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This chapter explores the contribution of the work of Len Barton to the evolving inclusive education discourse; in particular his 1986 article, The Politics of Special Educational Needs. In this article, he discusses the influence of a sociological lens to problematize the current special education policy, practices, and inquiry. The future directions piece at the end of the article called for teacher awareness of the relationship between the personal and political. I felt I was a living, breathing example of the teacher who Len Barton was talking about. I chose this article because of its particular pertinence to my continuing understandings about the phenomenon of special education and subsequently my research with teachers of students with profound and multiple learning difficulties.

This chapter traces the shift of many progressive educators from a general faith in special education to the more recent push for democratic and ethical inclusive education. This chapter examines the critical scholarship that propelled many educators away from systems of special education and into the inclusive education movement. Two phases in the development of inclusive education are described, an initial failed attempt often described by researchers as “integration,” and the current social movement building toward a more genuine social transformation of classrooms and schools.

This chapter provides a discussion of Roger Slee and Julie Allan’s 2001 article “Excluding the included: A reconsideration of inclusive education” published in International Studies in Sociology of Education. “Excluding the included” is a salient example of the influential work of these two scholars, threads of which can be found throughout their prior and following work, and in the work of other scholars in the area. The importance of the work and its ongoing impact on the field of inclusive education is discussed.

Drastic reductions in financial and personal support for public education over the last years in Germany seem to open gateways to ‘new’ acceptance of punishment in the realm of pedagogy. This ‘discourse’ is clandestine in theory, hidden from the public but real in institutions of the child and young people welfare system. They intensify the penalisation of their ‘drop-out’ clientele. The special schools for pupils with social, emotional and behavioural difficulties (SEBD) tend to act in that way, too. Particularly children and young people living in poverty are on the agenda of this new trend to penalise ‘deviant’ behaviour.

Programmes, trainings and drills are available. They are meant to help social workers and teacher in their position with new aims and functions. In their daily routine, most of them are overburdened and overloaded, because classes are overfilled and the number of families in the communal welfare system is growing rapidly, due to the so-called ‘Hartz IV’ legislative for unemployed families. This new trend is also a market place for the media; they launched an emergency call on education.

Some punitive praxis is contradictory to the human rights and the children rights, so that all professors for SEBD in Germany published a public declaration against the breaking up of the agreement of an education without violence. There is no empirical evidence for any positive outcome of such ‘pedagogy’. Despite all ‘modern’ promises, working with fear, anxiety, shame and punishment doesn't pay in the long run.

This chapter clarifies the relationship between socio-economic development and this ‘law and order’ pedagogy, the loss of professional standards and the psychodynamic consequences for pupils labelled as ‘deviant’.

The industrial realities of teaching are documented in history, sociology and policy research: studies of the school as workplace, the tools of teaching, processes within the workplace, the changing composition of the teaching workforce, the gender politics of the occupation, teacher organisations, and change in teachers’ work and employment relations. Teaching as a form of work is difficult to pin down because it involves an unspecifiable object of labour, a limitless labour process, and is, in a sense, unteachable. Teaching is always transformative labour, bringing new social realities into existence; and is also fundamentally interactive, not individual. Teachers’ work is not social reproduction, but is creative and therefore a site of social struggle. This can be seen in education in colonial societies, and in the global transformation of the education of girls and women. Teachers are now caught up in the neoliberal agenda, often unwillingly ‐ but since neoliberalism transforms institutions in the public sector, unavoidably, and sometimes traumatically. In a long historical perspective, the modern teaching workforce is unique, and has the possibility of shaping the learning capacities of the whole society; this may now be uniquely important.

This paper aims to fill the gap in social sciences research on parents’ strategies in navigating preschool education in Russia. It focusses on the barriers that children with developmental disabilities and autism face in preschool education in Russia and highlights the emerging facilitators of inclusive education.

It uses a modified labelling approach analysing strategies of withdrawal and resistance. The research included semi-structured interviews with parents of children with Down syndrome, Rett syndrome and autism spectrum disorders (ASD) in 2013–2014 and 2018–2019 and semi-structured interviews with professionals in Tatarstan, Russia. The data analysis was based on constructivist methods and grounded theory.

Although Russian law guarantees equal access to education for every child and requires the development of inclusive education, children with developmental disabilities, including autism, are often stigmatised at the preschool stage, both in special needs and mainstream institutions. Parents use various strategies to navigate access to preschool education and try more than one strategy from secrecy and withdrawal to resistance. Parents challenged the mainstream educational structures in Kazan and established groups for children with autism in some mainstream kindergartens and classes in mainstream schools.

There should be informational support for parents with different options for special needs education, providing integrative and inclusive education. It is necessary to increase the number of trained specialists in special needs and mainstream kindergartens in Russia for children with developmental disabilities and ASD. More study is required to overcome stigmatisation and increase tolerance towards persons with developmental disabilities in Russia both on a national and local level.

The research findings can be useful for countries which have recently recognised ASD and do not have inclusive preschool educational practices and where labelling towards children with developmental disabilities is still common. The study recommends that resources are required to provide free or affordable preschool education for children with developmental disabilities. It is also crucial to help parents navigate preschool education and select the best options for each child’s needs.

This study’s findings add value to the importance of addressing the stigma towards people with disabilities within professional groups and broader society, which form barriers for preschool education and in some cases result in withdrawal from preschool education. To overcome the stigmatisation of children with developmental disabilities in preschool education, it is necessary to establish modern targeted pedagogical approaches and training for professionals and informational campaigns for the broader audience.

The paper is novel as there was no sociological research into preschool education of children with developmental disabilities in Russia. It argues that the parents’ experiences are much broader than just interactions with special needs or mainstream education. Parents navigate across special needs institutions, specialised groups in mainstream and private kindergartens, mixed groups in mainstream kindergartens and home education with various strategies from secrecy and withdrawal to resistance and challenge. Preschool education for children with developmental disabilities in Russia is hindered by a lack of professional resources and the stigma embedded into professional and societal responses.

The purpose of this paper is to perform two-dimensional numerical simulation involving fluid-structure interaction of flexible filament. The filament is tethered to the bottom of a rectangular channel with oscillating fluid flow inlet conditions at low Reynolds number. The simulations are performed using a temporal second-order finite volume-based immersed boundary method (IBM). Further, to understand the relation between different aspect ratios i.e. ratio of filament length to channel height (Len/H) and fixed channel geometry ratio, i.e. ratio of channel height to channel length (H/Lc) on mixing and pumping capabilities.

The discretization of governing continuity and Navier–Stokes equation is done by finite-volume method on a staggered Cartesian grid. SIMPLE algorithm is used to solve fluid velocity and pressure terms. Two cases of oscillatory flow conditions are used with the flexible filament tethered at the center of bottom channel wall. The first case is sinusoidal oscillatory flow with phase shift (SOFPS) and second case is sinusoidal oscillatory flow without phase shift (SOF). The simulation results are validated with filament dynamics studies of previous researchers. Further, parametric analysis is carried to study the effect of filament length (aspect ratio), filament bending rigidity and Reynolds number on the complex deformation and behavior of flexible filament interacting with nearby oscillating fluid motion.

It is found that selection of right filament length and bending rigidity is crucial for fluid mixing scenarios. The phase shift in fluid motion is also found to critically effect filament displacement dynamics, especially for rigid filaments. Aspect ratio, suitable for mixing applications is dependent on channel geometry ratio. Symmetric deformation is observed for filaments subjected to SOFPS condition irrespective of bending rigidity, whereas medium and low rigidity filaments placed in SOF condition show severe asymmetric behavior. Two key findings of this study are: symmetric filament conformity without appreciable bending produces sweeping motion in fluid flow, which is highly suited for mixing application; and asymmetric behavior shown by the filament depicts antiplectic metachronism commonly found in beating cilia. As a result, it is possible to pin point the type of fluid motion governing fluid mixing and fluid pumping. The developed computational model can, thus, successfully demonstrate filament-fluid interaction for a wide variety of similar problems.

The present study uses a temporal second-order finite volume-based IBM to examine flexible filament dynamics for various applications such as fluid mixing. Also, it highlights the relationship between channel geometry ratio and filament aspect ratio and its effect on filament sweep patterns. The study further reports the effect of filament displacement dynamics with or without phase shift for inlet oscillating fluid flow condition.

In a previous article we have called attention to the danger of eating tinned and bottled vegetables which have been coloured by the addition of salts of copper and we have urged upon the public that no such preparations should be purchased without an adequate guarantee that they are free from copper compounds. Copper poisoning, however, is not the only danger to which consumers of preserved foods are liable. Judging from the reports of cases of irritant poisoning which appear with somewhat alarming frequency in the daily press, and from the information which we have been at pains to obtain, there can be no question that the occurrence of a large number of these cases is to be attributed to the ingestion of tinned foods which has been improperly prepared or kept. It is not to be supposed that the numerous cases of illness which have been ascribed to the use of tinned foods were all cases of metallic poisoning brought about by the action of the contents of the tins upon the metal and solder of the latter. The evidence available does not show that a majority of the cases could be put down to this cause alone; but it must be admitted that the evidence is in most instances of an unsatisfactory and inconclusive character. It has become a somewhat too common custom to put forward the view that so‐called “ptomaine” poisoning is the cause of the mischief; and this upon very insufficient evidence. While there is no doubt that the presence in tinned goods of some poisonous products of decomposition or organic change very frequently gives rise to dangerous illness, so little is known of the chemical nature and of the physiological effects of “ptomaines” that to obtain conclusive evidence is in all cases most difficult, and in many, if not in most, quite impossible. A study of the subject leads to the conclusion that both ptomaine poisoning and metallic poisoning—also of an obscure kind—have, either separately or in conjunction, produced the effects from time to time reported. In view of the many outbreaks of illness, and especially, of course, of the deaths which have been attributed to the eating of bad tinned foods it is of the utmost importance that some more stringent control than that which can be said to exist at present should be exercised over the preparation and sale of tinned goods. In Holland some two or three years ago, in consequence partly of the fact that, after eating tinned food, about seventy soldiers were attacked by severe illness at the Dutch manœuvres, the attention of the Government was drawn to the matter by Drs. VAN HAMEL ROOS and HARMENS, who advocated the use of enamel for coating tins. It appears that an enamel of special manufacture is now extensively used in Holland by the manfacturers of the better qualities of tinned food, and that the use of such enamelled tins is insisted upon for naval and military stores. This is a course which might with great advantage be followed in this country. While absolute safety may not be attainable, adequate steps should be taken to prevent the use of damaged, inferior or improper materials, to enforce cleanliness, and to ensure the adoption of some better system of canning.

Board appointments at Vacu‐Blast Surface engineering specialists, Vacu‐Blast Ltd., have appointed Mr. Roger Brickwood as sales director. This position was formerly held by Mr. F. H. ‘Bill’ Chaffer, who has relinquished the post in order to concentrate full‐time on developing the interests of BTR sister company, Impact Finishers Ltd., of which he is managing director. Mr. Brickwood was previously sales manager of Vacu‐Blast Ltd.