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This chapter explores the role of cultural activity within prison libraries for not only the general wellbeing of prisoners, but also as a form of indirect intervention for addressing unrecognised and/or unaddressed information needs amongst prisoners; particularly important needs of a more sensitive nature often repressed (e.g. remorse, mental health, relationships). Drawing on research to date, the authors discuss the information needs of prisoners, the associated benefits of cultural activity for information need recognition and understanding, and the support role of the prison library; and in relation, identify opportunities for further development of the library as a key change agent in the progressive rehabilitation of prisoners.

The population of older people in the ‘western world’ is increasing both in number, as well a percentage of the overall population. Changes in lifestyle as a result of increased longevity and better health and social care mean that older people are being mobile later on in their life than ever before. This qualitative study adopts an iterative and grounded theory approach to eliciting and generating the travel needs of older drivers through in-depth qualitative research with 26 older car drivers and 31 ex-car drivers. The findings suggest three levels of travel needs, these being; practical, psychosocial and aesthetic. At a primary level, practical needs encompass day-to-day, functional and utilitarian travel needs. The secondary level, psychosocial needs, include a sense of control and independence, enhancing status and defining (personal and social) roles. The tertiary level are aesthetic needs, such as travel for pleasure and for enjoyment. Psychosocial and aesthetic needs are less obvious to the participants themselves, but arguably are of equal importance as practical needs. However, less provision is made for older people in meeting these needs when they give-up driving. This has implications for design of travel services for older people: highlighting the importance to place emphasis not only on practical aspects of travel, but also on meeting psychosocial and aesthetic needs.

The creation of public value is a topical debate for Dutch civil society organizations. Over the years, moving from government to governance, they supposedly have gained responsibility and space in meeting public needs. However, meeting the priority public needs and demonstrating actual public value creation has proved difficult. This has led to many discussions on how and if these organizations are creating public value. This study therefore investigated three practical cases to explore and explain how managers of housing associations create public value.

A case study method was employed.

Based on the different cases we can conclude that despite high ambitions, deviating normative views and the will to change displayed by the managers in the cases we investigated, we did not encounter situations where managers actually managed spaces for the creation of public value. The involved managers are still led by formal agendas and policies, rather than engaging in dialogues with their relevant stakeholders. They remain segmented in their approach and offering of services. Managers’ environment and stakeholders are not yet naturally seen as a place for sharing information and reframing boundaries for creating public value.

The opportunity in the investigated cases and for these managers lies in mobilizing and utilizing network relationships. This article provides a public value praxis model that focuses on involving stakeholders in investigating priority needs, collectively (re)designing services that meet these.

The Ghana chapter on special education begins with the history of service provisions for persons with disabilities. It includes information on educational and rehabilitation services, special schools and integrated education. Detailed data is related concerning prevalence and incidence rates and special needs among the Ghana population. This is followed by a comprehensive section on regular and special education teacher roles, expectations, and training. An important aspect of Ghana’s special education is its movement towards inclusive education. The support for this movement comes from the Ministry of Education’s policy, namely, The Education Strategic Plan (ESP), which adopts inclusive education and promotes it as the future special education direction for the country. The chapter provides detailed information on the issues related to the implementation of the ESP plan, four models that have been developed for inclusive education, the progress and effort that Ghana has made towards inclusive education as well as significant challenges that are present.

Interactions between customers and service providers are ubiquitous. Some of these encounters are routine, but many are characterized by conflict and intense emotions. This chapter introduces a new theory, service encounter needs theory (SENT) that aims to elucidate the mechanisms through which service encounter behaviors affect outcomes for customers and employees. Evidence is presented for the preeminence within these encounters of eight psychosocial needs, and propositions are advanced regarding likely antecedents to fulfillment and violation of these needs. Emotional experiences and displays are viewed as important consequences of need fulfillment and violation, as are numerous cognitive, behavioral, and health-related outcomes.

This chapter explores the perspectives of rural librarians about the information behaviors of children with special needs (CSN) and services available for the disenfranchised population in the Southern and Central Appalachian (SCA) region.

Qualitative feedback is collected from 31 SCA rural librarians via phone interviews and a web-based survey about: (1) The most important information needs/wants of the CSN in the SCA rural libraries; (2) The most important information resources and services that the CSN seek/use in the SCA rural libraries; (3) Extent of perceived need for effective library services for the CSN in rural areas; (4) Ways that the SCA rural libraries can improve to better serve the CSN in their local communities.

Content analysis of the data generated quantitative representation of response counts for specific themes that resulted in practical user-centered suggestions for positive change in delivering effective library services for the CSN in the SCA region.

Research significance lies in its first-time effort to understand the information needs and information uses of the CSN in the SCA rural library environments from the perspective of a rural librarian immersed in an American society that perceives a parochial regional work setting. This research presents data that challenges notions stereotyping and marginalizing of the “South” in its documentation of positive and meaningful efforts that rural librarians suggest should be made to improve the conditions experienced by the CSN in this region.

There has been a policy for including pupils with severe, profound and multiple learning difficulties in mainstream schools in England since the 1980s. However, effective inclusive education has proved to be very difficult to achieve in practice. Currently, there is a mixed economy of special and mainstream schools offering inclusive education, and we argue that the place of education is less important than the quality of that education. Ideally, pupils with S/PMLD would be educated in their own local communities, alongside their non-disabled peers, but this situation is not yet established in English schools.

Inclusion, defined as nondiscriminatory education for all, involves embracing gifted students whose special needs should be considered in curriculum planning and in the teaching methods used. However, inclusion has often been connected with disability and special needs education. It has been claimed that inclusion neglects the needs of the gifted. This chapter identifies ethical challenges in inclusive education, with gifted students as a case example. Several critical misconceptions about gifted students and gifted education are identified as leading to ethical challenges for teachers. These misconceptions are discussed in the ethical framework of distributive justice in teaching, and recommendations are given for ways to support teachers in meeting the needs of gifted students in inclusive educational settings.

The purpose of the chapter is to give an overview of special education in Iceland, historically and with reference to modern use of terms, research, policy, legal trends and funding. Recent data is provided on demographic developments amongst children in Iceland and detailed account is given of practices in schools, including collaboration with parents and teacher education. Finally some issues and challenges are discussed that still remain to be solved with respect to meeting the special needs of students in school. One of the findings is that only 1.3% of students attend special schools and special classes and that the term special education has outlived its usefulness except perhaps in the context of the three segregated special schools that still remain in the country. Official papers have replaced it with the term special support. Despite a diversity of views and practices the main implication is that a new model of education is required, in line with that proposed by Slee where the needs of individuals are served in all schools and the binary thinking related to regular versus special education is no longer necessary.