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The aim of this case study is to describe what commitment and actions are needed in the Swedish school so that principals — within the Swedish school policy framework and with the goal of creating an inclusive school culture and practice — can positively affect schooling for students with disabilities, with a particular focus on students with autism spectrum conditions (ASC). Three research questions guide the study: (1) What commitment and actions do principals consider important for developing an inclusive school for all students, with a particular focus on students with ASC? (2) How do the principals reflect on their own leadership in the development of inclusive education, with a particular focus on students with ASC? (3) Based on the results, what are the implications of the study in practice?

As part of a three-step data collection method, a snowball sampling was conducted in which n = 6 principals were initially interviewed and the data analyzed by an inductive thematic content analysis.

(1) Certain structures are needed when planning how to develop mutual values when organizing an inclusive school involving students with ASC, (2) the principals could, at times, feel a sense of loneliness in relation to their superiors and decision-makers and (3) more accountability from educators and greater consideration for the student perspective in decision-making are needed.

It was found that (1) certain structures are needed when planning how to develop mutual values when organizing an inclusive school involving students with ASC, (2) the principals could, at times, feel a sense of isolation in relation to their superiors and decision-makers and (3) more accountability from educators and greater consideration for the student perspective in decision-making are needed.

Index for inclusion and elements from the inclusive leadership model were used in the data collection and analysis.

This chapter focuses on the participation and social interaction of pupils with low-incidence disabilities in the Swedish educational system with the goal of relating policies and practices in education for learners with low-incidence disabilities. Sweden has a welfare system that ensures that all low-incidence learners and their families receive support in education and in their everyday life. The research section concentrates on studies that focus on participation and social interaction in an educational context (training school), which is an adapted education program for low-incidence learners characterized by its high staff ratio and individualized forms of teaching. Despite legislation, policies, and intentions that Swedish schools shall include all pupils, it is still a challenge for the Swedish school system to provide education for low-incidence learners in inclusive environments. Research shows that low-incidence learners primarily have vertical relations with teachers and assistants in school, and that there is a lack of horizontal relationships with peers. The greatest challenge is to create learning environments that contribute to building relationships between low-incidence learners and learners without disabilities.

Internet banking is a form of self‐service technology, costing millions of dollars, which leading retail banks have made available in the recent past. An understanding of why users are more accepting of Internet banking services should help bank managers implement this self‐service technology. This study identifies eight characteristics which influenced the rate of adoption. Two of these characteristics, namely accessibility and confidentiality, are new to the literature. The results show that adopters of Internet banking perceive the service to be more convenient, less complex, more compatible to them and more suited to those who are PC proficient. Adopters were also found to be more financially innovative. The perceptions that adopters had about social desirability, confidentiality, accessibility and economic benefits were viewed no differently when adopters were compared with non‐adopters.

The use of technology to enable or facilitate the delivery of services has the potential to benefit customers and service providers alike. Correspondingly, however, the purposes to which technology is put, and the manner in which it is used, also has the potential to disenfranchise customers. Therefore the operational desirability and gains of any employment of technology to facilitate service provision should be balanced against the perceptions and behavioural response of customers. Our research aims to shed light on the reasons why customers adopt or reject technologically facilitated means of service delivery, and to develop a means by which likely adoption or rejection may be predicted. The research we have undertaken to date suggests that adoption or rejection of technologically facilitated services is moderated by the personal capacity and willingness of individuals.

Examines the case of the consumer adoption of Internet financial services, which may be viewed as an innovation in service delivery. The qualitative study employed Rogers’ model of perceived innovation attributes is augmented by Bauer’s concept of perceived risk. The perceived innovation attributes were found to be important determinants of consumers’ adoption decisions. However, two additional dimensions were found to influence people’s adoption decisions, highlighting the complexity of the adoption decision for Internet financial services.

Over the last decade, there has been a significant increase of students with intellectual disabilities attending mainstream primary and secondary-level education in the Republic of Ireland (McConkey et al., 2017). Despite this increase, it appears that comparatively few of these students successfully transition to further/higher education and/or employment opportunities. This chapter examines typical transition support/guidance provided to students with intellectual disabilities as they prepare to complete their post-primary education in a mainstream setting. Using data from a study of school principals and school personnel responsible for career guidance and transition planning, the findings show guidance is limited for students with intellectual disabilities. Instead of being the responsibility of career guidance counsellors, guidance and transitions planning for students with intellectual disabilities are viewed as being the role of other personnel such as the school SENCO. By assigning this responsibility to special education roles in the school, students with intellectual disabilities may run the risk of having narrow and limited career options presented to them. This study raises serious questions about the effectiveness of mainstream schools in facilitating this critical transition stage for students who have intellectual disabilities.

The construction industry is considered worldwide to be a dangerous industry because of its high rate of fatal accidents and serious injuries. This study aims to find ways to improve this situation by focusing on how to improve competence on health and safety (H&S) among newly graduated construction engineers in Norway.

In Norway, the regional safety representatives (RSRs) are considered to be cornerstones in ensuring H&S in the construction industry. Information in this study was gathered by conducting semi-structured in-depth interviews with 15 RSRs.

The results show that RSRs believe that while construction engineers have sufficient theoretical competence on H&S; however, many seem to lack the practical competence needed to ensure and implement H&S measures. The informants underline the importance of work practice on construction sites as part of the education as key to improve H&S competence among graduates.

Input on possible improvements is collected from only one group of stakeholders in the industry. Other stakeholders might have valuable input that should be considered before concluding what improvements in the education are most effective.

The findings may help to decide upon and implement improvements in the education of construction engineers and, thus, contribute to a safer and healthier industry in the future.

The stakeholder perspective of RSRs on education of construction engineers has not been considered in earlier research despite the fact that they represent vital competence on H&S in the construction industry. This study aims to fill some of this gap.