Taking an (Inter)cultural View of Students with Disabilities to Promote Inclusive Practices Within the TESOL Field

Considering the TESOL field's global presence, much more can be done to prepare TESOL practitioners to teach inclusively, particularly with regard for students with disabilities, and in line with international policy. This chapter begins by conceptualizing disability and inclusive education before providing an overview of concerns related to TESOL teacher training for inclusive practices. Complicating cognitive and affective factors commonly experienced by students with specific learning difficulties (SpLDs) are briefly outlined. The author then advocates for adopting a social justice definition of culture to be adopted within the field and provides three sets of discussion/reflection questions to help TESOL practitioners connect their understanding of existing models of cultural competence and language acquisition with an understanding of how students with disabilities may experience language learning. The chapter concludes by contemplating some impending challenges and potential solutions for securing inclusive education as a human right within and across the field.

Ingovernável da deficiência, sua radicalidade ontológica e seus devires clandestinos na educação e na filosofia

Este artigo analisa a dimensão ingovernável da deficiência, sua radicalidade ontológica e seus devires clandestinos na configuração neoliberal da biopolítica. Partimos para tanto do ensaio Os instintos e as instituições de Gilles Deleuze e do curso Os anormais de Michel Foucault, com vistas a discutir a proveniência da ingovernabilidade da deficiência e suas formas de governo pelas instituições educacionais. Retratamos o modo como o retardo de Charles Jouy revela um hiato entre a sua organização biológica, a mecânica instintual e a economia do prazer, encontrando aí sua ingovernabilidade não somente a ser governada, como também a servir de indagação às práticas inclusivas atuais, seus devires clandestinos e sua biopotência para resistir à governamentalidade neoliberal. Palavras-chave: Ingovernável. Deficiência. Corpo. Filosofias da diferença.The ungovernable of disability, its ontological radicality and its clandestine becomings in education and philosophyABSTRACT This article analyzes the ungovernable dimension of disability, its ontological radicality and its clandestine becomings in the neoliberal configuration of biopolitics. For this, we start from the essay The instincts and institutions by Gilles Deleuze and from the course The abnormals by Michel Foucault, with a view to discussing the origin of the ungovernability of disability and its forms of government by educational institutions. We portray how Charles Jouy's retardation reveals a gap between his biological organization, instinctual mechanics and the economy of pleasure, finding his ungovernability not only to be governed, but also to serve as an inquiry into current inclusive practices, their becomings clandestines and their biopotency to resist neoliberal governmentality.Keywords: Ungovernable. Deficiency. Body. Philosophies Of Difference.

What About Us?

This article outlines the research being undertaken to develop the Assembling Queer Displacements Archive (AQDA). This open digital archive is the central focus of a research project that will address the lack of understanding of LGBTIQ+[i] experiences of forced displacement. These experiences are unique but have not received adequate attention. The existing body of work on ‘queering archives’ has been focused on challenging the archival approaches and practices in order to either queer these practices and/or make them more inclusive. However, this work has tended to ignore LGBTIQ+ stories of forced displacement. One reason for this lack of engagement is the lack of direct knowledge and experience of such stories by the researchers and archivists themselves. My positionality as an LGBTIQ+ forcibly displaced person has motivated me to embark on the present research project and to demonstrate inclusive practices to address these gaps in archives. In this article I explore the role that positionality plays in creating an LGBTIQ+ forced displacement archive. I offer solutions for creating an inclusive practice to collect stories of LGBTIQ+ forcibly displaced people. These solutions have the potential to support a range of digital archival projects that engage with structurally marginalised and oppressed communities. [i] It is important to acknowledge that LGBTIQ+ acronym is a Western terminology, which has become adopted in non-western countries for a variety of reasons (Anzaldua, 2009). These reasons include this terminology being a legacy of colonisation, a potential lack of respectful terminology in country languages and out of necessity to adopt commonly used language when engaging globally. These reasons are not limited to those above and may vary in different contexts. When using a term ‘LGBTIQ+’ in this article I am referring to the diversity of sex, gender, sexual orientation, bodies and relationships. The ‘plus’ sign in the acronym signals fluidity and further possible identifications.

On Being Ageist, Age-Friendly, Age-Inclusive: Differentiating Core Constructs and Their Implications

The pioneering Age-Friendly University (AFU) initiative has called for institutions of higher education to respond to the needs of older, more age-diverse populations through new approaches to programs, practices, and partnerships. In exploring in more detail what it means for a campus to be age-friendly, the national AFU Inventory and Campus Climate Survey (ICCS) study has raised questions about how core theoretical concepts are defined and manifested. Using observations from the ICCS study, this presentation will discuss tensions among constructs (e.g., does being age-friendly indicate the absence of ageist attitudes; are age-inclusive practices by design age-friendly?) and how differentiating these constructs better can help higher education focus its efforts in more intentional and productive ways.

Moving Towards Greater Inclusion in Singapore’s Preschools: The Enablers, Possibilities and Barriers

Inclusive education is the next item on the agenda of policy makers in Singapore, in its striving to provide quality education for all children. The move to introducing more inclusive practices in preschools has not been easy. There are many structural obstacles in Singapore’s current preschool context. This review of existing literature on this topic reveals how policymakers, schools, teachers, and parents need to work together to create a successful inclusive education system. There is much that Singapore must work on to develop a successful inclusive preschool education model. The paper aims to provide an understanding of how inclusion in preschools can be more effectively practiced in Singapore by considering the current dual education system in Singapore and the recent measures introduced to improve inclusive preschool education. It examines how effective these measures and recommendations in existing literature will be when placed in Singapore’s current education system which prioritizes academic excellence. In doing so, this paper hopes to highlight the critical issues that policymakers and key stakeholders should consider when planning for inclusive practices in Singapore’s preschools.

Lines of thought: The emergence of meaning through collaborations and remix

In this report on a specialised topic of remix and emergent learning we will demonstrate an open education project that emerged from the future. Using open and inclusive practices, a global group of educators engaged in some serious fun to collaborate and share digital and physical artefacts based on a poem. The poem itself was collaboratively created using open, online software, and allowed for serendipitous participation without the need to learn new skills. The set of work that was and is being created is beautiful, diverse, and far reaching. We discuss the practices of remix that this collaboration uses and show how these seemingly trivial experiences both nurture wellbeing, lead to serious learning, and have wide applicability in other, more formal, learning contexts.

APA Publishing's Equity, Diversity, and Inclusion Toolkit for Journal Editors

As a mission-driven organization that applies the best available psychological science to benefit society and improve lives, APA is committed to infusing the principles of equity, diversity, and inclusion (EDI) into all aspects of the work we do. As shepherds of psychology's science and practice, journal Editors are uniquely positioned to enable equitable and inclusive practices at every stage of the research and publication process. This toolkit offers more than 30 recommendations based on resources, standards, and initiatives available to Editors to support their efforts to encourage inclusive and equitable practices for their peer-reviewed journals.