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In this paper, the authors consider a novel eudaemonic approach to spatial design, proposed by Mikus et al., and examine how researchers and practitioners can co-design with participants to achieve a flourishing interpretation of Aristotle's concept of eudaemonia (i.e., being one's best self). The approach was tested in doctoral research conducted during 2021 at a time when many areas were under lockdown, necessitating a virtual approach. The research engaged nine older adults, aged 65-80 and living alone in Australia, and nine design professionals via creative methods including interviews, cultural probes, and co-design workshops. Combining these methods in concert with respectful engagement was found to produce not only the aimed-for principles to guide eudaemonic home design but also unintended yet beneficial consequences resulting from meaningful inclusive praxis. Here, the authors reflect on the importance of recognising eudaemonic design as a means of careful methodological praxis to precipitate promising participant outcomes, ranging from individual intrinsic motivation to collective mutual inspiration, to enhance the research experience, and to promote flourishing. [ABSTRACT FROM AUTHOR]

The Access Services Department at the University of California Berkeley’s Main Library recently implemented a social justice-focused reading group for library employees. Inspired by the UCSB Critlib project, the group was developed as a pilot to be replicated by other departments and libraries interested in incorporating a social justice mindset into their daily operations. This article details the preparation, implementation, and evaluation processes of the group’s first meeting. Recommendations and best practices for starting a social justice-focused reading group in a library setting are included in the discussion. This project was designed during a graduatelevel course at the University of Washington iSchool.

Purpose: There are increasing concerns regarding inequitable educational access and experiences for underrepresented populations in health education, prompting dental faculties to recognize EDIA (equity, diversity, inclusivity, and access) capacity as a strategic priority. Faculty members contribute to the establishment and reinforcement of institutionally engrained norms within learning settings with significant influence on the experience of students. Currently, there is limited literature on faculty EDIA capacity within dental education and minimal evidence to inform barriers to development. This study sought to explore how dental faculty members perceive their personal and institutional EDIA capacity and to identify current strengths and weaknesses of EDIA development within the institution of study and dental education. Methods: Using a hermeneutic study design, semi‐structured interviews were conducted on a convenience sampling of dental faculty members (n = 10) and a thematic, interpretative analysis was applied. Results: Findings revealed six dominant themes impacting EDIA capacity. Knowledge of EDIA language, interfaculty communication, and institutional messaging are identified as weaknesses, whereas informal, community building events for EDIA development are identified as novel strengths meriting prioritization. Motivation to engage in EDIA by faculty members overall is illuminated in relation to emotionally provocative experiences. Conclusion: Current institutional communication of EDIA is unconsciously restricting capacity building based on hierarchical and prescribed parameters. Developing capacity in dental education requires a redirection of resources to initiatives valuing social bonding over prescribed box‐checking. This study reveals a new narrative of EDIA capacity within dental education and sustainable pathways for development with high transferability to other health programs. [ABSTRACT FROM AUTHOR]

Copyright of TE & ET: Revista Iberoamericana de Tecnología en Educación y Educación en Tecnología is the property of School of Computer Science, La Pata University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In spite of regulations aimed at ensuring that all people can enter and move through spaces, the need to create physical solutions that do not separate or segregate disabled populations has been overlooked. Further, the response of architects and designers is often to meet these regulations without considering the emotional impact of their designs, or the need for all users to be able to retain a sense of dignity as they enter and move through buildings and open spaces. This gap calls for a (re)generation of the urban form with a totally new agenda. My research argues that designing spaces for disability should focus on designing places for dignity. Aimed at upcycling everyday environments as enabling environments, this research identifies and comparatively analyses typologies of apartment buildings and neighbourhoods in Athens, Greece, where the experience of dignity is ubiquitously threatened due to a planning pathogenesis. Here, typologies are evaluated using dignity-based criteria, and new design guidelines and actions are proposed. This research and its findings will enrich access-knowledge through their innovative urban design paradigms with the potential to transform spatial environments into dignified spaces for all.

Learning platforms are currently main organization models for digital and remote teaching. Researches have highlighted learning outcomes as a critical area during the health emergency, also partially due to low prepardeness of teachers for digital and distance teaching. Evidence Based Education informs that gamification can efficiently be implemented as a teaching methodology, using games to involve students in digital activities in an inclusive manner. In order to monitor the level of appreciation and to identify the more appropriate game models according to students’ literacy skills, a study was performed in Marche region (IT) in 2021 in two first year high school classes involved in gamificated learning activities. All students appreciated the games used, but different reasons for appreciation are reported according to student skills. The escape room and the quiz design were identified as the most inclusive instrument, but other strategies were referred as very useful for inclusion: the variation of the graphic elements and the use of no time limited games. Un gioco di tutti e di ciascuno: l’apprendimento con la Didattica Digitale Integrata e le competenze degli studenti. Le piattaforme didattiche oggi rappresentano un modello di organizzazione dello spazio di lavoro irrinunciabile per gli interventi in DDI e DaD. Gli studi hanno individuato nei bassi risultati di apprendimento degli studenti una delle maggiori criticità del periodo della pandemia, in parte imputabile anche alla limitata capacità dei docenti di operare efficacemente a distanza attraverso strumenti digitali. In prospettiva Evidence Based, tra le metodologie ritenute più adeguate a conciliare l’efficacia didattica mediata dalla tecnologia e la dimensione inclusiva, figura la gamification, nelle sue varie declinazioni. È stato realizzato nel 2021 un monitoraggio su due classi prime di un liceo scientifico marchigiano, che hanno sperimentato un’attività integrata con elementi di gioco variamente caratterizzati, condotto con lo scopo di verificare il gradimento e individuare le modalità di giochi online più adatti a vari gruppi di studenti, distinti in base al livello di competenze nell’area alfabetico funzionale. La proposta didattica ha incontrato il gradimento di tutti, sebbene per distinte ragioni riferibili a diversi livelli di competenze. È inoltre emerso che è possibile individuare strategie, come la strutturazione su livelli e la progettazione di quiz, e modalità di gioco, senza limiti di tempo e con una variazione degli aspetti grafici, ampiamente inclusive.

Black women face unique and harmful biases because of their intersecting and multiple marginalized identities, which are different from those experienced by Black men and White women (Crenshaw in s. Cal. l. Rev., 65, 1467., 1991). As organizations work to create more inclusive environments for minoritized employees, it is important to test effective messaging and identity-safe cues (i.e., cues that enhance feelings of identity acceptance) for Black women. In the current research, we investigate a new identity-safe cue — in-group organizational endorsement. This technique involves two components: (a) learning about the successful experiences of a former Black female employee and (b) a persuasive message asserting that out-group employees can be supportive role models and mentors within the organization. In a pilot experiment (N = 182) and Study 1 (N = 236), Black female participants were more likely to believe role models and mentors can have different identities, to anticipate more identity-safety, and to have higher attraction to an organization that was endorsed by a former Black female employee compared to a White woman employee. Study 2 (N = 214) further demonstrated that in-group organizational endorsement was effective among Black female students early in their college career. Relative to a control group, Black female students in their 1st – 3rd year who received the in-group endorsement intervention indicated higher identity-safety at their university and were more likely to pursue professional interactions with out-group members. For institutions that are actively working to promote inclusivity and pro-diversity norms among their employees, in-group organizational endorsement is one effective identity-safety signal for communicating such environments. [ABSTRACT FROM AUTHOR]

Abstract: There have been substantial achievements in legislative and human rights for lesbian, gay, bisexual and transgender (LGBT) older people and their visibility in health and social care has equally increased. These appear to have surpassed the ability of care services to meet their needs given documented concerns about the accessibility, inclusiveness and safety of care services particularly institutionalised care. This requires systemic change not easy to operationalise. This paper describes an action research initiative where six care homes belonging to a national care provider, collaborated to assess and develop their services with the support of local LGBT “Community Advisors” and academic partners. Framed within Rogers’ (2003) change management framework and combined with a participatory leadership approach, a programme of intervention was implemented comprising structured activities around seven key areas thought to promote LGBT inclusion. A formal evaluation was conducted involving 35 pre‐ and post‐intervention qualitative interviews with 18 people (community advisors; care home managers and senior managers). The findings are presented across three key themes (1) starting points on the journey; (2) challenges encountered along the journey (organisational and interpersonal); and (3) making change happen; opportunities, initiatives and gains. We make recommendations on the value of a programme approach for achieving tangible outcomes that demonstrate increased inclusion for older LGBT people living in long‐term care settings. [ABSTRACT FROM AUTHOR]

Since the demise of apartheid in 1994 South Africa has undergone tremendous transformation, both political and societal. Evidence of this is the constitution, which was adopted in 1996 and is considered to be one of the most progressive in the world. Its essence is rooted in the qualities of equality and diversity. Yet, despite the inclusive nature of changes made to the constitution and related legislation, the South African Standard (SABS 0400), in particular Part S ‘Facilities for disabled persons’, remains a discouragingly exclusive document. This article documents the inclusive nature of South Africa’s new constitution and related legislation against which context Part S of SABS 0400 is critically appraised. Research is conducted by means of a literature review, an interview with the South African National Standard (SANS) technical advisor and questionnaires; thereafter, the pertinent documentation is critically analysed. Finally, recommendations are made in an endeavour to achieve a built environment that is rightly inclusive.

The challenge of designing universal access to knowledge demands considerations on multi-device interaction. A systematic review of inclusive environments built from multiple devices was conducted based on studies published during the period of 2002-2013. The search strategy combined manual and automatic searches from which 8889 studies were identified; 34 studies were found proposing software tools for building multi-device inclusive environments (0.38 % of the original sample). Thus, this study analyzes the ways academic and industrial communities have developed tools for building inclusive environments. The main findings of this review are: (1) an urgent need for the recognition of accessibility as an important non-functional requirement; (2) a need for taking into account the social conditions of users, such as illiteracy and people living in underserved communities; and (3) the identification of new research questions in the context of multi-device inclusive environments. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explain the variability in data collected from a single-case design study and to identify predictors of communicative outcomes for children with developmental delays or disabilities (n = 4). Using SAS® University Edition, we fit multilevel models with time nested within children. Children's initial levels of communication and teachers' frequency of strategy use when directed at the children predicted children's communicative outcomes. These results indicate that teachers' implementation of evidence-based communication strategies, when directed toward children with disabilities, and the interaction between their use of the strategies and children's initial levels of communication predict children's communicative outcomes. Implications for research and practice are provided. [ABSTRACT FROM AUTHOR]

Play is an important aspect of children’s development and its value to education has been widely explored. However, play in children with disabilities and especially children with autism may be restricted when compared to that of their non-disabled peers of similar age and abilities. Moreover, play has been neglected to a certain extent in school practice due to the focus many teachers place on academic attainments and the difficulty in engaging autistic children in play activities. Children spend most of their time in schools as opposed to attending interventions individually. School based research can improve the educational outcomes for autistic children and, therefore, there is a pressing need for more research to be conducted in school settings. The current literature review aims to: (i) identify empirical studies using interventions to develop play skills in autistic children at school, and (ii) explore the features of play skills targeted in these studies. A systematic search of two electronic databases: (i) PsycINFO, and (ii) Education Resources Information Center (ERIC) has been conducted between 2000 and 2014. Fourteen papers were collected and the findings suggest that a significant number of studies have been conducted in schools exploring a wide range of play skills. Strengths and limitations of the reviewed studies are given as well as implications for practice and future research. Conclusions are discussed in the light of the high ecological validity of real world studies and the need to bridge the gap between academic research and school practice. [ABSTRACT FROM PUBLISHER]

In this article, the authors share a framework for preparing for and implementing inclusive Pre-kindergarten classrooms based on their experiences working with an interdisciplinary study group comprised of two Pre-K teachers, one early childhood special education teacher, and two university professors, one traditional early childhood and one specializing in early childhood special education. The study group was organized to explore and then document the benefits and challenges of providing inclusive early education to young children with and without disabilities in a public school Pre-K setting. Five key issues are addressed, collaboration and role definition, program decisions, instruction, child outcomes, and necessary resources. [ABSTRACT FROM AUTHOR]

• Tourism literature recognises the uncertainty of what entails accessible tourism. • A lack of awareness toward the wider disability spectrum is clearly present. • Occupational therapists have expertise in understanding capacities of individuals. • Interdisciplinary approach between tourism and occupational therapy required • Tourism struggles to adopt such an approach, despite its interdisciplinary nature. [ABSTRACT FROM AUTHOR]

Pediatric hearing loss changed more in the past two decades than it had in the prior 100 years with children now identified in the first weeks of life and fit early with amplification. Dramatic improvements in hearing technology allow children the opportunity to listen, speak and read on par with typically hearing peers. National laws mandate that public and private schools, workplaces, and anywhere people go must be accessible to individuals with disabilities. In 2015, most children with hearing loss attended mainstream schools with typically hearing peers. Psychosocial skills still present challenges for some children with hearing loss., (Copyright © 2015 Elsevier Inc. All rights reserved.)