Suchergebnisse

THE ATTEMPT HERE, AS IN ALL THE PAPERS IN THIS VOLUME, IS TO CHALLENGE THE FIELD OF SPECIAL EDUCATION. AT THE VERY LEAST, THE TASK THAT LIES AHEAD IS TO DEFEND AND MAINTAIN THE ADVANCES OF RECENT YEARS. VIEWED MORE AMBITIOUSLY, THE TASK IS TO MAKE THE FIELD EVEN STRONGER THAN IT IS NOW. THE ROLE OF THE SPECIAL EDUCATION SYSTEM MUST BE DEFINED SHOULD IT COORDINATE ALL SERVICES REQUIRED BY A HANDICAPPED CHILD, ACCEPT RESPONSIBILITY ONLY FOR EDUCATION OR IS IT POSSIBLE FOR SPECIAL EDUCATION TO ACT COOPERATIVELY WITH OTHER AGENCIES TO ASSURE THE PROVISION OF ALL THE SUPPORTS A HANDICAPPED CHILD MAY NEED?

The fields of diversity training and diversity education have developed in a disconnected manner. This divide ensures that each field advances slowly and with narrow focus. The authors argue here that the divide should be bridged with attention to the best practices that diversity training and diversity education offer. By integrating the best that each perspective has to offer as outlined here, both fields of inquiry and practice may be enhanced.

Playing in public, including within education, is a political act, one that is loaded with potential disapproval by others, and hence becomes difficult for potential players to do. Even so, play has many potential benefits within Higher Education. This paper describes some of the benefits to play and describes the social difficulty of playing through the lens of Goffman's frames. It goes onto describe some ways in which playful learning can be introduced to increase the social acceptability and impact of play within Higher Education. These are steps towards constructing a playful frame in which students and staff can view Higher Education. No absolute guidelines could be produced, as both play and acceptability of it are socially constructed and are so completely contextual, but an overall approach is suggest to increase the understanding, acceptability, and effectiveness of play.

This dissertation aims to examine some aspects of special education in Swedish upper secondary schools. The availability of special education resources, the occurrence of ability grouping and the organisational modalities of special education support are investigated. The further aim of the thesis is to discuss how these phenomena can be understood on the basis of democratic educational theories and theories of social educational justice. The study describes how special education support was organised in 764 upper secondary schools in Sweden in the academic school year 2010/2011, with a response rate of 80.4% (n=764). The design of the study is a cross-sectional total population survey, where data have been collected by way of questionnaires and supplemented with public statistics. The results of the study show that about 37.5% of upper secondary schools lack special education resources in terms of special educators or special education teachers. Special education support is not provided in 68% of the independent schools compared with 10% of the public schools. This uneven balance between public and independent schools can be interpreted to be a threat to an equivalent and democratic school, since students in need of special support do not have the same opportunities to receive such support in all schools. Furthermore, schools with a higher average parental educational background have shown higher availability of special education resources. It seems that students with parents who have higher educational backgrounds have to a greater extent access to special education resources. Ability grouping is used in about 43% of the schools. It is most commonly used within foundation subjects, particularly in Mathematics. The schools that use ability grouping to a very large extent have lower and more varied merit rating values and greater availability of special education resources. Special education support is primarily provided outside the students' regular teaching groups. This is also the case with support provided by other school staff: indeed, 87% of the schools report that the majority of special education support is provided outside the students' regular teaching groups. This can be understood as a way to organise special support in which heterogeneity and pluralism are not considered important. Based on democratic theories, the support provided outside the regular teaching group might be a risk to the creation of a democratic school where all students are given opportunities to meet and interact. Overall, the results from this thesis show that special education resources are unevenly distributed among independent and public schools; that 43% of the schools use ability grouping; and that special support is primarily provided outside the students' regular teaching groups. ; At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: In press.

Competitiveness is not only an economic matter; it is also a foreign policy issue. It requires the coordinated action of the state, business community and civil society. Global economic institutions now confront a new challenge to design strategies and roadmaps for reform that will build on the achievements of the past, and cope with an increasingly new set of ripples that poses risks to the orthodox practice of development and ignite a search for a new kind of diplomacy. A global dialogue on competitiveness and economic development is in the making, and small economies have a vested interest to be part of that dialogue. While small states have fewer resources to devote to the tasks of diplomacy and effective interaction with other states, this shortcoming can be reduced by alliances and networks, given the large number of small states with common interests. Small states in Europe are strategically placed to recalibrate that continent's approach to regional and international diplomacy in its quest to promote competitiveness, and sustain growth and equity in its development goals. As such, it can bring important lessons to the attention of other small states in the world and add considerably to the expectations of this exercise in global analytical leadership. ; peer-reviewed

AbstractCodesign is an increasingly common term in Indigenous education policy settings. However, it is unclear exactly what it means and how it is enacted. This systematic review examined 15 papers relevant to codesign in the context of Indigenous education, clearly distinguishing between codesign as a process and a method. These papers provide a snapshot of the various ways codesign is conceptualised, enacted as a process and evaluated in Indigenous education settings. In this paper, we respond to these three areas of codesign to inform a more nuanced framework to help policymakers and practitioners in the future.

The article discusses the main issues related to the organization of reference services in university libraries all over the world in the framework of the traditional reference bureau and virtual reference service. The implementation of the concept of digital reference service requires high professionalism, expert knowledge of digital tools and methods of working with them on the part of the staff of reference services. The development of information technologies changes the format of communication between the bibliographer and the user. Traditional reference services are complemented by specialized research assistance carried out in accordance with research practices of universities. The provision of real-time and deferred virtual reference services, digital transformation of libraries, and the involvement of catboats with artificial intelligence in reference services are current issues in library theory and practice.The turning point in the evolution of reference services has been the university libraries strategic initiative for online learning and additional professional education. Due to the increasing educational mission of university libraries in the professional library community, the role of information curator that the reference librarian can assume is being actively discussed. Reference librarians, alongside with other information professionals, shape the library's research and educational space. The article bases on the analysis of publications in foreign professional periodicals.

Front -- CONTRIBUTORS -- ACKNOWLEDGMENTS -- CONTENTS -- Overview and Flow of the Book -- References -- SECTION ONE -- CHAPTER 1 -- Emergence of the Disaster Field -- Origin of the Vulnerability Concept -- Expansion of the Disaster Field and Foundation of the Emergency Management Profession -- Refined Vulnerability Perspective -- Complexity of Vulnerability -- Structural Trends Increasing Vulnerability -- Strategies and Tools to Reduce Vulnerability -- Conclusion -- References -- CHAPTER 2 -- Disaster Vulnerability and Risk Is Increasing -- Vulnerability Theory and Concepts -- SocialWork Resilience Theory -- Discussion -- Summary and Conclusions -- References -- CHAPTER 3 -- Theoretical Foundations -- Research Questions, Design, and Analysis -- LinearMethods for Vulnerability Research -- Nonlinear DescriptiveMethods: Social Networks, Social Capital -- Nonlinear DescriptiveMethods: Geographic Analysis -- Nonlinear Explanatory: Systems Dynamics -- Summary and Conclusions -- References -- CHAPTER 4 -- Postmodernism, Social Justice, and Strengths/Resilience Perspectives -- The Second Dimension -- The Third Dimension: Organizational, Community, and Policy Practice -- Conclusion -- References -- CHAPTER 5 -- Social Development and SocialWork -- References -- SECTION TWO -- CHAPTER 6 -- Importance of Coordinating Community Resources -- Community Resources -- Coordination -- Expanding Resources -- References -- CHAPTER 7 -- SocialWork and Disaster-Resilient Communities -- CIA -- Translating CIA to SocialWork Education -- Conclusion -- References -- CHAPTER 8 -- Role of Fear -- Role of Institutions Mitigating the Consequences of Disaster -- How Can These Organizations Help? -- Role ofMedia in DisasterManagement -- Community Unity Before and After Disasters -- Conclusion -- References -- CHAPTER 9 -- American Red Cross (ARC) Disaster Response.

This qualitative study explored international students' views of US social work education and Asian-Pacific indigenous practices. Some students recognized indigenous practices, strongly valued multiculturalism and regretted not having agency-specific knowledge and skills. While some social work knowledge and skills seemed to be universal, others were western-influenced.

This is a comparative analysis of higher education systems in Ecuador and Bolivia, countries that are characterized by cultural diversity and geographic proximity; its evolution in the higher education system has progressed in recent years with different rate. Reason given, the aim of this work is to make a comparison, to understand the similarities and differences between the systems of higher education in Ecuador and Bolivia, and thus, we can have a diagnosis in relation to the structure of the higher education system of both countries. In this context, we provide an overview about the situation or reality in which both institutions of Higher Education (IES) are developed. Also, the aspects that distinguish the higher education in these countries such as their regulations are mentioned, their internal political contexts, resources, segments, management, technological evolution; and the change of the political, economic and social model. In this way, a description of the main features of the Ecuadorian and Bolivian higher education systems is made, which is summarized in a comparative chart showing the similarities and differences that characterizes them.