The United Nations Convention on the Rights of Persons with Disabilities (UN CRPD) (UN, 2006) obliges its signatory states to establish inclusive school systems. Germany ratified…
Abstract
The United Nations Convention on the Rights of Persons with Disabilities (UN CRPD) (UN, 2006) obliges its signatory states to establish inclusive school systems. Germany ratified the document in 2008. This international steering impulse triggered a real “inclusion shock” (Heinrich, 2015, p. 235) when it came into force, because hardly any other country in Europe has worse conditions for implementing the convention than Germany. The school structure with up to nine special schools was called upon to fundamentally changes or adaptations by the CRPD. Since 2008, it has been observed that the various federal states in Germany react very differently to this impulse according to their own development. From an empirical point of view, this raises the question of the concrete “steering” of these inclusion-oriented transformations. The chapter examines the question of how the actors in the school system of the federal state Schleswig-Holstein reacted to this challenge between 2008 and 2014. The focus of the research interest is above all on the collective coordination of action by state and non-state actors in the multi-level system, the intentions of regulatory impulses and the effects of steering efforts in the process of implementing the CRPD. With regard to the implementation of Art. 24 of the CRPD, the “Governance-perspective“ makes it possible to conceive state activities and hierarchical forms of coordination as an integrative component of political regulatory processes, so that the complex mechanisms of influence, the intention to change, steering decisions and steering effects can be examined from an overarching perspective.
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M.C. Steensland and K.M. Soukup
This paper describes the automation of the retrieval of online orders for the CAS Document Delivery Service. By shifting from a process using stand‐alone terminal to a process…
Abstract
This paper describes the automation of the retrieval of online orders for the CAS Document Delivery Service. By shifting from a process using stand‐alone terminal to a process linked to a Unix network, we were able to improve the productivity of the staff responsible for operating the service and the speed with which electronic orders were dispatched. A similar shift could be used by other companies to capture online information from external sources.
Ružica Brečić, Dubravka Sinčić Ćorić, Andrea Lučić, Matthew Gorton and Jelena Filipović
An intention-behavior gap often occurs for socially responsible consumption, where despite positive consumer attitudes, sales remain disappointing. This paper aims to test the…
Abstract
Purpose
An intention-behavior gap often occurs for socially responsible consumption, where despite positive consumer attitudes, sales remain disappointing. This paper aims to test the ability of in-store priming to increase sales of local foods vis-à-vis imported, cheaper equivalents.
Design/methodology/approach
Laboratory and field experiments in three countries (Croatia, Slovenia and Serbia), working with an international grocery retailer, assess the ability of textual and pictorial-based point of sale (PoS) materials to increase the purchase of local foods. Field sales data, for the purchase of local apples and cherries and their imported equivalents, are complemented by an analysis of loyalty card transactions.
Findings
Field data indicate that both pictorial and textual PoS materials, significantly increase the likelihood of purchasing local foods, against cheaper imported equivalents. Pictorial PoS materials appear more effective than textual equivalents. Laboratory study data indicate that PoS materials increase the salience of goal consistent mechanisms in decision-making at the expense of mechanisms to achieve non-primed goals.
Research limitations/implications
The field experiment lasted for only two weeks and focused on seasonal produce.
Practical implications
PoS materials offer a low cost intervention for modifying consumer behavior in stores.
Originality/value
The paper develops a theory regarding how priming works and its application in a supermarket setting. This is investigated and validated in the context of local foods. The study offers encouragement for the usefulness of other in-store primes, such as relating to diet, to improve socially desirable outcomes without economic incentives or coercion and in a cost-effective manner.
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Carolin Julia Reimann, Judith Schwarz and Thomas Koinzer
The article deals with competition between primary schools in Berlin. The focus is on the perception of competition and the process of student selection – despite school law…
Abstract
Purpose
The article deals with competition between primary schools in Berlin. The focus is on the perception of competition and the process of student selection – despite school law restrictions for primary state schools. The aim is to find out whether and in what way primary school leaders perceive a competitive situation and how they act in view of second-order competition.
Design/methodology/approach
Berlin primary school leaders' statements were analyzed, which were collected and evaluated using quantitative and qualitative methods.
Findings
Results show that schools with a good reputation are more likely to benefit from competition because a good reputation may increase the demand for spots at that school and may enable the school to select “desirable” students. State school leaders are more limited in their actions, while private school principals are more autonomous and are better able to make a match between a school's orientation and families' ideas.
Research limitations/implications
The study is limited by its small sample size, yet it provides a basis for further research and gives much needed attention to selection processes at primary schools in Germany.
Originality/value
This is one of a few studies looking at the perspectives of primary school leaders regarding the competitive situation and in particular the selection of students.
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Maryam Khashij, Mohammad Hossein Salmani, Arash Dalvand, Hossien Fallahzadeh, Fatemeh Haghirosadat and Mehdi Mokhtari
This paper aims to investigation of processes for Pb2+ elimination from water/wastewater as a significant public health issue in many parts of world. The removal of Pb2+ ions by…
Abstract
Purpose
This paper aims to investigation of processes for Pb2+ elimination from water/wastewater as a significant public health issue in many parts of world. The removal of Pb2+ ions by various nanocomposites has been explained from water/wastewaters. ZnO-based nanocomposites, as eco-friendly nanoparticles with unique physicochemical properties, have received increased attention to remove Pb2+ ions from water/wastewaters.
Design/methodology/approach
In this review, different ZnO-based nanocomposites were reviewed for their application in the removal of Pb2+ ions from the aqueous solution, typically for wastewater treatment using methodology, such as adsorption. This review focused on the ZnO-based nanocomposites for removing Pb2+ ions from water and wastewaters systems.
Findings
The ZnO-based nanocomposite was prepared by different methods, such as electrospinning, hydrothermal/alkali hydrothermal, direct precipitation and polymerization. Depending on the preparation method, various types of ZnO-based nanocomposites like ZnO-metal (Cu/ZnO, ZnO/ZnS, ZnO/Fe), ZnO-nonmetal (PVA/ZnO, Talc/ZnO) and ZnO-metal/nonmetal (ZnO/Na-Y zeolite) were obtained with different morphologies. The effects of operational parameters and adsorption mechanisms were discussed in the review.
Research limitations/implications
The findings may be greatly useful in the application of the ZnO-based nanocomposite in the fields of organic and inorganic pollutants adsorption.
Practical implications
The present study is novel, because it investigated the morphological and structural properties of the synthesized ZnO-based nanocomposite using different methods and studied the capability of green-synthesized ZnO-based nanocomposite to remove Pb2+ ions as water contaminants.
Social implications
The current review can be used for the development of environmental pollution control measures.
Originality/value
This paper reviews the rapidly developing field of nanocomposite technology.
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Michael L. Wehmeyer, Karrie A. Shogren and Hyojeong Seo
Promoting the self-determination of youth and young adults with disabilities has become best practice in the field of special education. Such efforts have been shown to positively…
Abstract
Promoting the self-determination of youth and young adults with disabilities has become best practice in the field of special education. Such efforts have been shown to positively impact student educational goal attainment, access to the general education curriculum, student involvement in educational and transition planning, and more positive postschool outcomes. This chapter discusses the self-determination construct, reviews the literature pertaining to what is known about promoting self-determination and goal attainment, and introduces assessments, evidence-based practices, and strategies for promoting student involvement.
Michael L. Wehmeyer, Karrie Shogren, Miguel Angel Verdugo, Laura Nota, Salvatore Soresi, Suk-Hyang Lee and Yves Lachapelle
Historically, the condition we now refer to as intellectual disability has been conceptualized using models that were extension of the medical model. Recent advances, however…
Abstract
Historically, the condition we now refer to as intellectual disability has been conceptualized using models that were extension of the medical model. Recent advances, however, have emphasized person-environment fit models of disability that view disability, intellectual, and other cognitive disabilities, as the lack of fit between a person’s capacities and the demands of the context. This chapter examines these shifts in conceptualization and the ways in which this changes how interventions are designed to provide support to enable people with intellectual disability to live, learn, work, and play in their communities. Such interventions and supports include issues pertaining to Universal Design for Learning, multi-tiered systems of supports, and the primacy of promoting the self-determination of people with disabilities. The importance of efforts to promote social inclusion is also discussed, as well as strategies to promote transition to adulthood. Authors from several countries provide examples of how these new intervention paradigms are being implemented across the world.
Jennifer Kurth, Alison Zagona, Amanda Miller and Michael Wehmeyer
This chapter provides “viewpoints” on the education of learners with extensive and pervasive support needs. That is, students who require the most support to learn, often…
Abstract
This chapter provides “viewpoints” on the education of learners with extensive and pervasive support needs. That is, students who require the most support to learn, often categorized as having intellectual disability, multiple disabilities, autism spectrum disorder, or related disabilities. The lenses through which we provide these viewpoints are historical and future-oriented; we begin with historic perspectives on the education of students with extensive and pervasive support needs, and then provide 21st century viewpoints for these learners. We interpret the notion of viewpoints in two ways: first, consistent with a viewpoint as indicating an examination of objects (in this case, practices and interventions) from a distance so as to be able to compare and judge; and, second, viewpoint as indicating our perspective on said interventions and practice.
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Michael L. Wehmeyer, Karrie A. Shogren, Jennifer A. Kurth, Mary E. Morningstar, Elizabeth B. Kozleski, Martin Agran, Lewis Jackson, J. Matt Jameson, John McDonnell and Diane L. Ryndak
Since the passage of Public Law 94-142, federal law has prioritized the education of students with disabilities with their non-disabled peers in the context of the general…
Abstract
Since the passage of Public Law 94-142, federal law has prioritized the education of students with disabilities with their non-disabled peers in the context of the general education classroom. This chapter examines the progress, and often lack thereof, with regard to educating students with extensive and pervasive support needs in inclusive settings. We examine current trends in placement, factors that contribute to those placement practices, and what IDEA says about the education of students with extensive and pervasive support needs. We examine what the research suggests happens in substantially segregated settings and then, in contrast, examine impacts and outcomes for students with extensive and pervasive support needs who are educated in inclusive settings. We also examine trends resulting from changing paradigms of disability that provide new opportunities for re-invigorating efforts to educate students with extensive and pervasive support needs in inclusive classrooms.
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Sarah C. Urbanc and Lucinda Dollman
What does special education mean for general education teachers of students with disabilities? In this chapter, we share our approach to advancing values in the classroom…
Abstract
What does special education mean for general education teachers of students with disabilities? In this chapter, we share our approach to advancing values in the classroom placement of special education students in the general education setting. We will take the reader on a journey through time with “Jessie,” a special education student, as we examine the historical exclusion of students with disabilities to their inclusion in general education schools, environments and finally, general education classrooms. In doing so, we will examine the evolution of the general education teacher's role and how the historical perspective impacts current practices. Then, we will elucidate the benefits of inclusion, not only for the special education student but for the nondisabled peers as well. We will recommend values that should be maintained and practices that should be examined. This chapter will conclude with a connection between the values and recommendations of best practices for inclusive instruction.