In this paper, the authors analyze the importance of guaranteeing the rights to politic involvement and consultation of disabled people, as a way to achieve their social inclusion. ; En el presente artículo, los autores desarrollan la importancia de garantizar los derechos de participación política y consulta a personas con discapacidad, como un medio para lograr su inclusiónsocial.
The paradigm based on the conceptual dichotomy between inclusion and exclusion – which has affected the modern era of political and legal thought – is definitely ineffective in portraying assets and institutions as well as political and social forms that currently frame the neoliberal governmentality.
Einstellungen, Bedürfnisse, Einschätzungen und Wünsche der Eltern von Kindern mit sonderpädagogischem Förderbedarf.
Themen: Wahrnehmung der Medienberichterstattung zum Thema gemeinsames Lernen; Kenntnis des Begriffs Inklusion; Angaben zu den Kindern: Anzahl, Alter (Geburtsjahr) und Geschlecht der Kinder mit sonderpädagogischem Förderbedarf; Zeitpunkt der Feststellung des sonderpädagogischen Förderbedarfs (vor oder nach der Einschulung); feststellende Person; besuchte Klassenstufe; Klassenstufe wiederholt; Klassenwechsel.
Angaben zur Schule: Schulform (Regelschule oder Förderschule); Ganztagsschule; Wechsel der Schulform; Thematisierung der Wahl der Schulform im sozialen Umfeld versus private Entscheidung; am besten geeignete Schulform; derzeit besuchte Schulform ist Wunschschulform; Hemmnisse bei der Schulwahl; Bildungsaspiration: gewünschter Schulabschluss und erreichbarer Schulabschluss; Förderschwerpunkt; Schweregrad der Beeinträchtigung.
Zufriedenheit mit der Schule: Schulzufriedenheit; soziale Auswirkungen der Schulformen auf das Kind; Isolation des Kindes in der Schule; Zusammensetzung der Klasse; Einschätzung der Schule; Einschätzung der Leistung und der sozialen Integration des Kindes in der Schule; Dichte der Förderschulen vor Ort; Wichtigkeit verschiedener Förderaspekte für die Schulwahl; Bewertung von Förderaspekten im Hinblick auf das Angebot in Förderschule oder Regelschule; Meinung zur Leistungsmotivation durch Noten.
Eltern mit Kindern in der Regelschule wurden gefragt: Doppelbesetzung der Lehrkräfte; Zusammensetzung der Doppelbesetzung (normaler Lehrer und Sonderpädagoge); Anzahl der Stunden pro Woche mit Förderlehrer; Zufriedenheit mit der Förderung des Kindes in der Regelschule; Bewertung der Inklusion; Bewertung der Rauslösung aus dem Unterricht (besserer Lernerfolg vs. schlechte Erfahrung); gute Vorbereitung der Lehrer; Vorteile der Inklusion (mehr Freunde, bessere Lernleistung, keine gesellschaftliche Ausgrenzung, individuelle Förderpläne, fortgesetzte Freundschaften aus der Nachbarschaft); soziale Integration des Kindes: Häufigkeit von: Beschwerden über das Kind in der Schule, Einladung zu Geburtstagen von Kindern ohne Beeinträchtigung, Spielen mit Kindern ohne Beeinträchtigung in der Schule bzw. Einladungen zum Spielen bei anderen Kindern, Kontakt zu anderen Eltern in der Schule mit Kindern ohne Beeinträchtigung).
Demographie: Geschlecht; Alter; deutsche Staatsangehörigkeit; Geburtsland (Migrationshintergrund); Bildungsabschluss; Anzahl der schulpflichtigen Kinder; Geburtsland der Kinder; im Haushalt gesprochene Sprache; Teilnahme des Kindes am Unterricht Deutsch als Zweitsprache; alleinerziehend.
There is a large body of research that has examined digital inequities, inequalities, and divides—i.e., those countries, communities, and individuals digitally left behind or disadvantaged. Whereas we know quite a lot about what is lacking and for whom, there is less focus on what works to alleviate these inequalities and divides in a variety of cultural contexts. This thematic issue brings together scholarship on digital inclusion initiatives and research from over 20 countries and in the context of numerous aspects, including different types of initiatives as well as different types of target audiences for these initiatives. Each article provides unique insights into what does and does not work in various communities, making recommendations on what could be done to improve the examined initiatives. We hope that the breadth and depth of articles presented here will be useful not just for academic audiences seeking to broaden their understanding of digital inclusion and 'what can be done' rather than focusing on 'what is amiss,' but also for policymakers and digital inclusion initiatives who are eager to expand and advance their digital inclusion work within their communities.
Purpose This study aims to investigate the association between social inclusion and financial inclusion. Social inclusion and financial inclusion are two major development policy agendas in many countries, and the association between them has received little attention in the policy and academic literature.
Design/methodology/approach The findings reveal a positive and significant correlation between social inclusion and financial inclusion for Asian countries, Middle Eastern countries and African countries while the correlation between social inclusion and financial inclusion is negative for European countries. The findings also show that European and Asian economies experience higher levels of social inclusion and account ownership in a formal financial institution while African countries and Middle Eastern countries experience lower levels of social inclusion and account ownership.
Originality/value The association between social and financial inclusion has received little attention in the policy and academic literature. This is the first study that investigates the association between social and financial inclusion.
PurposeThis study aims to examine whether social inclusion policies promote financial inclusion. Three social inclusion policies were analyzed: gender equality policies, environmental sustainability policies and social protection (SP) policies.Design/methodology/approachThe study used the panel fixed effect regression methodology to analyze data from 48 low- and medium-income countries.FindingsThe results show that social inclusion policies do not have a significant effect on financial inclusion. Also, the older population is less likely to own an account at a formal financial institution in low- and medium-income countries that have strong environmental sustainability policies and institutions. The implication of the finding is that the policies and institutions established to promote environmental sustainability can discourage the older population from keeping the population's wealth in formal financial institutions in the country.Practical implicationsPolicy makers should consider how social and environmental policies and programs can be designed to promote financial inclusion for older individuals in the individuals' countries.Originality/valueThe financial inclusion literature has not considered the role of social inclusion policies in promoting financial inclusion for individuals, businesses and the excluded groups in a country.
Cover -- Half-title -- Series information -- Title page -- Copyright information -- Table of contents -- 1 Introduction -- Structure of the book -- 2 What is financial inclusion? -- Defining financial inclusion -- Key distinctions -- Exclusion versus inclusion -- Global South and Global North -- Concept, intervention and assemblage -- Key players -- Accion -- The Alliance for Financial Inclusion -- The Bill and Melinda Gates Foundation -- The Grameen Bank -- The World Bank -- Key questions -- 3 Financial inclusion as a tool of poverty eradication: the case of microcredit -- From microcredit to microfinance -- The microcredit model -- Microfinance in Bangladesh -- Microfinance in India -- The commercial turn -- The lived experience of microcredit -- The fall of microcredit -- Conclusion -- 4 Financial inclusion as the production of new markets: the case of reverse redlining -- Redlining -- Reverse redlining -- The feminization of finance -- Conclusion -- 5 Financial inclusion as financial subjectivity: the case of financial capability in the UK -- Financial exclusion: geographies of inequality -- Discovering financial inclusion: a "Third Way" in poverty alleviation -- Financial subjectivity and asset-based welfare -- Financial literacy and capability -- Financial capability in the era of austerity -- Conclusion: dynamics of inclusion, risk and practice - financial inclusion as a new form of exclusion? -- 6 Financial inclusion as political project: the case of conditional cash transfers -- Progresa-Oportunidades-Prospera -- CCTs and financial inclusion -- Financial nudges -- Financial inclusion through contractual governance -- Conclusion: achieving financial inclusion by other means -- 7 Financial inclusion as transformations in financial practice: the case of mobile money -- Mobile money: overview -- M-PESA -- Mobile money and airtime gifting.
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