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The purpose of this paper is to understand the dynamics of inclusive approaches to housing development programs directed at supporting low-income communities.

This study uses a mixed-methods approach by employing a combination of case study and survey methods, whereby the development process is studied through qualitative approaches and specific determinant comparisons of quantitative Z-tests. This study provides data from key informants: end-users (ten occupants), leaders of community-based organizations (2), and supporting non-governmental organizations (2).

These results indicate that an inclusive approach is more likely be able to provide low-income households with access to a variety of key resources that are identified as housing development priorities, particularly when compared with the supply-side approaches currently being promoted.

This study helps to encourage policymakers to think about more targeted and facilitative processes to meet the needs of public housing in Indonesia, a challenge that has resulted in ironic effects, and has not met the important challenges in providing access that is adequate for the people of Indonesia.

The current study provides data that provide evidence of positive value of inclusive approach to response the equitable issues in housing provision, particularly in Indonesia.

The purpose of this paper is to present a new approach for analyzing place making structure and processes and discuss strategies for inclusive place making in urban areas.

The theoretical approach is based on social systems theory and organization design theory, representing a constructionist and socio-structural approach to inclusive place making. The methodology is based on a comparative analysis of three cases of inclusive place making.

The main findings are that place making systems today lack the necessary complexity in their politics and planning to secure inclusive place making and fail to organize for face-to-face interactions in place making processes.

In a social systems approach, the author observes how place stakeholders and systems observe place making realities and problems and constructs place images. This introduces some degree of uncertainty into the analyses but constitutes an effective basis for studying inclusive strategy development.

The findings indicate that observing how place stakeholders construct their opinions about the problems and possibilities for inclusive place making and face-to-face interactions probably constitutes the best basis for practical support for inclusive place making.

The paper directs attention to the fact that current urban development strategies and policies toward inclusion of groups with limited resources today lack the necessary knowledge bases and means to deal effectively with the complexity related to current inclusion problems.

The paper demonstrates that an approach, which supplements the basic governance systems with face-to-face interactions, can deal effectively with today’s problems of inclusivity.

Achieving basic education and equitable education outcomes remains a challenge, therefore, improving equity in education has evolved as a particularly important policy priority in all OECD countries. This chapter concentrates on equity in the Maltese education system, with a particular focus on how the policyscape makes provision for achieving, improving, and maintaining equity in compulsory schooling. As an EU member state, Malta has been affected by the evolution, causes, and consequences of social, educational, and economic inequalities that have been an ardently contentious and controversial issue given the recent economic crisis in Europe. This chapter utilizes Bacchi’s ‘What’s the problem represented to be?’ (WPR) approach to analyse national school inclusion policy in Malta as illustrative of policies mobilized to address the problem of inequality, therefore acknowledging the need for a provision of equity as a major agenda. The results of this small-scale study have theoretical and methodological implications for academics, policymakers, and practitioners in the educational policy field. This study highlights the fact that there are a number of persistent challenges for achieving equity in education, especially the immigrant-native educational gap, despite European policy makers having been very active in the educational field.

This paper aims to provide insights into the potential of digital technologies-based innovations for more inclusive healthcare by alleviating the affordability, accessibility and availability barriers to utilization of healthcare services. Also, it aims to provide insights into the potential of digital technologies-based innovations for more inclusive services, broadly.

A conceptual framework is inductively developed by analyzing real-world examples of digital technologies-based innovations for more inclusive healthcare through the lenses of economics of information in digital form and certain characteristics of services.

Concurrent implementation of digital technologies-based healthcare innovations with innovations and/or modifications in service processes can enable greater inclusivity by alleviating the affordability, accessibility and availability barriers to utilization of healthcare services.

Issues relating to inequities in healthcare, as a social problem, are the focus of research at multiple levels (e.g. global, national, regional and local) in several academic disciplines. In relation to the scope of the problems and challenges pertaining to providing quality healthcare to the unserved and underserved segments of society, worldwide, the contribution of the proposed framework to practice is modest. However, by highlighting the promise and potential of digital technologies-based innovations as solutions for alleviating barriers to affordability, accessibility and availability of healthcare services during various stages (prevention, detection, diagnosis, treatment and post-treatment follow-up) with illustrative vignettes and developing a framework, the article offers insights for future research. For instance, in reference to mission-driven social enterprises that operate in the product-market space for inclusive innovations under resource constraints, a resourcefulness-based view of the social enterprise constitutes a potential avenue for theory development and research.

Given the conceptual nature of the article, the implications for practice are limited to cognitive implications. Action implications (instrumental implications or implications for practice) are outside of the scope of the article.

Innovations that are economically viable, environmentally sustainable and socially impactful is one of the important issues of our times.

The proposed framework provides insights into the potential of digital technologies-based innovations for more inclusive healthcare by alleviating the affordability, accessibility and availability barriers in the context of emerging and less developed country markets and base of the pyramid segments of society in these markets.

This chapter explores some of the complexities involved when undertaking research at an international level in the area of “inclusive” education and “special needs” education. The complexities encountered by researchers working in these fields, mirror many of the challenges that comparativists in education studies find themselves addressing. Drawing from earlier investigations and from reports by international organizations, this chapter highlights some of the dilemmas and challenges that researchers face when considering inclusion and special needs education in different countries. Differing interpretations of “inclusion” are discussed and then contrasted with thinking around “special needs” practices. The chapter moves forward to analyze how the adoption of differing theoretical frameworks can influence the way that “disability” is conceptualized and therefore how inclusive and special needs education are interpreted and then put into practice. The chapter argues that cross-cultural work opens up opportunities for further development and learning in this field. We further argue that such cross-cultural work can become a mechanism to instigate fundamental change in education.

Planning and design of university campuses is as important as the instructional philosophy of universities for determining academic and social development of university students. However, mainstream university campuses have often been designed with typical “normal” or “abled” users in mind and have neglected the needs of students with physical, sensory, and developmental disabilities. Universal design perspective with its equality, social inclusion and social justice agenda can be helpful in giving insights for inclusive educational environments. This study presents a research based design process conducted at a university campus in Turkey to create an inclusive educational environment for the students with disabilities, and to improve their participation in campus' academic and social life. For this purpose, existing campus spaces were evaluated for their inclusiveness both objectively through a checklist and subjectively through participatory workshops and meetings. The findings from both studies were used to identify the needs of the users with disabilities in the campus' settings. The results obtained from these studies were used to inform the implementations, and a holistic plan for creating an inclusive campus environment was developed. This study provides the implications for architectural and urban needs of users with physical, sensory, and vision disabilities or restraints in campus environments, develops methodology for future studies with similar context, and informs about the challenges and opportunities present in the process of creating inclusive university campus environments. .

This chapter explores a pathway towards achieving a sustainable and inclusive future through the implementation of systems innovation, systems leadership and systems change. The author highlights the importance of understanding complex systems and identifies several models that can be employed to drive systems change, including the iceberg model and multi-level perspective. The author stresses the significance of systems leadership and innovation in creating a sustainable and inclusive future. This means that leaders and managers need to shift their mindset from reductionism to systems thinking. Reductionism views complex systems as a collection of separate parts that can be studied independently. In contrast, systems thinking acknowledges the interconnectedness of all parts and how they influence each other. When they embrace systems thinking, leaders and managers can make systems innovation and drive systems change to achieve sustainable and inclusive growth. Achieving a sustainable and inclusive future requires a collective effort from individuals, organizations and governments. It demands a comprehensive understanding of the interdependencies and interactions within complex systems, as well as a willingness to adopt new ways of thinking and leading. This chapter presents a compelling case for adopting systems innovation, systems leadership and systems change as critical components in building a sustainable and inclusive future.

This chapter provides a comprehensive presentation and discussion of special education in Sweden. The presentation and discussion are tied deeply to the country’s general education system which incorporates social and political aspects as well as beliefs in equity for all.

The municipalities in Sweden have a large degree of independence as such special education can be organized in different ways. Yet, within each municipality’s educational structure is the common theme that students are different therefore teaching cannot be the same for everyone. The following chapter sections provide the reader with a better understanding of Sweden’s general special education system today: legislative acts that ensure equal access to education; the special education context; the history of special education and service in Sweden; the expansion of special education starting in the 1960s and early 1970s; current prevalence data; a clarification of differentiation, inclusion and categorization; teacher preparation advances; problems in schools and student’s difficulties; a description of inclusive education; and current challenges to inclusive education.

Building inclusive businesses (IBs) that generate shared value (a value including both social and business benefits simultaneously) is essential to instill the principles of inclusion, diversity, and equity in society. Yet, few studies specifically address how shared value is created in IBs. Drawing on the exploratory insights of a single case study involving an inclusive company IntendiMe, we provide an empirical investigation of the process of shared value creation. The findings of this study have shown that to create shared value in IBs, firms need to implement different practices that can be grouped into the following three phases: (1) aligning the environment with inclusion, (2) execution of inclusive business operations, and (3) value construction. During the first two phases, business and social values are still perceived separately; only after the execution of the two preparatory phases, in the third phase, IBs build shared value with the close collaboration of different market players and stakeholders. Shared value can be translated into developing innovative, inclusive products and market expansions that satisfy multiple needs of socially excluded people. With this study, we contribute to the literature on IBs and shared value by offering a dynamic analysis of the development of shared value and delineating a concrete set of practices that managers may accomplish in their business to develop a more significant value proposition based on socially inclusive principles.