Bibliografie tematiche / Inclusive education – cross-cultural studies

Letteratura scientifica selezionata sul tema "Inclusive education – cross-cultural studies"

Autore: Grafiati
Pubblicato: 26 luglio 2024

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Articoli di riviste sul tema "Inclusive education – cross-cultural studies"

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Huerta, Ricard. "Silk Road Museums: Design of Inclusive Heritage and Cross-Cultural Education". Sustainability 13, n. 11 (27 maggio 2021): 6020. http://dx.doi.org/10.3390/su13116020.

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This work is the result of a study on the characteristics that define some of the museums created on the Silk Road. The approach to these museums has focused especially on the observation of the educational and heritage aspects that define these institutions. Since 1988, numerous actions related to the Silk Road have been promoted by UNESCO. This old trade route has now become a route of dialogue between cultures. Each museum studied is characterized by promoting local and national issues that define it. Educational issues stand out, since the tradition of silk production is very important in each place. Another aspect observed is that heritage issues manage to strengthen the characteristic features of each community. I have interviewed those responsible and personally observed their facilities and collections. Each museum has chosen to highlight local differential factors, enhancing the aesthetic arguments of cultural identity. Finally, I examine the specific case of the Valencia Silk Museum, the most recent creation museum but also the oldest institution. In the conclusions, I highlight the importance of education in most of these institutions.
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Pinelopi Christani. "The creation of cultures of inclusion, the development of inclusive policies, and the implementation of inclusive practices". Magna Scientia Advanced Research and Reviews 10, n. 2 (30 marzo 2024): 076–84. http://dx.doi.org/10.30574/msarr.2024.10.2.0006.

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With the Salamanca Declaration on Special Education, the entire educational system promotes and encourages the inclusion of all students in mainstream schools, regardless of their origin or developmental issues. Although inclusive education has followed a distinct and separate path from special education in its evolutionary phase, they both emphasize the common ideology of responding to the needs of students to ensure their full participation in the educational process, whether they have disabilities, behavioral problems, or face segregation due to different ethnic backgrounds.
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Koomen, Michele Hollingsworth. "Inclusive science education: learning from Wizard". Cultural Studies of Science Education 11, n. 2 (18 maggio 2016): 293–325. http://dx.doi.org/10.1007/s11422-015-9668-6.

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Yasar-Akyar, Ozgur, Cinthia Rosa-Feliz, Solomon Sunday-Oyelere, Darwin Muñoz e Gıyasettin Demirhan. "Special Education Teacher’s professional development through digital storytelling". Comunicar 30, n. 71 (1 aprile 2022): 93–104. http://dx.doi.org/10.3916/c71-2022-07.

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This research presents the results of an exploration of special education teachers' understanding of how their participation in workshop-based digital storytelling (DST) would enhance their professional development concerning inclusive education. This study evaluates the usability of the Smart Ecosystem for Learning and Inclusion (SELI) platform for supporting teachers during the workshop-based digital storytelling process. We used a convergent parallel mixed-method research design approach with 47 secondary school teachers working with disabled people in the Dominican Republic. The results of this study indicated that the SELI smart learning platform had shown good usability in supporting teachers during the workshop-based digital storytelling pedagogical process. Besides, two themes emerge regarding how workshop-based digital storytelling can contribute to teacher professional development for promoting inclusive education. The resulting themes are expressing, listening, and learning through digital storytelling; and driving change with digital storytelling to create more inclusive environments. Teachers who participated in the interviews were optimistic about DST implementation. They expressed that the workshop worked for multiple ways of expression, listening from and connecting with other stories, and learning through DST. Moreover, teachers could reflect their idea about using DST in terms of its potential impact on inclusion in the classrooms for driving change, building meaningful learning, and influential practice when used in the classroom. Este artículo presenta los resultados de un estudio exploratorio de la forma en que los maestros de educación especial comprenden que las narrativas digitales, basadas en talleres, mejorarían el desarrollo profesional en relación con la educación inclusiva. El estudio evalúa la usabilidad de la plataforma Smart Ecosystem for Learning and Inclusion (SELI) para apoyar a los docentes durante el proceso de narración digital basada en talleres. Utilizamos un enfoque de diseño de investigación de método mixto paralelo convergente con 47 profesores de secundaria que trabajan con personas discapacitadas en la República Dominicana. Los resultados de este estudio indicaron que la plataforma de aprendizaje inteligente SELI había demostrado una buena usabilidad para apoyar a los docentes durante el proceso pedagógico de la narración digital basada en talleres. Además, surgen dos temas sobre cómo la narración digital basada en talleres puede contribuir al desarrollo profesional de los docentes para promover la educación inclusiva. Los temas resultantes son la expresión, la escucha y el aprendizaje a través de la narración digital; e impulsar el cambio con la narración digital para crear entornos más inclusivos. Los maestros fueron optimistas respecto a la implementaión de narrativas digitales. Además, los maestros reflexionaron en términos del potencial impacto de las narrativas digitales en inclusión en el aula, como promotoras del cambio, construyendo aprendizaje significativo y promoviendo una práctica influyente.
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OLIYNYK, Roksolyana. "Inclusive education in Poland: theoretical analysis". Humanities science current issues 2, n. 39 (2021): 267–74. http://dx.doi.org/10.24919/2308-4863/39-2-43.

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Irby, Beverly J., Fuhui Tong e Rafael Lara–Alecio. "The Mutual Symbiosis Between Inclusive Bi-lingual Education and Multicultural Education". Multicultural Perspectives 13, n. 3 (luglio 2011): 130–37. http://dx.doi.org/10.1080/15210960.2011.594374.

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Tudayan, Jhaynee Lou P., Justin Ian N. Ogoy e Jose J. Pangngay. "Developing a Cross-Cultural Competence Scale for Pre-Service Teachers: A Filipino Case Study". Philippine Social Science Journal 6, n. 4 (5 aprile 2024): 43–50. http://dx.doi.org/10.52006/main.v6i4.869.

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As classrooms grow increasingly diverse, cross-cultural competence (CCC) becomes imperative for pre-service teachers to create inclusive, equitable learning environments. Hence, this study focuses on developing a cross-cultural competence scale specifically for pre-service teachers that highlights the dynamic nature of education and the need to foster inclusivity amid increasing classroom diversity, aiming to address gaps concerning assessment tools dedicated explicitly for pre-service teachers. Exploratory factor analysis of an initial 29-item scale assessing knowledge, teaching flexibility, willingness to engage students, and cultural empathy administered to 109 Filipino pre-service teachers' responses ultimately yielded a 22-item, two-factor structure with sound psychometric properties: "Attitudes Toward Culturally Diverse Students" and "Cultural Knowledge and Teaching Flexibility." The factors align well with the conceptual domains of cognitive, affective, and psychomotor learning. This research significantly contributes a contextualized CCC instrument that enhances multicultural education and evaluates pre-service teachers' readiness for diverse classrooms, aligning with the educational dynamic imperative. In summary, this research makes an invaluable contribution to teacher training and multicultural education by developing a targeted and rigorously validated assessment tool.
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Rapanta, Chrysi, Mercè Garcia-Mila, Ana Remesal e Cláudia Gonçalves. "The challenge of inclusive dialogic teaching in public secondary school". Comunicar 29, n. 66 (1 gennaio 2021): 9–20. http://dx.doi.org/10.3916/c66-2021-02.

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The challenge of creating more inclusive public schools addressing the needs of the 21st century Knowledge Society is a major one. In this paper, we focus on inclusion as a dialogical process to be adopted and developed by teachers and students alike in any classroom. The idea of inclusive dialogic teaching is explained and operationalised in an inclusive dialogic curriculum focusing on cultural literacy learning dispositions. In this study, which is part of a multi-country European project, eight Spanish and Portuguese secondary school teachers and their students participated in eight sessions performing dialogic lesson plans. Teachers attended two professional development sessions, one at the beginning of the project and another one later on. Classroom discourse data from sessions #3 and #8 were collected and analyzed using a pre-constructed coding scheme. The findings show a slight improvement in dialogicity from session #3 to session #8 with a persisting resistance from teachers to be more cumulative in their discourse. These findings confirm previous work showing that dialogic teaching is acquired gradually, and even when there are changes in teachers’ stance being more inclusive and inviting towards students, these changes do not necessarily represent a radical shift in the teaching methods towards being more student-centered. El reto de promover escuelas públicas más inclusivas que aborden las necesidades de la Sociedad del Conocimiento del siglo XXI es importante. En este artículo nos centramos en la inclusión como un proceso de diálogo que tanto docentes como estudiantes deben adoptar y desarrollar por igual en las aulas. La idea de la enseñanza dialógica inclusiva se explica y operacionaliza en un currículo dialógico inclusivo centrado en las disposiciones de alfabetización cultural. En este estudio, que forma parte de un proyecto europeo de varios países, ocho docentes de secundaria españoles y portugueses y sus estudiantes participaron en ocho sesiones que implementan planes de lecciones dialógicas. El profesorado asistió a dos sesiones de desarrollo profesional, una al comienzo del proyecto y otra más adelante. Los datos del discurso en el aula de las sesiones n.º 3 y n.º 8 se recopilaron y analizaron utilizando un protocolo de codificación validado. Los resultados muestran una ligera mejora en la dialogicidad de la sesión n.º 3 a la sesión n.º 8 con una resistencia persistente de los docentes para ser más acumulativos en su discurso. Estos hallazgos confirman el trabajo previo que muestra que la enseñanza dialógica se desarrolla gradualmente e incluso cuando la postura del profesorado pasa a ser más inclusiva y atractiva para el alumnado, este cambio no representa necesariamente un cambio radical en los métodos de enseñanza centrados en el alumnado.
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Faria, Paula Maria Ferreira de, Ana Carolina Lopes Venâncio e Denise de Camargo. "Emotions and teaching practices in inclusive education". Revista Espaço Pedagógico 30 (25 luglio 2023): e14738. http://dx.doi.org/10.5335/rep.v30i0.14738.

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This article is an integrative synthesis of two studies conducted with teachers of inclusive classes in Brazil and discusses the reality of inclusive teaching in contemporary Brazilian schools. The goal is to foster reflection about emotions and teaching practices in inclusive contexts based on Vygotsky's Cultural-Historical Psychology. The results reveal that the practices express the Teacher's meanings and emotions to the inclusive process, affecting the teaching-learning processes. We conclude that the implementation of inclusive systems implies understanding the singularities of each real subject that is part of the school. Therefore, it is essential to recognize emotions and rethink practices, building new paths that promote and ensure real inclusion.
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Darmawan, Wawan, e Ewilensia Magdalen Mbura. "Pendidikan Multikultural untuk Pembentukan Karakter Anak: Membangun Jembatan Harmoni Antarbudaya di Era Kontenporer". Visi Sosial Humaniora 5, n. 1 (25 giugno 2024): 224–32. http://dx.doi.org/10.51622/vsh.v5i1.2324.

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iIn today's increasingly complex global society, multicultural education has become a key focus in shaping children's inclusive and empathetic characters. This article explores the important role of multicultural education in shaping children who can appreciate cultural diversity and promote tolerance and cross-cultural understanding. Using a holistic and interactive approach, the article highlights effective educational strategies and practices to enrich children's learning experiences, facilitate intercultural dialogue, and address inequality and discrimination. The research employs literature review and case studies to investigate the impact and implementation of multicultural education practices in the context of children's character formation. By integrating multicultural values into the curriculum, creating inclusive learning environments, and actively engaging the community, multicultural education can serve as a solid foundation for building harmonious intercultural relationships.
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Più fonti

Tesi sul tema "Inclusive education – cross-cultural studies"

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Chimbindi, Felisia. "Strategies used to cater for students with diverse academic backgrounds in the provision of textile, clothing and design programmes: a case study of two universities of technology in Zimbabwe". Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/4948.

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Universities admit students from diverse backgrounds and have an obligation to accommodate all the students in various educational programmes to ensure that they acquire relevant skills and knowledge. The provision of Textile, Clothing and Design programmes to students with diverse academic backgrounds in universities of technology in Zimbabwe has led to various concerns raised by the textile and clothing stakeholders. The concerns include poor performance of students, high student failure rate, high student drop out, late completion of programmes by students, and other problems emanating from curriculum implementation approaches used by the lecturers. This study therefore, sought to find out how students with diverse academic backgrounds are catered for in the provision of TCD programmes in the two sampled universities of technology in Zimbabwe, with a view to assist the students and to enhance the quality of TCD provision. The study adopted a post-positivism paradigm and used a mixed method research approach that integrated concurrent qualitative and quantitative procedures in data collection, analysis and interpretation. A questionnaire, interviews and document analysis were used to collect data from respondents. Purposive sampling procedure was used to select 36 TCD lecturers, 2 universities’ quality assurance directors, 2 TCD faculty deans of studies, and 2 department chairpersons. Collected data were analyzed using statistical and non-statistical procedures. The study revealed that catering for students with diverse academic backgrounds was practiced in the two universities despite the absence of a curriculum implementation policy to guide the provision of TCD programmes to students with diverse academic backgrounds at university level. It emerged that catering for students with diverse academic backgrounds in implementing TCD curricular at the two sampled universities was faced with various challenges that include lack of lecturer training with regard to catering for students from diverse academic backgrounds and inadequate lecturer training in depth TCD subject content knowledge and ICT teaching technology packages. The study also revealed that there is not enough university and stakeholder participation with regards to supporting and monitoring curriculum implementation process to cater for students with diverse academic backgrounds. Although there were challenges encountered in catering for students with diverse academic backgrounds, the study reveals that there are pockets of good practice in some curriculum implementation strategies implemented by the two institutions such as use of student centered teaching and instructional approaches, university support and lecturer commitment to assist the students. The study findings conclude that although catering for TCD students with diverse academic backgrounds was being practiced in the two universities of technology, there are very critical issues observed over the programmes implementation process that include absence of curriculum implementation policy, lack of training of lecturers and inadequate participative TCD stakeholder involvement. Based on the study findings and reviewed literature, the researcher suggests an alternative curriculum implementation framework for catering for students with diverse academic backgrounds that may help improve effectiveness of university programmes implementation.
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Ocampo, Atheneus C. "Towards a Community College Pin y Praxis| Creating an Inclusive Cultural Space". Thesis, Loyola Marymount University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10139326.

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Darder (2012), in Culture and Power in the Classroom, argued that a system of educational inequality is promoted through the consistent production and reproduction of contradictions between the dominant culture and subordinate culture. More significantly, she noted that these dominant and subordinate culture contradictions create a necessity for bicultural individuals to navigate the dialectical tensions between dominant and subordinate cultures and the processes by which education perpetuates dynamics of unequal power and reproduces the dominant worldview. Hence, she urged educators to challenge prevalent power structures and re-imagine the process of schooling as a more inclusive form of pedagogy, geared towards establishing and sustaining cultural democracy in the classroom.

This study responded to the call to work with a Pilipino/a student organization in creating an inclusive space in the schooling experience. The learning process for many Pilipino/a students has historically been steeped in a colonialist mentality and directed toward assimilating these students into the practices of mainstream culture in order to survive. This qualitative research intended to address the unjust issues rooted in the dominant structure of schooling and the persistence of a form of colonizing education that fails to incorporate Pilipino/a sociohistorical knowledge and practices of knowing. More specifically, it addresses issues and tensions related to the process of biculturalism, which Pilipino/a students are required to manage in order to utilize their voice and lived experiences as a basis for action. The methodology of this study was influenced by Pagtatanung-tanong—a Pilipino/a equivalent to participatory action research. In utilizing this approach, the study was formulated through the voices of Pilipino/a students at a community college engaged in community building actions toward cultural affirmation.

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Soares, Marcia Torres Neri. "Programa Educação Inclusiva Direito à Diversidade: estudo de caso sobre estratégia de multiplicação de políticas públicas". Universidade Federal da Paraí­ba, 2010. http://tede.biblioteca.ufpb.br:8080/handle/tede/4918.

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Made available in DSpace on 2015-05-07T15:09:58Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2071363 bytes, checksum: 8dafdb2a10c4fa2a49298b57e6d7e138 (MD5) Previous issue date: 2010-12-01
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The multiplication strategy within the range of inclusion public policies from the Education Ministry - MEC, object of the present study, has been widely used in Brazil as a way of reaching all boroughs in this country of continental dimensions. According to the international guidelines, through different programs, the Education Ministry has adopted this strategy, in order to organize the multipliers formation, from boroughs that are situated in the five regions of the country. The research field of this study is specifically the Program Inclusive Education: the right to diversity - PEI: DD, established in Brazil by The Special Education Secretary Seesp-since 2003. Although this strategy has been current practice in the political actions of the federal government, the studies that hold the genesis, monitoring and knowledge of the multiplication process results in Brazil are still unknown. This investigation, conducted in the field of Cultural Studies and Inclusive Education, adopted the methodology Case Study and Grounded Theory for the theoretical construction based on data collected in the research field. Five boroughs, chosen as pole, were investigated : Salvador, Feira de Santana, Juazeiro, Vitoria da Conquista and Barreiras, from 2003 to 2008. The work was grounded on the qualitative research through the case study methodology. A total of 15 municipal representatives, one representative from the state and five, from the federal level participated in the research. The focus was a wide variety of evidences, as research techniques, besides the semi-structured interview, a survey of official documents and the change timeline were used by the participants who judged that there had been significant changes in their practice that could be associated to the Program, Media and the Research Diary- PDS, in which sensations and information were recorded under the researcher view in her research itinerary. The data were analyzed through similarities, contrasts and barriers among the boroughs that are field of the research. Considering the territorial dimension of our country, the findings indicate that there are similarities in the actions realized by the PEI boroughs: DD and the innumerable barriers inherent to the own administrative policy from the federal government that ties the multiplication agents. It also illuminates the urgency of the implementation of evaluative and comparative studies from the results of the multiplication strategy application to the public policies of inclusion, aiming to analyze its effectiveness at the national level and reset it to the local and regional reality, in addition to helping ensure the optimization of investment in improving the quality of education for all, including those with disabilities. The study also is expected to contribute to the advancement of the debate and knowledge on the area of public policies and, more specifically, the strategies of dissemination of inclusion educational policies in Brazil.
A estratégia de multiplicação no âmbito de políticas públicas de inclusão do Ministério da Educação MEC, objeto do presente estudo, vem sendo amplamente utilizada no Brasil como forma de alcançar todos os municípios de um país de dimensão continental. Em consonância com diretrizes internacionais, por meio de diferentes programas, o MEC adota essa estratégia, a partir da qual organiza a formação de multiplicadores de municípios localizados nas cinco regiões do país. O presente estudo tem como campo de pesquisa especificamente o Programa Educação Inclusiva: direito à diversidade PEI: DD, implantado no Brasil desde o ano de 2003 pela Secretaria de Educação Especial Seesp. Muito embora tal estratégia constitua prática corrente nas ações políticas do governo federal, ainda são desconhecidos os estudos que se detenham à gênese, acompanhamento e conhecimento dos resultados do processo de multiplicação no Brasil. Esta investigação, realizada no campo dos Estudos Culturais e Educação Inclusiva, adotou a metodologia Estudo de Caso e a Teoria Fundamentada para a construção teórica a partir dos dados colhidos no campo de pesquisa. Foram investigados cinco municípios-polo, a saber: Salvador, Feira de Santana, Juazeiro, Vitória da Conquista e Barreiras, no período de 2003-2008. O trabalho alicerçou-se na pesquisa qualitativa através da metodologia de estudo de caso. Participaram da pesquisa um total de 15 representantes da esfera municipal, um representante da esfera estadual e cinco representantes da esfera federal. Primando pela ampla variedade de evidências, como técnicas de pesquisa, além da entrevista semiestruturada, foram utilizados levantamento de documentos oficiais, a linha de tempo da mudança preenchida apenas pelos participantes que julgaram ter havido mudanças significativas em sua prática que pudessem estar associadas ao Programa, meios de comunicação e o Diário de Pesquisa DPq, no qual foram registradas sensações e informações colhidas sob o olhar da pesquisadora em seu itinerário de pesquisa. Os dados foram analisados através de semelhanças, contrastes e barreiras entre os municípios campo da pesquisa. Dada a dimensão territorial do país, os achados indicam que há similaridades nas ações realizadas pelos municípios do PEI: DD e inúmeras barreiras, inclusive, inerentes à própria política administrativa do governo federal, que engessam os agentes de multiplicação. Também ilumina a urgência da implementação de estudos avaliativos e comparativos dos resultados da aplicação da estratégia de multiplicação de políticas públicas de inclusão visando a analisar sua efetividade no âmbito nacional e reajustá-lo à realidade local e regional, além de contribuir para assegurar a otimização do investimento na melhoria da qualidade da educação para todos, incluindo aqueles com deficiência. Com o estudo, espera-se contribuir para o avanço do debate e conhecimento na área de políticas públicas e, mais especificamente, das estratégias de disseminação de políticas educacionais de inclusão no Brasil.
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Monteiro, Maria Rosangela Carrasco. "Todos os alunos podem aprender : a inclusão de alunos com deficiência no III Ciclo a inclusão de alunos com deficiência no III Ciclo". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2010. http://hdl.handle.net/10183/27045.

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A presente dissertação tem como objetivo apresentar e analisar práticas de Educação Inclusiva que se desenvolvem, através de um projeto intitulado Docência Compartilhada, em uma escola pública municipal de Porto Alegre/RS. Para efetivar essa pesquisa, investigo como as práticas de inclusão propostas em uma das turmas regulares do segundo ano do III Ciclo, na qual estão inseridos os alunos com deficiência mental e transtorno global de desenvolvimento, vêm eliminando espaços de segregação e possibilitando aprendizagens. Para tanto, é conferida a ênfase ao conceito de Educação Inclusiva, entendido como um processo educativo que deve ser desenvolvido nas escolas de ensino regular. Nesse estudo utilizei-me de uma perspectiva pós-estruturalista, aliada aos pressupostos teóricos dos Estudos Culturais em Educação. Quanto à metodologia de pesquisa, empreguei estratégias de cunho etnográfico, como, observações das práticas escolares, entrevistas com professores e alunos da referida turma e seleção e leitura de documentos produzidos na instituição. O trabalho investigativo foi organizado a partir de três unidades analíticas: Acolhimento das diferenças; Educação Inclusiva e possibilidades de aprendizagens; Constituição da docência na contemporaneidade – docência compartilhada como uma possível alternativa. O estudo indica que as práticas de inclusão escolar produzidas na escola, através do projeto da Docência Compartilhada, estão possibilitando questionar classificações que naturalizam e legitimam padrões produzindo determinadas identidades, as quais posicionam os alunos de forma negativa em relação às suas reais condições de aprendizagem. E, ainda, resumo que tais práticas têm promovido outras relações de ensino e de aprendizagem.
The present dissertation aims to present and analyze practices for Inclusive Educational which are developed through a project entitled Docência Compartilhada (Shared Teaching) in a public school in Porto Alegre/RS. In order to accomplish the research it was investigated how the inclusion practices proposed in one of the regular class of the second year from Cycle III, in which are placed students mentally deficient and with global developmental disorder that have been eliminating segregation spaces and making it possible learning. Due to this it is given emphasis to Inclusive Education concept which is understood as an educational process that must be developed in schools of regular teaching. In this study it was used a post-structuralist perspective related to theoretical assumptions of Cultural Studies in Education. Regarding the research methodology it was used strategies such as ethnographic as observations of school practices, interviews with teachers and students of the chosen class and selection and reading of documents produced in the institution. The investigate work was organized from three analytical units: Gathering of the differences, Inclusive Education and learning possibilities and Contemporary Teaching Constitution – shared teaching as an alternative choice. The study indicates that inclusive school practices produced in schools through the Docência Compartilhada (Shared Teaching) project, are enabling to question classifications which naturalize and legitimize patterns creating certain identities which positionate students in a negative way of their true learning conditions. Moreover, to sum up such practices have promoted others relations of teaching and learning.
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Thobela, Nompapa Regina. "The perceptions of principals and teachers of learners with HIV/Aids". Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1909.

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Thesis (MEd (Educational Psychology))--University of Stellenbosch, 2009.
ENGLISH ABSTRACT: The HIV/AIDS pandemic presents many challenges to education in South Africa. The National Department of Education declared itself a central player in addressing the many challenges presented by HIV/AIDS. An important challenge relates to an increase in learners that experience barriers to learning and development in schools and classrooms. Education White Paper 6 of 2001 (Department of Education, 2001) emphasised that the implementation of inclusive education in schools should take the incidence and impact of HIV/AIDS into consideration and that learners with HIV/AIDS should be included into schools and given the necessary support to ensure quality learning. To successfully include and support learners with HIV/AIDS, principals and teachers should hold positive perceptions on the inclusion of these learners in schools and classrooms. Before strategies and techniques on how to support learners with HIV/AIDS can therefore be developed effectively, principals' and teachers' perceptions on the inclusion of these learners should be explored. This qualitative study was designed to explore the perceptions of principals and teachers on the inclusion of learners with HIV/AIDS in mainstream schools and classrooms. The research was done within an interpretative paradigm. A qualitative research methodology was employed with purposive sampling of participants, semi-structured individual interviews and constant comparative analysis. Research findings indicate that learners with HIV/AIDS as a chronic illness were accommodated in mainstream schools and classrooms in the community under investigation. The findings also suggest that positive attitudes would result in meaningful relationships between teachers, learners and parents. The findings furthermore indicate that certain teachers, especially those working in schools in the senior and further education phases in the specific community, should develop more positive perceptions of learners with HIV/AIDS in order to render appropriate support and care. Knowledge and training were found to be lacking. The transdisciplinary approach to support with its emphasis on collaboration across boundaries was seen as the most appropriate approach in addressing the diverse needs of all learners with HIV/AIDS. v
AFRIKAANS OPSOMMING: Die MIV/vigs-pandemie skep baie uitdagings vir die onderwys in Suid-Afrika. Die Nasionale Departement van Onderwys het verklaar dat dit sentrale rolspeler is in die aanspreek van die vele uitdagings wat MIV/vigs bied. Een belangrike uitdaging in skole en klaskamers hou verband met toename in leerders wat hindernisse tot leer en ontwikkeling ervaar. Die Onderwyswitskrif 6 van 2001 (Departement van Onderwys, 2001) het beklemtoon dat in die implementering van inklusiewe onderwys in skole, die voorkoms en impak van MIV/vigs in aanmerking moet neem en dat leerders met MIV/vigs in skole ingesluit moet word. Dit beveel voorts aan dat hulle die nodige ondersteuning moet kry om gehalte-onderwys te verseker. Ten einde leerders met MIV/vigs suksesvol in te sluit en hulle te ondersteun moet skoolhoofde en onderwysers positiewe persepsies huldig oor die insluiting van hierdie leerders. Voordat strategieë en tegnieke om leerders met MIV/vigs in skole en klaskamers te ondersteun effektief ontwikkel kan word, moet skoolhoofde en onderwysers se persepsies omtrent die insluiting van hierdie leerders eers ondersoek word. Hierdie kwalitatiewe ondersoek is ontwerp om die persepsies van skoolhoofde en onderwysers oor die insluiting van leerders wat met MIV/vigs geïnfekteer is in hoofstroomskole en -klaskamers te ondersoek. Die navorsing is binne interpretatiewe paradigma gedoen. Kwalitatiewe navorsingsmetodologie is gebruik met doelgerigte steekproefneming van deelnemers, semi-gestruktureerde individuele onderhoude en konstant-vergelykende analise. Navorsingsbevindings het aangetoon dat die gemeenskap wat ondersoek is leerders met MIV/vigs as chroniese siekte in hoofstroomskole en-klaskamers akkommodeer. Dit het ook uit die bevindings geblyk dat positiewe houding betekenisvolle verhoudings tussen onderwysers, leerders en ouers tot gevolg sou hê. Die bevindings het verder aangetoon dat sekere onderwysers, veral diegene wat in skole in die senior en voortgesette onderwysfases in die besondere gemeenskap werk, meer positiewe persepsies moet ontwikkel van leerders met MIV/vigs ten einde toepaslike ondersteuning en sorg te verskaf. Daar is bevind dat kennis en opleiding ontbreek. Die transdissiplinêre benadering tot ondersteuning, met sy klem op samewerking oor grense heen, is gesien as die toepaslikste benadering in die aanspreek van die diverse behoeftes van alle leerders met MIV/vigs.
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Sciame, Michelle E. 1958. "Adolescent adjustment to parenthood: A cross-cultural perspective". Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/291864.

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This naturalistic research describes adjustment to parenthood in an ethnically diverse group of out-of-school adolescent mothers enrolled in an educational program. The process of adjustment was investigated, as well as what factors impede or enhance adjustment for these mothers. Ethnic differences were considered along with the role of the educational program. Implications for program planning are discussed. Data collection consisted of interviews, observations, a Life Events Checklist, and a review of program files. Difficult home lives and the frequency of stressful events prior to pregnancy led to a relatively easy adjustment to parenthood for these mothers. Adjustment was enhanced by support; most frequently provided by the program, partners, and families. Partners and families also were the most frequent cause of difficulties that impeded adjustment. The major differences between ethnic groups were in family structure and support systems. The educational program served as a major source of relational support for these mothers.
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Mun, Jae Hong Daniel. "Transformation of cross-cultural Korean leaders in Taiwanese churches". Thesis, Biola University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619662.

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Taiwan and Korea have been categorized in the same cluster of Confucian and hierarchical cultures. However, Korean missionary pastors in Taiwan experience significant cross-cultural differences that directly affect the effectiveness of their leadership among Taiwanese congregants.

This study discloses the four factors contributing to the effectiveness of select Korean missionary pastors: (a) personal traits, (b) interaction on cross-cultural issues, (c) trust, and (d) spirituality. Working as a whole, four key factors result in a four-fold transformation of leadership: (a) leaders responded to cross-cultural encounters with cognitive discernment, (b) which resulted in movement from authoritarian to servant leadership, (c) which fostered trust among followers, (d) which resulted in movement from servant to transformational leadership.

The theory in this study on the effectiveness of cross-cultural leaders in Taiwanese context is derived from the ground theory study using in-depth semi-structured interviews, and participant observation.

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Morrell, Alicia Montana. "Assessing the development of intercultural sensitivity gained through the domestic experiences of first year students". Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/698.

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Institutions of higher education in the United States are becoming more and more diverse and nationwide efforts to provide educational access and equity to underrepresented groups of people will only help to increase that diversity. Increased diversity combined with the need for institutions to produce graduates who are capable of living and working in a global society, has created the need for students to possess a set of cognitive and behavioral skills to aide in successful intercultural interactions. Using the Developmental Model of Intercultural Sensitivity and the theory of Cultural Intelligence as frameworks, this research attempts to assess the effect of domestic experiences on intercultural competency and cultural intelligence of first year students at the University of the Pacific. Interview participants were chosen from a sample of eighty-seven students who took the Intercultural Development Inventory and were selected for displaying a great deal or lacked of intercultural sensitivity and cultural intelligence. From these interviews, key lines of thought and experiences were determined to have had positive or negative influences on competency. These results are presented in the form of biographical sketches and supplemented with a discussion of the skills essential to developing greater competency in intercultural sensitivity and cultural intelligence through the curriculum and co-curricular involvements.
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Man, Daisy Wailing. "Cross-cultural study of test-wiseness". Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28772.

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The objectives of this study were to investigate the cultural differences in test-wiseness between Chinese and Canadian students; to study the impact of test-wiseness on British Columbia Grade 12 provincial examination results among Chinese students in British Columbia; and to examine the relationship of test-wiseness, and four correlates (verbal ability, achievement motivation, length of residency in Canada, multiple choice experience) among the Chinese students. The Test of Test-wiseness and Student Survey questionnaire were administered to 41 Grade 12 foreign Chinese students who wrote the provincial examinations in January 1990. Completed test data were compared with the same data from Canadian and Chinese immigrant students who wrote the provincial examination in June 1989. The data were analyzed by a linear regression model. The results indicated that ethnicity accounted for a significant amount of variance in test-wiseness. Foreign Chinese students were significantly less test-wise than both Canadian and Chinese immigrant students. Foreign Chinese students scored significantly lower than the other two groups in absurd-options, different-options, stem-options link and guessing subtests in the Test of Test-wiseness. The results also showed that test-wiseness did not account for a significant amount of variance in provincial examination scores (English 12 and Algebra 12). The four correlates together accounted for very little variance in test-wiseness. None of them significantly correlated with test-wiseness, except that length of residency in Canada correlated positively with test-wiseness. Finally, the three ethnic groups showed no significant differences in achievement motivation but foreign Chinese students scored significantly lower than Chinese immigrant students who scored in turn lower than Canadian students in verbal ability. The findings imply that language plays a crucial part in test-taking situations. With inadequate English language skills, foreign Chinese students were unable to satisfactorily comprehend the test questions, and hence their test performance were very close to what would be expected from random guessing. It is suggested that these students require examination coaching skills as well as improvement in English language skills.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Hussain, Afraa Salah. "UAE Preschool Teachers' Attitudes toward Inclusion Education by Specialty and Cultural Identity". Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10598968.

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Inclusion of children with special education needs into public classrooms in United Arab Emirates applied in 2006. The application of inclusion programs started in high schools, and followed by elementary schools and preschools. Teachers’ attitudes toward inclusion evaluated among high school and elementary teachers but not among preschool teachers. The effect of the cultural background of teaching staff on inclusion education not evaluated in a UAE preschool. The purpose of this quantitative study was to examine the effect of educational specialty and culture on teachers’ attitudes toward an inclusion education system in United Arab Emirates. The theory of planned behavior of Ajzan (1991) used in this study to explain teachers’ attitudes. This quantitative study evaluated teachers’ attitudes toward inclusion education through a distributed questionnaire, including a demographics form and a STATIC scale for evaluating teachers’ attitudes. A two-factor ANOVA used to test the effects of teachers’ specialty and cultural background on STATIC scores. Findings showed a main effect of preschool teachers’ cultural identity on their attitudes toward inclusion education. Teachers with Asian identity showed better attitudes toward inclusion education than Gulf identity or African identity teachers. No differences found between preschool teachers’ specialty (general and special education teachers) on their attitudes toward inclusion education. This study will contribute to social change by providing valuable knowledge about UAE preschool teachers’ attitudes toward the application of inclusion education to improve the inclusion classrooms settings and environment.

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Libri sul tema "Inclusive education – cross-cultural studies"

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Len, Barton, e Armstrong Felicity, a cura di. Policy, experience and change: Cross-cultural reflections on inclusive education. Dordrecht, The Netherlands: Springer, 2007.

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Rafael, Bell Rodríguez, Musibay Martínez Ileana e Cátedra Andrés Bello para la Educación Especial., a cura di. Pedagogía y diversidad. Ciudad de La Habana: Casa Editora Abril, 2001.

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Harper, Shaun R. Creating inclusive campus environments: For cross-cultural learning and student engagement. A cura di National Association of Student Personnel Administrators (U.S.). [Washington, D.C.]: NASPA, 2008.

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J, Vitello Stanley, e Mithaug Dennis E, a cura di. Inclusive schooling: National and international perspectives. Mahwah, N.J: L. Erlbaum Associates, 1998.

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Rosemary, Sage, a cura di. Meeting the needs of students with diverse backgrounds. New York, NY: Continuum International Pub. Group, 2009.

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Craven, Rhonda G. Inclusive education for students with intellectual disabilities. Charlotte, North Carolina: Information Age Publishing, Inc., 2015.

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Sasamoto, Ken. Shōgai no aru kodomo no kyōiku seido no kokusai hikaku ni kansuru kisoteki kenkyū: Waga kuni no genjō to kongo no hōkōsei o fumaete : (Heisei 20-nendo) kenkyū seika hōkokusho. Yokosuka-shi: Kokuritsu Tokubetsu Shien Kyōiku Sōgō Kenkyūjo, 2009.

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R, Mitchell David, a cura di. Contextualizing inclusive education: Evaluating old and new international paradigms. New York: RoutledgeFalmer, 2004.

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Keith, Ballard, a cura di. Inclusive education: International voices on disability and justice. London: Falmer Press, 1999.

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Booth, Tony. Developing inclusive teacher education. New York: Routledge, 2003.

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Capitoli di libri sul tema "Inclusive education – cross-cultural studies"

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Sofii, Nataliia, Oksana Fedorenko, Iryna Novyk, Heidi Harju-Luukkainen e Jonna Kangas. "Interprofessional Collaboration for Inclusive Education in Early Childhood Education and Care in Ukraine". In Critical Cultural Studies of Childhood, 61–77. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-34023-9_5.

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Luitel, Bal Chandra, e Peter Charles Taylor. "“What Is Ours and What Is Not Ours?”: Inclusive Imaginings of Contextualised Mathematics Teacher Education". In Cultural Studies and Environmentalism, 385–408. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3929-3_33.

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Ragnarsdóttir, Hanna. "Family-Professional Collaboration in Inclusive Early Childhood Education in Iceland—Multilingual Families and Children". In Critical Cultural Studies of Childhood, 229–44. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-34023-9_14.

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Ališauskienė, Stefanija, Natallia Bahdanovich Hanssen e Daiva Kairienė. "Introduction to Interprofessional and Family-Professional Collaboration for Inclusive Early Childhood Education and Care". In Critical Cultural Studies of Childhood, 1–11. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-34023-9_1.

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Kaufmann, Hans Rüdiger, Anna Kurth, Shranjani Shukla, Tirrel Henning e Lars Schäffner. "Inclusive Online Collaborative Learning Environments in Vocational Education". In Palgrave Studies in Cross-disciplinary Business Research, In Association with EuroMed Academy of Business, 241–70. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07769-2_12.

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Sæther, Eva. "The Art(s) of Getting Lost: Halting Places for Culturally Responsive Research Methods". In The Politics of Diversity in Music Education, 15–27. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_2.

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AbstractThis chapter revisits the ideas of radical empiricism and sensuous scholarship, embedded in current music education research. Focusing on the development of methodological implications of cultural responsiveness and arts-based research methods, the chapter argues for epistemic openness. The discussion is located within the author’s own experiences of course development for Swedish music teacher students in Gambia, field studies in multicultural classrooms in Sweden, and research design that includes the fiddle, opening up for music to ask the questions. Borrowing from anthropological research the concepts of radical empiricism and sensuous scholarship, music education researchers might find useful tools to approach project planning, to perform the analysis of the material and to communicate the results in culturally responsive forms that inform both research and praxis. By studying music transmission with culturally sensitive research methods, this chapter suggests possibilities to do more than observing and reporting. There is a possibility to engage with different knowledge systems and politics, in all types of retrieved material – and to generate inclusive knowledge building.
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Timmons, Vianne. "Towards Inclusive Education in Canada". In Policy, Experience and Change: Cross-Cultural Reflections on Inclusive Education, 133–46. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-5119-7_10.

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Lavia, Jennifer. "Inclusive Education in Trinidad and Tobago". In Policy, Experience and Change: Cross-Cultural Reflections on Inclusive Education, 107–22. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-5119-7_8.

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Chimedza, Robert. "Disability and Inclusive Education in Zimbabwe". In Policy, Experience and Change: Cross-Cultural Reflections on Inclusive Education, 123–32. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-5119-7_9.

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Bautista, Alfredo, Jimmy Yu, Kerry Lee e Jin Sun. "Impact of Play-Based Pedagogies in Selected Asian Contexts: What Do We Know and How to Move Forward?" In Effective Teaching Around the World, 473–88. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_21.

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AbstractIn the Asian continent, many Early Childhood Education (ECE) policies have been influenced by Western theories and pedagogies. An example is the widespread presence of the notion of play in curriculum policy frameworks, which in part responds to research findings originated in the West. However, given what we know about cross-cultural differences in child development and learning, it is imperative to examine the state of the art on play research conducted with Asian children. This chapter reviews the literature on the impact of play-based pedagogies in Mainland China, Hong Kong, Singapore, and Japan. We describe the types of studies conducted in these jurisdictions and their overall findings, with the aim of outlining future research agendas. We describe the socio-cultural beliefs about ECE in the selected contexts and the visions of play articulated in their official policies. Then, we provide an overview of the empirical studies available, distinguishing between naturalistic and intervention studies. Studies published in English academic journals have mainly analyzed the impact of structured and guided forms of play, focusing primarily on socio-emotional outcomes, with minimal research on domains such as scientific thinking, number sense, or creativity, and no research on other areas. We argue that the existing work reflects traditional Asian values and deep-rooted beliefs about ECE, where play is seen as a rather unimportant activity. We conclude that to better justify the inclusion of play in ECE policies across Asia, it would be vital to produce an extensive, rigorous, and locally situated corpus of play impact studies.
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Atti di convegni sul tema "Inclusive education – cross-cultural studies"

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Ediyanto, Ediyanto, Dimas Arif Dewantoro, Dwi Mega Pratiwi, Imroatin Octavianis, Siti Mas’ula, Muya Barida e Ranti Novianti. "Science Teacher Attitudes Towards Inclusive Education in Malang City: A Cross-Sectional Analysis with their Gender". In 2nd World Conference on Gender Studies (WCGS 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220304.030.

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Sijuola, Rasaq. "Inclusive Education for People Living with Disabilities in Nigeria". In 15th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2022. http://dx.doi.org/10.22616/reep.2022.15.018.

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Achieving inclusive education is one of the lofty goals set by the United Nations which was, then, passed down to individual nations around the globe. It is believed that inclusive education has great benefits for individuals and society at large. However, its level in developing nations, Nigeria inclusive, is still very low. The aim of this paper was to assess how inclusive education for people living with disabilities can be achieved in Nigeria. To achieve this aim, a theoretical research method was employed. The methods enabled a systematic literature review to be done in this study. To this end, several published studies were reviewed and explored to draw out significant lessons for inclusive education and identify possible actionable steps the government could take on inclusive education. The study results revealed that the level of inclusive education was still very low and far from the expectations of its advocates. While the Nigerian government supported the idea of inclusive education and enshrined the rights of people living with disabilities in the 1999 constitution, sufficient actionable steps are yet to be taken to achieve inclusive education. Similarly, inclusive education faced severe challenges in the country in the form of low levels of infrastructure and teaching materials and resources. The living conditions of people living with disabilities were poor because cultural beliefs and myths about them enable people to treat them poorly and shabbily. These findings are significant to inclusive education advocates and policymakers in the country because they help them to understand the poor level of inclusive education in the country, and poor governmental efforts towards inclusive education; re-evaluate their existing approaches, and design better approaches for the course of inclusive education.
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Jeong Park, Hye, Huiwon Lim e Yongyeon Cho. "Understanding Students’ Diversity in Inclusive Design: A Review of Literature on Students’ Empathy and Prosocial Motivation from Cultural Differences". In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003346.

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The goal of inclusive design is “design for all,” and it has been considered a valuable approach to universal design and user-centered design in engineering design education. Although there are diverse methods to achieve the goal of inclusive design, individuals’ diverse cultural backgrounds, empathy, and prosocial motivation are essential. The aim of this study is to investigate how engineering students’ cultural backgrounds (collectivism and individualism) can be intertwined in classrooms and promote students’ empathy and prosocial motivation for generating inclusive design solutions. Through the review of previous studies, students with collectivist cultures represented a higher empathy degree, and they frequently perceived prosocial motivation for others rather than students from individualist cultures. To amplify engineering students’ empathy and prosocial motivation with respecting their cultural differences, this study followed the “three needs” of Oxford and Gkonou (2018) to suggest teaching methods for engineering design education. Diverse types of in- and outside-class activities, such as class discussions, role-playing, sharing students’ own stories, and problem-based learning are recommended for enhancing students’ empathy and prosocial motivation to understand others with diverse perspectives for inclusive ideas.
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Lopez Mateu, Vicente, e Teresa Pellicer Armiñana. ""Design for All” in Architectural Heritage conservation: the technology challenge". In CARPE Conference 2019: Horizon Europe and beyond. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10565.

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Among the United Nations 2030 objectives for the sustainable development, stand out those who seek social, economic and cultural equality of people, within the framework of different human settlements, their cultural heritage and the natural environment. This idea raises the need to establish effective strategies, resources and tools aimed to balance the current conditions in most disadvantaged groups, such as people with disabilities. The situation is complicated because the barriers to integration and inclusivity are diverse, the initiatives, legislation and ways of acting are also very different. Therefore, overcoming the situation requires a broad multidisciplinary approach. On the other hand, Heritage resources can be a valuable mean for permanent and sustainable development, if there is a proper combination of different aspects: design, management and maintenance, continuous improvement and dissemination with inclusive criteria. One of the possibilities to afford that difficult task is to promote in the field of university education different activities such as information exchange, cross-cutting networks, research studies, experimental ICT tools development and adequate dissemination. This proposal is structured in this sense to arouse the interest and participation of teachers, students and researchers in these actions, establishing collaborative projects and work proposals.
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Sapoetra, J. "Cross-Cultural Studies and Pragmatic Awareness". In Proceedings of The 1st Workshop Multimedia Education, Learning, Assessment and its Implementation in Game and Gamification, Medan Indonesia, 26th January 2019, WOMELA-GG. EAI, 2019. http://dx.doi.org/10.4108/eai.26-1-2019.2282940.

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Kurbakova, Svetlana, Elena Kulikova, Oksana Savkina e Alexander Kurbakov. "CROSS-CULTURAL STUDIES AND INTERCULTURAL COMMUNICATION: NEW CHALLENGES AND OPPORTUNITIES". In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1671.

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Mocanu, Mariana, e Cristina Nichimis. "CULTURE - DIGITAL TECHNOLOGY NEXUS FOR A NEW ERA IN EDUCATION". In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-114.

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Nowadays, culture and digital technology systems are interdependent. New technologies enable new approaches in the creation act, as well as widen the access to cultural products and services to divers social groups. In the same time, almost all cultural acts require interdisciplinary approach, based on artistic competences and technological skills. The profile of an artist gets new dimensions and requires a multidisciplinary education. In the same time, through its increased accessibility, culture gains a more and more important role as vector for non and informal education. It is time for a more systematic approach to address the challenges and opportunities of the culture-digital technology nexus as well as the deployment possibilities in the present educational landscape. Due to technological advances, the shift of education paradigms from topic centred to learner centred education was enabled, with increased tendency to allow personalized learning routes based on individual skills and targets. The paper presents an educational approach based on learning environments build on cultural features that fit the learners profile, created with the support of advanced technologies. Several success stories about improving the educational process with support of new technologies and for increasing the use of IT tools in the performing arts are presented further. Based on past experiences, the paper proposes a model for creating new learning contexts by using digital technology to widen the access to culture, as an education vector, as well as by using cultural experiences to increase the receptivity of learners. Two case studies are presented: one regarding the inclusion of digital education, the second for creation of learning environment based on work reality.
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An, Jing, e Caixia Lv. "Research on Multi-ethnic Cross-cultural Education Guided by National Communication and Integration". In 2nd International Conference on Education Studies: Experience and Innovation (ICESEI 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211217.024.

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Latiolais, Ashlie, e Phanat Xanamane. "Cultural & Climatic Actors: Shifting Roles of Architects and Practice". In AIA/ACSA Intersections Conference. ACSA Press, 2020. http://dx.doi.org/10.35483/acsa.aia.inter.20.1.

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As the skills required for creating architecture continue to broaden and deepen, integrating professional experience into architectural education will be increasingly necessary. This integration will create graduates that are more adaptable and versatile than through academic experience alone. Professional Practice discourse is an obvious venue for discussing and exploring the broader skills required for success and advancement in architectural practice, however, this paper entry discusses a shift of conventional practice to a practice that addresses community work – from production processes – through a semester-long studio experience. The studio was dedicated to the students’ professional development of social and environmental responsibility using a transdisciplinary and collaborative approach. The impacts of intersecting architectural practice and interdisciplinary collaborators with architectural education through community engagement dissolves the notion that these actors are mutually exclusive. Rather, what yielded is an inclusive approach to creating environments that are more socially conscious; benefitting both the students and community patrons.
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Okyay, Gülce Güleycan, e Demet Ulusoy Binan. "An Odyssey to Heritage Education: The Inspiring Example of Bergama and Its Communities". In HERITAGE2022 International Conference on Vernacular Heritage: Culture, People and Sustainability. Valencia: Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/heritage2022.2022.15462.

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Heritage education constitutes an agenda that has an increasing influence and priority within the current conservation discourse. It is mostly because the notion of this specific type of education itself is not merely a provider of expertise anymore. On the contrary, it is a potential future-making tool whose target audience spreads to all segments of society, emerging generations in particular. By systematic theoretical foundation and applied practices, goal-oriented and innovative educational strategies may easily develop new methods of dialogue and inclusion that generate place-based bonds by propagating more sources of information.In the case of Bergama, or Pergamon and Its Multi-Layered Cultural Landscape as inscribed in the World Heritage List in 2014, the above-mentioned possibility is particularly relevant. As heritage education has become a widely recognized priority for the city, many studies have been carried out by local communities and institutions in line with a common vision. A systematic framework and the main principles of heritage education have been structured in a participatory manner. The heritage of the city, in this regard, has aimed to be transformed into an educational actor itself.This study aims to present the case of Bergama with regards to its pioneering potential in heritage education and communities, in connection with academia, whose guidance starts with the inventory of the urban cultural heritage and progresses with the nomination and inscription on the World Heritage List, and the subsequent capacity building process. Vernacular architecture, as the most fragile heritage with its tangible and intangible values, is also discussed in this holistic context. Following the traces of good practices and sharing broadening experiences provide a general understanding in a relatively new field while demonstrating an inspiring example in the wider context.
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Rapporti di organizzazioni sul tema "Inclusive education – cross-cultural studies"

1

Minkanic, Michelle, e Emily Tran. Socioeconomic and Cultural Factors Influencing Type of Hormonal Contraceptive Use in Women in Developed vs Under-Developed Geographic Areas. Science Repository, aprile 2024. http://dx.doi.org/10.31487/j.cei.2024.01.01.

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The intent of this study is to identify and compare sociocultural barriers in various geographic regions that impede access, type and use of hormonal contraception, and methods to improve restrictions in access. Understanding and addressing sociocultural barriers to hormonal contraception on a larger intercontinental scale can create a more effective and inclusive healthcare system. A search using PubMed, Cochrane, and Embase was conducted on current and past literature performed in various developmental countries. Terms such as “birth control access AND developed nations”, “barriers of hormonal contraception AND low-income countries” were used. Studies included ranged from RCTs, cross-sectional studies, literature reviews, and meta-analyses. Countries reviewed with lower levels of development in Africa, the Middle East, Southeast Asia, and Latin America have demonstrated a rise in long-acting hormonal contraception (LARCs) after injectables. Barriers in these regions include misconceptions fertility and contraception use, access to modern contraceptives (these include oral and emergency contraceptive pills, implants, injectables, contraceptive patches and rings, intrauterine devices, female and male sterilization, vaginal barrier methods and female condoms), stigma and patriarchal settings that result in male influence on women’s reproductive choices. More developed regions of the world like the United States and Europe demonstrated a range of contraceptive options with the most compliance for intrauterine implants (IUDs) in younger reproductive women. The greatest hindrances for developed regions were cost, difficulty obtaining appointments, and fallacies for future fertility. Contraceptive education and culturally sensitive counseling should be emphasized for healthcare employees serving women with ease of access, and to strengthen reproductive support services. Advocating to provide underdeveloped regions with better contraceptive resources highlights an importance to give women globally the empowerment to choose the direction of their own reproductive journey.
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2

McEntee, Alice, Sonia Hines, Joshua Trigg, Kate Fairweather, Ashleigh Guillaumier, Jane Fischer, Billie Bonevski, James A. Smith, Carlene Wilson e Jacqueline Bowden. Tobacco cessation in CALD communities. The Sax Institute, giugno 2022. http://dx.doi.org/10.57022/sneg4189.

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Background Australia is a multi-cultural society with increasing rates of people from culturally and linguistically diverse (CALD) backgrounds. On average, CALD groups have higher rates of tobacco use, lower participation in cancer screening programs, and poorer health outcomes than the general Australian population. Lower cancer screening and smoking cessation rates are due to differing cultural norms, health-related attitudes, and beliefs, and language barriers. Interventions can help address these potential barriers and increase tobacco cessation and cancer screening rates among CALD groups. Cancer Council NSW (CCNSW) aims to reduce the impact of cancer and improve cancer outcomes for priority populations including CALD communities. In line with this objective, CCNSW commissioned this rapid review of interventions implemented in Australia and comparable countries. Review questions This review aimed to address the following specific questions: Question 1 (Q1): What smoking cessation interventions have been proven effective in reducing or preventing smoking among culturally and linguistically diverse communities? Question 2 (Q2): What screening interventions have proven effective in increasing participation in population cancer screening programs among culturally and linguistically diverse populations? This review focused on Chinese-, Vietnamese- and Arabic-speaking people as they are the largest CALD groups in Australia and have high rates of tobacco use and poor screening adherence in NSW. Summary of methods An extensive search of peer-reviewed and grey literature published between January 2013-March 2022 identified 19 eligible studies for inclusion in the Q1 review and 49 studies for the Q2 review. The National Health and Medical Research Council (NHMRC) Levels of Evidence and Joanna Briggs Institute’s (JBI) Critical Appraisal Tools were used to assess the robustness and quality of the included studies, respectively. Key findings Findings are reported by components of an intervention overall and for each CALD group. By understanding the effectiveness of individual components, results will demonstrate key building blocks of an effective intervention. Question 1: What smoking cessation interventions have been proven effective in reducing or preventing smoking among culturally and linguistically diverse communities? Thirteen of the 19 studies were Level IV (L4) evidence, four were Level III (L3), one was Level II (L2), none were L1 (highest level of evidence) and one study’s evidence level was unable to be determined. The quality of included studies varied. Fifteen tobacco cessation intervention components were included, with most interventions involving at least three components (range 2-6). Written information (14 studies), and education sessions (10 studies) were the most common components included in an intervention. Eight of the 15 intervention components explored had promising evidence for use with Chinese-speaking participants (written information, education sessions, visual information, counselling, involving a family member or friend, nicotine replacement therapy, branded merchandise, and mobile messaging). Another two components (media campaign and telephone follow-up) had evidence aggregated across CALD groups (i.e., results for Chinese-speaking participants were combined with other CALD group(s)). No intervention component was deemed of sufficient evidence for use with Vietnamese-speaking participants and four intervention components had aggregated evidence (written information, education sessions, counselling, nicotine replacement therapy). Counselling was the only intervention component to have promising evidence for use with Arabic-speaking participants and one had mixed evidence (written information). Question 2: What screening interventions have proven effective in increasing participation in population cancer screening programs among culturally and linguistically diverse populations? Two of the 49 studies were Level I (L1) evidence, 13 L2, seven L3, 25 L4 and two studies’ level of evidence was unable to be determined. Eighteen intervention components were assessed with most interventions involving 3-4 components (range 1-6). Education sessions (32 studies), written information (23 studies) and patient navigation (10 studies) were the most common components. Seven of the 18 cancer screening intervention components had promising evidence to support their use with Vietnamese-speaking participants (education sessions, written information, patient navigation, visual information, peer/community health worker, counselling, and peer experience). The component, opportunity to be screened (e.g. mailed or handed a bowel screening test), had aggregated evidence regarding its use with Vietnamese-speaking participants. Seven intervention components (education session, written information, visual information, peer/community health worker, opportunity to be screened, counselling, and branded merchandise) also had promising evidence to support their use with Chinese-speaking participants whilst two components had mixed (patient navigation) or aggregated (media campaign) evidence. One intervention component for use with Arabic-speaking participants had promising evidence to support its use (opportunity to be screened) and eight intervention components had mixed or aggregated support (education sessions, written information, patient navigation, visual information, peer/community health worker, peer experience, media campaign, and anatomical models). Gaps in the evidence There were four noteworthy gaps in the evidence: 1. No systematic review was captured for Q1, and only two studies were randomised controlled trials. Much of the evidence is therefore based on lower level study designs, with risk of bias. 2. Many studies provided inadequate detail regarding their intervention design which impacts both the quality appraisal and how mixed finding results can be interpreted. 3. Several intervention components were found to have supportive evidence available only at the aggregate level. Further research is warranted to determine the interventions effectiveness with the individual CALD participant group only. 4. The evidence regarding the effectiveness of certain intervention components were either unknown (no studies) or insufficient (only one study) across CALD groups. This was the predominately the case for Arabic-speaking participants for both Q1 and Q2, and for Vietnamese-speaking participants for Q1. Further research is therefore warranted. Applicability Most of the intervention components included in this review are applicable for use in the Australian context, and NSW specifically. However, intervention components assessed as having insufficient, mixed, or no evidence require further research. Cancer screening and tobacco cessation interventions targeting Chinese-speaking participants were more common and therefore showed more evidence of effectiveness for the intervention components explored. There was support for cancer screening intervention components targeting Vietnamese-speaking participants but not for tobacco cessation interventions. There were few interventions implemented for Arabic-speaking participants that addressed tobacco cessation and screening adherence. Much of the evidence for Vietnamese and Arabic-speaking participants was further limited by studies co-recruiting multiple CALD groups and reporting aggregate results. Conclusion There is sound evidence for use of a range of intervention components to address tobacco cessation and cancer screening adherence among Chinese-speaking populations, and cancer screening adherence among Vietnamese-speaking populations. Evidence is lacking regarding the effectiveness of tobacco cessation interventions with Vietnamese- and Arabic-speaking participants, and cancer screening interventions for Arabic-speaking participants. More research is required to determine whether components considered effective for use in one CALD group are applicable to other CALD populations.
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3

Mehmood, Hamid, Surya Karthik Mukkavilli, Ingmar Weber, Atsushi Koshio, Chinaporn Meechaiya, Thanapon Piman, Kenneth Mubea, Cecilia Tortajada, Kimberly Mahadeo e Danielle Liao. Strategic Foresight to Applications of Artificial Intelligence to Achieve Water-related Sustainable Development Goals. United Nations University Institute for Water, Environment and Health, aprile 2020. http://dx.doi.org/10.53328/lotc2968.

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The report recommends that: 1) Policymakers should conduct holistic assessments of social, economic, and cultural factors before AI adoption in the water sector, as prospective applications of AI are case- specific. It is also important to conduct baseline studies to measure the implementation capacity, return on investment, and impact of intervention. 2) To ensure positive development outcomes, policies regarding the use of AI for water-related challenges should be coupled with capacity and infrastructure development policies. Capacity development policies need to address the AI and Information and Communications Technology (ICT) needs for the AI-related skill development of all water-related stakeholders. Infrastructure development policies should address the underlying requirements of computation, energy, data generation, and storage. The sequencing of these policies is critical. 3) To mitigate the predicted job displacement that will accompany AI-led innovation in the water sector, policies should direct investments towards enabling a skilled workforce by developing water sector-related education at all levels. This skilled workforce should be strategically placed to offset dependency on the private sector. 4) Water-related challenges are cross-cutting running from grassroots to the global level and require an understanding of the water ecosystem. It is important for countries connected by major rivers and watersheds to collaborate in developing policies that advance the use of AI to address common water-related challenges. 5) A council or agency with representation from all stakeholders should be constituted at the national level, to allow for the successful adoption of AI by water agencies. This council or agency should be tasked with the development of policies, guidelines, and codes of conduct for the adoption of AI in the water-sector. These key policy recommendations can be used as primary guidelines for the development of strategies and plans to use AI to help achieve water-related SDGs.
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