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- Herausgeber: Bentham Science Publishers
- Kategorie: Lebensstil
- Sprache: Englisch
Workplace Social Inclusion provides a comprehensive exploration of social inclusion practices within the workplace, focusing on people with disabilities. The book covers essential topics, including inclusive education, national and international legislative frameworks, strategies for workplace integration, and the role of active citizenship. It also addresses the lifelong learning process and its importance in fostering workplace inclusion and bridging skills gaps. This guide is an essential resource for professionals, researchers, and students interested in fostering inclusive work environments and understanding the legal and social frameworks that support workplace diversity.
Key Features:
- Overview of inclusive education concepts and frameworks.
- In-depth analysis of national and international legislation on social inclusion.
- Strategies for integrating socially disadvantaged individuals into the workforce.
- Insight into the role of active citizenship in promoting social inclusion.
- Exploration of lifelong learning as a tool for workplace integration and future growth.
Ideal for social science practitioners, managers, policymakers, researchers, and students, this book serves as a key resource for understanding workplace social inclusion and its impact on organizational well-being.
Readership:
Students, researchers, working professionals, and general readers.
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Seitenzahl: 277
Veröffentlichungsjahr: 2024
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PREFACE
Daniel MARA1, *,Dorin VLAD1The Workplace Social Inclusion paper is the result of the authors' collaboration within an Erasmus+ project, “SafeEngine-Blended Learning through Innovative Tools for Sustainable and Safety Engineering and Social Inclusion”, nr. 2020-1-RO01-KA203-080085, implemented during 01.12.2020-31.05.2023.
Through the theme of social inclusion in the workplace, the book provides specialists from several interdisciplinary fields (pedagogy, psychology, special psychology, social work, law, management, economics, etc.) with general and specific information on the national and international legislative framework of the process of work inclusion of people with special needs, as well as intervention strategies aimed at facilitating and achieving the process of professional integration.
In the first chapter, Education for Diversity and Social Inclusion, the general framework of inclusive education is presented, which allows conceptual delimitations and understanding of the relationships between the basic terms specific to the field, as well as their evolution over time.
In the second chapter, National and International Legislative Aspects on Social Inclusion in the Workplace, the most significant national and international legislative documents regulating the social inclusion of people with disabilities are presented.
In the third chapter, Strategies for Social Integration in the Workplacefor Different Categories of Socially Disadvantaged People, the strategies adopted with the aim of integrating people with different types of disabilities in the workplace are outlined.
In the fourth chapter, Active Citizenship, oncepts of active citizenship, characteristics of effective active citizenship, and examples of active citizenship in education are presented.
In the last chapter, Lifelong Learning Process, the benefits of lifelong learning, ways of approaching lifelong learning in life, ways in which lifelong learning drives the progress of countries and organizations, and strategies for implementing lifelong learning in various organizations are presented.
The publication of this book, through its content, structure, and examples of good practice, is an important contribution to the development of the field of inclusive education, a field that is characterized by continuous and rapid dynamics in education. Social inclusion of people with disabilities in the workplace is an important indicator of the democratic process of social equity at the European and international levels.
ACKNOWLEDGEMENT
Daniel MARA1, *, Dorin VLAD1This work was supported by the Erasmus+ Programme, SafeEngine project, contract no 2020-1-RO01-KA203-080085. The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflects the views only of the authors, and the National Agency and Commission must not be held responsible for any use that may be made of the information contained herein.
INTRODUCTION
Daniel MARA1, *,Dorin VLAD1Inclusive and integrated education has become a reality of the Romanian educational system in the last 25 years, based on the idea that education is essential to people's and societies' growth. To attain inclusive policies and practices and to establish the foundation for an inclusive culture, inclusive education is a complicated, protracted process that requires ongoing examination, modification, and development.
The foundation of the inclusive education - education for all paradigm is defined by the Universal Declaration of Human Rights, the World Program of Action for Persons with Disabilities, the UNESCO Conference of Ministers of Education in Jommtien, Thailand, 1990, the legal provisions regarding the integration of children and young people with disabilities in the usual education systems, the 1993 UN General Assembly resolution, and the Copenhagen Declaration.
Education systems must be inclusive and actively seek to include all children and respond flexibly to the situations and needs of all children/students. Romania has adopted laws to encourage and assist the integration and inclusion of underprivileged people, such as the Convention on the Rights of the Child, Education Law no. 84/1995, Regulation on the organization and functioning of special education, and MEC Order no. 4653/08.10.2001.
The usefulness of defining the terminology used in Romania is to establish a common language specific to the field of inclusion. Integrated education is a set of measures applied to categories of the population that seeks to eliminate segregation in all forms. It is an institutionalized way of schooling children with disabilities in ordinary schools and classes or in school structures as close as possible to the usual ones. Inclusive education is based on changes and transformations in the school to support the participation in the learning process of all students in a community. The relationship between inclusion and integration focuses on the transfer of children from separate schools to regular schools in the community.
The ILO (International Labour Organization) made a recommendation in 1944 that people with disabilities should be provided with full opportunities for rehabilitation, specialized vocational guidance, training and retraining, and employment in useful work. The UN ratified the right to work for all people, including those with impairments, four years later. The ILO also adopted the Vocational Rehabilitation (Disabled) Recommendation, 1955, which was the basis for national legislation and practice in relation to vocational counseling, vocational training, and placement of disabled people.
The 1966 International Covenant on Economic, Social, and Cultural Rights (ICESCR) reaffirms the right to work, including the option to support oneself through employment that is freely selected or accepted. States Parties also agree to provide everyone with an equal opportunity to be promoted into a position of responsibility at a suitable higher level, subject to no factors other than seniority and competence, and to provide safe and healthy working conditions.
The ILO's Human Resources Development Convention (No. 142) calls for open, flexible, and complementary systems of general, technical, and vocational education, educational and vocational guidance, and vocational training, including continuing employment information. The Resources Development Recommendation (No. 150) emphasizes the importance of mainstreaming vocational guidance and training, educating the general public, employers, and employees about the employment of people with disabilities, and adjusting the workplace to accommodate disabled workers. The ILO and UNESCO have worked together to ensure that their instruments pursue complementary goals, such as the resolution on Vocational Rehabilitation and Social Reintegration of Disabled or Handicapped Persons, the UN General Assembly's Declaration on the Rights of Disabled Persons, and the ILO's Convention No. 159 in 1983.
These initiatives have led to the World Programme of Action Concerning Disabled Persons and the International Year of Disabled Persons. The Convention outlines fundamental principles that should guide vocational rehabilitation and work opportunities policies, emphasizing equality of opportunity and treatment, affirmative action, inclusion of people with disabilities in mainline work-related programs and services, assistance for those in rural and isolated communities, and the need for fairness and equity in all aspects of life.
Recommendation No. 168 outlines measures to enhance equal job possibilities, and the 1987 Global Meeting of Experts recommended a guidance principle to suggest action priorities. The Standard Rules on the Equalization of Opportunities for Persons with Disabilities were approved in 1993.
Generalization is difficult due to a lack of data, but some generalizations can be made based on the information at hand. In the EU, 40% of disabled adults of working age were employed in 2003, compared to 64.2% of people without a disability. The inactivity rate for people with disabilities is twice that of people without disabilities, indicating both low levels of integration following a long-standing health problem or disability (LSHPD) and comparatively low levels of educational and vocational training.
Different countries have different causes for this high inactivity, such as benefit “traps” and the possibility of losing benefits while entering work. People with disabilities had a 6.5% overall labor market availability in Canada in 2001, although they made up only 2.4% of the federally regulated workforce.
The unemployment rate for people with disabilities in France was three times greater than the rate for the country's active population as a whole, and the average length of unemployment for disabled workers was twice as long. In Germany, the labor market participation rate for those with severe disabilities was 37% (West), compared to 80% for males and 63% for women who were not impaired. In Sweden, 68% of people with disabilities were employed, compared to 77% of the country's overall population, and 57% of people had “impaired working capacity.” In the United Kingdom, 19% of the working-age population were employed, and 49% of the estimated 6.8 million people with disabilities of working age were employed.
People with disabilities typically have lower levels of education than the general population when it comes to the labor market and are more likely to hold part-time work. Mental illness is the leading cause of disability benefits enrolment in Switzerland, accounting for 40% of the total.
Factors contributing to the low employment rates of people with disabilities include a lack of education and training, a decline in the demand for unskilled labor, worries about accidents and insurance costs, a reluctance to register as disabled, a lack of knowledge about job opportunities, and a lack of awareness among employers of needs and a disability. More active labor market policy is needed to address these issues.
Active labor market policies use a higher percentage of public funds than passive policies, and high unemployment rates and a global economic crisis are making it difficult to put some of these measures into action. Sheltered employment should be provided to those with disabilities who cannot access open employment.
Active citizenship is an important part of creating healthy communities. It promotes democratic collaboration that respects diversity, embraces the entire community, and is based on the recognition of fundamental human rights and the rule of law. Schools play a crucial role in this process, and the development of educational programs is necessary to enhance skills like cooperation and communication, as well as to develop critical thinking, lessen prejudice, and foster tolerance, understanding, empathy, and an openness to variety. Active citizenship education has helped to shape an important civil society and political culture, and there is significant official support for working with the younger generation in the public sector to combat authoritarian views and foster the development of intercultural and democratic capacities.
Active learning involves the learner in the creation and construction of knowledge, social interaction, and practical acts performed for the benefit of others.
Bernard Crick argued for the inclusion of citizenship education in the National Curriculum for England, and volunteering is a voluntary activity where individuals donate their time to assist others in the neighborhood or larger society. Social enterprise is a non-profit with clearly stated social objectives, and students must be intellectually engaged in their study for “Pedagogies of Engagement” to effectively integrate civic learning into the curriculum. Active learning is the process of providing students more responsibility for their own education and providing them with the opportunity to engage actively and exchange ideas.
It involves identifying educational activities that pay close attention to learning behaviors, integrating critical thinking and lifelong learning, and associating higher-order thinking with intellectually stimulating tasks. Active citizens acquire knowledge haphazardly and informally from their interactions with other people as well as from their everyday experiences away from the classroom.
Lifelong learning is self-directed education that is centered on personal growth. It is defined as all learning activity undertaken throughout life with the aim of improving knowledge, skills, and competencies within a personal, civic, social and/or employment-related perspective. It is voluntary and intended to bring about personal fulfillment through informal or formal instruction. Projects for lifelong learning include self-taught research, discovering a new sport or hobby, acquiring knowledge of new technology, gaining fresh information, and taking a self-interest course. The benefits of lifelong learning include a better quality of life and a feeling of self-worth.
Lifelong learning can lead to many long-term advantages, such as renewed commitment, recognition of one's own goals and interests, enhancement of other social and professional abilities, improvement of self-confidence, and more. Employers are recognizing that obtaining formal academic certificates is not the only method to identify and nurture potential and that a desirable quality may be a commitment to lifelong learning. This type of personal learning is often referred to as continuous learning.
MAJOR LEARNING OUTCOMES
DEFINITIONS
Adjustment or Accommodation
Adaptation of the job, including adjustment and modification of machinery and equipment and/or modification of the job content, working time, and work organization, and the adaptation of the work environment to provide access to the place of work and to facilitate the employment of individuals with disabilities.
Competent Authority
A ministry, government department, or other public authority having the power to issue regulations, orders, or other instructions having the force of law.
Decent Work
Productive work in which rights are protected, which generates an adequate income, with adequate social protection.
Disability Management
A process in the workplace designed to facilitate the employment of persons with a disability through a coordinated effort addressing individual needs, work environment, enterprise needs and legal responsibilities.
Disabled Person
An individual whose prospects of securing, returning to, retaining and advancing in suitable employment are substantially reduced as a result of a duly recognized physical, sensory, intellectual, or mental impairment.
Discrimination
Any distinction, exclusion, or preference based on certain grounds which nullifies or impairs equality of opportunity or treatment in employment or occupation. General standards that establish distinctions based on prohibited grounds constitute discrimination in law. The specific attitude of a public authority or a private individual that treats unequally persons or members of a group on a prohibited ground constitutes discrimination in practice. Indirect discrimination refers to apparently neutral situations, regulations, or practices which, in fact, result in unequal treatment of persons with certain characteristics. Distinction or preferences that may result from the application of special measures of protection and assistance taken to meet the particular requirements of disabled persons are not considered discriminatory.
Employee Assistance Programme
A programme – either jointly operated by an employer and a workers’ organization, or by an employer alone, or a workers’ organization alone – that offers assistance to workers and frequently also to their family members, with problems liable to cause personal distress, which affect or could eventually affect job productivity.
Employer
A person or organization employing workers under a written or verbal contract of employment that established the rights and duties of both parties in accordance with national law and practice. Governments, public authorities, and private companies, as well as individuals, may be employers.
Employers’ Organization
An organization whose membership consists of individual employers, other associations of employers, or both, formed primarily to protect and promote the interests of members and to provide services to its members in employment-related matters.
Equal Opportunity
Equal access to and opportunities for all persons in employment, vocational training, and particular occupations, without discrimination, consistent with Article 4 of ILO Convention No. 159.
Inclusion - the process of preparing educational units to include in the education process all members of the community, regardless of their characteristics, disadvantages or difficulties.
Inclusive Education is based on changes and transformations of the school (in terms of organization, goals set, improving school instruction, etc.) in order to support the participation in the learning process of all students in a community. It presupposes a process of continuous adaptation of the educational institution so as to permanently ensure the capitalization of the existing material and human resources in order to support and ensure the necessary support to all participants in education.
Inclusive School - an educational unit that provides an education for all children and is the most effective means of combating discriminatory attitudes. The children in these educational units benefit from all the rights and social and educational services according to the principle the resource follows the child.
Integrated Education is defined as a set of measures applied to categories of the population that seeks to eliminate segregation in all its forms and is a dominant trend in addressing people with disabilities in social and educational policies, reflecting a process of transition from the study, finding an explanation for institutionalization and standardization (through laws, declarations, and regulations), becoming a common practice both in the world and in our country. Integrated education is an institutionalized way of schooling children with disabilities (as well as other children with special needs) in ordinary schools and classes or in school structures as close as possible to the usual ones (Vrăsmaș, Nicolae, Oprea, Vrăsmaș, 2005).
International Labor Standards
Principles and norms in all labour-related matters, which are adopted by the tripartite ILC (governments, employers, and workers). These standards take the form of international labour Conventions and Recommendations. Through ratifications by member States, conventions create binding obligations to implement their provisions. Recommendations are non-binding instruments that provide guidance on policy, legislation, and practice.
Job Adaptation
The adaptation or redesign of tools, machines, workstations, and the work environment to an individual’s needs. It may also include adjustments in work organization, work schedules, sequences of work and in breaking down work tasks to their basic elements.
Job Retention
Remaining with the same employer, with the same or different duties or conditions of employment, including return after a period of paid or unpaid absence.
Mainstreaming
Including people with disabilities in employment, education, training, and all sectors of society.
Organizations of and/or for persons with disabilities
Organizations that represent persons with disabilities and advocate for their rights.
Return to Work
The process by which a worker is supported in resuming work after an absence due to injury or illness.
School Center for Inclusive Education - a school institution which, in addition to organizing and carrying out the teaching-learning-evaluation process, has other directions of institutional development: training/information in the field of special education, documentation/research/experimentation, as well as educational services for/in the community [222].
Vocational Rehabilitation
A process that enables disabled persons to secure, retain and advance in suitable employment and thereby furthers their integration or reintegration into society.
Work Trial
Work activity to provide experience in or test suitability for a particular job.
Worker/employee
Any person who works for a wage or salary and performs services for an employer. Employment is governed by a written or verbal contract of service.
Workers’ Representatives
Persons who are recognized as such under national law or practice, in accordance with the Workers’ Representatives Convention, 1971 (No. 135), whether they are: (a) trade union representatives, namely representatives designated or elected by trade unions; or (b) elected representatives, namely representatives who are freely elected by workers of the undertaking in accordance with provisions of national laws or regulations or of collective agreements and whose functions do not include activities which are recognized as the exclusive prerogative of trade unions in the country concerned.
Working Conditions
The factors determining the circumstances in which the worker works. These include hours of work, work organization, job content, welfare services, and the measures taken to protect the occupational safety and health of the worker.
Working Environment
The facilities and circumstances in which work takes place and the environmental factors which may affect workers’ health.
Workplace
All the places where people in employment need to be or go to carry out their work and which are under the direct or indirect control of the employer. Examples include offices, factories, plantations, construction sites, ships, and private residences.
Works Council/workplace Committee
A committee of workers within the enterprise with which the employer cooperates and which is consulted by the employer on matters of mutual concern.
Workstation
The part of the office or factory where an individual works, including desk or work surface used, chair, equipment, and other items.
Education for Diversity and Social Inclusion
Daniel MARA1, *,Dorin VLAD1Abstract
Inclusive and integrated education has become a reality of the Romanian educational system in the last 25 years, based on the idea that education is essential to people's and societies' growth. To attain inclusive policies and practices and to establish the foundation for an inclusive culture, inclusive education is a complicated, protracted process that requires ongoing examination, modification, and development.
The foundation of the inclusive education - education for all paradigm is defined by the Universal Declaration of Human Rights, the World Program of Action for Persons with Disabilities, the UNESCO Conference of Ministers of Education in Jommtien, Thailand, 1990, the legal provisions regarding the integration of children and young people with disabilities in the usual education systems, the 1993 UN General Assembly resolution, and the Copenhagen Declaration.
The concept of integrated or inclusive education involves creating learning environments where all students, including those with disabilities or special needs, are fully included in regular classroom settings.
Here is a conceptual framework outlining key aspects of integrated/inclusive education:
• Diversity and Inclusion:
Embracing diversity: Recognizing and valuing the unique backgrounds, abilities, and learning styles of all students.
Promoting inclusion: Creating environments where every student feels welcome, respected, and supported.
• Equity and Access:
Equity in education: Ensuring that all students have access to high-quality education, regardless of their background or abilities.
Removing barriers: Identifying and addressing systemic barriers that may prevent students from fully participating in the educational experience.
• Universal Design for Learning (UDL):
UDL principles: Designing instruction and curriculum materials that are accessible and engaging for all learners, including those with diverse abilities and learning needs.
Multiple means of representation, expression, and engagement: Providing multiple ways for students to access information, demonstrate understanding, and engage with learning materials.
• Collaborative Partnerships:
Collaboration among stakeholders: Building partnerships among educators, students, families, and community members to support the inclusion of all students.
Shared responsibility: Recognizing that creating inclusive learning environments is a collective responsibility that requires collaboration and cooperation from all stakeholders.
• Individualized Support:
Individualized education plans (IEPs) or personalized learning plans: Developing individualized plans that outline goals, accommodations, and support strategies for students with special needs.
Differentiated instruction: Adapting teaching strategies and materials to meet the diverse needs of students within the same classroom.
• Positive School Climate and Culture:
Creating a supportive environment: Fostering a school culture that values diversity, promotes respect and empathy, and celebrates the contributions of all students.
Addressing bullying and discrimination: Implementing policies and practices to prevent bullying and discrimination based on factors such as disability, race, gender, or sexual orientation.
• Professional Development and Capacity Building:
Training and support for educators: Providing professional development opportunities to help teachers develop the knowledge, skills, and attitudes needed to effectively support diverse learners.
Building inclusive practices: Encouraging continuous learning and reflection to enhance educators' ability to create inclusive and accessible learning environments.
• Continuous Monitoring and Evaluation:
Ongoing assessment: Monitoring student progress and adjusting instructional strategies and support services as needed to ensure that all students are making meaningful progress.
Program evaluation: Regularly evaluating the effectiveness of inclusive education initiatives and practices and making data-informed decisions for improvement.
By embracing these principles and practices, educational institutions can work towards creating inclusive learning environments that enable all students to thrive academically, socially, and emotionally.
THE ISSUE OF INTEGRATED/INCLUSIVE EDUCATION-CONCEPTUAL FRAMEWORK
Inclusive and integrated education have established themselves not only as modern educational alternatives but have become, in the last 25 years, a reality of the Romanian educational system [1]. The idea that education is essential to people's and societies' growth is at the heart of inclusive education. Recent approaches to inclusive education highlight that this is primarily a reform of education and not just a matter of placing the student and the type of institution in which he or she is enrolled.
In order to attain inclusive policies and practices and to establish the foundation for an inclusive culture, inclusive education is a complicated, protracted process that necessitates ongoing examination, modification, and development.
At the legislative level, regulations have been developed, both worldwide and in our country, which support and guide society and its members in achieving the goals promoted by inclusive and inclusive educational policies.
The foundation of the inclusive education - education for all paradigm is defined by the following legislative framework:
The Universal Declaration of Human Rights (UN, 1948), which affirms that all people are created with inherent worth and dignity, is where the idea of inclusion first appeared (Fig. 1). This claim suggests that acceptance of everyone, regardless of differences, is what inclusion entails [2].The World Program of Action for Persons with Disabilities adopted in 1981 [3].UNESCO Conference of Ministers of Education in Jommtien, Thailand, 1990, laying the foundations for a new direction in international education policies, namely education for all.
