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Paul A. Bartolo

School Psychologists (SPs) have usually been associated with supporting educators in meeting the needs of students with socio-emotional and learning difficulties and…

Abstract

School Psychologists (SPs) have usually been associated with supporting educators in meeting the needs of students with socio-emotional and learning difficulties and disabilities. This chapter suggests that they can support teacher assistants and other educators within inclusive settings in many other ways too. It highlights that SPs are generally trained in holistic student development and group dynamics, in learning, teaching and assessment processes, and in bringing about individual and social change. The whole chapter is based on the idea that inclusion is a concern for all students and therefore also for all school staff. Teacher assistants in inclusive schools are regarded as part of a commitment of the whole school to adapt its curriculum, the organisation of learning and teaching, and the grouping of students so that each one can be actively engaged in the regular learning and social activities of the school.

Thus SPs can be called to support not only the engagement of an individual student but also to help make the class and school welcoming learning communities for all.

Details

Working with Teaching Assistants and Other Support Staff for Inclusive Education
Type: Book
ISBN: 978-1-78441-611-9

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Book part

Paul A. Bartolo, Eva Björck-Åkesson, Climent Giné and Mary Kyriazopoulou

This chapter highlights the importance of providing all children, and particularly those at risk, vulnerable children and children with disabilities, with opportunities…

Abstract

This chapter highlights the importance of providing all children, and particularly those at risk, vulnerable children and children with disabilities, with opportunities for a quality inclusive Early Childhood Education and Care (ECEC). It first sets out the evidence that quality inclusive ECEC provision is essential for all children to develop their potential and lifelong learning competencies that will ensure their successful participation in school and adult life. It then describes the main international and European policies for inclusive ECEC. A more detailed account is given of the five key principles for action towards improving the quality of ECEC provision developed by the thematic working group of the European Commission (2014) ‘Quality Framework for Early Education and Care’ that are also very similar to those proposed by the OECD (2015) ‘Starting Strong IV’. The concluding section underlines the need to address more strongly the provision of enabling opportunities for accessibility to ECEC of children at risk of exclusion. More importantly, it highlights the need to research and improve not only these children’s presence in ECEC but also their level and quality of active participation and engagement in the social and learning activities of early childhood inclusive provision. The chapter reflects the research and policy development work being undertaken by the European Agency for Special Needs and Inclusive Education in its (2015–2017) project on Inclusive Early Childhood Education (IECE) led by the present authors.

Details

Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap
Type: Book
ISBN: 978-1-78635-388-7

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Abstract

Details

Working with Teaching Assistants and Other Support Staff for Inclusive Education
Type: Book
ISBN: 978-1-78441-611-9

To view the access options for this content please click here

Abstract

Details

Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap
Type: Book
ISBN: 978-1-78635-388-7

To view the access options for this content please click here

Abstract

Details

Working with Teaching Assistants and Other Support Staff for Inclusive Education
Type: Book
ISBN: 978-1-78441-611-9

To view the access options for this content please click here

Abstract

Details

Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap
Type: Book
ISBN: 978-1-78635-388-7

To view the access options for this content please click here

Abstract

Purpose

The purpose of this paper is to present the development of a resilience curriculum in early years and primary schools to enhance social inclusion, equity and social justice amongst European communities, particularly amongst disadvantaged and vulnerable ones, through quality education. It defines educational resilience in terms of academic, social and emotional growth in the face of life challenges; discusses the conceptual framework and key principles underpinning the curriculum; and presents the six major content areas of the curriculum. Finally, it presents the preliminary findings of a pilot project on the implementation of the curriculum in more than 200 classrooms in about 80 early and primary schools in six European countries.

Design/methodology/approach

The curriculum was first drafted collaboratively amongst the six partners on the basis of the existing literature in the promotion of resilience in early years and primary schools, with a particular focus to European realities. Once it was internally reviewed, it was piloted in 200 early years and primary school classrooms in six European countries, with each of the six partners implementing one theme. Data collection included teacher reflective diaries, classroom checklists, semi-structured interviews with teachers and focus groups with students.

Findings

The preliminary results from the pilot evaluation of the curriculum in 199 classrooms totalling 1,935 students across six countries indicate that both the teachers and the learners overwhelmingly found the curriculum highly enjoyable, useful, relevant and easy to use. They looked forward to the possibility of having the programme on a full-time basis as part of the general curriculum in the future. The teachers reported a positive moderate change in learners’ behaviour related to the theme implemented and argued that for the implementation to be effective, it needs to take place throughout the whole year. A number of modifications have been on the basis of the teachers’ and learners’ feedback.

Originality/value

This is the first resilience curriculum for early years and primary schools in Europe. While it seeks to address the needs of vulnerable children such as Roma children, immigrant and refugee children and children with individual educational needs, it does so within an assets-based, developmental, inclusive and culturally responsive approach, thus avoiding potential labelling and stigmatising, while promoting positive development and growth. It puts the onus on the classroom teacher, in collaboration with parents and other stakeholders, in implementing the curriculum in the classroom.

Details

Journal for Multicultural Education, vol. 9 no. 3
Type: Research Article
ISSN: 2053-535X

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Article

M. Tarik Arafat, Ian Gibson and Xu Li

This paper aims to review the advances in additive manufactured (AM) scaffolds for bone tissue engineering (TE). A discussion on the state of the art and future trends of…

Abstract

Purpose

This paper aims to review the advances in additive manufactured (AM) scaffolds for bone tissue engineering (TE). A discussion on the state of the art and future trends of bone TE scaffolds have been done in terms of design, material and different AM technologies.

Design/methodology/approach

Different structural features and materials used for bone TE scaffolds are evaluated along with the discussion on the potential and limitations of different AM scaffolds. The latest research to improve the biocompatibility of the AM scaffolds is also discussed.

Findings

The discussion gives a clear understanding on the recent research trend in bone TE AM scaffolds.

Originality/value

The information available here would be useful for the researchers working on AM scaffolds to get a quick overview on the recent research trends and/or future direction to work on AM bone TE scaffolds.

Details

Rapid Prototyping Journal, vol. 20 no. 1
Type: Research Article
ISSN: 1355-2546

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Article

Barrie O. Pettman and Richard Dobbins

This issue is a selected bibliography covering the subject of leadership.

Abstract

This issue is a selected bibliography covering the subject of leadership.

Details

Equal Opportunities International, vol. 21 no. 4/5/6
Type: Research Article
ISSN: 0261-0159

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Article

Yayue Pan, Haiyang He, Jie Xu and Alan Feinerman

Recently, the constrained surface projection stereolithography (SL) technology is gaining wider attention and has been widely used in the 3D printing industry. In…

Abstract

Purpose

Recently, the constrained surface projection stereolithography (SL) technology is gaining wider attention and has been widely used in the 3D printing industry. In constrained surface projection SL systems, the separation of a newly cured layer from the constrained surface is a historical technical barrier. It greatly limits printable size, process reliability and print speed. Moreover, over-large separation force leads to adhesion failures in manufacturing processes, causing broken constrained surface and part defects. Against this background, this paper investigates the formation of separation forces and various factors that affect the separation process in constrained surface projection SL systems.

Design/methodology/approach

A bottom-up projection SL testbed, integrated with an in-situ separation force measurement unit, is developed for experimental study. Separation forces under various manufacturing process settings and constrained surface conditions are measured in situ. Additionally, physical models are constructed by considering the liquid resin filling process. Experiments are conducted to investigate influences of manufacturing process settings, constrained surface condition and print geometry on separation forces.

Findings

Separation forces increase linearly with the separation speed. The deformation and the oxygen inhibition layer near the constrained surface greatly reduce separation forces. The printing area, area/perimeter ratio and the degree of porousness of print geometries have a combined effect on determining separation forces.

Originality/value

This paper studied factors that influence separation force in constrained surface SL processes. Constrained surface conditions including oxygen inhibition layer thickness, deformation and oxygen permeation capability were investigated, and their influences on separation forces were revealed. Moreover, geometric factors of printing layers that are significant on determining separation forces have been identified and quantified. This study on separation forces provides a solid base for future work on adaptive control of constrained surface projection SL processes.

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