Disability, Education, and Work in a Global Knowledge Economy

Governments around the world press for higher levels of education and skills for all their young people. They believe that, despite recessions and job losses, people are “human capital” who need to invest in their own training and help grow economies. In England in 2019, disabled adults made up 20% of potential workers, but only half of them were employed. This chapter discusses the changing nature of the labor market and the place of young people regarded as having special educational needs or disabilities in education and training, noting that despite a shift to a social model of disability, social and work environments often fail to adapt to those with disabilities. Education and training for disabled young people have usually been at lower levels and the jobs on offer for them lower skilled and waged. But, more recently in England, disabled students have been recognized as a significant presence with more taking higher skilled and professional jobs after graduation. The chapter briefly compares the situation in England with that of Germany and Finland.

Disability, Education and Development Perspectives from Tokelau

<p>This thesis is concerned with the issue of people with disability accessing education. The contemporary international dialogue about how best to include people with disability in education recommends developing regular education systems to cater for the full diverse range of learners' needs and abilities. This approach is part of an Inclusive Education philosophy and is designed as a response to all populations who experience exclusion from education, including people with disability. By examining people's opinions, experiences, attitudes, aspirations, perceptions, knowledge, and understanding about disability, education and development, this thesis aims to identify the challenges of including people with disability in education and society in the context of a small Pacific Island developng nation, and the ways in which these challenges can be addressed. In doing so, it contributes to the growing body of literature which raises awareness of the experiences of exclusion faced by people with impairments; as well as the literature exploring disability issues from a social and rights-based perspective in developing countries. Semi-formal interviews were conducted with ten participants from Tokelau, New Zealand and Samoa to garner traditional, modern and personal perspectives about disability, education and development. The main findings of the research are that although disability is still predominantly understood within a medical, religious or deficit-model paradigm in Tokelau, some historical attitudinal barriers to inclusion may be shifting. This is occurring as people become better informed about disability through education, personal experiences and awareness of the causes of disability. Consequently, there is some indication that the younger generation are less likely to stigmatise the cause of disability because of their exposure to scientific explanations and increased familiarity and comfort with human rights concepts. People in Tokelau called for raising public awareness about disability causes and issues. Another finding of the research is that although there is a perception from some that the rhetoric of human rights is demanding and antithetical to the culture, responsibility is more easily accepted because it is considered in line with traditional communal values and social systems of support like inati (sharing of resources). Terminology aside, the concepts involved in Inclusive Education reflect traditional Tokelauan beliefs about treating people equally and with fakaaloalo (respect), alofa (love) and poupouaki (support). Although the inclusion of disability issues into the international human rights framework through the UN 2006 Convention on the Rights of Persons with Disabilities is not yet widely known in Tokelau, human rights concepts are beginning to be introduced and understood at the community level, and they are seen in the constitutional documents and education policies of Tokelau. Support and partnership from New Zealand is welcomed in enabling locally developed inclusive services in Tokelau. Overall, the research suggested that inclusive philosophies and approaches within the education system in Tokelau are emerging, and that it is an opportune time to develop capacity and services for ensuring that people with impairments can access education. Despite material and human resourcing difficulties, there is a general willingness to include people with impairments in society and a strong preference for a collaborative community wide approach.</p>

Disability, Education and Development Perspectives from Tokelau

<p>This thesis is concerned with the issue of people with disability accessing education. The contemporary international dialogue about how best to include people with disability in education recommends developing regular education systems to cater for the full diverse range of learners' needs and abilities. This approach is part of an Inclusive Education philosophy and is designed as a response to all populations who experience exclusion from education, including people with disability. By examining people's opinions, experiences, attitudes, aspirations, perceptions, knowledge, and understanding about disability, education and development, this thesis aims to identify the challenges of including people with disability in education and society in the context of a small Pacific Island developng nation, and the ways in which these challenges can be addressed. In doing so, it contributes to the growing body of literature which raises awareness of the experiences of exclusion faced by people with impairments; as well as the literature exploring disability issues from a social and rights-based perspective in developing countries. Semi-formal interviews were conducted with ten participants from Tokelau, New Zealand and Samoa to garner traditional, modern and personal perspectives about disability, education and development. The main findings of the research are that although disability is still predominantly understood within a medical, religious or deficit-model paradigm in Tokelau, some historical attitudinal barriers to inclusion may be shifting. This is occurring as people become better informed about disability through education, personal experiences and awareness of the causes of disability. Consequently, there is some indication that the younger generation are less likely to stigmatise the cause of disability because of their exposure to scientific explanations and increased familiarity and comfort with human rights concepts. People in Tokelau called for raising public awareness about disability causes and issues. Another finding of the research is that although there is a perception from some that the rhetoric of human rights is demanding and antithetical to the culture, responsibility is more easily accepted because it is considered in line with traditional communal values and social systems of support like inati (sharing of resources). Terminology aside, the concepts involved in Inclusive Education reflect traditional Tokelauan beliefs about treating people equally and with fakaaloalo (respect), alofa (love) and poupouaki (support). Although the inclusion of disability issues into the international human rights framework through the UN 2006 Convention on the Rights of Persons with Disabilities is not yet widely known in Tokelau, human rights concepts are beginning to be introduced and understood at the community level, and they are seen in the constitutional documents and education policies of Tokelau. Support and partnership from New Zealand is welcomed in enabling locally developed inclusive services in Tokelau. Overall, the research suggested that inclusive philosophies and approaches within the education system in Tokelau are emerging, and that it is an opportune time to develop capacity and services for ensuring that people with impairments can access education. Despite material and human resourcing difficulties, there is a general willingness to include people with impairments in society and a strong preference for a collaborative community wide approach.</p>

A hybrid landmark Aalen-Johansen estimator for transition probabilities in partially non-Markov multi-state models

Multi-state models are increasingly being used to model complex epidemiological and clinical outcomes over time. It is common to assume that the models are Markov, but the assumption can often be unrealistic. The Markov assumption is seldomly checked and violations can lead to biased estimation of many parameters of interest. This is a well known problem for the standard Aalen-Johansen estimator of transition probabilities and several alternative estimators, not relying on the Markov assumption, have been suggested. A particularly simple approach known as landmarking have resulted in the Landmark-Aalen-Johansen estimator. Since landmarking is a stratification method a disadvantage of landmarking is data reduction, leading to a loss of power. This is problematic for “less traveled” transitions, and undesirable when such transitions indeed exhibit Markov behaviour. Introducing the concept of partially non-Markov multi-state models, we suggest a hybrid landmark Aalen-Johansen estimator for transition probabilities. We also show how non-Markov transitions can be identified using a testing procedure. The proposed estimator is a compromise between regular Aalen-Johansen and landmark estimation, using transition specific landmarking, and can drastically improve statistical power. We show that the proposed estimator is consistent, but that the traditional variance estimator can underestimate the variance of both the hybrid and landmark estimator. Bootstrapping is therefore recommended. The methods are compared in a simulation study and in a real data application using registry data to model individual transitions for a birth cohort of 184 951 Norwegian men between states of sick leave, disability, education, work and unemployment.

PKMS Braille Digital Marketing UMKM Al Mumtaz Eduwisata Difabel Penyandang Disabilitas Tunanetra dan Daksa Ringan Era New Normal di Kabupaten Banyuwangi

This PKM aims to solve the problems of Al Mumtaz problems with Disabilities Using Technology Based on Community Inclusion and Disabilities, People with Disabilities who are Blind and Mild Daksa Era of New Normal in Banyuwangi Regency. Braille Digital Marketing Umkm Al Mumtaz Disability Education Using AI Technology Based on Community Inclusion and Disabilities People with Visual and Mild Disabilities Era New Normal in Banyuwangi Regency, aims to overcome the problem of disabilities A / Blind and mild D (1) Lack of Partner knowledge related to Digital Marketing 2) Decrease in consumers using Al Mumtaz Disability Tourism Edu services and Decreased Handicraft Sales during the epidemic period (3) Unavailability of Braille Digital Marketing Module, no media aids that make it easier for A / blind and mild disabilities in marketing innovation for handicraft products ( 4) The lack of access to information and special AI technology media for the blind in terms of improving the quality and marketing of handicraft products. The activities carried out are by holding Braille Digital Marketing training and simulations using the Braille Digital Marketing Module, including training for Braille Digital Marketing workshops using the Braille Module, collaborating with other supporting partners who have computers and braille printers in compiling the Braille Digital Marketing Module, partner assistance ( UMKM Al Mumtaz) in optimizing potential. The resulting output is the increased understanding of the training participants, the Al Mumtaz youtube account of online media publications and print media, dedication articles in the form of national journals, photos and videos of activity documentation, blogs and websites.

Ubuntu and African Disability Education

In this chapter, the researcher seeks to challenge the view that Western cultures are the ‘givers' and the ‘teachers' of disability education while African cultures are the ‘takers' and the ‘taught'. Firstly, the researcher argues that the displacement of African knowledge systems by colonialist hegemony has to be refuted to prepare the foundation of African disability education. Secondly, the study draws lessons from an African culture, particularly the Shona culture, by using selected proverbs to show how disabled persons are respected in communities, how they are given freedom for innovation, and how they are encouraged to participate in daily activities. Thirdly, the research provides responses to standard objections that are raised against the use of proverbs in drawing out philosophical arguments. Lastly, the researcher argues that disability ethical teachings that are enshrined in Shona cultural thought have the potential for global application.