Promoting social inclusion: between dream and reality WNP-PE-WOKPS
The purpose of this lecture is to provide an overview of the origins of the concepts of social inclusion and of key themes and emerging debates about social inclusion in different countries. The social inclusion idea access to the resources and relations that make life justice, healthy, happy and productive – is the importance of strong families and communities, in all their traditional and new forms.
The strategies for which lecture propose action are nevertheless a compromise between the ideal and what is possible. Research has shown that it can be difficult for society, especially school and other social and cultural institution to negotiate away from the pressure to categorize or diagnose people with special needs, particularly those with challenging behavior. In this lecture, we highlight instances where some institutions have responded to increasing diversity by developing new cultural practices to engage different groups; in some cases, they have responded to decreasing suspension while improving retention, behavior and performance. Large terms of reference for the stronger communities, institutions task force and the national and international social inclusion board will be reviewed and discuss. Example of different practical solution and collaborative federalism possibilities for social inclusion will be learned and further aspects outlines a framework for organizing a response to social inclusion.
Lecture explores the relationships between agency, culture and structure, and shows that children, youth and adults with different disabilities are active in making meaning within social and relational networks to which they contribute differently depending on the barriers to doing and being that each network presents.
Using research findings, we outline a model of good practice in different areas of social life. Example of community groups, educational and cultural institution, businesses, and government agencies will be reviewed at the level of innovation, commitment and generally good practices and work already in place. At the core of the new approach suggested in this reflection is the importance of shifting from a deficit to an assets model for people and places; promoting enterprise solutions to build capacity and sustainability for individuals, groups and places; devolving responsibility locally as much as possible through a focus on place management; supporting families in communities to have greater choice and responsibility over their futures and changing the way government works.
In this lecture, we draw upon the experiences of a group of young people who have been excluded from mainstream schools to provide an account of the ways in which they have found their way to education in educational sites that are variously referred to as ‘flexible learning centres', ‘second chance schools' and ‘alternative schools'.
For children it will be applied a social model of childhood disability to the relatively unexplored territory of young children and use vignettes drawn for example from video observation to explore the interactive spaces contained in settings with different cultures of inclusion.
The worldwide rise in numbers of refugees and asylum seekers suggests the need to examine the practices of those institutions charged with their resettlement in host countries. In this case, we investigate the role of one important institution – schooling – and its contribution to the successful resettlement of refugee children. It will be conclude by discussing how educational institutions might play a more active role in facilitating transitions to citizenship for refugee youth through an inclusive approach.
It provides a detailed study on the thesis, that social inclusion is everybody’s responsibility and provide different point of view how governments, communities and businesses could work together and promote structures which help social inclusion to be achieved.
Grupa przedmiotów ogólnouczenianych
Poziom przedmiotu
Symbol/Symbole kierunkowe efektów uczenia się
Typ przedmiotu
Koordynatorzy przedmiotu
Efekty kształcenia
Knowlege:
EK_01 -student owns knowledge of origins concepts, strategies, key themes and emerging debates about social inclusion in different countries
EK_02 - student describes limitations and difficulties for society and institutions of realisation social inclusion strategies
EK_03 - student lists best practises of inclusion
EK_04 - describes issues of outcomes measurement and evaluation of different activities in educational, social, cultural and political fields
Skills:
EK_01 - student analyze benefits, limitations and risks of a social inclusion
EK_02 - student planns different strategies of social inclusion, exploring the relationships between agency, culture and structure, and shows how social and relational networks works for social inclusion
EK_03 - student consider directions for development of an social inclusion
Competence
EK_01 - student concern resposiblity for groups of poverty, deprivation and social exclusion
EK_02 - student shows reliable attitude of cooperation toward specialist and instututions involved in social inclusion networks.
ECTS [1 ECTS = 30(25) hours]:
Attendance at lectures: 30 hours.
Reading of the literature: 40 hours
Preparation for the exam: 60 hours
Sum of hours: 130
Number of ECTS: 5
Kryteria oceniania
Assessment Methodology:
Conservatory English and fluency in reading are required.
Each subject will be firstly provided as a lecture on the particular Issue, then further discussed in accordance with further readings.
The final grade consists of:
- Class participation and attendance (up to 1 absence allowed) =up to 25 pt.
- Paper preparation (1500-2000 words) = max 25 pt.
- Writing exam (25 single choice question) at the end of the semester = up to 50 pt.
The final grade is the sum of the attendance rating points, paper preparation points and final exam points.
Final grade criteria:
90-100 pt. – grade 5
80-89 pt. – grade 4+
65-79 pt. – grade 4
50- 65 pt. – grade 3+
40-49 pt. – grade 3
Assessment criteria:
Grade 5 - Student owns perfect knowledge of origins concepts, strategies, key themes of social inclusion, fluently describes limitations and difficulties for society and institutions in realization social inclusion strategies. Perfectly describes issues of outcomes measurement and evaluation of different activities in educational, social, cultural and political fields. Student can in a great way analyze benefits, limitations and risks of a social inclusion and easily plans different strategies of social inclusion, and also consider directions for development of an social inclusion. Student shows reliable attitude of cooperation toward specialist and institutions involved in social inclusion networks.
Grade 4 - Student owns good knowledge of origins concepts, strategies, key themes of social inclusion, easily describes limitations and difficulties for society and institutions in realization social inclusion strategies. Describes correctly issues of outcomes measurement and evaluation of different activities in educational, social, cultural and political fields. Student can analyze benefits, limitations and risks of a social inclusion and easily plans different strategies of social inclusion, and also consider directions for development of an social inclusion. Student shows reliable attitude of cooperation toward specialist and institutions involved in social inclusion networks.
Grade 3 - Student owns elementary knowledge of origins concepts, strategies, key themes of social inclusion, easily describes limitations and difficulties for society and institutions in realization social inclusion strategies. Describes major issues of outcomes measurement and evaluation of different activities in educational, social, cultural and political fields. Student can analyze basic benefits, limitations and risks of a social inclusion and make basic plans of social inclusion strategies, and also consider directions for development of an social inclusion. Student shows reliable attitude of cooperation toward specialist and institutions involved in social inclusion networks.
Grade 2 – Student doesn’t owns elementary knowledge of origins concepts, strategies, key themes of social inclusion, doesn’t describes limitations and difficulties for society and institutions in realization social inclusion strategies. Doesn’t issues of outcomes measurement and evaluation of different activities in educational, social, cultural and political fields. Student can’t analyze basic benefits, limitations and risks of a social inclusion and make basic plans of social inclusion strategies. Student doesn’t shows reliable attitude of cooperation toward specialist and institutions involved in social inclusion networks.
Literatura
Literature podstawowa:
Kay Al-Ghani,Lynda Kenward (2011). From Home to School with Autism: How to Make Inclusion a Success. Jessica Kingsley Publisher. https://books.google.de/books?id=woYe5BOs6RQC&printsec=frontcover&dq=free+books+inclusion&hl=de&sa=X&ved=0ahUKEwj3k6XDroLXAhVlKMAKHfiRA6cQ6AEISTAF#v=onepage&q&f=false
Więcej informacji
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