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Introduction. Student engagement in school represents the degree to which students are invested, motivated, and willing to participate in curricular and extracurricular activities at their school, which greatly influences their future academic and professional success. Objective. The aim of our research was to examine the self-assessment of the engagement of students with developmental disabilities in the school context. Methods. The research sample consisted of 148 students with developmental disabilities, of both genders (61.5% boys), with an average age of 13.9 years, attending inclusive and elementary schools for the education of students with developmental disabilities. The School Engagement Scale was used to determine engagement. Results. The main results showed that in the majority of students with developmental disabilities, behavioral and emotional engagement was at a higher level than cognitive engagement and that the level of engagement in the behavioral and cognitive components increased with age. At the same time, students who attended schools for students with developmental disabilities had statistically significantly higher scores on the cognitive engagement domain. Conclusion. Behavioral, emotional, and cognitive engagement is perceived as a potentially effective response to problems that occur in students with developmental disabilities and should be considered when preventing problematic patterns that may arise in the school context.

The article presents conversations between feminists women about epistemic and physical harm, epistemic injustice, gendered-based violence and joy in academia. Topics discussed include plagiarism in academic research, academics capitalizing on the free labor of junior colleagues, curriculum on research methodologies that reproduce a patriarchal order in the academia, link between the production of knowledge and sexual power, bullying and institutional abuse, and mistrust in senior academics.

The global project of transitional justice (TJ) traditionally has been packaged in a multi-pillar model with criminal justice, truth recovery, reparations, institutional reform, and memorialization, and the norms they enshrine, seemingly presented as interventions of equivalent status at the level of policy. This article aims to enhance the theorizing on TJ as a "norm cluster" by comparatively examining the relations between the norms found in the cluster in transitional practices in Colombia and Bosnia and Herzegovina. We claim that the relations between the norms of TJ are hierarchically organized, with the anti-impunity norm being positioned as normatively superior. Through an analysis of TJ processes in the two countries in the past three decades, we discuss how such a hierarchy was established, secured, and challenged. Our findings show that hierarchical relations arise primarily due to legitimacy concerns and are manifested as changes in the internal structure of the anti-impunity norm whereby its prescribed behaviors or measures, i.e. criminal trials, seek to fulfill a range of new values. We argue that, in search for ownership and legitimacy, political actors have overemphasized the role of criminal trials by increasing their "social weight" and positioned them as indispensable for achieving the values of truth, reconciliation, and non-recurrence, disturbing the internal structures and co-opting the spaces of other measures in the TJ norm cluster. Such normative superiority of anti-impunity is significant and detrimental for the TJ global project. It has resulted in other TJ mechanisms being weakened by or dependent on judicial procedures, and it has enhanced competing and revisionist truth-making while promoting a narrow understanding of accountability. Ultimately, we establish that the normative superiority of criminal justice continues to challenge the prospects of complex and comprehensive TJ and that the place of anti-impunity in the norm cluster should be rethought. [ABSTRACT FROM AUTHOR]