Creating a positive perception toward inclusive education with future-oriented thinking

Objective The purpose of this study was to examine the ways that encouraged people to develop positive attitudes and perceptions toward inclusive education. The Japanese special needs education system for students with disabilities has been shifting from a segregated model to a more inclusive form which is the major challenge facing educational systems around the world. While support for inclusive practices has grown rapidly in Japan, their implementation requires more attention. Considering these situations, in the current study, we experimentally manipulated future-oriented thinking and examined whether positive perceptions about inclusive education was enhanced if people acknowledged and realized that an inclusive society may improve the long-term welfare of not only people with disabilities but also people without disabilities or functional limitations. Results Our results partially confirmed that future-oriented thinking encouraged positive perceptions of inclusive education. It increased only when participants thought about the future employment of people with/without disabilities. No significant effects were found for the present orientation or control conditions.

Fundamentals of Information Theory: a reference book

The textbook contains theoretical, practical and control and measuring materials. It can be used by teachers for conducting classes in the disciplines "Fundamentals of the Theory of Computer Science" and "Computer Science", as well as by students for preparing for test papers, for testing and control works in these disciplines. It is also suitable for students studying in an inclusive form using distance technologies. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students studying in the specialties of secondary vocational education 09.02.05 " Applied Informatics (by industry)" and 09.02.06 "Network and system Administration".

VALUE-SEMANTIC ORIENTATIONS OF PARENTS RAISING CHILDREN WITH DISABILITIES WHEN CHOOSING AN INCLUSIVE FORM OF EDUCATION

The article is dedicated to the assessment of the personal position of parents raising children with disabilities. Studying them becomes especially important if the family chooses inclusive education for their children. The article presents a comparative analysis of the personal positions of parents whose schoolchildren have mild or severe forms of developmental disorders. To obtain reliable data, a social portrait of the families participating in the study was compiled (the education of the parents, their occupation, the socioeconomic status of the family, etc.) was assessed. The value-semantic orientation of the parents, being one of the components of the personal position, was characterized. Their assessment was carried out according to such criteria as adequacy and balance (harmony). The following value-semantic orientation of the parents was revealed: adequate balanced, insufficiently adequate, unbalanced, inadequate. Depending on the identified orientation, recommendations were made for accompanying families raising children with disabilities in general educational organizations.

On Commandment as Refuge: Exploring the Politics of Health and Indigenous African Religion on Covid-19

This paper explores the significance of the turn to the religion of the family and the clan (i.e., indigenous African religion) taking place under the contemporary conditions of Covid-19 in many African countries. It does this in order to exhibit the Africanity that is hidden by this otherwise pragmatic turn. The paper explores this Africanity by drawing from the classical African story of Seila-Tsatsi, which it argues has its roots in religious education. The key aim of its examination of this Africanity is interrogate a politics of health it claims the World Health Organisation advances. The paper does not explore this turn by accounting for the meanings individuals attribute to it but is rather abstract and conceptual in its approach. The argument it makes is that the contemporary turn to the religion of the family and the clan exhibits desire for an inclusive form of relationality that ought to inform fair, equitable and just health outcomes. It argues that the WHO’s politics of health is blind to this model because it stubbornly upholds binary thought.

MODEL OF PSYCHO-PEDAGOGICAL SUPPORT OF PRIMARY SCHOOL STUDENTS WITH SPEECH DISODERS IN A SECONDARY SCHOOL IN KYIV WITH INCLUSIVE FORM OF EDUCATION

The article highlights the stages of creating a model of psycho- pedagogical support of primary school students with speech disorders in one of the schools in Kiev with inclusive form of education. Clearly given the terms that are fundamental to this topic: "inclusive education", "inclusion in education", "individual development program", "individual curriculum","adaptation","team psychological and pedagogical support","portfolio of the pupil". Also the modern clinical and pedagogical classification of speech disorders is briefly considered, the basic aspects of activity of a team of psychological and pedagogical support with the indication of duties of each expert with more profound detail of speech therapy intervention function are designated. The article notes the positive impact of long-term support from specialists on the success of education of young learners with speech disorders. It is noted that use of the personal-oriented approach at each lesson allows to form at pupils with speech disorders positive motivation to study, develops communication and speech skills. The author of the article focuses on the fact that this approach in combination with systematic support of a team of psychological and pedagogical support allows to maximize the potential of a student, his "strengths", to stimulate the development of speech, thinking, memory, communication skills, individual characteristics of each child, his creative potential. The essence of the components of diagnosing young learners with speech disorders in inclusive learning environment is described, and thus the assessment of individual achievement of students in the form of a portfolio. It is noted that in the process of learning in an inclusive classroom a team of specialists of psychological and pedagogical support uses different methods of diagnosis, selecting them depending on the individual characteristics and educational opportunities of students with speech disorders in an inclusive learning environment is described, and thus the assessment of individual achievement of learners in the form of a portfolio. It is noted that in the process of learning in an inclusive classroom a team of specialists of psychological and pedagogical support uses different methods of diagnosis, selecting them depending on the individual characteristics and educational opportunities of young learners with speech disorders, and all learners in the class.

Eclecticism or exclusivity? The (critical) pragmatist ethos of (intersectional) analytic eclecticism

Eclecticism in International Relations (IR) claims to reject the rigid boundaries set by various theoretical traditions, yet, in practice, it falls short of moving the field “beyond paradigms” and tends to produce analytical exclusivity rather than eclecticism. This exclusivity is the result of Sil and Katzenstein’s investment in tenets of American pragmatism. These tenets favor consensus and universalism, leading to the reproduction and exclusivity of the theoretical status quo. Dissolving paradigmatic boundaries requires a more critical form of pragmatism. Drawing on the common origins of feminism and pragmatism paired with the contemporary feminist concept of intersectionality, this essay proposes a critical pragmatist ethos and an intersectional analytic eclecticism. This can produce a more inclusive form of analytic eclecticism and render visible the power dynamics that shape experiences as well as academic scholarship. Only when analytic eclecticism is informed by intersectionality and a critical pragmatism might it actually move IR “beyond paradigms.”

INTEGRITY OF THE PEDAGOGICAL PROCESS IN SCHOOLS WITH INCLUSIVE FORM OF EDUCATION

The article analyses the approaches to the definition of “integrity”. There were considered such pedagogical aspects of integrity as the integrity of the goals and the contents of education, the integrity of system of teaching methods. It is shown that the idea of integrity is a backbone one for developing the educational programs or lessons. The article substantiates the need for appropriate teaching aids for the integrity of the pedagogical process, which would promote the consistency of its components – purpose, educational information, schoolchildren, teachers, methods, forms, teaching aids. The article examines the methodological regulators of building a modern strategy of a holistic approach to the study and design of educational reality.

More Than Medicine

This book chronicles the everyday work of a group of nurse practitioners (NPs) working on the front lines of the American health care crisis as they cared for four hundred African American older adults living with poor health and limited means. The book describes how these NPs practiced an inclusive form of care work that addressed medical, social, and organizational problems that often accompany poverty. In solving this expanded terrain of problems from inside the clinic, these NPs were not only solving a broader set of concerns for their patients; they became a professional solution for managing “difficult people” for both their employer and the state. Through the book, the reader discovers that the problems found in the NPs' exam room are as much a product of our nation's disinvestment in social problems as of physician scarcity or rising costs.

The lex of the Earth? Arendt’s critique of Roman law

How political communities should be constituted is at the center of Hannah Arendt’s engagement with two ancient sources of law: the Greek nomos and the Roman lex. Recent scholarship suggests that Arendt treats nomos as imperative and exclusive while lex has a relationship-establishing dimension and that for an inclusive form of polity, she favors lex over nomos. This article argues, however, that Arendt’s appreciation occurs within a general context of more reservations about Rome than Roman-centric interpretations admit. Her writings show that lex could not accommodate the agonistic spirit and Homeric impartiality that helped the Greeks achieve human greatness and surpassing excellence. Arendt also points out that Roman peace alliances occurred at the expense of disclosive competition among equals and assumed some form of domination. Indeed, although Arendt appreciates lex’s relationship-establishing aspect, she is undoubtedly critical of anti-political practices accompanying lex, manifested when the Romans required enemies’ submission to terms of peace the Romans themselves set. In the end, Arendt’s statements regarding nomos and lex highlight the fundamental challenge in free politics: balancing the internal demand of agonistic action with the external need to expand lasting ties.

The Confucian Approach to Justifying Human Rights: Beyond the Opposition between Universality and Particularity

In the discussion whether Confucianism supports human rights, it is necessary to distinguish between the content and the form of human rights. Regarding the content of human rights, only the normative texts in Confucianism can contribute to the discussion. Even though Confucianism concedes that people are equal in nature, this equality is restricted in certain areas of normative justification. Regarding the form of human rights, the Confucian idea of graded love is against the universal nature of human rights. However, the pre-ontology of Heidegger shows us how graded love can actually be the ground of the Confucian approach to universality, which overcomes the opposition between universality and particularity within Western metaphysics. Therefore, in the Confucian approach to universality, graded love can be the motivation to universalizing of human rights. Moreover, as the Confucian approach to universality is not a principle that transcends all particularities, it helps construct an inclusive form of human rights.