References of "Limbach-Reich, Arthur 50002217"
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See detailGrand Duchy of Luxembourg
Powell, Justin J W UL; Limbach-Reich, Arthur UL; Brendel, Michelle UL

in Wehmeyer, Michael L.; Patton, James R. (Eds.) The Praeger International Handbook of Special Education (in press)

Luxembourg, among the world’s smallest but also wealthiest countries, lies in the heart of Western Europe. Bordered by Belgium, France, and Germany and historically known for its strategic position as the ... [more ▼]

Luxembourg, among the world’s smallest but also wealthiest countries, lies in the heart of Western Europe. Bordered by Belgium, France, and Germany and historically known for its strategic position as the “Gibraltar of the North,” Luxembourg is today one of the European Union’s three capital cities. Luxembourg sits at the crossroads between Europe’s Germanic and Francophone language communities. The Grand Duchy’s inhabitants and their many languages – the national language Luxemburgish as well as German and French as languages of administration and of everyday living – reflect the country’s close historical relations with its neighbors and remarkable migratory flows that have resulted in an ethnically hyper-diverse and multilingual population. Reflecting this cultural diversity, the educational system emphasizes language learning, with Luxemburgish learned in preschool; German the focus throughout primary schooling and in secondary technical-vocational education; and French emphasized in secondary academic-oriented schooling. Compulsory schooling age lasts from 4 to 16. The educational system provides a range of primary and secondary schools, mainly run by government but with some maintained by religious bodies. Home schooling is possible, but rare. At the tertiary level, the national flagship University of Luxembourg (UL), building upon the legacies of several postsecondary training institutes, was founded in 2003 according to three principles: internationality, multilingualism, and interdisciplinarity. Beyond this research university, more applied postsecondary organizations offer a range of courses of study. Today, tertiary attainment for 25 to 34 year-olds, more than half of each cohort, is among the highest across OECD countries. [less ▲]

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See detailRaising the Achievement of all Learners in Inclusive Education Project: Rosmini and Sereni
Limbach-Reich, Arthur UL

Scientific Conference (2016, December)

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See detailSocial and Economic Inclusion
Limbach-Reich, Arthur UL; Nonthasoot, Seree

Scientific Conference (2016, November 09)

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See detailD'Recht op inklusiv Bildung fir jidwereen / Das Recht auf inklusive Bildung für Alle
Limbach-Reich, Arthur UL

Diverse speeches and writings (2016)

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See detailIntégration et Inclusion simple slogans ou jalons pour un futur humain?
Limbach-Reich, Arthur UL

Speeches/Talks (2016)

table ronde introduite et modérée par A. Limbach-Reich autour des questions suivantes: Peut-on dire qu’il existe un certain engouement “Hype” pour le thème de l’inclusion : si oui, comment l’expliquer ... [more ▼]

table ronde introduite et modérée par A. Limbach-Reich autour des questions suivantes: Peut-on dire qu’il existe un certain engouement “Hype” pour le thème de l’inclusion : si oui, comment l’expliquer? Peut-on voir dans l’inclusion sociale un but lointain abstrait ou plutôt un moyen de lutte pour une société plus égalitaire? L’inclusion se rapporte-t-elle à tous les domaines de la société? L’on ne parle plus guère d’exclusion sociale, très citée encore il y a une quinzaine d’années : pourquoi? En pensant l’inclusion sociale comme processus permanent : en quoi les concepts de diversité et d’identité ont-ils de l’importance et de l’influence? Y a-t-il des indicateurs pour mesurer la cohésion sociale au Luxembourg? Qui est (ou devrait être) en charge de celle-ci? Quels facteurs paraissent comme déterminants pour réussir l’inclusion, quels autres facteurs sont de nature à la contrecarrer? Peut-on parler d‘une dimension culturelle en parlant d’inclusion sociale? [less ▲]

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See detailFormation et Education des Personnes Handicapées: Le cadre législatif luxembourgeois
Limbach-Reich, Arthur UL

Scientific Conference (2016, July 04)

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See detailUmsetzung der Inklusion in der Bildungslandschaft der EU: Anregungen für die Schweiz
Limbach-Reich, Arthur UL

in FACHFORUM SUPPORTED EDUCATION (2016, May 29)

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See detailICIDH und ICF Systeme mit Erklärungswert im Kontext der schulischen Geistigbehindertenpädagogik
Pitsch, Hans-Jürgen; Limbach-Reich, Arthur UL

in Lernen konkret (2016), 35(1), 1-13

Kategorisierungen und kausalanalytische Modelle kognitiver Fehlentwicklungen haben in Pädagogik wie bei interessierten Eltern weitverbreitete Aufnahme gefunden, erwächst aus ihnen doch die Erwartung ... [more ▼]

Kategorisierungen und kausalanalytische Modelle kognitiver Fehlentwicklungen haben in Pädagogik wie bei interessierten Eltern weitverbreitete Aufnahme gefunden, erwächst aus ihnen doch die Erwartung Probleme beim schulischen Lernen besser erfassen und erklären zu können. Einige Verfahren versuchen, wesentliche Ursachenstränge und Bedingungsfaktoren zu beschreiben und miteinander in Beziehung zu setzen. Bekannt geworden und verbreitet sind die ICIDH und die ICF, die möglicherweise bei der Klärung des Phänomens „geistige Behinderung“ helfen können. Inwieweit sie auch zur Planung eines angemessenen Unterrichts beitragen können, will der Beitrag klären. [less ▲]

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See detailThe right of children with disabilities to inclusive education
Limbach-Reich, Arthur UL

Scientific Conference (2016, February 29)

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See detailInklusion: Analyse eines aktuellen Leitbegriffs sozial- und bildungspolitischer Auseinandersetzungen: Konzeptionelle Ankerpunkte und empirische Antworten
Limbach-Reich, Arthur UL

in Bliemetsrieder, Sandro; Bäuml-Rossnagl, Maria-Anna (Eds.) Inklusion im interdisziplinären Diskurs, Band 1: Eine Herausforderung für Schule und Hochschule. München: Utz (in press). (2016)

The critical review on inclusion highlights the terminological origins, different scientific backgrounds and special pedagogy sources of inclusion.The review particularly discusses the empirical basis and ... [more ▼]

The critical review on inclusion highlights the terminological origins, different scientific backgrounds and special pedagogy sources of inclusion.The review particularly discusses the empirical basis and ethical aspects of inclusion. [less ▲]

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See detailStudieren und Barrierefreiheit: Stolpersteine auf dem Weg zur Barrierefreiheit und wie sie aus dem Weg geräumt werden könnten
Limbach-Reich, Arthur UL; Powell, Justin J W UL

Article for general public (2016)

Zusammenfassung in Leichter Sprache: Arthur Limbach-Reich und Justin Powell arbeiten an der Universität. Sie wollen, dass jeder etwas lernen kann. Deswegen soll die Uni für jeden auf sein. An der Uni ... [more ▼]

Zusammenfassung in Leichter Sprache: Arthur Limbach-Reich und Justin Powell arbeiten an der Universität. Sie wollen, dass jeder etwas lernen kann. Deswegen soll die Uni für jeden auf sein. An der Uni gibt es aber Barrieren. Deswegen kommt nicht jeder rein. Darüber schreiben beide Lehrer. [less ▲]

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See detailInkluson auf dem Weg zur Hochschule
Limbach-Reich, Arthur UL

in Dannenbeck, Clemens; Dorrance, Anna; Oehme, Andreas (Eds.) et al Inklusionssensible Hochschule. Grundlagen, Ansätze und Konzepte für Hochschuldidaktik und Organisationsentwicklung. Bad Heilbrunn: Klinkhardt. (2016)

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See detailSupporting young adults with special educational needs (SEN) in obtaining higher qualifications
Limbach-Reich, Arthur UL; Powell, Justin J W UL

Report (2016)

Supporting young adults with special educational needs in obtaining higher qualifications is an ambitious, desirable and noble project, occasionally labeled “university for all” or “full inclusion in ... [more ▼]

Supporting young adults with special educational needs in obtaining higher qualifications is an ambitious, desirable and noble project, occasionally labeled “university for all” or “full inclusion in higher education”. But there is a risk, that beyond inclusive rhetoric, universities persist in being perceived by national policymakers and also perceive themselves as elite organizatins, that is only accessible to highly educated and highly skilled persons that will be successful in labour market competition and so promise to recapitalize (increasingly high) investments in higher education. Not inclusion efforts and individuals with disabilities, but rather national economic growth and international competitiveness are in the centre of contemporary concerns, despite the worldwide ratification of the UN Convention on the Rights of Persons with Disabilities and global acknowledgment of inclusive education as a human right. While some students with disabilities certainly do manage to adapt to the existing systems of higher education, especially when they receive reasonable accommodations they deserve, but there will be other students with more severe disabilities who may need more support to reach their individual learning goals and who may not promise to 'return' the invest. Yet not only those students with disabilities who are labeled as incompatible with employment remain persistently excluded from higher education. Having in mind this risk, the rhetoric of “university for all” has to be reconsidered. At the same time that many universities are seriously challenged by reductions in public funding, universal design principles diffuse worldwide, and the UN Convention mandates accessibility at all levels of learning, including higher education. [less ▲]

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See detailThe role of empathy in casemanagement: a pilot study
Engelberg, Elisabeth; Limbach-Reich, Arthur UL

in Social Work Education (2015), 34(8), 1021-1033

The article taccles the question what role plays empathy in social work practice and how are empathic ability and the skills practitioners draw on for case management intermingled with each other?. A case ... [more ▼]

The article taccles the question what role plays empathy in social work practice and how are empathic ability and the skills practitioners draw on for case management intermingled with each other?. A case vignette study shows that social work professionals and students drew upon empathy in responding to the vignette based on a case management task. [less ▲]

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See detailInklusion: vom Paradigma der VN-BRK zu Modellen guter Praxis
Limbach-Reich, Arthur UL

Speeches/Talks (2015)

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See detailSocial Work and Social Work Education in Times of Crises. A comparative Bi-National Study on Disability, Social Change and Social Policy in Slovenia and Luxembourg.
Limbach-Reich, Arthur UL; Zavirsek, Darja

Speeches/Talks (2015)

The current economic and social crisis in the EU has an impact on the implementation of the UN Convention on the Rights of Persons with Disabilities (CRPD, 2006), a challenge that has only just begun to ... [more ▼]

The current economic and social crisis in the EU has an impact on the implementation of the UN Convention on the Rights of Persons with Disabilities (CRPD, 2006), a challenge that has only just begun to emerge as a collective task within social work and has matured as an important topic in social work education and research within European social work. This paper brings together findings from two countries (Luxembourg and Slovenia), comparing the situation of persons with disabilities and focusing on the differences and similarities between the two countries. Description: Both countries are among the smallest within the EU, but are very diverse, both economically and politically. Empirical data, based on national surveys (EU-SILC-2014) and policy analysis emerging from a multi-annual work organized within the ANED group (Academic Network of European Disability Experts, 2014) in which both authors have been involved for several years, demonstrate country-specific realities, social work contexts and approaches within social work education towards promoting human rights, social and economic equalities and the dignity and worth of peoples with disabilities. In both countries, these social work foundations come up against national austerity policies and neo-liberal ideology, which increase the risk of poverty and give rise to social exclusion and the devaluation of persons with disabilities or mental disorders. Conclusions drawn from the study indicate that social work and social work education can benefit from multi-national comparative approaches. In particular, the net-based tools of the ANED group are a very useful and user-friendly accessible resource that can help students, practitioners and researchers in social work become aware of European inclusion policies and statistical data on inclusion. European Social work education should benefit more from this international database to broaden the view on social problems across Europe and to reflect on different approaches to promote social inclusion. [less ▲]

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