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u-clickable InlineList-item-text js-work-more-authors-44232888">+3</span><div class="hidden js-additional-users-44232888"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://csic.academia.edu/JuanFranciscoGibaja">Juan Francisco Gibaja</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://unican.academia.edu/Mill%C3%A1nMozota">Millán Mozota</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://csic.academia.edu/SilviaValenzuelaLamas">Silvia Valenzuela Lamas</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-44232888'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-44232888').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_44232888 InlineList-item 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Científica","url":"https://www.academia.edu/Documents/in/Divulgaci%C3%B3n_Cient%C3%ADfica?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="235721" href="https://www.academia.edu/Documents/in/DIVERSIDAD">DIVERSIDAD</a><script data-card-contents-for-ri="235721" type="text/json">{"id":235721,"name":"DIVERSIDAD","url":"https://www.academia.edu/Documents/in/DIVERSIDAD?f_ri=6156","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44232888]'), work: {"id":44232888,"title":"¿Hacemos una correcta divulgación científica en 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Gibaja","profile_url":"https://csic.academia.edu/JuanFranciscoGibaja?f_ri=6156","photo":"https://0.academia-photos.com/242103/406032/155845334/s65_juan_francisco.gibaja.jpeg"},{"id":503179,"first_name":"Millán","last_name":"Mozota","domain_name":"unican","page_name":"MillánMozota","display_name":"Millán Mozota","profile_url":"https://unican.academia.edu/Mill%C3%A1nMozota?f_ri=6156","photo":"https://0.academia-photos.com/503179/173839/70486614/s65_mill_n.mozota.jpg"},{"id":342221,"first_name":"Silvia","last_name":"Valenzuela Lamas","domain_name":"csic","page_name":"SilviaValenzuelaLamas","display_name":"Silvia Valenzuela 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href="https://www.academia.edu/34282288/An_inevitable_progress_Educational_restructuring_in_Finland_Iceland_and_Sweden_at_the_turn_of_the_millennium">An inevitable progress? Educational restructuring in Finland, Iceland and Sweden at the turn of the millennium</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34282288" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="64ca34c655fb6979c6de7f0a5ddb1a57" rel="nofollow" data-download="{"attachment_id":54188466,"asset_id":34282288,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54188466/download_file?st=MTczMjQ1ODYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="67428775" href="https://independent.academia.edu/HannuSimola">Hannu Simola</a><script data-card-contents-for-user="67428775" type="text/json">{"id":67428775,"first_name":"Hannu","last_name":"Simola","domain_name":"independent","page_name":"HannuSimola","display_name":"Hannu Simola","profile_url":"https://independent.academia.edu/HannuSimola?f_ri=6156","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-34282288">+1</span><div class="hidden js-additional-users-34282288"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/Ing%C3%B3lfurJ%C3%B3hannesson">Ingólfur Jóhannesson</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-34282288'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-34282288').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_34282288 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="34282288"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34282288; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34282288]").text(description); $(".js-view-count-work_34282288").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_34282288").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="34282288"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="39" href="https://www.academia.edu/Documents/in/Marketing">Marketing</a>, <script data-card-contents-for-ri="39" type="text/json">{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="941" href="https://www.academia.edu/Documents/in/Social_Policy">Social Policy</a>, <script data-card-contents-for-ri="941" type="text/json">{"id":941,"name":"Social Policy","url":"https://www.academia.edu/Documents/in/Social_Policy?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5167" href="https://www.academia.edu/Documents/in/Governance">Governance</a><script data-card-contents-for-ri="5167" type="text/json">{"id":5167,"name":"Governance","url":"https://www.academia.edu/Documents/in/Governance?f_ri=6156","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=34282288]'), work: {"id":34282288,"title":"An inevitable progress? Educational restructuring in Finland, Iceland and Sweden at the turn of the millennium","created_at":"2017-08-20T07:45:36.486-07:00","url":"https://www.academia.edu/34282288/An_inevitable_progress_Educational_restructuring_in_Finland_Iceland_and_Sweden_at_the_turn_of_the_millennium?f_ri=6156","dom_id":"work_34282288","summary":null,"downloadable_attachments":[{"id":54188466,"asset_id":34282288,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":67428775,"first_name":"Hannu","last_name":"Simola","domain_name":"independent","page_name":"HannuSimola","display_name":"Hannu Simola","profile_url":"https://independent.academia.edu/HannuSimola?f_ri=6156","photo":"/images/s65_no_pic.png"},{"id":53417289,"first_name":"Ingólfur","last_name":"Jóhannesson","domain_name":"independent","page_name":"IngólfurJóhannesson","display_name":"Ingólfur Jóhannesson","profile_url":"https://independent.academia.edu/Ing%C3%B3lfurJ%C3%B3hannesson?f_ri=6156","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing?f_ri=6156","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=6156","nofollow":false},{"id":941,"name":"Social Policy","url":"https://www.academia.edu/Documents/in/Social_Policy?f_ri=6156","nofollow":false},{"id":5167,"name":"Governance","url":"https://www.academia.edu/Documents/in/Governance?f_ri=6156","nofollow":false},{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156"},{"id":7125,"name":"Culture","url":"https://www.academia.edu/Documents/in/Culture?f_ri=6156"},{"id":152553,"name":"Comparative Analysis","url":"https://www.academia.edu/Documents/in/Comparative_Analysis?f_ri=6156"},{"id":265890,"name":"Scandinavian","url":"https://www.academia.edu/Documents/in/Scandinavian?f_ri=6156"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_62798698 coauthored" data-work_id="62798698" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/62798698/Content_analysis_using_webQDA_methodological_option_to_characterize_a_child_with_cerebral_palsy">Content analysis using webQDA: methodological option to characterize a child with cerebral palsy</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In order to contribute to the Inclusive Education of children with Special Needs in the Specialized Artistic Teaching of Music in Portugal, an Action-Research project started in 2018. Our objective is to show the results of the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_62798698" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In order to contribute to the Inclusive Education of children with Special Needs in the <br />Specialized Artistic Teaching of Music in Portugal, an Action-Research project started in 2018. Our objective is to show the results of the diagnosis made on the characterization of the child with Cerebral Palsy that originated the study. For this, nine interviews were carried out, considering the person in charge of the child’s education and the different education and health professionals who work with that child. All the compiled information was organized and studied through content analysis supported by software on the webQDA platform, using the Sources, Coding and Questioning tools, which proved to be effective for the characterization of the child. The results <br />obtained allow us to observe that the interviewees consider the child's personal characteristics relevant from a temporal perspective. That is, they refer to aspects that pertain to the child’s past, present and future perspectives. In all of these aspects, the importance given to the use of Support Products, curriculum adaptations and the support network (people) is evident for the child under study to be successful, namely in the learning of Music. The need to enhance the different factors in the contexts (environment) is highlighted, promoting accessibility. <br /><a href="https://doi.org/10.36367/ntqr.2.2020.687-702" rel="nofollow">https://doi.org/10.36367/ntqr.2.2020.687-702</a></div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/62798698" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2abb602c2e247cbc653a61a53e777470" rel="nofollow" data-download="{"attachment_id":80445090,"asset_id":62798698,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/80445090/download_file?st=MTczMjQ1ODYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="56911586" href="https://aveiro.academia.edu/Davys">Davys Moreno</a><script data-card-contents-for-user="56911586" type="text/json">{"id":56911586,"first_name":"Davys","last_name":"Moreno","domain_name":"aveiro","page_name":"Davys","display_name":"Davys Moreno","profile_url":"https://aveiro.academia.edu/Davys?f_ri=6156","photo":"https://0.academia-photos.com/56911586/19830631/61431283/s65_davys.moreno.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-62798698">+1</span><div class="hidden js-additional-users-62798698"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://aveiro.academia.edu/Ant%C3%B3nioMoreira">António Moreira</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-62798698'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-62798698').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_62798698 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="62798698"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 62798698, container: ".js-paper-rank-work_62798698", }); });</script></li><li class="js-percentile-work_62798698 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 62798698; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_62798698"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_62798698 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="62798698"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 62798698; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=62798698]").text(description); $(".js-view-count-work_62798698").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_62798698").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="62798698"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="683" href="https://www.academia.edu/Documents/in/Music_Education">Music Education</a>, <script data-card-contents-for-ri="683" type="text/json">{"id":683,"name":"Music Education","url":"https://www.academia.edu/Documents/in/Music_Education?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6156" href="https://www.academia.edu/Documents/in/Inclusion">Inclusion</a>, <script data-card-contents-for-ri="6156" type="text/json">{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6426" href="https://www.academia.edu/Documents/in/Content_Analysis">Content Analysis</a>, <script data-card-contents-for-ri="6426" type="text/json">{"id":6426,"name":"Content Analysis","url":"https://www.academia.edu/Documents/in/Content_Analysis?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="17845" href="https://www.academia.edu/Documents/in/Cerebral_Palsy">Cerebral Palsy</a><script data-card-contents-for-ri="17845" type="text/json">{"id":17845,"name":"Cerebral Palsy","url":"https://www.academia.edu/Documents/in/Cerebral_Palsy?f_ri=6156","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=62798698]'), work: {"id":62798698,"title":"Content analysis using webQDA: methodological option to characterize a child with cerebral palsy","created_at":"2021-11-30T22:43:25.713-08:00","url":"https://www.academia.edu/62798698/Content_analysis_using_webQDA_methodological_option_to_characterize_a_child_with_cerebral_palsy?f_ri=6156","dom_id":"work_62798698","summary":"In order to contribute to the Inclusive Education of children with Special Needs in the \r\nSpecialized Artistic Teaching of Music in Portugal, an Action-Research project started in 2018. Our objective is to show the results of the diagnosis made on the characterization of the child with Cerebral Palsy that originated the study. For this, nine interviews were carried out, considering the person in charge of the child’s education and the different education and health professionals who work with that child. All the compiled information was organized and studied through content analysis supported by software on the webQDA platform, using the Sources, Coding and Questioning tools, which proved to be effective for the characterization of the child. The results \r\nobtained allow us to observe that the interviewees consider the child's personal characteristics relevant from a temporal perspective. That is, they refer to aspects that pertain to the child’s past, present and future perspectives. In all of these aspects, the importance given to the use of Support Products, curriculum adaptations and the support network (people) is evident for the child under study to be successful, namely in the learning of Music. The need to enhance the different factors in the contexts (environment) is highlighted, promoting accessibility.\r\nhttps://doi.org/10.36367/ntqr.2.2020.687-702","downloadable_attachments":[{"id":80445090,"asset_id":62798698,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":56911586,"first_name":"Davys","last_name":"Moreno","domain_name":"aveiro","page_name":"Davys","display_name":"Davys Moreno","profile_url":"https://aveiro.academia.edu/Davys?f_ri=6156","photo":"https://0.academia-photos.com/56911586/19830631/61431283/s65_davys.moreno.jpg"},{"id":241778,"first_name":"António","last_name":"Moreira","domain_name":"aveiro","page_name":"AntónioMoreira","display_name":"António Moreira","profile_url":"https://aveiro.academia.edu/Ant%C3%B3nioMoreira?f_ri=6156","photo":"https://0.academia-photos.com/241778/2715357/3161923/s65_ant_nio.moreira.jpg"}],"research_interests":[{"id":683,"name":"Music Education","url":"https://www.academia.edu/Documents/in/Music_Education?f_ri=6156","nofollow":false},{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false},{"id":6426,"name":"Content Analysis","url":"https://www.academia.edu/Documents/in/Content_Analysis?f_ri=6156","nofollow":false},{"id":17845,"name":"Cerebral Palsy","url":"https://www.academia.edu/Documents/in/Cerebral_Palsy?f_ri=6156","nofollow":false},{"id":740999,"name":"Music Learning","url":"https://www.academia.edu/Documents/in/Music_Learning?f_ri=6156"},{"id":2469597,"name":"WebQDA Software","url":"https://www.academia.edu/Documents/in/WebQDA_Software?f_ri=6156"},{"id":4085365,"name":"Specialized Artistic Teaching of Music","url":"https://www.academia.edu/Documents/in/Specialized_Artistic_Teaching_of_Music?f_ri=6156"},{"id":4085366,"name":"Arts Education Programmes of Music","url":"https://www.academia.edu/Documents/in/Arts_Education_Programmes_of_Music?f_ri=6156"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_50089339" data-work_id="50089339" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/50089339/Inclusive_Education_in_Government_Primary_Schools_Teacher_Perceptions">Inclusive Education in Government Primary Schools: Teacher Perceptions</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/50089339" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cb556e2fd0c62db3cf0497330214fae3" rel="nofollow" data-download="{"attachment_id":68205198,"asset_id":50089339,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/68205198/download_file?st=MTczMjQ1ODYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="154556960" href="https://berkeley.academia.edu/HaiderHashmi">Haider Hashmi</a><script data-card-contents-for-user="154556960" type="text/json">{"id":154556960,"first_name":"Haider","last_name":"Hashmi","domain_name":"berkeley","page_name":"HaiderHashmi","display_name":"Haider Hashmi","profile_url":"https://berkeley.academia.edu/HaiderHashmi?f_ri=6156","photo":"https://0.academia-photos.com/154556960/53282792/41407590/s65_haider.hashmi.jpeg"}</script></span></span></li><li class="js-paper-rank-work_50089339 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="50089339"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 50089339, container: ".js-paper-rank-work_50089339", }); });</script></li><li class="js-percentile-work_50089339 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50089339; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_50089339"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_50089339 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="50089339"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50089339; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50089339]").text(description); $(".js-view-count-work_50089339").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_50089339").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="50089339"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="6156" href="https://www.academia.edu/Documents/in/Inclusion">Inclusion</a>, <script data-card-contents-for-ri="6156" type="text/json">{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="18512" href="https://www.academia.edu/Documents/in/Inclusive_Education">Inclusive Education</a>, <script data-card-contents-for-ri="18512" type="text/json">{"id":18512,"name":"Inclusive Education","url":"https://www.academia.edu/Documents/in/Inclusive_Education?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="124234" href="https://www.academia.edu/Documents/in/Children_with_disabilities">Children with disabilities</a>, <script data-card-contents-for-ri="124234" type="text/json">{"id":124234,"name":"Children with disabilities","url":"https://www.academia.edu/Documents/in/Children_with_disabilities?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3076557" href="https://www.academia.edu/Documents/in/government_schools">government schools</a><script data-card-contents-for-ri="3076557" type="text/json">{"id":3076557,"name":"government schools","url":"https://www.academia.edu/Documents/in/government_schools?f_ri=6156","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=50089339]'), work: {"id":50089339,"title":"Inclusive Education in Government Primary Schools: Teacher Perceptions","created_at":"2021-07-20T00:56:30.797-07:00","url":"https://www.academia.edu/50089339/Inclusive_Education_in_Government_Primary_Schools_Teacher_Perceptions?f_ri=6156","dom_id":"work_50089339","summary":null,"downloadable_attachments":[{"id":68205198,"asset_id":50089339,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":154556960,"first_name":"Haider","last_name":"Hashmi","domain_name":"berkeley","page_name":"HaiderHashmi","display_name":"Haider Hashmi","profile_url":"https://berkeley.academia.edu/HaiderHashmi?f_ri=6156","photo":"https://0.academia-photos.com/154556960/53282792/41407590/s65_haider.hashmi.jpeg"}],"research_interests":[{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false},{"id":18512,"name":"Inclusive Education","url":"https://www.academia.edu/Documents/in/Inclusive_Education?f_ri=6156","nofollow":false},{"id":124234,"name":"Children with disabilities","url":"https://www.academia.edu/Documents/in/Children_with_disabilities?f_ri=6156","nofollow":false},{"id":3076557,"name":"government schools","url":"https://www.academia.edu/Documents/in/government_schools?f_ri=6156","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_64626189" data-work_id="64626189" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/64626189/Critical_Components_of_Successful_Inclusion_of_Students_with_Severe_Disabilities_Literature_Review">Critical Components of Successful Inclusion of Students with Severe Disabilities: Literature Review</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper examines the critical components of successful inclusion for students with severe disabilities. This review sets out to provide an overview of literature regarding effective practices for inclusion with a focus on critical... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_64626189" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper examines the critical components of successful inclusion for students with severe disabilities. This review sets out to provide an overview of literature regarding effective practices for inclusion with a focus on critical components of successful inclusion that assist in preparing the stakeholders worldwide to work and engage effectively with students with disabilities in inclusive schools. The methodology used to conduct this review was to systematically search internet resources, abstracts and databases. The descriptors used include: students with severe disabilities/significant disabilities/ intellectual disabilities, inclusion, modification, adaptations, assistive technology, collaboration, instructional strategies, typically developing peers, and family support. This was followed by the application of two sets of criteria: (1) the article consists of subjects with inclusion/inclusive/general education setting/public schools and (2) the article examines critical comp...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/64626189" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f6c864ae28a892abe8163d923ea82143" rel="nofollow" data-download="{"attachment_id":76574808,"asset_id":64626189,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/76574808/download_file?st=MTczMjQ1ODYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="24700609" href="https://ohio.academia.edu/DianneGut">Dianne Gut</a><script data-card-contents-for-user="24700609" type="text/json">{"id":24700609,"first_name":"Dianne","last_name":"Gut","domain_name":"ohio","page_name":"DianneGut","display_name":"Dianne Gut","profile_url":"https://ohio.academia.edu/DianneGut?f_ri=6156","photo":"https://0.academia-photos.com/24700609/10270751/11461883/s65_dianne.gut.jpg_oh_8ef2a05e372aa8fba8cbe509142e94a8_oe_56a980ad"}</script></span></span></li><li class="js-paper-rank-work_64626189 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="64626189"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 64626189, container: ".js-paper-rank-work_64626189", }); 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This review sets out to provide an overview of literature regarding effective practices for inclusion with a focus on critical components of successful inclusion that assist in preparing the stakeholders worldwide to work and engage effectively with students with disabilities in inclusive schools. The methodology used to conduct this review was to systematically search internet resources, abstracts and databases. The descriptors used include: students with severe disabilities/significant disabilities/ intellectual disabilities, inclusion, modification, adaptations, assistive technology, collaboration, instructional strategies, typically developing peers, and family support. 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href="https://www.academia.edu/7531842/Instruction_Not_Inclusion_Should_Be_the_Central_Issue_in_Special_Education_An_Alternative_View_from_the_USA">Instruction, Not Inclusion, Should Be the Central Issue in Special Education: An Alternative View from the USA</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/7531842" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="95c7cf31248d6a78d04b085417c5279b" rel="nofollow" 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class="summarized">Teaching Exceptional Children Teaching Exceptional Children is ideal for introductory courses in early childhood special education at the graduate and undergraduate level. Bayat’s clear and accessible writing, a visually appealing design,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_32395030" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Teaching Exceptional Children<br />Teaching Exceptional Children is ideal for introductory courses in early childhood special education at the graduate and undergraduate level. Bayat’s clear and accessible writing, a visually appealing design, and focused pedagogy in each chapter help make it possible to cover a significant amount of material. This powerful text identifies specific behavioral characteristics and presents theoretical information grounded in neuroscience and child development research for a wide range of disabilities. Research-based best practices for effectively working with children with various disabilities in inclusive classrooms are provided in each chapter. The second edition has been fully updated based on the DSM-5 and includes new sections on contemporary issues in inclusion of children with disabilities in early childhood classrooms, such as challenging behaviors, using technology, at-risk children, promoting mental health, and family issues.<br />A robust pedagogical program, along with online resources for instructors and students, provides full support, including:<br />• Chapter Objectives and Key Terms help frame each chapter<br />• Discussion, Critical Thinking, Essay, Short Answer, and Review Questions at the beginning, throughout, and concluding chapters prompt students to fully engage with the material<br />• Homework/Field Assignments provide opportunities for students to apply their knowledge to real-world situations<br />• Real-Life Vignettes illustrate concepts in action<br />• Color Photos, Figures, and Tables clarify concepts in a visually engaging way<br />• Recommended Resources and References offer guidance for further study<br />• <a href="http://www.routledge.com/cw/bayat" rel="nofollow">www.routledge.com/cw/bayat</a> provides additional resources for students and instructors to support learning and teaching<br />Mojdeh Bayat is Associate Professor of Education at DePaul University, USA. She has a BA in Law and Society from The American University, an MA in Early Childhood Special Education from Northeastern Illinois University, and a PhD in Child Development from Erikson Institute in Chicago.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/32395030" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6063a3efd79e84ebf5c6b374f8b6346f" rel="nofollow" data-download="{"attachment_id":52595014,"asset_id":32395030,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/52595014/download_file?st=MTczMjQ1ODYyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1162453" href="https://depaul.academia.edu/MojdehBayat">Mojdeh Bayat</a><script data-card-contents-for-user="1162453" type="text/json">{"id":1162453,"first_name":"Mojdeh","last_name":"Bayat","domain_name":"depaul","page_name":"MojdehBayat","display_name":"Mojdeh Bayat","profile_url":"https://depaul.academia.edu/MojdehBayat?f_ri=6156","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_32395030 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="32395030"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 32395030, container: ".js-paper-rank-work_32395030", }); 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$(".js-view-count[data-work-id=32395030]").text(description); $(".js-view-count-work_32395030").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_32395030").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="32395030"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3753" href="https://www.academia.edu/Documents/in/Early_Childhood_Education">Early Childhood Education</a>, <script data-card-contents-for-ri="3753" type="text/json">{"id":3753,"name":"Early Childhood Education","url":"https://www.academia.edu/Documents/in/Early_Childhood_Education?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6156" href="https://www.academia.edu/Documents/in/Inclusion">Inclusion</a>, <script data-card-contents-for-ri="6156" type="text/json">{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="24541" href="https://www.academia.edu/Documents/in/Best_practices_guidelines">Best practices guidelines</a>, <script data-card-contents-for-ri="24541" type="text/json">{"id":24541,"name":"Best practices guidelines","url":"https://www.academia.edu/Documents/in/Best_practices_guidelines?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="46718" href="https://www.academia.edu/Documents/in/Development_Children_with_Special_Needs">Development Children with Special Needs</a><script data-card-contents-for-ri="46718" type="text/json">{"id":46718,"name":"Development Children with Special Needs","url":"https://www.academia.edu/Documents/in/Development_Children_with_Special_Needs?f_ri=6156","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=32395030]'), work: {"id":32395030,"title":"TEACHING EXCEPTIONAL CHILDREN Foundations and Best Practices in Inclusive Early Childhood Education Classrooms Second Edition","created_at":"2017-04-12T07:21:29.646-07:00","url":"https://www.academia.edu/32395030/TEACHING_EXCEPTIONAL_CHILDREN_Foundations_and_Best_Practices_in_Inclusive_Early_Childhood_Education_Classrooms_Second_Edition?f_ri=6156","dom_id":"work_32395030","summary":"Teaching Exceptional Children\nTeaching Exceptional Children is ideal for introductory courses in early childhood special education at the graduate and undergraduate level. Bayat’s clear and accessible writing, a visually appealing design, and focused pedagogy in each chapter help make it possible to cover a significant amount of material. This powerful text identifies specific behavioral characteristics and presents theoretical information grounded in neuroscience and child development research for a wide range of disabilities. Research-based best practices for effectively working with children with various disabilities in inclusive classrooms are provided in each chapter. The second edition has been fully updated based on the DSM-5 and includes new sections on contemporary issues in inclusion of children with disabilities in early childhood classrooms, such as challenging behaviors, using technology, at-risk children, promoting mental health, and family issues.\nA robust pedagogical program, along with online resources for instructors and students, provides full support, including:\n•\tChapter Objectives and Key Terms help frame each chapter\n•\tDiscussion, Critical Thinking, Essay, Short Answer, and Review Questions at the beginning, throughout, and concluding chapters prompt students to fully engage with the material\n•\tHomework/Field Assignments provide opportunities for students to apply their knowledge to real-world situations\n•\tReal-Life Vignettes illustrate concepts in action\n•\tColor Photos, Figures, and Tables clarify concepts in a visually engaging way\n•\tRecommended Resources and References offer guidance for further study\n•\twww.routledge.com/cw/bayat provides additional resources for students and instructors to support learning and teaching\nMojdeh Bayat is Associate Professor of Education at DePaul University, USA. She has a BA in Law and Society from The American University, an MA in Early Childhood Special Education from Northeastern Illinois University, and a PhD in Child Development from Erikson Institute in Chicago.\n","downloadable_attachments":[{"id":52595014,"asset_id":32395030,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1162453,"first_name":"Mojdeh","last_name":"Bayat","domain_name":"depaul","page_name":"MojdehBayat","display_name":"Mojdeh Bayat","profile_url":"https://depaul.academia.edu/MojdehBayat?f_ri=6156","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":3753,"name":"Early Childhood Education","url":"https://www.academia.edu/Documents/in/Early_Childhood_Education?f_ri=6156","nofollow":false},{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false},{"id":24541,"name":"Best practices 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href="https://www.academia.edu/Documents/in/Inclusion">Inclusion</a><script data-card-contents-for-ri="6156" type="text/json">{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=48897551]'), work: {"id":48897551,"title":"Conceptualización del diagnóstico en trabajo social: Necesidades sociales básicas","created_at":"2021-05-12T05:55:54.701-07:00","url":"https://www.academia.edu/48897551/Conceptualizaci%C3%B3n_del_diagn%C3%B3stico_en_trabajo_social_Necesidades_sociales_b%C3%A1sicas?f_ri=6156","dom_id":"work_48897551","summary":null,"downloadable_attachments":[{"id":67303986,"asset_id":48897551,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":20173523,"first_name":"Eduardo","last_name":"Díaz Herráiz","domain_name":"uclm","page_name":"EduardoDíazHerráiz","display_name":"Eduardo Díaz Herráiz","profile_url":"https://uclm.academia.edu/EduardoD%C3%ADazHerr%C3%A1iz?f_ri=6156","photo":"/images/s65_no_pic.png"},{"id":313258015,"first_name":"Fernandez de","last_name":"Castro","domain_name":"independent","page_name":"CastroFernandezde","display_name":"Fernandez de Castro","profile_url":"https://independent.academia.edu/CastroFernandezde?f_ri=6156","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_19996812" data-work_id="19996812" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/19996812/Relationship_based_early_intervention_services_for_children_with_complex_needs_lessons_from_New_Zealand">Relationship-based early intervention services for children with complex needs: lessons from New Zealand</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Early Intervention has the potential to alter children's developmental trajectory significantly. However, many EI services risk devaluing families' contribution to children's learning and development and children's varying strengths and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_19996812" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Early Intervention has the potential to alter children's developmental trajectory significantly.  However, many EI services risk devaluing families' contribution to children's learning and development and children's varying strengths and competencies.  This research identified key characteristics of relationship-based EI services that place families at the centre of intervention.  The research is funded by a Winston Churchill Fellowship.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/19996812" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f7f73b1666073c5046f6836880ffb7be" rel="nofollow" data-download="{"attachment_id":40950265,"asset_id":19996812,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40950265/download_file?st=MTczMjQ1ODYyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2898543" href="https://bcu.academia.edu/CarolynBlackburn">Carolyn Blackburn</a><script data-card-contents-for-user="2898543" type="text/json">{"id":2898543,"first_name":"Carolyn","last_name":"Blackburn","domain_name":"bcu","page_name":"CarolynBlackburn","display_name":"Carolyn Blackburn","profile_url":"https://bcu.academia.edu/CarolynBlackburn?f_ri=6156","photo":"https://0.academia-photos.com/2898543/955605/1196879/s65_carolyn.blackburn.jpg"}</script></span></span></li><li class="js-paper-rank-work_19996812 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="19996812"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 19996812, container: ".js-paper-rank-work_19996812", }); 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$(".js-view-count[data-work-id=19996812]").text(description); $(".js-view-count-work_19996812").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_19996812").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="19996812"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1059" href="https://www.academia.edu/Documents/in/Early_Intervention">Early Intervention</a>, <script data-card-contents-for-ri="1059" type="text/json">{"id":1059,"name":"Early Intervention","url":"https://www.academia.edu/Documents/in/Early_Intervention?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3454" href="https://www.academia.edu/Documents/in/Children_and_Families">Children and Families</a>, <script data-card-contents-for-ri="3454" type="text/json">{"id":3454,"name":"Children and Families","url":"https://www.academia.edu/Documents/in/Children_and_Families?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6156" href="https://www.academia.edu/Documents/in/Inclusion">Inclusion</a>, <script data-card-contents-for-ri="6156" type="text/json">{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="15497" href="https://www.academia.edu/Documents/in/Special_Educational_Needs_and_Transitions">Special Educational Needs and Transitions</a><script data-card-contents-for-ri="15497" type="text/json">{"id":15497,"name":"Special Educational Needs and Transitions","url":"https://www.academia.edu/Documents/in/Special_Educational_Needs_and_Transitions?f_ri=6156","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=19996812]'), work: {"id":19996812,"title":"Relationship-based early intervention services for children with complex needs: lessons from New Zealand","created_at":"2016-01-03T23:56:34.939-08:00","url":"https://www.academia.edu/19996812/Relationship_based_early_intervention_services_for_children_with_complex_needs_lessons_from_New_Zealand?f_ri=6156","dom_id":"work_19996812","summary":"Early Intervention has the potential to alter children's developmental trajectory significantly. 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These types of technical-pedagogical solutions, however, may not always... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_63905506" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The use of technology and specifically digital environments in training and education in both formal and non-formal contexts is becoming increasingly more common. These types of technical-pedagogical solutions, however, may not always provide a sense of belonging to trainees, which may eventually lead to non-participation or even dropping out. Although some studies have identified possible reasons for this type of lack of association and abandonment, there are still areas that require further research, such as the configuration of these digital environments as pedagogical-differentiation devices (Cortesao & Stoers, 1999) or assessments of their social-inclusion potential. This paper proposes a classification of the social-inclusion potential of digital environments, which was the validated result of data gathered from a query submitted to 20 e-learning experts and a literature review. Qualitative analysis of the data (Bowen, 2009) led to the identification of four potential levels o...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/63905506" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e5d5e80fa2485f0cdc28a2e181126721" rel="nofollow" data-download="{"attachment_id":76173576,"asset_id":63905506,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/76173576/download_file?st=MTczMjQ1ODYyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="25450938" href="https://independent.academia.edu/CarlindaLeite">Carlinda Leite</a><script data-card-contents-for-user="25450938" type="text/json">{"id":25450938,"first_name":"Carlinda","last_name":"Leite","domain_name":"independent","page_name":"CarlindaLeite","display_name":"Carlinda Leite","profile_url":"https://independent.academia.edu/CarlindaLeite?f_ri=6156","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_63905506 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="63905506"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 63905506, container: ".js-paper-rank-work_63905506", }); 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Problematiche e stato della ricerca", Franco Angeli, Milano 2007, pp. 178-256</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/23647617" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="041bbf22293091a25eea6c5f4c0b943c" rel="nofollow" data-download="{"attachment_id":44057750,"asset_id":23647617,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44057750/download_file?st=MTczMjQ1ODYyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="27808603" href="https://independent.academia.edu/MassimoModesti">Massimo Modesti</a><script data-card-contents-for-user="27808603" type="text/json">{"id":27808603,"first_name":"Massimo","last_name":"Modesti","domain_name":"independent","page_name":"MassimoModesti","display_name":"Massimo Modesti","profile_url":"https://independent.academia.edu/MassimoModesti?f_ri=6156","photo":"https://0.academia-photos.com/27808603/23003285/57779497/s65_massimo.modesti.jpg"}</script></span></span></li><li class="js-paper-rank-work_23647617 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="23647617"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 23647617, container: ".js-paper-rank-work_23647617", }); 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$(".js-view-count[data-work-id=23647617]").text(description); $(".js-view-count-work_23647617").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_23647617").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="23647617"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="6156" href="https://www.academia.edu/Documents/in/Inclusion">Inclusion</a>, <script data-card-contents-for-ri="6156" type="text/json">{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="40867" href="https://www.academia.edu/Documents/in/United_Kingdom">United Kingdom</a>, <script data-card-contents-for-ri="40867" type="text/json">{"id":40867,"name":"United Kingdom","url":"https://www.academia.edu/Documents/in/United_Kingdom?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="223360" href="https://www.academia.edu/Documents/in/Scuola">Scuola</a>, <script data-card-contents-for-ri="223360" type="text/json">{"id":223360,"name":"Scuola","url":"https://www.academia.edu/Documents/in/Scuola?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="444703" href="https://www.academia.edu/Documents/in/Ricerca">Ricerca</a><script data-card-contents-for-ri="444703" type="text/json">{"id":444703,"name":"Ricerca","url":"https://www.academia.edu/Documents/in/Ricerca?f_ri=6156","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=23647617]'), work: {"id":23647617,"title":"\"La pedagogia speciale nel Regno Unito\" in Angelo Lascioli (a cura di), \"Pedagogia speciale in Europa. Problematiche e stato della ricerca\", Franco Angeli, Milano 2007, pp. 178-256","created_at":"2016-03-24T01:25:31.016-07:00","url":"https://www.academia.edu/23647617/_La_pedagogia_speciale_nel_Regno_Unito_in_Angelo_Lascioli_a_cura_di_Pedagogia_speciale_in_Europa_Problematiche_e_stato_della_ricerca_Franco_Angeli_Milano_2007_pp_178_256?f_ri=6156","dom_id":"work_23647617","summary":null,"downloadable_attachments":[{"id":44057750,"asset_id":23647617,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":27808603,"first_name":"Massimo","last_name":"Modesti","domain_name":"independent","page_name":"MassimoModesti","display_name":"Massimo Modesti","profile_url":"https://independent.academia.edu/MassimoModesti?f_ri=6156","photo":"https://0.academia-photos.com/27808603/23003285/57779497/s65_massimo.modesti.jpg"}],"research_interests":[{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false},{"id":40867,"name":"United Kingdom","url":"https://www.academia.edu/Documents/in/United_Kingdom?f_ri=6156","nofollow":false},{"id":223360,"name":"Scuola","url":"https://www.academia.edu/Documents/in/Scuola?f_ri=6156","nofollow":false},{"id":444703,"name":"Ricerca","url":"https://www.academia.edu/Documents/in/Ricerca?f_ri=6156","nofollow":false},{"id":679254,"name":"Pedagogia Speciale","url":"https://www.academia.edu/Documents/in/Pedagogia_Speciale?f_ri=6156"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_13269483" data-work_id="13269483" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/13269483/The_Inclusion_of_children_with_Autistic_Spectrum_Disorder_in_Mainstream_Primary_Schools">The Inclusion of children with Autistic Spectrum Disorder in Mainstream Primary Schools </a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper explores the inclusion of children with Autistic Spectrum Disorder in mainstream primary schools in England, drawing on existing research. Following a discussion on the nature and importance of Autistic Spectrum Disorder, the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_13269483" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper explores the inclusion of children with Autistic Spectrum Disorder in mainstream primary schools in England, drawing on existing research. Following a discussion on the nature and importance of Autistic Spectrum Disorder, the paper goes on to explore two main themes: theory and policy, and the impact of inclusion on practice. The section on theory and policy considers the history of inclusive education and the importance of inclusive practice, and goes on to define and analyse the barriers to inclusion. Finally, this section analyses the specific inclusion of children with Autistic Spectrum Disorder. The section on the impact of inclusion on practice is further split into educational inclusion and social inclusion, paying particular attention to the different support and barriers affecting these issues. This paper has found that children with Autistic Spectrum Disorder are not fully included in mainstream primary schools; they experience higher rates of exclusion, lower attainment and higher rates of bullying. In order to increase the inclusion of children with Autistic Spectrum Disorder in mainstream primary schools, teachers need to address the complexity and individuality of these children and adapt their strategies accordingly. This paper concludes that the main barriers to educational and social inclusion are a lack of financial support and autism specific training for teachers.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/13269483" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3d8a45be743f5d03678e3febf5bb1dd0" rel="nofollow" data-download="{"attachment_id":37999948,"asset_id":13269483,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37999948/download_file?st=MTczMjQ1ODYyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="25998031" href="https://anglia.academia.edu/SamanthaDaniels">Samantha Daniels</a><script data-card-contents-for-user="25998031" type="text/json">{"id":25998031,"first_name":"Samantha","last_name":"Daniels","domain_name":"anglia","page_name":"SamanthaDaniels","display_name":"Samantha Daniels","profile_url":"https://anglia.academia.edu/SamanthaDaniels?f_ri=6156","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_13269483 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="13269483"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 13269483, container: ".js-paper-rank-work_13269483", }); 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$(".js-view-count[data-work-id=13269483]").text(description); $(".js-view-count-work_13269483").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_13269483").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="13269483"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="4270" href="https://www.academia.edu/Documents/in/Autism_Spectrum_Disorders">Autism Spectrum Disorders</a>, <script data-card-contents-for-ri="4270" type="text/json">{"id":4270,"name":"Autism Spectrum Disorders","url":"https://www.academia.edu/Documents/in/Autism_Spectrum_Disorders?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6156" href="https://www.academia.edu/Documents/in/Inclusion">Inclusion</a>, <script data-card-contents-for-ri="6156" type="text/json">{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="19707" href="https://www.academia.edu/Documents/in/Social_Inclusion">Social Inclusion</a>, <script data-card-contents-for-ri="19707" type="text/json">{"id":19707,"name":"Social Inclusion","url":"https://www.academia.edu/Documents/in/Social_Inclusion?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="72210" href="https://www.academia.edu/Documents/in/Educational_Inclusion">Educational Inclusion</a><script data-card-contents-for-ri="72210" type="text/json">{"id":72210,"name":"Educational Inclusion","url":"https://www.academia.edu/Documents/in/Educational_Inclusion?f_ri=6156","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=13269483]'), work: {"id":13269483,"title":"The Inclusion of children with Autistic Spectrum Disorder in Mainstream Primary Schools ","created_at":"2015-06-25T02:27:32.895-07:00","url":"https://www.academia.edu/13269483/The_Inclusion_of_children_with_Autistic_Spectrum_Disorder_in_Mainstream_Primary_Schools?f_ri=6156","dom_id":"work_13269483","summary":"This paper explores the inclusion of children with Autistic Spectrum Disorder in mainstream primary schools in England, drawing on existing research. Following a discussion on the nature and importance of Autistic Spectrum Disorder, the paper goes on to explore two main themes: theory and policy, and the impact of inclusion on practice. The section on theory and policy considers the history of inclusive education and the importance of inclusive practice, and goes on to define and analyse the barriers to inclusion. Finally, this section analyses the specific inclusion of children with Autistic Spectrum Disorder. The section on the impact of inclusion on practice is further split into educational inclusion and social inclusion, paying particular attention to the different support and barriers affecting these issues. This paper has found that children with Autistic Spectrum Disorder are not fully included in mainstream primary schools; they experience higher rates of exclusion, lower attainment and higher rates of bullying. In order to increase the inclusion of children with Autistic Spectrum Disorder in mainstream primary schools, teachers need to address the complexity and individuality of these children and adapt their strategies accordingly. This paper concludes that the main barriers to educational and social inclusion are a lack of financial support and autism specific training for teachers. ","downloadable_attachments":[{"id":37999948,"asset_id":13269483,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":25998031,"first_name":"Samantha","last_name":"Daniels","domain_name":"anglia","page_name":"SamanthaDaniels","display_name":"Samantha Daniels","profile_url":"https://anglia.academia.edu/SamanthaDaniels?f_ri=6156","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":4270,"name":"Autism Spectrum Disorders","url":"https://www.academia.edu/Documents/in/Autism_Spectrum_Disorders?f_ri=6156","nofollow":false},{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false},{"id":19707,"name":"Social Inclusion","url":"https://www.academia.edu/Documents/in/Social_Inclusion?f_ri=6156","nofollow":false},{"id":72210,"name":"Educational Inclusion","url":"https://www.academia.edu/Documents/in/Educational_Inclusion?f_ri=6156","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_79373864" data-work_id="79373864" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/79373864/Ausschluss_im_Diskurs_Diskursive_Exklusion_und_die_neuere_soziologische_Diskursforschung">Ausschluss im (?) Diskurs. Diskursive Exklusion und die neuere soziologische Diskursforschung</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Ziel dieses Artikels ist es zum einen, mit dem Begriff der diskursiven Exklusion eine Konzeptualisierung von Exklusion zu unterbreiten, welche den theoretischen Anforderungen an einen soziologisch-analytischen Begriff gewachsen ist und... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_79373864" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Ziel dieses Artikels ist es zum einen, mit dem Begriff der diskursiven Exklusion eine Konzeptualisierung von Exklusion zu unterbreiten, welche den theoretischen Anforderungen an einen soziologisch-analytischen Begriff gewachsen ist und zum anderen, methodische Hinweise zur Erforschung von Exklusionsprozessen zu bieten. Ich werde hierzu die drei emergenten Forschungsperspektiven der Diskursanalyse &quot;nach dem Strukturalismus&quot;, der Dispositivanalyse, und der wissenssoziologischen Diskursanalyse vorstellen und jeweils danach fragen, welches Analysepotenzial von ihnen ausgeht, um soziale Exklusion soziologisch zu fassen. Dabei wird sich zeigen, dass jede dieser Perspektiven bestimmte Aspekte in den Vordergrund ruckt, dabei aber wiederum andere vernachlassigt. Am Ende des Artikels werden Moglichkeiten einer Kombination der Ansatze diskutiert. URN: <a href="http://nbn-resolving.de/urn:nbn:de:0114-fqs1302199" rel="nofollow">http://nbn-resolving.de/urn:nbn:de:0114-fqs1302199</a></div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/79373864" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7856af106407c1faf31b9e96262ef881" rel="nofollow" data-download="{"attachment_id":86110907,"asset_id":79373864,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/86110907/download_file?st=MTczMjQ1ODYyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="154422" href="https://uv.academia.edu/BennoHerzog">Benno Herzog</a><script data-card-contents-for-user="154422" type="text/json">{"id":154422,"first_name":"Benno","last_name":"Herzog","domain_name":"uv","page_name":"BennoHerzog","display_name":"Benno Herzog","profile_url":"https://uv.academia.edu/BennoHerzog?f_ri=6156","photo":"https://0.academia-photos.com/154422/176558/39528342/s65_benno.herzog.jpg"}</script></span></span></li><li class="js-paper-rank-work_79373864 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="79373864"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 79373864, container: ".js-paper-rank-work_79373864", }); 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$(".js-view-count[data-work-id=79373864]").text(description); $(".js-view-count-work_79373864").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_79373864").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="79373864"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="94" href="https://www.academia.edu/Documents/in/Discourse_Analysis">Discourse Analysis</a>, <script data-card-contents-for-ri="94" type="text/json">{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="938" href="https://www.academia.edu/Documents/in/Critical_Discourse_Studies">Critical Discourse Studies</a>, <script data-card-contents-for-ri="938" type="text/json">{"id":938,"name":"Critical Discourse Studies","url":"https://www.academia.edu/Documents/in/Critical_Discourse_Studies?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2923" href="https://www.academia.edu/Documents/in/Methodology">Methodology</a>, <script data-card-contents-for-ri="2923" type="text/json">{"id":2923,"name":"Methodology","url":"https://www.academia.edu/Documents/in/Methodology?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5538" href="https://www.academia.edu/Documents/in/Discourse">Discourse</a><script data-card-contents-for-ri="5538" type="text/json">{"id":5538,"name":"Discourse","url":"https://www.academia.edu/Documents/in/Discourse?f_ri=6156","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=79373864]'), work: {"id":79373864,"title":"Ausschluss im (?) Diskurs. Diskursive Exklusion und die neuere soziologische Diskursforschung","created_at":"2022-05-18T04:47:07.314-07:00","url":"https://www.academia.edu/79373864/Ausschluss_im_Diskurs_Diskursive_Exklusion_und_die_neuere_soziologische_Diskursforschung?f_ri=6156","dom_id":"work_79373864","summary":"Ziel dieses Artikels ist es zum einen, mit dem Begriff der diskursiven Exklusion eine Konzeptualisierung von Exklusion zu unterbreiten, welche den theoretischen Anforderungen an einen soziologisch-analytischen Begriff gewachsen ist und zum anderen, methodische Hinweise zur Erforschung von Exklusionsprozessen zu bieten. Ich werde hierzu die drei emergenten Forschungsperspektiven der Diskursanalyse \u0026quot;nach dem Strukturalismus\u0026quot;, der Dispositivanalyse, und der wissenssoziologischen Diskursanalyse vorstellen und jeweils danach fragen, welches Analysepotenzial von ihnen ausgeht, um soziale Exklusion soziologisch zu fassen. Dabei wird sich zeigen, dass jede dieser Perspektiven bestimmte Aspekte in den Vordergrund ruckt, dabei aber wiederum andere vernachlassigt. Am Ende des Artikels werden Moglichkeiten einer Kombination der Ansatze diskutiert. URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1302199","downloadable_attachments":[{"id":86110907,"asset_id":79373864,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":154422,"first_name":"Benno","last_name":"Herzog","domain_name":"uv","page_name":"BennoHerzog","display_name":"Benno Herzog","profile_url":"https://uv.academia.edu/BennoHerzog?f_ri=6156","photo":"https://0.academia-photos.com/154422/176558/39528342/s65_benno.herzog.jpg"}],"research_interests":[{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis?f_ri=6156","nofollow":false},{"id":938,"name":"Critical Discourse Studies","url":"https://www.academia.edu/Documents/in/Critical_Discourse_Studies?f_ri=6156","nofollow":false},{"id":2923,"name":"Methodology","url":"https://www.academia.edu/Documents/in/Methodology?f_ri=6156","nofollow":false},{"id":5538,"name":"Discourse","url":"https://www.academia.edu/Documents/in/Discourse?f_ri=6156","nofollow":false},{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156"},{"id":9697,"name":"Applied Research","url":"https://www.academia.edu/Documents/in/Applied_Research?f_ri=6156"},{"id":12052,"name":"Exclusion","url":"https://www.academia.edu/Documents/in/Exclusion?f_ri=6156"},{"id":19236,"name":"Comparative Research","url":"https://www.academia.edu/Documents/in/Comparative_Research?f_ri=6156"},{"id":57518,"name":"Conception","url":"https://www.academia.edu/Documents/in/Conception?f_ri=6156"},{"id":99915,"name":"Integration","url":"https://www.academia.edu/Documents/in/Integration?f_ri=6156"},{"id":156874,"name":"Empirical","url":"https://www.academia.edu/Documents/in/Empirical?f_ri=6156"},{"id":202350,"name":"Methodik","url":"https://www.academia.edu/Documents/in/Methodik?f_ri=6156"},{"id":249254,"name":"Diskursanalyse","url":"https://www.academia.edu/Documents/in/Diskursanalyse?f_ri=6156"},{"id":428153,"name":"Exklusion","url":"https://www.academia.edu/Documents/in/Exklusion?f_ri=6156"},{"id":428154,"name":"Inklusion","url":"https://www.academia.edu/Documents/in/Inklusion?f_ri=6156"},{"id":529725,"name":"Diskurstheorie","url":"https://www.academia.edu/Documents/in/Diskurstheorie?f_ri=6156"},{"id":707984,"name":"Diskurs","url":"https://www.academia.edu/Documents/in/Diskurs?f_ri=6156"},{"id":1029665,"name":"Konzeption","url":"https://www.academia.edu/Documents/in/Konzeption?f_ri=6156"},{"id":2699220,"name":"descriptive study","url":"https://www.academia.edu/Documents/in/descriptive_study?f_ri=6156"},{"id":2912470,"name":"cognitive interest","url":"https://www.academia.edu/Documents/in/cognitive_interest?f_ri=6156"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_70584658" data-work_id="70584658" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/70584658/Meetings_Between_Professionals_for_the_Inclusion_of_Children_in_Citizen_Participation_A_Formative_Experience">Meetings Between Professionals for the Inclusion of Children in Citizen Participation: A Formative Experience</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Municipalities must take steps towards an "educational action" that welcomes children into environments that estimulate their involvement and participation in issues that mean something to them. Professionals working directly with... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_70584658" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Municipalities must take steps towards an "educational action" that welcomes children into environments that estimulate their involvement and participation in issues that mean something to them. Professionals working directly with children in the municipal sphere must strengthen the development of their active and committed citizenship (SDG no. 4), relating to them as citizens capable of transforming their environment. Children's participation requires adults who recognise them as interlocutors and establish relationships of trust and mutual respect with them. Municipalities need to create opportunities for children to be included in the co-production of local projects and to take a leading role in public policies. This article aims to offer elements that can nurture professionals' readiness and "capacity building" to facilitate children's participation. These elements are formed in the context of a pedagogical practice (the "coffee meetings") and emerge through a systematisation of experiences (</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/70584658" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="221e91adf66867a2de8783d33a268878" rel="nofollow" data-download="{"attachment_id":80275826,"asset_id":70584658,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/80275826/download_file?st=MTczMjQ1ODYyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="27758282" href="https://barcelona.academia.edu/AnaMar%C3%ADaNovellaC%C3%A1mara">Ana María Novella Cámara</a><script data-card-contents-for-user="27758282" type="text/json">{"id":27758282,"first_name":"Ana María","last_name":"Novella Cámara","domain_name":"barcelona","page_name":"AnaMaríaNovellaCámara","display_name":"Ana María Novella Cámara","profile_url":"https://barcelona.academia.edu/AnaMar%C3%ADaNovellaC%C3%A1mara?f_ri=6156","photo":"https://0.academia-photos.com/27758282/11677667/13020347/s65_ana.novella.jpg"}</script></span></span></li><li class="js-paper-rank-work_70584658 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="70584658"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 70584658, container: ".js-paper-rank-work_70584658", }); });</script></li><li class="js-percentile-work_70584658 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 70584658; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_70584658"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_70584658 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="70584658"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 70584658; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=70584658]").text(description); $(".js-view-count-work_70584658").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_70584658").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="70584658"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="6156" href="https://www.academia.edu/Documents/in/Inclusion">Inclusion</a>, <script data-card-contents-for-ri="6156" type="text/json">{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="8471" href="https://www.academia.edu/Documents/in/Participation">Participation</a>, <script data-card-contents-for-ri="8471" type="text/json">{"id":8471,"name":"Participation","url":"https://www.academia.edu/Documents/in/Participation?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="972664" href="https://www.academia.edu/Documents/in/Citiziens_Partecipation">Citiziens Partecipation</a><script data-card-contents-for-ri="972664" type="text/json">{"id":972664,"name":"Citiziens Partecipation","url":"https://www.academia.edu/Documents/in/Citiziens_Partecipation?f_ri=6156","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=70584658]'), work: {"id":70584658,"title":"Meetings Between Professionals for the Inclusion of Children in Citizen Participation: A Formative Experience","created_at":"2022-02-05T11:24:16.739-08:00","url":"https://www.academia.edu/70584658/Meetings_Between_Professionals_for_the_Inclusion_of_Children_in_Citizen_Participation_A_Formative_Experience?f_ri=6156","dom_id":"work_70584658","summary":"Municipalities must take steps towards an \"educational action\" that welcomes children into environments that estimulate their involvement and participation in issues that mean something to them. Professionals working directly with children in the municipal sphere must strengthen the development of their active and committed citizenship (SDG no. 4), relating to them as citizens capable of transforming their environment. Children's participation requires adults who recognise them as interlocutors and establish relationships of trust and mutual respect with them. Municipalities need to create opportunities for children to be included in the co-production of local projects and to take a leading role in public policies. This article aims to offer elements that can nurture professionals' readiness and \"capacity building\" to facilitate children's participation. These elements are formed in the context of a pedagogical practice (the \"coffee meetings\") and emerge through a systematisation of experiences (","downloadable_attachments":[{"id":80275826,"asset_id":70584658,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":27758282,"first_name":"Ana María","last_name":"Novella Cámara","domain_name":"barcelona","page_name":"AnaMaríaNovellaCámara","display_name":"Ana María Novella Cámara","profile_url":"https://barcelona.academia.edu/AnaMar%C3%ADaNovellaC%C3%A1mara?f_ri=6156","photo":"https://0.academia-photos.com/27758282/11677667/13020347/s65_ana.novella.jpg"}],"research_interests":[{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false},{"id":8471,"name":"Participation","url":"https://www.academia.edu/Documents/in/Participation?f_ri=6156","nofollow":false},{"id":972664,"name":"Citiziens Partecipation","url":"https://www.academia.edu/Documents/in/Citiziens_Partecipation?f_ri=6156","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_66265058" data-work_id="66265058" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/66265058/High_Expectations_Require_Supporting_New_Teachers_Educating_the_School_Community">High Expectations Require Supporting New Teachers, Educating the School Community</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The quotation above is adapted from the remarks of a recent graduate of the master’s program at Gallaudet University, who began teaching students who were deaf and had an additional disability in a public school—and who was astounded at... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_66265058" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The quotation above is adapted from the remarks of a recent graduate of the master’s program at Gallaudet University, who began teaching students who were deaf and had an additional disability in a public school—and who was astounded at the attitudes and practices she confronted there. She was simply not prepared for the low expectations communicated by the principal or the exclusionary practices she and her students faced in the school community.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/66265058" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1a583dbbbfa1559f390b065ac0fdf06e" rel="nofollow" data-download="{"attachment_id":77524789,"asset_id":66265058,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/77524789/download_file?st=MTczMjQ1ODYyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="46410258" href="https://independent.academia.edu/HeidiMacGlaughlin">Heidi MacGlaughlin</a><script data-card-contents-for-user="46410258" type="text/json">{"id":46410258,"first_name":"Heidi","last_name":"MacGlaughlin","domain_name":"independent","page_name":"HeidiMacGlaughlin","display_name":"Heidi MacGlaughlin","profile_url":"https://independent.academia.edu/HeidiMacGlaughlin?f_ri=6156","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_66265058 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="66265058"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 66265058, container: ".js-paper-rank-work_66265058", }); 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She was simply not prepared for the low expectations communicated by the principal or the exclusionary practices she and her students faced in the school community.","downloadable_attachments":[{"id":77524789,"asset_id":66265058,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":46410258,"first_name":"Heidi","last_name":"MacGlaughlin","domain_name":"independent","page_name":"HeidiMacGlaughlin","display_name":"Heidi MacGlaughlin","profile_url":"https://independent.academia.edu/HeidiMacGlaughlin?f_ri=6156","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1233,"name":"Social Networks","url":"https://www.academia.edu/Documents/in/Social_Networks?f_ri=6156","nofollow":false},{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false},{"id":594207,"name":"Expectation","url":"https://www.academia.edu/Documents/in/Expectation?f_ri=6156","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_45163521" data-work_id="45163521" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/45163521/The_International_Journal_of_Diversity_in_Education_Embedding_Diversity_Conversations_in_Religious_Studies_Courses_Reflections_on_Teaching_Religions_of_the_World">The International Journal of Diversity in Education Embedding Diversity Conversations in Religious Studies Courses Reflections on Teaching Religions of the World</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article reflects on how the diversity discourse in an undergraduate classroom can be enhanced by paying attention to particularities such as the location and mission of the educational institution, the identity of the teacher, and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_45163521" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article reflects on how the diversity discourse in an undergraduate classroom can be enhanced by paying<br />attention to particularities such as the location and mission of the educational institution, the identity of the teacher,<br />and the demographic profile of students. In particular, the author develops two distinctive points about teaching<br />diversity in higher education: (a) diversity discourse in classrooms can be enhanced by deep reflections on<br />geographical location, institutional contexts, student demographics, and the professor’s situated identities; and b)<br />diversity conversations need to move beyond celebrating common ground. Although the article employs examples from<br />one specific course in religious studies, the pedagogical insights and strategies offered here can be employed<br />universally in the fields of humanities and social sciences.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/45163521" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cf038e6c040eacc40313379570f870d9" rel="nofollow" data-download="{"attachment_id":65741752,"asset_id":45163521,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65741752/download_file?st=MTczMjQ1ODYyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="15654077" href="https://fullerton.academia.edu/MugdhaYeolekar">Mugdha Yeolekar</a><script data-card-contents-for-user="15654077" type="text/json">{"id":15654077,"first_name":"Mugdha","last_name":"Yeolekar","domain_name":"fullerton","page_name":"MugdhaYeolekar","display_name":"Mugdha Yeolekar","profile_url":"https://fullerton.academia.edu/MugdhaYeolekar?f_ri=6156","photo":"https://0.academia-photos.com/15654077/4229616/39589684/s65_mugdha.yeolekar.jpg"}</script></span></span></li><li class="js-paper-rank-work_45163521 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="45163521"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 45163521, container: ".js-paper-rank-work_45163521", }); 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$(".js-view-count[data-work-id=45163521]").text(description); $(".js-view-count-work_45163521").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_45163521").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="45163521"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="951" href="https://www.academia.edu/Documents/in/Humanities">Humanities</a>, <script data-card-contents-for-ri="951" type="text/json">{"id":951,"name":"Humanities","url":"https://www.academia.edu/Documents/in/Humanities?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2613" href="https://www.academia.edu/Documents/in/Diversity">Diversity</a>, <script data-card-contents-for-ri="2613" type="text/json">{"id":2613,"name":"Diversity","url":"https://www.academia.edu/Documents/in/Diversity?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6156" href="https://www.academia.edu/Documents/in/Inclusion">Inclusion</a><script data-card-contents-for-ri="6156" type="text/json">{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=45163521]'), work: {"id":45163521,"title":"The International Journal of Diversity in Education Embedding Diversity Conversations in Religious Studies Courses Reflections on Teaching Religions of the World","created_at":"2021-02-21T07:31:52.690-08:00","url":"https://www.academia.edu/45163521/The_International_Journal_of_Diversity_in_Education_Embedding_Diversity_Conversations_in_Religious_Studies_Courses_Reflections_on_Teaching_Religions_of_the_World?f_ri=6156","dom_id":"work_45163521","summary":"This article reflects on how the diversity discourse in an undergraduate classroom can be enhanced by paying\nattention to particularities such as the location and mission of the educational institution, the identity of the teacher,\nand the demographic profile of students. In particular, the author develops two distinctive points about teaching\ndiversity in higher education: (a) diversity discourse in classrooms can be enhanced by deep reflections on\ngeographical location, institutional contexts, student demographics, and the professor’s situated identities; and b)\ndiversity conversations need to move beyond celebrating common ground. Although the article employs examples from\none specific course in religious studies, the pedagogical insights and strategies offered here can be employed\nuniversally in the fields of humanities and social sciences.","downloadable_attachments":[{"id":65741752,"asset_id":45163521,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":15654077,"first_name":"Mugdha","last_name":"Yeolekar","domain_name":"fullerton","page_name":"MugdhaYeolekar","display_name":"Mugdha Yeolekar","profile_url":"https://fullerton.academia.edu/MugdhaYeolekar?f_ri=6156","photo":"https://0.academia-photos.com/15654077/4229616/39589684/s65_mugdha.yeolekar.jpg"}],"research_interests":[{"id":951,"name":"Humanities","url":"https://www.academia.edu/Documents/in/Humanities?f_ri=6156","nofollow":false},{"id":2613,"name":"Diversity","url":"https://www.academia.edu/Documents/in/Diversity?f_ri=6156","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=6156","nofollow":false},{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false},{"id":11761,"name":"Experiential Learning (Active Learning)","url":"https://www.academia.edu/Documents/in/Experiential_Learning_Active_Learning_?f_ri=6156"},{"id":50113,"name":"California","url":"https://www.academia.edu/Documents/in/California?f_ri=6156"},{"id":132721,"name":"Classroom","url":"https://www.academia.edu/Documents/in/Classroom?f_ri=6156"},{"id":703513,"name":"High-Impact Practices","url":"https://www.academia.edu/Documents/in/High-Impact_Practices?f_ri=6156"},{"id":2469169,"name":"Teaching Introductory World Religions","url":"https://www.academia.edu/Documents/in/Teaching_Introductory_World_Religions?f_ri=6156"},{"id":3896840,"name":"institutional context and teaching","url":"https://www.academia.edu/Documents/in/institutional_context_and_teaching?f_ri=6156"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_80731665" data-work_id="80731665" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/80731665/The_aspect_of_culture_in_the_social_inclusion_of_ethnic_minorities_evaluation_of_the_impact_of_inclusion_policies_under_the_open_method_of_co_ordination_in_the_European_Union_assessing_the_cultural_policies_of_six_member_states_final_report_Estonia">The aspect of culture in the social inclusion of ethnic minorities: evaluation of the impact of inclusion policies under the open method of co-ordination in the European Union ; assessing the cultural policies of six member states ; final report Estonia</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Der vorliegende Beitrag befasst sich mit der Minderheitenpolitik in Estland unter besonderer Berücksichtigung der Kultur. Dabei wird der Nationale Aktionsplan ausgewertet und der Einfluss der Kulturpolitik auf die Inklusion ethnischer... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_80731665" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Der vorliegende Beitrag befasst sich mit der Minderheitenpolitik in Estland unter besonderer Berücksichtigung der Kultur. Dabei wird der Nationale Aktionsplan ausgewertet und der Einfluss der Kulturpolitik auf die Inklusion ethnischer Minderheiten untersucht. Die Studie legt einen Schwerpunkt auf die Bereiche Bildung, Medien und Partizipation. Die Studie kommt zu dem Ergebnis, dass ethnische Minderheiten in weiten Bereichen unterrepräsentiert sind, und gibt Handlungsoptionen zur Verbesserung der Situation. (ICD</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/80731665" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f0d06ec8736464efb7dda5016aa68b21" rel="nofollow" data-download="{"attachment_id":87016547,"asset_id":80731665,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/87016547/download_file?st=MTczMjQ1ODYyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="50101509" href="https://independent.academia.edu/TTuisk">Tarmo Tuisk</a><script data-card-contents-for-user="50101509" type="text/json">{"id":50101509,"first_name":"Tarmo","last_name":"Tuisk","domain_name":"independent","page_name":"TTuisk","display_name":"Tarmo Tuisk","profile_url":"https://independent.academia.edu/TTuisk?f_ri=6156","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_80731665 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="80731665"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 80731665, container: ".js-paper-rank-work_80731665", }); });</script></li><li class="js-percentile-work_80731665 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 80731665; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_80731665"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_80731665 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="80731665"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80731665; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=80731665]").text(description); $(".js-view-count-work_80731665").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_80731665").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="80731665"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1125" href="https://www.academia.edu/Documents/in/Cultural_Policy">Cultural Policy</a>, <script data-card-contents-for-ri="1125" type="text/json">{"id":1125,"name":"Cultural Policy","url":"https://www.academia.edu/Documents/in/Cultural_Policy?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6156" href="https://www.academia.edu/Documents/in/Inclusion">Inclusion</a>, <script data-card-contents-for-ri="6156" type="text/json">{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7125" href="https://www.academia.edu/Documents/in/Culture">Culture</a>, <script data-card-contents-for-ri="7125" type="text/json">{"id":7125,"name":"Culture","url":"https://www.academia.edu/Documents/in/Culture?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="9650" href="https://www.academia.edu/Documents/in/Cultural_Identity">Cultural Identity</a><script data-card-contents-for-ri="9650" type="text/json">{"id":9650,"name":"Cultural Identity","url":"https://www.academia.edu/Documents/in/Cultural_Identity?f_ri=6156","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=80731665]'), work: {"id":80731665,"title":"The aspect of culture in the social inclusion of ethnic minorities: evaluation of the impact of inclusion policies under the open method of co-ordination in the European Union ; assessing the cultural policies of six member states ; final report Estonia","created_at":"2022-06-05T03:24:28.091-07:00","url":"https://www.academia.edu/80731665/The_aspect_of_culture_in_the_social_inclusion_of_ethnic_minorities_evaluation_of_the_impact_of_inclusion_policies_under_the_open_method_of_co_ordination_in_the_European_Union_assessing_the_cultural_policies_of_six_member_states_final_report_Estonia?f_ri=6156","dom_id":"work_80731665","summary":"Der vorliegende Beitrag befasst sich mit der Minderheitenpolitik in Estland unter besonderer Berücksichtigung der Kultur. Dabei wird der Nationale Aktionsplan ausgewertet und der Einfluss der Kulturpolitik auf die Inklusion ethnischer Minderheiten untersucht. Die Studie legt einen Schwerpunkt auf die Bereiche Bildung, Medien und Partizipation. Die Studie kommt zu dem Ergebnis, dass ethnische Minderheiten in weiten Bereichen unterrepräsentiert sind, und gibt Handlungsoptionen zur Verbesserung der Situation. (ICD","downloadable_attachments":[{"id":87016547,"asset_id":80731665,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":50101509,"first_name":"Tarmo","last_name":"Tuisk","domain_name":"independent","page_name":"TTuisk","display_name":"Tarmo Tuisk","profile_url":"https://independent.academia.edu/TTuisk?f_ri=6156","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1125,"name":"Cultural Policy","url":"https://www.academia.edu/Documents/in/Cultural_Policy?f_ri=6156","nofollow":false},{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false},{"id":7125,"name":"Culture","url":"https://www.academia.edu/Documents/in/Culture?f_ri=6156","nofollow":false},{"id":9650,"name":"Cultural Identity","url":"https://www.academia.edu/Documents/in/Cultural_Identity?f_ri=6156","nofollow":false},{"id":9697,"name":"Applied Research","url":"https://www.academia.edu/Documents/in/Applied_Research?f_ri=6156"},{"id":12052,"name":"Exclusion","url":"https://www.academia.edu/Documents/in/Exclusion?f_ri=6156"},{"id":26341,"name":"Ethnic Relations","url":"https://www.academia.edu/Documents/in/Ethnic_Relations?f_ri=6156"},{"id":45703,"name":"Baltic States","url":"https://www.academia.edu/Documents/in/Baltic_States?f_ri=6156"},{"id":53036,"name":"Deprivation","url":"https://www.academia.edu/Documents/in/Deprivation?f_ri=6156"},{"id":85743,"name":"Estonia","url":"https://www.academia.edu/Documents/in/Estonia?f_ri=6156"},{"id":156874,"name":"Empirical","url":"https://www.academia.edu/Documents/in/Empirical?f_ri=6156"},{"id":220500,"name":"Kultur","url":"https://www.academia.edu/Documents/in/Kultur?f_ri=6156"},{"id":413189,"name":"Ethnic Group","url":"https://www.academia.edu/Documents/in/Ethnic_Group?f_ri=6156"},{"id":428153,"name":"Exklusion","url":"https://www.academia.edu/Documents/in/Exklusion?f_ri=6156"},{"id":428154,"name":"Inklusion","url":"https://www.academia.edu/Documents/in/Inklusion?f_ri=6156"},{"id":475844,"name":"Cultural Factors","url":"https://www.academia.edu/Documents/in/Cultural_Factors?f_ri=6156"},{"id":1339069,"name":"Cultural Integration","url":"https://www.academia.edu/Documents/in/Cultural_Integration?f_ri=6156"},{"id":1549864,"name":"Baltikum","url":"https://www.academia.edu/Documents/in/Baltikum?f_ri=6156"},{"id":2150262,"name":"Estland","url":"https://www.academia.edu/Documents/in/Estland?f_ri=6156"},{"id":2699220,"name":"descriptive study","url":"https://www.academia.edu/Documents/in/descriptive_study?f_ri=6156"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_80478076 coauthored" data-work_id="80478076" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/80478076/Tech_Inclusion_for_Excluded_Communities">Tech Inclusion for Excluded Communities</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The polarization between wealth and poverty around the world often intersects with the polarization between hegemonic and excluded societies. The hi-tech sector, which may serve as a gateway to social and economic mobility, reflects the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_80478076" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The polarization between wealth and poverty around the world often intersects with the polarization between hegemonic and excluded societies. The hi-tech sector, which may serve as a gateway to social and economic mobility, reflects the same polarization, with immigrants, native populations, and other minorities lacking access to participate in it. <br />The common methodologies for integrating excluded communities into the hi-tech industry are based either on training, or on diversity and inclusion practices. Despite these efforts, and small-scale success stories, the barriers for integrating excluded communities into hi-tech remain high.  <br />In this article we introduce an innovative model aimed at generating mass participation of excluded communities in hi-tech, which may be implemented in various contexts in the world. The Archemidian point of the model is that the technology industry can be a driving force for inclusion if we turn the inclusion paradigm on its head: bringing the hegemonic industry to the excluded community rather than trying to bring the excluded community to the industry, while cultivating a supportive environment for both potential candidates and firms. We elaborate on the model's four major components and on examples from organizations that implement them. We also illustrate a holistic implementation of the model, which has ignited changes in employment patterns of an excluded community (Palestinian citizens of Israel) in the (Israeli Jewish) hegemonic high-tech industry. <br />Obviously, Tech Inclusion alone cannot transform societies. Problems of inequality and exclusion demand systemic solutions that go beyond the model. However, in places with prosperous tech industries, the Tech Inclusion model allows for more populations to share the wealth that these industries render. It offers a way to work against the growing gap between the paralyzing poverty of excluded communities, and the phenomenal wealth that tech industries generate.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/80478076" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="226178516" href="https://independent.academia.edu/SmadarNehab">Smadar Nehab</a><script data-card-contents-for-user="226178516" type="text/json">{"id":226178516,"first_name":"Smadar","last_name":"Nehab","domain_name":"independent","page_name":"SmadarNehab","display_name":"Smadar Nehab","profile_url":"https://independent.academia.edu/SmadarNehab?f_ri=6156","photo":"https://0.academia-photos.com/226178516/83257971/71874781/s65_smadar.nehab.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-80478076">+1</span><div class="hidden js-additional-users-80478076"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://ruppin.academia.edu/LindaJakobSadeh">Linda Jakob Sadeh</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-80478076'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-80478076').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_80478076 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="80478076"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 80478076, container: ".js-paper-rank-work_80478076", }); });</script></li><li class="js-percentile-work_80478076 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 80478076; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_80478076"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_80478076 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="80478076"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80478076; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=80478076]").text(description); $(".js-view-count-work_80478076").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_80478076").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="80478076"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="923" href="https://www.academia.edu/Documents/in/Technology">Technology</a>, <script data-card-contents-for-ri="923" type="text/json">{"id":923,"name":"Technology","url":"https://www.academia.edu/Documents/in/Technology?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="977" href="https://www.academia.edu/Documents/in/Development_Studies">Development Studies</a>, <script data-card-contents-for-ri="977" type="text/json">{"id":977,"name":"Development Studies","url":"https://www.academia.edu/Documents/in/Development_Studies?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6156" href="https://www.academia.edu/Documents/in/Inclusion">Inclusion</a>, <script data-card-contents-for-ri="6156" type="text/json">{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="9604" href="https://www.academia.edu/Documents/in/Equality_and_Diversity">Equality and Diversity</a><script data-card-contents-for-ri="9604" type="text/json">{"id":9604,"name":"Equality and Diversity","url":"https://www.academia.edu/Documents/in/Equality_and_Diversity?f_ri=6156","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=80478076]'), work: {"id":80478076,"title":"Tech Inclusion for Excluded Communities","created_at":"2022-06-01T12:35:22.743-07:00","url":"https://www.academia.edu/80478076/Tech_Inclusion_for_Excluded_Communities?f_ri=6156","dom_id":"work_80478076","summary":"The polarization between wealth and poverty around the world often intersects with the polarization between hegemonic and excluded societies. The hi-tech sector, which may serve as a gateway to social and economic mobility, reflects the same polarization, with immigrants, native populations, and other minorities lacking access to participate in it. \nThe common methodologies for integrating excluded communities into the hi-tech industry are based either on training, or on diversity and inclusion practices. Despite these efforts, and small-scale success stories, the barriers for integrating excluded communities into hi-tech remain high. \nIn this article we introduce an innovative model aimed at generating mass participation of excluded communities in hi-tech, which may be implemented in various contexts in the world. The Archemidian point of the model is that the technology industry can be a driving force for inclusion if we turn the inclusion paradigm on its head: bringing the hegemonic industry to the excluded community rather than trying to bring the excluded community to the industry, while cultivating a supportive environment for both potential candidates and firms. We elaborate on the model's four major components and on examples from organizations that implement them. We also illustrate a holistic implementation of the model, which has ignited changes in employment patterns of an excluded community (Palestinian citizens of Israel) in the (Israeli Jewish) hegemonic high-tech industry. \nObviously, Tech Inclusion alone cannot transform societies. Problems of inequality and exclusion demand systemic solutions that go beyond the model. However, in places with prosperous tech industries, the Tech Inclusion model allows for more populations to share the wealth that these industries render. It offers a way to work against the growing gap between the paralyzing poverty of excluded communities, and the phenomenal wealth that tech industries generate. ","downloadable_attachments":[],"ordered_authors":[{"id":226178516,"first_name":"Smadar","last_name":"Nehab","domain_name":"independent","page_name":"SmadarNehab","display_name":"Smadar Nehab","profile_url":"https://independent.academia.edu/SmadarNehab?f_ri=6156","photo":"https://0.academia-photos.com/226178516/83257971/71874781/s65_smadar.nehab.png"},{"id":4439848,"first_name":"Linda","last_name":"Jakob Sadeh","domain_name":"ruppin","page_name":"LindaJakobSadeh","display_name":"Linda Jakob Sadeh","profile_url":"https://ruppin.academia.edu/LindaJakobSadeh?f_ri=6156","photo":"https://0.academia-photos.com/4439848/1812022/31734499/s65_linda.jakob.jpg"}],"research_interests":[{"id":923,"name":"Technology","url":"https://www.academia.edu/Documents/in/Technology?f_ri=6156","nofollow":false},{"id":977,"name":"Development Studies","url":"https://www.academia.edu/Documents/in/Development_Studies?f_ri=6156","nofollow":false},{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false},{"id":9604,"name":"Equality and Diversity","url":"https://www.academia.edu/Documents/in/Equality_and_Diversity?f_ri=6156","nofollow":false},{"id":9688,"name":"Globalisation and Development","url":"https://www.academia.edu/Documents/in/Globalisation_and_Development?f_ri=6156"},{"id":17802,"name":"Diversity \u0026 Inclusion","url":"https://www.academia.edu/Documents/in/Diversity_and_Inclusion?f_ri=6156"},{"id":19707,"name":"Social Inclusion","url":"https://www.academia.edu/Documents/in/Social_Inclusion?f_ri=6156"},{"id":115589,"name":"IT Outsourcing","url":"https://www.academia.edu/Documents/in/IT_Outsourcing?f_ri=6156"},{"id":986603,"name":"Diversity and Equity Studies","url":"https://www.academia.edu/Documents/in/Diversity_and_Equity_Studies?f_ri=6156"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_79540871" data-work_id="79540871" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/79540871/Experimental_NMR_and_Theoretical_MD_Simulations_Studies_on_the_Conformational_Preference_of_Three_Cycloalkanols_when_Included_in_%CE%B2_Cyclodextrin">Experimental (NMR) and Theoretical (MD Simulations) Studies on the Conformational Preference of Three Cycloalkanols when Included in β-Cyclodextrin</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/79540871" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5caf597167f5b3ffb7d38ae75734aead" rel="nofollow" data-download="{"attachment_id":86221207,"asset_id":79540871,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/86221207/download_file?st=MTczMjQ1ODYyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="57102530" href="https://independent.academia.edu/IvanBe%C3%A0">Ivan Beà</a><script data-card-contents-for-user="57102530" type="text/json">{"id":57102530,"first_name":"Ivan","last_name":"Beà","domain_name":"independent","page_name":"IvanBeà","display_name":"Ivan Beà","profile_url":"https://independent.academia.edu/IvanBe%C3%A0?f_ri=6156","photo":"https://0.academia-photos.com/57102530/14996374/42221265/s65_ivan.be_.jpg"}</script></span></span></li><li class="js-paper-rank-work_79540871 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="79540871"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 79540871, container: ".js-paper-rank-work_79540871", }); 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Action... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_74512170" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this study, we report on a two-year experience of inclusive participative action and social design research consisting of intensive collaboration between social workers, people with intellectual disabilities and researchers. Action research and design research are attunable and lend themselves to an inclusive approach aimed at knowledge development and change in practice. Social workers and people with intellectual disabilities were involved in a community of development. They became<br />owners of the subject matter and the answers and solutions they designed. We conclude that an inclusive approach lends itself well to combining or even merging action research and social design research. Inclusive participative action and social design research cannot be standardized since it contains a particularly emergent process. Hence, it requires flexibility and creativity in finding ways to create an inclusive process of co-creation.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/74512170" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7fe24801a3333c01c3c9eaacd2b9becb" rel="nofollow" data-download="{"attachment_id":82638461,"asset_id":74512170,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/82638461/download_file?st=MTczMjQ1ODYyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3716808" href="https://hu.academia.edu/JeanPierreWilken">Jean Pierre Wilken</a><script data-card-contents-for-user="3716808" type="text/json">{"id":3716808,"first_name":"Jean Pierre","last_name":"Wilken","domain_name":"hu","page_name":"JeanPierreWilken","display_name":"Jean Pierre Wilken","profile_url":"https://hu.academia.edu/JeanPierreWilken?f_ri=6156","photo":"https://0.academia-photos.com/3716808/10234035/19255862/s65_jean_pierre.wilken.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-74512170">+1</span><div class="hidden js-additional-users-74512170"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/KnevelJeroen">Jeroen Knevel</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-74512170'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-74512170').html(); 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Action research and design research are attunable and lend themselves to an inclusive approach aimed at knowledge development and change in practice. Social workers and people with intellectual disabilities were involved in a community of development. They became\nowners of the subject matter and the answers and solutions they designed. We conclude that an inclusive approach lends itself well to combining or even merging action research and social design research. Inclusive participative action and social design research cannot be standardized since it contains a particularly emergent process. Hence, it requires flexibility and creativity in finding ways to create an inclusive process of co-creation. ","downloadable_attachments":[{"id":82638461,"asset_id":74512170,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3716808,"first_name":"Jean Pierre","last_name":"Wilken","domain_name":"hu","page_name":"JeanPierreWilken","display_name":"Jean Pierre Wilken","profile_url":"https://hu.academia.edu/JeanPierreWilken?f_ri=6156","photo":"https://0.academia-photos.com/3716808/10234035/19255862/s65_jean_pierre.wilken.jpg"},{"id":219583906,"first_name":"Jeroen","last_name":"Knevel","domain_name":"independent","page_name":"KnevelJeroen","display_name":"Jeroen Knevel","profile_url":"https://independent.academia.edu/KnevelJeroen?f_ri=6156","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1716,"name":"Action Research","url":"https://www.academia.edu/Documents/in/Action_Research?f_ri=6156","nofollow":false},{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false},{"id":23868,"name":"Intellectual Disability","url":"https://www.academia.edu/Documents/in/Intellectual_Disability?f_ri=6156","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_70354887" data-work_id="70354887" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/70354887/Enhancing_Teacher_Competency_through_Co_Teaching_and_Embedded_Professional_Development">Enhancing Teacher Competency through Co-Teaching and Embedded Professional Development</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/70354887" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="47dcefd86c44c2a70d7cb110ebbf05b2" rel="nofollow" data-download="{"attachment_id":80144011,"asset_id":70354887,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/80144011/download_file?st=MTczMjQ1ODYyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="210561810" href="https://umd-umich.academia.edu/LaShorageShaffer">LaShorage Shaffer</a><script data-card-contents-for-user="210561810" type="text/json">{"id":210561810,"first_name":"LaShorage","last_name":"Shaffer","domain_name":"umd-umich","page_name":"LaShorageShaffer","display_name":"LaShorage Shaffer","profile_url":"https://umd-umich.academia.edu/LaShorageShaffer?f_ri=6156","photo":"https://0.academia-photos.com/210561810/70141901/58553932/s65_lashorage.shaffer.jpeg"}</script></span></span></li><li class="js-paper-rank-work_70354887 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="70354887"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 70354887, container: ".js-paper-rank-work_70354887", }); 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These events are usually targeted at employees with dependent children,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_42175278" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Employer-sponsored family-friendly events are designed to boost engagement and encourage retention by building family members’ identification with the organization. These events are usually targeted at employees with dependent children, but LinkedIn’s more inclusive “Bring in Your Parents” (BIYP) initiative aims to introduce employees’ parents to the daily work of their adult children. This study evaluates the impact of BIYP on the attitudes and behavioral intentions of participating employees and their parents. Repeated-measures surveys were conducted among participating employees and parents in six organizations in six countries (UK, Ireland, France, Brazil, Mexico, and Colombia). These were followed by in-person interviews with participating employees (UK), and phone interviews with HR managers (Brazil, Canada, France, Spain, UK, USA). Participation in BIYP increases employee engagement and parents’ instrumental and affective support for their children and for their children’s employers. Hosting BIYP is perceived to enhance corporate reputation among both internal and external stakeholders. BIYP serves the dual function of building employee engagement and creating new parental brand ambassadors for participating organizations. BIYP can be an effective tool for employers to engage members of staff not traditionally included in organizational family-friendly events and may be particularly useful for firms with a high proportion of younger workers in tech-savvy jobs. This evaluation of a new workplace initiative demonstrates measurable effects on important employee attitudes and behavioral intentions.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/42175278" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="08a671b9bfcf395b470beb07bd454c00" rel="nofollow" data-download="{"attachment_id":62316746,"asset_id":42175278,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/62316746/download_file?st=MTczMjQ1ODYyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="14037" href="https://birkbeck.academia.edu/TAlexandraBeauregard">T. Alexandra Beauregard</a><script data-card-contents-for-user="14037" type="text/json">{"id":14037,"first_name":"T. Alexandra","last_name":"Beauregard","domain_name":"birkbeck","page_name":"TAlexandraBeauregard","display_name":"T. 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These events are usually targeted at employees with dependent children, but LinkedIn’s more inclusive “Bring in Your Parents” (BIYP) initiative aims to introduce employees’ parents to the daily work of their adult children. This study evaluates the impact of BIYP on the attitudes and behavioral intentions of participating employees and their parents. Repeated-measures surveys were conducted among participating employees and parents in six organizations in six countries (UK, Ireland, France, Brazil, Mexico, and Colombia). These were followed by in-person interviews with participating employees (UK), and phone interviews with HR managers (Brazil, Canada, France, Spain, UK, USA). Participation in BIYP increases employee engagement and parents’ instrumental and affective support for their children and for their children’s employers. Hosting BIYP is perceived to enhance corporate reputation among both internal and external stakeholders. BIYP serves the dual function of building employee engagement and creating new parental brand ambassadors for participating organizations. BIYP can be an effective tool for employers to engage members of staff not traditionally included in organizational family-friendly events and may be particularly useful for firms with a high proportion of younger workers in tech-savvy jobs. This evaluation of a new workplace initiative demonstrates measurable effects on important employee attitudes and behavioral intentions.","downloadable_attachments":[{"id":62316746,"asset_id":42175278,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":14037,"first_name":"T. Alexandra","last_name":"Beauregard","domain_name":"birkbeck","page_name":"TAlexandraBeauregard","display_name":"T. 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$(".js-view-count[data-work-id=31283789]").text(description); $(".js-view-count-work_31283789").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_31283789").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="31283789"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="6156" href="https://www.academia.edu/Documents/in/Inclusion">Inclusion</a><script data-card-contents-for-ri="6156" type="text/json">{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=31283789]'), work: {"id":31283789,"title":"Concepciones en estudiantes de psicología sobre la inclusión de niños con NEDD: una aproximación exploratoria","created_at":"2017-02-07T11:27:20.279-08:00","url":"https://www.academia.edu/31283789/Concepciones_en_estudiantes_de_psicolog%C3%ADa_sobre_la_inclusi%C3%B3n_de_ni%C3%B1os_con_NEDD_una_aproximaci%C3%B3n_exploratoria?f_ri=6156","dom_id":"work_31283789","summary":null,"downloadable_attachments":[{"id":57050061,"asset_id":31283789,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3253626,"first_name":"Maximiliano","last_name":"Azcona","domain_name":"unlp","page_name":"MaxiAzcona","display_name":"Maximiliano Azcona","profile_url":"https://unlp.academia.edu/MaxiAzcona?f_ri=6156","photo":"https://0.academia-photos.com/3253626/19575251/82684835/s65_maximiliano.azcona.jpeg"}],"research_interests":[{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_31187756" data-work_id="31187756" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/31187756/Whats_so_Inclusive_about_an_Inclusion_Room_Staff_Perspectives_on_Student_Participation_Diversity_and_Equality_in_an_English_Secondary_School">What's so Inclusive about an Inclusion Room? Staff Perspectives on Student Participation, Diversity and Equality in an English Secondary School</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/31187756" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9f329ab9eb41a7871c4661817ecf4b4b" rel="nofollow" data-download="{"attachment_id":51611625,"asset_id":31187756,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51611625/download_file?st=MTczMjQ1ODYyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="19229003" href="https://independent.academia.edu/GwenGilmore">Gwen Gilmore</a><script data-card-contents-for-user="19229003" type="text/json">{"id":19229003,"first_name":"Gwen","last_name":"Gilmore","domain_name":"independent","page_name":"GwenGilmore","display_name":"Gwen Gilmore","profile_url":"https://independent.academia.edu/GwenGilmore?f_ri=6156","photo":"https://0.academia-photos.com/19229003/5359855/6119639/s65_gwen.gilmore.jpg_oh_d8d98b7e5ff0111d329be3c449b20b78_oe_54bc3351___gda___1425119743_be42f340cd184a0f2cad3cd63f3dbe1c"}</script></span></span></li><li class="js-paper-rank-work_31187756 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="31187756"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 31187756, container: ".js-paper-rank-work_31187756", }); });</script></li><li class="js-percentile-work_31187756 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31187756; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_31187756"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_31187756 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="31187756"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31187756; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31187756]").text(description); $(".js-view-count-work_31187756").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_31187756").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="31187756"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1062" href="https://www.academia.edu/Documents/in/Special_Education">Special Education</a>, <script data-card-contents-for-ri="1062" type="text/json">{"id":1062,"name":"Special Education","url":"https://www.academia.edu/Documents/in/Special_Education?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6156" href="https://www.academia.edu/Documents/in/Inclusion">Inclusion</a>, <script data-card-contents-for-ri="6156" type="text/json">{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="49419" href="https://www.academia.edu/Documents/in/Problem_Solving">Problem Solving</a>, <script data-card-contents-for-ri="49419" type="text/json">{"id":49419,"name":"Problem Solving","url":"https://www.academia.edu/Documents/in/Problem_Solving?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="62436" href="https://www.academia.edu/Documents/in/Interviews">Interviews</a><script data-card-contents-for-ri="62436" type="text/json">{"id":62436,"name":"Interviews","url":"https://www.academia.edu/Documents/in/Interviews?f_ri=6156","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=31187756]'), work: {"id":31187756,"title":"What's so Inclusive about an Inclusion Room? Staff Perspectives on Student Participation, Diversity and Equality in an English Secondary School","created_at":"2017-02-02T23:18:34.486-08:00","url":"https://www.academia.edu/31187756/Whats_so_Inclusive_about_an_Inclusion_Room_Staff_Perspectives_on_Student_Participation_Diversity_and_Equality_in_an_English_Secondary_School?f_ri=6156","dom_id":"work_31187756","summary":null,"downloadable_attachments":[{"id":51611625,"asset_id":31187756,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":19229003,"first_name":"Gwen","last_name":"Gilmore","domain_name":"independent","page_name":"GwenGilmore","display_name":"Gwen Gilmore","profile_url":"https://independent.academia.edu/GwenGilmore?f_ri=6156","photo":"https://0.academia-photos.com/19229003/5359855/6119639/s65_gwen.gilmore.jpg_oh_d8d98b7e5ff0111d329be3c449b20b78_oe_54bc3351___gda___1425119743_be42f340cd184a0f2cad3cd63f3dbe1c"}],"research_interests":[{"id":1062,"name":"Special Education","url":"https://www.academia.edu/Documents/in/Special_Education?f_ri=6156","nofollow":false},{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false},{"id":49419,"name":"Problem Solving","url":"https://www.academia.edu/Documents/in/Problem_Solving?f_ri=6156","nofollow":false},{"id":62436,"name":"Interviews","url":"https://www.academia.edu/Documents/in/Interviews?f_ri=6156","nofollow":false},{"id":104446,"name":"Academic achievement","url":"https://www.academia.edu/Documents/in/Academic_achievement?f_ri=6156"},{"id":327850,"name":"Questionnaires","url":"https://www.academia.edu/Documents/in/Questionnaires?f_ri=6156"},{"id":564233,"name":"Inclusión / Exclusión","url":"https://www.academia.edu/Documents/in/Inclusi%C3%B3n_Exclusi%C3%B3n?f_ri=6156"},{"id":1191356,"name":"Internet","url":"https://www.academia.edu/Documents/in/Internet?f_ri=6156"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_29176963 coauthored" data-work_id="29176963" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/29176963/Attitudes_towards_Inclusion_of_Intellectually_Disabled_Children_in_Regular_Schools">Attitudes towards Inclusion of Intellectually Disabled Children in Regular Schools</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">American parents (N=460) in the study by Palmer, Borthwick-Duffy, and Widaman (1998) were compared with their Singaporean counterparts (N=481) for views on inclusion. Comparisons were made on the three dimensions of Palmer et al.'s (1998)... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_29176963" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">American parents (N=460) in the study by Palmer, Borthwick-Duffy, and Widaman (1998) were compared with their Singaporean counterparts (N=481) for views on inclusion. Comparisons were made on the three dimensions of Palmer et al.'s (1998) Parent Attitudes Toward Inclusion (PATI), namely, quality of educational services the ID child receives; mutual benefits of inclusion, and treatment and acceptance of ID students. Singaporean parents held a more optimistic view of inclusion than did the American parents. The Singaporean parents were then compared with ID teachers (N=124) from five schools for the intellectually impaired in Singapore and parents held a more optimistic view of inclusion than did the ID teachers. Implications for the development and implementation of inclusive educational placements is discussed. Introduction In this paper, inclusion refers to the integration of students with intellectual disabilities (ID students) into regular classroom settings with non-disabled peers to the greatest extent possible while still meeting their educational needs.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/29176963" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="30c0fbd64315d7fe40152b1a20b1904c" rel="nofollow" data-download="{"attachment_id":49622087,"asset_id":29176963,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/49622087/download_file?st=MTczMjQ1ODYyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="224901" href="https://nanyang.academia.edu/JessieEe">Jessie Ee</a><script data-card-contents-for-user="224901" type="text/json">{"id":224901,"first_name":"Jessie","last_name":"Ee","domain_name":"nanyang","page_name":"JessieEe","display_name":"Jessie Ee","profile_url":"https://nanyang.academia.edu/JessieEe?f_ri=6156","photo":"https://0.academia-photos.com/224901/50404/301726/s65_jessie.ee.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-29176963">+1</span><div class="hidden js-additional-users-29176963"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/KaychengSoh">Kaycheng Soh</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-29176963'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-29176963').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_29176963 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="29176963"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 29176963; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=29176963]").text(description); $(".js-view-count-work_29176963").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_29176963").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="29176963"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="6156" href="https://www.academia.edu/Documents/in/Inclusion">Inclusion</a>, <script data-card-contents-for-ri="6156" type="text/json">{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="992047" href="https://www.academia.edu/Documents/in/Mental_Retardation_or_Intellectually_Disability">Mental Retardation or Intellectually Disability</a>, <script data-card-contents-for-ri="992047" type="text/json">{"id":992047,"name":"Mental Retardation or Intellectually Disability","url":"https://www.academia.edu/Documents/in/Mental_Retardation_or_Intellectually_Disability?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1902381" href="https://www.academia.edu/Documents/in/Regular_schools">Regular schools</a><script data-card-contents-for-ri="1902381" type="text/json">{"id":1902381,"name":"Regular schools","url":"https://www.academia.edu/Documents/in/Regular_schools?f_ri=6156","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=29176963]'), work: {"id":29176963,"title":"Attitudes towards Inclusion of Intellectually Disabled Children in Regular Schools","created_at":"2016-10-15T09:00:44.451-07:00","url":"https://www.academia.edu/29176963/Attitudes_towards_Inclusion_of_Intellectually_Disabled_Children_in_Regular_Schools?f_ri=6156","dom_id":"work_29176963","summary":"American parents (N=460) in the study by Palmer, Borthwick-Duffy, and Widaman (1998) were compared with their Singaporean counterparts (N=481) for views on inclusion. Comparisons were made on the three dimensions of Palmer et al.'s (1998) Parent Attitudes Toward Inclusion (PATI), namely, quality of educational services the ID child receives; mutual benefits of inclusion, and treatment and acceptance of ID students. Singaporean parents held a more optimistic view of inclusion than did the American parents. The Singaporean parents were then compared with ID teachers (N=124) from five schools for the intellectually impaired in Singapore and parents held a more optimistic view of inclusion than did the ID teachers. Implications for the development and implementation of inclusive educational placements is discussed. Introduction In this paper, inclusion refers to the integration of students with intellectual disabilities (ID students) into regular classroom settings with non-disabled peers to the greatest extent possible while still meeting their educational needs.","downloadable_attachments":[{"id":49622087,"asset_id":29176963,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":224901,"first_name":"Jessie","last_name":"Ee","domain_name":"nanyang","page_name":"JessieEe","display_name":"Jessie Ee","profile_url":"https://nanyang.academia.edu/JessieEe?f_ri=6156","photo":"https://0.academia-photos.com/224901/50404/301726/s65_jessie.ee.jpg"},{"id":6332499,"first_name":"Kaycheng","last_name":"Soh","domain_name":"independent","page_name":"KaychengSoh","display_name":"Kaycheng Soh","profile_url":"https://independent.academia.edu/KaychengSoh?f_ri=6156","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false},{"id":992047,"name":"Mental Retardation or Intellectually Disability","url":"https://www.academia.edu/Documents/in/Mental_Retardation_or_Intellectually_Disability?f_ri=6156","nofollow":false},{"id":1902381,"name":"Regular schools","url":"https://www.academia.edu/Documents/in/Regular_schools?f_ri=6156","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_8338683" data-work_id="8338683" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/8338683/Language_to_Live_and_Learn_By">Language to Live and Learn By</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8338683" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ff04788f88696744294d053a69cf6fb6" rel="nofollow" data-download="{"attachment_id":48131787,"asset_id":8338683,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" 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Lieberman","profile_url":"https://brockport.academia.edu/LaurenLieberman?f_ri=6156","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_8338683 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="8338683"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 8338683, container: ".js-paper-rank-work_8338683", }); });</script></li><li class="js-percentile-work_8338683 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8338683; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_8338683"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_8338683 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="8338683"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8338683; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8338683]").text(description); $(".js-view-count-work_8338683").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_8338683").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="8338683"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="6156" href="https://www.academia.edu/Documents/in/Inclusion">Inclusion</a>, <script data-card-contents-for-ri="6156" type="text/json">{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="18174" href="https://www.academia.edu/Documents/in/Language">Language</a><script data-card-contents-for-ri="18174" type="text/json">{"id":18174,"name":"Language","url":"https://www.academia.edu/Documents/in/Language?f_ri=6156","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=8338683]'), work: {"id":8338683,"title":"Language to Live and Learn By","created_at":"2014-09-15T12:16:58.745-07:00","url":"https://www.academia.edu/8338683/Language_to_Live_and_Learn_By?f_ri=6156","dom_id":"work_8338683","summary":null,"downloadable_attachments":[{"id":48131787,"asset_id":8338683,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":16693544,"first_name":"Lauren","last_name":"Lieberman","domain_name":"brockport","page_name":"LaurenLieberman","display_name":"Lauren Lieberman","profile_url":"https://brockport.academia.edu/LaurenLieberman?f_ri=6156","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false},{"id":18174,"name":"Language","url":"https://www.academia.edu/Documents/in/Language?f_ri=6156","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_34567265 coauthored" data-work_id="34567265" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/34567265/Research_Advocating_for_Greater_Inclusion_in_the_TDSB">Research Advocating for Greater Inclusion in the TDSB</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">This fact sheet is to provide parents, educators, and administrators with an overview of the research informing upcoming changes to special education and inclusive education practices within the TDSB.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34567265" data-share-source="work_strip" 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itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5473000" href="https://yorku.academia.edu/GillianParekh">Gillian Parekh</a><script data-card-contents-for-user="5473000" type="text/json">{"id":5473000,"first_name":"Gillian","last_name":"Parekh","domain_name":"yorku","page_name":"GillianParekh","display_name":"Gillian Parekh","profile_url":"https://yorku.academia.edu/GillianParekh?f_ri=6156","photo":"https://0.academia-photos.com/5473000/2402652/2796376/s65_gillian.parekh.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-34567265">+1</span><div class="hidden js-additional-users-34567265"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://yorku.academia.edu/RBrown">Robert S. Brown</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-34567265'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-34567265').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_34567265 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="34567265"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 34567265, container: ".js-paper-rank-work_34567265", }); });</script></li><li class="js-percentile-work_34567265 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34567265; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_34567265"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_34567265 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="34567265"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34567265; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34567265]").text(description); $(".js-view-count-work_34567265").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_34567265").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="34567265"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">18</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1062" href="https://www.academia.edu/Documents/in/Special_Education">Special Education</a>, <script data-card-contents-for-ri="1062" type="text/json">{"id":1062,"name":"Special Education","url":"https://www.academia.edu/Documents/in/Special_Education?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1237" href="https://www.academia.edu/Documents/in/Social_Sciences">Social Sciences</a>, <script data-card-contents-for-ri="1237" type="text/json">{"id":1237,"name":"Social Sciences","url":"https://www.academia.edu/Documents/in/Social_Sciences?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2260" href="https://www.academia.edu/Documents/in/Disability_Studies">Disability Studies</a><script data-card-contents-for-ri="2260" type="text/json">{"id":2260,"name":"Disability Studies","url":"https://www.academia.edu/Documents/in/Disability_Studies?f_ri=6156","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=34567265]'), work: {"id":34567265,"title":"Research Advocating for Greater Inclusion in the TDSB","created_at":"2017-09-14T06:48:51.046-07:00","url":"https://www.academia.edu/34567265/Research_Advocating_for_Greater_Inclusion_in_the_TDSB?f_ri=6156","dom_id":"work_34567265","summary":"This fact sheet is to provide parents, educators, and administrators with an overview of the research informing upcoming changes to special education and inclusive education practices within the TDSB.","downloadable_attachments":[{"id":54432783,"asset_id":34567265,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5473000,"first_name":"Gillian","last_name":"Parekh","domain_name":"yorku","page_name":"GillianParekh","display_name":"Gillian Parekh","profile_url":"https://yorku.academia.edu/GillianParekh?f_ri=6156","photo":"https://0.academia-photos.com/5473000/2402652/2796376/s65_gillian.parekh.jpg"},{"id":10594786,"first_name":"Robert S.","last_name":"Brown","domain_name":"yorku","page_name":"RBrown","display_name":"Robert S. 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These challenges are well documented, but there is a... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_77357158" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The inclusion of stakeholders in participatory evaluation in highly diverse, culturally complex settings remains a challenge, given issues of inequity, power, voice, capacity and skill. These challenges are well documented, but there is a relative absence of papers devoted to addressing them based on examples and evidence. In this paper, we report our review of 51 empirical studies of participatory evaluations conducted in the international domain, focusing on the methods of inclusion used in the evaluations. Our findings address &quot;the who&quot; (which stakeholders are included and which excluded), &quot;the why&quot; (rationales for participation) and &quot;the how&quot; (by what means and in what manner) of inclusion. We were struck by the scale of some development programs, geographically and in terms of the number of diverse program sponsors and stakeholders, and how this necessitated highly creative, innovative participatory techniques to ensure that anyone (and in some cas...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/77357158" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1ba5ef2e83453b66d45fc0827adce04a" rel="nofollow" data-download="{"attachment_id":84751649,"asset_id":77357158,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/84751649/download_file?st=MTczMjQ1ODYyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5671272" href="https://uottawa.academia.edu/PeterMilley">Peter Milley</a><script data-card-contents-for-user="5671272" type="text/json">{"id":5671272,"first_name":"Peter","last_name":"Milley","domain_name":"uottawa","page_name":"PeterMilley","display_name":"Peter Milley","profile_url":"https://uottawa.academia.edu/PeterMilley?f_ri=6156","photo":"https://0.academia-photos.com/5671272/9817917/14238906/s65_peter.milley.jpg"}</script></span></span></li><li class="js-paper-rank-work_77357158 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="77357158"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 77357158, container: ".js-paper-rank-work_77357158", }); });</script></li><li class="js-percentile-work_77357158 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77357158; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_77357158"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_77357158 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="77357158"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77357158; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77357158]").text(description); $(".js-view-count-work_77357158").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_77357158").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="77357158"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="184" href="https://www.academia.edu/Documents/in/Sociology">Sociology</a>, <script data-card-contents-for-ri="184" type="text/json">{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1578" href="https://www.academia.edu/Documents/in/Participatory_Research">Participatory Research</a>, <script data-card-contents-for-ri="1578" type="text/json">{"id":1578,"name":"Participatory Research","url":"https://www.academia.edu/Documents/in/Participatory_Research?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2585" href="https://www.academia.edu/Documents/in/International_Development">International Development</a>, <script data-card-contents-for-ri="2585" type="text/json">{"id":2585,"name":"International Development","url":"https://www.academia.edu/Documents/in/International_Development?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6156" href="https://www.academia.edu/Documents/in/Inclusion">Inclusion</a><script data-card-contents-for-ri="6156" type="text/json">{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=77357158]'), work: {"id":77357158,"title":"Uncovering the mysteries of inclusion: Empirical and methodological possibilities in participatory evaluation in an international context","created_at":"2022-04-23T06:20:04.013-07:00","url":"https://www.academia.edu/77357158/Uncovering_the_mysteries_of_inclusion_Empirical_and_methodological_possibilities_in_participatory_evaluation_in_an_international_context?f_ri=6156","dom_id":"work_77357158","summary":"The inclusion of stakeholders in participatory evaluation in highly diverse, culturally complex settings remains a challenge, given issues of inequity, power, voice, capacity and skill. These challenges are well documented, but there is a relative absence of papers devoted to addressing them based on examples and evidence. In this paper, we report our review of 51 empirical studies of participatory evaluations conducted in the international domain, focusing on the methods of inclusion used in the evaluations. Our findings address \u0026quot;the who\u0026quot; (which stakeholders are included and which excluded), \u0026quot;the why\u0026quot; (rationales for participation) and \u0026quot;the how\u0026quot; (by what means and in what manner) of inclusion. We were struck by the scale of some development programs, geographically and in terms of the number of diverse program sponsors and stakeholders, and how this necessitated highly creative, innovative participatory techniques to ensure that anyone (and in some cas...","downloadable_attachments":[{"id":84751649,"asset_id":77357158,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5671272,"first_name":"Peter","last_name":"Milley","domain_name":"uottawa","page_name":"PeterMilley","display_name":"Peter Milley","profile_url":"https://uottawa.academia.edu/PeterMilley?f_ri=6156","photo":"https://0.academia-photos.com/5671272/9817917/14238906/s65_peter.milley.jpg"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=6156","nofollow":false},{"id":1578,"name":"Participatory Research","url":"https://www.academia.edu/Documents/in/Participatory_Research?f_ri=6156","nofollow":false},{"id":2585,"name":"International Development","url":"https://www.academia.edu/Documents/in/International_Development?f_ri=6156","nofollow":false},{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false},{"id":20436,"name":"Urban And Regional Planning","url":"https://www.academia.edu/Documents/in/Urban_And_Regional_Planning?f_ri=6156"},{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine?f_ri=6156"},{"id":27659,"name":"Applied Economics","url":"https://www.academia.edu/Documents/in/Applied_Economics?f_ri=6156"},{"id":232069,"name":"Participatory Evaluation","url":"https://www.academia.edu/Documents/in/Participatory_Evaluation?f_ri=6156"},{"id":410370,"name":"Public health systems and services research","url":"https://www.academia.edu/Documents/in/Public_health_systems_and_services_research-1?f_ri=6156"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_72893161" data-work_id="72893161" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/72893161/Making_Reasonable_Adjustment_to_Enable_and_Support_People_With_Intellectual_Disability_Engage_in_Objective_Health_Measures_in_a_Research_Study_The_Health_Fair_in_the_Intellectual_Disability_Supplement_to_the_Irish_Longitudinal_Study_on_Ageing">Making Reasonable Adjustment to Enable and Support People With Intellectual Disability Engage in Objective Health Measures in a Research Study—The Health Fair in the Intellectual Disability Supplement to the Irish Longitudinal Study on Ageing</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This observational cross-sectional study presents methods employed in designing and undertaking a suite of eight health assessments, purposely named The Health Fair, as part of Wave 2 (2014) of the Intellectual Disability Supplement to... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_72893161" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This observational cross-sectional study presents methods employed in designing and undertaking a suite of eight health assessments, purposely named The Health Fair, as part of Wave 2 (2014) of the Intellectual Disability Supplement to the Irish Longitudinal Study on Ageing (IDS-TILDA) study. Overall, 604 persons of all levels of intellectual disability, aged 40 years and above and in different living circumstances, participated. The Health Fair process was mobile and overcame barriers such as communication challenges or access that people with intellectual disability face. This protocol could support researchers and practitioners in clinical practice to guide and improve the health assessment of people with intellectual disability to facilitate a better understanding of their health pathways and improve health care delivery and services.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/72893161" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ad2f238bec0e03623abcf975afb80b11" rel="nofollow" data-download="{"attachment_id":81635943,"asset_id":72893161,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/81635943/download_file?st=MTczMjQ1ODYyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="47080329" href="https://independent.academia.edu/EilishBurke1">Eilish Burke</a><script data-card-contents-for-user="47080329" type="text/json">{"id":47080329,"first_name":"Eilish","last_name":"Burke","domain_name":"independent","page_name":"EilishBurke1","display_name":"Eilish Burke","profile_url":"https://independent.academia.edu/EilishBurke1?f_ri=6156","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_72893161 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="72893161"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 72893161, container: ".js-paper-rank-work_72893161", }); 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$(".js-view-count[data-work-id=72893161]").text(description); $(".js-view-count-work_72893161").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_72893161").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="72893161"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="6156" href="https://www.academia.edu/Documents/in/Inclusion">Inclusion</a><script data-card-contents-for-ri="6156" type="text/json">{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=72893161]'), work: {"id":72893161,"title":"Making Reasonable Adjustment to Enable and Support People With Intellectual Disability Engage in Objective Health Measures in a Research Study—The Health Fair in the Intellectual Disability Supplement to the Irish Longitudinal Study on Ageing","created_at":"2022-03-03T02:33:49.455-08:00","url":"https://www.academia.edu/72893161/Making_Reasonable_Adjustment_to_Enable_and_Support_People_With_Intellectual_Disability_Engage_in_Objective_Health_Measures_in_a_Research_Study_The_Health_Fair_in_the_Intellectual_Disability_Supplement_to_the_Irish_Longitudinal_Study_on_Ageing?f_ri=6156","dom_id":"work_72893161","summary":"This observational cross-sectional study presents methods employed in designing and undertaking a suite of eight health assessments, purposely named The Health Fair, as part of Wave 2 (2014) of the Intellectual Disability Supplement to the Irish Longitudinal Study on Ageing (IDS-TILDA) study. Overall, 604 persons of all levels of intellectual disability, aged 40 years and above and in different living circumstances, participated. The Health Fair process was mobile and overcame barriers such as communication challenges or access that people with intellectual disability face. 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If educators are able to understand the implications of hearing loss on educational opportunities, we could learn how to appropriately intervene in learning contents. This... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_50855733" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Hearing loss causes major challenges in individuals' lives. If educators are able to understand the implications of hearing loss on educational opportunities, we could learn how to appropriately intervene in learning contents. This article presents considerations about the benefits of intervention, technology, and inclusion strategies in the deaf and hard of hearing community. Becoming familiar with these techniques and strategies will enable educators, coaches, and facilitators of opportunities to offer greater opportunities for individuals who are deaf.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/50855733" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="49f6dcbccac92bd72eba7a2f06e877bc" rel="nofollow" data-download="{"attachment_id":68730420,"asset_id":50855733,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/68730420/download_file?st=MTczMjQ1ODYyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="43538752" href="https://tarleton.academia.edu/ColinPennington">Colin G . 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Pennington","profile_url":"https://tarleton.academia.edu/ColinPennington?f_ri=6156","photo":"https://0.academia-photos.com/43538752/13355877/77873493/s65_colin.pennington.jpg"}</script></span></span></li><li class="js-paper-rank-work_50855733 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="50855733"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 50855733, container: ".js-paper-rank-work_50855733", }); });</script></li><li class="js-percentile-work_50855733 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50855733; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_50855733"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_50855733 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="50855733"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50855733; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50855733]").text(description); $(".js-view-count-work_50855733").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_50855733").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="50855733"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1415" href="https://www.academia.edu/Documents/in/Deaf_Culture">Deaf Culture</a>, <script data-card-contents-for-ri="1415" type="text/json">{"id":1415,"name":"Deaf Culture","url":"https://www.academia.edu/Documents/in/Deaf_Culture?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6156" href="https://www.academia.edu/Documents/in/Inclusion">Inclusion</a>, <script data-card-contents-for-ri="6156" type="text/json">{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="17292" href="https://www.academia.edu/Documents/in/Deaf_Education">Deaf Education</a>, <script data-card-contents-for-ri="17292" type="text/json">{"id":17292,"name":"Deaf Education","url":"https://www.academia.edu/Documents/in/Deaf_Education?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="18512" href="https://www.academia.edu/Documents/in/Inclusive_Education">Inclusive Education</a><script data-card-contents-for-ri="18512" type="text/json">{"id":18512,"name":"Inclusive Education","url":"https://www.academia.edu/Documents/in/Inclusive_Education?f_ri=6156","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=50855733]'), work: {"id":50855733,"title":"Deafness and Hard of Hearing: Adapting Sport and Physical Activity","created_at":"2021-08-13T11:05:49.901-07:00","url":"https://www.academia.edu/50855733/Deafness_and_Hard_of_Hearing_Adapting_Sport_and_Physical_Activity?f_ri=6156","dom_id":"work_50855733","summary":"Hearing loss causes major challenges in individuals' lives. If educators are able to understand the implications of hearing loss on educational opportunities, we could learn how to appropriately intervene in learning contents. This article presents considerations about the benefits of intervention, technology, and inclusion strategies in the deaf and hard of hearing community. Becoming familiar with these techniques and strategies will enable educators, coaches, and facilitators of opportunities to offer greater opportunities for individuals who are deaf.","downloadable_attachments":[{"id":68730420,"asset_id":50855733,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":43538752,"first_name":"Colin","last_name":"Pennington","domain_name":"tarleton","page_name":"ColinPennington","display_name":"Colin G . Pennington","profile_url":"https://tarleton.academia.edu/ColinPennington?f_ri=6156","photo":"https://0.academia-photos.com/43538752/13355877/77873493/s65_colin.pennington.jpg"}],"research_interests":[{"id":1415,"name":"Deaf Culture","url":"https://www.academia.edu/Documents/in/Deaf_Culture?f_ri=6156","nofollow":false},{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false},{"id":17292,"name":"Deaf Education","url":"https://www.academia.edu/Documents/in/Deaf_Education?f_ri=6156","nofollow":false},{"id":18512,"name":"Inclusive Education","url":"https://www.academia.edu/Documents/in/Inclusive_Education?f_ri=6156","nofollow":false},{"id":39100,"name":"Language and Deafness","url":"https://www.academia.edu/Documents/in/Language_and_Deafness?f_ri=6156"},{"id":207992,"name":"Education of the Deaf and hard of Hearing","url":"https://www.academia.edu/Documents/in/Education_of_the_Deaf_and_hard_of_Hearing?f_ri=6156"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_40479071" data-work_id="40479071" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/40479071/Radio_blindness_interdisciplinarity_ocularnormativity_and_young_people_s_preparation_for_academia">Radio blindness: interdisciplinarity, ocularnormativity, and young people’s preparation for academia</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">True to the field of Cultural Disability Studies in Education (CDSE), this project adopts an explicitly interdisciplinary approach in order to explore representations of disability and the related social attitudes and experiences.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_40479071" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">True to the field of Cultural Disability Studies in Education (CDSE), this project adopts an explicitly interdisciplinary approach in order to explore representations of disability and the related social attitudes and experiences. Disability studies and radio studies are brought together to predicate and inform the analysis of a sample of education-centred discussions featured in In Touch, a long-running BBC Radio 4 programme made for, and by, people who have visual impairments. Critical Discourse Analysis (CDA) is applied to the sub-themes of mainstream-special schooling and social interaction, which are organised in accordance with the tripartite model of disability in order to avoid one-dimensional readings. The project cuts across the mainstream-special binary and reveals the epistemological value of non-normative community in both preparing for, and succeeding in, 21st-century academia.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/40479071" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4ae3092f5c6cbd1d0bd2973db694f4f3" rel="nofollow" data-download="{"attachment_id":60745561,"asset_id":40479071,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/60745561/download_file?st=MTczMjQ1ODYyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="16615680" href="https://lhu.academia.edu/DavidBolt">Professor David Bolt</a><script data-card-contents-for-user="16615680" type="text/json">{"id":16615680,"first_name":"Professor David","last_name":"Bolt","domain_name":"lhu","page_name":"DavidBolt","display_name":"Professor David Bolt","profile_url":"https://lhu.academia.edu/DavidBolt?f_ri=6156","photo":"https://0.academia-photos.com/16615680/4556736/39550364/s65_professor_david.bolt.jpg"}</script></span></span></li><li class="js-paper-rank-work_40479071 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="40479071"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 40479071, container: ".js-paper-rank-work_40479071", }); });</script></li><li class="js-percentile-work_40479071 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40479071; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_40479071"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_40479071 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="40479071"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40479071; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40479071]").text(description); $(".js-view-count-work_40479071").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_40479071").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="40479071"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5097" href="https://www.academia.edu/Documents/in/Blindness">Blindness</a>, <script data-card-contents-for-ri="5097" type="text/json">{"id":5097,"name":"Blindness","url":"https://www.academia.edu/Documents/in/Blindness?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6156" href="https://www.academia.edu/Documents/in/Inclusion">Inclusion</a><script data-card-contents-for-ri="6156" type="text/json">{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=40479071]'), work: {"id":40479071,"title":"Radio blindness: interdisciplinarity, ocularnormativity, and young people’s preparation for academia","created_at":"2019-09-30T04:05:31.201-07:00","url":"https://www.academia.edu/40479071/Radio_blindness_interdisciplinarity_ocularnormativity_and_young_people_s_preparation_for_academia?f_ri=6156","dom_id":"work_40479071","summary":"True to the field of Cultural Disability Studies in Education (CDSE), this project adopts an explicitly interdisciplinary approach in order to explore representations of disability and the related social attitudes and experiences. Disability studies and radio studies are brought together to predicate and inform the analysis of a sample of education-centred discussions featured in In Touch, a long-running BBC Radio 4 programme made for, and by, people who have visual impairments. Critical Discourse Analysis (CDA) is applied to the sub-themes of mainstream-special schooling and social interaction, which are organised in accordance with the tripartite model of disability in order to avoid one-dimensional readings. The project cuts across the mainstream-special binary and reveals the epistemological value of non-normative community in both preparing for, and succeeding in, 21st-century academia.","downloadable_attachments":[{"id":60745561,"asset_id":40479071,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":16615680,"first_name":"Professor David","last_name":"Bolt","domain_name":"lhu","page_name":"DavidBolt","display_name":"Professor David Bolt","profile_url":"https://lhu.academia.edu/DavidBolt?f_ri=6156","photo":"https://0.academia-photos.com/16615680/4556736/39550364/s65_professor_david.bolt.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=6156","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=6156","nofollow":false},{"id":5097,"name":"Blindness","url":"https://www.academia.edu/Documents/in/Blindness?f_ri=6156","nofollow":false},{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false},{"id":6498,"name":"Radio","url":"https://www.academia.edu/Documents/in/Radio?f_ri=6156"},{"id":17225,"name":"Cultural Disability Studies","url":"https://www.academia.edu/Documents/in/Cultural_Disability_Studies?f_ri=6156"},{"id":21562,"name":"Special Educational Needs","url":"https://www.academia.edu/Documents/in/Special_Educational_Needs?f_ri=6156"},{"id":34802,"name":"Disability","url":"https://www.academia.edu/Documents/in/Disability?f_ri=6156"},{"id":102455,"name":"Radio studies","url":"https://www.academia.edu/Documents/in/Radio_studies?f_ri=6156"},{"id":2052780,"name":"Tripartite model of disability","url":"https://www.academia.edu/Documents/in/Tripartite_model_of_disability?f_ri=6156"},{"id":2052781,"name":"Ocularnormativism","url":"https://www.academia.edu/Documents/in/Ocularnormativism?f_ri=6156"},{"id":2978675,"name":"Cultural Disability Studies in Education","url":"https://www.academia.edu/Documents/in/Cultural_Disability_Studies_in_Education?f_ri=6156"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35167722" data-work_id="35167722" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35167722/Creating_Inclusive_Workplaces_using_Mental_Health_perspectives">Creating Inclusive Workplaces using Mental Health perspectives</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This was the presentation for my talk in a symposium on 'Mental Health at Workplace and Social Work Profession' at the WORLD CONGRESS ON MENTAL HEALTH, Delhi (3rd November 2017). I discussed about creating inclusive workplaces using... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35167722" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This was the presentation for my talk in a symposium on 'Mental Health at Workplace and Social Work Profession' at the WORLD CONGRESS ON MENTAL HEALTH, Delhi (3rd November 2017). <br />I discussed about creating inclusive workplaces using mental health perspectives and emphasized upon the idea that the processes for promoting mental health and creating inclusive environments not only contribute to each other but are also necessary for each other. According to me, an inclusive workplace has following characteristics: <br /><br />• It draws diverse people in<br />• It creates space for diversity<br />• It celebrates diversity (instead of tolerating it)<br />• It nurtures and protects mental health of each person<br />• It promotes meaningful participation of each person<br />• It does not push people out because of disability, gender, religion, <br />        sexuality, choice of spouse (e.g. someone in inter-faith marriage), <br />        caste, and other characteristics that are part of human diversity <br />• It ensures that the environment is not a barrier for people’s contribution<br />• It motivates people to contribute <br />• It has caring and respecting environments<br />• It has mechanisms in place for self-care and support - which are not <br />        seen as favours.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35167722" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="edef4ec275950731cd8063dd7384238f" rel="nofollow" data-download="{"attachment_id":55029680,"asset_id":35167722,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55029680/download_file?st=MTczMjQ1ODYyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="945851" href="https://independent.academia.edu/ShwetaVerma49">Shweta Verma</a><script data-card-contents-for-user="945851" type="text/json">{"id":945851,"first_name":"Shweta","last_name":"Verma","domain_name":"independent","page_name":"ShwetaVerma49","display_name":"Shweta Verma","profile_url":"https://independent.academia.edu/ShwetaVerma49?f_ri=6156","photo":"https://0.academia-photos.com/945851/351181/60681519/s65_shweta.verma.jpg"}</script></span></span></li><li class="js-paper-rank-work_35167722 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35167722"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35167722, container: ".js-paper-rank-work_35167722", }); });</script></li><li class="js-percentile-work_35167722 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35167722; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_35167722"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_35167722 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="35167722"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35167722; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35167722]").text(description); $(".js-view-count-work_35167722").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_35167722").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="35167722"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2827" href="https://www.academia.edu/Documents/in/Mental_Health">Mental Health</a>, <script data-card-contents-for-ri="2827" type="text/json">{"id":2827,"name":"Mental Health","url":"https://www.academia.edu/Documents/in/Mental_Health?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6156" href="https://www.academia.edu/Documents/in/Inclusion">Inclusion</a>, <script data-card-contents-for-ri="6156" type="text/json">{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="17802" href="https://www.academia.edu/Documents/in/Diversity_and_Inclusion">Diversity & Inclusion</a>, <script data-card-contents-for-ri="17802" type="text/json">{"id":17802,"name":"Diversity \u0026 Inclusion","url":"https://www.academia.edu/Documents/in/Diversity_and_Inclusion?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="472306" href="https://www.academia.edu/Documents/in/Workplace_health_and_safety">Workplace health and safety</a><script data-card-contents-for-ri="472306" type="text/json">{"id":472306,"name":"Workplace health and safety","url":"https://www.academia.edu/Documents/in/Workplace_health_and_safety?f_ri=6156","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=35167722]'), work: {"id":35167722,"title":"Creating Inclusive Workplaces using Mental Health perspectives","created_at":"2017-11-16T21:03:37.657-08:00","url":"https://www.academia.edu/35167722/Creating_Inclusive_Workplaces_using_Mental_Health_perspectives?f_ri=6156","dom_id":"work_35167722","summary":"This was the presentation for my talk in a symposium on 'Mental Health at Workplace and Social Work Profession' at the WORLD CONGRESS ON MENTAL HEALTH, Delhi (3rd November 2017). \nI discussed about creating inclusive workplaces using mental health perspectives and emphasized upon the idea that the processes for promoting mental health and creating inclusive environments not only contribute to each other but are also necessary for each other. According to me, an inclusive workplace has following characteristics: \n\n•\tIt draws diverse people in\n•\tIt creates space for diversity\n•\tIt celebrates diversity (instead of tolerating it)\n•\tIt nurtures and protects mental health of each person\n•\tIt promotes meaningful participation of each person\n•\tIt does not push people out because of disability, gender, religion, \n sexuality, choice of spouse (e.g. someone in inter-faith marriage), \n caste, and other characteristics that are part of human diversity \n•\tIt ensures that the environment is not a barrier for people’s contribution\n•\tIt motivates people to contribute \n•\tIt has caring and respecting environments\n•\tIt has mechanisms in place for self-care and support - which are not \n seen as favours. \n","downloadable_attachments":[{"id":55029680,"asset_id":35167722,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":945851,"first_name":"Shweta","last_name":"Verma","domain_name":"independent","page_name":"ShwetaVerma49","display_name":"Shweta Verma","profile_url":"https://independent.academia.edu/ShwetaVerma49?f_ri=6156","photo":"https://0.academia-photos.com/945851/351181/60681519/s65_shweta.verma.jpg"}],"research_interests":[{"id":2827,"name":"Mental Health","url":"https://www.academia.edu/Documents/in/Mental_Health?f_ri=6156","nofollow":false},{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false},{"id":17802,"name":"Diversity \u0026 Inclusion","url":"https://www.academia.edu/Documents/in/Diversity_and_Inclusion?f_ri=6156","nofollow":false},{"id":472306,"name":"Workplace health and safety","url":"https://www.academia.edu/Documents/in/Workplace_health_and_safety?f_ri=6156","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_47852077" data-work_id="47852077" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/47852077/SPECIAL_SCHOOLS_What_future_for_special_schools_and_inclusion_Conceptual_and_professional_perspectives">SPECIAL SCHOOLS: What future for special schools and inclusion? Conceptual and professional perspectives</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/47852077" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="418617a380ec95469309cf3d4e9140a8" rel="nofollow" data-download="{"attachment_id":66762872,"asset_id":47852077,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/66762872/download_file?st=MTczMjQ1ODYyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="23512759" href="https://barefootseo.academia.edu/BrahmNorwich">Brahm Norwich</a><script data-card-contents-for-user="23512759" type="text/json">{"id":23512759,"first_name":"Brahm","last_name":"Norwich","domain_name":"barefootseo","page_name":"BrahmNorwich","display_name":"Brahm Norwich","profile_url":"https://barefootseo.academia.edu/BrahmNorwich?f_ri=6156","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_47852077 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="47852077"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 47852077, container: ".js-paper-rank-work_47852077", }); 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$(".js-view-count[data-work-id=47852077]").text(description); $(".js-view-count-work_47852077").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_47852077").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="47852077"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="5167" href="https://www.academia.edu/Documents/in/Governance">Governance</a>, <script data-card-contents-for-ri="5167" type="text/json">{"id":5167,"name":"Governance","url":"https://www.academia.edu/Documents/in/Governance?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6156" href="https://www.academia.edu/Documents/in/Inclusion">Inclusion</a>, <script data-card-contents-for-ri="6156" type="text/json">{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="44057" href="https://www.academia.edu/Documents/in/Curriculum">Curriculum</a>, <script data-card-contents-for-ri="44057" type="text/json">{"id":44057,"name":"Curriculum","url":"https://www.academia.edu/Documents/in/Curriculum?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="63353" href="https://www.academia.edu/Documents/in/Identification">Identification</a><script data-card-contents-for-ri="63353" type="text/json">{"id":63353,"name":"Identification","url":"https://www.academia.edu/Documents/in/Identification?f_ri=6156","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=47852077]'), work: {"id":47852077,"title":"SPECIAL SCHOOLS: What future for special schools and inclusion? Conceptual and professional perspectives","created_at":"2021-05-01T12:03:01.058-07:00","url":"https://www.academia.edu/47852077/SPECIAL_SCHOOLS_What_future_for_special_schools_and_inclusion_Conceptual_and_professional_perspectives?f_ri=6156","dom_id":"work_47852077","summary":null,"downloadable_attachments":[{"id":66762872,"asset_id":47852077,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":23512759,"first_name":"Brahm","last_name":"Norwich","domain_name":"barefootseo","page_name":"BrahmNorwich","display_name":"Brahm Norwich","profile_url":"https://barefootseo.academia.edu/BrahmNorwich?f_ri=6156","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":5167,"name":"Governance","url":"https://www.academia.edu/Documents/in/Governance?f_ri=6156","nofollow":false},{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false},{"id":44057,"name":"Curriculum","url":"https://www.academia.edu/Documents/in/Curriculum?f_ri=6156","nofollow":false},{"id":63353,"name":"Identification","url":"https://www.academia.edu/Documents/in/Identification?f_ri=6156","nofollow":false},{"id":129913,"name":"Attitudes","url":"https://www.academia.edu/Documents/in/Attitudes?f_ri=6156"},{"id":529848,"name":"Placement","url":"https://www.academia.edu/Documents/in/Placement?f_ri=6156"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43704746" data-work_id="43704746" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43704746/Case_Studies_for_Inclusion_in_Education_Strategies_and_Guidelines_for_Educating_Students_with_Disabilities_in_the_General_Education_Environment">Case Studies for Inclusion in Education: Strategies and Guidelines for Educating Students with Disabilities in the General Education Environment</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The intent of this book is to serve as a guide for teachers, teachers in training, and other service providers to engage in understanding and analyzing inclusion to help prepare them for how they can best teach and serve all students,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43704746" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The intent of this book is to serve as a guide for teachers, teachers in training, and other service providers to engage in understanding and analyzing inclusion to help prepare them for how they can best teach and serve all students, including those with a disability. These case studies provide a guide for analyzing real life situations and will help readers to become a better teacher and service provider. Too often the inclusion planning process only looks at a few areas and not a comprehensive analysis of skill and support needs. This book provides the framework for analyzing these areas.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43704746" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d46776507ad29e232c3119fce42ef7f1" rel="nofollow" data-download="{"attachment_id":64010019,"asset_id":43704746,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64010019/download_file?st=MTczMjQ1ODYyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3515556" href="https://tu-ca.academia.edu/KeithStorey">Keith Storey</a><script data-card-contents-for-user="3515556" type="text/json">{"id":3515556,"first_name":"Keith","last_name":"Storey","domain_name":"tu-ca","page_name":"KeithStorey","display_name":"Keith Storey","profile_url":"https://tu-ca.academia.edu/KeithStorey?f_ri=6156","photo":"https://0.academia-photos.com/3515556/9985784/11136728/s65_keith.storey.jpg"}</script></span></span></li><li class="js-paper-rank-work_43704746 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43704746"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43704746, container: ".js-paper-rank-work_43704746", }); });</script></li><li class="js-percentile-work_43704746 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43704746; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_43704746"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_43704746 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="43704746"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43704746; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43704746]").text(description); $(".js-view-count-work_43704746").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43704746").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43704746"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1062" href="https://www.academia.edu/Documents/in/Special_Education">Special Education</a>, <script data-card-contents-for-ri="1062" type="text/json">{"id":1062,"name":"Special Education","url":"https://www.academia.edu/Documents/in/Special_Education?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4270" href="https://www.academia.edu/Documents/in/Autism_Spectrum_Disorders">Autism Spectrum Disorders</a>, <script data-card-contents-for-ri="4270" type="text/json">{"id":4270,"name":"Autism Spectrum Disorders","url":"https://www.academia.edu/Documents/in/Autism_Spectrum_Disorders?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6156" href="https://www.academia.edu/Documents/in/Inclusion">Inclusion</a>, <script data-card-contents-for-ri="6156" type="text/json">{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7099" href="https://www.academia.edu/Documents/in/Case_Studies">Case Studies</a><script data-card-contents-for-ri="7099" type="text/json">{"id":7099,"name":"Case Studies","url":"https://www.academia.edu/Documents/in/Case_Studies?f_ri=6156","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43704746]'), work: {"id":43704746,"title":"Case Studies for Inclusion in Education: Strategies and Guidelines for Educating Students with Disabilities in the General Education Environment","created_at":"2020-07-24T09:37:06.401-07:00","url":"https://www.academia.edu/43704746/Case_Studies_for_Inclusion_in_Education_Strategies_and_Guidelines_for_Educating_Students_with_Disabilities_in_the_General_Education_Environment?f_ri=6156","dom_id":"work_43704746","summary":"The intent of this book is to serve as a guide for teachers, teachers in training, and other service providers to engage in understanding and analyzing inclusion to help prepare them for how they can best teach and serve all students, including those with a disability. These case studies provide a guide for analyzing real life situations and will help readers to become a better teacher and service provider. Too often the inclusion planning process only looks at a few areas and not a comprehensive analysis of skill and support needs. This book provides the framework for analyzing these areas.","downloadable_attachments":[{"id":64010019,"asset_id":43704746,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3515556,"first_name":"Keith","last_name":"Storey","domain_name":"tu-ca","page_name":"KeithStorey","display_name":"Keith Storey","profile_url":"https://tu-ca.academia.edu/KeithStorey?f_ri=6156","photo":"https://0.academia-photos.com/3515556/9985784/11136728/s65_keith.storey.jpg"}],"research_interests":[{"id":1062,"name":"Special Education","url":"https://www.academia.edu/Documents/in/Special_Education?f_ri=6156","nofollow":false},{"id":4270,"name":"Autism Spectrum Disorders","url":"https://www.academia.edu/Documents/in/Autism_Spectrum_Disorders?f_ri=6156","nofollow":false},{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false},{"id":7099,"name":"Case Studies","url":"https://www.academia.edu/Documents/in/Case_Studies?f_ri=6156","nofollow":false},{"id":18512,"name":"Inclusive Education","url":"https://www.academia.edu/Documents/in/Inclusive_Education?f_ri=6156"},{"id":21562,"name":"Special Educational Needs","url":"https://www.academia.edu/Documents/in/Special_Educational_Needs?f_ri=6156"},{"id":31465,"name":"Learning Disabilities","url":"https://www.academia.edu/Documents/in/Learning_Disabilities?f_ri=6156"},{"id":34802,"name":"Disability","url":"https://www.academia.edu/Documents/in/Disability?f_ri=6156"},{"id":130330,"name":"Special Education Needs and Inclusive Practice","url":"https://www.academia.edu/Documents/in/Special_Education_Needs_and_Inclusive_Practice?f_ri=6156"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_66678340 coauthored" data-work_id="66678340" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/66678340/Correlates_of_Attitudes_Toward_Academic_and_Physical_Inclusive_Practices_for_Students_with_Disabilities_and_Selected_Leadership_Behaviors_Among_Middle_School_Principals_in_North_Carolina">Correlates of Attitudes Toward Academic and Physical Inclusive Practices for Students with Disabilities and Selected Leadership Behaviors Among Middle School Principals in North Carolina</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The purpose of the study was to examine the relationship between attitudes toward academic and inclusive practices for students with disabilities and selected leadership behaviors (transformational and transactional) among principals in... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_66678340" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The purpose of the study was to examine the relationship between attitudes toward academic and inclusive practices for students with disabilities and selected leadership behaviors (transformational and transactional) among principals in North Carolina. Participants for this study were randomly selected middle school principals from public schools in North Carolina. This study used a one-group, correlational design, using two instruments. The results of this study found a significant relationship between academic and physical inclusive practices and transformational leadership behaviors, r (75) =.320, p &lt;. 01). However, no significant relationship was found between academic and physical inclusive practices and transactional leadership behaviors, r (72) = -.068, p &lt;.05. The findings for this study suggest that the more North Carolina middle school principals demonstrated transformational leadership behaviors, the more positive their attitudes were toward academic and physical in...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/66678340" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1d52071ab08f1b9ff718611564646279" rel="nofollow" data-download="{"attachment_id":77776850,"asset_id":66678340,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/77776850/download_file?st=MTczMjQ1ODYyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="162755819" href="https://independent.academia.edu/MaryHouser">Mary Houser</a><script data-card-contents-for-user="162755819" type="text/json">{"id":162755819,"first_name":"Mary","last_name":"Houser","domain_name":"independent","page_name":"MaryHouser","display_name":"Mary Houser","profile_url":"https://independent.academia.edu/MaryHouser?f_ri=6156","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-66678340">+1</span><div class="hidden js-additional-users-66678340"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/TerenceHicks">Terence Hicks</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-66678340'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-66678340').html(); 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Participants for this study were randomly selected middle school principals from public schools in North Carolina. This study used a one-group, correlational design, using two instruments. The results of this study found a significant relationship between academic and physical inclusive practices and transformational leadership behaviors, r (75) =.320, p \u0026lt;. 01). However, no significant relationship was found between academic and physical inclusive practices and transactional leadership behaviors, r (72) = -.068, p \u0026lt;.05. The findings for this study suggest that the more North Carolina middle school principals demonstrated transformational leadership behaviors, the more positive their attitudes were toward academic and physical in...","downloadable_attachments":[{"id":77776850,"asset_id":66678340,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":162755819,"first_name":"Mary","last_name":"Houser","domain_name":"independent","page_name":"MaryHouser","display_name":"Mary Houser","profile_url":"https://independent.academia.edu/MaryHouser?f_ri=6156","photo":"/images/s65_no_pic.png"},{"id":212411584,"first_name":"Terence","last_name":"Hicks","domain_name":"independent","page_name":"TerenceHicks","display_name":"Terence Hicks","profile_url":"https://independent.academia.edu/TerenceHicks?f_ri=6156","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false},{"id":43314,"name":"Transactional Leadership","url":"https://www.academia.edu/Documents/in/Transactional_Leadership?f_ri=6156","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43760867" data-work_id="43760867" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43760867/MINORITY_REPORTS_CULTURAL_DISABILITY_STUDIES_n_13_II_2021_CALL_FOR_ABSTRACTS_Educational_and_school_inclusion_in_the_European_framework_ed_by_Giampiero_Griffo_Disabled_People_s_International_World_Council_Alessandra_M_Straniero_Univ_of_Calabria_">MINORITY REPORTS. CULTURAL DISABILITY STUDIES n. 13 / II 2021 CALL FOR ABSTRACTS "Educational and school inclusion in the European framework", ed. by Giampiero Griffo (Disabled People’s International – World Council), Alessandra M. Straniero (Univ. of Calabria)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The journal "Minority Reports. Cultural Disability Studies" purports to devote the monographic issue 13 / II 2021 to the topic of school and educational inclusion of the students with disability, as it is declined, both in conceptual and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43760867" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The journal "Minority Reports. Cultural Disability Studies" purports to devote the monographic issue 13 / II 2021 to the topic of school and educational inclusion of the students with disability, as it is declined, both in conceptual and operational terms, in the different European countries.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43760867" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="69ec7aef41630bb4242a6dfc00b4a69f" rel="nofollow" data-download="{"attachment_id":64073075,"asset_id":43760867,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64073075/download_file?st=MTczMjQ1ODYyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4096036" href="https://unical-it.academia.edu/AlessandraMStraniero">Alessandra M. 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href="https://www.academia.edu/65797738/A_Human_Capital_Framework_for_inclusion_in_Company_Annual_Reports_A_South_African_perspective">A Human Capital Framework for inclusion in Company Annual Reports - A South African perspective</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/65797738" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b349a7ab83361e799c70c32c9f9ecce1" rel="nofollow" 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$('*[data-has-card-for-ri-list=65797738]'), work: {"id":65797738,"title":"A Human Capital Framework for inclusion in Company Annual Reports - A South African perspective","created_at":"2021-12-23T23:45:35.620-08:00","url":"https://www.academia.edu/65797738/A_Human_Capital_Framework_for_inclusion_in_Company_Annual_Reports_A_South_African_perspective?f_ri=6156","dom_id":"work_65797738","summary":null,"downloadable_attachments":[{"id":77238532,"asset_id":65797738,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":13573689,"first_name":"Reuphillan","last_name":"Pelser","domain_name":"independent","page_name":"ReuphillanKasselman","display_name":"Reuphillan 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}); });</script></span><script>$(function() { $(".js-view-count-work_47107081").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="47107081"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1233" href="https://www.academia.edu/Documents/in/Social_Networks">Social Networks</a>, <script data-card-contents-for-ri="1233" type="text/json">{"id":1233,"name":"Social Networks","url":"https://www.academia.edu/Documents/in/Social_Networks?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6156" href="https://www.academia.edu/Documents/in/Inclusion">Inclusion</a>, <script data-card-contents-for-ri="6156" type="text/json">{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="594207" href="https://www.academia.edu/Documents/in/Expectation">Expectation</a><script data-card-contents-for-ri="594207" type="text/json">{"id":594207,"name":"Expectation","url":"https://www.academia.edu/Documents/in/Expectation?f_ri=6156","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=47107081]'), work: {"id":47107081,"title":"High Expectations Require Supporting New Teachers, Educating the School Community","created_at":"2021-04-20T19:51:57.785-07:00","url":"https://www.academia.edu/47107081/High_Expectations_Require_Supporting_New_Teachers_Educating_the_School_Community?f_ri=6156","dom_id":"work_47107081","summary":null,"downloadable_attachments":[{"id":66375968,"asset_id":47107081,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":46410258,"first_name":"Heidi","last_name":"MacGlaughlin","domain_name":"independent","page_name":"HeidiMacGlaughlin","display_name":"Heidi MacGlaughlin","profile_url":"https://independent.academia.edu/HeidiMacGlaughlin?f_ri=6156","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1233,"name":"Social Networks","url":"https://www.academia.edu/Documents/in/Social_Networks?f_ri=6156","nofollow":false},{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false},{"id":594207,"name":"Expectation","url":"https://www.academia.edu/Documents/in/Expectation?f_ri=6156","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_41080674" data-work_id="41080674" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/41080674/Motschenbacher_Heiko_2019_Non_nativeness_as_a_dimension_of_inclusion_A_multimodal_representational_analysis_of_EFL_textbooks_International_Journal_of_Applied_Linguistics_29_3_285_307">Motschenbacher, Heiko (2019): “Non-nativeness as a dimension of inclusion: A multimodal representational analysis of EFL textbooks.” International Journal of Applied Linguistics 29.3: 285–307.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The article first introduces the special issue on the topic of Linguistic Dimensions of Inclusion in Educational and Multilingual Contexts. Key aspects of inclusive education are outlined and applied to the realm of language,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_41080674" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The article first introduces the special issue on the topic of Linguistic Dimensions of Inclusion in Educational and Multilingual Contexts. Key aspects of inclusive education are outlined and applied to the realm of language, communication and language learning. The concept "linguistic barrier," a collective term for linguistic practices and communicative aspects that may pose obstacles to language learning, communicative success or a successful integration of individuals in multilingual contexts, is discussed. Focal points of the individual contributions to the special issue are briefly outlined. In the second part, the article hones in on non-nativeness as a dimension of inclusion in foreign language teaching. Processes of exclusion and inclusion are illustrated through a multimodal critical discourse analysis of representational practices in units from the German EFL textbook series Navi Englisch. The main focus of analysis lies on verbal and visual cultural indexes that allow for conclusions on the representation of native and non-native social actors as well as ENL, ESL and EFL cultures. Based on the finding that the material shows a strong predominance of native language user representation , it is argued that a mainstreaming of second language identities and English as an international lingua franca in ELT can foster higher levels of inclusion that are likely to have positive, empowering effects for learners of English and non-native English language teachers alike. KEYWORDS critical discourse studies, EFL textbooks, English as a lingua franca, foreign language teaching, inclusion, language learning, linguistic barrier, non-nativeness</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/41080674" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c591a775506d25703fc36aa66fc6b855" rel="nofollow" data-download="{"attachment_id":61346423,"asset_id":41080674,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61346423/download_file?st=MTczMjQ1ODYyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1308821" href="https://hvl-no.academia.edu/HeikoMotschenbacher">Heiko Motschenbacher</a><script data-card-contents-for-user="1308821" type="text/json">{"id":1308821,"first_name":"Heiko","last_name":"Motschenbacher","domain_name":"hvl-no","page_name":"HeikoMotschenbacher","display_name":"Heiko Motschenbacher","profile_url":"https://hvl-no.academia.edu/HeikoMotschenbacher?f_ri=6156","photo":"https://0.academia-photos.com/1308821/2687186/19523928/s65_heiko.motschenbacher.jpg"}</script></span></span></li><li class="js-paper-rank-work_41080674 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="41080674"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 41080674, container: ".js-paper-rank-work_41080674", }); 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$(".js-view-count[data-work-id=41080674]").text(description); $(".js-view-count-work_41080674").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_41080674").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="41080674"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="6156" href="https://www.academia.edu/Documents/in/Inclusion">Inclusion</a>, <script data-card-contents-for-ri="6156" type="text/json">{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7492" href="https://www.academia.edu/Documents/in/Non-Native_English_Speaking_Professionals_in_TESOL">Non-Native English Speaking Professionals in TESOL</a>, <script data-card-contents-for-ri="7492" type="text/json">{"id":7492,"name":"Non-Native English Speaking Professionals in TESOL","url":"https://www.academia.edu/Documents/in/Non-Native_English_Speaking_Professionals_in_TESOL?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="17802" href="https://www.academia.edu/Documents/in/Diversity_and_Inclusion">Diversity & Inclusion</a>, <script data-card-contents-for-ri="17802" type="text/json">{"id":17802,"name":"Diversity \u0026 Inclusion","url":"https://www.academia.edu/Documents/in/Diversity_and_Inclusion?f_ri=6156","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="19707" href="https://www.academia.edu/Documents/in/Social_Inclusion">Social Inclusion</a><script data-card-contents-for-ri="19707" type="text/json">{"id":19707,"name":"Social Inclusion","url":"https://www.academia.edu/Documents/in/Social_Inclusion?f_ri=6156","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=41080674]'), work: {"id":41080674,"title":"Motschenbacher, Heiko (2019): “Non-nativeness as a dimension of inclusion: A multimodal representational analysis of EFL textbooks.” International Journal of Applied Linguistics 29.3: 285–307.","created_at":"2019-11-26T14:54:39.384-08:00","url":"https://www.academia.edu/41080674/Motschenbacher_Heiko_2019_Non_nativeness_as_a_dimension_of_inclusion_A_multimodal_representational_analysis_of_EFL_textbooks_International_Journal_of_Applied_Linguistics_29_3_285_307?f_ri=6156","dom_id":"work_41080674","summary":"The article first introduces the special issue on the topic of Linguistic Dimensions of Inclusion in Educational and Multilingual Contexts. Key aspects of inclusive education are outlined and applied to the realm of language, communication and language learning. The concept \"linguistic barrier,\" a collective term for linguistic practices and communicative aspects that may pose obstacles to language learning, communicative success or a successful integration of individuals in multilingual contexts, is discussed. Focal points of the individual contributions to the special issue are briefly outlined. In the second part, the article hones in on non-nativeness as a dimension of inclusion in foreign language teaching. Processes of exclusion and inclusion are illustrated through a multimodal critical discourse analysis of representational practices in units from the German EFL textbook series Navi Englisch. The main focus of analysis lies on verbal and visual cultural indexes that allow for conclusions on the representation of native and non-native social actors as well as ENL, ESL and EFL cultures. Based on the finding that the material shows a strong predominance of native language user representation , it is argued that a mainstreaming of second language identities and English as an international lingua franca in ELT can foster higher levels of inclusion that are likely to have positive, empowering effects for learners of English and non-native English language teachers alike. KEYWORDS critical discourse studies, EFL textbooks, English as a lingua franca, foreign language teaching, inclusion, language learning, linguistic barrier, non-nativeness","downloadable_attachments":[{"id":61346423,"asset_id":41080674,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1308821,"first_name":"Heiko","last_name":"Motschenbacher","domain_name":"hvl-no","page_name":"HeikoMotschenbacher","display_name":"Heiko Motschenbacher","profile_url":"https://hvl-no.academia.edu/HeikoMotschenbacher?f_ri=6156","photo":"https://0.academia-photos.com/1308821/2687186/19523928/s65_heiko.motschenbacher.jpg"}],"research_interests":[{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false},{"id":7492,"name":"Non-Native English Speaking Professionals in TESOL","url":"https://www.academia.edu/Documents/in/Non-Native_English_Speaking_Professionals_in_TESOL?f_ri=6156","nofollow":false},{"id":17802,"name":"Diversity \u0026 Inclusion","url":"https://www.academia.edu/Documents/in/Diversity_and_Inclusion?f_ri=6156","nofollow":false},{"id":19707,"name":"Social Inclusion","url":"https://www.academia.edu/Documents/in/Social_Inclusion?f_ri=6156","nofollow":false},{"id":36114,"name":"Textbook Research","url":"https://www.academia.edu/Documents/in/Textbook_Research?f_ri=6156"},{"id":50024,"name":"Language Teaching","url":"https://www.academia.edu/Documents/in/Language_Teaching?f_ri=6156"},{"id":50569,"name":"Language Learning","url":"https://www.academia.edu/Documents/in/Language_Learning?f_ri=6156"},{"id":114121,"name":"School Textbooks","url":"https://www.academia.edu/Documents/in/School_Textbooks?f_ri=6156"},{"id":134137,"name":"Textbook Analysis","url":"https://www.academia.edu/Documents/in/Textbook_Analysis?f_ri=6156"},{"id":295472,"name":"Native Speaker/non-Native Speaker Teachers of English","url":"https://www.academia.edu/Documents/in/Native_Speaker_non-Native_Speaker_Teachers_of_English?f_ri=6156"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_29118987 coauthored" data-work_id="29118987" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/29118987/Vilje_til_selvinklusion_N%C3%A5r_f%C3%A6llesskabet_st%C3%A5r_og_falder_med_den_enkelte_elevs_forhold_til_sig_selv">Vilje til selvinklusion: Når fællesskabet står og falder med den enkelte elevs forhold til sig selv</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Elevens selvforhold og robusthed ses som en afgørende forudsætning for læring og deltagelse i fællesskabet, og skolerne gør i deres indsats for inklusion et kæmpe arbejde for at gøre eleverne robuste. Men der er ingen entydig opskrift på,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_29118987" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Elevens selvforhold og robusthed ses som en afgørende forudsætning for læring og deltagelse i fællesskabet, og skolerne gør i deres indsats for inklusion et kæmpe arbejde for at gøre eleverne robuste. Men der er ingen entydig opskrift på, hvordan man gør et barn robust, og den pædagogiske praksis, skolerne folder ud for at skabe robusthed, risikerer at være skrøbelig.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/29118987" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5068cda2070468d30919a96916ecc895" rel="nofollow" data-download="{"attachment_id":49565306,"asset_id":29118987,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/49565306/download_file?st=MTczMjQ1ODYyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="23130386" href="https://au.academia.edu/HKnudsen">Hanne Knudsen</a><script data-card-contents-for-user="23130386" type="text/json">{"id":23130386,"first_name":"Hanne","last_name":"Knudsen","domain_name":"au","page_name":"HKnudsen","display_name":"Hanne Knudsen","profile_url":"https://au.academia.edu/HKnudsen?f_ri=6156","photo":"https://0.academia-photos.com/23130386/12298017/13692428/s65_hanne.knudsen.jpg_oh_201ef11c1a9ae643b4ea54e89784d253_oe_57bea1da"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-29118987">+1</span><div class="hidden js-additional-users-29118987"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/IramKhawaja">Iram Khawaja</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-29118987'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-29118987').html(); 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Men der er ingen entydig opskrift på, hvordan man gør et barn robust, og den pædagogiske praksis, skolerne folder ud for at skabe robusthed, risikerer at være skrøbelig. 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Khawaja","profile_url":"https://independent.academia.edu/IramKhawaja?f_ri=6156","photo":"https://0.academia-photos.com/32204540/9625359/18014021/s65_iram.khawaja.jpg"}],"research_interests":[{"id":3231,"name":"Governmentality","url":"https://www.academia.edu/Documents/in/Governmentality?f_ri=6156","nofollow":false},{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=6156","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_29272465 coauthored" data-work_id="29272465" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/29272465/Impact_of_culture_on_expectations_for_and_knowledge_of_competitive_employment_for_people_with_disabilities">Impact of culture on expectations for 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