Leading schools to promote social inclusion: developing a conceptual framework for analysing research, policy and practice

2008 ◽  
Vol 23 (4) ◽  
pp. 397-414 ◽  
Author(s):  
Carlo Raffo ◽  
Helen Gunter
Keyword(s):  
Conceptual Framework ◽  
Social Inclusion ◽  
Research Policy ◽  
Policy And Practice ◽  
Leading Schools

Technology and Social Inclusion: Technology Training and Usage by Youth With IDD in the National Longitudinal Transition Study of 2012

Inclusion ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. 43-57
Author(s):  
Kim W. Fisher ◽  
Heather Williamson ◽  
Nichole Guerra
Keyword(s):  
Technology Use ◽  
Social Inclusion ◽  
Transition Planning ◽  
Research Policy ◽  
Technology Training ◽  
Social Capital Theory ◽  
Future Research ◽  
Policy And Practice ◽  
Transition Study ◽  
National Longitudinal Transition Study

Abstract Technology use is a key form of social inclusion and a means to engage in community participation. People with intellectual and developmental disabilities (IDD) experience a digital divide with less technology access as compared to their peers. We used data from the National Longitudinal Transition Study of 2012 to study technology use and access to instruction among adolescents with IDD compared to adolescents with other disabilities and adolescents without disabilities. Results indicate adolescents with IDD use technology less, receive less technology training, and engage in fewer social inclusion opportunities than their peers. Implications for future research, policy, and practice are provided, including promoting digital citizenship training during transition planning and the use of social capital theory.

National Research Goals for Social Inclusion of People With IDD

Inclusion ◽  
2015 ◽  
Vol 3 (4) ◽  
pp. 211-218 ◽  
Author(s):  
Matthew Bogenschutz ◽  
Angela Amado ◽  
Cindy Smith ◽  
Erik Carter ◽  
Mauretta Copeland ◽  
...  
Keyword(s):  
Best Practices ◽  
Life Course ◽  
Inclusive Education ◽  
Social Inclusion ◽  
Research Policy ◽  
Intellectual And Developmental Disabilities ◽  
Diverse Group ◽  
Life Domains ◽  
Policy And Practice ◽  
Employment Opportunities

Abstract Social inclusion for people with intellectual and developmental disabilities (IDD) is an issue of emerging importance in research, policy, and practice. Though strides have been made to improve community living, inclusive education, and improved employment opportunities for many individuals with IDD, social inclusion has been slower to evolve. A diverse group of stakeholders met at the National Goals 2015 Conference to develop the following set of goals designed to promote better social inclusion in the next 10 years: (a) develop measures for social inclusion, (b) examine how personal and community contexts shape inclusion, (c) embed measures of inclusion in research about other life domains, (d) build capacity for social inclusion, (e) identify best practices for promoting inclusion from the community perspective, and (f) understand life course trajectories that impact inclusion. The goals are discussed in more detail in this article.

Toward a Multidimensional Conceptual Framework for Understanding “Servingness” in Hispanic-Serving Institutions: A Synthesis of the Research

2019 ◽  
Vol 89 (5) ◽  
pp. 745-784 ◽  
Author(s):  
Gina A. Garcia ◽  
Anne-Marie Núñez ◽  
Vanessa A. Sansone
Keyword(s):  
Systematic Review ◽  
Conceptual Framework ◽  
Federal Government ◽  
Research Policy ◽  
Colleges And Universities ◽  
Journal Articles ◽  
Policy And Practice ◽  
Hispanic Serving Institutions ◽  
Hispanic Serving ◽  
Elusive Concept

Hispanic-Serving Institutions (HSIs) are colleges and universities that enroll at least 25% Latinx students. Despite being recognized by the federal government since 1992, HSIs lack a historical mission to serve Latinxs. As such the idea of “servingness” has become an elusive concept. An abundance of literature centering HSIs has been published, yet there continues to be a debate about what it means to serve students. We conducted a systematic review of 148 journal articles and book chapters to better understand how researchers conceptualize the idea of servingness at HSIs. We identified four major themes used by researchers to conceptualize servingness: (1) outcomes, (2) experiences, (3) internal organizational dimensions, and (4) external influences. We also found that researchers are often unintentional in their efforts to conceptualize what it means to be an HSI. We offer a multidimensional conceptual framework of servingness to be used in research, policy, and practice.

“I Don’t Shag Dirty Girls”

2014 ◽  
Vol 10 (2) ◽  
pp. 128-140 ◽  
Author(s):  
Mark Limmer
Keyword(s):  
Sexual Risk ◽  
Young Women ◽  
Social Inclusion ◽  
Research Policy ◽  
Young Men ◽  
Sexual Risk Taking ◽  
Policy And Practice ◽  
And Performance ◽  
Socially Excluded ◽  
The Impact

Understanding and addressing the sexual risk taking of young men remains a key research, policy, and practice concern in attempts to improve the emotional and physical sexual health of young men and their sexual partners. This article explores one of the ways in which young men attempt to mitigate sexual risk through the assigning of labels to particular young women and using these as a basis for their decisions in relation to sexual activity, contraception, and condom use. The article uses the lens of hegemonic masculinities theory to increase understanding of the role played by the construction and performance of marginalized masculinities and how these in turn are influenced by social exclusionary processes. The article draws on focus group and interview data from 46 young men aged 15 to 17 years living in the northwest of England, purposively selected on the basis of the prevailing policy definitions of social inclusion and exclusion. The article describes a form of marginalized masculinity pertaining to socially excluded young men, which as a result of limited access to other tenets of hegemonic masculinity, is disproportionately reliant on sexual expertise and voracity alongside overt demonstrations of their superiority over women. It is in this context that young women are assigned the labels of “dirty” or “clean” on the basis of a selection of arbitrary judgments relating to dress, demeanor, area of residence, and perceived sexual activities. The motivations of the young men, the impact on young women, and the policy and practice implications are all discussed.

Playful learning in context: Research, policy, and practice

2010 ◽  
Author(s):  
T'Pring R. Westbrook ◽  
James A. Griffin ◽  
Kathryn Hirsh-Pasek ◽  
Angeline Lillard ◽  
Marilou Hyson ◽  
...  
Keyword(s):  
Research Policy ◽  
Policy And Practice ◽  
Learning In Context
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