We examined whether inclusive classroom norms predicted children's reasoning and expectations about the inclusion of peers with learning difficulties from different perspectives (i.e., self, friends, ...and unfamiliar story protagonist). Swiss elementary school children (N = 1019; 51% girls; Mage = 10.20 years; Grades 3–6) shared their perceptions of inclusive classroom norms and answered questions regarding the inclusion of a character with learning difficulties in an academic scenario. Multilevel analyses revealed that children expected less inclusion from their friends (estimated OR = 0.14, p < .001) or the unfamiliar story protagonist (estimated OR = 0.15, p < .001) than from themselves. Inclusive classroom norms positively predicted children's own (estimated OR = 3.17, p = .041) and their friends' inclusion expectations (estimated OR = 4.59, p = .007). Moreover, individuals who perceived higher inclusive norms than the classroom average were less concerned that the inclusion of the child with learning difficulties would threaten successful group functioning (γ = − 0.19, p = .011). To target the inclusion of children with learning difficulties, school psychologists can heighten classmates' perceptions of inclusive norms and pay attention to individual differences in norm perception.
This CEEMR special section examines encounters and interactions between migrants as newcomers and their hosts. Our exploration derives from harnessing, first, a sense of belonging and, second, social ...interactions as two interrelated processes of encounter. To the extent that the host develops a sense of belonging with the newcomers and cultivates social interaction with them as the others, the newcomers would become visible and encounters followed by meaningful interactions with them would be possible. To look at this from another perspective, the newcomers develop a sense of belonging with their hosts as they encounter them and engage in social interactions with them in their everyday. We note that there is ample research that takes a critical stance on integration and inclusion already but there is still space to explore encounters and interactions in greater detail and why they matter for newcomers and host societies to establish intimacies with each other.
Given the high numbers of refugees from Syria entering Germany in the recent years, the social integration of refugee youth has become an increasingly important issue in Germany. Thus, the current ...study examines adolescents' decisions and reasoning around the inclusion of Syrian peers in Germany. Using a hypothetical scenario, we assessed adolescents' (
= 100,
= 13.65 years, SD = 1.93, 51 females, 49 males) peer inclusion decisions and reasoning with attention to comparing inclusion of a Syrian refugee peer and a German peer. Given the importance of group norms for adolescents, we assessed not only adolescents' own inclusion decisions, but also what they would expect their peer group to decide and what they think their peer group
do. Moreover, adolescents' underlying reasoning was assessed. The analyses revealed that adolescents thought they would be more inclusive of a Syrian peer than a German peer and that their peer group should be more inclusive of a Syrian peer than a German peer. These tendencies toward including refugees were justified with references to morality as well as social-conventions. In contrast to their own decisions and to what they think their peer group
, participants expected their group would be more inclusive toward a German peer than a Syrian peer. This was mainly justified by referencing aspects of group functioning and psychological information about the peers, whereas moral and prosocial reasoning was very rarely used for the expected group decision. In sum, these findings document that adolescents in Germany wish to be inclusive regarding refugee peers and that they balance attention to morality and other domains of social reasoning when thinking about inclusion decisions while they expect that their peers will not consider morally relevant information when making these decisions. These findings have important practical implications as they indicate the importance of interventions that focus on promoting inclusive peer group norms.
•The research sheds light onto the gradual process of digital inclusion by creating a typology with three different types of people according to their level of digital inclusion, namely Advanced, ...Intermediate and Basic.•Our analysis shows the self-reinforcing effect of digital and social exclusion, by highlighting how, despite their access to the Internet, those people at risk of social exclusion are more likely to lack the digital experience necessary to fully exploit the possibilities the Internet can offer.•Those who tend to obtain more benefits from the use of the Internet are, on average, young, well-educated and with a higher income, thus reinforcing their already privileged social positions.•Socially vulnerable people have more difficulties in using digital technologies and gaining benefits from them, leading to further marginalisation of their position and deepening of inequalities.•By highlighting how different levels of digital inclusion are related to socioeconomic and sociodemographic features, this research contributes to reinforcing the idea that offline social structures and practices influence individuals’ ability to use digital technologies as an empowering tool of social inclusion.
Since an increasing number of daily activities are carried out online, an exclusion or limited access to the Internet prevent citizens from entering a world full of opportunities that cannot be accessed otherwise; in this sense, inclusion in the digital realm is strictly connected to social inclusion. Digital inclusion is not conceived as a mere dichotomy, access versus no access, but in terms of the degree to which e-inclusion improve wellbeing for individuals, community and society. Using a quantitative method based on a multivariate analysis, multiple correspondence analysis and cluster analysis, applied to a representative sample of UK citizens, this article sheds light onto the gradual process of digital inclusion, highlighting how social and digital inclusion are intertwined and how people who have one or more social or economic vulnerabilities are more likely to be in the group of those who are digitally excluded.
The aim of this article is to gain knowledge about how people engaged in EU-funded social initiatives targeting poor EU migrants in Sweden reason about the meaning, hardships, and possibilities they ...ascribe to the concept of social inclusion. The empirical material consists of a key policy and interviews with staff involved in these social initiatives. The analytical approach is constructionist, inspired by Foucault, focusing on how target groups are constructed, problematised and governed as learners not yet socially included in society or the labour market. In the concluding discussion, the results are discussed in relation to Levitas’ thoughts on social inclusion. Key results indicate that discourses on the national and EU level can both facilitate and hinder learning and social inclusion for vulnerable citizens. The article concludes that free mobility within the EU makes belonging and responsibility a complex issue for those engaged in learning for social inclusion.
•Discusses tourism and economically disadvantaged older people’s well-being.•Explores the respite and companionship value of social tourism for economically disadvantaged older people.•Reveals ...tourism as a space for renegotiation of self post-bereavement.•Suggests a future research agenda on older people’s social tourism experiences.
Studies of social tourism have concentrated on the benefits for young families and people with disabilities, yet few analyses have investigated its wellbeing value for economically disadvantaged older people. Based on participant-driven interviews during a UK social tourism trip, this paper informs understandings of social tourism experiences and explores the links between wellbeing and social tourism opportunities for older people. It reveals that social tourism presents older individuals with occasions for escape, respite, companionship, and reminiscence and for renegotiation of self-identity following spousal bereavement, but that these trips can be anxiously anticipated. The study proposes a research agenda, which explores the physiological, psychological, social and spiritual impacts of social tourism on older people’s wellbeing.
Sustainable Urban Mobility Plans (SUMP) were presented by the European Commission in 2013 as new tools for planning urban mobility and that should include as main sustainability goals: accessibility ...and quality of life, as well as sustainability , economic viability , social equity , health and environment quality . This article presents how social inclusion goals are taken into account in planning sustainable urban mobility through sharing experiences in Europe, France and Brazil. The methodology develops an overview of the implementation of SUMP in Europe and presents the case of France, the Member State with higher experience in plan development through the case of the European Metropolis of Lille (MEL). The Brazilian experience is analy zed using a sample of twelve Urban Mobility Plans (PMU) approved by the municipalities. This qualitative analy sis illustrates how social equity is considered or not on the planning of urban mobility of cities.
PURPOSEAccessible housing is a fundamental human right and yet many children and youth with disabilities live in inaccessible, insecure, unaffordable and poor quality housing. The aim of our study ...was to understand the barriers and facilitators to obtaining accessible housing among children, youth and young adults with disabilities and their families. METHODSWe conducted a scoping review involving seven international literature databases from 2000 to 2022 that identified 38 studies meeting our inclusion criteria. RESULTSThe reviewed studies involved 10 countries over a 22-year period. Our review emphasized the following key trends: (1) barriers to obtaining accessible homes (i.e. common types of accessibility barriers, rates of inaccessible housing, factors affecting home accessibility), and negative impacts of inaccessible housing; and (2) rates and facilitators to obtaining accessible housing (i.e., common types of home modifications, enablers of home modifications) and positive impacts of accessible housing. CONCLUSIONSOur findings highlight the barriers and enablers of obtaining accessible housing among children, youth and young adults with disabilities and their families and the critical need to support them in securing appropriate housing.
Stigma attached to mental disorders represent one of the main obstacles to patients’ full recovery and empowerment. In the last decades, many anti-stigma programmes have been implemented worldwide, ...but stigma still represents a major obstacle for people with severe mental disorders, their family members, friends and also healthcare professionals. Stigma is a complex social phenomenon, which entails a lack of knowledge, discriminating attitudes and excluding behaviours in the general population, which deserves a multi-level approach. In particular, anti-stigma strategies combining the three most common approaches, including contact, education, and organization of protest activity, are the most effective. Interventions should contain age-appropriate information and should be provided at an early age (e.g., in schools). Interdisciplinary approaches are recommended. In particular, contact strategies are important to reduce prejudice and change attitudes towards people with mental disorders and may be implemented either by video (interviews/personal testimonies), but ideally in person with affected individuals, reporting their real life experiences. In this workshop, the role of advocacy associations together with all stakeholders of mental health will be discussed in the process of fighting stigma according to a psychosocial perspective. Disclosure No significant relationships.
This study offers reflections on the inclusion of children with Cri Du Chat Syndrome (CCS), a rare condition of genetic origin. OBJECTIVES: To discuss the inclusion of children with CCS in schools ...and describe the characteristics, diagnosis, treatment, and main symptoms of the condition, along with the main difficulties students with CCS might face; to assess the knowledge teachers have about CCS and potential teaching resources they may use. METHOD: A digital survey questionnaire was used in this qualitative exploratory descriptive study. RESULTS: Only 14.8% of the 27 teachers who responded the questionnaire had knowledge about CCS and had worked in a classroom with adapted pedagogical practices. CONCLUSION: A very small portion of teachers had knowledge about CCS and most had never been in contact with individuals with the syndrome, either in a classroom or during training. A path has to be developed for the inclusion of children with CCS, through a process based on knowledge, affection, love, and respect for differences.
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