Relevant bibliographies by topics / Social inclusion

Academic literature on the topic 'Social inclusion'

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Published: 4 June 2021
Last updated: 28 July 2024

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Journal articles on the topic "Social inclusion"

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Marsela, Robo. "Social inclusion and inclusive education." Academicus International Scientific Journal 10 (July 2014): 181–91. http://dx.doi.org/10.7336/academicus.2014.10.12.

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García Donato, Andrea. "Sostenibilidad e inclusión social (Sustainability and Social Inclusion)." Inclusión & Desarrollo 2, no. 1 (December 17, 2014): 20–25. http://dx.doi.org/10.26620/uniminuto.inclusion.2.1.2015.20-25.

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Sostenibilidad e inclusión social son hoy discursos rimbombantes; su uso se ha masificado mientras su conceptualización es tan diversa que raya en la ambigüedad. Ambas condiciones deseables para la sociedad se originan en las consecuencias de la “insostenibilidad” del modelo de desarrollo económico dominante, sean estas la devastación del ambiente y la concentración de la riqueza en pocas manos, con lo que esto conlleva. En el marco de esta reflexión se plantea la relación del término sostenibilidad con el “desarrollo sostenible”, cuya ambigüedad suscita la emergencia de propuestas críticas como la economía ecológica, que pretenden operativizar ese anhelo de cambiar la forma en que los seres humanos se relacionan con el ambiente. Estas como otras transformaciones necesarias en construcción de una sociedad incluyente, donde las instituciones de educación superior sean los espacios para la reflexión, la generación de conocimiento y la formación de profesionales en coherencia con estos propósitos.
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Sandoval, Benjamin. "Inclusion in what? Conceptualizing social inclusion." Ehquidad Revista Internacional de Políticas de Bienestar y Trabajo Social, no. 5 (January 31, 2016): 71–108. http://dx.doi.org/10.15257/ehquidad.2016.0003.

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Josefsberg, Sarah, and Mark Bertram. "Social Inclusion." Social Work and Social Sciences Review 14, no. 3 (January 1, 2010): 37–49. http://dx.doi.org/10.1921/095352211x623191.

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Mitchell, Duncan. "Social inclusion." Learning Disability Practice 9, no. 9 (November 2006): 26. http://dx.doi.org/10.7748/ldp.9.9.26.s24.

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Podnieks, Elizabeth. "Social Inclusion." Journal of Gerontological Social Work 46, no. 3-4 (July 18, 2006): 57–79. http://dx.doi.org/10.1300/j083v46n03_04.

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Jodhka, Surinder S. "Social Inclusion." Indian Journal of Human Development 7, no. 2 (July 2013): 328–29. http://dx.doi.org/10.1177/0973703020130209.

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Thompson, Kenneth S., and Michael Rowe. "Social Inclusion." Psychiatric Services 61, no. 8 (August 2010): 735. http://dx.doi.org/10.1176/ps.2010.61.8.735.

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Josefsberg, Sarah, and Mark Bertram. "Social Inclusion." Social Work and Social Sciences Review 14, no. 3 (December 20, 2012): 37–49. http://dx.doi.org/10.1921/swssr.v14i3.504.

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In the context of mental health services, social inclusion is being promoted as a top priority, integral to recovery and good practice. What is less clear in the literature is what the process means for clinicians and service users. In this article we make the process more explicit by describing, from both a service user and clinical perspective, what social inclusion means and how it can be facilitated effectively. We go on to explore and describe the process of facilitating and measuring social inclusion as a healthcare intervention, and how the use of person centred practice and evaluation, supports people to achieve personal goals, participate in meaningful community based activity and improve their overall quality of life. We conclude by suggesting that social inclusion interventions should be the core business of mental health services and a top priority.
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MINNI, K. T, MINNI, K. T., and DR M. SREEDEVI XAVIER. "Geriatric: Social Inclusion and Development." International Journal of Scientific Research 2, no. 3 (June 1, 2012): 385–87. http://dx.doi.org/10.15373/22778179/mar2013/127.

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Dissertations / Theses on the topic "Social inclusion"

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Martinson, Lina. "Mutual benefit : Rethinking social inclusion." Doctoral thesis, Stockholm, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-135.

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Fitzgibbon, James Thomas. "Social inclusion and its promotion." Thesis, University of Warwick, 2005. http://wrap.warwick.ac.uk/2456/.

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This research study is concerned with the concept of social inclusion, its significance, its origins, its definition and its history. It looks particularly at its development in the United Kingdom since the election of a Labour Government in 1997 and, in that context, the implementation of a Social Inclusion Strategy by a County Council referred to throughout as ‘Someshire’. It offers as an example of reflective inquiry an evaluation of aspects of the implementation of the Strategy led by the Council’s Education Department and some comments on the Council’s own, previous, evaluation of the whole Strategy. Through this study, it engages with a range of stakeholders including schools, County Council Officers and representatives of parents and school governors in an attempt to discover what has gone well and why. It concludes with a set of recommendations for action by a range of parties who, in their different policy contexts, might wish to promote social inclusion. Finally, this study has been written by a senior Local Education Authority Officer. This results in the emergence of two voices within it. In Chapter 1 there can be perceived the voice of the traditional researcher, attempting what Schon describes as the ‘technical rationality’ of traditional research. In Chapters 2, 4 and, to some extent, 5 the voice changes to that of the ‘reflective practitioner’ with its reliance on the ability to intuit, know-in-action, an ability derived from over thirty years working in education, principally as an educational manager.
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Bettin, Sílvia Ana Crochemore. "Política institucional de educação inclusiva de adultos com deficiência no Instituto Federal de Educação, Ciência e Tecnologia Sul-Riograndense/Campus pelotas." Universidade Catolica de Pelotas, 2009. http://tede.ucpel.edu.br:8080/jspui/handle/tede/305.

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The last two decades of the XX century constituted in space-time of intense discussions and initiatives on social inclusion/school, which allowed the emergence of numerous public policies and legislation concerning. How centrality of these movements, was the question of the fundamental rights guaranteed to all human beings, without any form of discrimination or prejudice. Consequently, emerged in that context of multiple claims, the focus on the right to education, and among their perspectives, the inclusion of people with disabilities. This has been a theme that swells due to its complexity, requiring the creation of a new social-scientific paradigm, able to overcome the hegemony of the medical paradigm and explain disability as a result of numerous factors, among which those of social origin. Presents itself, so the school inclusion of students with disabilities, even in the XXI century, as a major challenge for society and educational systems. Based on these considerations, we performed a case study, intending to set up the process of inclusion of students with disabilities occurs at the Federal Institute of Education, Science and Technology of Rio Grande do Sul IFSul/campus Pelotas. The research was characterized as qualitative. We used document analysis and semi-structured interviews for data collection, involving students with disabilities, teachers, course coordinators and coordinators covering courses in Technical Education Middle Level, forms Integrated Concurrent and Subsequent. The data were organized into seven categories of analysis: 1) school inclusion of students with disabilities from the perspective of specific legislation, 2) concepts of social inclusion and school enrollment; 3) educational and legal contributions Policy Educational Inclusion of students with disabilities and 4) policy of inclusion of students with disabilities in IFSul; 5) school inclusion: educational process; 6) school inclusion: tutoring; 7) the process of inclusion of students with disabilities in IFSul. With this work, it was intended to reveal the reality of an inclusive school, knowing the process of school inclusion in its possibilities and limitations, as well as indicate prospects for further research on the subject in focus. It was concluded that the movement for inclusive education shows itself as a political, cultural, social and educational, triggered in defense of the fundamental right to education. This movement is subsidized in assumptions or inclusivist social paradigm, which combines equality and difference as inseparable values, reaffirming the constitutional provision, or to promote the good of all, without any form of prejudice. It was found that the IFSul been promoting educational inclusion of students with disabilities in a systematic way, making use of available legal and educational contributions to the planning and implementation of this process, which is set for significant advances, along with numerous difficulties and challenges
As duas últimas décadas do século XX constituíram-se em tempo-espaço de intensas reflexões e iniciativas acerca da inclusão social/escolar, o que permitiu o surgimento de inúmeras políticas públicas e de legislação concernente. Como centralidade desses movimentos, encontrava-se a questão relativa à garantia dos direitos fundamentais a todos os seres humanos, sem qualquer forma de discriminação ou preconceito. Consequentemente emergiu, naquele contexto de múltiplas reivindicações, o enfoque relativo ao direito à educação e, dentre suas perspectivas, a inclusão escolar de pessoas com deficiência. Esse tem sido um tema que se avoluma por sua complexidade, exigindo a constituição de um novo paradigma sociocientífico, capaz de superar a hegemonia do paradigma médico e de explicar a deficiência como resultante de inúmeros fatores, dentre os quais aqueles de origem social. Apresenta-se, assim, a inclusão escolar de alunos com deficiência, ainda no século XXI, como um imenso desafio para a sociedade e para os sistemas educacionais. Com base nessas considerações, realizou-se um estudo de caso, intentando configurar o processo de inclusão de alunos com deficiência que ocorre no Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense IFSul/campus Pelotas. A pesquisa realizada caracterizou-se como qualitativa. Utilizou-se a análise documental e a entrevista semiestruturada para a coleta de dados, envolvendo alunos com deficiência, professores, coordenadores de cursos e coordenadores pedagógicos, abrangendo os cursos de Ensino Técnico de Nível Médio, nas formas Integrado, Concomitante e Subsequente. Os dados obtidos foram organizados em sete categorias de análise: 1) inclusão escolar de alunos com deficiência na perspectiva da legislação específica; 2) conceitos de inclusão social e inclusão escolar; 3) aportes educativos e legais da Política de Inclusão Educativa de alunos com deficiência; 4) política de inclusão de alunos com deficiência no IFSul; 5) inclusão escolar: processo pedagógico; 6) inclusão escolar: orientação pedagógica; 7) processo de inclusão de alunos com deficiência no IFSul. Com a realização deste trabalho, pretendeu-se desvelar a realidade de uma escola inclusiva, conhecendo o processo de inclusão escolar em suas possibilidades e limitações, assim como indicar perspectivas de continuidade de pesquisas sobre o tema em foco. Concluiuse que o movimento pela educação inclusiva mostra-se como uma ação política, cultural, social e pedagógica, desencadeada em defesa do direito fundamental à educação. Esse movimento está subsidiado nos pressupostos do paradigma social ou inclusivista, o qual conjuga igualdade e diferença como valores indissociáveis, reafirmando o preceito constitucional, ou seja, o de promover o bem de todos, sem qualquer forma de preconceito. Constatou-se que o IFSul vem promovendo a inclusão escolar de alunos com deficiência de forma sistemática, valendo-se de aportes educacionais e legais disponíveis para o planejamento e implementação desse processo, o qual se configura por avanços significativos, a par de inúmeras dificuldades e grandes desafios
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Hall, Carmen L. "Beyond Physical Inclusion| Teaching Skills in the Community to Enhance Social Inclusion." Thesis, Saybrook University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10287778.

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Along with the deinstitutionalization movement, supports for persons with Intellectual Disabilities (ID) have shifted to promotion of person-centered supports inclusive in the community. Although successes have occurred regarding physical inclusion, skill building and social inclusion have not fared as well for those with more significant disabilities. This study evaluated a 5-week intensive, behavioral, specialized training and skill-building program for transition-age youth and emerging adults with more significant intellectual disabilities in a community college setting that utilized Applied Behavior Analysis (ABA) and Positive Behavior Support (PBS) strategies. Eighteen persons with significant IDs participated in the study in a mixed methodology research design. Through voluntary sampling, eight participants received the intervention first, in Group 1, and ten participants received the intervention second, in Group 2, through a quantitative switching replications design. Results were analyzed with a sequential explanatory approach for mixed methodology research. The results demonstrated a statistically significant increase when participants were in the intervention group, as compared to acting as the control group, on the Verbal Behavior Milestones Assessment and Program Plan (VB-MAPP), which measures social and communication skills. A similar pattern was trending towards significance on the Assessment of Functional Living Skills (AFLS). No statistically significant difference occurred on the Adaptive Behavior Assessment System (ABAS-3). Subscales on the San Martin Scale (SMS) for Quality of Life demonstrated statistically significant interaction effects for five of six subscales, when individuals were in the intervention group, but the treatment gains did not maintain after the intervention ended. The multiple-probe across-behaviors design demonstrated that participants were able to gain one to three skills while in the intervention, but, again, little carry-over effect was found on skills in baseline until the skill teaching was implemented. Further analysis demonstrated high satisfaction on the part of caregivers. Qualitative focus groups demonstrated a significant dichotomy between Theme 1, Fitting into a System, which did not meet individual needs, and Theme 3, Learning is Meaningful, which described successes and skill increases from the intervention as seen by caregivers. Results provided evidence that a short-term behavioral intervention can be effective in increasing skills, demonstrating satisfaction, and improving quality of life, combining a focus on behavior with one deriving from the disability rights movement.

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Bulger, Morgan Alexandra. "Toward a Theory of Social Inclusion: The design and practice of social inclusion in mixed-income communities." Case Western Reserve University School of Graduate Studies / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=case1531151650737104.

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Santos, Francisco Domingos dos. "A formação de educadores sociais como estratégia para a promoção da inclusão social por meio da inclusão digital." Universidade do Vale do Rio dos Sinos, 2008. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3254.

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Submitted by Mariana Dornelles Vargas (marianadv) on 2015-04-06T19:47:35Z No. of bitstreams: 1 formacao_educadores.pdf: 2687479 bytes, checksum: ac9ee647d295a542af8d99a8bcbd5deb (MD5)
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FORD - Programa Internacional de Bolsas de Pós-Graduação da Fundação Ford
A pesquisa desenvolvida se insere no contexto da linha de pesquisa: Práticas Pedagógicas e Formação do Educador, do Programa de Pós-Graduação em Educação da Universidade do Vale do Rio dos Sinos - UNISINOS e vincula-se ao Grupo de Pesquisa em Educação Digital - GP e-du UNISINOS/CNPq. Tem como objetivo compreender, a partir da análise de documentos do Programa Estação Digital da Fundação Banco do Brasil, referentes à formação dos educadores que atuam naquele programa, se a formação que é proporcionada a eles possibilita um entendimento capaz de fazer da mediação uma estratégia de inclusão social por meio da inclusão digital. Com esse intento, a investigação discute os conceitos: Educador Social, Inclusão - digital e social, Exclusão - digital e social, formação do Educador Social, mediação, dentre outros. A análise desses conceitos, assim como a sistematização de alguns deles na perspectiva da pesquisa se fez possível por meio do diálogo com teóricos como: SANTOS (2005), LÉVY (2005), SILVEIRA (2001, 2004), CASTEL (2004), SAWAIA (2004), LOPES (2006), MARTINS (1997), CASTELLS (2005), SCHWARTZ (2000), BONILLA (2004), FREIRE, (2000, 2003, 2005, 2006), BECKER (2005), PORCHER (2003), TEDESCO (2004), FERNANDES (2004), MARTINEZ (2004), RIOS (2002), LEIVAS (2001) e STRECK (2003, 2007). A pesquisa é de natureza exploratória e envolve a análise qualitativa de dados por meio de um estudo de caso. Utiliza-se análise documental, dos documentos da formação de educadores sociais do programa Estação Digital e entrevistas semi-estruturadas com diferentes sujeitos: especialistas brasileiros e portugueses que atuam na área de educação e tecnologias digitais, educadores do programa Estação Digital da unidade Giga Comunidade (unidade de análise desta investigação) e educandos da mesma unidade. Como resultados significativos podem-se destacar: a constatação de que o conceito inclusão digital vai muito além do simples acesso as Tecnologias Digitais Emergentes (TDEs), no entanto, este conceito necessita de uma melhor apropriação e reflexão teórica; a compreensão de que o conceito "Educador Social" deve ser entendido como o Educador Progressista (FREIRE, 2000) e que nesse contexto a formação deste educador não pode acontecer de forma "aligeirada", sem o devido cuidado e aprofundamento teórico pautado pela análise crítica da realidade sócio-política-cultural dos sujeitos envolvidos. E, ainda a clareza quanto a importância da mediação ser realizada de acordo com as características do Educador Progressista, de forma que propicie um entendimento da mediação enquanto estratégia de inclusão social por meio da inclusão digital.
The developed research was carried out in the context of the research line: Pedagogical Practices and Formation of the Educator of the Post-Graduation Program in Education of Universidade do Vale do Rio dos Sinos - UNISINOS which is linked to the Research Group in Digital Education − GP e-du UNISINOS/CNPq. It aims to understand, from the analysis of data of the Digital Station Program of Banco do Brasil Foundation, regarding the formation of the educators who work for such program, whether the formation given enables an understanding capable of making the mediation a strategy of social inclusion by means of digital inclusion. With this aim, the research discusses the concepts: Social Educator, Inclusion - digital and social, Exclusion - digital and social, formation of the Social Educator, mediation, among others. The analysis of these concepts, as well as the systematization of some of them in the perspective of the research was possible by means of the dialog with theoreticians such as: SANTOS (2005), LÉVY (2005), SILVEIRA (2001, 2004), CASTEL (2004), SAWAIA (2004), LOPES (2006), MARTINS (1997), CASTELLS (2005), SCHWARTZ (2000), BONILLA (2004), FREIRE, (2000, 2003, 2005, 2006), BECKER (2005), PORCHER (2003), TEDESCO (2004), FERNANDES (2004), MARTINEZ (2004), RIOS (2002), LEIVAS (2001) and STRECK (2003, 2007). The research has an exploratory nature and involves the qualitative analysis of the data by means of a case study. Documental analysis has been used of the documents of formation of social educators of the Digital Station Program and semi-structured interviews with different subjects: Brazilian and Portuguese experts who work in the area of education and digital technologies, educators of the Digital Station Program of the Giga Community unit (unit of analysis of this research) and students of such unit. It can be highlighted as expressive results: the conclusion that the concept digital inclusion goes beyond the simple access to Emerging Digital Technologies (EDTs), however, this concept needs a better appropriation and theoretical reflection; the comprehension that the concept "Social Educator" shall be understood as a Progressist Educator (FREIRE, 2000) and that in this context the formation of this educator shall not happen in a "speed up" way without due care and theoretical profound study ruled by critical analysis of cultural, political and social reality of the subjects involved. Besides the clarity regarding the importance of mediation be done according to the characteristics of the Progressist Educator, as to propitiate an understanding of the mediation while strategy of social inclusion by means of digital inclusion.
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Anderek, Åsa, and Tania Magnusson. "Inkludering/inclusion." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28933.

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Witcher, Sally A. "Diversity and social inclusion : a theoretical framework." Thesis, University of Edinburgh, 2006. http://hdl.handle.net/1842/25328.

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This thesis examines the meaning of social inclusion and theorises what would be required to maximize the diversity that can be included into mainstream society while preserving social cohesion. The primary aim is to develop a coherent theoretical framework, identifying where scope to expand the mainstream may be found, as well as logical limitations and probable constraints. The implications for social policy design and delivery are then explored. The focus is on welfare goods and services as they play a pivotal role, either supporting social inclusion, or reinforcing social exclusion by confirming incapacity, unnecessary segregation and failure to promote wider social connections. Inclusion into mainstream society can thus be promoted by inclusion into appropriately designed and delivered mainstream welfare provision. The starting point is to examine theoretical literatures concerned with disadvantage. Key themes from social justice, poverty, discrimination and social exclusion theory are extracted; commonalities and differences identified. Social justice themes of fair distribution and cultural recognition fit well with themes to be found in poverty and discrimination literatures respectively. The framework is built by theorising firstly the macro-level structural and cultural environment, how it is and could be shaped to maximise inclusion. The meso-level processes through which this environment is expressed and through which attachment to it occurs are then considered. The final component of the framework concerns the nature of micro-level social relationships through which those processes are enacted, the transactional needs and identities of micro-level agents. Using the theoretical framework to identify implications for social policy indicates the existence of a new ‘inclusive’ model, distinct from liberal market, traditional public sector and radical models. The key features of the inclusive model are summarised and their implications for the direction of policy strategy illustrated.
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Armstrong, Kenneth A. "Governing social inclusion : Europeanization through policy coordination." Thesis, University of Glasgow, 2010. http://theses.gla.ac.uk/3109/.

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Jane, Sophie Elizabeth. "Inclusion in Organizations: Social Risk and Power." Case Western Reserve University School of Graduate Studies / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=case162099856480849.

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Books on the topic "Social inclusion"

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(Firm), Democratic Dialogue, ed. Social exclusion, social inclusion. Belfast: Democratic Dialogue, 1995.

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Sheppard, Diane. Social inclusion strategy. [Sheffield]: Manor and Castle Development Trust, 2000.

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Kummitha, Rama Krishna Reddy. Social Entrepreneurship and Social Inclusion. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-1615-8.

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Liamputtong, Pranee, ed. Handbook of Social Inclusion. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48277-0.

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Lewis, Nia. Social inclusion: Europe's strategy. [Brussels]: Wales European Centre, 2001.

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Odena, Oscar. Music and Social Inclusion. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003188667.

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England, Sport, ed. Sport and social inclusion. London: Sport England, 2002.

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1958-, COLLEY HELEN. Mentoring for Social Inclusion. London: Taylor & Francis Inc, 2002.

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editor, Makavāṇā Manubhāī Eca, ed. Social inclusion and development. Jaipur: Rawat Publications, 2018.

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Ted, Richmond, and Saloojee Anver, eds. Social inclusion: Canadian perspectives. Halifax, N.S: Fernwood, 2005.

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Book chapters on the topic "Social inclusion"

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Fudge Schormans, Ann. "Social Inclusion." In Encyclopedia of Quality of Life and Well-Being Research, 6082–86. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2762.

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Tuck, Angela. "Social Inclusion." In Critical Reflections on the Language of Neoliberalism in Education, 69–77. New York, NY : Routledge, 2021. | Series: Routledge studies in education, neoliberalism, and Marxism: Routledge, 2020. http://dx.doi.org/10.4324/9781003111580-11.

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Schwenke, Chloe. "Social Inclusion." In Rethinking Transgender Identities, 61–75. London: Routledge, 2022. http://dx.doi.org/10.4324/9781315613703-5.

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Walker, Alan, and Carol Walker. "Social Inclusion." In Social Quality, 173–97. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1007/978-0-230-36109-6_8.

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Giugni, Marco, Jasmine Lorenzini, Manlio Cinalli, Christian Lahusen, and Simone Baglioni. "Social inclusion." In Young People and Long-Term Unemployment, 76–97. First Edition. | New York : Routledge, 2020. | Series: Youth, young adulthood and society: Routledge, 2020. http://dx.doi.org/10.4324/9781003120421-5.

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Schormans, Ann Fudge. "Social Inclusion." In Encyclopedia of Quality of Life and Well-Being Research, 6579–82. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-17299-1_2762.

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Lord, Catherine. "Facilitating Social Inclusion." In Learning and Cognition in Autism, 221–40. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-1286-2_12.

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Kabakian-Khasholian, Tamar, Rana Saleh, Jihad Makhoul, and Fadi El-Jardali. "Sustaining social inclusion." In Sustaining Social Inclusion, 51–64. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429397936-5.

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Lambert, Nicky, and Sandra Connell. "Promoting Social Inclusion." In Promoting Recovery in Mental Health Nursing, 49–63. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications, Inc., 2017. http://dx.doi.org/10.4135/9781473983427.n5.

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Levitas, Ruth. "Delivering social inclusion." In The Inclusive Society?, 159–77. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230511552_9.

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Conference papers on the topic "Social inclusion"

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Roberson, Jahmeilah, and Bonnie Nardi. "Survival needs and social inclusion." In the 2010 ACM conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1718918.1718993.

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Porwol, Lukasz, Padraic O'Donoghue, John Breslin, Chris Coughlan, and Brendan Mulligan. "Social inclusion and digital divide." In the 6th International Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2463728.2463802.

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Watson, Paul. "Cloud computing for social inclusion." In the 3rd workshop. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2287036.2287038.

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Yapp, C. "Social inclusion and universal access." In IEE Colloquium on The Impact of Multimedia Services on the Home Environment. IEE, 1996. http://dx.doi.org/10.1049/ic:19960022.

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Espancho, Lora, Ben Low, Rene Oberortner, and Emily Silcox. "79 International nurse wellbeing and social community @GOSH." In GOSH Conference 2022 – Towards inclusion. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2023. http://dx.doi.org/10.1136/archdischild-2023-gosh.79.

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Du, Yunfei. "Enhancing social inclusion of rural libraries." In the 2011 iConference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1940761.1940860.

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Trauth, Eileen M., and Lee B. Erickson. "Social inclusion in the information economy." In the 2011 iConference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1940761.1940904.

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de Graaf, Hein. "Social Inclusion through Games and VR." In 2016 8th International Conference on Games and Virtual Worlds for Serious Applications (VS-Games). IEEE, 2016. http://dx.doi.org/10.1109/vs-games.2016.7590366.

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Gaye, Lalya, Atau Tanaka, Ranald Richardson, and Kazuhiro Jo. "Social inclusion through the digital economy." In the 9th International Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1810543.1810612.

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Ternovaya, Ludmila Olegovna. "CHALLENGES OF SOCIAL INCLUSION YOUNGER GENERATION." In INTERACTION OF STATE AUTHORITIES AUTHORITIES, LOCAL GOVERNMENT AND EDUCATIONAL ORGANIZATIONS IN THE FIELD OF COUNTERACTION AND PREVENTION OF ASOCIAL PHENOMENA IN THE YOUTH ENVIRONMENT. Bashkir Institute of Social Technologies (branch) of the Academy of Labor and Social Relations, 2023. http://dx.doi.org/10.47598/904354-85-5.2023.119-124.

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Рассмотрены вопросы преодоления социальной уязвимости подрастающего поколения, которые требуют от государственных органов и общественных структур повышения эффективности социального управления. Показаны попытки, предпринимаемые в течение столетия, как со стороны национальных правительств, так и со стороны международных структур реализовать политику социальной инклюзии, касающуюся молодежи и детей.
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Reports on the topic "Social inclusion"

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Thompson, Mary S. ENLACE Social Inclusion Trust Fund: Social Inclusion Survey: Staff Perceptions on Social Inclusion. Inter-American Development Bank, January 2007. http://dx.doi.org/10.18235/0011130.

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This paper is intended to contribute to the promotion of social inclusion as a cross-cutting priority in the Inter-American Development Bank (IDB), a key issue in the Bank's Renewed Strategic Framework, as a key approach to reducing poverty and inequality in Latin America. It is based upon a staff opinion survey, designed and implemented under the framework of the IDB-UK ENLACE Social Inclusion Trust Fund, to assess how staff view social inclusion as an operational approach. The results of the survey highlight some of the operational implications of pursuing social inclusion initiatives, illustrating a number of opportunities and challenges that may be faced in such an approach.
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Vieira, António. Social Inclusion. Basel, Switzerland: Librello, 2013. http://dx.doi.org/10.12924/librello.si.

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Hedetoft, Ulf Riber. Social Inclusion: Inaugural Editorial. Librello, February 2013. http://dx.doi.org/10.12924/si2013.01010001.

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Tull, Kerina. Social Inclusion and Immunisation. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.025.

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The current COVID-19 epidemic is both a health and societal issue; therefore, groups historically excluded and marginalised in terms of healthcare will suffer if COVID-19 vaccines, tests, and treatments are to be delivered equitably. This rapid review is exploring the social and cultural challenges related to the roll-out, distribution, and access of COVID-19 vaccines, tests, and treatments. It highlights how these challenges impact certain marginalised groups. Case studies are taken from sub-Saharan Africa (the Democratic Republic of Congo, South Africa), with some focus on South East Asia (Indonesia, India) as they have different at-risk groups. Lessons on this issue can be learned from previous pandemics and vaccine roll-out in low- and mid-income countries (LMICs). Key points to highlight include successful COVID-19 vaccine roll-out will only be achieved by ensuring effective community engagement, building local vaccine acceptability and confidence, and overcoming cultural, socio-economic, and political barriers that lead to mistrust and hinder uptake of vaccines. However, the literature notes that a lot of lessons learned about roll-out involve communication - including that the government should under-promise what it can do and then over-deliver. Any campaign must aim to create trust, and involve local communities in planning processes.
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Vieira, António. Social Inclusion - Volume 1 (2013) | Issue 1. Basel, Switzerland: Librello, 2013. http://dx.doi.org/10.12924/librello.si2013.0101.

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Nazneen, Sohela, and Maria Fernanda Silva Olivares. Strengthening Women’s Inclusion in Social Accountability Initiatives. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/ids.2021.002.

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In the last 20 years, social accountability initiatives have facilitated the inclusion and participation of marginalised groups in governance processes. This Policy Briefing focuses on how and what factors prove effective in strengthening women’s voice in processes holding public service providers accountable. We argue that initiatives must: (a) build technical and other forms of capacity amongst women; (b) change formal rules on women’s inclusion; (c) apply political economy analysis to unpack power dynamics, identify actors in favour of gender equality, and build a network in support of women; and (d) make long-term funding commitments for sustainable change in gender-biased norms.
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Mott, Joanna, Heather Brown, Di Kilsby, Emily Eller, and Tshering Choden. Gender Equality and Social Inclusion Self-Assessment Tool. Institute of Development Studies (IDS), April 2021. http://dx.doi.org/10.19088/slh.2021.016.

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The facilitated self-assessment provides the opportunity to discuss and reflect on current strengths and how to improve processes that drive positive change in GESI through your projects and organisation. It also provides an opportunity for your project and organisation to measure progress towards transformative practice and outcomes. It enables participants to identify strategies to strengthen gender equality/diversity and social inclusion, consider strategies to make change, and highlight opportunities for improvement within their work.
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Woodhall-Melnik, Julia. Overview of Fostering Social Inclusion through Community Housing. Community Housing Canada, July 2021. http://dx.doi.org/10.33802/chc-2021-02.

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This report introduces Area of Inquiry III: Fostering Social Inclusion through Community Housing and gives an overview of the Area’s activities in its first year of operations. Our activities were significantly impacted by the COVID-19 pandemic; however, the first year provided an opportunity to reflect on the Area’s goals and develop collective objectives that our team will work toward meeting in the coming months and years.
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Cruz-Saco, Maria Amparo, and Mónika López-Anuarbe. Familism and Social Inclusion: Hispanics in New London, Connecticut. Librello, November 2013. http://dx.doi.org/10.12924/si2013.01020113.

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Alston, Lee, Marcus Melo, Bernardo Mueller, and Carlos Pereira. Changing Social Contracts: Beliefs and Dissipative Inclusion in Brazil. Cambridge, MA: National Bureau of Economic Research, December 2012. http://dx.doi.org/10.3386/w18588.

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