Search results

Educating students with disabilities in the same classrooms and instructional environments as their natural neighbors and peers (i.e., inclusion) is a promise of significant substance and value for many special educators. When federal legislation mandated that students with disabilities receive a free and appropriate education in least restrictive environments, at least in principle, the schoolhouse doors were opened for all students. In this chapter, we provide a brief historical review of efforts to educate students with disabilities in inclusive environments and provide direction for what we believe are important practices for creating high-quality inclusive learning environments.

In this chapter, the authors describe the developments towards Roma inclusion in Spain through Successful Educational Actions. First, the authors describe the main characteristics of the Spanish Roma Minority with special regard to their cultural and linguistic diversity and deprivated social situation. After a brief overview of the Spanish education system, the authors give a detailed picture of the educational attainment of the Roma minority in Spain. After then the authors present and analyse the most important successful policies and support programmes for Roma education.

The chapter begins by examining the origins of sociology of sport in Spain, which dates back to the transition to democracy, during which period sport became transformed progressively from an object of social concern into an object of sociological study. It then goes on to analyse the main factors of activation in particular processes of university teaching staff accreditation which acted as catalysts for the set of processes that fostered the emergence of sociology of sport in Spain. Lastly, the principal study fields are analysed by grouping them into three areas: sport and society, social attitudes to sport and sport facilities and organisations. In the conclusion, an assessment is made of contributions made to the speciality as well as of sociology of sport’s progressive internationalisation, a rare phenomenon prior to 2005 which is now regarded as a major indicator of the maturity of the discipline.

The purpose of this chapter is to analyze gaps in effectiveness of Mexico’s labor legislation, in terms of equality in employment. Early adoption of progressive legislation should enable equal access for women, elder and disabled people to workplaces.

This chapter is based on an extensive review and examination of secondary data reports from reliable sources, as well as an analysis of primary data drawn from job boards operating in Mexico.

This study reveals a large gap between the legal framework and practice on diversity management in Mexico. Notwithstanding the existing legislation in Mexico to promote equity and equality in employment, age and gender are factors of discrimination in almost 60% of job offers. This study also shows that the intersection of different forms of diversity, such as gender, age, and disability, augment discrimination at work. Our analysis suggests that older women with disabilities suffer disproportionally from discrimination compared to older men and people with disabilities in general.

We outline practical implications for public policy and courses of action for managers interested in diversity management. Greater consideration should be given to those who face an intersection of factors related to discrimination.

This study contributes to the literature by exploring diversity management issues at workplaces in Mexico, which is an under-researched country. Furthermore, it attempts to combine macro-institutional and meso-organizational levels focusing on three characteristics traditionally related to increased marginalization: women, elders, and persons with disabilities. The results indicate that strong legal frameworks, though necessary, are not sufficient to ensure equality. Other crucial factors such as national and organizational cultural change, trust in government and enforcement mechanisms are necessary to improve diversity management practices.

Application of Industry 4.0 in the library is still exploratory and despite an increase research on the rising trend, many challenges remain in designing a more packaged and accessible information using industry 4.0 components, especially for the special need library users such as the visually impaired, auditory impaired, wheel chair bound among others. Existing research, tends to focus on how special need library users can utilize information services using the third industrial revolution components. However there is very slim evidence that researchers have approached the issue of how industry 4.0 can be impactful on special need library users. This chapter tries to provide an overview of how special need library users can be supported to access and utilize library services effortlessly using industry 4.0 components like IOT services, cyber-physical systems, and cloud computing.

During the last decade, school districts throughout the United States have implemented inclusion programs utilizing a variety of models. A growing number of school districts are including all students with disabilities, even those with severe disabilities, into general education classrooms (Thousand & Villa, 1990). Although the term inclusion has no legal definition, and has been interpreted by educational professionals in a variety of ways, the concept has been in existence under the least restrictive environment (LRE) provision of PL 94-142, The Education for all Handicapped Children Act of 1975, PL 101-476, The Individuals with Disabilities Education Act (IDEA) of 1990 and most recently within PL 105-17, The Individuals with Disabilities Education Act Amendments (IDEA) of 1997. According to IDEA (1997), public education agencies are required to ensure that: to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled; and that special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily [Authority 20 U.S.C. 1412 (a) (5)].The concept of inclusion has been defined in various ways within the literature. Catlett and Osher (1994) reviewed policy statements of professional organizations and found at least seven different definitions for inclusion. Currently, in education, inclusion is the term used when students with disabilities are placed in general education classrooms for a portion of the school day (Falvey et al., 1995b). The term inclusion is differentiated from mainstreaming. Mainstreaming refers to the placement of students with disabilities in general education classrooms with appropriate instructional support (Meyen, 1990). When students are mainstreamed, they are usually prepared prior to placement into general education and are expected to “keep up” with the general classroom expectations (Rogers, 1993). Students with disabilities who are mainstreamed receive the same or nearly the same curriculum as general education students and are expected to “fit” into the general curriculum and classroom. On the other hand, within inclusive programs, the general education teacher is expected to make adaptations to provide a suitable environment for students with disabilities. Within the literature on inclusion, there are a variety of interpretations of the definition of inclusion (e.g. Gartner & Lipsky, 1987; Rogers, 1993; Stainback & Stainback, 1984). For the purposes of this chapter, inclusion is defined as programs in which students with disabilities (with the exception of gifted) are eligible for special education, have an individualized education program (IEP), and receive their education in general education classrooms using different, modified, and/or additional curricula from students without disabilities. This definition of inclusion is similar to “selective inclusion” as described by Zionts (1997). Selective inclusion refers to partial general education class placement of students with disabilities (Zionts). The assumption that this definition is based on is that general education is not always appropriate for every student; some students may benefit by receiving individualized services in addition to general education.