recognize the complexity of the human condition so that one can look within him/herself seeking a better understanding from the other.KEYWORDSInclusive education; Philosophy of education; Transdisciplinarity

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Jelas, Zalizan M. "Perceptions of Inclusive Practices: The Malaysian perspective." Educational Review 52, no. 2 (June 2000): 187–96. http://dx.doi.org/10.1080/713664037.

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Rose, Richard. "Special and inclusive education: a research perspective." European Journal of Special Needs Education 28, no. 2 (May 2013): 234–37. http://dx.doi.org/10.1080/08856257.2013.780450.

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Arts, Karin. "Inclusive sustainable development: a human rights perspective." Current Opinion in Environmental Sustainability 24 (February 2017): 58–62. http://dx.doi.org/10.1016/j.cosust.2017.02.001.

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Jung, Bonny, Penny Salvatori, Mary Tremblay, Sue Baptiste, and Kit Sinclair. "Inclusive Occupational Therapy Education: An international perspective." World Federation of Occupational Therapists Bulletin 57, no. 1 (May 2008): 33–42. http://dx.doi.org/10.1179/otb.2008.57.1.007.

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Pinckney, Belinda. "An inclusive environment… from a leader's perspective." Leader to Leader 2012, no. 66 (September 2012): 6–10. http://dx.doi.org/10.1002/ltl.20042.

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Jobe, Alan H., and Eduardo Bancalari. "An All-Inclusive Perspective on Bronchopulmonary Dysplasia." Journal of Pediatrics 234 (July 2021): 257–59. http://dx.doi.org/10.1016/j.jpeds.2021.03.063.

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Kudláček, Martin, Jason Bocarro, Ivo Jirásek, and Radek Hanuš. "The Czech Way of Inclusion through an Experiential Education Framework." Journal of Experiential Education 32, no. 1 (August 2009): 14–27. http://dx.doi.org/10.1177/105382590903200103.

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The purpose of this article is to present the development of inclusive experiential education courses in the Czech Republic. The inclusion of people with disabilities (PWD) in recreation, sport, and education has become more prevalent in Czech society. This article describes the conceptual meaning of the term inclusion from both a historical and theoretical perspective based on the work of two Central/Eastern European authors (Jesenský, 1998; Válková, 1998). The article also highlights one case study of The Czech Outward Bound branch Prazdninová škola Lipnice Vacation School Lipnice, which has applied these theoretical perspectives in developing inclusive experiential education programs. This article also provides specific examples of programs and activities that can help enhance the inclusion of PWD within the experiential educational environment.

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Ocete Calvo, Carmen, Javier Pérez Tejero, and Javier Coterón López. "Propuesta de un programa de intervención educativa para facilitar la inclusión de alumnos con discapacidad en educación física (Propose of an educative intervention program for inclusion of children with disability in general physical education)." Retos, no. 27 (March 5, 2015): 140–45. http://dx.doi.org/10.47197/retos.v0i27.34366.

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En este trabajo se presenta el diseño y estructura de un programa de intervención educativa en Educación Física: «Deporte Inclusivo en la Escuela». La propuesta, destinada a profesores y alumnos de Secundaria y Bachillerato, persigue promover la práctica deportiva inclusiva en los centros educativos, dando a conocer los diferentes deportes paralímpicos, para concienciar sobre la situación de las personas con discapacidad en la práctica deportiva. El diseño está basado en las teorías del Contacto y del Comportamiento Planificado, ambas evidenciadas como eficaces para la formación de actitudes. La estructura que conforma el programa está compuesta por una serie de actividades y recursos didácticos como una charla de un deportista paralímpico, tres unidades didácticas (una por ciclo), material audiovisual de apoyo y un encuentro deportivo inclusivo con todos los centros participantes en el programa. Una de las características más relevantes de la propuesta es el uso de una metodología de carácter inclusivo, ya sea incluyendo a los alumnos con discapacidad presentes en los centros, o simulando la situación de discapacidad los alumnos que no la poseen. La exposición teórica se apoya en datos de la implementación llevada a cabo hasta el momento en 38 centros educativos de Madrid y Barcelona.Palabras clave. actitud, inclusión, discapacidad, Educación Física, programa intervención, deporte inclusivo.Abstract. In this paper, it´s presented the design and structure of an educational intervention program in Physical Education: «Inclusive School Sports (ISS)». It´s propose for teachers and middle and high school students, aims promote inclusive sports in schools and different Paralympics sports through an inclusive methodology and raising awareness about the situation of people with disability in sport practice. The design is based on the contact and of planned behavior theories, both are evidenced as effective in attitudes training. The structure program is composed of a series of activities and educational resources such as a talk by a Paralympics sportiest, three teaching units (one per cycle) and inclusive sporting event with all participants in the program centers. The newest program is the methodology propose by inclusive perspective, so including students with disabilities present in the centers, or simulating the situation of disabilities students. The program has been implemented in 38 educative centre of Madrid and Barcelona. It´s present a approach to the evaluation and advances in the results.Keywords: attitude, inclusion, disability, Physical Education, intervention program, inclusive sport.

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Stephen, Christine, and Peter Cope. "An Inclusive Perspective on Transition to Primary School." European Educational Research Journal 2, no. 2 (June 2003): 262–76. http://dx.doi.org/10.2304/eerj.2003.2.2.5.

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Despite a commitment to inclusion and equality in the national priorities for school education in Scotland, the experience of children as they move from pre-school to primary school falls short of being an inclusive experience for all, and some children are at risk of becoming disengaged from education at the beginning of their school career. In this article, the process of transition to school is examined through the ‘lens' of inclusion. The data comes from a study of the experience of 27 children during their first year in school. It was clear that teachers saw transition to school as a one-way process in which children had to ‘fit in’ to school, and did not see it as their task to respond to the diversity of children's preferences, previous experiences or background. It is argued that the teachers' approach is akin to adopting a medical or individual model of inclusion (locating the difficulties in the child) rather than a social model that looks for the source of difficulties in the mismatch between the environment and the child's needs. Adopting a social model allows for barriers to inclusion at the beginning of primary school to be identified and some of the barriers that children experience are explored, with illustrations from the data.

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McArthur, Jan. "The Inclusive University: A Critical Theory Perspective Using a Recognition‐Based Approach." Social Inclusion 9, no. 3 (July 21, 2021): 6–15. http://dx.doi.org/10.17645/si.v9i3.4122.

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This article offers a conceptual exploration of the inclusive university from a Frankfurt School critical theory perspective. It does not seek to define the inclusive university, but to explore aspects of its nature, possibilities and challenges. Critical theory eschews fixed definitions in favour of broader understandings that reflect the complexities of human life. I propose that we consider questions of inclusion in terms of mutual recognition and use the debate between critical theorists Nancy Fraser and Axel Honneth to explain the implications of this approach. Central to Frankfurt School critical theory is the idea that we achieve our individuality through our interactions with others. Anything which prevents an individual leading a fully realised social life, within or outwith the university, undermines inclusion. Thus, I offer a broader, more complex and holistic understanding of inclusion than traditional approaches within the university such as widening participation. While such approaches can be helpful, they are insufficient to address the full challenge of an inclusive university, understood in these terms of critical theory and mutual recognition.

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López Vázquez, Rubén, Sergio Tobón Tobón, María Guadalupe Veytia Bucheli, and Luis Gibran Juárez Hernández. "Mediación didáctica e inclusión educativa en la educación básica desde el enfoque socioformativo." Revista de Investigación Educativa 39, no. 2 (July 1, 2021): 527–52. http://dx.doi.org/10.6018/rie.443301.

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Ante los retos del desarrollo social sostenible, es esencial fortalecer la inclusión en la educación básica con nuevos enfoques como la socioformación. Sin embargo, se desconocen los avances en la didáctica inclusiva en primaria, con base en este nuevo enfoque. Es por ello que el propósito del presente estudio fue determinar el grado de implementación de las prácticas de mediación didáctica inclusiva desde el enfoque socioformativo, con el fin de sugerir mejoras en este proceso a las escuelas. Acorde con esto, 689 docentes y 645 estudiantes de escuelas primarias públicas de México respondieron una rúbrica analítica compuesta por diez prácticas de mediación didáctica inclusiva. Esta rúbrica fue previamente validada con docentes y estudiantes. Cada práctica tuvo cinco niveles de desempeño, con base en la taxonomía socioformativa: preformal, receptivo, resolutivo, autónomo y estratégico. Los resultados muestran que hay un grado medio alto o alto en la implementación de la mediación didáctica inclusiva desde la socioformación, y esto fue superior en los docentes respecto a lo hallado en los estudiantes. La práctica de mediación didáctica inclusiva más desarrollada fue el respeto a la diferencia y la menos desarrollada la evaluación formativa. Se concluye que los docentes tienen logros relevantes en la implementación de la mediación didáctica inclusiva, tomando como base la socioformación, pero esto debe ser tomado con precaución y se debe continuar con la mejora de este proceso mediante el trabajo colaborativo, la formación continua y la tutoría. Faced with the challenges of sustainable social development, it is essential to strengthen inclusion in basic education with new approaches such as socioformation. However, advances in inclusive didactics in primary schools are unknown based on this new approach. That is why the purpose of this study was to determine the degree of implementation of inclusive didactic mediation practices from a socioformative perspective, in order to suggest improvements in this process to schools. Accordingly, 689 teachers and 645 students from public elementary schools in Mexico responded to an analytical rubric composed of ten inclusive didactic mediation practices. This rubric was previously validated with teachers and students. Each practice had five levels of performance, based on the socioformative taxonomy: preformal, receptive, decisive, autonomous and strategic. The results show that there is a medium high or high degree in the implementation of inclusive didactic mediation from a socioformation perspective, and this was higher in the teachers than in the students. The most developed inclusive didactic mediation practice was that of respect for difference and the least developed was formative evaluation. It is concluded that teachers have relevant achievements in the implementation of inclusive didactic mediation, based on socioformation, but this must be taken with caution, and the improvement of this process must continue through collaborative work, continuous training and tutorships.

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Pels, Jaqueline, Sergio Barile, Marialuisa Saviano, Francesco Polese, and Luca Carrubbo. "The contribution of VSA and SDL perspectives to strategic thinking in emerging economies." Managing Service Quality 24, no. 6 (November 4, 2014): 565–91. http://dx.doi.org/10.1108/msq-09-2013-0199.

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Purpose – The purpose of this paper is to reflect upon strategic marketing in emerging economies (EEs). It tries to answer the research question: what new business models are enabled by the Viable Systems Approach (VSA) and Service-Dominant Logic (SDL) perspectives? Design/methodology/approach – The paper is developed by integrating two well-established perspectives – VSA and SDL – and applying them to inclusive businesses. Findings – The integration of these perspectives allows the authors to recognize a convergence toward business models that seem to be consistent with the principles of inclusive capitalism. The authors claim that by shifting between a reductionist/static and a holistic/dynamic view, these perspectives can be integrated, thus revealing an interesting contribution to the understanding of inclusive business. Specifically, they contribute by highlighting how the economic and social dimensions are intertwined and by highlighting that the management-thinking perspective, which has dominated in recent decades, should shift toward a more inclusive vision. Research limitations/implications – The paper represents an attempt to address an inclusive capitalism perspective in the context of marketing. Nevertheless, the conceptual reasoning developed in the paper should be further supported by empirical research carried out in the context of EEs. Practical implications – The paper has relevant managerial implications that suggest a rethinking of the business model to market with EEs. Originality/value – The paper contributes to the research on inclusive capitalism by linking it to well-grounded conceptual approaches to business that recapture a harmonious relationship between the economy and society.

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Al-Marrani, Yahya Mohammed. "Linguistic Politeness in Yemeni Arabic: The Use of Request Perspective." Journal of Language and Education 4, no. 3 (September 30, 2018): 18–33. http://dx.doi.org/10.17323/2411-7390-2018-4-3-18-33.

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This article attempts to investigate the use of request perspectives in Yemeni Arabic. The sample of the current study consists of 336 undergraduate students, namely 168 male respondents and 168 female respondents. They were asked to respond in Yemeni Arabic to twelve different situations in which they carried out the speech act of request. The data were collected using a Discourse Completion Test (DCT). They were analyzed according to the models proposed by Blum-Kulka, et al. (1989), whose analytical framework classified request perspective into four types: hearer-oriented request, speaker-oriented request, inclusive, and impersonal. The results of the study revealed that native speakers of Yemeni Arabic that used the direct head acts of requests were mostly from the hearer-oriented perspective. The respondents employed a hearer-oriented perspective either in the direct strategies or conventionally indirect strategies in order to show solidarity and paying attention to others. However, the indirect head act of request used various perspectives such as hearer-oriented, speaker-oriented, inclusive, or impersonal. The respondents employed speaker-oriented perspective, inclusive or impersonal in order to be free from the imposition of others and to show that they respected the rights of others to their own autonomy and freedom of movement or choice. Furthermore, the results revealed that in general, the respondents in M-M and F-F interactions and M-F and F-M interactions employed hearer-oriented and speaker-oriented perspective more than other perspectives. In particular, the results revealed that the respondents in M-M and F-F interactions and M-F and F-M interactions had a great tendency to use hearer-oriented perspective only in direct requests.

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Gardou, Charles. "Dans une perspective inclusive, penser autrement le handicap." VST - Vie sociale et traitements 111, no. 3 (2011): 18. http://dx.doi.org/10.3917/vst.111.0018.

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Lim, Levan. "Becoming Culturally Inclusive: A Perspective on Personnel Preparation." Journal of the Association for Persons with Severe Handicaps 26, no. 3 (September 2001): 195–99. http://dx.doi.org/10.2511/rpsd.26.3.195.

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Berman, Emanuel. "An Inclusive Psychoanalyst: Sidney Blatt’s Contribution In Perspective." Journal of the American Psychoanalytic Association 65, no. 3 (June 2017): 525–33. http://dx.doi.org/10.1177/0003065117709030.

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Sidney Blatt personified in many ways the striving toward an inclusive, broad-minded, nonsectarian, and nondogmatic psychoanalysis. Intrigued and inspired by many trends in psychoanalytic thought and neighboring disciplines, he believed deeply in the coexistence and mutual contributions of a psychoanalytic clinical practice and of systematic empirical research on development and its disruptions, evolving personality traits, and the ways psychoanalytic treatment becomes effective. Carl Rogers, David Rapaport, and John Bowlby were among the figures who played a significant role in the development of his rich and complex thinking and productive work.

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Jackson, Robert, and Judith Everington. "Teaching inclusive religious education impartially: an English perspective." British Journal of Religious Education 39, no. 1 (May 9, 2016): 7–24. http://dx.doi.org/10.1080/01416200.2016.1165184.

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Mahadevia, Darshini. "Sustainable urban development in India: An inclusive perspective." Development in Practice 11, no. 2-3 (May 2001): 242–59. http://dx.doi.org/10.1080/09614520120056388.

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Sena, Carla Cristina Reinaldo Gimenes de, and Waldirene Ribeiro do Carmo. "School cartography in Brazil and its inclusive perspective." International Journal of Cartography 6, no. 3 (September 1, 2020): 316–30. http://dx.doi.org/10.1080/23729333.2020.1824565.

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Vilpolla, Tuomo, and Marianna Harutyunyan. "Finnish Policies And Practices For Supporting Different Learners." Armenian Journal of Special Education 2, no. 2 (August 19, 2020): 86–97. http://dx.doi.org/10.24234/se.2020.2.2.237.

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Nowadays the inclusive practices allow all pupils to attend the school they would attend if they did not have a disability, and no pupil can be deprived of placement, because of a disability unless they are a danger to themselves or other students. Pupils with special educational needs are included in the school population and served in the general education classes alongside students without disabilities. Unlike traditional education practices, inclusive education strives to provide intervention, remediation, and support within the general education classroom. Inclusive education is based on the principle according to which education should be delivered at different levels using multiple methods to meet the needs of all pupils. Anyway, some authors discuss the risk of inclusion, which only involves moving special education practices into the mainstream classes. From this perspective, inclusion comes to mean nothing more than integrating children with special educational needs into regular classrooms and the process of ordinary teaching leaves unchanged. Based on this it is very important to investigate and analyze "the inclusive education" provided in the schools from the teachers' points of view in order to find out the real picture about the inclusiveness from a very broad perspective. From this perspective, the review of Finish policies and practices shows that inclusion itself and by its nature is the favored approach to education for pupils with special educational needs, whenever possible.

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Nes, Kari. "The Role of the Index for Inclusion in Supporting School Development in Norway: A Comparative Perspective." Research in Comparative and International Education 4, no. 3 (January 1, 2009): 305–20. http://dx.doi.org/10.2304/rcie.2009.4.3.305.

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Norwegian schools have had a reputation for being inclusive for a relatively long time. Education is supposed to meet everyone's needs in a school for all, irrespective of (dis)ability, gender, ethnicity, social class, etc. However, inclusive ideals are one thing, but realisation of inclusive practices in many ways has proven to be something else, in Norway as well as in other countries. There is also a discrepancy between the regular self-reviews schools are expected to undertake, and what actually happens in this field. The question was, how can schools' self-review and successive inclusive school development be supported? Might the Index for Inclusion be an answer? This material, first published in the UK in 2000, attempts to meet the challenges of developing more inclusive practices and the need to support schools' self-evaluation. In the article Norwegian experiences with the Index are compared with those of other countries.

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Nketsia, William, Maxwell Peprah Opoku, Timo Saloviita, and Danielle Tracey. "Teacher Educators’ and Teacher Trainees’ Perspective on Teacher Training for Sustainable Development." Journal of Teacher Education for Sustainability 22, no. 1 (June 1, 2020): 49–65. http://dx.doi.org/10.2478/jtes-2020-0005.

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AbstractIn accordance with Sustainable Development Goal 4 (SDG 4), countries across the globe are striving to ensure equitable access to inclusive, quality and lifelong educational opportunities for all children, youth and adults by 2030. Teacher education has been identified as one of the key factors in the achievement of the SDG 4 targets. As part of the effort to ensure sustainable teacher education for the achievement of SDG 4 in Ghana, this study applied the four key concepts in the SDG 4: quality, equity, inclusion and lifelong learning, to determine the progress with regards to SDG 4 in the context of teacher education in Ghana. The specific objectives of this study were to determine the inclusive pedagogical practices, values, and knowledge that trainees acquire from the Diploma in Basic Education’s Special Education Needs (SEN) course, the adequacy of the course for preparing teachers to create inclusive classrooms and the challenges associated with the delivery of the SEN course. In this study, 167 final-year trainees and 13 teacher educators from Diploma in Basic Education Program in three colleges of education in Ghana were surveyed about their views on the SEN teacher preparation course. The study found out that the SEN course placed much emphasis on medical model view of SEN and only a minority of trainees acquired the requisite inclusive knowledge, values and pedagogical practices. The paper discusses key barriers to the development of inclusive knowledge, pedagogical practices and values among trainees as well as factors that can promote the effective training of inclusive teachers.

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Wamaungo, Juma Abdu. "Character Education Across Cultures: How Uganda Develops Students Desired Characters In Inclusive Perspective." Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies 1, no. 1 (June 16, 2017): 14. http://dx.doi.org/10.25078/ijhsrs.v1i1.149.

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The second goal of the UN Millennium Development calls for universal primary education by 2015. Is this goal too ambitious? How much have/are the educational systems doing around the world to achieve this goal? Is the political will there? Is education really inclusive? These questions and many more are much of moral questions. Inclusive education that is concerned with all learners, with a focus on those who have traditionally been excluded from educational opportunities such as learners with special needs and disabilities, children from ethnic and linguistic minorities could be one of the many ways of achieving the second UN Millennium Development goal, hence showing how different cultures responds to the different needs of learners. This paper engages a debate on whether the education system is actually inclusive or not and entails norms of the land. The paper focuses mainly on the inclusion of children and/or people with disabilities; the challenges children and/or people with disabilities face; and lastly the role that distance education could play towards achieving inclusive education.

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Cunha, Alceni Scarelli Rodrigues da, and Renata Andrea Fernandes Fantacini. "CHALLENGES AND POSSIBILITIES IN THE PERSPECTIVE OF INCLUSIVE EDUCATION THROUGH COLLABORATIVE TEACHING." Nucleus 15, no. 1 (April 30, 2018): 279–90. http://dx.doi.org/10.3738/1982.2278.2888.

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Žic Ralić, Anamarija, Daniela Cvitković, Agnieszka Żyta, and Katarzyna Ćwirynkało. "The quality of inclusive education from the perspective of teachers in Poland and Croatia." Hrvatska revija za rehabilitacijska istraživanja 56, no. 2 (December 23, 2020): 105–20. http://dx.doi.org/10.31299/hrri.56.2.6.

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The aim of the study was to explore Croatian and Polish teachers’ opinions on quality of inclusive education. A sample of 173 teachers from Poland and 139 from Croatia completed the Scale on Quality Indicators for Inclusion – for Teachers. In general, teachers reported positive assessments of inclusion quality. Respondents from both countries gave highest ratings on the subscale Support monitoring and evaluation, while the lowest ratings were given on the subscale Teaching assistant support by Polish participants and on the subscale Resources for inclusive education by the Croatian sample. Poland teachers gave higher ratings than Croatian teachers on all the subscales except Teaching assistant support. The discussion makes an attempt to present how two different societal contexts shape the development and implementation of inclusion.

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Asmara Jaya, I. Gst Ngr Alit. "Branchless Banking Ditinjau Dari Persepektif Ekonomi Kelembagaan." Jurnal Ilmiah Satyagraha 3, no. 2 (August 20, 2020): 1–18. http://dx.doi.org/10.47532/jis.v3i2.175.

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Through OJK regulations, SE OJK No. 6 / SE.OJK.03 / 2015 taggal 06 February 2015 concerning Officeless Financial Services in the Framework of Financial Inclusion known as Laku Pandai, a branchless banking service program has been launched in order to improve banking access to the lower class, especially unbanked people. The development of the Laku Pandai (branchless banking) program in the last 5 years has been able to contribute to a significant increase in Indonesia's financial inclusion index. Economic theory states that increasing financial inclusion will increase inclusive growth. Inclusive growth can be said as growth that involves participation of all, namely growth without discrimination and is able to involve all economic sectors (Klasen, 2010). Inclusive growth allows everyone to contribute to and benefit from economic growth. This paper will attempt to review from an institutional economic perspective regarding bank agent services called Branchless Banking. To provide an overview of the implementation of the Laku Pandai bank agent program, the author will take a case study of application in the Province of Bali based on the research I conducted in 2018. How the Laku Pandai program as a form of inclusive financial services from an institutional economic perspective can increase financial inclusion and benefit community economy.

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Higueras-Rodriguez, Lina, and Marta Medina-Garcia. "Active methodologies as a key element in teacher training for educational inclusion." New Trends and Issues Proceedings on Humanities and Social Sciences 7, no. 3 (December 1, 2020): 13–19. http://dx.doi.org/10.18844/prosoc.v7i3.5227.

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The purpose of this research is to show the results obtained in relation to the improvement of training to promote student learning from an inclusive perspective. Teacher training in active learning methods for the promotion of inclusive education is essential to ensure quality and equity in student learning. Through the analysis of educational experiences, courses and programmes, we understand that it can help in the practice of the classroom and in the meaningful learning of students. Starting from a qualitative methodology, we approach a descriptive–interpretive study of the information present in different programmes and experiences. We conclude that there are teacher training programmes that guarantee the use of active methodologies from an inclusive perspective. Keywords: Active methodologies, teacher training, inclusion, school improvement.

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Journal articles on the topic 'Inclusive perspective'

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