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The purpose of this paper is to explicate the lived experiences of nurses involved in rehabilitation of forensic psychiatric patients in special institutions in Zimbabwe.

The study used the grounded theory approach utilising a mixed sequential dominant status design (QUAL/Quant). Pierre Bourdieu’s conceptual canon of field, habitus and capital was used as a theoretical point of departure by the research study. Confirmatory retrospective document review of 119 patients’ files was also done to substantiate the nurses’ experiences. Theoretical sampling of relatives was also done.

Findings and results revealed that nurses seemed to experience infrahumanisation, a subtler form of dehumanisation. The infrahumanisation was embodied in the unpleasant context in which nurses were expected to perform their mandate of championing rehabilitation of forensic psychiatric patients. The guards who represented the prison system seemed to possess all forms of capital in the prison system (where special institutions are housed): the prison cultural capital, social capital and economic capital. This capital seemed to represent symbolic power over the disillusioned and voiceless nurses. Guards attended to and discussed patients and relatives issues instead of nurses. This form of misrecognition of the nurses culminated in dominance and reproduction of the interests of the prison system which underlined the established order of realities in the rehabilitation of forensic psychiatric patients in special institutions at the time of the study. The nurses’ lived experience was confirmed by theoretically sampled by relatives of forensic psychiatric patients who also participated in the research study. Nurses’ powerlessness was also reflected in the patients’ files in which in which care was largely not documented.

The study focused on the nurses experiences related to rehabilitation of male forensic psychiatric patients and not on female forensic psychiatric patients because there were important variables in the two groups that were not homogenous. For the little documentation that was done, there was also a tendency nurses to document negative rather than positive events and trends. The documents/files of patients had therefore a negative bias which was a major limitation to this study.

There is a need for major revision of the revision of the role of the nurse in the forensic psychiatric setting. Collaboration as academia, practice, professional organisations and regulatory bodies would foster a nurse led therapeutic jurisprudence in the future of rehabilitation of forensic psychiatric patients in Zimbabwe.

There is a need for major revision of the revision of the role of the nurse in the forensic psychiatric setting.

This is the first description of the position of nurses’ seconded to special institutions in Zimbabwe and will go a long way in realigning conflictual policy documents guiding care of forensic psychiatric patients in special institutions.

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.

The rise of special education in Norway dates back to the early 1880s. Originally, special education was strongly influenced by the Age of Enlightenment and religious and philanthropic commitment to disadvantaged children. This chapter describes the development of special education by examining five critical eras, namely, The Era of Philanthropy, the Era of Segregation – Protection for Society, The Era of Segregation-Best Interest of the Child, The Age of Integration – Social Critique and Normalization, and The Age of Inclusion. Also, included are sections on the origins of public education, teacher preparation aspects, approaches to special education, working with families, and important legislative acts that support the right to education for students with disabilities. The chapter also explores the tension that exists today between regular and special education due to Norwegian legislation that emphasizes that students that do not benefit from regular education have a right to special education. The chapter concludes with a discussion about the future challenge to special education, namely, the efficacy of special education.

The outbreak of the COVID-19 virus has been declared a public health emergency which has caused unexpected and enormous changes all over the world. Everywhere, as well as in Hungary, it has led to disease control measures being put in place, including strict lockdown restrictions, which have affected people's daily activities and routines (DPMK, 2020). The partial or regular closure of educational institutions have been administered, resulting in a shift to online education. It has been extremely difficult for the population to handle this new situation and the emerging challenges, not to mention certain social minority groups such as people with cognitive disabilities, for whom and for whose families the current situation has implicated an even bigger burden. The aim of this chapter is to investigate the impact of the COVID-19 pandemic induced lockdown on children with cognitive disabilities through the point of view of their parents and of the special needs educators/teachers in Hungary. The lockdown measures have affected the perspective of parents and special needs educators/teachers of children with cognitive disabilities with regards to the access and the quality of education for disabled people.

The field of special education in Thailand is still in its infancy. This chapter provides a retrospect on special education in Thailand reflecting societal attitudes toward people with disabilities from the past to present. It also provides a list of factors impacting this population and members of the community who are involved with their lives. Special education law, definitions of various disability categories, types of educational settings, as well as issues and challenges in the field are discussed. A critical analysis of special education teacher preparation is also provided. Finally, recommendations and conclusions are offered.

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.

Inclusion has gained incremental attention in Lebanon especially since it has been associated with quality education, being the Sustainable Development Goal 4 (SDG 4) as declared by the United Nations. Efforts have been made by public and private institutions to ensure that learners with disabilities get inclusive education, and progress has been noted despite several challenges further aggravated by the pandemic and the financial crises. This chapter presents a close examination at the condition of inclusion in Lebanon as it thoroughly studies all elements of inclusion with the assessment of challenges alongside the discussion of feasible solutions.

In Hungary, soon after the democratic transition in 1989/1990, the institution of the general ombudsman was established, based on the Swedish model, possessing broad oversight. Since 2012, with the Fundamental Law (new constitution) and a new ombudsman act entering into force, the defense of children’s rights has become one of the legal obligations of the general ombudsman. In this chapter, the author examines the historical background of this “hybrid” institution¹ and the performance of the last three commissioners based on the child rights approach of the UN Convention on the Rights of the Child (UN CRC).

The UN CRC represents the “whole child” approach, a holistic view of a child which also informs the work of independent children’s rights institutions (ICRIs). Hence, the four guiding principles of the UN CRC² (the right to non-discrimination; the best interests of the child; the right to life, survival and development; and the right to participation) can be seen as analyzable elements of an ICRI’s performance. There are also “informal” factors that can influence the performance of an ICRI – even a stand-alone – for example, social and political recognition of the institution, the societal and legal regard of children (are their rights widely recognized or not, etc.), the personal motivation and drive of the ombudsman, the ombudsman’s own interests and background, the financial constraints of the office and the overall political atmosphere and various political influences around. These factors can play a vital role, but their existence can only be assumed in cases where the institution’s more exact outputs based on the UN CRC guiding principles can be seen: the appearance of children in its work, attention to vulnerable groups and cases related to non-discrimination, the number of complaints submitted to the commissioner (including those by children) and the appearance of best interests of children in cases. The author has found differences between the last three commissioners’ performances based on the guiding principles, which are also not independent from informal factors too.

The purpose of this paper is to examine the events leading up to the Great Recession, the US Federal Reserve’s response to what it perceived to be a short-term liquidity problem, and the programs it put in place to address liquidity needs from 2007 through the third quarter of 2008.

These programs were designed to channel liquidity to some of the largest institutions, most of which were primary dealers. We describe these programs, examine available evidence regarding their effectiveness and detail which institutions received the largest amounts under each program.

We argue that increasing financial fragility and potential insolvencies in several major institutions were evident prior to the crisis. While it is inherently difficult to disentangle issues of illiquidity from issues of insolvency, failure to recognize and address those insolvency problems delayed necessary adjustments, undermined confidence in the financial system and may have exacerbated the crisis.

Disentangling issues of illiquidity from issues of insolvency is inherently difficult and so it is not possible to specify a definitive counterfactual scenario. Nonetheless, failure to recognize and address the insolvency problems in several major institutions until more than a year after the crisis had begun delayed the necessary adjustment and undermined confidence in the financial system.

This paper is among the first to analyze data showing the amounts of lending and the distribution of these loans across institutions under the Fed’s special liquidity facilities during the first 18 months of the financial crisis.