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The majority of children receiving special education services in the United States are participating in the general education curriculum. Special education programming is closely regulated, creating environments where school districts must consider compliance issues, often neglecting the instructional needs of individual students. The Exceptional Children team in a large urban district in a Southeastern state created a “playbook” to support teachers and families in navigating and succeeding in a distance learning environment (District, 2020). This playbook will be useful for educators and families to ensure each and every child receives the assistance they need to be successful learners throughout their schooling.

An increasing literature focuses on how Demand Responsive Transport (DRT) may contribute to improve public transport. However, qualitative studies about whether such services contribute to social inclusion are lacking. The aim is therefore to understand how citizens experience DRT services.

For this purpose, we compare the different local public transport solutions in three rural municipalities in Norway. One case represents a conventional public transport service with a school bus that is open for all. The two other cases represent DRT solutions with different characteristics in terms of how extensive the services are. The data are qualitative, gathered via interviews and focus groups.

We find that who the users are and their patterns of use differ between the cases. The more extensive the service is, the more popular it is – even to the extent that leisure clubs adapt their start and end times to the public transport routes. Moreover, the evidence suggests that door-to-door transport is crucial for the ability of many people of older age to travel.

The need for door-to-door services means that flexibility has to be incorporated into DRT schemes with fixed bus stops, if the aim is to cover all citizens.

The insights about how not only the users themselves experience different transport services, but also their relations, provide added value. Finally, we argue that, given among others the dispersion of transport responsibilities on different political levels and sectors, the DRT services have not been successful in solving efficiency issues.

To describe, analyze, and compare two long-term care (LTC) systems for elders in Germany and Israel.

Secondary analyses of data on LTC beneficiaries, structure of service provision and content analyses of policy documents in a comparative perspective based on the Esping-Andersen welfare state typologies.

Descriptive background of demographic attributes in the two countries; discussion of LTC development laws which in Israel focuses on “aging in place” concept, where in-kind services are geared only to community-dwelling frail elders while in Germany it’s for community and institutionalized elders. Analyses of various service types provided their use, resources invested, and benefits incurred for frail elders and their family caregivers.

The advantages and shortcomings of the two systems were analyzed with recommendations for future developments. Such comparisons across nations can inform social policy debates in Germany and Israel as to how to prepare for population aging. The originality of such comparison can shed light on issues for LTC service development in other countries.

The roles of ‘conventional’ (fixed-route and fixed-timetable) bus services is examined and compared to demand-responsive services, taking rural areas in England as the basis for comparison. It adopts a ‘rural’ definition of settlements under a population of 10,000.

Evidence from the National Travel Survey, technical press reports and academic work is brought together to examine the overall picture.

Inter-urban services between towns can provide a cost-effective way of serving rural areas where smaller settlements are suitably located. The cost structures of both fixed-route and demand-responsive services indicate that staff time and cost associated with vehicle provision are the main elements. Demand-responsive services may enable larger areas to be covered, to meet planning objectives of ensuring a minimum of level of service, but experience often shows high unit cost and public expenditure per passenger trip. Economic evaluation indicates user benefits per passenger trip of similar magnitude to existing average public expenditure per trip on fixed-route services. Considerable scope exists for improvements to conventional services through better marketing and service reliability.

The main issue in England is the level of funding for rural services in general, and the importance attached to serving those without access to cars in such areas.

The boundary between fixed-route and demand-responsive operation may lie at relatively low population densities.

The chapter uses statistical data, academic research and operator experience of enhanced conventional bus services to provide a synthesis of outcomes in rural areas.

In the Netherlands, childcare and primary schools are governed by two different systems of two ministries, and although these institutes are usually located nearby, there always have been low levels of cohesion with respect to institute-to-institute collaboration. However currently, there is a national trend in enhancing interprofessional collaboration (IPC) with the aim of inclusion and equity. This study focuses on getting insight into the differences in intensity of collaboration and how IPC is organized. A two-dimensional Child Centre Integration Model which accounts for the variations in the degree of IPC in child centres and gives insight into IPC at different levels and into conditions for intensifying IPC is presented. That Dutch education and childcare systems do not connect with each other is seen to be an important cause of the failure or complication of IPC. Because the systems do not connect at the macro level, we see struggles in the necessary normative dimension due to status differences (i.e., inequality between employees) and differences in funding and autonomy. Differences between public (education) and private (childcare) institutions also lead to difficulties when it comes to fostering closer collaboration. This chapter ends with key lessons for practice and policy, including the suggestion that one strong ministry for child affairs, including education and childcare, which stimulates an unambitious course at national level, is required. This course can then be translated at regional and local levels.

This chapter will review the evaluations of the newly developed elderly care system in Japan, Long Term Care Insurance, and its social implications with the focus on demographic change.

By reviewing literature, this chapter will examine how demographic and social change over the years has impacted the features of caregivers. Then, how this policy change has demedicalized the aging process will be described. Finally, this chapter will evaluate whether this insurance has shifted the responsibility for elderly care from the family to society as the governmental slogan advertised.

The new insurance has offered more options in different services and established a new norm of self-reliance and determination for one’s own aging however it is doubtful if this new insurance has shifted the responsibility from family to society.

Applying the implications of policy reforms for elderly care in Japan to the United States, one can assume the traditional U.S. norms and values can facilitate effective utilization of the elderly care system. However, since each nation faces different problems with its specific condition, continuous studies and observations on the relationship between elderly care, immigration issues, and demographic changes will be necessary in order to offer more specific suggestions for each aging nation.

As Japan’s new insurance scheme for the elderly has been studied by many aging nations, recommendations for more comprehensive plans are suggested including building a community-based support system into the Long Term Care Insurance scheme to prevent social isolation and respond to emergency situations for the elderly.

Placing gifted and talented students together organizationally is not a substitute for appropriate services. The placement or program model fundamentally serves as a vehicle to group or organize students together but programming, in practice, sometimes referred to as a service delivery model, is not the same thing as service. Placement is a management strategy. It must be coupled with curriculum and instructional modifications in order for substantial and positive academic and social–emotional effects to occur for gifted and talented students. Specifically, the program placement model is only as good as the curriculum and instructional models provided within that placement. This chapter provides descriptions and research evidence of the macro program models used for serving gifted students and more commonly used program placement models for grouping gifted students together within the traditional school day and beyond. Non-negotiable components and future directions are also discussed within the context of placement.

This chapter provides in-depth case studies of two large urban public libraries in the United States and how communities and libraries respond to reductions mandated by their funding agencies. Boston Public Library (BPL) and Los Angeles Public Library (LAPL) are both in communities that faced, and are still facing, recessionary budget pressures that began in 2007. Each community and library system has responded in different ways. In the recent past, in both Boston and Los Angeles, the Mayors and City Councils have supported libraries that have come to define the great cultural heritage and heart of these cities in the past. In 2010, however, both cities faced unheard of budget pressures. In Boston, there was a budget shortfall of $3.6 million. In Los Angeles, the budget shortfall began in 2007 due to huge increases in pension payments to city workers, particularly in the police and fire departments (City of Los Angeles Web site, 2011). In Boston, the community was told there could be branch closures. In Los Angeles, the budget shortfall created severe personnel, material, and service cuts. How each library and their leaders responded to those challenges differed. The level of support that their communities provided and the manner in which it was provided also differed. The two cases describe what can happen when budget crises occur and how libraries and their communities deal, or do not deal with them. The cases also reflect how the two library systems serve metropolitan areas with very distinct characteristics.