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Artykuły w czasopismach na temat "Inclusion"
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Lacruz-Pérez, Irene, Ma Inmaculada Fernández-Andrés i Raúl Tárraga-Mínguez. "ACTITUDES DE LOS DOCENTES HACIA LA EDUCACIÓN INCLUSIVA. ANÁLISIS DE LAS VARIABLES QUE INFLUYEN EN SU CONFIGURACIÓN". Universidad-Verdad, nr 80 (17.06.2022): 44–57. http://dx.doi.org/10.33324/uv.vi80.515.
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El propósito de este trabajo fue analizar las actitudes de los docentes hacia la educación inclusiva en educación infantil y primaria, y determinar algunos de los factores que infuyen en la confguración de estas actitudes. Ciento veintiocho docentes de diferentesescuelas de la Comunidad Valenciana (España) completaron un cuestionario que evalúa las actitudes del profesorado hacia la inclusión. Se analizó mediante un ANOVA la infuencia del puesto de trabajo (maestro/a generalista o especialista de educación especial) y del modelo inclusivo de centro educativo donde desarrollaban su trabajo. Asimismo, se realizaron correlaciones entre las actitudes hacia la inclusión, y dos variables sobre la trayectoria de los docentes: su experiencia con alumnado con necesidades específcas de apoyo educativo (NEAE) y sus años totales de experiencia docente. Los resultados muestran que estos cuatro factores están estrechamente relacionados con las actitudes del profesorado hacia la educación inclusiva. El artículo concluye con algunasrecomendaciones en el ámbito de la formación inicial y continua del profesorado, y además destaca la necesidad de intensifcar la formación en materia de inclusión para todos los docentes (no solo para los especialistas en educación especial), y la conveniencia de desarrollar en la formación inicial prácticas escolares en contextos inclusivos.
Palabras claveActitudes, educación inclusiva, formación de profesorado, maestros, necesidades específcas de apoyo educativo.
AbstractThe aim of this study was to analyze the attitudes towards inclusive education of early childhood and primary education teachers and to determine some of the factors that infuence the shaping of these attitudes. One hundred and twenty-eight teachers from diferent schools in the Valencian Community (Spain) flled in a questionnaire that assesses the attitudes of teachers towards inclusion. The infuence of the job position (mainstream teacher or special education specialist) and the inclusive model of the school where they worked were analyzed through ANOVA. Likewise, correlations were made between attitudes towards inclusion and two variables on the teachers’ trajectory: their experience with students with specifc needs of educational support (SNES) and their years of teaching experience. The results show that these four factors were closely related to teachers attitudes towards inclusive education. Thepaper concludes with some recommendations in the feld of initial and continuing teacher training, highlighting the need to intensify training on inclusion for all teachers (not only for specialists in special education), and the convenience of developing school internships in inclusive contexts during the initial teaching training.
KeywordsAttitudes, inclusive education, specifc needs of educational support, teachers, teacher training
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Navarrete Delgado, Gema Cristina, i Gustavo Enrique Antón Vera. "LA INCLUSIÓN EDUCATIVA EN EL PROCESO DE APRENDIZAJE DE LOS ESTUDIANTES DE SEXTO GRADO DE LA ESCUELA FISCAL MIXTA BASE SUR DE LA PARROQUIA GUALE DEL CANTÓN PAJÁN". Revista Cognosis. ISSN 2588-0578 5 (31.08.2020): 191. http://dx.doi.org/10.33936/cognosis.v5i0.2434.
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Actualmente la inclusión en el sistema educativo sigue generando preocupación; pese a los avances que han surgido con la presente legislación educativa, determinando entre uno de sus principios “Equidad e inclusión”. Ante esta problemática, el Ecuador ha realizado avances significativos destinados a fortalecer y ejecutar programas inclusivos con los estudiantes que presenten alguna discapacidad o problema de aprendizaje, promoviendo y dotando de materiales necesarios para impulsar la calidad educativa. Los pasos que se están formando en la educación inclusiva no están resultando fácil, el camino es largo y sinuoso. Los elementos que influyen para el fracaso de los modelos inclusivos están las actitudes del profesorado hacia la inclusión de personas con discapacidad en las aulas ordinarias y el otro, el impulso de estrategias educativas que efectúan los docentes. Para que la educación inclusiva deje de ser vista como una obligación sino más bien ver en ella una oportunidad para beneficiar a la construcción de sociedades justas y equitativas es necesario un trabajo en conjunto de la comunidad educativa en general. El presente trabajo tiene como objetivo aportar a la sociedad en general, situando especialmente a los estudiantes con algún tipo de exclusión fuera y dentro de las aulas, y de esta forma desarrollar estrategias que favorezcan en el proceso de la inclusión educativa. Para lo cual se ha utilizado una metodología diagnóstica, propositiva y técnicas de relevancia como la observación, entrevista y encuesta, entre otros; teniendo como población los niños y niñas de sexto año básico de la Escuela de Educación Básica Base Sur del Cantón Paján.
PALABRAS CLAVE: inclusión educativa; aprendizaje; equidad; exclusión.
EDUCATIONAL INCLUSION IN THE LEARNING PROCESS IN SIXTH GRADE STUDENTS OF THE SOUTH BASE MIXED FISCAL SCHOOL OF GUALE PARISH, FROM CANTON PAJÁN
ABSTRACT
Currently, inclusion in the education system continues to generate concern; Despite the advances that have emerged with this educational legislation, determining among one of its principles "Equity and inclusion". Given this problem, Ecuador has made significant advances aimed at strengthening and executing inclusive programs with students who have a disability or learning problem, promoting and providing the necessary materials to promote educational quality. The steps that are being formed in inclusive education are not proving easy, the road is long and winding. The elements that influence the failure of inclusive models are the attitudes of teachers towards the inclusion of people with disabilities in ordinary classrooms and the other the impulse of educational strategies that teachers carry out so that inclusive education ceases to be seen as a obligation but rather to see in it an opportunity to benefit the construction of fair and equitable societies, a joint work of the educational community in general is necessary. The present work aims to contribute to society in general, especially placing students with some type of exclusion outside and inside the classrooms, and thus develop strategies that favor the process of educational inclusion. For which a diagnostic methodology, purpose and relevant techniques have been used, such as observation, interview and survey, among others, having as a population the children of the sixth basic year of the Basic Education School Base Sur of Cantón Paján.
KEYWORDS: educational inclusion learning; equity; exclusion.
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Cernea, Aurelian. "Variational inclusions for a Sturm-Liouville type differential inclusion". Mathematica Bohemica 135, nr 2 (2010): 171–78. http://dx.doi.org/10.21136/mb.2010.140694.
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Suryanarayana, M. H. "Inclusive growth for the marginalized: inclusion vs. pseudo-inclusion". Journal of Social and Economic Development 17, nr 1 (10.03.2015): 1–13. http://dx.doi.org/10.1007/s40847-015-0005-4.
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Olmos Rueda, Patricia, Josep Sanahuja Gavaldà i Óscar Mas Torelló. "El alumnado de educación secundaria obligatoria ante la inclusión educativa y la docencia compartida/Perception and attitude of students from compulsory secondary school to the challenge of inclusive education and co-teaching". REOP - Revista Española de Orientación y Psicopedagogía 29, nr 3 (31.12.2018): 8. http://dx.doi.org/10.5944/reop.vol.29.num.3.2018.23318.
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RESUMEN La inclusión sigue siendo uno de los mayores retos de la educación que exige de la responsabilidad compartida de todos los agentes educativos. El alumnado, agente participante activo, resulta herramienta clave para el cambio educativo y la construcción y promoción de una escuela inclusiva. Tener en cuenta su opinión impacta positivamente en la mejora de los procesos inclusivos. Este trabajo centra su atención en la voz del alumnado ante el reto de la inclusión y la diversidad en un instituto público de educación secundaria de la provincia de Barcelona, teniendo como objetivo conocer el perfil, creencias y actitudes del alumnado de educación secundaria obligatoria hacia la inclusión educativa y el trabajo de dos figuras docentes en el aula −el profesor de apoyo y el profesor de aula−. Los resultados, derivados del diseño y aplicación de un cuestionario a una muestra de 310 alumnos −con y sin necesidades educativas−, apuntan una actitud positiva hacia la inclusión y una valoración positiva tanto de la docencia compartida, como del impacto que tiene la presencia del profesor de apoyo en el aula, permitiendo reforzar esta actitud positiva en la medida que contribuye a un mejor proceso de interacción, socialización, inclusión y atención a la diversidad en las aulas y en el propio centro educativo, aunque sigue latente la necesidad de seguir impulsando el cambio de prácticas educativas en pro de la inclusión y socialización del alumnado.ABSTRACT Inclusion continues being one of the educational challenges that requires from educational agents their shared responsibility. Students, as active participant agent, are a key tool for educational changing and building and promoting an inclusive school. Taking into consideration their opinion has an impact on inclusive processes improvement. This work is focused on students’ voice to the challenge of inclusion and diversity in a public high school from a municipality of Barcelona. It aims to know the profile, thinking and attitudes of students from compulsory secondary level towards educational inclusion and shared working of both teachers −support teacher and regular teacher− in the classroom. The results of the application of a questionnaire to 310 students −with and without educational needs− show a positive attitude towards inclusion and a positive appraisal of shared teaching as well as the impact of the presence of support teacher in the regular classroom, who reinforces this positive attitude because contributes to better processes of interaction, socialization, inclusion and the attention of diversity in the classrooms and the educational centre although it is still evident that the change of educational practices, in pro of students’ inclusion and socialization, is necessary.
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Hernández-Beltrán, Víctor, Mário C. Espada, Luis Felipe Castelli Correia de Campos, Catia C. Ferreria, Luz Marina Chalapud Narváez i José M. Gamonales. "Análisis de los beneficios del Deporte Inclusivo en el área Educación Física. Revisión sistemática (Analysis of the benefits of Inclusive Sport in the scope of Physical Education. Systematic review)". Retos 56 (23.04.2024): 128–40. http://dx.doi.org/10.47197/retos.v56.102933.
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El deporte presenta unos componentes que lo diferencian de cualquier otra Actividad Física, cuyo fin se aleja de la competición, basándose en el disfrute. Por consiguiente, es considerado un recurso educativo de gran importancia a desarrollar por los docentes de Educación Física (EF). Se aconseja desarrollar actividades de sensibilización hacia las personas con discapacidad, y puede utilizar el deporte como medio de inclusión educativa en las aulas, promoviendo una EF, más accesible y de calidad. El objetivo del presente trabajo fue realizar una búsqueda y recopilación de manuscritos relacionados con el deporte inclusivo en el área de EF. Para ello, se ha realizado una búsqueda de los manuscritos en la base de datos de Web of Science mediante el empleo de las palabras clave “Physical education” e “Inclusive sport”, obteniendo un total de 20 documentos que cumplían con los criterios de inclusión hasta el mes de mayo de 2023. El desarrollo de deportes inclusivos permite obtener una gran cantidad de beneficios, puesto que van a permitir el desarrollo de actitudes positivas hacia el colectivo de personas con discapacidad, favoreciendo la práctica deportiva conjunta, y eliminando barreras presentes en la sociedad actual hacia las personas con discapacidad. Para que un deporte pueda ser inclusivo debe de cumplir una serie de características generales: permitir la inclusión en el mismo de personas con discapacidad y mantener el objetivo del deporte original. Para ello, se deben realizar adaptaciones y/o modificaciones del deporte base. Palabras clave: bibliometría, autores, inclusión, mejoras, intervención. Abstract. Sport has some components that differentiate it from any other Physical Activity, whose aim is far from competition, based on enjoyment. Hence, it is considered a very important educational resource to be developed by Physical Education (PE) teachers. They should develop awareness-raising activities for people with disabilities and can use sports as a means of educational inclusion in the classroom, promoting a more accessible and quality PE. Therefore, this study aimed to search and compile manuscripts related to inclusive sports in the scope of PE. The documents were searched in the Web of Science database using the keywords "Physical education" and "Inclusive sport", obtaining a total of 20 documents that met the inclusion criteria up to May 2023. The development of inclusive sports will allow teachers to obtain many benefits, since they will allow the development of positive attitudes toward the group of people with disabilities, favouring joint sports practice, and eliminating barriers present towards people with disabilities. For a sport to be inclusive, it must fulfill a series of general characteristics: it must allow the inclusion of people with disabilities and maintain the objective of the original sport. To this end, adaptations and/or modifications of the basic sport must be made. Keywords: bibliometric, authors, inclusion, improvements, intervention.
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García Montes, Paula Andrea, Jaime Nieto Caballero i César Arbeláez Rodríguez. "English teachers’ attitudes toward inclusive education: a literature review". Avances en Educación y Humanidades 1, nr 1 (20.12.2016): 61. http://dx.doi.org/10.21897/25394185.804.
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Este artículo reporta un análisis del estado del arte sobre las actitudes de los profesores hacia la educación inclusiva de niños con discapacidad. Este artículo analiza una variedad de investigaciones con el propósito de explorar los factores y las razones que pueden incidir en las actitudes de los profesores sobre la enseñanza a niños discapacitados. El análisis fue llevado a cabo para mostrar evidencia de las perspectivas positivas y negativas de los profesores hacía la inclusión. Durante todo el análisis, las actitudes de los profesores resultaron ser influenciadas por su filosofía general de inclusión y la percepción de como debería ser implementado este proceso. Después de discutir los resultados de los estudios analizados, se encontró que las actitudes positivas o negativas dependía de una variedad de factores como el conocimiento de educación inclusiva, tiempo, recursos y desarrollo profesional.Palabras Claves: Inclusión, Politicas, y ActitudesAbstractThis paper reports a review of literature concerning the attitudes of teachers toward inclusive education of children with disabilities. This paper reviews a large body of research-based literature, in order to explore the factors and reasons that might impact teachers’ attitudes concerning the teaching of disabled children. The analysis was carried out to show evidence of positive and negative views of teachers towards inclusion. Throughout the analysis, teachers’ attitudes were found to be influenced by their general philosophy of inclusion and the way they perceived that inclusion should be implemented. After analyzing the results of various research studies, it was found that teachers’ positive or negative attitudes depended on many factors such as knowledge toward inclusive education, time, resources and professional development. Key words: Inclusion, policies and teachers’ attitudes
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Marsela, Robo. "Social inclusion and inclusive education". Academicus International Scientific Journal 10 (lipiec 2014): 181–91. http://dx.doi.org/10.7336/academicus.2014.10.12.
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Kwon, Hyunsoo. "Secondary inclusive school teachers’ perceptions about inclusion, inclusive classroom, and teachers’ role for inclusion". Journal of special education : theory and practice 17, nr 3 (30.07.2016): 263–82. http://dx.doi.org/10.19049/jsped.2016.17.3.11.
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Buitrago Echeverri, María Teresa, i Marta Lucia Tamayo Fernández. "Discapacidad e inclusión (Disability and inclusion)". Inclusión & Desarrollo 2, nr 1 (17.12.2014): 14–19. http://dx.doi.org/10.26620/uniminuto.inclusion.2.1.2015.14-19.
Pełny tekst źródłaRozprawy doktorskie na temat "Inclusion"
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Carrasco, Rocha Paola Lorena. "Towards inclusivity through a theoretical and empirical approach Inclusive innovation framework and an Adiviasis' case of study". Doctoral thesis, Universitat Politècnica de València, 2017. http://hdl.handle.net/10251/90500.
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This thesis seeks to contribute to knowledge within the area of inclusion; nevertheless it has focused on the inclusivity towards the area of development and the area of innovation. Undoubtedly, even inside these areas, the range of research possibilities is very wide; therefore, it has been decided to focus the thesis on inclusive innovation and inclusive development.
Inclusive innovation is developed within a theoretical framework analysis that examines the definition of inclusive innovation as such. Systematic review methodology has been used to identify relevant literature for subsequent theoretical analysis. Within this analysis we have evaluated four categories of study: central elements, typology of studies, geographic coverage, and finally, the conclusion threads within the literature. It has also been identified which authors refer to inclusive innovation as homonymous with other similar currents or concepts. Once the systematic review in the four categories of research has been concluded, certain actions have been suggested in relation to the subsequent work for researchers within this field, since it has been explained the definition still requires some consolidation to establish its patterns of action and work in a medium term.
On the other hand, inclusive development is taking center stage in international organizations. In this case, the inclusive development analysis has been based on a real ex-post case study with which I worked in India. This empirical analysis focuses on an evaluation of one of the projects that a nongovernmental organization conducts to evaluate an additional subsistence option for one of the most underprivileged groups in India and the world. The evaluation of the project, whose objective is greater inclusive development for this type of population, was carried out in different ways: the project as such, its economic and social impact, and the demographic reality of the population was also analyzed. Firstly, for the evaluation of the project as such were used: a comparative yield, an analysis of the production process was executed, and the creation of profit/loss scenarios identifying improvements that the organization can implement in different areas. For the economic evaluation, the economic impact per household was estimated in both parts of the process: collection and production process, segmentation by Panchayat involved in the production process was also achieved. In addition, the scope of the impact on the social part involved working with women who are part of the self-help groups in the populations involved with the collection, thus worked with the focus group methodology of discussions, due to them, the perceptions of women in relation to the project, to their lives, and the improvements within were identified. Meetings were also complemented with the husbands to identify the level of support they provide their women with the project. Additionally, it has been possible to create a demographic base in three demographic indicators: age and marital status; fertility rate, and literacy rate. These results were contrasted with a relevant literary reference to confirm what progress could have been made. The evaluation of inclusive development as such is quite broad and constitutes an exemplification for researchers desiring to work in situ with similar populations in this field.
The thesis aims to be able to deepen the inclusion contributing to it from both fields: theoretical and empirical, thus articulating different tools and methodologies that are applied to be able to contribute to the knowledge of this area.La presente tesis busca aportar al conocimiento dentro del área de inclusión; no obstante se ha enfocado en la inclusividad hacia el área de desarrollo y el área de innovación. Indudablemente, incluso dentro de esas áreas, el abanico de posibilidades de investigación es muy amplio; por ello se ha decidido centrar la tesis en la innovación inclusiva y en el desarrollo inclusivo. La innovación inclusiva es desarrollada dentro de un análisis de marco teórico que examina la definición de innovación inclusiva como tal. Se ha utilizado la metodología de revisión sistemática para identificar la literatura pertinente para el análisis teórico posterior. Dentro de este análisis se han evaluado cuatro categorías de estudio: elementos centrales, tipología de estudios, cobertura geográfica, y finalmente, los hilos de conclusión dentro de la literatura. Asimismo, se ha identificado qué autores se refieren a la innovación inclusiva como homónima con otras corrientes o conceptos similares. Una vez concluida la revisión sistemática en las cuatro categorías de investigación planteadas se ha sugerido ciertas acciones en relación al trabajo posterior para los investigadores dentro de este campo, ya que se ha explicado todavía la definición requiere cierta consolidación para establecer sus pautas de acción y trabajo en un mediano plazo. Por otro lado, el desarrollo inclusivo viene tomando protagonismo en los organismos internacionales. En este caso, el análisis del desarrollo inclusivo se ha basado en un caso de estudio real ex post con el que trabajé en India. Éste análisis de tipo empírico, se centra en una evaluación de uno de los proyectos que una organización no gubernamental lleva a cabo para evaluar una opción adicional de subsistencia para uno de los grupos más desprivilegiados de India y el mundo. La evaluación del proyecto, cuyo objetivo es mayor desarrollo inclusivo para este tipo de poblaciones, se realizó en diferentes índoles: del proyecto como tal, su impacto económico y social, y la realidad demográfica de la población también fue analizada. Primeramente, para la valoración del proyecto como tal se utilizaron: rendimientos comparativos, se ejecutó un análisis del proceso de producción, y la creación de escenarios de ganancias/pérdidas identificando así mejoras que la organización puede implementar en diferentes áreas. Para la evaluación económica se estimó el impacto económico por hogar en ambas partes del proceso: acopio y proceso productivo, también se llegó a realizar una segmentación por Panchayat involucrado en el proceso productivo. Complementariamente, el ámbito del impacto en la parte social implicó un trabajo con las mujeres que forman parte de los grupos de auto-ayuda en las poblaciones involucradas con el acopio, así se trabajó con la metodología de grupo focal de discusiones, gracias a éstos se lograron identificar las percepciones de las mujeres en relación al proyecto, a sus vidas, y a los avances dentro las mismas. Se complementaron las reuniones también con los esposos para identificar el nivel de apoyo que brindan a sus mujeres con el proyecto. Adicionalmente, se ha logrado crear una base demográfica en tres indicadores demográficos: edad y estado civil; tasa de fertilidad, y la tasa de alfabetización. Dichos resultados fueron contrastados con una referencia literaria relevante para confirmar qué avances pudieron existir. La evaluación de desarrollo inclusivo como tal es bastante amplia y se constituye en una ejemplificación para investigadores que deseen trabajar in situ con poblaciones similares en este campo. La tesis tiene como objetivo poder profundizar en la inclusión aportando a ella desde ambos ámbitos: teórico y empírico, articulando así diferentes herramientas y metodologías que se aplican para poder aportar al conocimiento de esta área.
La present tesi busca aportar al coneixement dins de l'àrea d'inclusió; no obstant s'ha enfocat en la inclusivitat cap a l'àrea de desenvolupament i l'àrea d'innovació. Indubtablement, fins i tot dins d'aquestes àrees, les possibilitats d'investigació són molt àmplies; per això s'ha decidit centrar la tesi en la innovació inclusiva i en el desenvolupament inclusiu. La innovació inclusiva és desenvolupada dins d'una anàlisi de marc teòric que examina la definició d'innovació inclusiva com a tal. S'ha utilitzat la metodologia de revisió sistemàtica per identificar la literatura pertinent per l'anàlisi teòrica posterior. Dins d'aquesta anàlisi s'han avaluat quatre categories d'estudi: elements centrals, tipologia d'estudis, cobertura geogràfica, i finalment, els fils de conclusió dins la literatura. Així mateix, s'ha identificat quins autors es refereixen a la innovació inclusiva com homònima amb altres corrents o conceptes similars. Un cop conclosa la revisió sistemàtica en les quatre categories d'investigació plantejades s'ha suggerit certes accions en relació al treball posterior per als investigadors dins d'aquest cam. La definició requereix certa consolidació per establir les seves pautes d'acció i treball en un mitjà termini. D'altra banda, el desenvolupament inclusiu ve prenent protagonisme en els organismes internacionals. En aquest cas, l'anàlisi del desenvolupament inclusiu s'ha basat en un cas d'estudi real ex post amb el que vaig treballar a l'Índia. Aquest anàlisi de tipus empíric, se centra en una avaluació d'un dels projectes que una organització no governamental porta a terme per avaluar una opció addicional de subsistència per a un dels grups més marginats de l'Índia i el món. L'avaluació del projecte, amb l'objectiu del major desenvolupament inclusiu per a aquest tipus de poblacions, es va realitzar en diferents índoles: del projecte com a tal, el seu impacte econòmic i social, i la realitat demogràfica de la població. Primerament, per a la valoració del projecte com a tal es van utilitzar: rendiments comparatius, una anàlisi del procés de producció, i la creació d'escenaris de beneficis/ pèrdues identificant així millores que l'organització pot implementar en diferents àrees. Per a l'avaluació econòmica es va estimar l'impacte econòmic per llar en ambdues parts del procés: recol¿lecció i procés productiu. També es va arribar a realitzar una segmentació per Panchayat involucrat en el procés productiu. Complementàriament, l'àmbit de l'impacte en la part social va implicar un treball amb les dones que formen part dels grups d'autoajuda a les poblacions involucrades amb la recol¿lecció. Així es va treballar amb la metodologia de grups focal de discussió. Gràcies a aquests es van aconseguir identificar les percepcions de les dones en relació al projecte, a les seues vides, i als avenços dins les mateixes. Es van complementar les reunions també amb els homes per identificar el nivell de suport que brinden a les seues dones amb el projecte. Addicionalment, s'ha aconseguit crear una base demogràfica en tres indicadors demogràfics: edat i estat civil; taxa de fertilitat, i la taxa d'alfabetització. Aquests resultats van ser contrastats amb referències rellevants per confirmar quins avenços van poder existir. L'avaluació de desenvolupament inclusiu com a tal és prou àmplia i es converteix en una exemplificació per a investigadors que vulguin treballar in situ amb poblacions similars en aquest camp. La tesi té com a objectiu poder aprofundir en la inclusió aportant-hi des d'ambdós àmbits: teòric i empíric, articulant així diferents eines i metodologies que s'apliquen per poder aportar al coneixement d'aquesta àrea.
Carrasco Rocha, PL. (2017). Towards inclusivity through a theoretical and empirical approach Inclusive innovation framework and an Adiviasis' case of study [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/90500
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Millecamps, Pascale Michel Rachel. "Contributos para a construção de uma sociedade inclusiva: utopia ou evolução? O trabalho da Associação "Pais em Rede"". Master's thesis, Universidade de Évora, 2017. http://hdl.handle.net/10174/21132.
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A inclusão das pessoas com deficiência na sociedade está em curso. São reconhecidos Direitos que vão neste sentido. A melhoria da qualidade de vida é um objetivo anunciado para todos. Contudo, a maioria das políticas públicas portuguesas não segue o paradigma da inclusão e o mundo atual não parece ser o quadro ideal para o seu prosseguimento. Neste contexto, a sociedade inclusiva pode aparecer como utópica perante as representações sociais que recaem sobre as pessoas com deficiência, ou como o espelho de uma evolução social baseada na aceitação das diferenças. Portanto, a partir dos conceitos de “inclusão” e de “deficiência”, procuramos os contributos para a construção da "sociedade inclusiva" e propomos conhecer a renovação do associativismo dos pais de pessoas com deficiência em torno da inclusão. Esta pesquisa qualitativa, na base da análise documental de questionários e de entrevistas, mostra que de algum modo, pela diversidade de ações e de pessoas, por alguns dos resultados, a Associação “Pais em Rede”, em parceria e em rede, é um fator de força para a sociedade inclusiva; Contributions to the building of an inclusive society: utopia or evolution? The work of the Association "Pais em Rede"
Abstract:
The inclusion of people with disabilities in society is underway. There are recognized rights going in this direction. Improving the quality of life is an announced goal to everyone. However, most of the Portuguese public policies do not follow the paradigm of inclusion and the current world does not seem to be the ideal framework for its pursuance. In this context, the inclusive society can appear as utopian in the face of the social representations that fall upon the people with disabilities, or as the mirror of a societal evolution based on the acceptance of differences. Consequently, we search for contributions towards the development of the "inclusive society", starting from the concepts of "inclusion" and "disability", and we propose to get to know the renewal of the associativism of the parents of people with disabilities around the issue of inclusion. This qualitative research, based on documental analysis of surveys and interviews, shows that, in some way, through the diversity of actions and people, through some of its results, the association "Pais em Rede", in partnership and in network, is a factor of strength for the inclusive society.
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Bridge, Douglas James. "Developing understandings of 'inclusion' and 'inclusive schooling'". Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/1968.
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This thesis suggests that students with (dis)abilities are immersed in, and emerge from powerful discourses within classrooms named `inclusive'. It suggests that resilient and normative psycho-medical discourses and discourses of special education work to maintain the deep structures of schooling, and work against a valuing of difference, and of the Other, within schools and classrooms named `inclusive'. The inquiry that is the basis of this thesis works with textual representations of `inclusion' and `inclusive schooling' and works to address issues of identity and subjectivity within the various discourses from which `inclusion' and `inclusive schooling' might be understood to emerge. It is sited within Western philosophical streams concerned with language and meaning, discourse and narrative, texts and textuality. It emerges from a qualitative research paradigm and is deeply influenced by the earlier works of Michel Foucault (1969, 1970, 1972, 1991). Through these works Foucault develops `genealogy' as a form of historical analysis. This thesis engages genealogy as a form for critical interpretative inquiry into schooling practices named `inclusive' of students with (dis)abilities. The genealogy admits the historical, social, theoretical and political contexts which frame research, inquiry and interpretation within the social sciences. The inquiry emerges from an epistemology of tentativeness and uncertainty. It accepts that knowledge is contextual, contingent and indeterminate. It addresses the associated `crisis of representation' (Denzin & Lincoln 1994, 1998) related to what might constitute an adequate description of the sets of social relations and spaces named `inclusive schooling' through interpretative processes of opening questions and sets of questions.This genealogy develops understandings of `inclusion' and `inclusive schooling' through unfolding sequences of questions as 'thought-lines' that are strategies for this interpretative inquiry. Three thought-lines are woven from the questions which both propel, and emerge from, the processes of this critical interpretative inquiry: The 'self-other' thought-line; The 'included-excluded' thought-line; The 'particular-general' thought-line. Thought-lines transgress the borders of form and content in this inquiry. They are enmeshed to become the fabric of the genealogy. The thesis is in three sections, the first, Shaping a Genealogy, offers a theoretical and methodological perspective. The second, Squinting and Connecting, is in the form of a suite of interpretations, and the last, Developing Understanding, offers a range of ways in which inclusion and inclusive schooling might be understood. The thesis culminates in a set of new questions that represent a range of understandings of inclusion and inclusive schooling.
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Bridge, Douglas James. "Developing understandings of 'inclusion' and 'inclusive schooling'". Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13706.
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This thesis suggests that students with (dis)abilities are immersed in, and emerge from powerful discourses within classrooms named `inclusive'. It suggests that resilient and normative psycho-medical discourses and discourses of special education work to maintain the deep structures of schooling, and work against a valuing of difference, and of the Other, within schools and classrooms named `inclusive'. The inquiry that is the basis of this thesis works with textual representations of `inclusion' and `inclusive schooling' and works to address issues of identity and subjectivity within the various discourses from which `inclusion' and `inclusive schooling' might be understood to emerge. It is sited within Western philosophical streams concerned with language and meaning, discourse and narrative, texts and textuality. It emerges from a qualitative research paradigm and is deeply influenced by the earlier works of Michel Foucault (1969, 1970, 1972, 1991). Through these works Foucault develops `genealogy' as a form of historical analysis. This thesis engages genealogy as a form for critical interpretative inquiry into schooling practices named `inclusive' of students with (dis)abilities. The genealogy admits the historical, social, theoretical and political contexts which frame research, inquiry and interpretation within the social sciences. The inquiry emerges from an epistemology of tentativeness and uncertainty. It accepts that knowledge is contextual, contingent and indeterminate. It addresses the associated `crisis of representation' (Denzin & Lincoln 1994, 1998) related to what might constitute an adequate description of the sets of social relations and spaces named `inclusive schooling' through interpretative processes of opening questions and sets of questions.This genealogy develops understandings of `inclusion' and `inclusive schooling' through unfolding sequences of questions as 'thought-lines' that are strategies for this interpretative inquiry. Three thought-lines are woven from the questions which both propel, and emerge from, the processes of this critical interpretative inquiry: The 'self-other' thought-line; The 'included-excluded' thought-line; The 'particular-general' thought-line. Thought-lines transgress the borders of form and content in this inquiry. They are enmeshed to become the fabric of the genealogy. The thesis is in three sections, the first, Shaping a Genealogy, offers a theoretical and methodological perspective. The second, Squinting and Connecting, is in the form of a suite of interpretations, and the last, Developing Understanding, offers a range of ways in which inclusion and inclusive schooling might be understood. The thesis culminates in a set of new questions that represent a range of understandings of inclusion and inclusive schooling.
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DROGOMIRECK, Viviane Cristina. "Educação musical inclusiva - um estudo dos dados do Projeto Arte inclusão, do Centro de Educação Profissional em Artes Baliseu França (CEPABF)". Universidade Federal de Goiás, 2010. http://repositorio.bc.ufg.br/tede/handle/tde/2695.
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Previous issue date: 2010-09-27This study proposed to deal with themes as inclusion, musical education, and de hole of music in inclusive education. Its is a qualitative study that analyses documental data resulted from the Art Inclusion Project, of the Center for Professional Education at the Arts Basileu França ( CEPABF) , that develops programs of music experiences and aims to promote inclusion as a alternative in education. Its objectives were to verify possible learning of subjects with special needs through the practice of arts, understood that inclusion is innovative; music being used to integrate with other arts, in an environment of extra-class learning period. The investigation methodology used for this work consisted of a detailed analyzes of organized data (corpus), from February to December 2008, provided by the CEPABF. The data was organized based on the (06) criteria from Bauer (2003), to guarantee a good practice for a qualitative research: 1 - the triangulation and reflexibility of perspectives; 2 the transparent documentation of the procedures; 3 the details of the construction of the corpus; 4 a detailed description of the results; 5 the evidence of the personal surprise; and 6 the communicative validation. Participated in the project professional as teachers, psychologists, music therapists; specialist in LIBRAS, specialists in music and circus arts. The data consisted of protocols written by the researchers involved in the program. The final conclusion is that the CEPABF proposal is a reference of music practice to promote inclusion being that it promotes learning. Its condition that guarantee differentiated care to subjects with specific disabilities by a specialized equip, combining different areas, promotes a motivated participation of subjects and creates concrete conditions for the empowering of children and youth. Brazil needs experiences as this one analyzed in this research work. The music schools, in accordance with the research centers as CEPABF can prepare new professionals to deal with the following challenge: - to motivate children with special needs through music; to motivate them so they can feel they are alive, integrated, participative and citizens.
Este estudo teve como proposta abordar alguns temas como a inclusão, a educação musical e o papel da música na educação inclusiva. É um estudo qualitativo que analisa dados documentais resultantes do Projeto Arte Inclusão, do Centro de Educação Profissional em Artes Basileu França (CEPABF), no qual prevê programas de vivência musical e se propõe promover a inclusão como alternativa em educação. O objetivo geral desse estudo foi verificar as possíveis aprendizagens de sujeitos com necessidades especiais, através da prática de Arte, proporcionadas pelo entendimento da inclusão, como inovação; utilizada a integração da música com outras artes, num ambiente de ensino contraturno. A metodologia utilizada para a realização deste trabalho constou da análise de dados que consistiram de um estudo detalhado do Corpus de documentos já coletados do Projeto de Pesquisa Arte e Inclusão do CEPABF, no período de fevereiro a dezembro de 2008, disponibilizados pela entidade. Os dados tiveram como base os (06) seis critérios que, segundo Bauer (2003), garantem a boa prática para a pesquisa qualitativa: 1 a triangulação e a reflexividade de perspectivas; 2 a documentação transparente de procedimentos; 3 os detalhes da construção do Corpus; 4 a descrição detalhada dos resultados; 5 a evidência da surpresa pessoal; e 6 a validação comunicativa. Este projeto contou com a participação de profissionais como pedagogos, psicólogo e musicoterapeuta, intérprete de LIBRAS e com especialistas em Música e Arte Circense. Os dados resultaram de protocolos redigidos pelos pesquisadores envolvidos na equipe da escola. Chegou-se à conclusão final de que a proposta do CEPABF pode servir de referência para a prática da música para promover a inclusão, pois promove a aprendizagem. As condições de atendimento diferenciado aos sujeitos com dificuldades específicas, por equipe especializada, combinando diferentes áreas, garantem a participação motivada dos sujeitos e cria condições concretas para o exercício da cidadania para crianças e jovens. O Brasil precisa de experiências como esta analisada neste trabalho. As escolas de música, em sintonia com centros de pesquisa, podem preparar novos profissionais para enfrentarem este desafio: - o de motivar, através da música, os sujeitos com deficiência; o de motiválos para que se sintam vivos, integrados, participantes e cidadãos.
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Camedda, Donatella. "Understanding Inclusion. Teachers' Inclusive Attitudes From Values To Practice". Doctoral thesis, Università degli studi di Padova, 2016. http://hdl.handle.net/11577/3425253.
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This thesis aims to explore the theme of teachers’ inclusive attitudes, offering a new theoretical and methodological approach of investigation. Concentrating on teachers’ understanding of inclusion, this study examines the complexity of relations between values and practice highlithing some critical aspects related to the transition of inclusive attitudes into inclusive practice. Moreover, the attention focuses also on the role of teacher education in developing and promoting inclusive attitudes, in order to understand and idenitify possible implementation for intial teacher education and ongoing training. Framing the interpretation of inclusion and inclusive education adopted in this work, particularly related to the development of those concepts at a local and international level, this work takes critically into account the Italian background, where the policy of integrazione scolastica has been established for almost forty years, but where there still are situation of intra-exclusion.
The theoretical framework, embracing the idea of inclusion and inclusive education in their wider meaning, proposes an original rationale for studying inclusive attitudes with a qualitative approach, formulating a model configuration that supports the empirical investigation. Methodologically, the study is carried on with the creation of an art-mediated tool through which twenty six interviews to teachers in service, (K13) attending a specialisation course on qualified support teaching, have been conducted.
Data analysis, software aided, is based on a multi phase content coding and a network/table representation, using a top-down/bottom-up approach. Outcomes are then further interpreted and discussed integrating excerpts form teachers’ interviews.
Outcomes show that teachers demonstrate inclusive attitudes despite these are then hardly put into practice chiefly due to systemic factors, such as a lack of general teacher preparation on inclusion-related topics and so on. The complexity of relations between values and practice implicates that more efforts and changes need to be taken in order to positively transferr inclusive values into action. In fact, teachers’ inclusive attitudes seem to find barriers in the everyday school practice.
Given the results of this study, it is possible to argue that the process from integrazione scolastica to inclusion needs to be further investigated within the Italian background, adopting a critical approach and possibly through cross-cultural research with other countries that are experiencing a passage towards a more inclusive education.Questa tesi si propone di approfondire il tema degli atteggiamenti inclusivi degli insegnanti, offrendo un nuovo approccio teorico e metodologico. Concentrandosi sulla comprensione degli insegnanti rispetto all’inclusione, questo studio esamina la complessità delle relazioni tra i valori e la pratica mettendo in luce alcuni aspetti critici relativi alla transizione di atteggiamenti inclusivi in pratica inclusiva. Inoltre, l'attenzione si concentra anche sul ruolo della formazione degli insegnanti per lo sviluppo e la promozione di atteggiamenti inclusivi, al fine di comprendere e idenitificare possibili implementazioni per la formazione iniziale e in itinere degli insegnanti. Configurando l'interpretazione di inclusione ed educazione inclusiva adottate in questo lavoro, in particolare legate allo sviluppo di questi concetti a livello locale e internazionale, questo studio investiga criticamente il contesto italiano dove, nonostante le politiche di integrazione scolastica adottate da quasi quaranta anni, si verificano ancora situazioni di intra-esclusione. Il quadro teorico, abbracciando l'idea di inclusione e integrazione scolastica nella loro accezione più ampia, propone una cornice originale per lo studio degli atteggiamenti inclusivi attraverso un approccio qualitativo e la formulazione di un modello di configurazione teorica che supporta l'indagine empirica. A livello metodologico, attraverso uno strumento creato ad hoc, sono state condotte ventisei interviste ad insegnanti (tutti i livelli di scuola) in servizio e frequentanti un corso di specializzazione per le attività didattiche di sostegno. L'analisi dei dati, operata con l’ausilio di un software, si basa su una codifica di contenuti a fase multipla e una rappresentazione di mappe/tabelle, adottando un approccio bottom-up/top-down. I risultati sono ulteriormente interpretati e discussi grazie all’integrazione di estratti dalle interviste, mostrando che gli atteggiamenti inclusive dei docenti vengono poi difficilmente messi in pratica, principalmente a causa di fattori sistemici, come la mancanza di preparazione generale degli insegnanti su argomenti legati ai temi dell’inclusione. Infatti, gli atteggiamenti inclusivi degli insegnanti sembrano trovare ostacoli proprio nella pratica scolastica quotidiana. Infine, è possibile sostenere che il passaggio da integrazione scolastica a inclusione necessiti di essere ulteriormente esaminato a livello locale italiano, adottando un approccio critico e possibilmente attraverso ricerche internazionali che vedano coinvolti anche altri paesi impegnati nella transizione verso una educazione maggiormente inclusiva.
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Pawlak, Daniel. "Inclusion inclusive design and construction of housing in Mexico /". Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1179328765.
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Thesis (Master of Architecture)--University of Cincinnati, 2007.Title from electronic theses title page (viewed July 16, 2007). Includes abstract. Keywords: Low Income; Housing; Mexico; Inclusion; Participation; Participatory Design; Christopher Alexander; Hasan Fathy; Balkrishna Doshi; Architectural Process; Cluster Housing; Components Includes bibliographic references.
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PAWLAK, DANIEL. "INCLUSION: INCLUSIVE DESIGN AND CONSTRUCTION OF HOUSING IN MEXICO". University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1179328765.
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Marks, Lori J., i Maureen Conroy. "Inclusion". Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etsu-works/3728.
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D´amario, Edison Quirino. "Comportamento inclusivo e experiência de inclusão: um estudo sobre trabalhadores negros". Universidade Presbiteriana Mackenzie, 2009. http://tede.mackenzie.br/jspui/handle/tede/740.
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Previous issue date: 2009-09-01Fundo Mackenzie de Pesquisa
The studies of diversity and inclusion have been obtaining distinction in the organizational scenery. Few things are known, however, how the experience of inclusion occurs. The objective of this study was to investigate the relation between inclusive behavior behaviors or practices that foster the dialogue and the interaction, create a climate of safety and show respect for diversity and the experience of inclusion of black people the feeling of safety, of being respected, valued, supported and engaged in the workgroup. The inclusive behavior was observed in three dimensions: individual, workgroup, and organizational. The research was carried out according to a quantitative method by a two scales questionnaire. A total of 428 workers from many organizations answered the questionnaire. The results indicate that the inclusive behavior influences the experience of inclusion on black people in a more intensive way than on people who are not black. The workgroup inclusive behavior was the one which most influenced the experience of inclusion on black people. The individual behavior showed less influence. The organizational inclusive behavior, although with less intensity, also had influence on the experience of inclusion. It was also investigated if the racial diversity in the workgroup positively influences the experience of inclusion of black people. The results indicate that the bigger the racial diversity, the bigger the experience of inclusion is.
Os estudos de diversidade e de inclusão vêm ganhando destaque no cenário organizacional. Pouco se sabe, porém, como a experiência de inclusão ocorre. O objetivo desse estudo foi investigar a relação entre o comportamento inclusivo comportamentos ou práticas que fomentam o diálogo e a interação, que crie um clima de trabalho saudável e mostre respeito à diversidade - e a experiência de inclusão de pessoas negras o sentimento de segurança, de ser respeitado, valorizado, apoiado e engajado no grupo de trabalho. O comportamento inclusivo foi observado em três dimensões: individual, grupal e organizacional. A pesquisa foi realizada por método quantitativo com um instrumento composto por duas escalas. Um total de 428 pessoas de várias organizações respondeu o questionário. Os resultados indicam que o comportamento inclusivo influencia na experiência de inclusão de forma mais intensa para pessoas negras que as não negras. O comportamento inclusivo grupal foi o que mais influenciou a experiência de inclusão de pessoas negras. O individual teve menor influência. O organizacional, embora com menor intensidade, também teve influência na experiência de inclusão. Verificou-se também se a diversidade em raça no grupo de trabalho influencia positivamente a experiência de inclusão de pessoas negras. Os resultados indicam que quanto maior a diversidade racial no grupo de trabalho, maior é a experiência de inclusão.
Książki na temat "Inclusion"
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Chennat, Sailaja, red. Disability Inclusion and Inclusive Education. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-0524-9.
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Singha, A. Rajmani. Financial inclusion for inclusive growth. New Delhi: Concept Publishing Company, 2013.
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Kugelmass, Judy W. Inclusive leadership; leadership for inclusion: Full report. Nottingham: National College for School Leadership, 2003.
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1961-, Langdon Patrick, red. Inclusive designing: Joining usability, accessibility, and inclusion. Cham: Springer, 2014.
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Smith, J. Goosby, i Josie Bell Lindsay. Beyond Inclusion. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137385420.
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Ekins, Alison. Reconsidering Inclusion. New York : Routledge, 2017.: Routledge, 2016. http://dx.doi.org/10.4324/9781315563183.
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Bieling, Gisela. Age Inclusion. Wiesbaden: Gabler, 2011. http://dx.doi.org/10.1007/978-3-8349-6204-1.
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Wenz, Gerhard, red. Inclusion Polymers. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-01410-9.
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Kopp, Julian, i Oliver Spadiut, red. Inclusion Bodies. New York, NY: Springer US, 2023. http://dx.doi.org/10.1007/978-1-0716-2930-7.
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Sameer, Kochhar, i Academic Foundation (New Delhi, India), red. Financial inclusion. New Delhi: Academic Foundation, 2009.
Znajdź pełny tekst źródłaCzęści książek na temat "Inclusion"
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Chennat, Sailaja. "Conceptualizing Disability Inclusion". W Disability Inclusion and Inclusive Education, 39–62. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-0524-9_3.
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Shelly, Cynthia C. "Inclusion". W Human–Computer Interaction Series, 301–13. London: Springer London, 2019. http://dx.doi.org/10.1007/978-1-4471-7440-0_17.
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Weik, Martin H. "inclusion". W Computer Science and Communications Dictionary, 761. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_8760.
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De Chiaro, Sylvia, i Tícia Cassiany Ferro Cavalcante. "Inclusion". W The Palgrave Encyclopedia of the Possible, 1–8. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-98390-5_148-1.
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De Chiaro, Sylvia, i Tícia Cassiany Ferro Cavalcante. "Inclusion". W The Palgrave Encyclopedia of the Possible, 1–8. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-98390-5_148-2.
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Ottesen, Eli. "Inclusion". W Leadership for Inclusive Education, 81–90. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-134-4_8.
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Lieber, Joan. "Inclusion". W Encyclopedia of Autism Spectrum Disorders, 1–6. New York, NY: Springer New York, 2017. http://dx.doi.org/10.1007/978-1-4614-6435-8_163-3.
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Weale, Albert. "Inclusion". W Democracy, 148–66. London: Macmillan Education UK, 1999. http://dx.doi.org/10.1007/978-1-349-27291-4_8.
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Hassanein, Elsayed Elshabrawy Ahmad. "Inclusion". W Inclusion, Disability and Culture, 127–51. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-923-4_6.
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First, Michael B., Elizabeth Spencer, Elizabeth Spencer, Sander Begeer, Brynn Thomas, Danielle Geno Kent, Maria Fusaro i in. "Inclusion". W Encyclopedia of Autism Spectrum Disorders, 1561–66. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_163.
Pełny tekst źródłaStreszczenia konferencji na temat "Inclusion"
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Handy, Grace. "Enabling Radical Inclusion: Girls of Color Reimagine Inclusive Education". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1443064.
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Miyazaki, Tomoya, Manami Hagihara i Kouich Hirata. "Caterpillar Inclusion: Inclusion Problem for Rooted Labeled Caterpillars". W 11th International Conference on Pattern Recognition Applications and Methods. SCITEPRESS - Science and Technology Publications, 2022. http://dx.doi.org/10.5220/0010826300003122.
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Escudeiro, Paula, Dirceu Teixeira, Bruno Galasso, Nuno Neto i Flávio Costa. "INCLUSIVE DIGITAL LEARNING THROUGH SERIOUS GAMES: A CLIPPING FOR INCLUSION". W International Conference on e-Learning 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/el2019_201909f028.
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Altamirano, Otniel, Cristina Portugal i Mónica Moura. "Transmedia Digital Inclusion". W Electronic Visualisation and the Arts. BCS Learning & Development, 2018. http://dx.doi.org/10.14236/ewic/eva2018.26.
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Köhler, Henning, i Sebastian Link. "Inclusion Dependencies Reloaded". W CIKM'15: 24th ACM International Conference on Information and Knowledge Management. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2806416.2806539.
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Brewer, Johanna, Morgan Romine i T. L. Taylor. "Inclusion at Scale". W DIS '20: Designing Interactive Systems Conference 2020. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3357236.3395514.
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Dürsch, Falco, Axel Stebner, Fabian Windheuser, Maxi Fischer, Tim Friedrich, Nils Strelow, Tobias Bleifuß i in. "Inclusion Dependency Discovery". W CIKM '19: The 28th ACM International Conference on Information and Knowledge Management. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3357384.3357916.
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Hui, Julie S., i Shelly D. Farnham. "Designing for Inclusion". W GROUP '16: 2016 ACM Conference on Supporting Groupwork. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2957276.2957290.
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"INCLUSION OF ELLIPSOIDS". W 4th International Conference on Informatics in Control, Automation and Robotics. SciTePress - Science and and Technology Publications, 2007. http://dx.doi.org/10.5220/0001645200980102.
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Linial, N., i N. Nisan. "Approximate inclusion-exclusion". W the twenty-second annual ACM symposium. New York, New York, USA: ACM Press, 1990. http://dx.doi.org/10.1145/100216.100250.
Pełny tekst źródłaRaporty organizacyjne na temat "Inclusion"
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Thompson, Mary S. ENLACE Social Inclusion Trust Fund: Social Inclusion Survey: Staff Perceptions on Social Inclusion. Inter-American Development Bank, styczeń 2007. http://dx.doi.org/10.18235/0011130.
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This paper is intended to contribute to the promotion of social inclusion as a cross-cutting priority in the Inter-American Development Bank (IDB), a key issue in the Bank's Renewed Strategic Framework, as a key approach to reducing poverty and inequality in Latin America. It is based upon a staff opinion survey, designed and implemented under the framework of the IDB-UK ENLACE Social Inclusion Trust Fund, to assess how staff view social inclusion as an operational approach. The results of the survey highlight some of the operational implications of pursuing social inclusion initiatives, illustrating a number of opportunities and challenges that may be faced in such an approach.
2
Vieira, António. Social Inclusion. Basel, Switzerland: Librello, 2013. http://dx.doi.org/10.12924/librello.si.
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Saul, Lawrence H. Inclusion XXI. Fort Belvoir, VA: Defense Technical Information Center, grudzień 2000. http://dx.doi.org/10.21236/ada393501.
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Reifenberg, D. H. Plutonium inclusion analysis. Office of Scientific and Technical Information (OSTI), listopad 1986. http://dx.doi.org/10.2172/6662762.
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Hedetoft, Ulf Riber. Social Inclusion: Inaugural Editorial. Librello, luty 2013. http://dx.doi.org/10.12924/si2013.01010001.
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Kashyap, Anil, Natalia Kovrijnykh, Jian Li i Anna Pavlova. The Benchmark Inclusion Subsidy. Cambridge, MA: National Bureau of Economic Research, grudzień 2018. http://dx.doi.org/10.3386/w25337.
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Tull, Kerina. Social Inclusion and Immunisation. Institute of Development Studies (IDS), luty 2021. http://dx.doi.org/10.19088/k4d.2021.025.
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The current COVID-19 epidemic is both a health and societal issue; therefore, groups historically excluded and marginalised in terms of healthcare will suffer if COVID-19 vaccines, tests, and treatments are to be delivered equitably. This rapid review is exploring the social and cultural challenges related to the roll-out, distribution, and access of COVID-19 vaccines, tests, and treatments. It highlights how these challenges impact certain marginalised groups. Case studies are taken from sub-Saharan Africa (the Democratic Republic of Congo, South Africa), with some focus on South East Asia (Indonesia, India) as they have different at-risk groups. Lessons on this issue can be learned from previous pandemics and vaccine roll-out in low- and mid-income countries (LMICs). Key points to highlight include successful COVID-19 vaccine roll-out will only be achieved by ensuring effective community engagement, building local vaccine acceptability and confidence, and overcoming cultural, socio-economic, and political barriers that lead to mistrust and hinder uptake of vaccines. However, the literature notes that a lot of lessons learned about roll-out involve communication - including that the government should under-promise what it can do and then over-deliver. Any campaign must aim to create trust, and involve local communities in planning processes.
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Carpenter, Jo. Monitoring Inclusion in Crises. Institute of Development Studies, wrzesień 2022. http://dx.doi.org/10.19088/k4d.2022.103.
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This Briefing Note responds to key challenges articulated by Foreign, Commonwealth & Development (FCDO) staff in monitoring how, and the extent to which, programming, policy and humanitarian interventions in crisis contexts support inclusion. It provides an overview of how to monitor inclusion, focusing on ongoing monitoring during the implementation of interventions. However, there is some crossover with evaluation and learning processes, especially in complex crisis contexts. The information provided is relevant to people working within and across a range of sectors that seek to address the diverse needs that emerge during crises, including social protection; climate resilience and food security; health; water, sanitation and hygiene (WASH); education; livelihoods; infrastructure and economic growth; mental health and psychosocial support; protection; and governance or peacebuilding initiatives.
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Beatty, Christina, Richard Crisp, Ed Ferrari, Tony Gore i Joe McMullan. Inclusion Plan Evidence Base. Sheffield Hallam University, maj 2023. http://dx.doi.org/10.7190/cresr.2023.9411194730.
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Edmans, Alex, Caroline Flammer i Simon Glossner. Diversity, Equity, and Inclusion. Cambridge, MA: National Bureau of Economic Research, maj 2023. http://dx.doi.org/10.3386/w31215.
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