Barriers to inclusion: insights of special and general educators from the US and St. Lucia

Globally, inclusion has been touted as best practice for working with students with disabilities. Despite the universal acceptance of inclusion, educators have identified several challenges in using inclusive practices. The purpose of this study was to explore the perceptions of general and special educators from the United States and St. Lucia on barriers to inclusion. Using qualitative research methodology, 32 teachers were interviewed. Data were analyzed inductively and special and general educators’ perception of barriers emerged under six themes: inadequate resources and time, environmental and professional barriers, lack of administrative support, negative attitudes of stakeholders, differing interpretation on inclusion, and unsuitable curriculum and assessment. Analysis was also guided by Lewin’s (1947) theory of planned change. Results indicated that teachers across regions identified similar obstacles to inclusion with time and limited resources being the predominant problem. The main difference was that environmental and professional barriers were identified by more teachers from the US, while lack of administrative support was predominantly identified by teachers from St. Lucia. In analyzing the responses from both general and special educators, the researcher found that there were no major differences based on participants’ role. Recommendations and implications for practice are discussed.     

‘It should be better all together’: exploring strategies for ‘undoing’ gender in coeducational physical education

Physical education (PE) remains the subject in coeducational schools that is most likely to be delivered in gender segregated sessions. Decisions to offer single sex lessons are often underpinned by discourses and practices associated with doing gender that emphasise differences in boys' and girls' attitudes, behaviours, abilities and experiences. This investigation employs the concept of ‘undoing’ gender to explore the possibility for alternative interpretations of the issues emerging in coeducation. Examples of ‘undoing gender’ included evidence of girls' and boys' engaging positively during activities, girls' identification of positive aspects of mixed gender, examples of boys' and girls' similarities and shared experiences and awareness of girl' capabilities. The paper concludes that the emphasis on gender difference in explaining problems associated with coeducation such as teasing, harassment and exclusion can mask the ways that these practices are embedded within the structure and organisation of PE and provides recommendations for working towards gender integration.     

双核铜配合物模拟酪氨酸酶活性的研究

以邻苯二酚为底物,研究了双核铜配合物模拟酪氨酸酶的活性。通过制备新鲜酪氨酸酶、β-环糊精与双核配合物的包合物、壳聚糖与双核配合物包合物,分别观察其与邻苯二酚的反应时间与吸收波长曲线。发现双核铜配合物与β-环糊精包合物溶液的吸收波长曲线与酪氨酸酶的吸收波长曲线相似,最大吸收波长也与酪氨酸酶相近,表明双核铜配合物与β-环糊精包合物具有与酪氨酸酶相似的活性,但活性较弱(酪氨酸酶的酶活是1400,双核铜配合物的酶活是200);而双核铜配合物与壳聚糖的包合物没有酪氨酸酶的活性。     

论探索建设时期中国共产党执政包容性思想

社会主义探索建设时期,我党已是取得全国政权的执政党。在这一时期,中国共产党在执政包容性思想方面进行了艰辛地探索实践,有成功的经验,更有失败的教训。回顾总结这段历史,由此得出的必须科学把握发展和整合社会利益的主线、始终坚持固本包容的基本原则和坚定地走"体用统一"的实践路径等几点启示,对于我党执政包容性思想的建设与发展有很强的现实意义。     

基于容斥原理计数公式的推广及应用

介绍容斥原理及计数公式,依据容斥原理提出20个计数公式并给出证明。并给出应用实例。     

ICAI中知识点间关系的定义

本文给出了顺序关系,蕴涵关系,包含关系等基本概念,来描述智能计算机辅助教学领域知识点间的基本关系.在此基础上,区分了知识点间的两类基本的学习路径.     

A study of perceptions that significant others hold of the inclusion of children with difficulties in mainstream classes

The perceptions of mainstream teachers and parents of other children, and ‘significant others’, are crucial to the extent to which children with difficulties are accepted in mainstream classes. This study examined the views of 507 ‘significant others’ towards the inclusion of children experiencing a variety of difficulties. They were asked to rank how they felt about children with certain types of ‘difficulty’, and given the opportunity to explain their decisions in a subsequent interview. Five main issues were examined, namely the most suitable age for inclusion, the problems faced by parents, the type of difficulty most suitable for inclusion into mainstream classes, the allocation of resources and how resources should be allocated to children with different types of giftedness. Views towards these issues varied depending on the type of difficulty the child experienced. The findings of this study indicate that some children are more likely than others to be readily accepted by ‘significant others’ for inclusion into mainstream schooling. It is stressed that the perceptions of these ‘significant others’ impact upon how successful any attempt to include children in mainstream classes will be.     

Disabled children's evolving digital use practices to support formal learning. A missed opportunity for inclusion

This paper takes an interdisciplinary approach combining digital education with disability theory to investigate disabled children's digital use practices for formal learning. Evidence suggests that children's lives have been transformed through engagement with digital technologies, eg, computers, laptops and mobile devices. Even so, empirical studies about disabled children's uses of technology remain limited, particularly studies that engage with disabled children's own views in context. In response, an exploratory, participatory research study was designed to gain up-to-date insights into how visually impaired children, as an illustrative case, experienced digital technologies for learning within the context of inclusive education policy. Disabled children and teachers were interviewed in mainstream schools in England; results were analysed using social practice theory to identify digital use practices characterised as digital learning and digital accessibility practices alongside children's experiences. Outcomes were mixed. Youngsters saw benefits to using digital technologies, particularly tablets, for learning. Nevertheless, digital accessibility practices were potentially stigmatising and carried an extra task load to overcome barriers that occurred when teachers had not developed inclusive digital pedagogy. The paper discusses the implications of these findings and calls for further research to guide schools to use digital technologies to support inclusion.     

Inclusive education and the cultural representation of disability and disabled people within the English education system: the influence of electronic media in the primary school

This paper examines the picture of disability portrayed within the electronic media presented to primary‐aged pupils in England. The study employed proto‐text analysis to examine 494 separate electronic resources which contained 4485 illustrations, 930 photographs and 59 video clips. The major finding of the research is that the media examined contained a limited picture of disability, one contextualised within medical deficit. The study highlights that the sample media examined promoted a social construction of disability based upon ‘inexact scholarship’ omission and imbalanced information. The research concludes that inclusive education must confront the resources and facilities that children encounter so as to overcome the current injustices which dominate the electronic media presented to primary‐aged pupils.