Beyond Diversity and Inclusion: Understanding and Addressing Ableism, Heterosexism, and Transmisia in the Legal Profession: Comm
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Guidelines for Inclusion: Ensuring Access to Education for All Acknowledgments
Guidelines for Inclusion: Ensuring Access to Education for All Acknowledgments In UNESCO’s efforts to assist countries in making National Plans for Education more inclusive, we recognised the lack of guidelines to assist in this important process. As such, the Inclusive Education Team, began an exercise to develop these much needed tools. The elaboration of this manual has been a learning experience in itself. A dialogue with stakeholders was initiated in the early stages of elaboration of this document. “Guidelines for Inclusion: Ensuring Access to Education for All”, therefore, is the result of constructive and valuable feedback as well as critical insight from the following individuals: Anupam Ahuja, Mel Ainscow, Alphonsine Bouya-Aka Blet, Marlene Cruz, Kenneth Eklindh, Windyz Ferreira, Richard Halperin, Henricus Heijnen, Ngo Thu Huong, Hassan Keynan, Sohae Lee, Chu Shiu-Kee, Ragnhild Meisfjord, Darlene Perner, Abby Riddell, Sheldon Shaeffer, Noala Skinner, Sandy Taut, Jill Van den Brule-Balescut, Roselyn Wabuge Mwangi, Jamie Williams, Siri Wormnæs and Penelope Price. Published in 2005 by the United Nations Educational, Scientifi c and Cultural Organization 7, place de Fontenoy, 75352 PARIS 07 SP Composed and printed in the workshops of UNESCO © UNESCO 2005 Printed in France (ED-2004/WS/39 cld 17402) Foreward his report has gone through an external and internal peer review process, which targeted a broad range of stakeholders including within the Education Sector at UNESCO headquarters and in the fi eld, Internal Oversight Service (IOS) and Bu- Treau of Strategic Planning (BSP). These guidelines were also piloted at a Regional Work- shop on Inclusive Education in Bangkok. -
Scaffolding Inquiry-Based Science and Chemistry Education in Inclusive Classrooms
In: New Developments in Science Education Research ISBN: 978-1-63463-914-9 Editor: Nathan L. Yates © 2015 Nova Science Publishers, Inc. Chapter 5 SCAFFOLDING INQUIRY-BASED SCIENCE AND CHEMISTRY EDUCATION IN INCLUSIVE CLASSROOMS Simone Abels University of Vienna, Austrian Educational Competence Centre Chemistry, Vienna, Austria ABSTRACT Since the ratification of the UN Convention on Rights of Persons with Disabilities inclusion is on the agenda. In science education inquiry-based learning is, among others, recommended to deal with the diversity of students in a classroom. However, teachers struggle with the implementation of inquiry-based science education and view heterogeneity rather as a burden than an asset. Therefore, this research project is dedicated to the teachers‘ scaffolding teaching science in inclusive classes. Specifically, within the framework of a qualitative case study, the focus lies upon inquiry-based learning environments with different levels of openness and structuring and how they can be orchestrated to deal with diverse learning needs of all students in one classroom. The research study is conducted in cooperation with an inclusive urban middle school (grade 5 to 8), where students with and without special educational needs learn together. Initially, the article introduces the inclusive school with its specific way and challenges – not only the science classes – as inclusion is holistic school development. Subsequently, two science formats are particularly focused and contrasted: guided inquiry-based chemistry lessons as well as the format Lernwerkstatt (German for workshop center), an open inquiry setting. The aim of the Lernwerkstatt is that students work self-dependently on their own scientific questions innervated by carefully arranged phenomena and materials. -
Layersquality of Life and Autism
Exploring Diagnosis: Autism and Neurodiversity Steven Kapp Rhianna White 1 Preview of lecture Introduction to disability, neurodiversity movements Stimming study Labelling study Book on autistic community, neurodiversity movement 2 Sociology of (Jutel & Nettleton, diagnosis 2011) Diagnosis Diagnosis Stimming Neurodiversity as as Process study book Category Consequences of Diagnosis Labelling study 3 Disability rights movement Social contribution to/construction of disability Civil rights model – not medical model Self-advocacy: “Nothing About Us Without Us” Focus on self-determination and quality of life: building independence, inclusion, productivity through rights and support For respect, against personal tragedy narrative 4 Neurodiversity movement Autism: complex, pervasive; part of personality Often identity-first, non-medicalized language Autism: natural, on spectrum of human diversity Focus on rights, access, opportunities -> quality of life For acceptance; against prevention and normalization 5 Utility of autism, neurodiversity Little knowledge about what “works” for whom and why Common knowledge that no intervention works for all Little known for whom, how autism diagnoses tend to help Parental acceptance of child’s autism helps relationship (Kapp et al., 2018) Awareness of neurodiversity movement associated with views aligned with it (Kapp et al., 2013) Support for normalization associated with more stigma toward autistic people (Gillespie-Lynch et al., 2017) 6 Stimming (Jutel & Nettleton, study 2011) Diagnosis -
L Brown Presentation
Health Equity Learning Series Beyond Service Provision and Disparate Outcomes: Disability Justice Informing Communities of Practice HEALTH EQUITY LEARNING SERIES 2016-17 GRANTEES • Aurora Mental Health Center • Northwest Colorado Health • Bright Futures • Poudre Valley Health System • Central Colorado Area Health Education Foundation (Vida Sana) Center • Pueblo Triple Aim Corporation • Colorado Cross-Disability Coalition • Rural Communities Resource Center • Colorado Latino Leadership, Advocacy • Southeast Mental Health Services and Research Organization • The Civic Canopy • Cultivando • The Gay, Lesbian, Bisexual, and • Eagle County Health and Human Transgender Community Center of Services Colorado • El Centro AMISTAD • Tri-County Health Network • El Paso County Public Health • Warm Cookies of the Revolution • Hispanic Affairs Project • Western Colorado Area Health Education Center HEALTH EQUITY LEARNING SERIES Lydia X. Z. Brown (they/them) • Activist, writer and speaker • Past President, TASH New England • Chairperson, Massachusetts Developmental Disabilities Council • Board member, Autism Women’s Network ACCESS NOTE Please use this space as you need or prefer. Sit in chairs or on the floor, pace, lie on the floor, rock, flap, spin, move around, step in and out of the room. CONTENT/TW I will talk about trauma, abuse, violence, and murder of disabled people, as well as forced treatment and institutions, and other acts of violence, including sexual violence. Please feel free to step out of the room at any time if you need to. BEYOND SERVICE -
Monitoring of the Living Conditions of People with Disabilities in Ukraine Under the Conditions of the Covid-19 Pandemic (On
Occasional Papers on Religion in Eastern Europe Volume 41 Issue 4 Ukrainian Protestants Article 12 5-2021 Monitoring of the Living Conditions of People with Disabilities in Ukraine under the Conditions of the Covid-19 Pandemic (On the Example of Evangelical Christian Baptists) Olga Polumysna V. N. Karazin Kharkiv National University Follow this and additional works at: https://digitalcommons.georgefox.edu/ree Part of the Christianity Commons, and the Eastern European Studies Commons Recommended Citation Polumysna, Olga (2021) "Monitoring of the Living Conditions of People with Disabilities in Ukraine under the Conditions of the Covid-19 Pandemic (On the Example of Evangelical Christian Baptists)," Occasional Papers on Religion in Eastern Europe: Vol. 41 : Iss. 4 , Article 12. Available at: https://digitalcommons.georgefox.edu/ree/vol41/iss4/12 This Article, Exploration, or Report is brought to you for free and open access by Digital Commons @ George Fox University. It has been accepted for inclusion in Occasional Papers on Religion in Eastern Europe by an authorized editor of Digital Commons @ George Fox University. For more information, please contact [email protected]. MONITORING OF THE LIVING CONDITIONS OF PEOPLE WITH DISABILITIES IN UKRAINE UNDER THE CONDITIONS OF THE COVID-19 PANDEMIC (on the example of Evangelical Christian Baptists) By Olga Polumysna Olga Polumysna is a doctoral student at the Institute of Journalism of the Taras Shevchenko National University of Kyiv, a Candidate of Philological Sciences, and an Associate Professor of the Department of Journalism at the V. N. Karazin Kharkiv National University. Research interests: mass media, people with disabilities, religion. E-mail: [email protected] Orcid: https://orcid.org/0000-0002-4289-0588. -
Being an Ally for Lesbian, Gay, Bisexual, and T Ransgender People
Being an Ally for Lesbian, Gay, Bisexual, and Transgender People 1919 University Avenue West, Suite 400, St. Paul, MN 55104 Tel. 651-645-2948 or 888-NAMIHELPS www.namihelps.org Here are some guidelines for people wanting to be allies for LGBT people around them. In today’s world, LGBT issues are being discussed more than ever before…in the media, in community programs, in schools, churches, offices, in the streets, and in people’s homes. These discussions are often emotionally charged as this can be a threatening topic for many people, and clear information is often difficult to find. Being an ally is important, but it is challenging as well as exciting. This list is not exhaustive, but provides some starting points. Add your own ideas and suggestions! Don’t assume heterosexuality. We tend to assume that everyone we meet is heterosexual even though we know this is not true. Often people hide that they are LGBT until they know it is safe to “come out” in a given situation. Use neutral language when first working with students/clients/customers until you know for certain what the person prefers (for example, the gender of their significant other). Educate yourself about lesbian, gay, bi, and transgender issues. There are many resources, reading lists, and organizations available for information. Don’t be afraid to ask questions. Explore ways to creatively integrate LGBT issues in your work. Doing so can be a valuable process for everyone, regardless of their sexual orientation or gender identity. Integrating LGBT people and issues instead of separating them out as a “special topic” is an important strategy for conveying and creating respect and acceptance. -
A/69/261 General Assembly
United Nations A/69/261 General Assembly Distr.: General 5 August 2014 Original: English Sixty-ninth session Item 69 (b) of the provisional agenda* Promotion and protection of human rights: human rights questions, including alternative approaches for improving the effective enjoyment of human rights and fundamental freedoms Elimination of all forms of religious intolerance Note by the Secretary-General The Secretary-General has the honour to transmit to the members of the General Assembly the interim report of the Special Rapporteur on freedom of religion or belief, Heiner Bielefeldt, submitted in accordance with General Assembly resolution 68/170. * A/69/150. 14-58756 (E) 250814 *1458756* A/69/261 Interim report of the Special Rapporteur on freedom of religion or belief Summary In the present report, the Special Rapporteur on freedom of religion or belief, Heiner Bielefeldt, provides an overview of his mandate activities since the submission of the previous report to the General Assembly (A/68/290), including his reports to the Human Rights Council and on country visits, as well as communications and highlights of presentations and consultations. The Special Rapporteur then focuses on means to eliminate religious intolerance and discrimination in the workplace, a theme which he thinks warrants more systematic attention. The sources of religious intolerance and discrimination in the workplace can be manifold and include prejudices existing among employers, employees or customers, restrictive interpretations of corporate identity or a general fear of religious diversity. After clarifying that the human right to freedom of thought, conscience, religion or belief also relates to manifestations of religious diversity in the workplace, the Special Rapporteur particularly deals with measures of “reasonable accommodation” that may be needed to overcome discrimination. -
Eliminating Ableism in Education
Eliminating Ableism in Education THOMAS HEHIR Harvard Graduate School of Education In this article, Thomas Hehir defines ableism as “the devaluation of disability” that “results in societal attitudes that uncritically assert that it is better for a child to walk than roll, speak than sign, read print than read Braille, spell independently than use a spell-check, and hang out with nondisabled kids as opposed to other dis- abled kids.” Hehir highlights ableist practices through a discussion of the history of and research pertaining to the education of deaf students, students who are blind or visually impaired, and students with learning disabilities, particularly dyslexia. He asserts that “the pervasiveness of...ableistassumptionsintheeducationof children with disabilities not only reinforces prevailing prejudices against disability but may very well contribute to low levels of educational attainment and employ- ment.” In conclusion, Hehir offers six detailed proposals for beginning to address and overturn ableist practices. Throughout this article, Hehir draws on his per- sonal experiences as former director of the U.S. Department of Education’s Office of Special Education Programs, Associate Superintendent for the Chicago Public Schools, and Director of Special Education in the Boston Public Schools. Ableist Assumptions When Joe Ford was born in 1983, it was clear to the doctors and to Joe’s mom Penny that he would likely have disabilities. What wasn’t clear to Penny at the time was that she was entering a new world, that of a parent of a child with disabilities, a world in which she would have to fight constantly for her child to have the most basic of rights, a world in which deeply held negative cul- tural assumptions concerning disability would influence every aspect of her son’s life. -
Inquiring Minds Want to Know: Inquiry-Based Learning in the General Education and Inclusion Science Classroom
129 Inquiring Minds Want to Know: Inquiry-Based Learning in the General Education and Inclusion Science Classroom Gena M. Rosenzweig, Maria Carrodegaus, and Luretha Lucky Florida International University, USA Abstract: This study sought to apply the concepts of inquiry-based learning by increasing the number of laboratory experiments conducted in two science classes, and to identify the challenges of this instruction for students with special needs. Results showed that the grades achieved through lab write-ups greatly improved grades overall. The National Science Education Standards (1996) describes inquiry-based instruction as a way to involve students in a form of active learning that emphasizes questioning, data analysis, and critical thinking. This teaching practice encourages students to learn inductively and has a firmly established place in pedagogical tradition (Colburn, 2004). For example, theorists Johann Heinrich Pestalozzi and Herbert Spencer have championed student learning through concrete experiences and observations rather than rote memorization. Students at all grade levels, in every domain of science education, should be afforded the opportunity to use scientific inquiry to develop the ability to think and act in ways that are associated with inquiry (Bell, Smetana, & Binns, 2005). A convenient way to accomplish this goal in middle school classrooms is to enhance the inquiry aspects of activities that are already incorporated into the curriculum (Godbey, Barnett, & Webster, 2005). Teachers are challenged to effectively use inquiry-based learning strategies to motivate and teach students, particularly those in a special education curriculum. When properly introduced, inquiry-based activities increase student interest and motivation. The student becomes a fellow investigator, with motivation shifting from an extrinsic desire for a higher grade to an intrinsic one for satiating a curiosity of nature (Baker, Lang, & Lawson, 2002). -
Resource Sheet – Universal Design, Inclusion and Inclusive Health What
New Jersey Department of Human Services Division of Disability Services Inclusive Healthy Communities Grant Program Resource Sheet – Universal Design, Inclusion and Inclusive Health What is Universal Design? According to the Centre for Excellence in Universal Design, universal design (sometimes also called inclusive design or barrier-free design) is the design and structure of an environment so that it can be understood, accessed, and used to the greatest extent possible by all people regardless of their age or ability. That means planning around peoples’ diverse needs and abilities (like kids, parents, seniors, people with injuries or illnesses, and people with disabilities) to create environments that actually meet those needs and abilities. In short, universal design is simple, useful, and accommodates a wide range of individual preferences and abilities. Rather than everyone getting, “the same,” universal design incorporates the needs of diverse users. A familiar example of universal design is the curb cut, which provides wheelchair users, people with strollers, and workers using hand trucks better access to streets and curbs at differing levels. In order to facilitate people with differing abilities, of differing ages and sizes within society, systems must be designed with the user at the center of the design process. A universally designed environment makes life easier, safer, and more inclusive for everyone. For more information on Universal Design, see: http://universaldesign.ie/What-is-Universal-Design/ https://www.csun.edu/sites/default/files/accessibility-ud-slides.pdf https://www.rickhansen.com/news-stories/blog/universal-design-101 Inclusion "Nothing About Us Without Us!" (Latin: "Nihil de nobis, sine nobis") is a slogan used to communicate the idea that no policy should be decided by any representative without the full and direct participation of members of the group(s) affected by that policy. -
CHAPTER-4 Physical Education and Sports for CWSN
CHAPTER-4 Physical Education and Sports for CWSN (Children with Special Needs) 4.1 AIMS & OBJECTIVES OF ADAPTED PHYSICAL EDUCATION Adapted Physical Education is a science of developing, implementing, and monitoring a designed physical education instructional programme for an individual with a disability, based on a comprehensive assessment, to give the learner the skills necessary for a lifetime of rich recreation, leisure and sport experiences to increase physical fitness and wellness. Adapted physical education is physical education that is individualized and specially designed to address the needs of students with disabilities who require adaptations or modifications to be physically active, participate safely, and make progress toward the standards for Health, Safety, and Physical Education. In simple words, we can say the physical education program designed for individuals with disabilities is called adapted physical education. The program is adapted to meet the needs of each student through modifications and accommodations. According to Auxter, D., Pyfer, J. & Huettig, C. “ Adapted physical education is the art and science of developing and implementing a carefully designed physical education instructional program for an individual with a disability, based on a comprehensive assessment, to give the individual the skills necessary for a lifetime of rich leisure, recreation, and sport experiences”. Adapted physical education is used to emphasise the importance of understanding the scientific bases of human development as it bring into relations to teaching appropriate concepts and practices in the adapted physical education program which will serve to maximize the quality of life among individuals with disabilities. Adapted physical education is clear that practices that influencing exercise, fitness, diet and nutritional status can significantly impact the quality and duration of life of an individuals with disabilities. -
Anti-Catholicism V. Al Smith: an Analysis of Anti-Catholicism in the 1928 Presidential Election
Verbum Volume 9 Issue 1 Article 2 December 2011 Anti-Catholicism v. Al Smith: An Analysis of Anti-Catholicism in the 1928 Presidential Election Michael Rooney St. John Fisher College Follow this and additional works at: https://fisherpub.sjfc.edu/verbum Part of the Religion Commons How has open access to Fisher Digital Publications benefited ou?y Recommended Citation Rooney, Michael (2011) "Anti-Catholicism v. Al Smith: An Analysis of Anti-Catholicism in the 1928 Presidential Election," Verbum: Vol. 9 : Iss. 1 , Article 2. Available at: https://fisherpub.sjfc.edu/verbum/vol9/iss1/2 This document is posted at https://fisherpub.sjfc.edu/verbum/vol9/iss1/2 and is brought to you for free and open access by Fisher Digital Publications at St. John Fisher College. For more information, please contact [email protected]. Anti-Catholicism v. Al Smith: An Analysis of Anti-Catholicism in the 1928 Presidential Election Abstract In lieu of an abstract, below is the essay's first paragraph. "With few exceptions, the details of past presidential elections are largely forgotten over the course of history. As specific campaigns and elections become more distant from contemporary society, people tend to focus on the larger picture of what that election produced, mainly, who actually became the president. And for the majority of the American public, the presidential election of 1928 is no exception to this. But as Allan Lichtman suggests in his book Prejudice and the Old Politics: The Presidential Election of 1928, ―Presidential elections are central events of American politics, often bearing the detailed imprint of the society in which they occur.