Social Inclusion

This pioneering book, in considering intellectually disabled peoples lives sets out a care ethics model of disability that outlines the emotional caring sphere, where love and care are psycho-socially questioned, the practical caring sphere, where day-to-day care is carried out and the socio-political caring sphere, where social intolerance and aversion to difficult differences are played out. It does so by discussing issue based everyday life, such as family, relationships, media representations and education in an evocative and creative manner. This book draws from an understanding of how intellectual disability is represented in all forms of media, a feminist ethics of care, and capabilities, as well as other theories, to provide a critique and alternative to the social model of disability as well as illuminate care-less spaces that inhabit all the caring spheres. The first two chapters of the book provides an overview of intellectual disability, the debates and outlining of the model. Having begun to develop an innovative theoretical framework for understanding intellectual disability and being human, the book moves onto empirical and narrative driven issue based chapters. The following chapters builds on the emergent framework and discusses the application of particular theories in three different substantive areas: education, mothering and sexual politics. A concluding remarks draws together the common themes across the applied chapters and links them to the overarching theoretical framework.

An important read for all those studying and researching intellectual or learning disability, this book will be an essential resource in sociology, philosophy, criminology (law), social work, education and nursing in particular.

What is community participation and how do we measure it? These questions are important as people with intellectual and developmental disabilities continue to experience exclusion, as policymakers design national funding schemes, and as researchers evaluate the success of interventions. A measurable definition of community participation enables people to know which interventions work, why, and where to target funding. Yet there may be good reasons to resist a universal definition of community participation. Building on work in feminist theory, this article shows the benefits of community participation as an essentially contested concept as contestation spurs innovative research. But even if contested concepts are good for researchers, are they good for people with intellectual and developmental disabilities, their families, and professionals in the field? Aligning the goals of research with practice may be an important yet unattainable goal.

Nel quadro del dibattito attuale e urgente sulle forme alternative e praticabili di welfare, il volume raccoglie contributi provenienti da diverse esperienze e territori - una fattoria sociale, i servizi di collocamento mirato, le associazioni di volontariato, la cooperazione sociale, i servizi socio-sanitari - proponendo un cambiamento di paradigma culturale ed economico. Al centro viene messa la prossimità, che può diventare una soluzione per ottimizzare risorse e qualità della vita tramite nuove forme di scambio e collaborazioni che non si limitano a "tollerare" la diversità, ma la valorizzano. Il welfare di prossimità, che già esiste, ha bisogno di essere perfezionato con le istituzioni esistenti, come sistema aperto capace di affrontare le sfide del futuro.

This dissertation examines the extent in which state policies have affected the Roma in Turkey by looking into the reasons for their poverty and social exclusion as well as into the survival mechanisms and livelihoods strategies they have employed as a response. The study addresses the situation of the Roma from the perspective of the approach the Turkish state has had on ethnicities, the accession conditionalities imposed by the European Union and the neo-liberal policies implemented by the government after 2002. Broadly, the study illustrates the impact of long-lasting structural invisibilization towards the Roma as well as the manner in which the Roma have positioned themselves and negotiated with power in order to survive. Having in mind that the first official measure of the 2010 Roma Opening initiative of the AKP Government was the provision of housing, the dissertation focuses particularly on the housing policies that have had an impact on the livelihoods strategies of the Roma in Turkey: the “housing for the Roma” [Tr. Roman konutları] initiative and the urban regeneration [Tr. kentsel dönüşüm] projects run by the state authorities all over Turkey. The research shows that, while the Roma have been long affected by the invisibilisation and exclusion of the state policies, the provision of housing alone, without accompanying measures and without taking into account the needs and specificity of the communities targeted, does not have the potential to get the Roma out of poverty nor to tackle their exclusion. Moreover, the demolition of the gecekondu settlements and its consequential displacement sets poor Roma on a more vulnerable path from which they have difficulty to recover and to find sustainable livelihoods strategies.

In the United States, federal mandates require local education agencies to provide education to students with disabilities in the least restrictive environment. As a result, students with disabilities are included in the general education classroom for varying amounts of the school day depending on their educational goals and individual needs. For students with severe disabilities, placement in a general education classroom is often paralleled with the assignment of a paraprofessional. Research suggests paraprofessional support can cause unintended adverse effects. The current study describes the social acceptance of students with severe disabilities who receive paraprofessional support and explores the intersection of social acceptance and paraprofessional support. Findings suggest students with severe disabilities who receive paraprofessional support have average levels of social acceptance and initial evidence that students receiving more frequent paraprofessional support have lower levels of social acceptance. Practical implications and suggestions for future research are discussed.

"Re-imagining 21st century education is ambitious, an ambition born of a sadness as I reflect on a book written 30 years ago.  And I shall of course fall far short of the ambition.  Just to reiterate again the question raised in the invitation to this talk.

What sort of educational vision and practice may be fostered to underpin a new world where people matter?

This is an age-old question.  Its origins is in the idea of the good society that has long been the object of philosophical and political debate. So, specifically we can ask, what sort of education does a vision of the good society demand?  And how should schools be organised to lay a foundation for the realisation of this vision?
"

The discourse on the relationship between form and function in the world of design
has its roots in the industrial and Tayloristic model that contrasts and differs from the artistic
and artisanal process since the disciplinary foundation. At the origin of the debate there are
visions about the role of design in society, but also about the specificity of its own language.
The digital revolution and the introduction of Human-computer interaction and the wider
concept of Human-centered design have profoundly transformed this relationship, strongly
shifting it in favor of people, their expectations and their needs. In particular, when design
then focuses on inclusive and universal approaches – i.e. addressing needs that go beyond
standards – form is often sacrificed on the altar of accessibility transforming the experience
of both audiences – “normal” as well as impaired subjects – into a poor and a “low-resolution”
one. On the other hand, for people with disabilities, form itself is the essence of experience.
Whether it is the sound channel or VUI in the case of visual deficiencies, the figurative
language, for acoustic disabilities, or the tactile-sensory component, considering the cognitive
and perceptual aspects, the form becomes both the medium and the message as well. The
paper aims to identify the stages of a possible cultural and social journey, within the broader
scenario of Universal design/Design for all and the culture of accessibility, which includes the
aesthetic-emotional dimension as a shared design value and driver of innovation in the sector.
Besides, it illustrates through the discussion of case studies, in the field of personal and public
communication, possible approaches to ethics and aesthetics of inclusive design.

O discurso em prol da inclusão social e educacional de grupos sociais seja por nacionalidade, etnia, condição social, física e/ou intelectual foram ampliados nos anos noventa e dois mil. Ao mesmo tempo, nos últimos anos tem crescido e alcançado visibilidade internacional a defesa da universalização da Educação Básica como a medida mais barata e eficaz para a “redução da pobreza”. Nesse contexto a consigna “educação para todos” foi cunhada no bojo desse movimento, ligando-se diretamente ao rol de direitos mínimos e de “bens públicos” que conformariam o regime liberal-democrático. Associada a ela surgiu a expressão educação inclusiva (UNESCO, 1994), que se difundiu rapidamente como referência para a elaboração de políticas públicas de educação em diferentes países.
No Brasil a implementação de diretrizes envolvendo a política de educação inclusiva tem focado a escolarização de alunos com deficiência física, mental, sensorial, transtornos globais do desenvolvimento e altas habilidades/superdotação. Tais políticas foram ampliadas significativamente durante o governo Lula (2003-2010), sobretudo a partir do Programa Educação Inclusiva: direito à diversidade e as diretrizes contidas na Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva (BRASIL, 2008) e nas Diretrizes Operacionais para o Atendimento Educacional Especializado na Educação Básica, modalidade Educação Especial (BRASIL, 2009).
Para analisar e compreender os impactos e a operacionalização dessas políticas no dia a dia das redes de ensino, bem como as práticas curriculares desenvolvidas no contexto escolar para alunos com necessidades educacionais especiais em decorrência de deficiência física, mental/intelectual, sensorial, especialmente surdos, transtornos globais do desenvolvimento e altas habilidades/superdotação, temos realizado uma série de atividades no âmbito do Observatório de Educação Especial e inclusão educacional: políticas públicas e práticas curriculares, vinculado ao Programa de Pós-Graduação em Educação, Contextos Contemporâneos e Demandas Populares (PPGEduc) da Universidade Federal Rural do Rio de Janeiro (UFRRJ), no período de 2009 e 2010. Assim como, das parcerias estabelecidas com pesquisadores da área de Educação Especial de diferentes Universidades nacionais e internacionais. É com base nessas parcerias e atividades de pesquisa e extensão que organizamos o presente livro focando a discussão na escolarização de alunos com necessidades educacionais especiais desde na Educação Infantil até o Ensino Superior a partir das referências contidas na Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva (BRASIL, 2008) e nas Diretrizes Operacionais do Atendimento Educacional Especializado na Educação Básica, modalidade Educação Especial (BRASIL, 2009).
A parte inicial do livro trata de temas abordados no Curso de Extensão em Educação Especial na perspectiva da Educação Inclusiva: estratégias pedagógicas para favorecer a inclusão escolar que integrou as atividades propostas pelo Programa de Formação inicial e continuada de professores da Baixada Fluminense para a inclusão de pessoas com necessidades educacionais especiais na educação básica e no ensino superior, financiado pelo Programa de Extensão Universitária (edital nº 6, PROEXT 2009). Participaram desse Curso aproximadamente 200 professores das Redes de Ensino da Baixada Fluminense.
Os capítulos iniciais  ― de Anna Augusta Sampaio de oliveira (UNESP), Patrícia Braun & Marcia Marin (UERJ), Patrícia Cardoso Macedo, Letícia Teixeira de Carvalho e Márcia Denise Pletsch (UFRRJ), Mara Lúcia R. Monteiro da Cruz (UERJ)  & Valéria Marques de Oliveira (UFRRJ), Hilce Aguiar Melo (UFMA), Annie Gomes Redig (UERJ) Geovana ―, focam aspectos teóricos discutidos no curso sobre o desenvolvimento e o processo de ensino-aprendizagem, bem como a avaliação e as políticas de atendimento educacional atendimento educacional especializado dirigido para pessoas com deficiência intelectual.  Ênfase é dada ao debate sobre o papel da sala de recursos e sala de recursos multifuncionais e a elaboração do plano individualizado de ensino.
Ainda nessa direção, o capítulo de Ana Carla Ziner (UFRRJ), aborda as discussões realizadas durante o curso de extensão no que se refere à escolarização e o processo de aprendizagem de alunos surdos, especialmente no que se refere à segunda língua, no caso, a língua portuguesa.
O texto de Carla Abreu Ellis e Jason Brent Ellis ― parceiros do projeto “Consórcio Educação e Diversidade ”, contemplado com recursos financeiros pelo programa de Consórcio em Educação Superior Brasil-Estados Unidos da CAPES (edital nº 8 de 2010) ―, apresenta uma importante discussão sobre a transição de pessoas com deficiência para o mercado de trabalho.
O livro apresenta também textos elaborados a partir das ações desenvolvidas no Projeto “A inclusão de pessoas com necessidades educacionais especiais na Universidade Federal Rural do Rio de Janeiro: uma prática em construção”, financiado pelo PROGRAMA INCLUIR do Ministério da Educação (edital nº 5 de 2009).
No conjunto das atividades desenvolvidas com apoio do Programa Incluir, destacamos, primeiramente, o texto das professoras Solange Hassan Ahmad Ali Fernandes, Lulu Healy, Elen Graciele Martins, Maisa Aparecida Siqueira Rodrigues. Franklin Rodrigues de Souza (UNIBAN/SP) que integrou o Seminário “O uso da calculadora colorida e sonora para o trabalho pedagógico com alunos cegos e surdos”, realizado em parceria com o PRODOCÊNCIA da UFRRJ e as disciplinas de Pesquisa e Prática Educativa (PPE I, II, III, IV e V)  do Departamento Educação e Sociedade para os alunos do Curso de Matemática do Instituto Multidisciplinar.
Em seguida, os textos retratam os debates travados no evento Formação de Professores em Debate: articulando nossos programas, realizado durante a semana Prodocência, que destinou um dos dias para as atividades do Programa Incluir. A escolarização de alunos com altas habilidades é discutida pelos professores Arlei Peripolli e Silvio Carlos dos Santos (UFSM). O uso da comunicação alternativa na prática docente, também abordada no Curso de Extensão anteriormente apresentado, foi abordada pelas professoras Carolina Rizotto Schirmer, Cátia Criveleti de Figueiredo Walter e Leila Regina d’ Oliveira de Paula Nunes (UERJ). Já o debate sobre currículo e o atendimento educacional de alunos com deficiência múltipla, bem como das práticas curriculares nos cadernos escolares, foi o foco dos capítulos das professoras Anelice Ribetto (UERJ/São Gonçalo) e Geovana Mendonça Lunardi Mendes (UDESC) , respectivamente. Já, os textos seguintes de autoria de Andressa Mafezoni Caetano, Katiuscia C. Vargas Antunes (UNIFESO) e Rosana Glat (UERJ), trazem discussões atuais sobre a formação de professores nos Cursos de Pedagógica.
Os dois capítulos finais trazem discussões e experiências importantes sobre a inclusão no ensino superior. Sabrina Fernandes de Castro e Maria Amélia Almeida (UFScar) apresentam dados de uma pesquisa realizada em treze Universidades Brasileiras sobre o ingresso e a permanência de alunos com deficiências. O capítulo escrito por Débora Felício Faria (UNIFAL), Nivânia Maria de Melo Reis (PUC/MG) e Allan Damasceno (UFRRJ) apresenta a experiências das políticas de inclusão nas Universidades Mineiras.
Para finalizar gostaria de agradecer aos autores que contribuíram na escrita dos capítulos que compõem esse livro, bem como às professoras Gabriela Rizo, Coordenadora Geral do Prodocência/UFRRJ (2009/2010), que financiou essa publicação e a Profª. Lígia Cristina Ferreira Machado, Chefe do Departamento Educação e Sociedade pelo apoio dado nas atividades realizadas. Também não posso deixar de agradecer às minhas queridas alunas ― Getsemane de Freitas Batista, Letícia Teixeira Carvalho, Patrícia Cardoso, Mariana Pitanga, Risoneide Alves da Silva, Tamires Silva de Castro, Bianca Mensor de Almeida e Zenite Santos (já formada) ― que tanto apoiaram e contribuíram para que as atividades do Curso de Extensão acontecessem.
Por último, agradeço aos professores das redes de ensino que participaram das atividades e contribuíram ricamente com as discussões realizadas a partir de seus fazeres pedagógicos cotidianos. O encontro de experiências do qual esse livro é resultado tem como objetivo maior apoiar e ampliar o diálogo e a parceria entre a Universidade e a Educação Básica.

The call for sectors to work collaboratively to provide integrated services is not new or unique to New Labour; but a combination of previous political approaches assumed to be more inclusive. The rhetoric of partnership is seen as essential to locate solutions to complex problems, with policies focusing on the socially disadvantaged. It could be argued that this thrust of partnership activity in different arenas and contexts highlights the terms’ ambiguity and despite the increased political interest, partnership remains ‘fuzzy’. It is described as the ‘indefinable in pursuit of the unachievable’ and despite the optimism of official documents there is an array of issues including the definition of partnership itself.

This paper explores the inclusion of children with Autistic Spectrum Disorder in mainstream primary schools in England, drawing on existing research. Following a discussion on the nature and importance of Autistic Spectrum Disorder, the paper goes on to explore two main themes: theory and policy, and the impact of inclusion on practice. The section on theory and policy considers the history of inclusive education and the importance of inclusive practice, and goes on to define and analyse the barriers to inclusion. Finally, this section analyses the specific inclusion of children with Autistic Spectrum Disorder. The section on the impact of inclusion on practice is further split into educational inclusion and social inclusion, paying particular attention to the different support and barriers affecting these issues. This paper has found that children with Autistic Spectrum Disorder are not fully included in mainstream primary schools; they experience higher rates of exclusion, lower attainment and higher rates of bullying. In order to increase the inclusion of children with Autistic Spectrum Disorder in mainstream primary schools, teachers need to address the complexity and individuality of these children and adapt their strategies accordingly. This paper concludes that the main barriers to educational and social inclusion are a lack of financial support and autism specific training for teachers.

Research findings confirm the contradictory impact of mobile technology on work–life balance, as these tools both guarantee greater flexibility and contribute to blurring boundaries between private and working spheres. Several articles have been published on women executives’ work–life balance in Western countries; however, their usage of mobile devices remained almost unexplored in the post-socialist region, where in the wake of the transformation not only the unquestioned neoliberal change of the corporate sector but also refamilisation took place. This article gives an overview on the issue of how women executives make use of mobile technology during their everyday activities in Hungary, where not only are the signs of ‘corporate colonization’ present, but also motherhood plays an important role. Based on twenty semi-structured interviews with Hungarian women in senior management positions carried out in 2014 and 2015, the article discusses the perceptions and narratives explaine...

In this chapter we discuss both social inclusion and participation broadly and consider multiple perspectives through which they may be understood. Most significantly, we draw upon the conceptual work of Sen and Nussbaum. To inform the discussion, we draw upon data from Pereira's study of poverty and participation to highlight the need for such work from an occupational perspective.

This paper explores the relationship between travel and social inclusion in relation to a relatively rarely examined group of travel destinations—arts and cultural activities. This paper examines travel behaviour to arts and cultural activities and how this relates to social inclusion. Research literature associated with these issues is examined and then an analysis of a household travel survey in Melbourne, Australia, is undertaken to explore how travel to arts and cultural activities varies by income, car ownership and location. The paper outlines a range of evidence linking participation in arts and cultural activities and positive outcomes for social inclusion. Arts and cultural activities do not fit well into traditional household travel survey definitions of trip purposes. There is also no definitional difference between travel to activities and ‘participation’ or ‘attendance’ in arts and cultural activities. This is unfortunate since social outcomes may vary by participation or attendance. Travel survey analysis shows that like other activities trip rates to arts and cultural activities increase with income. However higher participation is demonstrated for zero- and one-car households, which contrasts with previous research of work, education and social travel. Higher participation is also demonstrated for those living in inner parts of the city. The paper suggests that most travel to arts and cultural activity is quite localised and hence much travel may be led by the diversity and range of local opportunities provided. These are particularly high in inner parts of the city. A high share of travel is also demonstrated for older people, who are thought to have the time and desire for greater participation in arts and cultural activities.►Arts and cultural trip rates positively correlate to low work-force participation. ►Arts and cultural trip rates positively correlate to low household car ownership. ►Trip rates to the arts are influenced by the local availability of activities. ►Arts and cultural participation can be important to social inclusion. ►Arts and cultural activities are not accurately recorded in household travel surveys.

Inclusiegericht denken en doen is meer dan ooit
noodzakelijk, nu de transities in volle gang zijn én nu
Nederland het VN-verdrag voor personen met een
handicap heeft geratificeerd. Maar het is ook lastig te
realiseren. Dit artikel gaat in op inclusie als opdracht voor sociaal professionals.

The journal "Minority Reports. Cultural Disability Studies" purports to devote the monographic issue 13 / II 2021 to the topic of school and educational inclusion of the students with disability, as it is declined, both in conceptual and operational terms, in the different European countries.

In this thematic issue, we attempt to show how migrations transform societies at the local and micro level by focusing on how migrants and refugees navigate within different migration regimes. We pay particular attention to the specific formation of the migration regimes that these countries adopt, which structure the conditions of the economic, racialised, gendered, and sexualized violence and exploitation during migration processes. This interactive process of social transformation shapes individual experiences while also being shaped by them. We aim to contribute to the most recent and challenging question of what kind of political and social changes can be observed and how to frame these changes theoretically if we look at local levels while focusing on struggles for recognition, rights, and urban space. We bring in a cross-country comparative perspective, ranging from Canada, Chile, Spain, Sweden, Turkey, and to Germany in order to lay out similarities and differences in each c...

Government visions of a digital future show little indication of how disabled people, reliant on access technology, will participate. Access technology has the potential to offer independent use of the Internet but many disabled people already face barriers that ...

La scuola, oggi più che mai, deve aprire un dibattito sui "mondi diversi" per avere un visione di insieme del bambino/ragazzo e delle forme in cui si rendono possibili gli apprendimenti in un'ottica di continuità educativa sia orizzontale (tenendo in considerazione la propria storia, coinvolgendo la famiglia e il territorio), sia verticale (assumendo una visione educativa plurale e coerente, che concepisca la crescita e l'educazione del bambino/ragazzo in prospettiva, mettendo quindi in relazione tutti i servizi e le agenzie educative di ogni ordine e grado).

Eleta, P. (2017). Un Piazzale di mondi diversi, In Rivista Bambini, Settembre.

We tend to select topics for our anthologies that resonate with us
personally—and which we would like to explore with others because they
are common challenges, essential for healthy, resilient relationships . . . and
difficult to stay with comfortably. Repair is one of them for me—perhaps
because it requires such patient good faith, accountability tempered by self-acceptance,
and a firm sense of proportion and time, none of which, even
at sixty-one, are my most reliable virtues (although they are my husband's).
Repair also requires attunement, a taste for the subjective worlds of others, an
ardent desire for things to turn out 'right,' a flexible and inventive freedom
to re-imagine that 'right' in a way that makes room for changing insights,
realities, and stories, and tenacity that verges on the quixotic, all of which, for
better and worse, are intrinsic to me.

Hur och under vilka förhållanden sker exkludering och inkludering av homosexuella och homosexualitet inom polisen? Genom att fördjupa sig i denna fråga söker författaren bland annat svar på hur det kan komma sig att det finns så få öppet homosexuella po-lismän och hur eventuella hinder för inkludering kan förstås. Med utgångspunkt i homo-och bisexuella polisers erfarenheter samt egna observationer av polisarbete analyseras hur exkludering och inkludering av homosexualitet samexisterar i svensk polis, hur dessa processer är relaterade till polisarbetets kultur och särdrag, samt hur polisledningen arbetar för att skapa en inkluderande organisation. Boken bidrar med ökad förståelse för de problem och de aktivi-teter som är förknippade med mångfaldsfrågor, i synnerhet med fokus på sexuell läggning, men även mer generellt; många av insikterna i boken kan användas för att förstå inkludering och exkludering av andra samhällsgrupper. Mellan bögskämt och prideparader rör sig i gränslandet mellan organisations-, genus-och polisstudier och riktar sig till såväl forskare och studenter som praktiker med intresse för mångfalds-frågor och polisen. Insikterna är även relevanta för dem som jobbar med eller är intresserade av mångfald, inkludering och lika-behandling i andra, liknande "maskulint kodade" organisationer, som försvaret och vissa idrottsorganisationer.

The article first introduces the special issue on the topic of Linguistic Dimensions of Inclusion in Educational and Multilingual Contexts. Key aspects of inclusive education are outlined and applied to the realm of language, communication and language learning. The concept "linguistic barrier," a collective term for linguistic practices and communicative aspects that may pose obstacles to language learning, communicative success or a successful integration of individuals in multilingual contexts, is discussed. Focal points of the individual contributions to the special issue are briefly outlined. In the second part, the article hones in on non-nativeness as a dimension of inclusion in foreign language teaching. Processes of exclusion and inclusion are illustrated through a multimodal critical discourse analysis of representational practices in units from the German EFL textbook series Navi Englisch. The main focus of analysis lies on verbal and visual cultural indexes that allow for conclusions on the representation of native and non-native social actors as well as ENL, ESL and EFL cultures. Based on the finding that the material shows a strong predominance of native language user representation , it is argued that a mainstreaming of second language identities and English as an international lingua franca in ELT can foster higher levels of inclusion that are likely to have positive, empowering effects for learners of English and non-native English language teachers alike. KEYWORDS critical discourse studies, EFL textbooks, English as a lingua franca, foreign language teaching, inclusion, language learning, linguistic barrier, non-nativeness

Uno de cada treinta y cinco seres humanos es un inmigrante internacional. Se estima que mundialmente, el número de personas que residen en un país distinto del que nacieron, equivale a la población total de Brasil, más de 200 millones de personas. Todos los países a lo largo y ancho del mundo se encuentran afectados por el fenómeno de la migración, ya sea recibiendo o expulsando inmigrantes. Nuestro país no es ajeno a esta realidad: lo que hoy conocemos como cultura “uruguaya” es el resultado de sucesivas improntas inmigratorias. Muchas de las costumbres que hoy creemos “naturales” en realidad tuvieron un origen “trasplantado”. La sociedad uruguaya, sin embargo, no siempre reconoce el aporte de estas poblaciones al desarrollo de nuestra tierra, apareciendo en escena valoraciones negativas y sentimientos de hostilidad o rechazo, que condicionan las estrategias de adaptación de los inmigrantes al medio social; a veces adoptando la autoexclusión como forma de “protección”. El objetivo de este trabajo se centra en analizar las estrategias de vinculación de los inmigrantes al medio uruguayo considerando dos variables centrales: la cantidad que arriba y el tiempo de permanencia en el país. Por último, se analiza la influencia que tiene el fenómeno de inmigración en la noción de identidad “uruguaya” y la posibilidad de desarrollar una política multiculturalista en nuestro país.

Throughout the process of being treated for mood and anxiety disorders,people dream of the ‘‘normal life’’ that awaits them. However, post-therapy,the distinctiveness of clinical normality (i.e., reduced symptomatology) andsocial normativity become more apparent. In this article we suggest that forpeople who have long felt socially excluded because of their psychiatric symp-toms, being ‘‘normally shy’’ or ‘‘normally awkward’’ is not enough. Insteadthey aspire to an ideal life. This confusion between means and ends, betweena nonsymptomatic self, a normative self, and an ideal self, leads these indivi-duals to long-term self-doubt and confusion about how to reach their elusivegoals. Yet, their never-ending pursuit of normative ideals applies to ‘‘normal’’and ‘‘abnormal’’ people alike. An analysis of narratives of exclusion allows usto reflect the life-long search for social inclusion via a normal life

Until the building of the Karakorum Highway (1958-78), the region of Gilgit-Baltistan, Pakistan, was extremely isolated, thus preserving distinct cultural traits. The few tourists accessing the area were primarily experienced mountaineers. The highway was established to provide a land link with China, principally as a result of turbulent geo-political rivalry. Once built, however, the road created a connexion to the outside world and allowed for many more visitors to the region. Whilst the road was not built with tourism in mind, it allowed easier access for tourists and necessitated the development of a service sector to provide for those using the road. As a consequence, a once subsistence and self-reliant economy became monetised, and modern consumer goods were introduced to the region. Increased access and mobility has facilitated change in the Gilgit-Baltistan, contributing to a degree of social inclusion not previously possible. Whilst there are multiple drivers of change observed here, tourism has provided an important means by which some of the more profound changes have occurred. Local people have adapted their livelihoods to the new, monetary economy resulting in a decline in traditional agricultural practices. More importantly, however, tourism has enabled the outside world to enter into the consciousness of local people. Visitors have become conduits of change and the world is now viewed via technologies made possible by the spoils of tourism. The road has also allowed for much easier movement of local people out of and back to Gilgit-Baltistan, thereby facilitating increased social inclusion with the wider world.

Up till now little is known about the preva- lence of poverty of people with disabilities in the Netherlands and the consequences on inclusion. This article describes the results of a study on this theme. Results show that causes of poverty can be found in the environment of a person and in the person himself. Consequences are substantially. It can be concluded that the already marginal- ized position is reinforced by limited spend- ing patterns and debts. Inclusion seems to become an illusion. Based on the findings of this research, in the discussion recom- mendations are formulated to prevent this.

This paper presents an overview of Robert Castel's discussion on the status of the individual and its «problematic character» by focusing on the notions of social supports of individuality and social property. In exploring these notions and the history of the wage-earning society, the French sociologist sheds light on the genealogy of the crucial link between work, social (dis)affiliation and individual identity. Far from adopting a workist approach, he argues in favor of the reshaping of social welfare and labour law in contemporary, neoliberal, societies.

Over the last 15 years, research on the effects of different types of education on labour market integration and labour market outcomes has evolved. Whereas much of the early work analysed school-to-work transition outcomes, the focus of more recent studies has shifted to the relationship between educational achievement and mid- and long-term labour market outcomes. The overarching question of this body of research asks whether the allocation to different types of education leads to different skill sets, to different employment opportunities and to jobs offering unequal wages, job autonomy or job security. However, pivotal issues related to the comparison of vocational and general types of education or upper-secondary and tertiary-level qualification remain ambiguous and are hampered by a lack of suitable data and methodological problems. The aim of this issue is to further this debate and to provide more insights into the relationship between individual and contextual factors, allo...