CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: inclusive buildings</title> <meta name="description" content="Search results for: inclusive buildings"> <meta name="keywords" content="inclusive buildings"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="inclusive buildings" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="inclusive buildings"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 2565</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: inclusive buildings</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2565</span> Learning from Inclusive Education of Exceptional and Normal Children in Primary School for Architectural Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Pastraporn">T. Pastraporn</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Panida"> J. Panida</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Gasamapong"> P. Gasamapong</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Jintana"> N. Jintana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study of inclusive educational environment of exceptional and normal children at the regional centre for special education aimed to establish guidelines for creating an environment for inclusive education. Buildings utilization of thirty-five elementary schools providing inclusive educational program in Bangkok were analyzed to study the following aspects: 1) The environment of exceptional and normal students’ inclusive classes at the regional centre for special education 2) The patterns of the environment suited to the exceptional and normal students’ inclusive classes 3) Environmental management policies for the inclusive classes of exceptional and normal students. Information was gathered from surveys, observations, questionnaires, document analysis, interviews, and non-experimental research. The findings showed that the usable spaces in school buildings were designated to enhance the three kinds of social learning experience: 1) Support class control 2) Help developing students’ personality consisting of physical, verbal and emotional expressions that are socially accepted 3) Recognition and learning, which are needed for the increasing of learning experience, were caused by having an interaction with the environment. Thus, the school buildings’ space designation positively affected the environmental management of exceptional and normal students’ inclusive classes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20environment" title="learning environment">learning environment</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20buildings" title=" school buildings"> school buildings</a>, <a href="https://publications.waset.org/abstracts/search?q=exceptional%20and%20normal%20children" title=" exceptional and normal children"> exceptional and normal children</a> </p> <a href="https://publications.waset.org/abstracts/39823/learning-from-inclusive-education-of-exceptional-and-normal-children-in-primary-school-for-architectural-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39823.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">331</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2564</span> Embracing Inclusive Education: The Issues, Challenges, Dilemmas and Future Plans for Inclusive Secondary Schools in Jakarta, Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rinda%20Kurnia">Rinda Kurnia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite the differences and additional needs in the learning process, every individual has the right to receive educational services in order to enhance her/his abilities and potentials. This notion underlies the principle of inclusive education system, something many countries in the world are striving for since the UNESCO Salamanca Statement in 1994. This paper will consider different views that many theorists have published of the term inclusive, the issues, challenges, and dilemmas encountered during the practice, as well as some possible ways forward. It is being described, criticized and analyzed using the standpoint of a shadow teacher in an inclusive secondary school in Jakarta, Indonesia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title="inclusive education">inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education%20challenges" title=" inclusive education challenges"> inclusive education challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education%20dilemmas" title=" inclusive education dilemmas"> inclusive education dilemmas</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education%20future%20plans" title=" inclusive education future plans"> inclusive education future plans</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education%20issues" title=" inclusive education issues"> inclusive education issues</a> </p> <a href="https://publications.waset.org/abstracts/61614/embracing-inclusive-education-the-issues-challenges-dilemmas-and-future-plans-for-inclusive-secondary-schools-in-jakarta-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61614.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">299</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2563</span> Identification of Stakeholders and Practices of Inclusive Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Luis%20Javier%20Serrano-Tamayo">Luis Javier Serrano-Tamayo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper focuses on the recent interest in the concept of inclusion from multiple areas of social sciences, but particularly from the academic studies on what do scholars mean when they refer to inclusive education. Therefore, this paper has been based on a three-year systematic review of near two hundred peer-reviewed documents in the last two decades. The results illustrate some of the use, misuse, and abuse of inclusive education as well as shed some light on the identification of the different stakeholders involved in the dynamic concept of inclusive education and their suggested practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusion" title="inclusion">inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20practices" title=" inclusive practices"> inclusive practices</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20stakeholders" title=" education stakeholders"> education stakeholders</a> </p> <a href="https://publications.waset.org/abstracts/140230/identification-of-stakeholders-and-practices-of-inclusive-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140230.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">237</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2562</span> A Conversation about Inclusive Education: Revelations from Namibian Primary School Teachers </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20D.%20Nghiteke">M. D. Nghiteke</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Mji"> A. Mji</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20T.%20Molepo"> G. T. Molepo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inclusive education stems from a philosophy and vision, which argues that all children should learn together at school. It is not only about treating all pupils in the same way. It is also about allowing all children to attend school without any restrictions. Ten primary school teachers in a circuit in Namibia volunteered to participate in face-to-face interviews about inclusive education. The teachers responded to three questions about their (i) understanding of inclusive education; (ii) whether inclusive education was implemented in primary schools; and (iii) whether they were able to work with learners with special needs. Findings indicated that teachers understood what inclusive education entailed; felt that inclusive education was not implemented in their primary schools, and they were unable to work with learners with special needs in their classrooms. Further, the teachers identified training and resources as important components of inclusive education. It is recommended that education authorities should perhaps verify the findings reported here as well as ensure that the concerns raised by the teachers are addressed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classrooms%20and%20schools" title="classrooms and schools">classrooms and schools</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=resources" title=" resources"> resources</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a> </p> <a href="https://publications.waset.org/abstracts/96825/a-conversation-about-inclusive-education-revelations-from-namibian-primary-school-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96825.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">176</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2561</span> Prefectorial Participation in Inclusive School Governance: A Shrewd Strategy for Building an Inclusive Society</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thomas%20Jerome%20Yeboah">Thomas Jerome Yeboah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inclusive school leadership is not a standalone project. It is spread across a broad array of individual leaders in the school. Successful inclusive education thrives on collaborative, shared, and participatory leadership. School prefects are generally not included in leadership discourses in respect of the implementation of inclusive education and the benefits inherent in it, yet they live at the closest proximity to the learners and wield much influence over them. The purpose of this study was to investigate how the participation of school prefects in inclusive school governance could be used as a strategy to prepare them to champion the course of individuals who live with disability and special needs in order to build a more inclusive society. The exploratory study employed a purposive sampling technique to select ten (10) school prefects from five (5) inclusive schools in Ghana. Semi-structured interview was used to glean information from the selected participants to answer the research questions raised in the study. Results from the study were thematically analysed. The study concluded that the school prefects could be agents of societal transformation who would be capable of creating an environment where those with disability and special needs would be accepted by society as ‘normal.’ <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusive%20society" title="inclusive society">inclusive society</a>, <a href="https://publications.waset.org/abstracts/search?q=participation" title=" participation"> participation</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20school%20leadership" title=" inclusive school leadership"> inclusive school leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=societal%20transformation" title=" societal transformation"> societal transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20prefects" title=" school prefects"> school prefects</a> </p> <a href="https://publications.waset.org/abstracts/142233/prefectorial-participation-in-inclusive-school-governance-a-shrewd-strategy-for-building-an-inclusive-society" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142233.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">196</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2560</span> Corruption, Tax Systems and Inclusive Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lawrence%20Kwaku%20Amoako">Lawrence Kwaku Amoako</a>, <a href="https://publications.waset.org/abstracts/search?q=Parrendah%20Adwoa%20Kpeli"> Parrendah Adwoa Kpeli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper analyses the implications of the corruption and tax system on inclusive development. We employ a sample of 45 countries between 2007 and 2020. We test for two related hypotheses; first, corruption hinders the smooth mobilisation of revenue through the tax system. Second, a rise in corruption amidst a defective tax system impairs inclusive development. We expect that a rise in the level of corruption in the economy will distort the tax system, thus affecting efficient revenue mobilisation and, subsequently, inclusive development. By extension, these findings have important policy implications for governments in containing corruption and building an effective tax system as it will help promote inclusive development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corruption" title="corruption">corruption</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=tax%20systems" title=" tax systems"> tax systems</a>, <a href="https://publications.waset.org/abstracts/search?q=tax%20complexity" title=" tax complexity"> tax complexity</a> </p> <a href="https://publications.waset.org/abstracts/153765/corruption-tax-systems-and-inclusive-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153765.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">113</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2559</span> Educators’ Perceived Capacity to Create Inclusive Learning Environments: Exploring Individual Competencies and District Policy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thuy%20Phan">Thuy Phan</a>, <a href="https://publications.waset.org/abstracts/search?q=Stephanie%20Luallin"> Stephanie Luallin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inclusive education policies have demonstrated benefits for students with and without disabilities in the US. There are several laws that relate to inclusive education, such as 'No Child Left Behind', 'The Individuals with Disabilities Education Act'. However, the application of these inclusive education laws and policies vary per state and school district. Classroom teachers in an inclusive classroom often experience confusion as to how to apply these policies in order to create appropriate inclusive learning environments that meet the abilities and needs of their diverse student population. The study aims to investigate teachers’ perspective of their capacities to create an appropriate learning environment for their diverse student population including students with disabilities. Qualitative method is implemented in this study, using open-end interview questions to investigate teachers’ perspective of their capacities to create an appropriate inclusive learning environment for all students based on current inclusive education laws and district policies in the state of Colorado, USA. These findings may indicate a lack of confidence in teachers’ capacity to create appropriate inclusive learning environments based on laws and district policies; including challenges that classroom teachers may experience in creating inclusive learning environments. The purpose of this study is to examine the adequate preparation of classroom teachers in creating inclusive classrooms with the intent of determining implications for developing policies in inclusive education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educator%E2%80%99s%20capacity" title="educator’s capacity">educator’s capacity</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20learning%20environment" title=" inclusive learning environment"> inclusive learning environment</a>, <a href="https://publications.waset.org/abstracts/search?q=policy" title=" policy"> policy</a> </p> <a href="https://publications.waset.org/abstracts/90900/educators-perceived-capacity-to-create-inclusive-learning-environments-exploring-individual-competencies-and-district-policy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90900.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">170</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2558</span> Inclusive Education in South African Universities: Pre-Service Teachers’ Experiences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cina%20Mosito">Cina Mosito</a>, <a href="https://publications.waset.org/abstracts/search?q=Toyin%20Mary%20Adewumi"> Toyin Mary Adewumi</a>, <a href="https://publications.waset.org/abstracts/search?q=Charlene%20Nissen"> Charlene Nissen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the goals of inclusive education is to provide learners with suitable learning environments and prospects to best attain their potential. This study sought to determine the experiences of studying inclusive education on pre-service teachers’ teaching within the South African education context. A purposeful sample comprising 6 pre-service teachers was selected from a university of technology located in the Western Cape South Africa. Data were collected using open-ended questionnaires, which were exploratory in nature and analyzed thematically. The findings supported significant proportions of experiences as self-reported by pre-service teachers. The pre-service teachers’ experiences of studying inclusive education included inclusive education as an “eye-opener” to the fact that learners experiencing various barriers to learning can be accommodated in the regular classrooms, exposure to some aspects of inclusive education, such as diversity, learners’ rights, and curriculum differentiation. It was also revealed that studying inclusive education made pre-service teachers love and enjoy teaching more. The study shows that awareness of inclusive education has influenced pre-service teachers in South African schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=experience" title="experience">experience</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teacher" title=" pre-service teacher"> pre-service teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Africa" title=" South Africa"> South Africa</a> </p> <a href="https://publications.waset.org/abstracts/122665/inclusive-education-in-south-african-universities-pre-service-teachers-experiences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122665.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">206</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2557</span> The Impact of the Inclusive Center on Social and Psychological State of Beneficiaries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Parvina%20Ismayilova">Parvina Ismayilova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inclusion is like cultural diversity because, in the modern world, it is understood as everything that allows you to immerse yourself in the environment with the opportunity to expand your experience. In a narrow sense, inclusion is more associated with "inclusive education" and "inclusive technologies" - that is, it is a principle that allows people with disabilities to interact with the outside world. Technological progress allows people to unite, ensuring that they are seen and heard. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diversity" title="diversity">diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=disability" title=" disability"> disability</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusivity" title=" inclusivity"> inclusivity</a>, <a href="https://publications.waset.org/abstracts/search?q=equality" title=" equality"> equality</a> </p> <a href="https://publications.waset.org/abstracts/149981/the-impact-of-the-inclusive-center-on-social-and-psychological-state-of-beneficiaries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149981.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">126</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2556</span> Women Inclusiveness in Government Leaderships and Public Relations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Larissa%20Kamdjong">Larissa Kamdjong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research is to introduce inclusive leadership as a distinct theoretical framework to understand its meaning and functions in advancing gender equality and empowerment in public relations leadership. By proposing women inclusive leadership theoretical model, we explored the roles of inclusive leadership in fostering an organization’s diverse climate and facilitating its practice of participative leadership in empowering women in public relations to reach their full potential in leadership advancement. Moreover, our results confirmed both direct and indirect impacts inclusive leadership could have on women’s perceptions of continued career growth opportunities. Our findings provide theoretical implications and practical solutions to address women’s leadership challenges through an inclusive leadership lens. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusiveness" title="inclusiveness">inclusiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=empowerment" title=" empowerment"> empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=career%20opportunities" title=" career opportunities"> career opportunities</a> </p> <a href="https://publications.waset.org/abstracts/187041/women-inclusiveness-in-government-leaderships-and-public-relations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187041.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">46</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2555</span> The Necessity of Retrofitting for Masonry Buildings in Turkey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Soner%20G%C3%BCler">Soner Güler</a>, <a href="https://publications.waset.org/abstracts/search?q=Mustafa%20G%C3%BClen"> Mustafa Gülen</a>, <a href="https://publications.waset.org/abstracts/search?q=Eylem%20G%C3%BCzel"> Eylem Güzel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Masonry buildings constitute major part of building stock in Turkey. Masonry buildings were built up especially in rural areas and underdeveloped regions due to economic reasons. Almost all of these masonry buildings are not designed and detailed according to any design guidelines by designers. As a result of this, masonry buildings were totally collapsed or heavily damaged when subjected to destructive earthquake effects. Thus, these masonry buildings that were built up in our country must be retrofitted to improve their seismic performance. In this study, new seismic retrofitting techniques that is easy to apply and low-cost are summarized and the importance of seismic retrofitting is also emphasized for existing masonry buildings in Turkey. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=masonry%20buildings" title="masonry buildings">masonry buildings</a>, <a href="https://publications.waset.org/abstracts/search?q=earthquake%20effects" title=" earthquake effects"> earthquake effects</a>, <a href="https://publications.waset.org/abstracts/search?q=seismic%20retrofitting%20techniques" title=" seismic retrofitting techniques"> seismic retrofitting techniques</a>, <a href="https://publications.waset.org/abstracts/search?q=seismic%20performance" title=" seismic performance"> seismic performance</a> </p> <a href="https://publications.waset.org/abstracts/31789/the-necessity-of-retrofitting-for-masonry-buildings-in-turkey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31789.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">342</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2554</span> The Role of Social Isolation and Its Relevance Towards the Intersex Condition for Policy Management of Inclusive Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hamza%20Iftikhar">Hamza Iftikhar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The intersex person’s social isolation condition is the leading concern in inclusive educational practices. It provides for the relevance of intersex communities with the influence of social isolation on their education and well-being. Given the underlying concern, this paper stresses the isolation-free condition of the intersex community by facilitating inclusive education. The Atkinson and Shiffrin Model and Behaviorism-Based Intersex Theory supports inclusive education by extending the desire for the significant management of stereotypes, quality teaching, parental beliefs, expressions, physique, and intersex attribution. The reducing role of social isolation for inclusive education is analyzed using the qualitative research method. The semi-structured interview research instrument is used for the data collection from the Ministry of Human Rights, Educational Institutions, and inter-sex Representatives. The results show that managing directors and heads of educational institutions frame policy management for the free social isolation of intersex persons, which is relevant through inclusive education. The implication of this paper is to provide a better social condition for intersex persons towards inclusive education through effective policy management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20isolation" title="social isolation">social isolation</a>, <a href="https://publications.waset.org/abstracts/search?q=inter-sex" title=" inter-sex"> inter-sex</a>, <a href="https://publications.waset.org/abstracts/search?q=relevance" title=" relevance"> relevance</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=policy%20management" title=" policy management"> policy management</a> </p> <a href="https://publications.waset.org/abstracts/174390/the-role-of-social-isolation-and-its-relevance-towards-the-intersex-condition-for-policy-management-of-inclusive-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174390.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">100</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2553</span> Perception of the Frequency and Importance of Peer Social Support by Students with Special Educational Needs in Inclusive Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lucia%20Hrebe%C5%88%C3%A1rov%C3%A1">Lucia Hrebeňárová</a>, <a href="https://publications.waset.org/abstracts/search?q=Jarmila%20%C5%BDolnov%C3%A1"> Jarmila Žolnová</a>, <a href="https://publications.waset.org/abstracts/search?q=Veronika%20Palkov%C3%A1"> Veronika Palková</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inclusive education of students with special educational needs has been on the increase in the Slovak Republic, facing many challenges. Preparedness of teachers for inclusive education is one of the most frequent issues; teachers lack skills when it comes to the use of effective instruction depending on the individual needs of students, improvement of classroom management and social skills, and support of inclusion within the classroom. Social support is crucial for the school success of students within inclusive settings. The aim of the paper is to analyse perception of the frequency and importance of peer social support by students with special educational needs in inclusive education. The data collection tool used was the Child and Adolescent Social Support Scale (CASSS). The research sample consisted of 953 fourth grade students – 141 students with special educational needs educated in an inclusive setting and 812 students of the standard population. No significant differences were found between the students with special educational needs and the students without special educational needs in an inclusive setting when it comes to the perception of frequency and importance of social support of schoolmates and friends. However, the perception of frequency and importance of a friend’s social support was higher than the perception of frequency and importance of a classmate’s social support in both groups of students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title="inclusive education">inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20social%20support" title=" peer social support"> peer social support</a>, <a href="https://publications.waset.org/abstracts/search?q=peer" title=" peer"> peer</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20with%20special%20eEducational%20needs" title=" student with special eEducational needs"> student with special eEducational needs</a> </p> <a href="https://publications.waset.org/abstracts/40681/perception-of-the-frequency-and-importance-of-peer-social-support-by-students-with-special-educational-needs-in-inclusive-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40681.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">422</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2552</span> Influences of High Rise Buildings on Local Air Flow Characteristics on External Surfaces of Neighboring Buildings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Meral%20Yucel">Meral Yucel</a>, <a href="https://publications.waset.org/abstracts/search?q=Vildan%20Ok"> Vildan Ok</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study indicates the wind effects of 49-storey height four towers on a high-density urban area-consisting of 10-12 storey height buildings called Goztepe in Istanbul, Turkey. For this purpose, four towers and close environments are modeled in 1/500 scale for wind tunnel test. Three neighboring buildings are chosen to find out the pressure coefficient changes on the surfaces of the buildings according to the construction order of these four towers and wind directions. Results were compared with the 'TS 498 Wind Standard of Tall Buildings in Istanbul' which is prepared by Istanbul Metropolitan Municipality in 2009. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=high%20rise%20buildings" title="high rise buildings">high rise buildings</a>, <a href="https://publications.waset.org/abstracts/search?q=pressure%20coefficients" title=" pressure coefficients"> pressure coefficients</a>, <a href="https://publications.waset.org/abstracts/search?q=wind%20tunnel%20experiments" title=" wind tunnel experiments"> wind tunnel experiments</a>, <a href="https://publications.waset.org/abstracts/search?q=wind%20standard%20of%20tall%20buildings" title=" wind standard of tall buildings"> wind standard of tall buildings</a> </p> <a href="https://publications.waset.org/abstracts/9456/influences-of-high-rise-buildings-on-local-air-flow-characteristics-on-external-surfaces-of-neighboring-buildings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9456.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">281</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2551</span> A Study on Strategy of Coordinative Symbiosis between New and Old Buildings: Case Study of Shanghai Citic Plaza and Surroundings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tianyi%20Qin">Tianyi Qin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Along with the acceleration of Chinese urbanization, the expansion, renovation and demolition of old buildings is on the stage together with the design and construction of new buildings every day in downtown of the old city area. The coordinative symbiosis between new and old buildings is an important problem which needs to be solved in the process of urban development. By studying and analyzing the case of Shanghai Citic Plaza and surroundings, this paper contributes to discussing the concept, value and problems to be solved of the coordination of new and old buildings, meanwhile, striking the balance between new and old buildings from the aspects of architectural form, space, function and local context. As a result, the strategy of the coordinative symbiosis between new and old buildings is summarized, which can offer some guiding principles to urban development from now on. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coordinative%20symbiosis" title="coordinative symbiosis">coordinative symbiosis</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20and%20old%20buildings" title=" new and old buildings"> new and old buildings</a>, <a href="https://publications.waset.org/abstracts/search?q=Shanghai%20Citic%20Plaza" title=" Shanghai Citic Plaza"> Shanghai Citic Plaza</a>, <a href="https://publications.waset.org/abstracts/search?q=strategy" title=" strategy"> strategy</a> </p> <a href="https://publications.waset.org/abstracts/71201/a-study-on-strategy-of-coordinative-symbiosis-between-new-and-old-buildings-case-study-of-shanghai-citic-plaza-and-surroundings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71201.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">348</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2550</span> Inclusive Practices in Physical Education: A Survey of Pre-Service Teachers' Attitudes and Self-Efficacy in the Context of Teachers' Training</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Teresa%20M.%20Odipo">Teresa M. Odipo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inclusive physical education and an inclusive educational approach in German schools have received much attention in recent years due to the UN Convention on the rights of persons with disabilities proposals, which came into force in Germany in 2009. The aim of inclusive PE is to include children with disabilities and able bodied children, based on the idea, that all children should attend school together. While PE mostly took place in a heterogeneous environment, introducing children with all kinds of disabilities posed more challenges to the teachers, when children with disabilities were included. Therefore it is important that the educational approach should include pre-service teachers’ (PST) self-efficacy for and their attitudes towards inclusive practices. The PSTs’ self-efficacy for inclusive practices is one of the strongest predictors of the success of the inclusion reforms introduced in 2009, in order to improve PSTs’ ability to handle these very new challenges. PE stands out because the very nature of sport involves the body which means that all children, especially those with special needs should be treated in an appropriate manner. Up till now, it has been mostly English-speaking countries that have been assessed for inclusive practices in PE. Due to the lack of research in Germany, there is a strong need to question PSTs’ prepared-ness. This paper presents results from the 2016 survey conducted on around 100 PSTs by the German University of Sports in Cologne and opens up new directions within PSTs’ education, concerning their attitudes and self-efficacy towards inclusive PE. These new aspects will be included in the construction of new learning and teaching tools to improve pre-service teachers’ education for inclusive Physical Education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitudes" title="attitudes">attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20physical%20education" title=" inclusive physical education"> inclusive physical education</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers" title=" pre-service teachers"> pre-service teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a> </p> <a href="https://publications.waset.org/abstracts/60380/inclusive-practices-in-physical-education-a-survey-of-pre-service-teachers-attitudes-and-self-efficacy-in-the-context-of-teachers-training" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60380.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">353</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2549</span> Awareness and Attitudes of Primary Grade Teachers (1-4th Grade) Towards Inclusive Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maheshwari%20Payal">Maheshwari Payal</a>, <a href="https://publications.waset.org/abstracts/search?q=Shapurkar%20Mayaan"> Shapurkar Mayaan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present research aimed at studying the awareness and attitudes of teachers towards inclusive education. The sample consisted of 60 teachers, teaching in the primary section (1st – 4th) of regular schools affiliated to the SSC board in Mumbai. The sample was selected by Multi-stage cluster sampling technique. A semi-structured self-constructed interview schedule and a self-constructed attitude scale were used to study the awareness of teachers about disability and Inclusive education, and their attitudes towards inclusive education respectively. Themes were extracted from the interview data and quantitative data was analyzed using SPSS package. Results revealed that teachers had some amount of awareness but an inadequate amount of information on disabilities and inclusive education. Disability to most (37) teachers meant “an inability to do something”. The difference between disability and handicap was stated by most as former being cognitive while handicap being physical in nature. With regard to Inclusive education, a large number (46) stated that they were unaware of the term and did not know what it meant. The majority (52) of them perceived maximum challenges for themselves in an inclusive set up, and emphasized on the role of teacher training courses in the area of providing knowledge (49) and training in teaching methodology (53). Although, 83.3% of teachers held a moderately positive attitude towards inclusive education, a large percentage (61.6%) of participants felt that being in inclusive set up would be very challenging for both children with special needs and without special needs. Though, most (49) of the teachers stated that children with special needs should be educated in a regular classroom, but they further clarified that only those should be in a regular classroom who have physical impairments of mild or moderate degree. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude" title="attitude">attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=awareness" title=" awareness"> awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/31275/awareness-and-attitudes-of-primary-grade-teachers-1-4th-grade-towards-inclusive-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31275.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">320</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2548</span> Disability, Technology and Inclusion: Fostering and Inclusive Pedagogical Approach in an Interdisciplinary Project</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Lopez-Pereyra">M. Lopez-Pereyra</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20Cisneros%20Alvarado"> I. Cisneros Alvarado</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Del%20Socorro%20Lobato%20Alba"> M. Del Socorro Lobato Alba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to discuss a conceptual, pedagogical approach that foster inclusive education and that create an awareness of the use of assistive technology in Mexico. Interdisciplinary understanding of disabilities and the use of assistive technology as a frame for an inclusive education have challenged the reality of the researchers’ participation in decision-making. Drawing upon a pedagogical inquiry process within an interdisciplinary academic project that involved the sciences, design, biotechnology, psychology and education fields, this paper provides a discussion on the challenges of assistive technology and inclusive education in interdisciplinary research on disabilities and technology project. This study is frame on an educational action research design where the team is interested in integrating, disability, technology, and inclusion, theory, and practice. Major findings include: (1) the concept of inclusive education as a strategy for interdisciplinary research; (2) inclusion as a pedagogical approach that challenges the creation of assistive technology from diverse academic fields; and, (3) inclusion as a frame, problem-focused, for decision-making. The findings suggest that inclusive pedagogical approaches provide a unique insight into interdisciplinary teams on disability and assistive technology in education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assistive%20technology" title="assistive technology">assistive technology</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20pedagogy" title=" inclusive pedagogy"> inclusive pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=interdisciplinary%20research" title=" interdisciplinary research"> interdisciplinary research</a> </p> <a href="https://publications.waset.org/abstracts/101432/disability-technology-and-inclusion-fostering-and-inclusive-pedagogical-approach-in-an-interdisciplinary-project" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101432.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">189</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2547</span> Inclusive Education in Nigeria Prospects and Challenges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laraba%20Bala%20Mohammed">Laraba Bala Mohammed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Education is a very vital tool in enhancement of the general development of individuals in the society who would participate effectively in national development processes, including people with special need, educating children with special needs is one of the greatest challenges of this millennium, this is because professionals in the field of special education are operating in an exciting and rapidly changing phenomenon. Inclusive education in Nigeria is not a new development in the teaching and learning process, but the most important aspect is the utilization and effective integration of people with special needs in the society. This paper focuses on the need of parents, government, professionals in the field of special education and stakeholders to work together for the full implementation of inclusive education in Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title="inclusive education">inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20policy" title=" national policy"> national policy</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20needs" title=" special needs"> special needs</a> </p> <a href="https://publications.waset.org/abstracts/25555/inclusive-education-in-nigeria-prospects-and-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25555.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">507</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2546</span> Exploring Inclusive Culture and Practice: The Perspectives of Macao Teachers in Informing Inclusive Teacher Education Programmes in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elisa%20Monteiro">Elisa Monteiro</a>, <a href="https://publications.waset.org/abstracts/search?q=Kiiko%20Ikegami"> Kiiko Ikegami</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The inclusion of children with diverse learning needs and/or disabilities in regular classrooms has been identified as crucial to the provision of educational equity and quality for all students. In this, teachers play an essential role, as they have a strong impact on student attainment. Whilst the adoption of inclusive practice is increasing, with potential benefits for the teaching profession, there is also a rise in the level of its challenges in Macao as many more students with learning disabilities are now being included in general education classes. Consequently, there has been a significant focus on teacher professional development to ensure that teachers are adequately prepared to teach in inclusive classrooms that give access to diverse students. Major changes in teacher education will need to take place to include more inclusive education content and to equip teachers with the necessary skills in the area of inclusive practice. This paper draws on data from in-depth interviews with 20 teachers to examine teachers’ views of support, challenges, and barriers to inclusive practices at the school and classroom levels. Thematic analysis was utilised to determine major themes within the data. Several themes emerged and serve to illustrate the identified barriers and the potential value of effective teacher education. Suggestions for increased professional development opportunities for inclusive education specific to higher education institutions are presented and the implications for practice and teacher education are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusion" title="inclusion">inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20practice" title=" inclusive practice"> inclusive practice</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/abstracts/164661/exploring-inclusive-culture-and-practice-the-perspectives-of-macao-teachers-in-informing-inclusive-teacher-education-programmes-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164661.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">84</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2545</span> Observed Damages to Adobe Masonry Buildings after 2011 Van Earthquake</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eylem%20G%C3%BCzel">Eylem Güzel</a>, <a href="https://publications.waset.org/abstracts/search?q=Soner%20G%C3%BCler"> Soner Güler</a>, <a href="https://publications.waset.org/abstracts/search?q=Mustafa%20G%C3%BClen"> Mustafa Gülen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Masonry is the oldest building materials since ancient times. Adobe, stone, brick are the most widespread materials used in the construction of masonry buildings. Masonry buildings compose of a large part of building stock especially in rural areas and underdeveloped regions of Turkey. The seismic performance of adobe masonry buildings is vulnerable against earthquake effects. In this study, after 2011 Van earthquake with magnitude 7.2 Mw, damages occurred in existing adobe masonry buildings in Van city is investigated. The observed damages and reasons of adobe masonry buildings in design and construction phase are specified and evaluated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adobe%20masonry%20buildings" title="adobe masonry buildings">adobe masonry buildings</a>, <a href="https://publications.waset.org/abstracts/search?q=earthquake%20effects" title=" earthquake effects"> earthquake effects</a>, <a href="https://publications.waset.org/abstracts/search?q=damages" title=" damages"> damages</a>, <a href="https://publications.waset.org/abstracts/search?q=seismic%20performance" title=" seismic performance"> seismic performance</a> </p> <a href="https://publications.waset.org/abstracts/31790/observed-damages-to-adobe-masonry-buildings-after-2011-van-earthquake" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31790.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">319</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2544</span> Inclusive Business Development: A Case Study of Developing Community-Operated Business Venture</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paula%20Linna">Paula Linna</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During the recent years interest in inclusive business has increased. Still, research on inclusive business development is at infancy. This study provides empirical evidence on inclusive business development of mini-grid solution for the rural African communities. This study tests how well the insights of creation theory can explain inclusive business development process which often occurs under uncertainty due to demands for developing new technology, new business model and establishing business in new market. These several uncertain elements of business development impact what kind of business strategies the entrepreneur can practice and what kind of decision making tools to use. In addition, community engagement is essential for the successful operative management of a mini-grid solution. This study advances the understanding of inclusive business development and can be used as the foundation for future work to facilitate the process of new business venture creation at the BOP particularly when developing community-operated entrepreneurship model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creation%20theory" title="creation theory">creation theory</a>, <a href="https://publications.waset.org/abstracts/search?q=base%20of%20the%20pyramid%20%28BOP%29" title=" base of the pyramid (BOP)"> base of the pyramid (BOP)</a>, <a href="https://publications.waset.org/abstracts/search?q=community-operated%20entrepreneurship" title=" community-operated entrepreneurship"> community-operated entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20African%20communities" title=" rural African communities"> rural African communities</a> </p> <a href="https://publications.waset.org/abstracts/9557/inclusive-business-development-a-case-study-of-developing-community-operated-business-venture" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9557.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">500</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2543</span> The Quality of Economic Growth Regency and Cities in West Java Province: Inclusive Economic Growth</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fryanto%20Anugrah%20Rhamdhani%20Rhamdhani">Fryanto Anugrah Rhamdhani Rhamdhani</a>, <a href="https://publications.waset.org/abstracts/search?q=Hana%20Riana%20Permatasari"> Hana Riana Permatasari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study analyzes the inclusive of economic growth and analyzes the inclusive of economic growth determinant in regency and city (West Java Province). The background this study Economic Growth can do not afford to reduce poverty, Disparity and expand The Workforce. Referring Central Bureau Of Statistic West Java Province report in 2015 recorded only 5 regions able reduce poverty, 3 regions able reduce Gini Ratio and 7 regions able Workforce Absorption, meanwhile, 11 regions was improved Economic Growth. The Inclusive of Economic Growth definition based on various literature means the quality Economic Growth able reduce Poverty, Gini Ratio, and Workforce absorption. This study adopted the measurement Inclusive Economic of Growth Klassen and analyzes factor in Term Reducing Poverty, Gini Ratio, and the workforce Absorption. Data used panels data composite time series and cross-section including 25 regency and cities regions from Central Bureau Of Statistic West Java Province during 2014-2015. As a result, the measurement inclusive economic of growth Klassen 2014-2015 from 25 regency and cities shows all region does not inclusive reducing Poverty, only 2 regions able reduce Gini Ratio and 3 regions able increase Workforce absorption. Different from the result the measurement Inclusive Economic of Growth for workforce absorption, several regions shows a negative coefficient indicates Economic Growth decline Workforce absorption. The outcome of this study analyzes factor of Inclusive economic of Growth, so that give recommendations for government achieve inclusive economic of growth toward Sustainable Economic. Can be Concluded above low-quality Economic Growth, that due to all region does not inclusive Economic of Growth. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusive%20economic%20growth" title="inclusive economic growth">inclusive economic growth</a>, <a href="https://publications.waset.org/abstracts/search?q=Gini%20ratio" title=" Gini ratio"> Gini ratio</a>, <a href="https://publications.waset.org/abstracts/search?q=poverty" title=" poverty"> poverty</a>, <a href="https://publications.waset.org/abstracts/search?q=workforce" title=" workforce"> workforce</a> </p> <a href="https://publications.waset.org/abstracts/78019/the-quality-of-economic-growth-regency-and-cities-in-west-java-province-inclusive-economic-growth" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78019.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">261</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2542</span> Evaluation of Traditional Methods in Construction and Their Effects on Reinforced-Concrete Buildings Behavior</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20H.%20N.%20Gashti">E. H. N. Gashti</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Zarrini"> M. Zarrini</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Irannezhad"> M. Irannezhad</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20R.%20Langroudi"> J. R. Langroudi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Using ETABS software, this study analyzed 23 buildings to evaluate effects of mistakes during construction phase on buildings structural behavior. For modelling, two different loadings were assumed: 1) design loading and 2) loading due to the effects of mistakes in construction phase. Research results determined that considering traditional construction methods for buildings resulted in a significant increase in dead loads and consequently intensified the displacements and base-shears of buildings under seismic loads. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reinforced-concrete%20buildings" title="reinforced-concrete buildings">reinforced-concrete buildings</a>, <a href="https://publications.waset.org/abstracts/search?q=construction%20mistakes" title=" construction mistakes"> construction mistakes</a>, <a href="https://publications.waset.org/abstracts/search?q=base-shear" title=" base-shear"> base-shear</a>, <a href="https://publications.waset.org/abstracts/search?q=displacements" title=" displacements"> displacements</a>, <a href="https://publications.waset.org/abstracts/search?q=failure" title=" failure"> failure</a> </p> <a href="https://publications.waset.org/abstracts/15970/evaluation-of-traditional-methods-in-construction-and-their-effects-on-reinforced-concrete-buildings-behavior" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15970.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">270</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2541</span> Green Building Practices: Harmonizing Non-Governmental Organizations Roles and Energy Efficiency</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abimbola%20A.%20Adebayo">Abimbola A. Adebayo</a>, <a href="https://publications.waset.org/abstracts/search?q=Kikelomo%20I.%20Adebayo"> Kikelomo I. Adebayo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Green buildings provide serious challenges for governments all over the world with regard to achieving energy efficiency in buildings. Energy efficient buildings are needed to keep up with minimal impacts on the environment throughout their cycle and to enhance sustainable development. The lack of awareness and benefits of energy efficient buildings have given rise to NGO’s playing important role in filling data gaps, publicizing information, and undertaking awareness raising and policy engagement activities. However, these roles are countered by concerns about subsidies for evaluations, incentives to facilitate data-sharing, and incentives to finance independent research. On the basis of literature review on experiences with NGO’s involvement in energy efficient buildings, this article identifies governance strategies that stimulate the harmonization of NGO’s roles in green buildings with the objective to increase energy efficiency in buildings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=energy%20efficiency" title="energy efficiency">energy efficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=green%20buildings" title=" green buildings"> green buildings</a>, <a href="https://publications.waset.org/abstracts/search?q=NGOs" title=" NGOs"> NGOs</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a> </p> <a href="https://publications.waset.org/abstracts/87891/green-building-practices-harmonizing-non-governmental-organizations-roles-and-energy-efficiency" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87891.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">239</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2540</span> Genealogy of a Building: Tarikhaneh</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohadeseh%20Salari%20Sardari">Mohadeseh Salari Sardari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As Muslims conquered Iran, their first impression was to show their power over others. They needed mosques for their multiple needs like prayer, tax collecting, law-making, hearing of law cases, and most important of all, as a seat of government. Sometimes they did not have time to build mosques and only began to build them after years of ruling. Many religious buildings with pre-Islamic past survived in Iran, most of the fire temples in cities were destroyed or changed radically, but some deserted temples outside of cities survived, and based on these surviving buildings, we can trace changes in fire temples inside cities and discover how they were adapted and expanded to be mosques. In addition, there are some other buildings with doubts about their date of construction. These buildings might be transitional buildings between two different historical eras or might be an old building with a slight change. One of these interesting buildings is Tarikhaneh, a small, simple yet striking building. By tracing Tarikhaneh’s roots in other buildings like fire temples and secular buildings existed before Arab invasion, it can be better understood how the original form of Tatikhaneh was. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=iranian%20architecture" title="iranian architecture">iranian architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20mosques" title=" early mosques"> early mosques</a>, <a href="https://publications.waset.org/abstracts/search?q=fire%20temples" title=" fire temples"> fire temples</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptation%20and%20reuse" title=" adaptation and reuse"> adaptation and reuse</a> </p> <a href="https://publications.waset.org/abstracts/148065/genealogy-of-a-building-tarikhaneh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148065.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">137</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2539</span> Seismic Performance Assessment of Pre-70 RC Frame Buildings with FEMA P-58 </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=D.%20Cardone">D. Cardone </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Past earthquakes have shown that seismic events may incur large economic losses in buildings. FEMA P-58 provides engineers a practical tool for the performance seismic assessment of buildings. In this study, FEMA P-58 is applied to two typical Italian pre-1970 reinforced concrete frame buildings, characterized by plain rebars as steel reinforcement and masonry infills and partitions. Given that suitable tools for these buildings are missing in FEMA P- 58, specific fragility curves and loss functions are first developed. Next, building performance is evaluated following a time-based assessment approach. Finally, expected annual losses for the selected buildings are derived and compared with past applications to old RC frame buildings representative of the US building stock.  <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=FEMA%20P-58" title="FEMA P-58">FEMA P-58</a>, <a href="https://publications.waset.org/abstracts/search?q=RC%20frame%20buildings" title=" RC frame buildings"> RC frame buildings</a>, <a href="https://publications.waset.org/abstracts/search?q=plain%20rebars" title=" plain rebars"> plain rebars</a>, <a href="https://publications.waset.org/abstracts/search?q=Masonry%20infills" title=" Masonry infills"> Masonry infills</a>, <a href="https://publications.waset.org/abstracts/search?q=fragility%20functions" title=" fragility functions"> fragility functions</a>, <a href="https://publications.waset.org/abstracts/search?q=loss%20functions" title=" loss functions"> loss functions</a>, <a href="https://publications.waset.org/abstracts/search?q=expected%20annual%20loss" title=" expected annual loss"> expected annual loss</a> </p> <a href="https://publications.waset.org/abstracts/51136/seismic-performance-assessment-of-pre-70-rc-frame-buildings-with-fema-p-58" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51136.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">324</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2538</span> Financial Inclusion for Inclusive Growth in an Emerging Economy </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Godwin%20Chigozie%20Okpara">Godwin Chigozie Okpara</a>, <a href="https://publications.waset.org/abstracts/search?q=William%20Chimee%20Nwaoha"> William Chimee Nwaoha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper set out to stress on how financial inclusion index could be calculated and also investigated the impact of inclusive finance on inclusive growth in an emerging economy. In the light of these objectives, chi-wins method was used to calculate indexes of financial inclusion while co-integration and error correction model were used for evaluation of the impact of financial inclusion on inclusive growth. The result of the analysis revealed that financial inclusion while having a long-run relationship with GDP growth is an insignificant function of the growth of the economy. The speed of adjustment is correctly signed and significant. On the basis of these results, the researchers called for tireless efforts of government and banking sector in promoting financial inclusion in developing countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chi-wins%20index" title="chi-wins index">chi-wins index</a>, <a href="https://publications.waset.org/abstracts/search?q=co-integration" title=" co-integration"> co-integration</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20correction%20model" title=" error correction model"> error correction model</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20inclusion" title=" financial inclusion"> financial inclusion</a> </p> <a href="https://publications.waset.org/abstracts/5995/financial-inclusion-for-inclusive-growth-in-an-emerging-economy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5995.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">653</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2537</span> Development of a Green Star Certification Tool for Existing Buildings in South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bouwer%20Kleynhans">Bouwer Kleynhans</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The built environment is responsible for about 40% of the world’s energy consumption and generates one third of global carbon dioxide emissions. The Green Building Council of South Africa’s (GBCSA) current rating tools are all for new buildings. By far the largest portion of buildings exist stock and therefore the need to develop a certification tool for existing buildings. Direct energy measurement comprises 27% of the total available points in this tool. The aim of this paper is to describe the development process of a green star certification tool for existing buildings in South Africa with specific emphasis on the energy measurement criteria. Successful implementation of this tool within the property market will ensure a reduced carbon footprint of buildings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=certification%20tool" title="certification tool">certification tool</a>, <a href="https://publications.waset.org/abstracts/search?q=development%20process" title=" development process"> development process</a>, <a href="https://publications.waset.org/abstracts/search?q=energy%20consumption" title=" energy consumption"> energy consumption</a>, <a href="https://publications.waset.org/abstracts/search?q=green%20buildings" title=" green buildings"> green buildings</a> </p> <a href="https://publications.waset.org/abstracts/9572/development-of-a-green-star-certification-tool-for-existing-buildings-in-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9572.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">322</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2536</span> An Exploration of Inclusive Education Settings in the Context of Saudi Arabia: Stakeholder Perspectives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nourah%20Alshalhoub">Nourah Alshalhoub</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As Saudi Arabia is one of the countries moving toward more inclusive schools, there are few researchers who have examined the new model of inclusive practice; that is, a model introduced by the Tatweer project. Tatweer is an initiative supported by the Saudi government to develop education with a particular focus on inclusion. This on-going doctoral work aims to find out the nature of inclusive practice that Taweer introduced to create effective practice to include students with different abilities. While stakeholders are important elements to the implementation of inclusive education practice, the study’s goal is to find out and explore their understandings and perspectives. This study considers the perspectives of stakeholders, who are involved and influential on the implementation of the practice, from different dimensions. Tatweer project’s managers, head teachers, teachers and teaching assistants will be interviewed to find out how do they understand inclusive education concept and what perspective do they hold. Reliant on this material, this work seeks to inquire into what meaning inclusion and inclusive practice holds in Tatweer and to what extent this educational models let students with different abilities be more included. Four primary schools in Riyadh were purposively selected and data will be collected through semi-structured interviews. Semi-structured interview was selected as a study tool because it is a relevant and helpful method in understanding the thoughts, views, and beliefs of the stakeholders individually, and investigating issues more thoroughly in the context of Saudi Arabia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title="inclusive education">inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=perspective" title=" perspective"> perspective</a>, <a href="https://publications.waset.org/abstracts/search?q=understanding" title=" understanding"> understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=definition" title=" definition"> definition</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a> </p> <a href="https://publications.waset.org/abstracts/85551/an-exploration-of-inclusive-education-settings-in-the-context-of-saudi-arabia-stakeholder-perspectives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85551.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">296</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=inclusive%20buildings&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=inclusive%20buildings&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=inclusive%20buildings&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=inclusive%20buildings&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=inclusive%20buildings&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=inclusive%20buildings&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=inclusive%20buildings&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=inclusive%20buildings&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=inclusive%20buildings&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=inclusive%20buildings&page=85">85</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=inclusive%20buildings&page=86">86</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=inclusive%20buildings&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>