Suchergebnisse

The purpose of the report (Terms of Reference) is to review national implementation on equality of educational and training opportunities for young people, and in particular the National Strategic Reports of member states from a disability equality perspective in education and training, and provide the Commission with useful evidence in supporting disability policy mainstreaming. Country: Sweden. ; The Academic Network of European Disability experts (ANED) was established by the European Commission in 2008 to provide scientific support and advice for its disability policy Unit. In particular, the activities of the Network will support the future development of the EU Disability Action Plan and practical implementation of the United Nations Convention on the Rights of Disabled People. ; Academic network of European disability experts (ANED)

The study describes environmental and personal factors that, from the student perspective, impede participation in education in secondary upper schools by students with postlingual deafblindness. The discussion is framed by the International Classification of Functioning, Disability, and Health. The researchers use the theory of social recognition as a theoretical tool in understanding the dynamics between personal factors and environment in the context of secondary upper-school education. Thirty-four students with deafblindness responded to a questionnaire; the survey's findings indicate experiences of barriers in the natural and social environments that restrict participation. Experience of considerateness—such as concern for the special requirements of students with deafblindness—and experience of the lack of considerateness are the most important factors. Negative roles adapted by some students for themselves may be interpreted as resulting from a lack of recognition, in the form of denigration or insults.

Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- List of illustrations -- Foreword -- Acknowledgements -- List of acronyms -- 1. Introduction -- Interdisciplinarity, health, and wellbeing -- Outline of the book contents -- The audience of the book -- PART I: Antinomies of mainstream interdisciplinarity -- 2. Overview of the contemporary literature -- Driving forces of interdisciplinarity -- Defining interdisciplinarity -- Interdisciplinarity without metatheory risks failure -- Preoccupation with personalism -- Institutional and organizational failings -- Bibliometric analysis of interdisciplinary research -- The absence of an adequate metatheoretical perspective -- 3. Contemporary ways to justify interdisciplinarity -- The pessimistic view -- The optimistic view -- The pragmatic view -- Some problems with mainstream metatheoretical strategies -- PART II: A critical realist general theory of interdisciplinarity -- 4. Core concepts of critical realism -- The role of philosophy -- Seriousness -- The nature of philosophical argument -- The nature of philosophy itself -- Enhanced reflexivity -- Critical realism and ontology -- A new ontology -- An immanent critique of Humean ontology -- The domains of the real, the actual, and the empirical -- The dialectic of science -- Three senses in which reality is structured -- 5. Critical realism and social science -- Structure and agency -- The individual and the collective -- Meaning and law -- Comparing the natural and social sciences -- A toolkit for social scientists -- 6. The ontological case for interdisciplinarity -- The DREI(C) and the RRREI(C) -- The stages of interdisciplinarity -- Conditions for interdisciplinarity -- 7. The seven steps to deeper understanding of ontology -- Step 1: being (ontology) is unavoidable and layered -- Step 2: being as process

This book scrutinizes how social - common sense - knowledge is shared, transmitted and transformed in different social and psychological contexts, particularly in research related to education, social work and communication.