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Reliably modeling vulnerable road users (VRUs) such as motorcyclists in the virtual environment is indispensable in developing over-the-air (OTA) validation test methods. However, there are still challenges arising from many possible variations of VRUs, which may participate in the traffic scenarios. Therefore, it is essential to model them precisely and demonstrate consistency between virtual evaluation and reality. To achieve this goal, VRUs must be modeled based on their backscattering behavior which can be prepared based on high-resolution (HR) radar cross section (RCS) measurements. This work presents the backscattering behavior of motorcyclists as one of the critical VRUs in traffic scenarios. The extracted model of a motorcyclist is analyzed and compared based on HR-RCS measurements with different motorcycle variants. This evaluation is a prerequisite for developing a realistic model of VRUs and ensuring an adequate level of accuracy. [ABSTRACT FROM AUTHOR]

In this article we explore the perspectives of a group of teaching professionals starting a post-graduate master's programme on inclusive and special education. Set in the current context of growing interest over the preparation of teachers for inclusive education worldwide, this exploration is part of research that looks more broadly at the impact of the programme on students. In this paper we set the context of the study and present results focusing on students' pre-understanding of the concepts "inclusive" and "special education", as well as their reasons for choosing the programme and expected learning outcomes. Quantitative and qualitative data were collected with a questionnaire administered to students at the beginning of the programme. Findings reveal that students saw the programme as a factor contributing to their ability to implement inclusive education in practice. However, it emerged that they had somewhat different understandings of what "inclusive education" actually means. Implications for providers of inclusive education programmes for teachers are discussed.

Along with the development of global consciousness, the campaign for an inclusive society is gaining momentum. An inclusive society based on social justice ensures individual rights and social welfare for each and everybody. On the contrary, the conventional disability paradigm categorizes people with many different labels which exclude people from society. For many years, people have been labelled as being "normal", "disabled" and "handicapped" around the world. The theoretical developments around understanding disability have influenced professional knowledge and policy-making. During the twentieth century, social sciences show that disability is a socially created phenomenon rather than the individual's fault. This article represents a discussion based on the learning aims of the module "Inclusive Society-Inclusive School" within the Erasmus Mundus Special Education Needs study programme (EMSEN), and raises a number of perspectives and potential problems and concerns related to new disability paradigms. The article offers the authors' reflection through the EMSEN programme, a programme that constitutes an opportunity and opens up space to practise and understand "inclusion" through a multicultural environment across diverse geographical contexts.

The aim of this article is to consider the practical implications of international collaborative partnerships between and within higher education institutions (HEIs) in terms of the development of an international programme in Special Needs Education as well as its implementation. We first look at the heavy institutional demands set within national boundaries and their associated quality assurance procedures. We argue that contextualising these demands within wider international and European demands creates unforeseen challenges for the participants both institutionally and individually. Secondly, the paper focuses on the programme's response to a dilemma--how do we internationalise (working in European Union HEIs)? Thirdly, attention is paid to how fundamental tensions around internationalisation of the curriculum and knowledge-sharing and the extent to which this is being managed at the Consortium of the three universities involved.

In this paper I describe how self-advocacy has grown in the Czech Republic. First, I talk about how services for people with learning disabilities have begun to change in the last few years. This is because voluntary groups have lobbied and campaigned for change. I learned about self-advocacy during a visit to the UK in the 1990s. I went back to the Czech Republic and asked some service users I knew whether they would like to start the country's first self-advocacy group. They agreed and since then the group has grown and developed new networks. The group has also received some financial and practical support from the biggest parents organization for people with learning disabilities in the Czech Republic. A number of conferences have been organized by self-advocates, including one at the Czech Republic Parliament. Other people are now starting to take notice of what self-advocates are saying. Support for self-advocacy is an important issue for its future in the Czech Republic.

In the Czech Republic, individuals with intellectual disabilities continue to be institutionalized in large, remote, state-run institutions and as a result are isolated from community interaction. Some practices associated with these institutions are coming to be seen as human rights violations. Although non-governmental organizations (NGOs) offer alternatives to institutionalization, demand for such services exceeds supply. Czech legal structure hinders NGO funding. Large state institutions continue to be built. (Contains 4 notes.)