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Book part
Publication date: 8 August 2016

Victoria Soriano

The work of the European Agency for Special Needs and Inclusive Education is mainly targeted towards policy-makers – decision-makers responsible for the development and…

Abstract

The work of the European Agency for Special Needs and Inclusive Education is mainly targeted towards policy-makers – decision-makers responsible for the development and implementation of policy for inclusive education. However, in order to inform this work in the best ways, the contributions of other stakeholder groups are crucial. One such stakeholder group is the end users of inclusive education – young people with and without special educational needs or disabilities educated in schools and universities across Europe.

This chapter focuses upon the voices of such young people and presents their views on inclusive education in relation to a number of key factors. The chapters draw on the contributions of over 300 young people involved in four parliament ‘hearings’ organised by the European Agency in 2003, 2007, 2011 and 2015.

The chapter starts from the principle that the voices of young people in education must be listened to when other stakeholders are considering policies for special needs and inclusive education. Their views, experiences and opinions need to be respected and fully taken into account in the work of practitioners, researchers and policy-makers.

Details

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

Keywords

Book part
Publication date: 16 September 2014

Macid Ayhan Melekoğlu

As a result of human right movements, the importance of special needs of individuals with disabilities has become more prominent in many countries in the world. Hence…

Abstract

As a result of human right movements, the importance of special needs of individuals with disabilities has become more prominent in many countries in the world. Hence, endeavors of people with disabilities, their family members, and advocates to seek accessible communities and equal opportunities for education, as well as, job placement have been widely accepted as human rights for individuals with disabilities. Consequently, establishing barrier-free environments and inclusive societies for people with disabilities have become important indicators of social development of countries. Besides, since education is considered as a fundamental human right, the importance of providing special education for children with disabilities has been recently realized by many nations (United Nations. (2006). World programme of action concerning disabled persons. New York, NY: United Nations). Turkey is one of those countries that have quite recently started to invest in special education services for its citizens with disabilities. This chapter focuses on the development, as well as the current state of special education in Turkey. Included in this development are the following sections: origins of Turkish special education, prevalence and incident rates, trends in laws and regulations, educational interventions, working with families, teacher preparation, progress that has been made, and special education challenges that exist.

Details

Special Education International Perspectives: Practices Across the Globe
Type: Book
ISBN: 978-1-78441-096-4

Book part
Publication date: 16 September 2014

Alla Kolupayeva, Oksana Taranchenko and Elyana Danilavichute

Special education today in the Ukraine is dramatically different than its early origins which stressed communal guardianship for persons with disabilities to its current…

Abstract

Special education today in the Ukraine is dramatically different than its early origins which stressed communal guardianship for persons with disabilities to its current movement to inclusive education. The journey to inclusive education was inconsistent due to a variety of elements such as the collapse of the Russian Monarchy, a series of different governments and social-political structures, World War II and membership in the USSR which stressed a unification of the education system. However, special education professionals who worked at the Special Education Pedagogy Institute of the National Academy of Pedagogical Sciences continued to research and develop a philosophical instructional framework to educate students with disabilities that includes theoretical and practical aspects of inclusive education. This chapter provides a detailed description of this framework as well as prevalence and school placements aspects, classification and assessment parameters, and the impact of legislation for free public education. The chapter concludes with challenges to inclusive education such as attitude modification, infusing necessary teacher instructional strategies, and the incorporation of best practices from special education to regular education settings.

Details

Special Education International Perspectives: Practices Across the Globe
Type: Book
ISBN: 978-1-78441-096-4

Open Access
Article
Publication date: 21 August 2019

Monica Cerdan Chiscano and Esther Binkhorst

The purpose of this paper is to examine the effect of including customers with special needs in the design of cultural and heritage services before the actual experience…

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Abstract

Purpose

The purpose of this paper is to examine the effect of including customers with special needs in the design of cultural and heritage services before the actual experience takes place.

Design/methodology/approach

Inclusive research through co-creation took place in the city of Barcelona, Spain, in 2017, comparing the effect of including (Route 2) or not including (Route 1) customers with visual and learning difficulties in the service design process of heritage walking routes.

Findings

The results show that the most important encounter in the heritage site context is communication, although the usage and service touchpoints were also significant. In addition, results showed that the ideal encounter or touchpoint should take place before the stay.

Originality/value

This paper contributes to learning about the designing of cultural and heritage experiences and including people with special needs in the service design process before the actual experience takes place.

Details

International Journal of Contemporary Hospitality Management, vol. 31 no. 11
Type: Research Article
ISSN: 0959-6119

Keywords

Article
Publication date: 9 July 2021

Irina Kuznetsova, Layla Garapshina and Laysan Mukharyamova

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…

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Research limitations/implications

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.

Practical implications

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.

Social implications

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.

Originality/value

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.

Details

Journal of Children's Services, vol. 16 no. 4
Type: Research Article
ISSN: 1746-6660

Keywords

Article
Publication date: 10 June 2019

Alia Al Fardan and Stephanie Morris

The purpose of this paper is to identify the challenges and benefits of hiring individuals with special needs in the hospitality industry in Dubai; understand management…

Abstract

Purpose

The purpose of this paper is to identify the challenges and benefits of hiring individuals with special needs in the hospitality industry in Dubai; understand management, colleague and customer perspectives concerning the integration of individuals with special needs in the workforce; emphasize the need for awareness, communication and training when introducing special needs employees to hotel properties in Dubai; recognize laws and policies in respect to introducing the special needs workforce in hotels in Dubai; and classify the requirements needed to facilitate accessibility and integration of special needs employees in the workforce.

Design/methodology/approach

Qualitative research was conducted to better comprehend the benefits, challenges, policies/legalities and perceptions developed when considering employment practices of individuals with disabilities. Interviews with HR directors/managers in hotels in Dubai were conducted using a snowball sampling approach.

Findings

This study suggests that hotels in Dubai must increase their efforts to accommodate the special needs market through the provision of accessible areas, changes in perceptions and enactment of coherent laws and policies to prepare for the inflow of disabled tourists during Expo 2020. Further, that these efforts can be better accomplished by employment of individuals with special needs.

Originality/value

High turnover costs and shortages of labor in the hospitality industry have led to the need for the non-traditional labor force to fill the demand created by the upcoming Expo 2020. As the UAE won the bid for Expo 2020, there has been early construction of hotels to adapt to the increased demand in jobs by and influx of tourists including individuals with disabilities.

Details

Worldwide Hospitality and Tourism Themes, vol. 11 no. 3
Type: Research Article
ISSN: 1755-4217

Keywords

Book part
Publication date: 16 September 2014

Ismael García-Cedillo, Silvia Romero-Contreras and Todd V. Fletcher

This chapter is a presentation of Mexico’s efforts in advancing inclusive education as a vehicle to provide children with special needs a quality and equitable education…

Abstract

This chapter is a presentation of Mexico’s efforts in advancing inclusive education as a vehicle to provide children with special needs a quality and equitable education. It provides a detailed description of the development, realignment of educational practices, and polices necessary to allow inclusive education to succeed. The chapter begins with the origins of special education in Mexico via four stages. Next, the chapter provides a comprehensive classification of disability and the prevalence rates in Mexico. Then, the chapter delineates legislation and public policy that are essential components in providing a quality and equitable special education system. Next, a comprehensive description of special education intervention models follows along with how these models are incorporated in current teacher preparation endeavors. The chapter concludes with a summary of the progress that Mexico has attained in moving toward inclusive education as well as challenges to inclusive education.

Details

Special Education International Perspectives: Practices Across the Globe
Type: Book
ISBN: 978-1-78441-096-4

Book part
Publication date: 16 September 2014

Diane Rodriguez, Kenneth J. Luterbach and Rocio Espinosa de Gaitan

Special education in Guatemala started in the 1940s with the establishment of schools for the blind. While there is a relatively large population of persons with

Abstract

Special education in Guatemala started in the 1940s with the establishment of schools for the blind. While there is a relatively large population of persons with disabilities, the country has an insufficient number of educational and rehabilitation programs because the country is very impoverished. Guatemala has enacted a number of disability laws in the 1990s and early 2000s that enable persons with disabilities to participate in educational services to develop their capabilities and to deter discrimination. The government has three categories of disability, namely, physical, sensory, and intellectual. Most of the special education schools and rehabilitation workshops are in the capital city with few programs in rural areas. Many children with special education needs do not attend school. The government offers public service to families of children with disabilities. In the 1980s, the government formed partnerships with United States universities to help develop service plans for students with disabilities as well as train school personnel in effective instructional methods due to a shortage of licensed teachers. While special education is improving it has a long way to go.

Details

Special Education International Perspectives: Practices Across the Globe
Type: Book
ISBN: 978-1-78441-096-4

Article
Publication date: 1 April 2014

Zdenka Zenko and Valentina Sardi

Socially responsible innovative behaviour should reduce the incidence of one-sidedness in the behaviour of persons employed or active in tourism organizations. People with

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Abstract

Purpose

Socially responsible innovative behaviour should reduce the incidence of one-sidedness in the behaviour of persons employed or active in tourism organizations. People with disabilities are often poorly integrated, even in the advanced societies. The paper aims to discuss these issues.

Design/methodology/approach

With a requisitely holistic approach in dialectical systems theory and an overview of relevant literature, the common characteristics of tourists with disabilities are briefly described. A dialectical systemic analysis was used to determine whether people with disabilities want to travel and what their requirements are. A questionnaire was used to identify their recent travelling experiences; tourism organizations were interviewed about their experiences, too. A model of a travel agency, specialized for people with disabilities, is presented.

Findings

The usual approach to people with special needs is too one-sided. A more requisitely holistic approach to understanding their needs in tourism, based on existing literature and an empirical analysis, is presented. A more innovative management of tourism organizations is proposed, increasing social responsibility (SR).

Research limitations/implications

The authors contribute to the integration of people with disabilities in society, focusing on innovation in the management of tourism organizations.

Practical implications

This new, more systemic and socially responsible innovative management in tourism is widely applicable. Tourists with disabilities, their family members, and their travelling companions could become more included in tourist activities and represent a potentially significant share of the market. A requisitely holistic approach can provide advantages for tourists with disabilities and tourism organizations.

Originality/value

The concepts were not found in available literature neither is the selection of viewpoints of dialectical systems thinking and SR in tourism. They support understanding, designing and managing activities in tourism for people with various limitations or specific needs.

Book part
Publication date: 8 August 2016

Amanda Watkins and Serge Ebersold

There is widespread awareness that evidenced-based policy-making is critical for the long-term development of inclusive education systems. Policy-makers, data collection…

Abstract

There is widespread awareness that evidenced-based policy-making is critical for the long-term development of inclusive education systems. Policy-makers, data collection experts and researchers are aware of the need for data collection at national level that not only meets the requirements of international policy guidelines, but also works within a shared approach so as to promote a synergy of efforts at national and international levels.

Monitoring inclusive education at the system level is increasingly seen as a priority for country and EU level decision-makers. However, what form this monitoring should take and what issues it should focus upon are less clear.

This chapter looks across a number of recent European Agency studies in order to highlight and consider key issues and questions in relation to monitoring the implementation of inclusive education in terms of a system’s efficiency, effectiveness and ability to be equitable for all learners.

By drawing upon the findings of European Agency work considering a range of policy priority areas, it is possible to highlight a number of common factors that apply to monitoring the dimensions of efficiency, effectiveness and equity in different educational contexts or systems.

Details

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

Keywords

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