Inclusion

Inclusive and Accessible Special Event Planning: An Australian Perspective

by Simon Darcy

Darcy, S., & Harris, R. (2003). Inclusive and accessible special event planning: an Australia perspective. Event Management, 8(1), 516-536.

People with disabilities have a right to access the full range of social activities and services available in a... more People with disabilities have a right to access the full range of social activities and services available in a society. Nonetheless, the way that built and social environments are often constructed serves to restrict access of this group to a wide range of activities and hence compromise their rights as citizens. This article looks at how those engaged in the organization of events can facilitate the involvement of people with disabilities in theconferences, festivals, sporting, and other events that they conduct. The article begins by providing a brief overview of selected statistics and legislation associated with disability in Australia. It then looks at the operationalization of event disability planning in Australia through a review of complaint cases made under the Disability Discrimination Act, 1992. The review provides an insight into the current discriminatory practices employed by event and venue managers. The article then presents a “best practice” case study of the Sydney 2000 Olympic and Paralympic Games to show how disability and access issues were incorporated into the event planning and operations processes. The article concludes with some suggestions as to how event and venue managers can better incorporate people with disabilities into their programs.

Keywords
Disabilities Discriminatory practices Accessibility Special event planning Australia

From scapegoats to ‘good’ immigrants? Albanians’ supposedly successful integration to Greece

by Ifigeneia Kokkali

The massive concentration of the Albanian migration over a short period of time has marked this particular flow as a... more The massive concentration of the Albanian migration over a short period of time has marked this particular flow as a unique case. Greece has been the destination par excellence of Albanian out-migration, while 60 percent of the country’s foreign immigrants come solely from Albania. Greek public opinion, Greek media and the state have viewed immigrants and Albanians in particular, first, with suspicion and resentment, then with a utilitarian and paternalist spirit, since the latter, post-2004, were perceived as beneficial to the country’s economy. This shift together with the changes brought to the ethno-national structure of the foreign population of Greece due to the entrance of new immigrants from Asia and Africa in the mid-2000s, had a significant impact on the perception of the Albanians by the dominant society. From scapegoats they were until the early 2000s, at the end of the decade they become the ‘good’ and integrated immigrants of the Greek society.
The purpose of this article is to demonstrate that this ‘integration’ is only integration by name. For this purpose, I draw on an empirical study conducted in 2005-2006 in Greece, as well as on the relevant literature. My argument starts from a brief overview of the Greek immigration policy that has opened ‘Pandora’s Box’ for the hostile perception of the Albanians. Then, I try to discuss the reasons that brought a shift to this perception and why the Albanians are currently thought to be the most integrated foreign population of Greece. Finally, I distinguish three preconditions that – according to me – permit discussions to go freely on the issue of the successful integration of Albanian immigrants in Greece.

Determining the Preparatory Skills of Preschools Based on the Opinions of Teachers and Literature Review

by Halil Eksi

Serhat ODLUYURT, E. Sema BATU
Educational Sciences: Th eory & Practice
9 (4) • Autumn 2009 • 1841-1851

Th e general purpose of the present study was to determine the preparatory skills of children
with developmental... more Th e general purpose of the present study was to determine the preparatory skills of children
with developmental disabilities based on the opinions of teachers and the literature.
It was aimed to determine the highest priority and secondary level priority preparatory
skills based on the opinions of the pre-school teachers. In order to reach this purpose, a
survey was developed and administered to the preschool teachers working in schools. After
completing the surveys, a literature review was conducted and the preparatory skills in
the literature were determined. Th e similar skills mentioned by the teachers and found in
the literature were grouped. Th e preparatory skills found in this study were similar to those
found in the literature.

Développement d’un modèle d’évaluation d’un dispositif de soutien à l’inclusion scolaire

by Patrick Bonvin

Bonvin, P. (2011). Développement d’un modèle d’évaluation d’un dispositif de soutien à l’inclusion scolaire. Education et Francophonie, XXXIX(2), 250-271.

Inclusive education, in Encyclopedia of Curriculum Studies

by Celia Oyler

A Case Study of Principal Leadership in an Effective Inclusive School

by David Hoppey

ONE FAMILY'S PERSPECTIVE OF THEIR EXPERIENCES WITH SCHOOL AND DISTRICT PERSONNEL OVER TIME RELATED TO INCLUSIVE …

by David Hoppey

Is inclusion an illusion? An examination of national and state trends toward the education of students with learning disabilities in general education classrooms

by David Hoppey

http://onlinelibrary.wiley.com/doi/10.1111/j.1540-5826.2004.00094.x/abstract

What does it mean to mentor: One student's non traditional story

by Kenny Fasching-Varner

Co-authored with Clarie Bible - published by Think College

This brief tells the story of a role reversal and a creative
approach to postsecondary inclusive education. At a... more This brief tells the story of a role reversal and a creative
approach to postsecondary inclusive education. At a small
private college in Wisconsin, a student with a disability
served as a peer leader and mentor to students without
disabilities in a freshman seminar class. In describing this experience, we present some of the institutional challenges faced in having a student with an intellectual disability serve in the role of peer leader and mentor. We also reflect on how upending the concept of peer mentoring challenged some assumptions about integration of individuals with developmental disabilities on a college campus. Finally, we discuss the positive impact this experience had on the mentor, the professor, the class, and the students involved.

Conductive education in a new context

by Mike Lambert

British Journal of Special Education, 19 (4) December 1992, pp.148-52.

The paper reviews the way in which the National Curriculum for England and Wales was introduced into the practice of... more The paper reviews the way in which the National Curriculum for England and Wales was introduced into the practice of Conductive Education, a system of guidance and teaching for children and adults with motor disorders, first developed in Hungary.

Conductive education: links with mainstream schools

by Mike Lambert

Support for Learning, 19 (1) February 2004, pp.31-37

Conductive education is a distinctive style of
teaching and learning for pupils with physical more Conductive education is a distinctive style of
teaching and learning for pupils with physical
difficulties. It is practised in the UK in some
maintained, non-maintained and independent special
schools and centres (here collectively termed
‘conductive-education schools’). In this article Mike
Lambert investigates the extent to which these
conductive-education schools have links with
mainstream schools, and the purposes and nature of
such links. It discusses what conductive-education
schools may need to do if they are to develop effective
and valuable roles in respect to mainstream schooling.
This report has relevance for all schools, but
p a rticularly for those special schools with an interest
in, or practising, conductive education and for
mainstream schools interested in working with them.

European Inequalities - Income Distribution and the Risk of Poverty

by TARKI Social Research Institute

European Inequalities: Social Inclusion and Income Distribution in the European Union

(2009. Edited by Terry Ward, Orsolya Lelkes, Holly Sutherland, István György Tóth; ISBN 978-963-7869-40-2; Budapest: TÁRKI Social Research Institute Inc.)

This chapter of the "European Inequalities: Social Inclusion and Income Distribution in the European Union"... more This chapter of the "European Inequalities: Social Inclusion and Income Distribution in the European Union" is divided into three parts. The first part examines the distribution of income and the extent of inequality in income in EU Member States; the second part is concerned with the risk of poverty across the EU, as measured by the proportion of the population with disposable income below 60% of the national median; the third part extends the analysis by considering alternative indicators of the risk of poverty defined at an EU level and the relative number of people in the different Member States who are at risk according to the various indicators.

Inclusion as an instructional approach: Fostering inclusive writing communities in preschool classrooms

by Erin McCloskey

Including the Education of Educators: Messages for inclusive teacher training

by Margo Shuttleworth

published in Roots to Inclusive Education - A Question of Well-Being (2011)
Dr Andrew Azzopardi (Editor)

Although the main role of school is often seen as providing a classic education for the children in its care, it also... more Although the main role of school is often seen as providing a classic education for the children in its care, it also plays an important role in creating a sense of self.  Schools allow children to recognise the importance of respecting other’s differences.  These differences are what create the unique individuals making up today’s modern classroom.  Practicing inclusive education is paramount in schools.  Within teacher training, teachers are prepared to engage within the modern school classroom educating children in their chosen scholastic area.  But where do teachers get the grounding for working towards and within an inclusive environment?  Do they recognise the skills required that go beyond the formal teaching attributed within the education system?  How do they know what and who inclusion involves?  This paper sets out questions and opportunities to explore, providing teachers and teachers in training motivation to empower individuals in the struggle for inclusion.

Broadband Adoption in Low-Income Communities

by Alison Powell

Investigating elementary school administrators' and teachers' perceptions on children with autism

by esra akgul

Interaction‐Dependent Justice and the Problem of International Exclusion

by Raffaele Marchetti

2005. Constellations. An International Journal of Critical and Democratic Theory, 12: 4: 487-501

Equality, diversity and inclusion at work: yesterday, today and tomorrow

by Mustafa Ozbilgin

Ozbilgin, M. (2009) Equality, diversity and inclusion at work: yesterday, today and tomorrow, in M. Ozbilgin (ed.) Equality, Diversity and Inclusion at Work: a Research Companion, Edward Elgar Press, Cheltenham.

Centuries of human rights activism and decades of political, demographic and social changes have been driving the... more Centuries of human rights activism and decades of political, demographic and social changes have been driving the agenda for equality, diversity and inclusion (EDI) in the world of work. This long period of transformation has witnessed substantial progress as traditionally excluded and marginalised groups made inroads into the fields of education and employment,
from which they were previously excluded. In many industrialised countries, these positive changes in access to education and work have led recent generations of young women and men to feel that equality of opportunity has been largely achieved. Consequently, cohorts of students in higher education believe that their prospects of work and employment
are without bias or prejudice. Some students find discussions of inequality and discrimination as irrelevant to their career plans. Unfortunately, much of this optimism is misguided. Despite a long history of progress towards EDI at work, multiple forms of inequality, discrimination and exclusion continue to mark the experience of individuals across their life
course. This edited volume consisting of an introduction and 31 contributed chapters is a collective attempt at examining the continued relevance of studying EDI at work. In this introductory chapter, I first defi ne the EDI field at work. The chapter goes on to outline some salient frameworks for studying EDI across time and space. Then I explain the rationale for the volume, its structure as well as an overview of each chapter.

Global Diversity Management

by Mustafa Ozbilgin

Özbilgin, M. F. (2008) Global Diversity Management, , in Smith, P.; Peterson, M. F. and Thomas, D. C. (eds), The Handbook of Cross-Cultural Management Research, pp. 379-396, London: Sage Press.

This paper focuses on global diversity management, outlining its differences to single-nation diversity management and... more This paper focuses on global diversity management, outlining its differences to single-nation diversity management and explains the unique features of both forms of diversity management. The single-nation diversity management debate is first unpacked in terms of the way it has been defined, contested and developed, in the mainstream literature. These elaborations then lead to a discussion of how global diversity management is different from its single-nation counterpart. Subsequently, a conceptual model of key influences on appropriation and development of a global diversity management approach is offered. This model is described with its key components. While the single-nation diversity management literature was driven by academic theory paving the way for policy and practice, global diversity management is an emergent academic concept, the substantive body of knowledge for which comes from practice.

Gendered forms of othering in UK hospital medicine: Nostalgia as resistance against the modern doctor

by Mustafa Ozbilgin

Tsouroufli, M., Özbilgin, M. and Smith, M. (2011) Gendered forms of othering in UK hospital medicine: Nostalgia as resistance against the modern doctor, Equality, Diversity and Inclusion: An International Journal, 30 (6): 498 - 509.

Purpose – Attempts to modernise the National Health Service (NHS) in the UK involve promoting flexible approaches to... more Purpose – Attempts to modernise the National Health Service (NHS) in the UK involve promoting flexible approaches to work and training, restructuring postgraduate training and increasing control and scrutiny of doctors' work. However, the medical community has responded with expressed anxiety about the implications of these changes for medical professionalism and the quality of patient care. This paper aims to address these issues.

Design/methodology/approach – Drawing on literature on nostalgia, gender, identity and organisations, the paper explores the narratives of 20 senior NHS hospital doctors to identify ways in which doctors use nostalgia to react to organisational and professional challenges and resist modernisation and feminisation of medicine.

Findings – This paper illustrates how senior hospital doctors' nostalgic discourses of temporal commitment may be used to constitute a highly esteemed professional identity, creating a sense of personal and occupational uniqueness for senior hospital doctors, intertwined with gendered forms of othering and exclusionary practices.

Practical implications – Nostalgia at first sight appears to be an innocuous social construct. However, this study illustrates the significance of nostalgia as a subversive practice of resistance with implications for women's career and identity experiences. Change initiatives that seek to tackle resistance need also to address discourses of nostalgia in the medical profession.

Originality/value – The main contribution of this study is that we illustrate how supposedly neutral discourses of nostalgia may sometimes be mobilised as devices of resistance. This study questions simplistic focus on numerical representation, such as feminisation, as indicative of modernisation and highlights the significance of exploring discourses and head counts for understanding resistance to modernisation.