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This article describes the perceptions and experiences of collaboration between teachers of physical education (n = 3) and special educators (n = 3) on teaching pupils with disabilities. Using a qualitative approach, the study seeks to establish the nature and extent of collaboration among these teachers and to identify the benefits and barriers to implementation. Semistructured interviews were used as the main data source. Data were collected from teachers working in the public school system in the southern part of Finland. The findings indicate that while teachers are mostly aware of the value of collaboration, its implementation varies immensely among the different schools. While the special educators in this study see themselves mainly responsible for supporting pupils with disabilities, the physical education teachers showed a strong commitment to the subject matter of their teaching. Participants also reported several challenges relating to time constraints, a lack of classroom support, and a shared vision of inclusive teaching. [ABSTRACT FROM AUTHOR]

Much has been written about the demographic make-up of librarianship, which remains overwhelmingly white and female, but little has been discussed about the socioeconomic background of folks entering the field. In this column, I explore some of the ways that coming from a financially disadvantaged background can impact both entering the profession and the experience of working within it. A mix of practical and aspirational action items are provided. [ABSTRACT FROM AUTHOR]

This paper continues the discussion of three values of sport (safety, fairness, inclusion) that has developed around the theme of inclusion of transwomen in the female category in World Rugby, as discussed by Pike, Burke and Imbrišević. In contrast to their discussion, in which these three values have been seen from the limited perspective of the inclusion of one group of athletes into a specific category of one sport, they are here discussed in the context of the categorization in sport in general, with a focus on constitutive and eligibility rules. Constitutive rules give a strong foundation for eligibility rules. From the perspective of eligibility rules, the value of inclusion is identified as the underlying main value, while fairness and safety are its functions. This view rehabilitates the value of inclusion and has implications for how we think about the inclusion of athletes in sport, and for the creation of categories. [ABSTRACT FROM AUTHOR]

Children and adolescents with disabilities (CAWD) represent 11% of Israeli children and adolescents. The 10 core indicators of the Global Matrix on Para Report Cards of physical activity (PA) of CAWD were used to create the 2022 Israeli Para Report Card. A panel of four experts reviewed resources and synthesized evidence of PA behaviors and policies for CAWD in Israel, converted the data to grades, and charted subcategories of language, sex, and disability across population. Data sources were surveys, reports, and memberships in sport federations and clubs. Among CAWD, levels of participation in daily PA were poor (<20%; Grade F), and participation of CAWD in sports was even lower (<10%; Grade F). A lack of environmental infrastructure may explain the low levels of participation. Females, Arabic speakers, and physiological CAWD need particular attention. Establishing governmental policies and interventions is required to increase overall PA and participation in sports among CAWD. [ABSTRACT FROM AUTHOR]

For the first time, data on children and adolescents with disabilities in Ireland are reported based on the Active Healthy Kids Global Alliance Para Report Card methodology. The most recent data from the last 10 years were used in the grading process (A+ to F), and indicators with insufficient data were graded as incomplete. Of the 10 indicators from the Global Matrix Para Report Cards, grades were assigned to Overall Physical Activity (F), Organized Sport (D), Active Transport (D−), Sedentary Behaviors (D−), Family & Peers (C), School (C−), Community & Environment (B−), and Government (B). Irish disability sport organizations were invited to assess the research-led audit and provided commentary around the final grading. The contextual discussion of the grades is presented through the lens of strengths, weaknesses, opportunities, and threats with the purpose being to provide direction for the reduction of physical activity disparities among children with disabilities. [ABSTRACT FROM AUTHOR]

The purpose was to synthesize information gathered from the interpretation and conclusion sections of the Global Matrix of Para Report Cards on the physical activity of children and adolescents with disabilities. The synthesis was based on the strengths, weaknesses, opportunities, and threats framework. The procedure consisted of three stages: (a) the application of the International Classification of Functioning, Disability and Health as the theoretical framework; (b) identifying and aligning Global Matrix indicators and benchmarks with the International Classification of Functioning, Disability and Health components through a Delphi approach; and (c) using content analysis to identify themes from specific report cards. Outcomes reveal that further attention toward including children and adolescents with disabilities in fitness assessments is needed as well as adapted assessment methods. Program availability, equipment and facilities, and professional training emerged as strengths but need further development to overcome weaknesses. Paralympic inspiration was an opportunity, whereas extreme weather conditions presented potential threats to physical activity participation among children and adolescents with disabilities. [ABSTRACT FROM AUTHOR]

This article seeks to understand the ways that the COVID-19 pandemic has tested the effectiveness of library-based equity, diversity, and inclusion efforts. In the early days of the pandemic, libraries closed their doors and pivoted to digital services and programs, resources often inaccessible to BIPOC and low-income users. Since reopening, libraries have found that the lack of diversity in their ranks and information curation is compromising their ability to actualize the equity, diversity, and inclusion goals—objectives that are critical to closing the socioeconomic gaps that the pandemic has only widened. [ABSTRACT FROM AUTHOR]

In Spain, wheelchair basketball competition is well developed and structured; however, reverse integration is not allowed. This study aimed to describe and synthesize the perceptions of Spanish wheelchair stakeholders (players, coaches, referees, and club managers). A mixed-method approach was used, utilizing an ad hoc survey questionnaire (n = 49) and three focus groups (n = 12). Quantitative and qualitative data were interpreted using a triangulation strategy, meaning that both sources of data were combined and analyzed. From the thematic content analysis, two main themes and several subthemes emerged: social context (audience attraction and economic impact, utility and logistics, and promoting inclusion) and sport context (grassroots and elite level). Some reservations at elite level were also reported. From the perspective of the stakeholders explored in this study, reverse integration appears to be well suited for implementation within the Spanish wheelchair basketball framework at all levels. [ABSTRACT FROM AUTHOR]

Schools can support physical education (PE) among students with mobility disabilities (SMDs). However, previous research has indicated that people and resources in the school environment have served as facilitators and barriers to engaging SMDs in PE. Thus, the purpose of this pragmatic, qualitative study was to explore physical educators' perceptions and experiences of teaching SMDs to learn how to develop a PE environment supportive of SMDs. Eleven K-8 PE teachers who taught SMDs engaged in semistructured interviews. A thematic analysis revealed three themes describing facilitators and barriers of a supportive PE environment for SMDs: (a) teacher planning, (b) students in the PE environment, and (c) resources and support. These findings provide context to PE environments for SMDs and highlight a need for increased communication and collaboration with students with or without mobility disabilities, training or professional development for PE teachers to develop skills for adapted PE, and financial and personnel support. [ABSTRACT FROM AUTHOR]

With the absence of an Asian American Studies program at Eastern Washington University (EWU), the campus community has limited opportunities to learn about the diverse and complex history and experience of Asian American and Native Hawaiian/Pacific Islander (AANHPI) populations in the United States. Over the course of 6 years, EWU Libraries have co-sponsored AANHPI Heritage Month celebrations with multiple campus units and the local AANHPI community. With a focus on 2021's virtual activities, this article describes the development and implementation of these celebrations and the library's contributions to the diverse range of events proffered by the partnerships. [ABSTRACT FROM AUTHOR]

The NINDS-funded BRAINS Program for neuroscientists from underrepresented and marginalized groups has positively impacted its participants and the field. We discuss three lessons to advance excellence and diversity: center relationships, provide ongoing engagement, and leverage programmatic expertise. [ABSTRACT FROM AUTHOR]

To understand the pathways of children with disability participating in gymnastics in Victoria, Australia. A sequential explanatory mixed-method study design was used. Participants completed an online survey, with selected participants purposively invited to undertake semi-structured interviews via videoconference. Quantitative survey data was analysed using descriptive statistics with preliminary findings informing the invitation of interview participants and refinement of interview questions. Qualitative survey and interview data were analysed together using thematic analysis to create themes. Data was combined to create a conceptual model. Fifty-eight parents consented to participate in the study with eight interviews conducted. Key themes were: (1) Tailored, accessible, supportive environments and programs make a difference, (2) An explicitly inclusive club culture helps young people get and stay involved, (3) Coach knowledge about engaging children with disability is valued, (4) Enjoyment, recognition, and achievement facilitate ongoing participation, and (5) Gymnastics has physical and social benefits for children with disability. The findings inform a conceptual model that describes three key stages along a pathway to participation including; choosing gymnastics as a sport, selecting a club, and ongoing participation. To our knowledge, this is the first study to explore participation of children with disability in gymnastics in Australia. These findings provide guidance to those supporting children with disability to participate in gymnastics (e.g., policy makers, club owners, coaches, and allied health professionals) regarding creating more inclusive environments and experiences at each stage of participation. This study furthers our understanding of the impact of childhood disability on participation in sport and recreation, with a focus on gymnastics. A combination of accessible environments, inclusive club cultures, recognition and enjoyment, and knowledgeable coaches facilitated participation in gymnastics. Parents perceive gymnastics to have physical and social benefits for their child. A conceptual model has been developed based on the findings to support gymnastics clubs and assist rehabilitation professionals to understand the challenges and enablers to participating in gymnastics. [ABSTRACT FROM AUTHOR]

Purpose: The Inclusive Society partnership research model aims to promote change in society for people with disabilities by supporting research teams composed of researchers and partner organizations. The objective of this article is to identify the strengths and limitations of this research model. Material and methods: An autoethnography approach was used. Thematic analysis of four methods was undertaken: semi-directed interviews with members of the research teams funded by Inclusive Society (researchers, partners), a focus group with the Inclusive Society's intersectoral collaboration agents, their logbooks, and Inclusive Society's annual reports. Results: Strengths and limitations of the Inclusive Society model were identified through their networking activities, the role and support of the intersectoral collaboration agents and the partnership research program. Conclusions: Networking activities are an essential element of Inclusive Society. They are indispensable for composing intersectoral research teams that will work on answering needs of people with disabilities. Intersectoral collaboration agents are also a strength of the model, but their role could be clarified to better frame what tasks are in their scope of practice and what the research teams could ask from them. Finally, the research program eligibility criteria could be improved to support, among others, the projects' appropriation phases. Networking activities stimulate the creation of intersectoral research teams centered on answering the needs of people with disabilities that are identified in the field Hired facilitators can play an important role in the emergence of research teams, merging the academic and non-academic worlds, and supporting the teams during their research project In participatory research projects, some funding should be reserved to support the partner organization's participation and the appropriation phase of the research projects [ABSTRACT FROM AUTHOR]

Using inclusive language and creating an inclusive clinical environment to serve lesbian, gay, bisexual, transgender, queer, questioning, intersex, and asexual+ patients is vital to optimizing access to care and patient outcomes. Practical recommendations are made for increasing inclusivity in the clinic, and a glossary of current terms is included. [ABSTRACT FROM AUTHOR]

For many years, activists in Early Childhood Education and Care (ECEC) have called for the sector to engage closely with Aboriginal and Torres Strait Islander families and communities. However, less is documented on how mainstream services might achieve authentic, sustained engagement at a local service level. This paper showcases educators who connect with local Aboriginal community members/Elders as a central plank of their ECEC practice. In sharing their account, we examine what engagement looks like and what makes it possible. We have used Indigenous methodologies and the Theory of Practice Architecture (TPA) as theoretical lenses for exploring the policy, and organisational arrangements that sustained their engagement practices. We discuss the theoretical and practical implications of the research. [ABSTRACT FROM AUTHOR]

Background: STEM achievement gaps affect marginalized students nation-wide. Environmental education (EE) does not currently nor historically represent a wide range of demographic backgrounds, and increasing concerns demonstrate the effects this can have on pedagogy of the field and the success of its students. Purpose: This research focuses on measures being reported by EE organizations in Wisconsin, and nearby regions, in their work to address diversity, equity, and inclusion (DEI) with consideration to inclusive practices, instructional materials, and overall pedagogy of EE. Methodology/Approach: In 2021, a web-based survey was emailed to 140 EE organization leaders and an updated version was emailed to 112 EE organization leaders in 2023. Responses were analyzed to determine the status of EE across the state and trends across years. Findings/Conclusions: The data does demonstrate a need for equity in EE, specifically supporting students with different learning needs or from underrepresented backgrounds. DEI initiative importance versus resources allocated is disjointed. Lack of consistent collection of demographic data leads EE organizations to fall short of DEI action. Implications: In order to better support learning and positive outcomes, it is significant that environmental educators reevaluate their practices to meet the needs of the growingly diverse students across the country. [ABSTRACT FROM AUTHOR]

This research aimed to explore student teachers' perceptions, experiences, and attitudes towards the inclusion of autistic learners within the post-compulsory sector. Adopting an ethics of care approach, this research was conducted with 10 student teachers in a large college in North-East England. Participants were student teachers enrolled in a Post Graduate Certificate in Education (PGCE) for Further Education. Data were collected through semi-structured interviews and thematically analysed. Student teachers reported various experiences of teaching autistic learners from no experience at all to placements in autism-specific provisions. The participants' understanding of autism was varied and based on both personal and professional experiences prior to starting the PGCE and whilst studying the programme. The analysis indicated that although student teachers were positive in their attitude towards inclusion, they had some concerns over their ability to include autistic learners. This study highlights the importance of care and relationships in supporting the inclusion of autistic learners. A caring pedagogy with a focus on inclusion could help to address inequalities of access to education and bring about fairer educational success for autistic learners. [ABSTRACT FROM AUTHOR]

In this convergent mixed methods design study, single-subject and qualitative data were collected concurrently to provide an in-depth picture of the impact of a modified schema-based instructional intervention. The intervention was delivered using instructional trials embedded across general education math lessons and a modified concrete-semi-concrete-abstract instructional sequence. This study investigated the impact of the intervention on the word-problem-solving, strategy use, and concept acquisition of three students with extensive support needs. The paraprofessional-delivered intervention was implemented in elementary general education mathematics classrooms using embedded instruction and focused on teaching students to solve addition and subtraction word-problems. Single-subject data indicated that all three students learned to solve word-problems given concrete materials but needed more time to master the use of semi concrete supports. Qualitative data indicated that students used taught and untaught strategies to solve word-problems, and mastered addition word-problems before subtraction when they were taught simultaneously. Data were integrated in narrative format to explore how strategy use and concept acquisition related to student word-problem-solving performance. Limitations and implications for research are discussed. [ABSTRACT FROM AUTHOR]

Few studies have reported outcomes from the delivery of naturalistic developmental behavioral interventions (NDBI) in group-based community care. Further, while the importance of inclusion for autistic individuals is well established, there is little research on the feasibility of community-based inclusion programs for preschool-aged autistic children. Positive outcomes have been reported from a few model inclusion programs. However, most involved extensive training from researchers, with limited available data on self-sustaining community-based programs. This quasi-experimental study tracked outcomes for 31 autistic preschool-aged children with verbal and play skills close to age level, who were enrolled in a community inclusion preschool program utilizing NDBI. Children, aged 2.5 to 5 years of age at entry, attended the program for 8 to 36 months. Paired sample t -tests indicated statistically significant improvements from time 1 to time 2 on standardized measures of adaptive behavior, social skills, and autism characteristics. Implications for the feasibility of using NDBI for autistic children in inclusive preschool settings and directions for future research are discussed. [ABSTRACT FROM AUTHOR]

This study explores the views of young people attending within-school 'alternative' provision to support their return to mainstream classes. Q-methodology was used to explore pupil views about what helps and inhibits successful on-site 'reintegration'. Eighteen pupils aged 13–16 years with experience of attending school inclusion centres in three high schools participated. Protective factors supporting reintegration and mitigating the risk of further exclusion from school included the need to be seen and heard, and to have somewhere or someone to go to for support. The study highlights the importance of pupil voice and a need for greater clarity in terminology used to describe the shifting terrain of inclusion. Further research is needed on the context and factors driving the rise in in-school alternative provision in England, including blind spots in official data on the extent of pupil moves and subsequent opportunities within mainstream settings. [ABSTRACT FROM AUTHOR]

Inclusion has been recognised as an educational practice to support development and learning of children with disabilities in general education settings in Türkiye since 1980s. Numerous studies have examined the attitudes of various stakeholder towards inclusive education. However, there is limited research examining early childhood school administrators' attitudes towards inclusion. The purpose of this study was to investigate attitudes of Turkish early childhood school administrators towards inclusion of young children with disabilities and factors that may impact their attitudes. A total of 267 school administrators completed an online questionnaire. Findings showed that early childhood school administrators possess moderately positive attitude towards inclusion of young children with disabilities in their schools. Variables including gender, education, administrative role and location of school predicted administrators' attitudes; female administrators, those with a bachelor's degree in early childhood education, principals rather than assistant principals; and those who worked in urban schools had more favourable attitudes. Moreover, early childhood school administrators' attitudes towards inclusion were found to be closely related to their values in relation to diversity and equity, beliefs regarding parental, community and system-level support for inclusion and previous positive inclusive experiences, professional development and training on inclusion and leadership skills. Implications for future research and practice are discussed [ABSTRACT FROM AUTHOR]

One of the factors that affect inclusion is teachers' concerns about it. Teachers may believe that they will not be successful in inclusion due to the concerns they have experienced. Therefore, understanding teachers' concerns about inclusion plays a critical role in achieving the purpose of education. This research aimed to adapt The Concerns about Inclusive Education Scale Short Form (CIES-SF) into Turkish, which was converted into a shorter version by Lozano et al. (2022). The study participants consisted of 650 teachers. Exploratory factor analysis was conducted to establish construct validity of the scale, while confirmatory factor analysis was used to confirm its structure. The reliability coefficient for the entire scale, as measured by the Cronbach alpha, was calculated to be.87. The results of confirmatory factor analysis revealed favourable goodness of fit indices, withχ2 = 129.91, df = 50, χ2/df = 2.59, p <.001, RMSEA=.070, SRMR=.062, NNFI=.93, CFI=.94, GFI=.92, AGFI=.88. The Concerns About Inclusive Education Scale Short Form (CIES-SF) is a reliable tool that can be administered quickly to assess teachers' concerns about inclusion. This valuable tool can be utilised by researchers, particularly teacher trainers, to better understand teachers' concerns related to inclusive education practices. [ABSTRACT FROM AUTHOR]

Peer mentors play a crucial role in campus-based living and support programs that assist autistic students in their transition to U.S. colleges. However, limited research has examined the characteristics of potential peer mentors and incentives that may be necessary to staff such programs. The present study evaluated the relationship between the characteristics of college students and their intention to participate in an autism spectrum disorder-specific living and support program. Undergraduate students (N = 210; 83% females, M age = 18.9 years, SD = 1.2) completed questionnaires assessing personality characteristics, acceptance of individuals with disabilities, and intrinsic and extrinsic motives for potential participation. Results suggest that participants would be highly motivated to participate if course credit toward their major or monetary incentives were offered. In addition, a history of contact with autistic individuals and agreeableness emerged as the most robust predictors of students' intention to participate. Findings from this study may improve inclusivity on college campuses. [ABSTRACT FROM AUTHOR]

The dominant literature delineates that European museums tend to 'resist' the inclusion of immigrant and ethnic minority artists due to a Eurocentric evaluation of the art within a postcolonial setting. This study builds on this premise, but also emphasizes the significance of 'symbolic capital', as conceptualized by Pierre Bourdieu, in processes of inclusion and exclusion. While the evaluation of the art is of vast importance, inclusion and exclusion are also influenced by the relation between the symbolic capital of the museum professionals and the cultural and social capital of ethnic minority artists. Moreover, museum professionals in Dublin and Warsaw find creative ways of both safeguarding their symbolic capital and including ethnic minority artists. The research is based on semi-structured interviews with key museum professionals in several main modern art museums and galleries, and with ethnic minority artists, in the relatively new immigration cities of Dublin and Warsaw, as well as a review of past exhibitions. [ABSTRACT FROM AUTHOR]

The aim of this study is to contribute to the understanding of culturally responsive care in multicultural Early Years classrooms. Through an exploration of teachers' narratives in an Indian school, the study highlights the tools and strategies used by teachers to promote an ethic of care among a diverse student population of over 16 languages, 5 religions, and 35 ethnic communities. The study identifies three key categories of care practices: affirming and attuning, diffusing and soothing, and anchoring and building. Overall, the findings suggest that teachers employ a range of relational and aesthetic strategies to promote equality, collaborate with students in inclusive policies, and preserve marginalised cultural heritage. They also narrate folktales and mythology to reject exclusionary discipline and model peaceful responses to conflict. Finally, teachers build a shared classroom identity and cultivate students' capacities for care. This study aims to contribute to the theory and practice of an ethic of care in Early Years education and offer culturally responsive pedagogical tools for inclusive and peace-promoting classrooms. [ABSTRACT FROM AUTHOR]

Co-teaching has been brought forth as an inclusive teaching approach in research and in the Finnish core curriculum. The realisation of co-teaching at the school level puts great demands on teachers, but also on school leaders (SLs) who are expected to lead educational change. The aim of the study was to examine how SLs in Finnish schools were co-teaching has been realised experience their own and co-teachers' roles in leading the realisation of co-teaching as an inclusive approach. Data were collected through semi-structured interviews with nine SLs in Finland. Inductive thematic analysis was used and revealed two overarching themes: SLs as facilitators of co-teaching and teachers as driving forces of co-teaching. The need for a more active and goal-oriented SL role focused on involving the whole school community in developing co-teaching rather than delegating the responsibility to single teachers is discussed through the lens of distributed leadership and earlier research. [ABSTRACT FROM AUTHOR]

Qualitative research was undertaken to explore the parental experiences of developmental dysgraphia, or specific learning disorder in written expression, through semi-structured interviews to elicit in-depth accounts. Using a phenomenological methodology, five mothers of school-aged children (aged 10–12 diagnosed with dysgraphia) were recruited. The results indicated that children with dysgraphia were enveloped by both protections and vulnerabilities at the individual, family, and community (school) levels. Mothers described their children with a range of writing difficulties, comorbidities, and heightened emotional and behavioural responses at home and school. This placed substantial pressure on parents, particularly mothers, to circumvent challenges. Parents found navigating school communications largely cumbersome with teachers having little or no knowledge of dysgraphia in many instances. The outcomes suggest there may be an ineffective transference of inclusion policies within classrooms. Further research may be warranted to gain an educator’s perspective to better understand the success and challenges of supporting children with writing disabilities. [ABSTRACT FROM AUTHOR]

All children should have access to quality education through a child‐centred pedagogy. An inclusive, child‐centred pedagogy uses a strength‐based view of children that recognises each child as unique and competent, providing children with multiple opportunities to explore and learn at their own pace. However, competing tensions in mainstream primary education in England can impact this through a performative school culture that focusses on progress and attainment rather than the successful inclusion of all children including those with disabilities. This adult‐centric view of education quality does not consider children's experiences of what happens in mainstream primary education, through their perspectives. The research described here uses methodology that actively listens to young children with developmental disabilities themselves to understand what is important and valuable to them. Four case studies present children's experience of education in different English primary schools, using a range of photography activities, guided tours and interviews. Methods illicit rich detail and novel understandings of experiences from the views of young children with developmental disabilities, whose voices have tended to be excluded from research. The study demonstrates ways in which young children can develop self‐advocacy through opportunities to share their voice and understanding of education. Findings reveal the significance of children's involvement in the different spaces and objects associated with experiencing mainstream education, and the different types of pedagogy found in education that may or may not offer opportunities for self‐advocacy for children with developmental disabilities. [ABSTRACT FROM AUTHOR]

This paper analyses how Citizenship in an Independent Scotland (CIS)—published by the Scottish Government as part of a ‘prospectus for an independent Scotland’—discursively represents the Scottish nation in the context of establishing who should be eligible to be a member of that nation. I relate CIS to the historical and contemporary determination of British citizenship and to evidence concerning popular conceptions of citizenship and national belonging in Scotland. I argue that while CIS reflects nation‐building through an attempt to rhetorically differentiate Scotland from Britain, it also reflects the influence that the evolution of British citizenship has on proposed post‐independence Scottish citizenship. I also evaluate CIS's stress on ‘inclusion’, consistent with its representation of Scotland as an ‘inclusive’ nation. I conclude that the proposals may be described as compromised inclusion and that the reasons for this are likely to be common to similar aspirational secessionist proposals in sub‐state nations. [ABSTRACT FROM AUTHOR]

The growth of migration brings new challenges to contemporary societies, especially regarding the inclusion of migrant students in the education system of the host countries. Peer mediation strategies are effective in promoting the inclusion of children with special educational needs in mainstream classrooms, but evidence about its effects on migrant students is scarce. The aim of this study was to explore teaching practices which promote the inclusion of migrant students through peer mediation. A case study was designed which involved 17 native and non-native fifth-grade students and 4 teachers. Observations and interviews were used to comprehend classroom dynamics focusing on migrant-native interactions. Teachers hold different beliefs regarding the role of peer mediation strategies as a tool to foster inclusion in the classroom. Practices, in which the teachers had the explicit aim of creating a pedagogical supportive interaction between native and migrant students, were observed, peer-mentoring schemes being the most common. It was also observed that classroom organisation, task organisation and task structure have elicited informal supportive interactions between migrant and native peers. These results suggest that peer mediation strategies may be an important resource to promote the inclusion of migrant students. [ABSTRACT FROM AUTHOR]

This study aimed to understand how students with disabilities were included in online classrooms as teachers reimagined learning during COVID-19 school shutdowns. Through a mixed-methods approach, researchers investigated the implications of COVID-19 restrictions for private school teachers in Dubai, UAE. Dubai private schools provide many different curriculums but present a uniquely homogenous socio-economic school population to study, in addition to ongoing mandates for inclusion during the shift to at-home learning. The study addressed the adaptations made by teachers that could continue to influence practices in the return to in-person learning. Researchers utilised an explanatory-sequential mixed methods approach to data collection. Initial surveys explored the training and experience of teachers, while interview data brought forth the challenges and successes experienced. Quantitative data was analysed using SPSS software and included a factor analysis. The hypothesis tests for seven independent variables revealed several factors that could potentially lead to more successful outcomes. Qualitative results revealed a lack of adequate training and support for the use of inclusive practices and a need for teachers to reflect on pandemic teaching practices. Teachers reported many innovations and inclusive teaching methods; however, many of these new innovative, inclusive practices risk being lost if teachers do not engage in critical reflection. [ABSTRACT FROM AUTHOR]

The transition to digital payments is an ongoing trend, yet cash remains important for a substantial and diverse group of individuals. This emerges from a study using rich payment diary data of Dutch consumers. A total of 7% of the respondents report always using cash at points of sale and 28% indicate they cannot do without cash. Cash is especially important for people with low digital literacy, people who are blind or visually impaired, people with limited or no hand function, people with a mild intellectual disability and people who find it difficult to make ends meet on their income. Even though many parties involved in the payment industry are developing their payment solutions to enhance accessibility for a broader audience, there will continue to be people for whom the use of digital payments poses significant challenges. It is therefore essential that cash remains accessible and available. [ABSTRACT FROM AUTHOR]

Background Aims Methods & Procedures Outcomes & Results Conclusions & Implications WHAT THIS PAPER ADDS What is already known on the subject What this paper adds to existing knowledge What are the potential or actual clinical implications of this work? A recent literature review identified that past research has described the impacts of dysphagia on quality of life; but there is limited research on these impacts from the perspective of people with dysphagia, their supporters and allied health professionals. Recent qualitative research has provided details about these perspectives, but researchers have also called for verification of these findings with a larger group of participants.To expand upon the findings of the prior qualitative research on the views of people with dysphagia, supporters of people with dysphagia, and allied health professionals on the impacts of dysphagia and texture‐modified food on quality of life.An online survey of adults with dysphagia (n = 30), supporters of people with dysphagia (n = 4) and allied health professionals (n = 18) was conducted between November 2021 and February 2022. Categorical questions were analysed descriptively and open‐ended questions were analysed for content categories of meaning.Participants with dysphagia reported that dysphagia and texture‐modified foods had a greater impact on their physical health than on their choice and control or social engagement. Supporters and allied health professionals viewed that dysphagia impacted the physical health and their choice and control of people with dysphagia. Across groups, participants considered that mealtime enjoyment, participation, and inclusion were influenced by the control the person had over their meals, the accessibility of the mealtime environment, and the attitudes of others.Dysphagia and its interventions negatively impact quality of life for people with dysphagia. People with dysphagia were the most affected by the physical impacts of dysphagia. Their perspectives contrasted with those of supporters and allied health professionals in some domains, highlighting the need for people with dysphagia to be included in research. Future research exploring how these perspectives are integrated into person‐centred dysphagia management is warranted. Recent qualitative research has provided insights into the impacts of dysphagia on quality of life from the perspective of people with dysphagia, supporters of people with dysphagia, and allied health professionals. However, the small scale of these studies means that further research is needed with a larger group of people with dysphagia, supporters of people with dysphagia, and allied health professionals. This paper verifies and extends upon the findings of prior qualitive research on the views of people with dysphagia, supporters of people with dysphagia, and allied health professionals on the impacts of dysphagia and its interventions on quality of life, participation, and inclusion. This research shows the importance of supporters of people with dysphagia and allied health professionals discussing mealtime quality of life with the person with dysphagia so that their perspectives are considered in the mealtime decision‐making process. Furthermore, people with dysphagia should be able to specify strategies they want to trial to enhance their mealtime participation and inclusion. [ABSTRACT FROM AUTHOR]

AbstractEarly in the COVID-19 pandemic, first-year lectures in Biological Anthropology and Archaeology at the University of Toronto Scarborough (UTSC) and Mississauga (UTM) were offered via online asynchronous delivery, which challenged the ability of instructors to interact with students and gauge levels of understanding, interest, and engagement. This teaching brief describes one approach used to connect with students and build community in a remote-learning environment. In a low-stakes assessment, students introduced themselves, specified from where in the world they were learning, and were invited to submit photographs from home. Photos were submitted from all over Asia, Africa, and the Americas, and were integrated into lectures with short discussions on the evolutionary history and significance of these places. This exercise was successful in creating community by integrating student experience directly into course material, emphasizing geographic and cultural diversity, and showcasing this diversity for all students, whether learning on campus or abroad. [ABSTRACT FROM AUTHOR]

AbstractFinnish schools are famous for their egalitarian principles, but they face challenges related to pupils’ equal opportunities and, more broadly, democratic schooling. In this article, we examine the lived consequences of a growing challenge, school segregation, using Basil Bernstein’s concepts of inclusion and classification. Our analysis is based on ethnographic data produced in a lower secondary school located in a relatively disadvantaged residential area in the metropolitan area of Helsinki, Finland. First, we explore how the classification of pupils from different social class and ethnic backgrounds is present in the school. Second, we analyse how the strength of this classification affects pupils’ right to inclusion. We conclude that weak boundaries between pupils, and thus weak classification, construct an inclusive school community. However, the different categories—social class, ethnicity or other—intersect, and the strength of their classification varies, which in turn affects pupils’ peer relations and feelings of belonging. [ABSTRACT FROM AUTHOR]

Background: Equal, diverse, and inclusive teams lead to higher productivity, creativity, and greater problem-solving ability resulting in more impactful research. However, there is a gap between equality, diversity, and inclusion (EDI) research and practices to create an inclusive research culture. Research networks are vital to the research ecosystem, creating valuable opportunities for researchers to develop their partnerships with both academics and industrialists, progress their careers, and enable new areas of scientific discovery. A feature of a network is the provision of funding to support feasibility studies – an opportunity to develop new concepts or ideas, as well as to 'fail fast' in a supportive environment. The work of networks can address inequalities through equitable allocation of funding and proactive consideration of inclusion in all of their activities. Methods: This study proposes a strategy to embed EDI within research network activities and funding review processes. This paper evaluates 21 planned mitigations introduced to address known inequalities within research events and how funding is awarded. EDI data were collected from researchers engaging in a digital manufacturing network activities and funding calls to measure the impact of the proposed method. Results: Quantitative analysis indicates that the network's approach was successful in creating a more ethnically diverse network, engaging with early career researchers, and supporting researchers with care responsibilities. However, more work is required to create a gender balance across the network activities and ensure the representation of academics who declare a disability. Preliminary findings suggest the network's anonymous funding review process has helped address inequalities in funding award rates for women and those with care responsibilities, more data are required to validate these observations and understand the impact of different interventions individually and in combination. Conclusions: In summary, this study offers compelling evidence regarding the efficacy of a research network's approach in advancing EDI within research and funding. The network hopes that these findings will inform broader efforts to promote EDI in research and funding and that researchers, funders, and other stakeholders will be encouraged to adopt evidence-based strategies for advancing this important goal. [ABSTRACT FROM AUTHOR]

Disability awareness is an issue that can inform societal understanding of marginalised groups. Contemporary literature continues to show the importance of inclusion in society and the impact inclusion has on people with disabilities and society more broadly. The importance of disability awareness is important in the context of the daily challenges faced such as discriminatory practices, stigma, stereotyping and exclusion and manifested in areas such as access to buildings, educational opportunities, and visibility in the media. Given the importance of disability awareness and the significant influence of media, especially on children today, this research investigated the inclusion of disability as one element of ‘awareness’ in one ‘made‐for‐children’ (2–5 years old) television programme. Drawing on a social model of disability, three key concepts of Diversity, Inclusion, and Equity were used to explore the way that disability is portrayed for early learners. Analysis of 265 episodes (2015–2021) revealed that inclusion of disability appeared in fewer than 15% of episodes and was not representative of the community broadly speaking. This lack of representation exposed the limited potential that the media currently has as an educative function for preschool children in disability awareness and understanding of disability as part of contemporary society. Including more people with disabilities in made‐for‐preschool children's programmes is one way to both build awareness and progressively ameliorate this position. [ABSTRACT FROM AUTHOR]

PurposeData collection/analysisFindingsGiven the various social, physical, and environmental factors at play during a physical education (PE) class, some components of the PE experience can be overstimulating for individuals with neurodiversity. There have been repeated calls to action for the creation of inclusive experiences for all children in schools, however, very few have examined inclusive movement experiences across various movement contexts in schools (e.g. PE, recess, hallways, before/after school, etc.). This study reports on the SENSE-ational schools program as a model of an inclusive pedagogical approach for students with neurodiversity across school movement contexts.An exploratory case study design was used to examine inclusive practices within 4 elementary schools (grades K-5). Observations were grouped into four thematic categories: (1) School staff communication and engagement; (2) ‘Soft landings’; (3) Pre-teaching and reflective practice; (4) Lesson plans and equipment as a tool to support pedagogy.Consistent with a physical literacy enriched pedagogy approach, the SENSE-ational schools program provided an opportunity for individualized movement journeys regardless of student level of ability or interest. The multiple success pathways for each individual student, afforded by different equipment deployed and strategies implemented, allowed for all students to feel successful in shared movement experiences. The SENSE-ational schools program is illustrated as a ‘best practice’ exemplar of inclusion for students with neurodiversity. [ABSTRACT FROM AUTHOR]

According to the inclusion law in Israel, students with disabilities can learn in mainstream classes with support services by teachers and specialists with special education training. The present study investigates the quality of teaching Hebrew as a second language (HSL) for Arab students with disabilities as reported by 35 teachers of HSL in mainstream middle and high schools who filled an online survey. Findings indicated a lack of knowledge among the teachers about students with disabilities who learn in inclusive settings. Moreover, the responses revealed that almost half of the teachers did not speak Hebrew fluently, and that they all simplified their language when administering their lessons. These findings raise questions regarding teaching HSL and the efficacy of inclusion. The present study identifies key areas for improvement including the need for competent L2 teachers for students with disabilities, and the implementation of an adapted accessible curriculum and an authentic classroom. Recommendations for teaching HSL for Arab students with disabilities are included. [ABSTRACT FROM AUTHOR]

Although the field of illustration is a major topic in technical and professional communication (TPC), social justice regarding medical illustrations is yet to be investigated. Drawing from an analysis of TPC journals, program websites, textbooks, and syllabi, this study explores how TPC could advance a social justice view on medical illustration, especially in the textbooks that we use in teaching medical and science writing courses. Not only did we find that very few medical and science writing textbooks included illustrations, but a significant number of illustrations were white. We suggest intentionality in the choice of pedagogical materials, overt discussion of social justice in the curriculum, and critical borrowing of pedagogical materials. [ABSTRACT FROM AUTHOR]

The article provides a framework for optimizing residency recruitment to increase diversity, equity, inclusion, and belonging (DEIB) while also minimizing opportunities for bias. It provides considerations for prerecruitment, rubric criteria, letters of reference (LORs), letters of intent (LOIs), interview process, rank processes, and postmatch processes. Suggestions to minimize bias and optimize diversity in the application process are offered.

AbstractObjectives: Persons with disabilities (PWD) often experience risks associated with HIV/AIDS including unmet needs and overlooked stigmatization. This could be attributed to certain misconceptions such as PWDs are asexual, and cannot enjoy sexual pleasure, among others. Therefore, this paper sought to investigate the extent of disability inclusion in recent National Strategic Plans (NSPs) for HIV/AIDS in West African countries. Methods: This study was a policy review of NSPs in 13 African countries. Relevant indicators in the UN Convention on the Rights of Persons with Disabilities and the UNAIDS International Guidelines on HIV and Human Rights were used. Six indicators (identification of people living with disability (PLWD) as a key population, the inclusion of principles related to PWD within the NSPs on HIV/AIDS, protecting the rights of PWD, recognition of PWD as a vulnerable population at higher risk of HIV and in need of special protection, providing HIV-related support services for PWD and monitoring and evaluating the impact of HIV on PWD). Results: Findings from this study revealed that only 30% of West African countries recognized disability as an issue of concern. Also, 38.5% of these countries recognize the vulnerability of people with disabilities to HIV. However, only a few (7.6%) provided support in the context of special needs, monitoring, and surveillance specifically for persons with disabilities. Conclusion: Most of the West African NSPs are outdated and due for renewal. Therefore, it is necessary to integrate the needs of persons with disabilities within the context of HIV/AIDS in the NSPs. More importantly, support and services should also be prioritized among the vulnerable groups to optimize inclusion. [ABSTRACT FROM AUTHOR]

This study explores potential barriers to curriculum accessibility for lower‐secondary school students with visual impairment in Senegal. A qualitative case study approach was used with purposeful sampling to collect data at a special school for students with visual impairment, and the three junior high schools that offer placement to the students with visual impairment after primary graduation from the special school. The study comprised 22 participants including six students with visual impairment, six regular teachers, three paraeducators, three special education teachers, and the four administrators of the schools. Data were collected using semi‐structured interviews, focus group discussions, and classroom observations. The study concluded that students with visual impairment in lower secondary schools face several obstacles to having proper access to the general education curriculum. The results highlight a lack of training and skills for teachers having students with visual impairment in junior high schools, a shortage of curriculum materials and adaptations, inconvenience of classroom environment, and a restricted collaboration between actors. [ABSTRACT FROM AUTHOR]

AbstractMindfulness is increasingly offered in schools around the UK, as well as internationally. Previous research has focused on the efficacy, the implementation, and the wider meaning of mindfulness in education, rather than sociological interests, such as matters of equality and social justice. This article draws on qualitative data from the ‘Mapping Mindfulness in the UK’ study, to investigate how mindfulness practitioners discuss and address issues of equality and diversity in relation to school-based mindfulness. Lynch and Baker’s key dimensions of equality are used to analyse participants’ accounts, including on adjustments to curriculum and pedagogy to accommodate diversity, practitioners’ responses to socio-emotional vulnerability, and the dynamics of choice and compulsion in the classroom. By highlighting several issues of concern in these areas, the research makes original contributions to sociological understandings of mindfulness and other similar initiatives in schools, whilst offering new insights on theories of equality in education more broadly. [ABSTRACT FROM AUTHOR]

Previous research portrays radical‐right voters as economically, geographically, or politically marginalized. However, it seems implausible that these self‐perceived ordinary people—often overrepresenting historically powerful majorities (Whites, men, Christians)—are also socially marginalized. In the present article, I theorize why they may still feel socially excluded: Optimal distinctiveness research posits that individuals feel included in society if they experience (1) belonging to it and (2) uniqueness within it (i.e., feel their background is recognized). I argue that historical power and self‐perceived ordinariness satisfy most majority members' belonging need, but recent diversification and liberalization leave their uniqueness need unsatisfied. Indeed, cluster analyses of American National Election Studies (ANES) data show that a substantial share of majority members experiences firm belonging to society but lacks uniqueness therein. This group is more likely to support Trump than individuals whose needs are satisfied. This article contributes a social‐inclusion perspective on radical‐right voters' position in society. [ABSTRACT FROM AUTHOR]

The policies and practices of creative cities are transitioning from a more externally focused and neoliberally oriented creative agenda toward local, place-based approaches that are grounded in the principles of social and cultural inclusion, participation, and diversity. However, little research has specifically examined the tensions, trade-offs, and opportunities cities might face in this transition. This research explores the creative dynamics of Wellington, New Zealand’s creative capital, pursuing a more inclusive and community-oriented policy. Using a case study approach, we identified seven key themes critical to supporting more inclusive and place-based creative city policies: affordability; availability of creative and cultural infrastructure; a supportive built environment; celebration of Indigenous culture and creative expression; support for inclusion and diversity; reliable funding resources and supportive regulations and processes; and grassroots community innovators. We developed these themes by considering both Wellington’s creative city policies and the existing creative dynamics of the city, which provide implications and recommendations for other cities experiencing similar transitions in their creative city policies. [ABSTRACT FROM AUTHOR]

With a growing global interest in environmental, social and governance (ESG) policies, ESG indices and ratings have gained significant influence, but have also come under increasing academic scrutiny as to their validity. As part of this development, LGBTQ+ indices and pledges have also grown in popularity to signal the LGBTQ± friendliness of companies worldwide. This article begins by discussing the overall state of LGBTQ+ employees in the Japanese workplace and addresses to what extent Japanese LGBTQ+ indices can help to assess inclusive work environments. After proposing a novel framework to evaluate the components behind such indices, we apply it to two Japanese LGBTQ± friendliness indices, namely the PRIDE Index and the D&I Award. We find that both LGBTQ+ indices show potential to assess the degree of LGBTQ+ inclusive policy measures. At the same time, they still have weaknesses and leave room for misuse. Yet, these indices have a much stronger validity than other LGBTQ± friendliness markers used in Japan, such as the widely popular United Nations Sustainable Development Goals (SDGs). These findings are not only a timely contribution to the academic literature on the validity of ESG indicators, but they are also relevant to the LGBTQ+ community in Japan, as the newly enacted LGBTQ+ Understanding Law in 2023 lacks effective anti-discrimination measures. [ABSTRACT FROM AUTHOR]

Peer-mediated interventions are an evidence-based practice for enhancing the social and learning outcomes of students with autism and other developmental disabilities. However, little is known about the peers who participate in these interventions or the ways they are impacted through their involvement. In this pilot study, we examined changes in academic and behavioral outcomes of 204 peers involved in a semester-long peer partners program at eight public high schools. Although the majority of peer partners were female, these volunteers varied widely in their academic and behavioral profiles the semester prior to their involvement in Peer to Peer. Overall, peer partners experienced increases in their overall GPAs (d = 0.34), and daily attendance (d = 0.56) after one semester of involvement. Modest decreases in behavioral referrals and suspensions were evident only among the subset of peer partners who previously had such infractions. After two semesters of involvement, improvements were evident in all four areas for the subset of students for whom these data were available: GPA (d = 0.42), absences (d = 0.26), behavior referrals (d = 0.46) and suspensions (d = 0.37). We discuss the importance of reciprocity within these widely advocated interventions and offer recommendations for research and practice. Impact Statement This study describes the characteristics and reciprocity of outcomes for high school peers who participate as peer partners alongside students with autism or other developmental disabilities. The majority of peer partners in this study experienced positive academic and behavioral outcomes when participating in these programs, with improved GPAs, increased attendance, decreased behavior referrals and decreased suspensions during the semester they provided peer support. This suggests that program coordinators, school psychologists, and other school staff should actively seek to involve diverse peer partners in their programs by including students with academic or behavioral challenges, rather than only high-achieving students. Peer-mediated interventions are not only beneficial for students with disabilities, but involvement can also impact outcomes for at-risk peers. [ABSTRACT FROM AUTHOR]