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An essay is presented which discusses the concept of slowness and the need to encourage inclusivity in higher education. Topics discussed include the acknowledgment of the capacity of slow thinkers, learners, and movers, the measurement of academic productivity of both students and educators described by professor Kathy Hytten, and the disabling impact of the increasing demand for performance speed on one's mental health.

An essay is presented on the aspects of the educational services and trends towards toward students with disabilities. Topics include the common responses among educational institutions regarding the access of disabled students in the academy, the association between educational philosophy and marginalization basis of disability, and the aspect of the epistemic value of diversity in educational research.

The article offers the author's insights on challenges of ableism in education. Topics discussed include the representation of autism and disability, the philosophy of education on taking up historical pejorative term, and the idea of inclusion in educational discourse. It also mentioned the common ground between individuals with autism and developing students.

This essay poses question on the absence of intergroup dialogue on ability/disability. It explores the dialogue across differences of ability with focus on its possibilities and limitations. The concept of Social Model as a principle of disability studies is discussed. According to the author, the challenges involved in dialogue across differences of ability can be addressed by considering the limitations of disabled individuals who belong to a marginalized group. He cites the importance of revisiting and reformulating the objectives of the dialogue.

The article responds to an essay in the issue by philosopher of education Tony DeCesare that discusses the capabilities approach to justice in the work of economist Amartya Sen and philosopher Martha Nussbaum in light of education contexts. Topics include cross-cultural differences in values, participation in democratic processes, and the aims of education. Also noted are the social contexts of societal participation, the social role of individuals with disabilities in the U.S., and the necessity of making value judgments.