Conceptualising educational equity and academic achievement is a key task for inclusive education and the politics of inclusion. Recent Australian Government reports (2013-2016) on educational access and inclusion report low levels of educational access and attainment for students with disability. This paper considers the place that Pierre Bourdieu’s critical social theory has in helping us to conceptualise access, equity, and inclusion, and argue that the concepts of habitus, capital, and field (Bourdieu, 1977) have a key role to play in this process. Utilising these concepts to draw closely on three recent Australian Government reports (2013-2016) on educational equity and inclusion, our analysis has identified three consistent themes across these reports which disadvantage students with disability. These include cultural issues, economic capital, and the utility of education. These themes compound and culminate to highlight an issue of a lack of continuity across the field of education within Australia. As a consequence, the value of capital and operation of habitus function inconsistently across the field, rendering the process of the acquisition of success as being inequitable. Consideration is given to the need for a careful rethinking of how the inclusive education concept, connected to politics, can be transformed to eradicate inequities and inconsistencies to the benefit of all.
{"title":"Access to Quality Education for Students with Disability","authors":"L. Macaulay, Joanne Deppeler, Joseph S. Agbenyega","doi":"10.36251/JOSI.108","DOIUrl":"https://doi.org/10.36251/JOSI.108","url":null,"abstract":"Conceptualising educational equity and academic achievement is a key task for inclusive education and the politics of inclusion. Recent Australian Government reports (2013-2016) on educational access and inclusion report low levels of educational access and attainment for students with disability. This paper considers the place that Pierre Bourdieu’s critical social theory has in helping us to conceptualise access, equity, and inclusion, and argue that the concepts of habitus, capital, and field (Bourdieu, 1977) have a key role to play in this process. Utilising these concepts to draw closely on three recent Australian Government reports (2013-2016) on educational equity and inclusion, our analysis has identified three consistent themes across these reports which disadvantage students with disability. These include cultural issues, economic capital, and the utility of education. These themes compound and culminate to highlight an issue of a lack of continuity across the field of education within Australia. As a consequence, the value of capital and operation of habitus function inconsistently across the field, rendering the process of the acquisition of success as being inequitable. Consideration is given to the need for a careful rethinking of how the inclusive education concept, connected to politics, can be transformed to eradicate inequities and inconsistencies to the benefit of all.","PeriodicalId":42982,"journal":{"name":"Journal of Social Inclusion","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2016-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70120552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Evidence indicates women with no children can experience pronatalism-driven stereotyping, stigmatisation and exclusion. This exploratory cross-sectional study described the social connection and exclusion of Australian women with no children during midlife (defined as aged 45 to 64 years). A total of 294 Australian midlife women with no children completed a self-administered online questionnaire. Data were collected on indicators of exclusion in the social, civic, service and economic domains of life, and participants’ self-reported perceptions of being stereotyped, stigmatised and excluded because they have no children. Data were analysed using descriptive statistics and, for differences between involuntarily childless, circumstantially childless and voluntarily childless women: One Way ANOVAs for normally distributed continuous data, and Kruskal Wallis Analyses of Ranks and Chi Square Tests for Independence for categorical data and non-normally distributed continuous data. The findings indicate midlife women feel negatively stereotyped because they have no children. The extent and quality of midlife women’s resources and participation vary between and within the domains of life. However, midlife women reported feeling more excluded because they have no children in the social and civic domains than the service and economic domains. There are few differences between typologies of women with no children. Given that social exclusion is a key social determinant of health and wellbeing, it is essential to ensure all women have opportunities for connection in all domains of life in Australian society regardless of their motherhood status, by challenging pronatalism at all levels of society.
{"title":"Social connection and exclusion of Australian women with no children during midlife","authors":"Beth Turnbull, Melissa Graham, A. Taket","doi":"10.36251/JOSI.112","DOIUrl":"https://doi.org/10.36251/JOSI.112","url":null,"abstract":"Evidence indicates women with no children can experience pronatalism-driven stereotyping, stigmatisation and exclusion. This exploratory cross-sectional study described the social connection and exclusion of Australian women with no children during midlife (defined as aged 45 to 64 years). A total of 294 Australian midlife women with no children completed a self-administered online questionnaire. Data were collected on indicators of exclusion in the social, civic, service and economic domains of life, and participants’ self-reported perceptions of being stereotyped, stigmatised and excluded because they have no children. Data were analysed using descriptive statistics and, for differences between involuntarily childless, circumstantially childless and voluntarily childless women: One Way ANOVAs for normally distributed continuous data, and Kruskal Wallis Analyses of Ranks and Chi Square Tests for Independence for categorical data and non-normally distributed continuous data. The findings indicate midlife women feel negatively stereotyped because they have no children. The extent and quality of midlife women’s resources and participation vary between and within the domains of life. However, midlife women reported feeling more excluded because they have no children in the social and civic domains than the service and economic domains. There are few differences between typologies of women with no children. Given that social exclusion is a key social determinant of health and wellbeing, it is essential to ensure all women have opportunities for connection in all domains of life in Australian society regardless of their motherhood status, by challenging pronatalism at all levels of society.","PeriodicalId":42982,"journal":{"name":"Journal of Social Inclusion","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2016-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70120736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The objective of this paper is limited to determine the exclusionary effects of poor decisionmaking power of children and variation to their effects among children based on their gender, religion, family background and subjective poverty. A total of 500 children (12-18 years) were selected by systematic sampling technique from seven shopping streets and seven high schools of the District Peshawar, and interviewed. Likert scale was used as a measurement tool. Association of variables was ascertained by using Chi-square test and Kendall’s Tau-b tests, at bivariate and multivariate level. At bivariate level relationship of social exclusion was significant and negative with feeling one’s self influential in molding family level decision, having membership of any organization, liberty in choice of sport, liberty in choice of dress/shoes and people listen to child’s views. At multivariate level, the exclusionary effects of poor decision making power among children varied on the basis of their gender (male and female) and religious affiliations (Muslims and non-Muslims). Contrariwise, result of groups based on sufficiency of family income indicated a nonspurious relationship between power of making decision in children and their social exclusion. Likewise, result of groups based on joint and nuclear family affiliation indicated a non-spurious relationship between power of making decision in children and their social exclusion; conversely, single parent family group had a spurious relationship with above two groups. Ensuring child’s constructive social participation at family and community level activities, reintegration of family role in child’s physical, social and psychological care and socialization, and overcoming gender and religion based disparities in the society were some of the policy recommendations in light of the study.
{"title":"Incapacitated decision making power, over emphasized obedience and its exclusionary effects on children","authors":"Asad Ullah, M. Shah","doi":"10.36251/JOSI.111","DOIUrl":"https://doi.org/10.36251/JOSI.111","url":null,"abstract":"The objective of this paper is limited to determine the exclusionary effects of poor decisionmaking power of children and variation to their effects among children based on their gender, religion, family background and subjective poverty. A total of 500 children (12-18 years) were selected by systematic sampling technique from seven shopping streets and seven high schools of the District Peshawar, and interviewed. Likert scale was used as a measurement tool. Association of variables was ascertained by using Chi-square test and Kendall’s Tau-b tests, at bivariate and multivariate level. At bivariate level relationship of social exclusion was significant and negative with feeling one’s self influential in molding family level decision, having membership of any organization, liberty in choice of sport, liberty in choice of dress/shoes and people listen to child’s views. At multivariate level, the exclusionary effects of poor decision making power among children varied on the basis of their gender (male and female) and religious affiliations (Muslims and non-Muslims). Contrariwise, result of groups based on sufficiency of family income indicated a nonspurious relationship between power of making decision in children and their social exclusion. Likewise, result of groups based on joint and nuclear family affiliation indicated a non-spurious relationship between power of making decision in children and their social exclusion; conversely, single parent family group had a spurious relationship with above two groups. Ensuring child’s constructive social participation at family and community level activities, reintegration of family role in child’s physical, social and psychological care and socialization, and overcoming gender and religion based disparities in the society were some of the policy recommendations in light of the study.","PeriodicalId":42982,"journal":{"name":"Journal of Social Inclusion","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2016-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70120498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Some may consider it to be an over-reach, but if we are now living in a post-truth world, as has been so often suggested in 2016 – indeed, ‘post truth’ is the Oxford Dictionaries’ word of 2016 - it is hard to believe that we got to this point given all the warning signs. All humans have core needs for belonging. Although it is acknowledged that across the globe, and throughout history, we have tended to feel more secure around people ‘like us’, there are increasing signs that as a general public we feel more confident to exclude (or not include) ‘others’ in our society. Shifts in government policy and the dominant discourse surrounding asylum seekers and people of Muslim faith are perhaps the clearest examples or recent warning signs of such ‘othering’. Less obvious developments include the public outrage and subsequent withdrawal of the ‘Safe Schools Program’ – a program designed to promote the inclusion and safety of lesbian, gay, bisexual, trans and inter-sex students in Australia, and the findings of the recent (Australian) Senate Inquiry into the inclusion and educational outcomes of students with disabilities. It is therefore argued that greater consciousness-raising, advocacy, and action is required if we are to redress this emerging trend, and ultimately, avoid finding ourselves in an era of ‘post-inclusion’.
{"title":"The trends towards post‐inclusion: Another post‐truth or an emerging reality?","authors":"P. Harris","doi":"10.36251/JOSI.107","DOIUrl":"https://doi.org/10.36251/JOSI.107","url":null,"abstract":"Some may consider it to be an over-reach, but if we are now living in a post-truth world, as has been so often suggested in 2016 – indeed, ‘post truth’ is the Oxford Dictionaries’ word of 2016 - it is hard to believe that we got to this point given all the warning signs. All humans have core needs for belonging. Although it is acknowledged that across the globe, and throughout history, we have tended to feel more secure around people ‘like us’, there are increasing signs that as a general public we feel more confident to exclude (or not include) ‘others’ in our society. Shifts in government policy and the dominant discourse surrounding asylum seekers and people of Muslim faith are perhaps the clearest examples or recent warning signs of such ‘othering’. Less obvious developments include the public outrage and subsequent withdrawal of the ‘Safe Schools Program’ – a program designed to promote the inclusion and safety of lesbian, gay, bisexual, trans and inter-sex students in Australia, and the findings of the recent (Australian) Senate Inquiry into the inclusion and educational outcomes of students with disabilities. It is therefore argued that greater consciousness-raising, advocacy, and action is required if we are to redress this emerging trend, and ultimately, avoid finding ourselves in an era of ‘post-inclusion’.","PeriodicalId":42982,"journal":{"name":"Journal of Social Inclusion","volume":"124 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2016-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70120489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It is widely recognised that the built environment can dramatically impact on the participation and engagement of people with disability and diverse needs. It has therefore become necessary for architects and designers to consider these needs when working within their profession. The implementation of universal design teaching into architecture and design curriculum has been recognised as an important step in facilitating and enhancing the uptake of universal design during the design process. Using a quantitative approach, this study aimed to compare, contrast and explore the attitudes of two groups of architecture students to the universal design of built environments. One group had received education relating to diversity and universal design as part of a prior project while the other group had not received this content. Findings from this study demonstrated that while there were no significant differences between the two groups, interesting insights and perspectives emerged regarding student attitudes to universal design and the potential influencers of these attitudes.
{"title":"Students’ Attitudes to Universal Design in Architecture Education","authors":"Helen Larkin, K. Dell, D. Hitch","doi":"10.36251/JOSI.109","DOIUrl":"https://doi.org/10.36251/JOSI.109","url":null,"abstract":"It is widely recognised that the built environment can dramatically impact on the participation and engagement of people with disability and diverse needs. It has therefore become necessary for architects and designers to consider these needs when working within their profession. The implementation of universal design teaching into architecture and design curriculum has been recognised as an important step in facilitating and enhancing the uptake of universal design during the design process. Using a quantitative approach, this study aimed to compare, contrast and explore the attitudes of two groups of architecture students to the universal design of built environments. One group had received education relating to diversity and universal design as part of a prior project while the other group had not received this content. Findings from this study demonstrated that while there were no significant differences between the two groups, interesting insights and perspectives emerged regarding student attitudes to universal design and the potential influencers of these attitudes.","PeriodicalId":42982,"journal":{"name":"Journal of Social Inclusion","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2016-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70120655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Alzheimer’s disease (AD) is the most frequent form of dementia. Frequently decisions are made for the persons with AD because of problems with communication. To avoid this, the low-tech communication aid Talking Mats (TM) can be used.Aim: The study was threefold: 1) to observe the effect of TM on shared decisions in communication with people with AD; 2) to assess if TM affects the use of language by people with AD in conversation; 3) to get insight in the usability of the Dutch version of TM for persons with AD and their relatives.Methods: The study followed a cross-over design. There for TM was translated into Dutch for use. TM was used in communication between persons with AD and a relative (n=6). Shared decisions were evaluated by using the observation list OPTION which was filled in by an external observer. The language used by the participants with AD was analyzed as regards seven language elements which are typical for Alzheimer. Semi-structured interviews took place.Results: Shared decisions significantly increased. There was no effect of TM on the frequency of the seven analyzed language aspects.Conclusion: The Dutch version of TM is an efficient communication framework which supports the process of shared decisions between persons with AD and their relatives.
{"title":"The Use of ‘Talking Mats’ by Persons with Alzheimer in the Netherlands: Increasing Shared Decision‐Making by Using a Low‐ Tech Communication Aid","authors":"Corinna Caroline Reitz, Ruth J. P. Dalemans","doi":"10.36251/JOSI.110","DOIUrl":"https://doi.org/10.36251/JOSI.110","url":null,"abstract":"Background: Alzheimer’s disease (AD) is the most frequent form of dementia. Frequently decisions are made for the persons with AD because of problems with communication. To avoid this, the low-tech communication aid Talking Mats (TM) can be used.Aim: The study was threefold: 1) to observe the effect of TM on shared decisions in communication with people with AD; 2) to assess if TM affects the use of language by people with AD in conversation; 3) to get insight in the usability of the Dutch version of TM for persons with AD and their relatives.Methods: The study followed a cross-over design. There for TM was translated into Dutch for use. TM was used in communication between persons with AD and a relative (n=6). Shared decisions were evaluated by using the observation list OPTION which was filled in by an external observer. The language used by the participants with AD was analyzed as regards seven language elements which are typical for Alzheimer. Semi-structured interviews took place.Results: Shared decisions significantly increased. There was no effect of TM on the frequency of the seven analyzed language aspects.Conclusion: The Dutch version of TM is an efficient communication framework which supports the process of shared decisions between persons with AD and their relatives.","PeriodicalId":42982,"journal":{"name":"Journal of Social Inclusion","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2016-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70120902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Social isolation, inequality and poverty are frequently understood as secondary consequences of different disabilities. People with severe disabilities usually experience various direct and indirect forms of social exclusion that also affect their family-members. Their participation is extremely challenging since it seems difficult to involve them in any kind of social activity. The present article describes the methodology of disabilityawareness workshops in which musicians with severe disabilities play together with other workshop participants. The aim of these workshops is to involve participants without disabilities in fruitful mutual cooperation with adults with severe disabilities. It is essential to prepare people when they first meet individuals with severe disabilities. During the workshops participants are prepared for the encounter as it is crucial to overcome the embarrassment that many experience when meeting people with disabilities. The Consonante Method allows individuals with limited intellectual and motor skills as well as people without previous musical training to experience the joy of active participation in a music performance. Shared music can be a platform for socialization through a joyful activity. The community building power of music allows participants to experience joy, community, equality and mutuality. These well-prepared encounters promote mutual understanding and thus can serve as a positive model for inclusion.
{"title":"We are able to make music together! Workshops with musicians with severe disabilities","authors":"Luca Tiszai","doi":"10.36251/JOSI.101","DOIUrl":"https://doi.org/10.36251/JOSI.101","url":null,"abstract":"Social isolation, inequality and poverty are frequently understood as secondary consequences of different disabilities. People with severe disabilities usually experience various direct and indirect forms of social exclusion that also affect their family-members. Their participation is extremely challenging since it seems difficult to involve them in any kind of social activity. The present article describes the methodology of disabilityawareness workshops in which musicians with severe disabilities play together with other workshop participants. The aim of these workshops is to involve participants without disabilities in fruitful mutual cooperation with adults with severe disabilities. It is essential to prepare people when they first meet individuals with severe disabilities. During the workshops participants are prepared for the encounter as it is crucial to overcome the embarrassment that many experience when meeting people with disabilities. The Consonante Method allows individuals with limited intellectual and motor skills as well as people without previous musical training to experience the joy of active participation in a music performance. Shared music can be a platform for socialization through a joyful activity. The community building power of music allows participants to experience joy, community, equality and mutuality. These well-prepared encounters promote mutual understanding and thus can serve as a positive model for inclusion.","PeriodicalId":42982,"journal":{"name":"Journal of Social Inclusion","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2016-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70120285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Interprofessional care within many clinical and community mental health teams in Australia require staff to work collaboratively and outside their traditional scope. Whilst shared decision making and interprofessional collaboration are important approaches in supporting an individual’s recovery journey, working interprofessionally can create issues within teams when determining and defining ways to respond, care and support people with mental illness. The aim of this report is to examine workforce perspectives regarding an interprofessional postgraduate learning approach in mental health practice. Semistructured in-depth interviews were conducted with eight mental health stakeholders. Findings indicate that practitioner learning needs are dependent on practice setting (i.e. hospital/clinical vs. community) and professional background (i.e. social work, nursing). Learning needs were related to the application of practice frameworks (therapeutic relationship, recovery and professional identity) and the workforce issues for employers (qualifications and skills). Overall interprofessional understanding and collaboration were seen as an essential requirement in ensuring an evidence based response to improve quality of life and economic and social participation for consumers. Tension between professional identities and the need for mental health practitioners to operate successfully within interprofessional contexts provides a challenge for postgraduate higher education providers.
{"title":"Interprofessional learning issues in postgraduate mental health education","authors":"Victoria Stewart, M. Crozier, A. Wheeler","doi":"10.36251/JOSI.106","DOIUrl":"https://doi.org/10.36251/JOSI.106","url":null,"abstract":"Interprofessional care within many clinical and community mental health teams in Australia require staff to work collaboratively and outside their traditional scope. Whilst shared decision making and interprofessional collaboration are important approaches in supporting an individual’s recovery journey, working interprofessionally can create issues within teams when determining and defining ways to respond, care and support people with mental illness. The aim of this report is to examine workforce perspectives regarding an interprofessional postgraduate learning approach in mental health practice. Semistructured in-depth interviews were conducted with eight mental health stakeholders. Findings indicate that practitioner learning needs are dependent on practice setting (i.e. hospital/clinical vs. community) and professional background (i.e. social work, nursing). Learning needs were related to the application of practice frameworks (therapeutic relationship, recovery and professional identity) and the workforce issues for employers (qualifications and skills). Overall interprofessional understanding and collaboration were seen as an essential requirement in ensuring an evidence based response to improve quality of life and economic and social participation for consumers. Tension between professional identities and the need for mental health practitioners to operate successfully within interprofessional contexts provides a challenge for postgraduate higher education providers.","PeriodicalId":42982,"journal":{"name":"Journal of Social Inclusion","volume":"28 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2016-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70120914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Recently, I have come across different people in the disability, community and education sectors discussing how the concept of ‘inclusion’ has lost its meaning for a number of reasons ranging from inaccurate representations to its overuse. This suggests to me the need to delve deeper and learn more about social exclusion and its impacts, and the value of inclusive environments and practices as encapsulated by different peoples in different contexts. It is therefore timely that a number of the papers published in this edition of the journal demonstrate the importance of social inclusion in the disability, community and education sectors. In keeping with objectives to promote inclusive practices, this edition canvasses a range of issues, research methods, settings and perspectives within Australian and international contexts. These include studies from lower middle income countries such as Ghana and India and as well as research with diverse issues and peoples within Australia, a high income country. Upfront, it is acknowledged that in some cases the experiences detailed are excruciating to read. Nevertheless, the insights that are provided are powerful and further demonstrate the need for and value of inclusive approaches, interventions and programs in order to improve outcomes for individuals and the wider community.
{"title":"Inclusion: “what does it mean anymore, anyway?”","authors":"P. Harris","doi":"10.36251/JOSI.98","DOIUrl":"https://doi.org/10.36251/JOSI.98","url":null,"abstract":"Recently, I have come across different people in the disability, community and education sectors discussing how the concept of ‘inclusion’ has lost its meaning for a number of reasons ranging from inaccurate representations to its overuse. This suggests to me the need to delve deeper and learn more about social exclusion and its impacts, and the value of inclusive environments and practices as encapsulated by different peoples in different contexts. It is therefore timely that a number of the papers published in this edition of the journal demonstrate the importance of social inclusion in the disability, community and education sectors. In keeping with objectives to promote inclusive practices, this edition canvasses a range of issues, research methods, settings and perspectives within Australian and international contexts. These include studies from lower middle income countries such as Ghana and India and as well as research with diverse issues and peoples within Australia, a high income country. Upfront, it is acknowledged that in some cases the experiences detailed are excruciating to read. Nevertheless, the insights that are provided are powerful and further demonstrate the need for and value of inclusive approaches, interventions and programs in order to improve outcomes for individuals and the wider community.","PeriodicalId":42982,"journal":{"name":"Journal of Social Inclusion","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2016-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70127795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper assesses whether attaining a higher education improves the chances of employment in adulthood amongst those who had a chronic health condition in adolescence. Using longitudinal analysis of twelve waves of the nationally representative Household Income and Labour Dynamics in Australia Survey, conducted between 2001 and 2012, a cohort of adolescents aged 15 to 21 in Wave 1 were followed through to age 24 (n=624). The results show that those who did have a chronic health condition during adolescence were2.4 times more likely to not be employed at age 24 compared to those who did not have a chronic health condition (95% CI: 1.4 – 4.4, p=0.0024). The results were adjusted for age, sex, education attainment at age 24, health status at age 24 and household income poverty status at age 24. Amongst those who did have a chronic health condition during adolescence there was no significant difference in the likelihood of being employed for those with a Year 12 and below (p=0.1087) level of education attainment or those with a Diploma, Certificate III or IV (p=0.6366) compared to those with a university degree. Education attainment was not shown to mitigate the impact of having a chronic health condition during adolescence on adult employment outcomes.
{"title":"Higher education attainment does not improve the adult employment outcomes of adolescents with ill health","authors":"E. Callander, D. Schofield, R. Shrestha","doi":"10.36251/JOSI.102","DOIUrl":"https://doi.org/10.36251/JOSI.102","url":null,"abstract":"This paper assesses whether attaining a higher education improves the chances of employment in adulthood amongst those who had a chronic health condition in adolescence. Using longitudinal analysis of twelve waves of the nationally representative Household Income and Labour Dynamics in Australia Survey, conducted between 2001 and 2012, a cohort of adolescents aged 15 to 21 in Wave 1 were followed through to age 24 (n=624). The results show that those who did have a chronic health condition during adolescence were2.4 times more likely to not be employed at age 24 compared to those who did not have a chronic health condition (95% CI: 1.4 – 4.4, p=0.0024). The results were adjusted for age, sex, education attainment at age 24, health status at age 24 and household income poverty status at age 24. Amongst those who did have a chronic health condition during adolescence there was no significant difference in the likelihood of being employed for those with a Year 12 and below (p=0.1087) level of education attainment or those with a Diploma, Certificate III or IV (p=0.6366) compared to those with a university degree. Education attainment was not shown to mitigate the impact of having a chronic health condition during adolescence on adult employment outcomes.","PeriodicalId":42982,"journal":{"name":"Journal of Social Inclusion","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2016-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70120362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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