Articoli di riviste sul tema "Inclusion en collège"
Segui questo link per vedere altri tipi di pubblicazioni sul tema: Inclusion en collège.
Cita una fonte nei formati APA, MLA, Chicago, Harvard e in molti altri stili
Vedi i top-50 articoli di riviste per l'attività di ricerca sul tema "Inclusion en collège".
Accanto a ogni fonte nell'elenco di riferimenti c'è un pulsante "Aggiungi alla bibliografia". Premilo e genereremo automaticamente la citazione bibliografica dell'opera scelta nello stile citazionale di cui hai bisogno: APA, MLA, Harvard, Chicago, Vancouver ecc.
Puoi anche scaricare il testo completo della pubblicazione scientifica nel formato .pdf e leggere online l'abstract (il sommario) dell'opera se è presente nei metadati.
Vedi gli articoli di riviste di molte aree scientifiche e compila una bibliografia corretta.
1
Laville, Matthieu, e Éric Saillot. "UN COLLÈGE FRANÇAIS À L’ÉPREUVE DE L’INCLUSION : UNE SITUATION D’ENTRE-DEUX SOURCE DE DILEMMES". Understanding Exclusion to Better Work Towards Inclusion? 54, n. 2 (13 novembre 2019): 305–25. http://dx.doi.org/10.7202/1065660ar.
Abstract (sommario):
Inclusive schooling requires that education be adapted to the di- versity of youth in order to reduce the processes of excluding certain students by promoting the continuity of education in mainstream schools. This article looks at a French college which developed inclusive schooling modalities. It is based on a qualitative methodology that is both comprehensive and centered on the confrontation of the actors’ points of view. The concepts of liminality and dilemma allow for the analysis of contradictions in the everyday life of the school staff. We raised three kinds of dilemmas that were experienced as trials and which revealed obstacles but were also source of reflections on inclusion. Finally, this research highlights the need of moving forward locally by “small steps” to enable all stakeholders to mobilize around an inclusive education project.
2
Toullec-Théry, Marie, e Véronique Pineau. "Inclusion en cours d’histoire dans une classe de 5e de collège : une étude de cas". Éducation et didactique 9, n. 1 (20 maggio 2015): 33–55. http://dx.doi.org/10.4000/educationdidactique.2149.
3
Yeh, Ellen, e Nicholas Swinehart. "Social Media for Social Inclusion: Barriers to Participation in Target-Language Online Communities". TESL Canada Journal 36, n. 3 (30 dicembre 2019): 154–72. http://dx.doi.org/10.18806/tesl.v36i3.1325.
Abstract (sommario):
Many learners, even those studying at universities in regions where the target language is spoken, lack opportunities for meaningful language use outside of the classroom. One avenue for learners to increase authentic target-language communication is online affinity spaces within social media platforms, where interactions with other users are formed around shared interests rather than personal connections. International students at an arts and media college in the Midwestern United States were asked to read a discussion thread within a social media platform, summarize what they found useful, and respond to pre- and posttask questionnaires. The platform used, Reddit, features anonymous user-generated content in a wide range of discussion forums based around specific interests and geographic locations. This study used qualitative data to investigate the extent to which international students participate in online communities like these and the factors or barriers that keep them from achieving full participation. The findings are then used to present learner training strategies that can help reduce or remove those barriers, enabling language learners to increase their participation in target-language online communities.
Plusieurs apprenantes et apprenants, même parmi celles et ceux qui étudient dans une université située dans une région où la langue cible est parlée, n’ont pas suffisamment d’occasions de pratiquer avantageusement leur nouvelle langue en dehors de la salle de classe. Une avenue qui s’ouvre à elles et à eux pour augmenter leurs chances de s’adonner à des communications authentiques dans leur langue cible est l’espace d’affinité en ligne sur les réseaux sociaux, endroit où les interactions sont davantage basées sur le partage d’intérêts communs que sur des relations personnelles. Des étudiantes et étudiants internationaux d’un collège des arts et des médias du Midwest des États-Unis ont été invités à lire un fil de discussion sur une plateforme de réseau social, à en résumer les éléments jugés utiles et à répondre à un questionnaire avant et après l’exercice. La plateforme utilisée, Reddit, présente des contenus qui sont générés anonymement par les utilisateurs dans un large éventail de forums de discussion et qui sont regroupés autour d’intérêts et de secteurs géographiques particuliers. Cette étude utilise des données qualitatives permettant d’évaluer dans quelle mesure les étudiantes et étudiants internationaux participent à la vie de communautés en ligne de ce genre et de déterminer quels sont les facteurs ou obstacles qui les empêchent de le faire pleinement. Les constatations sont ensuite utilisées pour présenter des stratégies de formation des apprenantes et apprenants qui sont susceptibles d’aider à réduire ou aplanir ces obstacles et à aider par le fait même les participants à s’impliquer davantage dans la vie de communautés en ligne s’exprimant dans leur langue cible.
4
Kluch, Yannick, e Terry L. Rentner. "“As Falcons, We Are One Team!” Launching a Grassroots Institutional Change Initiative to Promote Diversity and Inclusion Through Sport at an NCAA Division I Institution". Sport Management Education Journal 16, n. 1 (1 aprile 2022): 95–104. http://dx.doi.org/10.1123/smej.2020-0050.
Abstract (sommario):
Colleges and universities across the nation are grappling with issues related to diversity and inclusion on their campuses. This case study approaches diversity and inclusion efforts on college campuses from a student perspective. It outlines a grassroots initiative, developed by students and supported by student-athletes, that illustrates the powerful voice students can have in shaping institutional culture. This case study describes the success of We Are One Team, the 2017 recipient of the NCAA’s Award for Diversity and Inclusion, the Association’s highest award for institutional efforts for diversity and inclusion in intercollegiate athletics. Informed by institutional theory, the case study provides students with action steps toward promoting diversity and inclusion through sport and explains how We Are One Team succeeded at driving inclusive excellence on campus.
5
Denisova, Olga, Olga Lekhanova, Valentina Ponikarova e Tatyana Gudina. "Inclusive culture of kindergarten, school, college and university teachers". SHS Web of Conferences 70 (2019): 10002. http://dx.doi.org/10.1051/shsconf/20197010002.
Abstract (sommario):
Inclusive culture of teachers is one of the conditions for the successful inclusion of students with disabilities in the educational organization space. The authors identified 15 indicators characterizing the value, motivation and experience of teachers in the field of educational inclusion. Diagnostic results of inclusive culture of Vologda region are presented in the paper. The study shows that 63% of 1,100 teachers surveyed have a critical level of inclusive culture. As a result of the comparative analysis, it was determined that kindergarten and university teachers have a higher level of inclusive culture. In general, those teachers who have already had positive experience in social or educational inclusion are most interested in developing their competencies. The most active and highly motivated turned out to be those teachers who, in their personal experience, have had the opportunity to interact with the disabled and help people with disabilities to be included in society, education and life. Teachers with a developed inclusive culture, comprising 1/23 of the 1,100 respondents surveyed, are characterized by the values and norms of inclusion, willingness to interact with the disabled, awareness of the necessity to acquire new knowledge and skills, social responsibility for the results of inclusion.
6
Mann, Mallory, e Vikki Krane. "Inclusion and Normalization of Queer Identities in Women’s College Sport". Women in Sport and Physical Activity Journal 26, n. 2 (1 ottobre 2018): 76–88. http://dx.doi.org/10.1123/wspaj.2017-0033.
Abstract (sommario):
While recent studies paint an optimistic picture of acceptance and inclusion of queer athletes, it would be naive to assume homonegativism no longer exists. In this study, we interviewed 13 queer female athletes to understand their college team sport climates and how heteronormativity is reinforced and confronted in women’s college sport. Using a feminist cultural studies approach, two types of team climates emerged from the data: inclusive climates and transitioning climates. On inclusive teams, queer and heterosexual members overtly communicated their norm of inclusion to new teammates, normalized diverse sexualities, and consistently engaged in inclusive behaviors. Transitioning teams were described as neither inclusive nor hostile initially, and, while they did not have a history of inclusion, they transitioned to becoming more outwardly accepting of diverse sexual identities. On transitioning teams, queer athletes surveyed the landscape before sharing their sexual orientation, after which the team evolved to become inclusive. All the athletes talked about awkward moments, occasional incidents of nonsupport, and the benefits of inclusion. These findings reveal emerging cracks in hegemonic heteronormativity in women’s sport, especially among athletes.
7
Portel, Laurent, Eric Parrat, Cécilia Nocent-Ejnaini, Gilles Mangiapan, Anne Prud'homme, Jean-Philippe Oster, Corinne Aperre de Vecchi, Cyril Maurer, Chantal Raherison e Didier Debieuvre. "FASE-CPHG study: a panoramic snapshot of difficult-to-treat, severe asthma in French nonacademic hospitals". ERJ Open Research 5, n. 4 (ottobre 2019): 00069–2019. http://dx.doi.org/10.1183/23120541.00069-2019.
Abstract (sommario):
BackgroundReal-world data describing management of patients with severe asthma are limited. To address this issue, we conducted FASE-CPHG (France Asthme Sevère – Collège des Pneumologues des Hôpitaux Généraux), a descriptive, multicentric, and observational cross-sectional study.MethodsFrench pulmonologists from nonacademic hospitals completed questionnaires on patient characteristics and ongoing asthma treatment for severe asthmatic patients observed during the inclusion period. In addition, we collected data from patients via self-assessment questionnaires.Findings104 physicians recruited 1502 patients within 1 year. The mean age of the 1465 patients analysed was 54.4±16.1 years. Severe asthmatic patients were more frequently female (63%), with a history of atopy (65%). Most patients remained poorly controlled or uncontrolled, with an important difference between physicians' opinion and the Global Initiative for Asthma criteria (63% versus 96%). The most common comorbidities included ear, nose and throat diseases (59% of cases); anxiety (40%); and gastro-oesophageal reflux disease (39%). Allergic sensitisation tests and/or blood eosinophil count evaluation, and spirometry were performed in 92% and 98% of patients, respectively. The mean eosinophil count and total serum IgE were 437 cells·mm−3 and 546 UI·L−1, respectively. In addition to high doses of inhaled corticosteroids plus long-acting β2-agonists, patients were receiving leukotriene receptor antagonists (52%), anticholinergic drugs (34%), anti IgE (27%) and oral corticosteroids (17%); 65% adhered to their treatment.InterpretationThis study provides insight into the characteristics and management of severe asthma in France and may help improve knowledge on this pathology, which represents a high burden to healthcare.
8
Tang, Ying, Thitinant Wareewanich e Xiao-Guang Yue. "The impact of organizational inclusion on teachers’ internal motivation for professional development in vocational colleges: The case of China". Problems and Perspectives in Management 21, n. 3 (21 luglio 2023): 138–52. http://dx.doi.org/10.21511/ppm.21(3).2023.11.
Abstract (sommario):
Most of the higher vocational colleges in China are public institutions. The government prefers to enhance the intrinsic motivation of teachers’ professional development through effective management. Taking the Chinese government’s strong advocacy of the professional value of the “craftsman spirit” as a background, this study aims to define the constituent factors of intrinsic motivation for the career development of higher vocational college teachers. This study proposes to explore the role of inclusive management styles on the professional development of teachers in public vocational institutions in order to address the hindering effects of human-organizational relationships on the intrinsic motivation of teachers’ professional development following Chinese management styles. Within three weeks, through the online questionnaire distribution platform, email, and WeChat, questionnaires were sent to teachers in colleges in Guangdong Province using the whole sampling method. A total of 546 questionnaires were distributed, of which 538 were retrieved and 521 were deemed valid for analysis. Using a structural equation model for data validation, the results indicate that inclusive leadership and inclusive climate are positive external factors that stimulate teachers’ intrinsic motivation for professional development (r = 0.496, 0.491) and contribute to the formation of organizational inclusion (r = 0.413). Job satisfaction is an intrinsic self-motivating factor (r = 0.479, 0.380, 0.451). Organizational inclusion can mitigate interpersonal barriers and become a practical management approach to enhance teachers’ intrinsic motivation for career development. AcknowledgmentWe acknowledge teachers from higher education vocational colleges in Guangdong Province, China, who responded to the questionnaire for this study.
9
Francique, Akilah. "Is excellence inclusive? The benefits of fostering Black female college athlete's sense of belonging". Journal of Higher Education Athletics & Innovation, n. 3 (22 marzo 2018): 48–73. http://dx.doi.org/10.15763/issn.2376-5267.2018.1.3.48-73.
Abstract (sommario):
The purpose of this research note is to urge intercollegiate athletic departments and their administrators to foster a sense of belonging amongst Black female college athletes to aid in their felt membership as a college athlete and support their development as viable employment candidates in college sport. Black female college athletes’ graduation rates are on the rise; however, these being hired at dismal rates in college sport. By fostering a sense of belonging, Black female college athletes as a historically marginalized group are able to feel a sense of connectedness in the athletics and greater university environment; athletic departments commit to major organizational change that values diversity and inclusion; and through its commitment, a culture of inclusive excellence is felt by all students, faculty, staff and athletic administrators and coaches. Keywords: Black female college athletes, college sport, intercollegiate athletics, sense of belonging, diversity and inclusion, inclusive excellence
10
Davis, Alexander K. "Toward Exclusion through Inclusion: Engendering Reputation with Gender-Inclusive Facilities at Colleges and Universities in the United States, 2001-2013". Gender & Society 32, n. 3 (4 aprile 2018): 321–47. http://dx.doi.org/10.1177/0891243218763056.
Abstract (sommario):
Ample sociological evidence demonstrates that binary gender ideologies are an intractable part of formal organizations and that transgender issues tend to be marginalized by a wide range of social institutions. Yet, in the last 15 years, more than 200 colleges and universities have attempted to ameliorate such realities by adopting gender-inclusive facilities in which students of any gender can share residential and restroom spaces. What cultural logics motivate these transformations? How can their emergence be reconciled with the difficulty of altering the gender order? Using an original sample of 2,036 campus newspaper articles, I find that support for inclusive facilities frames such spaces as a resource through which an institution can claim improved standing in the field of higher education. This process of engendering reputation allows traditional gender separation in residential arrangements to be overcome, but it also situates institutional responsiveness to transgender issues as a means of enhancing a college or university’s public prestige. This, in turn, produces novel status systems in the field of higher education—albeit ones that perpetuate familiar forms of institutional and cultural exclusion.
11
González-Sepúlveda, Ruth Mery. "Motivación para la “inclusión”, características y necesidades de los estudiantes y docentes en la universidad. (Aplicativo con análisis de Recibido: Abril 02 de 2015 Aceptado: Junio 10 de 2015 gráficos estadísticos)". Eco matemático 6, n. 1 (17 gennaio 2015): 107. http://dx.doi.org/10.22463/17948231.464.
Abstract (sommario):
ResumenActualmente existe la necesidad y preocupación por el derecho a garantizar a la población vulnerable el acceso a una educación de calidad my al mismo tiempo, a la informaciónmy al conocimiento. No obstante, aunque en varios países del mundo los gobiernos han hecho grandes esfuerzos por traducir en acciones concretas el derecho a la educación y construir sistemas educativos más inclusivos; aproximadamente un porcentaje mínimo de la población mundial presenta algún tipo de discapacidad y la tarea es integrarlas en todos los ámbitos de la vida social. El Gobierno exige a las Instituciones educativas y entre ellas a las de Educación Superior, asumir nuevos retos y por tanto “la inclusión de personas en situación de discapacidad” es uno de ellos; participar en la construcción de sociedades más inclusivas, justas e igualitarias, através del desarrollode modelos educativos de calidad, sensibles a la enorme diversidad con necesidades múltiples de aprendizaje. Por lo anterior, surge la inquietud de conocer estas necesidades y características específicas de los grupos de interés, percepciones, que con soportes estadísticos determinan en ellos, interacciones de factores intervinientes que explique tipos de innovación requerida por estas personas en situación de discapacidad y dé respuesta a sus necesidades siendo integrantes de la sociedad Nortesantandereana. De Allí el propósito de participar en una “Inclusión” .Con propuestas educativas que orienten el desarrollo de competencias en estudiantes con alguna clase de discapacidad y cursen educación superior. El diseño de la investigación corresponde a una perspectiva en torno al paradigma cuantitativo con apoyo de metodología cualitativa; un enfoque multimétodo por su desarrollo como modelo operativo viable para solucionar problemas, requerimientos o necesidades de un grupo social. La búsqueda de la información seguirá diferentes fases resultado de análisis descriptivos mirando la realidad del objeto de estudio desde diferentes puntos de vista. Para el análisis e interpretación de la información se utilizó herramientas de Excel, Spss. Con esta investigación se espera participar en el inicio a la “Inclusión” funcionando como esquema mediador entre la realidad educativa y el conocimiento.Palabras claves: Discapacidad, características, inclusión, universidad, Educación, competencia, Inclusión.AbstractThere is a necessity and concern for the right to ensure vulnerable people access to quality education and at the same time , information and knowledge. However, although in several countries governments have made great efforts to translate into action the right to education and to build more inclusive education systems; about a minimum percentage of the world population has a disability and the task is to integrate them in all areas of social life.The Government requires educational institutions and among them those of Higher Education, taking on new challenges and therefore “ the inclusion of persons with disabilities “ is one of them ; participate in building more inclusive, just and egalitarian societies through the development of , sensitive to the enormous diversity with multiple learning needs quality education models . Therefore, the concern to meet these needs and specific interest groups , perceptions arises characteristics that determine statistical supports them, interactions intervening factors that explain types of innovation required for these disabled people and responds to their needs Nortesantandereana being members of society. Hence the purpose of engaging in a “Inclusion” with educational proposals to guide the development of skills in college students with some kind of disability.The research design corresponds to a perspective on the quantitative paradigm supported by qualitative methodology; a multi-method approach as a viable development to solve problems, requirements or needs of a social group operating model. The Information search phases will result in descriptive analyzes looking at the reality of the subject matter from different points of view. For the analysis and interpretation of information tools Excel, SPSS was used. This research is expected to participate in the beginning to “Inclusion” scheme working as a mediator between the educational reality and knowledge.Keywords: Disability, features, inclusion, college, education, competition, Inclusion.
12
Bumble, Jennifer L., Erik W. Carter, Lauren K. Bethune, Tammy Day e Elise D. McMillan. "Community Conversations on Inclusive Higher Education for Students With Intellectual Disability". Career Development and Transition for Exceptional Individuals 42, n. 1 (28 giugno 2018): 29–42. http://dx.doi.org/10.1177/2165143418781303.
Abstract (sommario):
Amid rapid growth in the higher education movement, access to inclusive higher education for students with intellectual disability (ID) remains limited. This study used “community conversations” to explore how stakeholders in three communities envisioned the inclusion of students with ID on their local college campus and the supports needed to launch new postsecondary programs. Conceptualizations of inclusion extended beyond the experiences students might have and addressed skill development, training and supports, campus and community attitudes, and potential partnerships. Stakeholders identified a constellation of people and resources needed to support successful college experiences. We offer recommendations aimed at spurring inclusive higher education experiences and highlight community conversations as a promising approach for informing the initial movements of local planning teams.
13
LEGUSOV, Oleg, Julie Leong, Thu Le e Jasmattie Ramdass. "Equity, Diversity, and Inclusion from the Perspective of International Community College Students". Canadian Journal of Higher Education 52, n. 4 (12 luglio 2023): 121–34. http://dx.doi.org/10.47678/cjhe.v52i4.189821.
Abstract (sommario):
With changing demographics, Canadian institutions of higher education are under pressure to address the challenges of student, faculty, and staff diversity. Despite growing numbers of international students at Canada’s community colleges, this group has historically been underrepresented. The intersectionality of their minority-status characteristics makes their experience complex. This qualitative study of 35 international students and graduates from 15 countries uses critical theory to explore their experiences through the lens of equity, diversity, and inclusion. Despite a high degree of cultural diversity, some of them experienced stereotyping. Moreover, they tended to engage less in classroom discussions, and many of them were unaware of college resources and services. Consequently, they had difficulty adjusting to life at college and life in Canada.
14
Whatley, Melissa, e Rosalind Latiner Raby. "Understanding Inclusion and Equity in Community College Education Abroad". Frontiers: The Interdisciplinary Journal of Study Abroad 32, n. 1 (15 gennaio 2020): 80–103. http://dx.doi.org/10.36366/frontiers.v32i1.435.
Abstract (sommario):
This study explores the extent to which community college study abroad is exclusive, meaning that opportunities are restricted only to certain students, or inclusive, meaning that education abroad is available to all that express interest. We administered a survey collecting both quantitative and qualitative data to leaders in community college education abroad to gain insight into inclusion in education abroad programming at their institutions. This survey was designed with an eye towards understanding how access is realized and the ways in which diversity in education abroad is supported (or not). Our results indicate that community college study abroad is neither entirely inclusive nor entirely exclusive. We conclude with a call to action for community college leaders to build a new, inclusive narrative surrounding education abroad.
15
Nouf Salem Alenezi, Bader Jassim Alqallaf, Hamed Jassim Alsa, Nouf Salem Alenezi, Bader Jassim Alqallaf, Hamed Jassim Alsa. "Students with disability perspectives towards inclusive education at the College of Basic Education in Kuwait: Barriers and challenges: اتجاهات الطلبة ذوي الإعاقة تجاه الدمج التعليمي في كلية التربية الأساسية في دولة الكويت: العوائق والتحديات". مجلة العلوم التربوية و النفسية 5, n. 41 (30 ottobre 2021): 218–00. http://dx.doi.org/10.26389/ajsrp.n150820.
Abstract (sommario):
This research is a qualitative interpretive case study focuses on the perspectives of (6) students with physical and visual disability who study at college of basic education in Kuwait. It sought to elicit the “voice” of students with disabilities, seeking to identify their experiences of inclusive practice and any barriers to participation. The researchers conducted semi structured interviews. It was processed and analysed through data coding, categorising and emergence of themes. Participants of the current study showed a willingness towards the concept of inclusion with some concerns, which include the cultural, structural, and social barriers of implementing inclusive education. The results of this study emphasise the importance of increasing the knowledge of inclusion and how to deal with students with disability. Overall, recommendations include a need for training courses for the faculty members at the College of Basic Education in the field of disability and inclusion.
16
MacMullin, Colin, e Mary Anne Vaz. "International Cooperation For Inclusive Education". Australasian Journal of Special Education 19, n. 2 (gennaio 1995): 16–29. http://dx.doi.org/10.1017/s1030011200023423.
Abstract (sommario):
Education authorities throughout the world are striving to implement the principles of inclusive education. The Malaysian Ministry of Education has adopted these principles and is presently involved in translating them into practice. As part of this program, three teachers college lecturers and an officer of the Teacher Education Division undertook an intensive short-term training course at Flinders University in South Australia. The aim of this project was to devise a course in Inclusive Education that would be taught to trainee teachers in colleges throughout Malaysia. This keynote address describes the collaborative efforts of the Malaysian and Australian lecturers who developed the course and the experiences of one of these lecturers who has introduced the course into the curriculum of the Sarawak Teachers College. There are many lessons to be learned by examining how different countries attempt to solve similar problems. A number of these lessons are explored in this address.
17
Coley, Jonathan S. "Reconciling Religion and LGBT Rights". Social Currents 4, n. 1 (31 luglio 2016): 87–106. http://dx.doi.org/10.1177/2329496516651639.
Abstract (sommario):
Why do some Christian colleges and universities approve lesbian, gay, bisexual, and transgender (LGBT) groups and inclusive nondiscrimination policies while others resist them? Scholars are beginning to develop models to explain LGBT inclusion in schools, but they have undertheorized the role of religion in facilitating or impeding LGBT inclusion. In this article, I draw from the literature on religion and the “culture wars,” especially insights into religions’ theological orientations, to explain Christian colleges and universities’ inclusion of LGBT students. I show that communal orientations—theological emphases on social justice—strongly predict the adoption of LGBT groups and inclusive nondiscrimination policies at Christian colleges and universities. By contrast, individualist orientations—theological emphases on personal piety—impede the adoption of such groups and policies. Importantly, I find little support for alternative explanations of Christian colleges and universities’ inclusion of LGBT students that focus on liberal or conservative teachings on same-sex relationships. Beyond bridging literatures on the political sociology of LGBT rights and religion and the culture wars, the article supports an emerging theoretical framework for understanding the role of religion in a wide range of social justice debates.
18
Mohamadwasel, Noorulden Basil, e Mohammed Ahmed Abdala. "Design of WiMAX Network for Istanbul Universities With OPNET". Informatica : Journal of Applied Machines Electrical Electronics Computer Science and Communication Systems 01, n. 01 (1 dicembre 2020): 1–9. http://dx.doi.org/10.47812/ijamecs2010101.
Abstract (sommario):
WiMAX- Worldwide Interoperability for Microwave Access-is an innovation standard for long-separation extend remote systems that incorporate both portable WiMAX 802.16e and fixed WiMAX 802.16d associations. WiMAX hardware exists in two essential structures base stations, WiMAX base station can give an inclusion region to an exceptionally enormous zone up to a span of 6 miles, WiMAX Receiver is likewise called client premise gear like a collector hub in Antenna. Right now, Istanbul colleges are associated with utilizing WiMAX innovation that improves the system bit rate and inclusion zone. Explicit qualities for WiMAX parameters have been picked that improve the greater part of the WiMAX organize parameters, for example, the general system delay, Packet End-to-End Delay, Throughput, Load, Traffic handset, and Packet Delay Variation. In Istanbul, specialized college hub has explicit parameters, for example, in cell sweep 3km and bearer recurrence 3 GHz and Channel Bandwidth 4.5 MHZ and the quantity of subcarriers 1024 and different colleges that not quite the same as college to college this relying upon the number of parameters which every college is diverse in parameters however it has a similar receiving wire increase and transmission power.
19
Pérez Reyes, Gina Viviana, Diana Milena Celis Parra e Ana Milena Paternina Correa. "College inclusion system, characterization university population". BISTUA REVISTA DE LA FACULTAD DE CIENCIAS BASICAS 17, n. 2 (16 agosto 2019): 49. http://dx.doi.org/10.24054/01204211.v2.n2.2019.3522.
Abstract (sommario):
La investigación plantea la relación entre discapacidad, educación superior y política institucional, pone de manifiesto la necesidad de equiparación de oportunidades e inclusión educativa para personas en situación de vulnerabilidad. Aquí la vulnerabilidad se considera como una condición resultante de diferentes factores, en los cuales interactúan lo social, lo cultural y lo epidemiológico. Se pretende conocer la situación y demandas de los estudiantes, concienciar y sensibilizar a la comunidad universitaria sobre la problemática existente y ofrecer alternativas de solución a los problemas presentados, estos objetivos tienen como fin último incrementar la igualdad de oportunidades y favorecer la plena integración de los estudiantes en situación de vulnerabilidad al generar un sistema de inclusión educativa universitaria y como avance del proceso de investigación se presenta la propuesta de caracterización parcial fundamentada en índices de inclusión del ministerio de educación nacional y la clasificación internacional del funcionamiento y la discapacidad de la organización mundial de la salud (O.M.S) para lo cual se desarrolla con un diseño Exploratorio transversal, descriptivo, según (Estévez et al, 2010) se enmarca en la fenomenología, el aprehender de la presencia de una situación contextual característica en una población específica, hacer una aproximación y descripción de situaciones y características particulares, y cualitativo porque pretende hacer una medición de unas categorías de análisis contextual con relación a la periodicidad de la presencia de una situación. Busca analizar una realidad social en Colombia, para poder hacer una comprensión de la misma y del sentido que reviste para los sujetos que la viven. Palabras clave: Educación inclusiva, vulnerabilidad, discapacidad, educación superior.
20
Tubele, Sarmite, Ieva Margevica, David Bolton, Kim Doan e Vicki A. McGinley. "Latvian College Students' Perspectives on Inclusion". Journal of International Special Needs Education 20, n. 2 (1 dicembre 2017): 90–99. http://dx.doi.org/10.9782/jisne-d-15-00038.1.
Abstract (sommario):
Abstract This study reports on the perspectives of 79 Latvian college students' perception of inclusion of children with disabilities. Education majors from the University of Latvia and non-education majors from Riga Technical University responded to a 27-item Likert scale format and four open-ended questions by filling out an electronic survey. A principal components factor analysis of the data was conducted yielding three factors. The three-factor structure was similar to a previous study, with the first two factors being reversed. Males demonstrated greater variability on factor 1, negative effects of inclusion, than females, and education majors reported perceiving fewer benefits of segregating students with disabilities than non-education majors. Overall, the results indicate mixed perceptions of inclusion, and a need to educate both education and non-education majors on the benefits of inclusion.
21
Nouf, Alenezi, Alqallaf Bader e Zainab Abbas. "Pre-Service Teachers’ Attitudes Towards Including Students with Moderate Learning Difficulties in Mainstream Schools in the Context of Kuwait". International Education Studies 13, n. 2 (29 gennaio 2020): 11. http://dx.doi.org/10.5539/ies.v13n2p11.
Abstract (sommario):
Inclusive education has become a global trend in the provision of services for students with disabilities. While attitudes towards inclusion have been studied widely in some countries, little research in this area has been conducted in Kuwait. This study responds to this need by researching pre-service teachers’ attitudes towards inclusive education. This study examined Kuwaiti pre-service teachers’ attitudes towards including students with Moderate Learning Difficulties (MLD) in general education classrooms. Questionnaires were distributed to 452 Kuwaiti pre-service male and female teachers at the College of Basic Education. Several factors, such as teachers’ knowledge, were found to be related to pre-service teachers’ attitudes towards inclusion. The results of the study indicated that, overall, Kuwaiti pre-service teachers hold positive attitudes towards inclusion.
22
Perez Rubiano, Maria Alicia, e Deivi David Fuentes Doria. "Análisis bibliométrico de la inclusión educativa de estudiantes sexualmente diversos en las instituciones de secundaria". Revista Perspectivas 7, n. 22 (23 gennaio 2023): 48–65. http://dx.doi.org/10.26620/uniminuto.perspectivas.7.22.2022.48-65.
Abstract (sommario):
La integración de estudiantes sexualmente diversos en las aulas de clase y la implementación de currículos inclusivos que den respuestas a las exigencias educativas de un alumnado heterogéneo es fundamental para poder hablar de inclusión educativa. El presente artículo de revisión tiene como objetivo identificar los estudios que se vienen realizando alrededor de la inclusión educativa de estudiantes LGBTI+. La metodología corresponde a un estudio bibliométrico retrospectivo, cuantitativo y descriptivo; los documentos fueron seleccionados a partir de la ecuación de búsqueda TITLE-ABS-KEY (“student inclusion” or “inclusion sexually diverse students in schools” or “students LGBTI in the schools” or “sexual diversity in schools and colleges”), donde los términos podían estar presentes en el título, resúmenes y palabras claves de los documentos publicados. Los resultados reportan 112 documentos de los cuales solo 77 se asociaban a la temática de interés de esta investigación, las investigaciones se ubican entre los años 2001 y 2021, evidenciándose que es desde el 2018 donde se intensifican los estudios que vinculan la variable, de manera que entre el 2018 y el 2021 se divulgan 56 documentos que son el 72,7 % del total registrado. Tras el análisis se considera fundamental involucrar activamente al docente, comprometiendo su quehacer pedagógico e incluyendo estrategias metodológicas y didácticas que permitan eliminar la discriminación en las aulas de clase.
23
Cunningham, George B. "Creating and Sustaining Workplace Cultures Supportive of LGBT Employees in College Athletics". Journal of Sport Management 29, n. 4 (luglio 2015): 426–42. http://dx.doi.org/10.1123/jsm.2014-0135.
Abstract (sommario):
The purpose of this study was to understand (a) how participants conceptualized lesbian, gay, bisexual, and transgender (LGBT) inclusiveness in their athletic departments, (b) the antecedents of such workplace environments, and (c) the outcomes associated with inclusion. To do so, the author conducted a collective case study of two college athletic departments located in the U.S. Northeast. Data sources included individual interviews with coaches and administrators (n = 17), a reflexive journal, websites, university materials, and external publications. Participants described the athletic departments as characterized by community and cohesion, respect and inclusion, and success oriented. Various antecedents contributed to these workplace environments, including those at the individual level, leader behaviors, inclusive organizational policies, and macro-level influences. Finally, while some negative outcomes were identified, LGBT inclusion was predominantly associated with a host of positive outcomes for the employees, athletes, and organizations as a whole.
24
Topper, Amelia Marcetti, e Jeanne M. Powers. "Democracy’s College: The American Community College in the 21st Century: Framing the Issue". education policy analysis archives 21 (25 febbraio 2013): 14. http://dx.doi.org/10.14507/epaa.v21n14.2013.
Abstract (sommario):
In this manuscript, the guest editors of the EPAA Special Issue on “Democracy’s College: The American Community College in the 21st Century”: a) introduce the background, history, and context of community colleges in the larger higher education landscape; b) summarize the three research papers and two video commentaries that were peer-reviewed and selected for inclusion in this special issue; and, c) discuss the individual contributions and major themes across the selected papers. Their importance is discussed in terms of each paper’s insights for the general research on this topic and each paper’s potential to inform community college research, practice, and policy.
25
Melton, E. Nicole, e George B. Cunningham. "Who Are the Champions? Using a Multilevel Model to Examine Perceptions of Employee Support for LGBT Inclusion in Sport Organizations". Journal of Sport Management 28, n. 2 (marzo 2014): 189–206. http://dx.doi.org/10.1123/jsm.2012-0086.
Abstract (sommario):
Sport employees who champion LGBT inclusion efforts represent key elements in creating accepting environments within college athletic departments. The purpose of this study, therefore, was to examine the concept of champions and how they support LGBT individuals within heterosexist sport environments. Drawing from divergent literatures, including that related to organizational inclusion and championing behaviors, we explore how a combination of factors from multiple levels may influence sport employees’ attitude and behaviors related to LGBT inclusion, and determine how supportive behaviors influence sexual minorities working within a college athletic department. Results indicate that various macro- (i.e., culture of sport, athletic boosters, university and community values, exposure to diverse cultures) meso- (organizational culture, presence of other champions), and micro- (demographics, open-mindedness, experiences with sexual minorities) level factors influenced the level of employee support for LGBT inclusive policies. Furthermore, power meaningfully influenced these dynamics, such that employees who did not resemble prototypically sport employees (i.e., White, heterosexual, male) were hesitant to show support for LGBT equality. However, those who did champion LGBT inclusive initiatives successfully modeled supportive behaviors and positive attitudes toward LGBT individuals, vocally opposed discriminatory treatment, and provided sexual minorities with a safe space within sport. The authors discuss implications and future directions.
26
Bester, Suzanne. "Exploring inclusive leadership and strategic visioning as pathways to well-being in TVET colleges". Journal of Vocational, Adult and Continuing Education and Training 6, n. 1 (26 ottobre 2023): 19. http://dx.doi.org/10.14426/jovacet.v6i1.316.
Abstract (sommario):
This exploratory case study reports on the ways in which staff and student well-being is embedded and promoted in technical and vocational education and training (TVET) colleges through inclusive-leadership practices such as policies that structure and guide well-being programmes, making them part of the strategic vision. Such well-being is also evident in the wellness programmes and initiatives in some colleges. Eleven participants in total were purposively selected from a population of 59 TVET college leaders enrolled in a TVET (PGDip in TVET) leadership development programme at the University of Pretoria during 2021 and 2022. Data were generated during teaching and learning activities when the entire population (n=59) was involved in completing a structured checklist of enablers of, and risk factors related to, well-being for their colleges. From this process, the checklists of 11 campus managers were selected. The depth and the quality of the information the managers provided about the research topic, and the insights it provided in response to the question of how well-being was promoted in their colleges, also determined their selection. The study findings suggest that well-being policies were inconsistently implemented at different colleges, and that there is a perceived lack of strategic thinking about well-being and a lack of guidance and direction from college leaders about how to deal with it. Furthermore, it became evident that student well-being was prioritised over that of the staff, with staff members experiencing burnout and fatigue as a consequence of elevated levels of stress arising from meeting deadlines, unmanageable workloads and unrealistic expectations.
27
Adams, Maurianne. "Cultural inclusion in the American college classroom". New Directions for Teaching and Learning 1992, n. 49 (1992): 5–17. http://dx.doi.org/10.1002/tl.37219924903.
28
Crouse, James, e Dale Trusheim. "How Colleges Can Correctly Determine Selection Benefits from the SAT". Harvard Educational Review 61, n. 2 (1 luglio 1991): 125–48. http://dx.doi.org/10.17763/haer.61.2.d6h08n28m54g7434.
Abstract (sommario):
Since its inception in 1927, the Scholastic Aptitude Test (SAT) has been used by increasing numbers of colleges in the admissions process. In this article, James Crouse and Dale Trusheim argue that the selection benefits colleges derive from using the SAT in their admissions decisions are minimal. They support this argument through a discussion of the prediction equation, supplemental table of predicted grades, and expectancy table currently used by the College Board's Validity Study Service (VSS) to assess the selection benefits of the SAT for individual colleges. Crouse and Trusheim present an analysis of the added information gain from SAT scores, as well as an alternative method for colleges to assess their selection benefits from the SAT. The authors illustrate their method by using Dartmouth College as a case study. Crouse and Trusheim then call for the inclusion of two additional tables in the VSS presentation to college administrators: the Crosstabulation of Predicted Grades Table and the College Outcomes Table. The Crosstabulation of Predicted Grades Table would allow college administrators to identify the level of redundancy in predicted freshman admissions for their particular institution based on high school GPA alone, compared with those based on high school GPA plus SAT scores. The College Outcomes Table would allow college administrators to estimate the impact their use of the SAT actually has on predicting several different student performance outcomes, such as average grades of admitted students, the percentage of admitted students with freshman GPAs above 2.5, and the percentage of admitted students who graduate.
29
Beemyn, Genny, e Dot Brauer. "Trans-Inclusive College Records". TSQ: Transgender Studies Quarterly 2, n. 3 (agosto 2015): 478–87. http://dx.doi.org/10.1215/23289252-2926455.
30
Al Qaryouti, Ibrahim, e Jokha Al Shukaili. "Sultan Qaboos University Students’ Attitudes towards Inclusion of Their Peers with Disabilities". Journal of Educational and Psychological Studies [JEPS] 9, n. 2 (1 marzo 2015): 262–74. http://dx.doi.org/10.53543/jeps.vol9iss2pp262-274.
Abstract (sommario):
The present study aimed to identify attitudes of students of Sultan Qaboos University towards the inclusion of disabled peers. To achieve the objective of the study, the researchers used a scale to measure students' attitudes towards inclusion. The final version of the scale consisted of 34 items after verification of validity and reliability. The results showed no significant difference between students of colleges of science and humanities in their attitudes towards the inclusion of their disabled peers. However, there were statistically significant differences in attitudes towards the inclusion of students with disabilities in terms of gender; in favor of females domain and the total score. There were differences in attitudes towards the inclusion of students with disabilities among males and females in the college of science, and in favor of females on all domains of the scale. Also, there was significant interaction effect (gender by academic level). Meanwhile, the results of the study did not show statistically significant differences in attitudes between male and female students in the College of Humanities The exception was in behavioral domain, where female students’ attitudes were more positive towards inclusion than male students. In light of these results, the study recommended to study the attitudes of both administration and academic staff towards the inclusion of students with disabilities in Sultan Qaboos University.
31
Al Qaryouti, Ibrahim, e Jokha Al Shukaili. "Sultan Qaboos University Students’ Attitudes towards Inclusion of Their Peers with Disabilities". Journal of Educational and Psychological Studies [JEPS] 9, n. 2 (1 marzo 2015): 262. http://dx.doi.org/10.24200/jeps.vol9iss2pp262-274.
Abstract (sommario):
The present study aimed to identify attitudes of students of Sultan Qaboos University towards the inclusion of disabled peers. To achieve the objective of the study, the researchers used a scale to measure students' attitudes towards inclusion. The final version of the scale consisted of 34 items after verification of validity and reliability. The results showed no significant difference between students of colleges of science and humanities in their attitudes towards the inclusion of their disabled peers. However, there were statistically significant differences in attitudes towards the inclusion of students with disabilities in terms of gender; in favor of females domain and the total score. There were differences in attitudes towards the inclusion of students with disabilities among males and females in the college of science, and in favor of females on all domains of the scale. Also, there was significant interaction effect (gender by academic level). Meanwhile, the results of the study did not show statistically significant differences in attitudes between male and female students in the College of Humanities The exception was in behavioral domain, where female students’ attitudes were more positive towards inclusion than male students. In light of these results, the study recommended to study the attitudes of both administration and academic staff towards the inclusion of students with disabilities in Sultan Qaboos University.
32
Gilson, Carly B., Christina M. Gushanas, Yi-Fan Li e Kaitlin Foster. "Defining Inclusion: Faculty and Student Attitudes Regarding Postsecondary Education for Students With Intellectual and Developmental Disabilities". Intellectual and Developmental Disabilities 58, n. 1 (1 febbraio 2020): 65–81. http://dx.doi.org/10.1352/1934-9556-58.1.65.
Abstract (sommario):
Abstract Inclusion across education contexts is critical to acknowledge and inspire the full potential of people with intellectual and developmental disabilities (IDD). In the early stages of a postsecondary education program's development, peers and faculty are integral stakeholders to promoting an inclusive campus life. We conducted a campus-wide survey at a large public university to evaluate the perspectives of 1,867 faculty and students regarding their views of inclusion in student life and their attitudes toward prospective students with IDD. We incorporated a mixed-methods approach to summarize these views by using correlations, linear regression, and qualitative analysis of open-ended responses. We offer recommendations for research and practice aimed at increasing inclusive opportunities for students with IDD and their peers on college campuses.
33
Kuang, Beibei, Sik Hung Ng, Shenli Peng, Ping Hu e Yanqiu Wei. "Not All Levels of Social Re-Inclusion Allow for Recovery from Negative Outcomes of Social Exclusion: The Moderating Role of Self-Esteem". Behavioral Sciences 14, n. 2 (25 gennaio 2024): 88. http://dx.doi.org/10.3390/bs14020088.
Abstract (sommario):
Previous studies on social exclusion have focused on its adverse effects, rarely exploring how social re-inclusion can aid recovery from exclusion-induced distress. The level of social re-inclusion that can help individuals recover from social exclusion, and whether the recovery effect is influenced by individual characteristics are unclear. The present experimental study extends the Cyberball paradigm, adding a re-inclusion stage to explore the recovery effects of four levels of social re-inclusion on affect; furthermore, it tests the moderating role of self-esteem in the recovery effect. A total of 154 Chinese college students participated in the experiment. Results showed that (1) recovery was effective when the level of re-inclusion was equal to (replica re-inclusion) or greater than (moderate and high over-re-inclusions) the pre-exclusion level of inclusion, but ineffective when it was below this level (token re-inclusion); (2) the re-inclusion level positively predicted recovery, and this was moderated by self-esteem—the prediction was effective for participants with middle and high self-esteem, but not for participants with low self-esteem. These results are discussed from a group process and self-psychology perspective.
34
Miller, Shae (Shaeleya) D. "Trans Aesthetics and Similes of Oppression". TSQ: Transgender Studies Quarterly 8, n. 3 (1 agosto 2021): 327–48. http://dx.doi.org/10.1215/23289252-9008982.
Abstract (sommario):
Abstract Because we live in a cisnormative society, trans inclusion is often filtered through cis subjectivities, allowing real or potential allies to “make sense” of transness without decentering their own experiences. This article investigates these dynamics through analysis of “trans aesthetics”—the symbols, language, and cultural meanings stereotypically associated with transness—when used by cisgender queer college students to signal trans-inclusive investments and forge solidarity with trans peers. This study examines three deployments of trans aesthetics: 1) using queer to signal trans-inclusive identities and community, 2) routinizing pronoun introductions, and 3) formulating “similes of oppression” that link trans and cisgender queer people's experiences of heterosexism. While potentiating opportunities for trans solidarity and inclusion, these practices simultaneously reinscribe cisnormative understandings and articulations of gender by empowering cisgender students to filter transness through their own lenses, and to construct hybrid cis subjectivities in the process. Ultimately, this research extends trans and critical allyship studies through empirical analysis of how cisnormativity infuses ostensibly trans-inclusive discourses.
35
Simanovskij, A. E. "Attitude to co-Education of Children with Disabilities and Healthy Children in Students of Pedagogical Specialties". Autism and Developmental Disorders 18, n. 1 (2020): 24–31. http://dx.doi.org/10.17759/autdd.2020180103.
Abstract (sommario):
The article examines the attitude of students of pedagogical specialties to inclusive education, examines the causes of negative attitudes and identifies students’ perceptions of the psychological qualities of people who are in favor and against inclusive education. The author’s questionnaire used as a research method. The survey involved students of Yaroslavl State Pedagogical University named after K.D. Ushinsky and Rostov Pedagogical College. The results obtained in the study showed that the majority of students support the idea of inclusive education, and almost all of them are ready to help people with disabilities. The negative attitude towards inclusion in different students has different reasons, in particular, related to problems of healthy students, problems of students with disabilities and problems associated with difficulties for teachers and the lack of conditions necessary for such training. Based on a qualitative analysis of respondents’ opinions, concluded that a positive attitude towards inclusion is often a result of the subjective experience of a student communicating with people with disabilities, and not the result of an objective analysis of the situation in inclusive education.
36
Nanney, Megan, e David L. Brunsma. "Moving Beyond Cis-terhood". Gender & Society 31, n. 2 (30 gennaio 2017): 145–70. http://dx.doi.org/10.1177/0891243217690100.
Abstract (sommario):
In 2013, controversy sparked student protests, campus debates, and national attention when Smith College denied admittance to Calliope Wong—a trans woman. Since then, eight women’s colleges have revised their admissions policies to include different gender identities such as trans women and genderqueer people. Given the recency of such policies, we interrogate the ways the category “woman” is determined through certain alignments of biology-, legal-, and identity-based criteria. Through an inductive analysis of administrative scripts appearing both in student newspapers and in trans admittance policies, we highlight two areas U.S. women’s colleges straddle while creating these policies: inclusion/exclusion scripts of self-identification and legal documentation, and tradition-/activism-speak. Through these tensions, women’s college admittance policies not only construct “womanhood” but also serve as regulatory norms that redo gender as a structuring agent within the gendered organization.
37
Evanjeli, Laurensia Aptik. "STUDENTS’ KNOWLEDGE AND ATTITUDES TOWARDS INCLUSION IN COLLEGE". Jurnal Cakrawala Pendidikan 40, n. 1 (27 febbraio 2021): 253–64. http://dx.doi.org/10.21831/cp.v40i1.36150.
Abstract (sommario):
Students’ knowledge and attitudes towards individuals with special needs contribute to the realization of inclusion. This study aims to describe the graduate students’ knowledge and attitudes towards graduate students with special needs. The number of participants in this study was 130 (37.14% response rate) with an age range of 18-28 years. Correlation analysis, t-test analysis, and ANOVA was conducted to determine the relationship between student knowledge and their attitudes, and comparison of the demographic data. The results showed that there was a positive relationship between knowledge and attitudes towards inclusion but the correlation between knowledge and attitudes towards inclusion tended to be weak. The low correlation coefficient between knowledge and attitudes indicates that knowledge about disabilities is not the main factor determining student attitudes towards inclusion. The experience of interacting with individuals with special needs did not significantly contribute to knowledge and attitudes towards inclusion. The reported interactions with individuals with special needs are in the form of very close and close relationships such as relation with family members, close enough relationships such as relation with colleagues or staff, and acquaintances such as relation with neighbors.
38
Elfman, Lois. "Work for greater diversity, inclusion in college sports". College Athletics and the Law 15, n. 12 (marzo 2019): 12. http://dx.doi.org/10.1002/catl.30586.
39
A. Agati, Charlene Faye, e Dennis G. Caballes. "Evaluation of Practice Teachers’ Views on Inclusive Education". Journal of Humanities and Education Development 5, n. 3 (2023): 112–17. http://dx.doi.org/10.22161/jhed.5.3.15.
Abstract (sommario):
This study examined the views of practice teachers toward the inclusion of students with special education needs in the regular classroom. A total of 32 practice teachers from University of the East, College of Education, participated in the research. Mixed-Method was utilized which comprised of participants answering a questionnaire and participating in a focus group discussion. The questionnaire, My Thinking about Inclusion Scale, MTAI, (Stoiber et al., 1998) was utilized for the quantitative part of the research; while, a focus group discussion was conducted for the qualitative part which sought to uncover the perceptions of practice teachers concerning their background and training on inclusive education. Only six of the 32 practice teachers were able to join the focus group discussion. The results revealed that there is no significant difference in the practice teachers’ views on inclusive education between males and females and their degree programs. Findings also showed that practice teachers held similar positive views on inclusion. The responses of the participants in the focus group discussion unveiled that the practice teachers believed they have adequate theoretical knowledge about inclusive education; however, they still require further in-depth training and hands-on involvement and participation in conducting inclusive practices inside classrooms to effectively apply them in the future as they become licensed teachers. They also saw the importance of the support of the government and the cooperation of schools as well as parents and guardians for the successful espousal of inclusive education.
40
Barbrow, Sarah, Carol Lubkowski, Sara B. Ludovissy, Sarah Moazeni e Karen Storz. "Up to speed: Library staff and first-generation students get together". College & Research Libraries News 81, n. 4 (9 aprile 2020): 182. http://dx.doi.org/10.5860/crln.81.4.182.
Abstract (sommario):
Developing campus-wide programs to foster equity, diversity, and inclusion continues to be an ongoing priority for many colleges and universities across the country. Academic libraries are well positioned to support this work because they are embedded in so many of the functions of their institutions. Moreover, academic library staff have been writing about and practicing critical information literacy and intersectional feminist pedagogy in service of creating spaces in which all patrons can learn and grow. For example, the Oberlin Group, of which Wellesley College is a member, has collaboratively drafted a guide specifically for aggregating resources that promote equity, diversity, and inclusion in libraries.
41
Gilor, Orit, e Michael Katz. "Pre-service Teachers' Willingness to Engage in Inclusive Teaching: An Explanatory Model". Journal of International Special Needs Education 22, n. 2 (1 dicembre 2019): 77–89. http://dx.doi.org/10.9782/17-00011.
Abstract (sommario):
Abstract In this article, we report on a study that sought to examine the willingness of pre-service teachers to apply the inclusion policy for students with disability. The study considered the Theory of Planned Behavior (Ajzen, 1985, 1991) as a means to explain the willingness of pre-service teachers in general and of the subgroups to engage in inclusive teaching. Participants were 580 pre-service teachers enrolled in various types of programs in three different teacher education colleges in Israel. They completed a paper copy questionnaire with 55 items. It was constructed according to Theory of Planned Behavior (TBP) guidelines. It was found that the model, based on the TPB, explains the degree of willingness of pre-service teachers to engage in inclusive teaching. It emerges that attitudes toward inclusion, perceptions of social norms regarding inclusion, and a sense of the competence of pre-service teachers to teach inclusive classes explain most of the variance in the willingness to engage in inclusive teaching and serves as leading factors manifesting this willingness. The discussion is focused on the need to increase pre-service teachers' willingness by using this model.
42
Anneberg, Inger, Jesper Lassen e Peter Sandøe. "For the Sake of Production—And the Animal, and Me. How Students at Danish Agricultural Colleges Perceive Animal Welfare". Animals 11, n. 3 (5 marzo 2021): 696. http://dx.doi.org/10.3390/ani11030696.
Abstract (sommario):
Farmers’ perceptions of animal welfare have been found to affect the way they treat their animals, and there is growing awareness of the range of ethical views today’s farmers take on animal welfare. The purpose of this study was to examine how perceptions of animal welfare develop among prospective farmers and farm workers in Denmark during their studies at agricultural colleges. We also examined the experiences of college teachers and their views on the inclusion of animal welfare in livestock courses. Drawing on individual interviews and focus group interviews at four Danish agricultural colleges, we used systematic text condensation to identify three major themes among the students: 1. The importance of balancing welfare and productivity, 2. Concerns about the animal itself, 3. Concerns relating to the students themselves. Our interviews with teachers revealed a growing awareness of the inclusion of animal welfare in Danish agricultural colleges, but also disagreements over the way animal welfare should be understood. We conclude that the education of future farmers in Danish agricultural colleges today embraces animal welfare but should leave more room in the future to introduce students to the issue of market-driven welfare and consumer interest in animal-friendly production.
43
Braithwaite, Mark. "Making the ordinary college inclusive". International Congress Series 1282 (settembre 2005): 796–800. http://dx.doi.org/10.1016/j.ics.2005.05.157.
44
McKay, Cathy, Jung Yeon Park e Justin Haegele. "An Analysis of the Structure, Validity, and Reliability of the Collegian Attitudes Toward Inclusive Campus Recreation (CAICR) Scale". Recreational Sports Journal 43, n. 2 (ottobre 2019): 73–83. http://dx.doi.org/10.1177/1558866119884895.
Abstract (sommario):
The purpose of this study was to test the construct validity and internal consistency of the Collegian Attitudes toward Inclusive Campus Recreation (CAICR) Scale, a collegiate adaptation of the Children’s Attitudes toward Integrated Physical Education–Revised Scale. The CAICR seeks to measure attitudes toward inclusive lifetime fitness, sport, and recreation at the collegiate level. Participants were 192 college students. The factor structure of the scale was investigated using a confirmatory factor analysis with the weighted least square estimator. The CAICR Scale demonstrated acceptable internal consistency levels for the complete scale (11 items), inclusion subscale (6 items), and sport modification subscale (5 items). Results suggest that the 2-factor model (indicating inclusion and sport modification) showed suitable model fit, and the model outperformed a single-factor solution. Current findings suggest that the CAICR has the ability to contribute to sociocultural attitude research at the collegiate level in a valid and reliable manner.
45
Shingha, Sonjit. "The Possibility of Participating Honour’s Level Students in Insurance Sector as a Part of Financial Inclusion: A Practical Study". BL College Journal 4, n. 1 (1 luglio 2022): 156–71. http://dx.doi.org/10.62106/blc2022v4i1e4.
Abstract (sommario):
The article aims at doing a feasibility study on students of three educational institutions to include them in insurance sectors as a part of financial inclusion. 15 students from Khulna university,Govt. Brajalal college and Azam Khan Govt. Commerce College, Khulna are taken as sample. The study shows that insurance policies are very rear among the students. Even many students don’t have any idea about insurance. At present, there are no insurance policy of the students in two institutions. The students are afraid of making insurance policy because they don’t have enough knowledge about insurance. On the other hand the the insurance compamies don’t pay the claim timely. The fraudulence of the insurance agents and unavilability of the service in the colleges and universities are other reasons of their fear. Most of the students are interested in making policy mainly they want to make student related policy. If the company becomes interested to include the students in this sectors then this sectors will be a emerging sectors and that will help our economic development.
46
Whatley, Melissa, Rosalind Raby e Sora Friedman. "An Untapped Resource: Introducing the Special Section on Community College/Technical and Vocational Education and Training (TVET) Education Abroad". Frontiers: The Interdisciplinary Journal of Study Abroad 35, n. 3 (15 novembre 2023): 201–7. http://dx.doi.org/10.36366/frontiers.v35i3.914.
Abstract (sommario):
Current research counters the deficit narrative by capturing student and faculty education abroad leaders’ perspectives, which collectively show how the open access philosophy of the community college supports and enables new educational opportunities (Whatley & Raby, 2020). Research also shows the varied learning outcomes available through community college/TVET education abroad that are geared towards adult learners (Wood & Raby, 2022). Still other research debunks the deficit narrative by detailing institutional networks that support various forms of internationalization (Smith, 2019). New research confirms that access to study abroad at community colleges supports all students, especially those who have been historically marginalized (Barone, 2021). In this way, community college education abroad research findings align with and lead a focus on social justice (Viggiano, 2019) and on diversity, equity, and inclusion (Whatley & Raby, 2020). The five articles in this special section add to the expansive body of community college education abroad literature.
47
Prohn, Seb M., Kelly R. Kelley e David L. Westling. "Supports' Perspectives on the Social Experiences of College Students With Intellectual Disability". Inclusion 7, n. 2 (1 giugno 2019): 111–24. http://dx.doi.org/10.1352/2326-6988-7.2.111.
Abstract (sommario):
Abstract Although postsecondary education (PSE) programs for students with intellectual disability (ID) have grown in recent years, there is little information about the social status of these students on an inclusive college campus. Because many college students without disability play a significant and enduring role in the functioning of PSE programs for students with ID, they provide an opportunity for insight into this question. This study used 3 peer-support focus groups (n = 15) to capture the observed social experiences of PSE students living and learning in a college community. The supports identified 4 foundational elements that determined whether students were more likely to be socially included or excluded. These elements were the campus environment, support, individual skills for developing and maintaining social relationships, and social self-determination. Recommendations are included which may assist postsecondary education programs in reducing social barriers and contribute to students' social inclusion in the college environment.
48
Jazuly, Ahmad, Laili Aflahkul Yaum, Khusna Yulinda Udhiyanasari e Renalatama Kismawiyati. "INNOVATION OF ADAPTIF TECHNOLOGY BASED ON INTERNET OF THINGS FOR INCLUSIVE STUDENT". Logic : Jurnal Rancang Bangun dan Teknologi 22, n. 2 (30 luglio 2022): 134–38. http://dx.doi.org/10.31940/logic.v22i2.134-138.
Abstract (sommario):
This paper discusses the learning system of inclusive students by adapting adaptive technology. The learning process is carried out by adjusting the curriculum and educational infrastructure. Students at the PGRI Argopuro Jember University College have 45-50 inclusion students with each batch of 2018-2020. Inclusive students (blind, deaf) experience negative stigma, mentality, difficulty understanding lessons, task completion, and communication. Inastec adaptive technology innovation based on internet of things is proposed to improve the inclusive student learning system. Learning utilizes application algorithms and hardware design schemes for the Respberry Pi 3 B+. The results of applying Inastec's adaptive technology based on the internet of things can help inclusive students in understanding theory, completing assignments, and communicating with the Inastec platform tool with text output and voice feedback on sound speakers.
49
Zhanwei Tian, Tao Jiang, Yuxuan Yan,. "Research on the Influence of Network Culture Group on College Students' Ideological and Political Education from the Perspective of Big Data Analysis". Journal of Electrical Systems 20, n. 2 (4 aprile 2024): 2059–62. http://dx.doi.org/10.52783/jes.1654.
Abstract (sommario):
Today's society has entered the era of big data. Big data technology has been applied to ideological and political education in colleges and universities. The application of big data analysis in the field of ideological and political education in colleges and universities can promote the inclusive expansion, individualized teaching and expansion of ideological and political education in colleges and universities. Internet new media provides unprecedented space and potential for cultural innovation in the youth circle, and expands the path of production, dissemination, consumption and participation of cultural individuals and groups. The network culture circle group has gradually emerged and developed into the main place for the breeding and spread of network public opinion, which has an important impact on the ideological and political education of college students. From the perspective of big data analysis, colleges and universities need to do a good job in reshaping educational concepts, improving political positions, enhancing public opinion monitoring, and strengthening position management, and explore the path of ideological and political education for college students from the perspective of network cultural circles, so as to do a good job in ideological and political education for college students.
50
Bocko, Amy Faye, LuMarie Guth e Micha Broadnax. "Library response to Black Liberation Collective: a review of student calls for change and implications for anti-racist initiatives in academic libraries". Reference Services Review 50, n. 1 (21 dicembre 2021): 5–24. http://dx.doi.org/10.1108/rsr-07-2021-0036.
Abstract (sommario):
PurposeIn September 2015 protests erupted at the University of Missouri following a series of racist incidents on campus and culminating in the resignation of the university president in November 2015. In solidarity with the protests student activists at universities across the United States and Canada organized into the Black Liberation Collective and held the first #StudentBlackoutOut day of protests on university campuses on November 15 followed by the publication of lists of demands to over 80 colleges in 28 states, the District of Columbia and Canada in the hopes of creating more-equitable and inclusive institutions. These demands shared similarity in requests for equity as those put forth during the Black Campus Movement of the late 1960s which led to the establishment of Black studies and cultural centers at colleges and universities. Academic libraries in particular were included with several demands to better serve the Black Indigenous People of Color (BIPOC) community.Design/methodology/approachWhile librarianship has largely been a historically White profession, libraries have undertaken many diversity and inclusion initiatives over the years. This article will examine seven case studies concerning college and university libraries addressing demands collated by the Black Liberation Collective in 2015. Six years out from the publication of the lists, we will evaluate statements issued by the libraries and posted on their websites, the promises that have been made to address inequities and the ensuing actions the libraries have taken to create a welcoming, inclusive community.FindingsThe authors examine seven institutions where demands from student activists speak directly to the library. We examine the library's response to make changes and subsequent actions.Originality/valueThe authors take a journalist approach to their research and examination of library responses.