INCLUSIVE EDUCATION-NEW CHALLENGES AND STRATEGIES

The need for realization of inclusive education, which is the basis of a sustainable education, will require new challenges in the Education System. The system used in Italy can be used as an example. Italy passed avant-garde laws concerning the integration and inclusion of special needs students into the general school system already more than thirty years ago, in the 1970s. However, even after all this time and experience, there are still unresolved problems, which testifies to the complexities of the matter. This research offers an insight into the quality of the existing Italian inclusive education system specifically in relation to students with autism. Thereby it hopes to provide educators in Latvia with food for thought about this currently important topic.

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Universities in crisis?--new challenges and strategies in two English city-regions

Cambridge Journal of Regions Economy and Society ◽

10.1093/cjres/rst029 ◽

2014 ◽

Vol 7 (2) ◽

pp. 327-348 ◽

Cited By ~ 25

Author(s):

D. Charles ◽

F. Kitagawa ◽

E. Uyarra

Keyword(s):

City Regions ◽

New Challenges ◽

Challenges And Strategies

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Inclusion across borders: young immigrants in France and England

FIRE Forum for International Research in Education ◽

10.32865/fire202061182 ◽

2020 ◽

Vol 6 (1) ◽

Author(s):

Oakleigh Welply

Keyword(s):

Inclusive Education ◽

The Past ◽

Institutional Contexts ◽

New Challenges ◽

And Migration ◽

Young Immigrants

Globalisation and migration have brought new challenges to education in the past decades, raising questions about how schools can promote inclusion within contexts of increased diversity (Vertovec and Wessendorf, 2009). The concept of inclusive education itself remains contested with different meanings across national contexts. This makes a comparative focus on inclusion particularly relevant to understanding different languages of inclusion and the ways in which these are articulated across national and institutional contexts.

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New Challenges and Strategies for Cardiac Disease: Autophagy, mTOR, and AMP-activated Protein Kinase

Current Neurovascular Research ◽

10.2174/1567202617999200207153935 ◽

2020 ◽

Vol 17 (2) ◽

pp. 111-112

Author(s):

Kenneth Maiese

Keyword(s):

Protein Kinase ◽

Cardiac Disease ◽

New Challenges ◽

Amp Activated Protein Kinase ◽

Challenges And Strategies

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Challenges for Inclusive Higher Education

10.22364/htqe.2021.32 ◽

2021 ◽

Author(s):

Tsvetelina Ivanova ◽

◽

Dora Levterova-Gadjalova ◽

Galin Tsokov ◽

Nevena Mileva

Keyword(s):

Higher Education ◽

Content Analysis ◽

World Wide Web ◽

Inclusive Education ◽

World Wide ◽

Quantitative Content Analysis ◽

Initial Development ◽

Quantitative Content ◽

The World ◽

New Challenges

The development of the world wide web and of Education 2.0. to Education 3.0. and Education 4.0. pose new challenges to the inclusive paradigm of higher education (HE) A study was conducted with the method of content analysis for the processes of inclusion in HE in the conditions of the new challenges. The applied research method is – quantitative content analysis of language categories – words and expressions that have a specific coding in the field of inclusive higher education and are located in the World wide web. Language categories are selected as census units according to the indicators time and frequency of occurrence in the world wide web. The quantitative content analysis method is applied with several groups of census units or conceptual schemes for inclusive higher education. The variations of the census units in the dynamics and correlation of the specified indicators manifest the interest shown in the problems of inclusive higher education by society, scientific analysis and scientific terms of the inclusive higher education, and the application of the Internet of Things, artificial intelligence for realization of the process of inclusive education. Specific emphasis is placed on the development of inclusive higher education from Education 2.0 to Education 4.0. The results demonstrate a change in HE to inclusive processes through personalized and self-determined training of students with different abilities and different potential in inclusive HE 3.0 and initial development of inclusive HE 4.0.

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