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Journal articles on the topic 'Social inclusion'

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Published: 4 June 2021
Last updated: 28 July 2024

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Cefai, Carmel, Valeria Cavioni, Paul Bartolo, Celeste Simoes, Renata Miljevic-Ridicki, Dejana Bouilet, Tea Pavin Ivanec, et al. "Social inclusion and social justice." Journal for Multicultural Education 9, no. 3 (August 10, 2015): 122–39. http://dx.doi.org/10.1108/jme-01-2015-0002.

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Purpose – The purpose of this paper is to present the development of a resilience curriculum in early years and primary schools to enhance social inclusion, equity and social justice amongst European communities, particularly amongst disadvantaged and vulnerable ones, through quality education. It defines educational resilience in terms of academic, social and emotional growth in the face of life challenges; discusses the conceptual framework and key principles underpinning the curriculum; and presents the six major content areas of the curriculum. Finally, it presents the preliminary findings of a pilot project on the implementation of the curriculum in more than 200 classrooms in about 80 early and primary schools in six European countries. Design/methodology/approach – The curriculum was first drafted collaboratively amongst the six partners on the basis of the existing literature in the promotion of resilience in early years and primary schools, with a particular focus to European realities. Once it was internally reviewed, it was piloted in 200 early years and primary school classrooms in six European countries, with each of the six partners implementing one theme. Data collection included teacher reflective diaries, classroom checklists, semi-structured interviews with teachers and focus groups with students. Findings – The preliminary results from the pilot evaluation of the curriculum in 199 classrooms totalling 1,935 students across six countries indicate that both the teachers and the learners overwhelmingly found the curriculum highly enjoyable, useful, relevant and easy to use. They looked forward to the possibility of having the programme on a full-time basis as part of the general curriculum in the future. The teachers reported a positive moderate change in learners’ behaviour related to the theme implemented and argued that for the implementation to be effective, it needs to take place throughout the whole year. A number of modifications have been on the basis of the teachers’ and learners’ feedback. Originality/value – This is the first resilience curriculum for early years and primary schools in Europe. While it seeks to address the needs of vulnerable children such as Roma children, immigrant and refugee children and children with individual educational needs, it does so within an assets-based, developmental, inclusive and culturally responsive approach, thus avoiding potential labelling and stigmatising, while promoting positive development and growth. It puts the onus on the classroom teacher, in collaboration with parents and other stakeholders, in implementing the curriculum in the classroom.
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12

Fujimoto, Yuka, and Mohammad Jasim Uddin. "Social Entrepreneurial Inclusion." Academy of Management Proceedings 2019, no. 1 (August 1, 2019): 11159. http://dx.doi.org/10.5465/ambpp.2019.11159abstract.

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13

Marchant, Jillian. "Social Inclusion Strategies." International Journal of Community Diversity 13, no. 3 (2014): 13–23. http://dx.doi.org/10.18848/2327-0004/cgp/v13i03/39949.

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14

Stickley, Theodore, and Rebecca Shaw. "Evaluating social inclusion." Mental Health Practice 9, no. 10 (July 1, 2006): 14–20. http://dx.doi.org/10.7748/mhp.9.10.14.s18.

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15

Yeung, Polly. "Practising Social Inclusion." Social Work Education 34, no. 1 (August 12, 2014): 132–33. http://dx.doi.org/10.1080/02615479.2014.940159.

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16

Dee, Mike. "Practising Social Inclusion." Australian Social Work 70, no. 1 (November 28, 2016): 125–26. http://dx.doi.org/10.1080/0312407x.2016.1200705.

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17

Newbigging, Karen. "Promoting Social Inclusion." Mental Health Review Journal 6, no. 3 (September 2001): 5–12. http://dx.doi.org/10.1108/13619322200100023.

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18

Campbell, Peter. "Surviving social inclusion." Clinical Psychology Forum 1, no. 150 (April 2001): 6–13. http://dx.doi.org/10.53841/bpscpf.2001.1.150.6.

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19

Torres-González, José A. "For educational and social inclusion." Revista Internacional de Investigación en Ciencias Sociales 18, no. 1 (June 30, 2022): 1–2. http://dx.doi.org/10.18004/riics.2022.junio.1.

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20

Ozili, Peterson K. "Social inclusion and financial inclusion: international evidence." International Journal of Development Issues 19, no. 2 (April 13, 2020): 169–86. http://dx.doi.org/10.1108/ijdi-07-2019-0122.

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Purpose This study aims to investigate the association between social inclusion and financial inclusion. Social inclusion and financial inclusion are two major development policy agendas in many countries, and the association between them has received little attention in the policy and academic literature. Design/methodology/approach The findings reveal a positive and significant correlation between social inclusion and financial inclusion for Asian countries, Middle Eastern countries and African countries while the correlation between social inclusion and financial inclusion is negative for European countries. The findings also show that European and Asian economies experience higher levels of social inclusion and account ownership in a formal financial institution while African countries and Middle Eastern countries experience lower levels of social inclusion and account ownership. Originality/value The association between social and financial inclusion has received little attention in the policy and academic literature. This is the first study that investigates the association between social and financial inclusion.
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21

Rajčáková, Eva, and Angelika Švecová. "Social Inclusion in Operational Programmes Employment and Social Inclusion and Education." Geografické informácie 16, no. 2 (2012): 129–37. http://dx.doi.org/10.17846/gi.2012.16.2.129-137.

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22

Kenyon, S. "Understanding social exclusion and social inclusion." Proceedings of the Institution of Civil Engineers - Municipal Engineer 156, no. 2 (June 2003): 97–104. http://dx.doi.org/10.1680/muen.2003.156.2.97.

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23

Peters, Michael A., and Tina A. C. Besley. "Social Exclusion/Inclusion: Foucault's analytics of exclusion, the political ecology of social inclusion and the legitimation of inclusive education." Open Review of Educational Research 1, no. 1 (January 2014): 99–115. http://dx.doi.org/10.1080/23265507.2014.972439.

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24

Kolyshkin, Oleksandr. "ADAPTIVE PHYSICAL EDUCATION AS AN IMPORTANT FIELD OF SOCIAL PRACTICE." Inclusion and Diversity, no. 1 (2023): 28–32. http://dx.doi.org/10.32782/inclusion/2023.1.6.

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25

Orgoňová, Oľga. "Language – speech – social inclusion." Journal of Linguistics/Jazykovedný casopis 71, no. 2 (December 1, 2020): 269–80. http://dx.doi.org/10.2478/jazcas-2020-0026.

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Abstract The study presents an overview of reflections on the synergic application of methodological paradigms in predominantly paradigmatic structuralism after the communicative and pragmatic turn in linguistics. The reflections on methodological continuity are applied to the research of the active aspect of language rooted in the real social world. These theoretical pillars of linguistic research are seen in relation to the methodological situation in the humanities, as well as in the social sciences and are enriched with stimuli from the functioning of the so-called civil science. The foundations of researching and stimulating social inclusion are laid on the background of the mentioned theoretical frameworks, with the support of a selected professional semi-variety of the national language. The so-called easy language rooted in the professional vocabulary for the laymen, created by linguists and supported by civil science in the conditions of liberalization of the digital era society, becomes the medium for optimizing social relations between experts and non-experts.
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26

Botterill, David, and Mary Klemm. "Tourism and Social Inclusion." Tourism Culture & Communication 6, no. 1 (September 1, 2005): 1–5. http://dx.doi.org/10.3727/109830405776746823.

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27

Hedetoft, Ulf R. "Social Inclusion: Inaugural Editorial." Social Inclusion 1, no. 1 (February 26, 2013): 1–2. http://dx.doi.org/10.17645/si.v1i1.102.

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Social inclusion is a concept that we all applaud. Normatively we tend to agree that it is a goal societies should pursue—and it is indeed a social and cultural value that most, if not quite all, societies profess to be based on. Social inclusiveness, cultural cohesion, communal values, a shared identity, mutual recognition, respectful dialogue, peaceful interaction, policies of integration: these are positively charged notions, aims indeed worth subscribing to.
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28

Marácz, László, and Silvia Adamo. "Multilingualism and Social Inclusion." Social Inclusion 5, no. 4 (December 22, 2017): 1–4. http://dx.doi.org/10.17645/si.v5i4.1286.

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This is a thematic issue on the relation between multilingualism and social inclusion. Due to globalization, Europeanization, supranational and transnational regulations linguistic diversity and multilingualism are on the rise. Migration and old and new forms of mobility play an important role in these processes. As a consequence, English as the only global language is spreading around the world, including Europe and the European Union. Social and linguistic inclusion was accounted for in the pre-globalization age by the nation-state ideology implementing the ‘one nation-one people-one language’ doctrine into practice. This lead to forced linguistic assimilation and the elimination of cultural and linguistic heritage. Now, in the present age of globalization, linguistic diversity at the national state level has been recognized and multilingual states have been developing where all types of languages can be used in governance and daily life protected by a legal framework. This does not mean that there is full equality of languages. This carries over to the fair and just social inclusion of the speakers of these weaker, dominated languages as well. There is always a power question related to multilingualism. The ten case studies in this thematic issue elaborate on the relation between multilingualism and social inclusion. The articles in this issue refer to this topic in connection with different spaces, including the city, the island, and the globe; in connection with different groups, like Roma in the former Soviet-Union and ethnic Albanians in Macedonia; in connection with migration and mobility of Nordic pensioners to the south of Europe, and language education in Scotland; and finally in connection with bilingual education in Austria and Estonia as examples of successful practices including multilingualism under one and the same school roof.
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29

Ozenne, Jessica. "Médico-social et inclusion." Psychologues et Psychologies N° 264, no. 5 (December 1, 2019): 009–12. http://dx.doi.org/10.3917/pep.264.0019c.

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30

Lima, Alessandra Morgado Ramiro de, Gabriella Morgado Ramiro de Lima, and Angelo Maia Cister. "Social Inclusion as Innovation." Journal of Business and Economics 6, no. 7 (July 20, 2015): 1295–98. http://dx.doi.org/10.15341/jbe(2155-7950)/07.06.2015/006.

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31

Wells, Jeremy C. "Preservation and Social Inclusion." Heritage & Society 13, no. 3 (September 1, 2020): 224–29. http://dx.doi.org/10.1080/2159032x.2021.1997372.

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32

McNally, Steve. "Impact on social inclusion." Learning Disability Practice 13, no. 8 (October 7, 2010): 13. http://dx.doi.org/10.7748/ldp.13.8.13.s20.

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33

Sakakibara, Kenjiro. "Social Inclusion and Disability:." Annual review of sociology 2012, no. 25 (2012): 84–95. http://dx.doi.org/10.5690/kantoh.2012.84.

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34

Crookes, Lisa. "Social Inclusion and Recovery." Mental Health Practice 6, no. 9 (June 1, 2003): 26–27. http://dx.doi.org/10.7748/mhp.6.9.26.s18.

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35

Lacey, Hugh. "Technology for Social Inclusion." Peace Review 25, no. 1 (January 2013): 74–82. http://dx.doi.org/10.1080/10402659.2013.759777.

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36

Morgan, Michelle F. "Social Inclusion at Work." International Journal of Disability, Development and Education 57, no. 4 (December 2010): 440–41. http://dx.doi.org/10.1080/1034912x.2010.524448.

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37

Fielden, Sandra L., and Adel Dawe. "Entrepreneurship and social inclusion." Women in Management Review 19, no. 3 (April 2004): 139–42. http://dx.doi.org/10.1108/09649420410529843.

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38

Huxley, Peter, Sherrill Evans, Maria Munroe, and Sally Philpin. "SCOPE for social inclusion?" A Life in the Day 12, no. 3 (August 2008): 33–35. http://dx.doi.org/10.1108/13666282200800029.

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39

Musgrave, Simon, and Julie Bradshaw. "Language and social inclusion." Australian Review of Applied Linguistics 37, no. 3 (January 1, 2014): 198–212. http://dx.doi.org/10.1075/aral.37.3.01mus.

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Social inclusion policy in Australia has largely ignored key issues of communication for linguistic minorities, across communities and with the mainstream community. In the (now disbanded) Social Inclusion Board’s reports (e.g., Social Inclusion Unit, 2009), the emphasis is on the economic aspects of inclusion, while little attention has been paid to questions of language and culture. Assimilatory aspects of policy are foregrounded, and language is mainly mentioned in relation to the provision of classes in English as a Second Language. There is some recognition of linguistic diversity but the implications of this for inclusion and intercultural communication are not developed. Australian society can now be characterised as super-diverse, containing numerous ethnic groups each with multiple and different affiliations. We argue that a social inclusion policy that supports such linguistic and cultural diversity needs an evidence-based approach to the role of language and we evaluate existing policy approaches to linguistic and cultural diversity in Australia to assess whether inclusion is construed primarily in terms of enhancing intercultural communication, or of assimilation to the mainstream.
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40

Stanley, Janet, and Corinne Mulley. "Workshop report – Social inclusion." Research in Transportation Economics 29, no. 1 (January 2010): 275–79. http://dx.doi.org/10.1016/j.retrec.2010.07.034.

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41

Trutaeva, A. V. "Guidelines for social inclusion." Право и государство: теория и практика, no. 2 (2023): 61–63. http://dx.doi.org/10.47643/1815-1337_2023_2_61.

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42

Silva, L. M. "Understanding Social Inclusion, Social Cohesion and Social Capital." Cadernos de Direito 15, no. 29 (December 30, 2015): 363–66. http://dx.doi.org/10.15600/2238-1228/cd.v15n29p363-366.

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43

Oxoby, Robert. "Understanding social inclusion, social cohesion, and social capital." International Journal of Social Economics 36, no. 12 (October 16, 2009): 1133–52. http://dx.doi.org/10.1108/03068290910996963.

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44

Kantartzis, Sarah, Marion Ammeraal, Saskia Breedveld, Lieve Mattijs, Geert, Leonardos, Yiannis, Stefanos, and Georgia. ""Doing" social inclusion with ELSiTO: Empowering learning for social inclusion through occupation." Work 41, no. 4 (2012): 447–54. http://dx.doi.org/10.3233/wor-2012-1312.

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45

Rebollo-Catalán, María-Ángelez, and Alba Vico-Bosch. "Perceived social support as a factor of rural women’s digital inclusion in online social networks." Comunicar 22, no. 43 (July 1, 2014): 173–80. http://dx.doi.org/10.3916/c43-2014-17.

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This article presents the results of a study on the digital inclusion of rural women in social networks. Its main objective is to understand the social support perceived by these women within online social networks and its relation to digital inclusion, considering also whether there are differences in the degree of support depending on age, family status and employment status. To do this, we applied two scales measuring perceived social support and digital inclusion to 478 women from rural areas of Andalusia aged 18 to 65. The results showed a medium level of support, with significant differences found in the social support perceived by women depending on their age, family status and employment status. Women, who were young, students, single, with no children and who use Tuenti and Facebook perceived a higher level of social support in social networks. We also observed a strong relation between perceived social support and the digital inclusion of women in social networks, with similarities appearing in studies carried out in different contexts and social groups. The discussion looks at implications for the formation of an active and participatory citizenship of women in social networks. Este artículo presenta los resultados de un estudio sobre la inclusión digital de las mujeres rurales en las redes sociales. Su objetivo fundamental es conocer el apoyo social percibido por las mujeres dentro de las redes sociales online y su relación con la inclusión digital, considerando también si existen diferencias en el grado de apoyo en función de la edad y la situación familiar y laboral. Para ello, aplicamos sendas escalas de medida del apoyo social percibido y la inclusión digital a 478 mujeres de entornos rurales de Andalucía con edades comprendidas entre 18 y 65 años. Los resultados muestran un grado de apoyo medio, encontrando diferencias significativas en el apoyo social percibido por las mujeres en función de su edad y situación familiar y laboral. Son las mujeres jóvenes, solteras, estudiantes, sin hijos que usan Tuenti y Facebook las que más apoyo social perciben en las redes sociales. Asimismo, se observa una fuerte relación entre el apoyo social percibido y la inclusión digital de las mujeres en las redes sociales, mostrando coincidencias con otras investigaciones realizadas en otros contextos y grupos sociales. La discusión de resultados presenta algunas implicaciones para la formación de una ciudadanía activa y participativa de las mujeres en las redes sociales.
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Mundet Bolós, Anna, Montserrat Simó Solsona, Ramon Crespo Forte, Albert Batalla Flores, and Teresa Lleixà Arribas. "Actividad física y resiliencia. Una práctica en Europa para la inclusión social (Physical activity and resilience. A practice in Europe for social inclusion)." Retos 53 (February 9, 2024): 17–27. http://dx.doi.org/10.47197/retos.v53.100245.

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El presente estudio asume el supuesto previo de que la resiliencia aplicada a los programas deportivos puede ser muy útil para favorecer la inclusión social. En ese sentido, se presenta una propuesta a partir de la sistematización de 6 experiencias, en diferentes países europeos, en las que converge la voluntad de promover la resiliencia y la inclusión social a través de la práctica deportiva. El objetivo del estudio es identificar los aspectos clave que se deben tener en cuenta para dotar de un carácter resiliente las experiencias deportivas, con el propósito de mejorar su valor educativo e inclusivo. Se ha implementado una metodología cualitativa utilizándose como técnicas de recogida de la información 6 grupos de discusión y 6 matrices DAFO. La aportación más importante del presente estudio es la concreción de acciones —por parte de los equipos profesionales y académicos— basadas en la experiencia diaria de los mismos. Estas acciones se organizan a partir de 3 ejes temporales, triangulados con 6 aspectos de la resiliencia aplicados en una organización social. En la discusión se hace hincapié en la importancia de incluir un cambio de mentalidad en los equipos profesionales de la práctica deportiva para asumir un modelo de la resiliencia y facilitar así la inclusión social. Palabras clave: Inclusión social - Resiliencia - Actividad física - Sistematización de experiencias Abstract. This study assumes the previous assumption that resilience applied to sports programmes can be very useful to promote social inclusion. In this sense, a systematic proposal is presented based on 6 experiences from different European countries that are united by the desire to promote resilience and social inclusion through sport. The aim of the study is to identify the key aspects to be taken into account in order to make sport experiences resilient, with the aim of improving their educational and inclusive value. A qualitative methodology has been implemented using 6 focus groups and 6 SWOT matrices as data collection techniques. The most important contribution of this study is the concretisation of actions —by professional and academic teams— based on their daily experience. These actions are organised along 3 time axes, triangulated with 6 aspects of resilience applied in a social organisation. In the discussion, emphasis is placed on the importance of including a change of mentality in the professional teams of the sport practice to assume a model of resilience and, thus, facilitating social inclusion. Key words: Social inclusion - Resilience - Resilience - Physical activity - Systematisation of experiences
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47

Hansen, Janne Hedegaard, Charlotte Riis Jensen, Mikkel Christian Lassen, Mette Molbæk, and Maria Christina Secher Schmidt. "Approaching Inclusion as Social Practice: Processes of Inclusion and Exclusion." Journal of Educational and Social Research 8, no. 2 (May 1, 2018): 9–19. http://dx.doi.org/10.2478/jesr-2018-0011.

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AbstractThe article presents the results of a review of international research investigating mechanisms and processes of inclusion and exclusion as an ongoing part of social practice in a school context. The review forms part of a research project investigating the social practices of inclusive education in primary and lower-secondary education (age 6–16) in public schools as constituted by processes of inclusion and exclusion. The project aims to shift the scientific focus of research in inclusive education from the development of pedagogical and didactic practice to the importance of community construction through inclusion and exclusion processes. The project arises in context of Danish education policy, while the review looked for international research findings on the limits between inclusion and exclusion: how they are drawn, by whom, for what reasons, and for whose benefit? On the background of the review, we conclude that there seems to be a pattern of inclusive school practice leading to a specific social order that limits inclusion. The review also shows that the construction of the ideal student through various kinds of markers has a huge impact on these limits. A twin-track approach that combines research in the development of inclusive learning environments with research in the constitution of social practice in a school context will produce knowledge of the relation between inclusive school practice and the reproduction of social structures and patterns of inequality.
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48

Salimjonov, Khaqmurod. "PROBLEMS OF SOCIAL INCLUSION OF CHILDREN WITH DISABILITIES." Oriental Journal of Social Sciences 02, no. 06 (June 1, 2022): 112–19. http://dx.doi.org/10.37547/supsci-ojss-02-03-15.

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The article discusses theoretical approaches to solving the problem of social inclusion of children with disabilities and identifies possible options for its practical solution. It also analyzes the issues of adaptation of children with disabilities in society by demonstrating their abilities based on the inclusion of a certain approach.
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49

Paraschiv, Dorel-Mihai, Daniela-Ioana Manea, Emilia Țițan, and Mihaela Mihai. "DEVELOPMENT OF AN AGGREGATED SOCIAL INCLUSION INDICATOR. DISPARITIES IN THE EUROPEAN UNION ON INCLUSION/EXCLUSION SOCIAL DETERMINED WITH SOCIAL INCLUSION INDEX." Technological and Economic Development of Economy 27, no. 6 (October 6, 2021): 1301–24. http://dx.doi.org/10.3846/tede.2021.15103.

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Abstract:
When we mention social inclusion, most of us think of political participation, social rights, civil liberties, equal access to race, ethnicity and gender, access to social services and the labour market, basically to a broader concept than social development. Social inclusion is a concept that can actually be defined, which means it can probably be measured. On this basis, a continuous effort is being made to measure the social inclusion elements, so the results can be used to build new indicators that help measure the multiple dimensions of social inclusion: The Social Inclusion Index, the Human Opportunity Index. This paper presents the development, based on multivariate data analysis techniques and methods, of an aggregated indicator of social inclusion for the member countries of the European Union which, besides the traditional variables (GDP), also measures the factors related to civil and political rights, women’s rights or perception of the LGBT community.
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50

Tacon, Richard. "Football and social inclusion: Evaluating social policy." Managing Leisure 12, no. 1 (January 2007): 1–23. http://dx.doi.org/10.1080/13606710601056422.

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