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Inclusive education is promoted internationally as the most effective way of educating all children. Concurring with this, parents increasingly seek out inclusive schooling for their child with disability, rather than placement in a special segregated facility. There is, nonetheless, enormous diversity between countries and regions in the form that this takes, depending upon local policies, contexts and government and school commitment to an inclusive approach. Listening to the voices of parents and self-advocates from different regions about their personal experiences when endeavouring to access an inclusive schooling option can provide greater clarity about the process and how easy it is for families to take this route. The following stories are told by four parents from different countries and one self-advocate about their journey to access an inclusive education for a child with a disability.

The behaviour of patients of alcohol and other drug treatment services in the communities where the services are based has often been a major problem for the services. This study seeks to investigate the street behaviour of patients enrolled in a Medically Supervised Injectable Maintenance Clinic (MSIMC) implemented as part of the Randomised Injectable Opioid Treatment Trial (RIOTT), into the effectiveness and efficacy of providing injectable opioids versus conventional oral methadone.

Patient behaviour on the streets of Camberwell was recorded via data from records of the fortnightly Camberwell Street Population Forum (CSPF), between 12/11/2004 and 08/09/2006.

In total, 81 individuals were identified as engaging in anti‐social behaviour or being part of the street population, including seven (8.6 per cent) who had also taken part in the RIOTT. There was a clear treatment effect for RIOTT participants.

The use of CSPF records suggests a substantial treatment effect for the individuals who appeared on its register.

This editorial seeks to reflect on seven contributions to this AAAJ special issue and on the interdisciplinary accounting, auditing and accountability movement and its future directions. The seven papers were invited plenary contributions to the APIRA 2007 conference, which in part served to celebrate 20 years of AAAJ. The important role of academic researchers is highlighted in not simply observing, but also in engaging in and constructing an enabling accounting. The contribution of scholarly research to knowledgeable debates about an enabling accounting for society and the sustainability of the planet is discussed.

The paper employs a literature‐based analysis and critique. The paper is primarily a discussion paper.

This editorial draws together the themes of papers in this AAAJ special issue, which point to the need for researchers to reflect on their motivation, use of theory and values to ensure that academic work is making a genuine contribution.

The practical and research issues explored in this, and the other papers, in this special theme section, it is hoped, will invoke more critical perspectives on accountancy, assist scholars in theory development and application, and influence growth in reflective academic studies in this area.

This editorial discusses the contributions to this AAAJ special issue.

The purpose of this paper is to focus on the development of a health and safety (HS) representative role typology that demonstrates how representatives enact their roles and improve occupational health and safety (OHS) under New Zealand law. It aims to consider the factors that influence the roles that HS representatives’ assume.

This qualitative, cross‐perceptual study centres on the role enactments of eight HS representatives at two metal manufacturers. Semi‐structured interviews were conducted with HS representatives, managers, workers, senior managers, OHS managers and a union convenor. “Types” were differentiated by the HS representatives’ purpose, activities and OHS impacts.

In total, four HS representative role “types” were identified: administrators, workshop inspectors, problem solvers and craft experts. Administrators implemented and operated OHS management systems and improved OHS management. Workshop inspectors undertook compliance and monitoring roles and improved workers’ attitudes towards OHS. Problem solvers found solutions to control hazards and improved production from an OHS perspective. Craft experts applied technical knowledge to influence strategic OHS decisions. Role enactment appeared to be influenced by representatives’ expert power, job roles and the organisational role definition. Representatives operating under both managerial and worker defined HS representative systems, increased worker “voice” by providing an avenue to redress OHS concerns.

Implications arise for OHS policy, HS representative training courses and organisational/managerial support.

The paper presents a HS representative role typology distinctively based on cross‐perceptual data that also provides a more holistic perspective of the HS representative role by considering representatives’ purpose, role enactment and OHS impact.

1. Introduction Probably the “hottest” topic in the LISA (Library and Information Systems) world in recent times is the idea of developing systems which can act “intelligently” by using the knowledge of a human expert (within our context, that of an intermediary or a librarian). Such knowledge‐based systems are popularly known as “expert systems”.

The implications of disintermediation for librarians and information specialists (intermediaries) can be experienced as either a threat of a challenge, depending on how the issue is viewed. The different ways in which information specialists can react to disintermediation are discussed. Although most of these are viable, none addresses all implications of disintermediation. A holistic approach to disintermediation is therefore proposed, in which the situation of the intermediary is viewed within the wider society. The following aspects should be analysed with regard to their effect on disintermediation: changes in the society at large, the availability of information sources, the process of information searching, the specific organisations in which intermediaries operate, and the availability of information services. The specific end‐users and the information specialists involved should also be analysed. With this approach it will be found that the effects of disintermediation will vary according to the particular situations. To prepare information specialists for the effects of disintermediation, their training should also be adapted accordingly.

Professional storytelling and interpretive techniques can be successfully adapted for the classroom. For educators, character interpretation is an especially effective teaching tool. The author uses her extensive experience as an actress, storyteller, and educator to explain why character interpretation works so effectively to engage students and capture their attention. More than traditional methods of instruction, these established techniques put a “face” on history: They place people and events in a relatable, humanizing context that supports the teaching of controversial topics such as human rights and revolution. Using real-world examples, Tucker explains how character interpretation attracts people at all levels of ability and interest. Such presentations enable students to not only connect with historical figures' perspectives and motivations but also compare their own contemporary worldviews. Further, teachers can connect STEM education with history through their choice of people to portray, drawing from contemporary as well as historical figures to illustrate key learning concepts. This chapter outlines the educational value of framing a presentation within a socio/political/scientific context; doing so helps students to relate the presentation content to their own perceptions and to frame appropriate questions for the character if a Q&A takes place. The chapter further deconstructs the complexities of character interpretation into a series of manageable steps, explaining the sequence of storytelling from character conception to performance. Guiding questions at the end provide useful suggestions for dramatic presentations by teachers and students.

This study aims to illuminate the challenges involved in implementing community benefits (CBs), a sustainable public procurement policy that ensures that there are positive social and economic outcomes for the local community when public money is spent on goods, works and services.

Interviews and focus groups were conducted with public sector buyers and suppliers in Wales with experience in implementing CBs. Resource dependence theory was used to examine the extent to which dependence on resources effects CBs implementation.

Whilst the study confirms that implementation of CBs improves economic and social outcomes, there can also be challenges for public sector organisations and their constituent supply chains. These include tensions between CBs and other policies, differing views between buyers and suppliers, and the unintended consequences of promoting one form of CBs over another.

The research found that Welsh Government influences the buyer-supplier dyad through regulatory and financial power. We elaborate on resource dependency theory by adding four constructs (powerful stakeholders, intra and inter organisational issues, challenges and enablers) to better understand the flows of power and resources in this research context.

Buyer and supplier practitioners and policymakers may find the factors leading to successful CBs implementation useful, such as ensuring closer communication and liaison at early contract stages.

Community benefits are aimed at improving socioeconomic issues through public procurement.

This study addresses the need for research into how public sector organisations and suppliers seek to implement socio-economic sustainability measures, and the lack of research on CBs implementation to date. It is also novel in adopting a dyadic approach and a resource dependency perspective.