Inclusive Education

The challenges facing full inclusion are many: time, scheduling, role clarity, self-efficacy, collaboration, parity, classroom management, new and different skill sets, training, and support. If we plan for, train, and schedule special and general education teachers as separate entities, they will be. Instead, all educators and leaders must be viewed, and treated, as part of a single working system. This chapter outlines concrete and actionable strategies for school leaders and general and special educators to support effective inclusion and make it a reality for all students. Hard work? Yes! Worth it? Absolutely!

PEOPLE MANAGEMENT AND ITS IMPLICATIONS FOR THE INCLUSION OF PEOPLE WITH DISABILITIES (PWD) AT WORK: A STUDY IN A MATTRESS FACTORY LOCATED IN SOUTHEASTERN BRAZIL

In the 1970s, social inclusion became a ubiquitous issue in the global scenario and professionals in the field of People Management began to adopt strategies for the inclusion of people with disabilities (PWD) in the labor market. However, currently, many organizations still face difficulties in hiring PWD, not adopting an effective inclusion, despite being provided for in Law number 8,213 of July 24, 1991 (Law of Quotas for PWD). Given this fact, the objective of this research was to analyze how Law number 8,213 is being applied in a mattress factory located in the city of Três Rios/RJ. This is a research of qualitative approach, which was conducted through an in-depth interview with the manager of the People Management area, through a questionnaire based on the Model of Campos, Vasconcellos and Kruglianskas (2013). To carry out the data analysis, it was used the content analysis technique according to Bardin (1977). As a result of the research, it was found that the factory does not perform as a strategy of People Management an effective inclusion program for the PWD, since practices are not developed to facilitate accessibility, retention and awareness of such individuals in the workplace. It is concluded that the admission of PWD is made tied to the legal obligation, i.e., for the mere fulfillment of the minimum percentage required by Law number 8,213. In this sense, the adoption of palliative strategies prevails in the factory so that people with disabilities are only inserted into the workplace.

The role of the school leader in the inclusion of migrant families and students

Social, political and economic upheavals, coupled with natural disasters, are recurring, major causes of the displacement of people worldwide. Hosting nations are constantly seeking ways and means to meet the diverse needs of migrants, immigrants, refugees and asylum seekers, with schools incessantly being urged to play a major role in the inclusion of migrant students in all aspects of school life. The study highlights the strategies being employed by a Maltese school leader in his quest to fulfil his noble mission of effectively including all students, irrespective of background of origin. The study also seeks to develop and expand the role of the school leader towards meeting the needs of migrant students and their families within the school set-up and beyond. It also seeks to engage readers in a critical and constructive discussion surrounding the effective inclusion of migrant students in schools and society. It transpired that the school leader‘s work can be summarised under four categories: 1) reconceptualising the meaning of diversity 2) promoting an inclusive school culture, 3) strengthening of language support and 4) the extension of school relationships beyond school boundaries.

A study on wastewater treatment sludge utilization in Bulgarian agriculture

The issue of sludge utilization from wastewater treatment in agriculture is an important socio-economic and environmental problem in the European Union (EU) and Bulgaria. It is becoming topical issue along with constantly growing amount of produced wastewater treatment sludge, deficiency of lands for their safe disposal, protests of population and interests’ groups, tightening EU restrictions, etc. Furthermore, studies on wastewater treatment sludge utilization are multiplying in relations with their «transformation from wastes into products» and effective inclusion in supply chains and circular economy. Despite their relevance, in-depth studies of the diverse effects and critical factors of wastewater treatment sludge utilization in Bulgarian agri-food chain are at an early stage, mostly focusing on agronomic, economic and/or environmental ones. Thus, the object of research is the effective utilization of sludge from wastewater treatment in Bulgarian agriculture. In the course of the research it is used a qualitative analysis of regulations, and institutional and organizational structure, as well as surveys with managers and experts of urban wastewater treatment plants, and farmers applying and not-using sludge from wastewater treatment in their holdings. As a result of the study, the institutional, political, organizational, personal, educational, informational, social, economic, and environmental factors influencing the utilization of sludge in agriculture in two major regions of the country (Sofia and Burgas) are identified. Impact factors are generally divided into two types: factors influencing the behavior of agents, and factors determining the type and extent of the effects of sludge use in agriculture. In the future, the proposed approach has to be extended and deepen to establish the economic, sectoral and regional specificities on the basis of more representative information from all participants and interested parties in the effective utilization of wastewater treatment sludge.

Plasma donors in the social and information field in a pandemic

The article presents the results of a study of plasma donors as an agent of information impact in a pandemic situation. The key problem is the need to socially advance anti-pandemic measures in the face of poorly managed social responses to the fight against a pandemic. The analysis of the research results demonstrates a sufficiently high level of rational critical thinking of plasma donors in relation to being informed about the pandemic and combating it. It is concluded that the fixed position of plasma donors in the information space creates a stable foundation for the effective inclusion of this group in the processes of information support of anti-pandemic measures.

EDUCAÇÃO INCLUSIVA: LEGISLAÇÃO BRASILEIRA E A INCLUSÃO

Today the inclusion of students with disabilities is a reality in Brazilian schools, a right guaranteed by law. guaranteed by law. This article provides insight, through legislation, into the historical construction of inclusion, allowing the elucidation of concepts relevant to the education of people with disabilities. of inclusion, allowing the elucidation of concepts relevant to the education of people with disabilities in the regular school system. the education of people with disabilities in the regular school system. In addition, it allows us to perceive the history of school inclusion in Brazil in parallel with the historical vision of inclusion in the regular school system. in Brazil in parallel with the historical view of disability in the country, as well as to analyze if the legislation guarantees the effective inclusion of students with disabilities in the regular school system. legislation guarantees the effective inclusion of students with disabilities in the regular school system, as well as to regular school system, and also to reflect on the current laws that address inclusive education and their guidelines. The research used a qualitative literature review methodology, based on the legislation on inclusive education, the subject of the project. on inclusive education, the subject of the project. In addition, it was conditioned to the concept and vision of the main authors in the studies of this topic. the main authors of studies on this topic, such as Silva, Ferreira and Mantoan, which were conducted in journals, articles and the Internet. in journals, articles and internet. It is concluded that legislation, in spite of the advances and setbacks throughout history, is indispensable for the throughout history, is indispensable to guarantee and ensure the entry and permanence of these students in regular school, however, it is However, legislation alone does not guarantee the full inclusion of these students, since this depends on the However, legislation alone does not guarantee the full inclusion of these students, as it depends on numerous factors, including the involvement of the management team, teachers, and other and others responsible for pedagogical practice, as well as the elimination of barriers that may impede the full inclusion of these students. that may impede the full inclusion of these individuals in society.

Online journaling and language learning in intensive summer study abroad programs

In spite of the superior effects of semester- or year-long educational experiences abroad, the majority of students prefers short-term study abroad for which participation numbers are steadily rising. Due to the increased student interest in short-term study abroad options, investigations into how a short stay abroad can be designed to maximize learning outcomes for participants are important. While some studies suggest that technology can have negative impacts on language learning during study abroad, effective inclusion of technology can maximize learning. This article summarizes the results of three years of research investigating the effects of daily online journaling during an intensive German summer program on second language (L2) learners’ writing skills during an intensive German summer program. The context of the program will be described along with the rationale for including online journaling assignments. The study investigates whether there is a relationship between the amount students wrote in their daily blogs and their writing development, and whether students’ linguistic progress can be traced in their journal posts. Lastly, the article will provide a pedagogical evaluation of the benefits of incorporating journaling or blogging in short-term study abroad programs and present suggestions for successful projects. The terms journaling and blogging are used interchangeably in this manuscript; while a blog was used as the journal platform in this project, a different format than a blog can serve the same purpose of providing a space for reflective journaling for students.

Inclusion of Shipping in the EU-ETS: Assessing the Direct Costs for the Maritime Sector Using the MRV Data

This paper aims to assess the direct economic impact on the maritime sector from its inclusion in the European Union-Emission Trading System (EU-ETS). The Monitoring, Reporting and Verification (MRV) data are analysed for the estimation of carbon dioxide (CO2) emissions within the European Economic Area (EEA). The economic impact assessment model used is scenario-based, and includes different price incentives, geographical coverage and emission allowances allocation methods. According to our findings, in case the emission allowances are fully auctioned or partially free allocated on the basis of a uniform benchmark, the increased costs would be disproportional among the maritime segments. Such a scheme would penalise Roll-on/Roll-off (RoRo) and Roll-On/Roll-Off/Passenger (RoPax) segments due their high fuel consumption per transport work in relation to oil tankers and bulkers. The establishment of differentiated benchmarks per segment seems to be a prerequisite for the effective inclusion of shipping in the EU-ETS that will reward energy efficient vessels in each segment and avoid competition distortion within the maritime industry.

Indigenous Knowledge Systems in Environmental Governance in Canada

This contribution addresses key issues around the application of Indigenous knowledge in contexts where such knowledge is neither generated nor held (academy, industry, governments, etc.). Effective models for the ethical incorporation of Indigenous knowledge into environmental governance in Canada have remained elusive despite decades of attempts. The predominant research paradigm of “incorporating” Indigenous knowledge into environmental governance is one of extraction by the external interests who seek to include specific aspects of such knowledge in their undertakings. This approach continues to fail because Indigenous knowledge exists as an integral component of Indigenous Knowledge Systems (IKS). It is often hollow and potentially damaging to consider any knowledge without understanding the societal systems and peoples that produced it. Indigenous knowledge is not just “knowledge” (a noun) but a way of life, something that must be lived (a verb) in order to be understood. Indigenous knowledge is inseparable from the people who hold and live this knowledge. Although government policy and legislation have evolved in attempts to treat Indigenous knowledge more holistically, the overriding paradigm of extraction remains essentially unchanged. Even the most recent frameworks will meet with limited success as a result. Appropriate and effective inclusion of Indigenous knowledge requires recognition of the systems that support it, which in turn necessitates support for Indigenous self-determination.

Pedagogy of partnership in inclusive education of the EU countries

The purpose of the academic paper was to identify the features of partnership pedagogy on a practical level in inclusive education in the EU countries. A qualitative methodology was used in the research based on content analysis and the meta-analysis of publications for 2015-2020 on the issues of partnership pedagogy based on interprofessional interaction of different professionals, parents and children. The results have revealed that partnership in inclusive education is a style of interaction characterized by voluntary participation. In the process of interaction, interested parties transform beliefs, values and form knowledge about the most effective inclusion strategies. Understanding the peculiarities of the psychophysical development of a child with special needs provides effective inclusion. The child’s adaptation depends on the level of adult’s understanding of the child’s educational needs, considering his opinion in decision-making in problematic learning situations. The child’s role as a full-fledged partner in inclusion determines the level of adaptation in the educational environment.