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Inclusive education: research and practice
In the first chapter we present the different models or perspectives on disability. How we look at people with disabilities often determines how we (re)act towards them, how we interact (or not), how we live together (or not). It is in rather recent years that legislation is perceived to achieve inclusion for people with disabilities – this is the subject of the second chapter. From the Salamanca statement on the United Nations Declaration on Right for People with a Disability to legislation of the EU and what they all mean to the human rights for people with disabilities. Chapter three gives an insight on how inclusion can happen. We look at inclusion as a transition process of ‘educati...
Ferran Soriano
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Combating Malnutrition through Sustainable Approaches
Malnutrition is the specific condition produced by the intake of too few macronutrients, too many macronutrients (obesity), or inordinate amounts of inappropriate substances such as alcohol. Globally, malnutrition is a major nutritional disorder, especially in developing economies. Poor dietary habits and imbalanced nutrient intake result in adverse consequences on normal body functionality. This book highlights the major causes of malnutrition and how to overcome this problem. Chapters address such topics as energy metabolism and balance, diagnosis of malnutrition, negative effects of malnutrition, sugar and its impact on health, malnutrition in the elderly and children, and much more.
Inclusive and active play: a theoretical model
In this book we are not going to approach play as a learning methodology. Instead, the main objective is to increase the enjoyment of free play in leisure time and improve the experiences of all children. If implemented correctly, then undoubtedly, some important incidental learning will occur.
Leading inclusive educational communities to promote inclusive and active play
As explained in more detail throughout this book, the link between the environment and the school constitutes a relationship of mutual interdependence that is paramount for meeting the challenge of implementing inclusion as a guiding principle for action. In order to build inclusive cultures, the actions proposed by the education centre must be reflected and have continuity outside the school walls, so that they are not disconnected from reality and children and youth can internalise and generalise them in a natural and logical manner. Because as Wenger et al (2021) show, children’s experiences indicate that children with disabilities are not included in the play of children without disabilities and vice versa (there is an invisible social barriers and the perfection of ‘us and them’), as well as the segregation between children with and without disabilities caused by the school system might continue, even unintentionally, on the inclusive playgrounds.
