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What currently constitutes participation in schools? Who decides what ‘counts’ as engagement and who is excluded by and in those decisions? When and how do those ideas change? How can broadening conceptualizations of voice, agency and participation – driven by the voices of individuals who do not rely solely on verbal speech to communicate – foster inclusivity in schools and community? In this chapter, we draw from our experiences as researchers, scholars, educators, colleagues and friends who live and work alongside non-speaking and unreliably speaking ¹ people who type, point or use other forms of augmentative and alternative communication. We lay out foundational concepts underlying experiences of neurodivergent communicators, followed by illustrative examples and action steps for change. Geared towards educators and support professionals working to sustain spaces more inclusive of a range of voices in schools, this chapter continues a productive conversation within the Disability Studies in Education (DSE) community around inclusivity in research and in practice.

This chapter argues that there are many, just many many variables which contribute to academic performance as measured in degree outcome, and, as such, simple bivariate analysis is inappropriate. We use structural equation modelling, and explore the contribution of academic behavioural confidence, to make the point that it does contribute to academic performance, but to a lesser extent than self-efficacy theory argues. We suggest that this is because degree outcome is made up of many efficacy variables, which we argue are better captured overall in academic behavioural confidence.

This chapter discusses how trade union structuring and organisation in the West and Asia shapes how they respond to government and employer pressures to extend working life. Class-based solidarity building in the West should lead to unions protecting employment and pension rights by mobilising members to defend the ‘right to retire’ while campaigning for protections of all older workers. Enterprise unionism in Asia, on the other hand, should mean that unions use their close relationships with government and employers to protect the job security of core employees and mobilise company-based solidarity. Drawing on the survey data, expectations and awareness of union members and non-members are compared in the United Kingdom and Hong Kong. It is shown that British union members have a greater understanding of their employment rights and retirement savings while in Hong Kong union membership correlates with better understanding of company HRM policies.