References of "Limbach-Reich, Arthur 50002217"
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See detailSexualität und Behinderung
LIMBACH-REICH, Arthur; Limbach-Reich, Arthur UL

Speeches/Talks (2017)

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See detailLe droit de vote est accordé à tous les citoyens majeurs / presque tous
Limbach-Reich, Arthur UL

Presentation (2017, September 12)

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See detailTravail social en temps d'inclusion: Entre l'exclusion et inclusion. la responsabilité du travail social
Limbach-Reich, Arthur UL

Presentation (2017, July 06)

Parmi les multiples notions ou perspectives à travers lesquelles les processus de recomposition des solidarités peuvent être appréhendées, celle de l’inclusion joue aujourd’hui (intensifié par CPDH, 2006 ... [more ▼]

Parmi les multiples notions ou perspectives à travers lesquelles les processus de recomposition des solidarités peuvent être appréhendées, celle de l’inclusion joue aujourd’hui (intensifié par CPDH, 2006) un rôle primordial, y compris dans les domaines du travail social. Selon Ebersold (2009), les discours sur l’inclusion tendent à reconfigurer la légitimité des institutions socio-éducatives et à réadapter leurs rôles et missions en faveur d’une société plus inclusive. Dans la perspective des droits de l'homme, l’inclusion est vue comme un outil ou un moyen approprié pour atteindre l’objectif de la création d’une société dite inclusive, où la non-discrimination, l’égalité des chances et la pleine et égale jouissance de tous les droits de l’homme et de toutes les libertés fondamentales par les personnes en situation de handicap vont de soi (Limbach-Reich, 2015; Gardeou, 2012). A côté du terme d’inclusion scolaire, le terme d’inclusion sociale n’était toutefois que d’un emploi rare dans le langage politique en Europe avant l’émergence de la Stratégie de Lisbonne (2000). Il a poursuivi sa progression triomphante dans le système économique du néolibéralisme et a été remplacé par celui d’inclusion active en insistant sur le principe «pas de droit sans devoir» (Euzéby, 2010). En travail social, la réception du discours sur l’inclusion et la participation sociale, en particulier dans le contexte du handicap, consiste souvent à déterminer les différences qui semblent exister entre intégration et inclusion (Plaisance, et al. 2007), mais n'aborde pas l'utilisation ambivalente de la terminologie et ne pose pas la question du pouvoir et du (manque de) solidarité (Becker, 2016). En ce qui concerne le Luxembourg, le discours de la CPDH entre de plus en plus en conflit avec une gouvernementalité (Foucault, 2004) basée sur le néolibéralisme, qui considère les personnes handicapées comme «capital humain» auquel il faut faire acquérir le habitus (Bourdieu, 1997) du «protean worker» (Lifton, 1993). Cette évolution tend à créer des inégalités dues aux mérites, qui sont considérées comme justes même en cas de personnes handicapées et en conséquences aliment l'exclusion sociale par le processus de gestion les difficultés comme problèmes individuelles à guérir par et en travail social (Hamzaoui, 2015). Dans la méritocratie néolibérale, l’intervention sociale est en plus en danger de devenir un organe de contrôle (cf. Staub-Bernasconi, 2007) sous le sceau de l’inclusion qui légitime l’exclusion des personnes perçues comme étant incapables de bénéficier d’une éducation «normale» et d’être compétitifs sur le marché du travail. L'objet de cette présentation est d’examiner les conséquences de la politique d’inclusion en faveur des personnes en situation de handicap. [less ▲]

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See detailRehabilitation of People with Psychiatric Disabilities in Sheltered Workshop in Luxembourg: Employment Facilities as a Social Pillar for Vulnerable Groups
Karavdic, Senad UL; Limbach-Reich, Arthur UL

in The 9th International Conference of the Faculty of Education and Rehabilitation Sciences University of Zagreb (2017, May)

People with mental and psychiatric disabilities are globally and historically the most neglected and overlooked group in the matter of experienced social exclusion and discrimination at the labour market ... [more ▼]

People with mental and psychiatric disabilities are globally and historically the most neglected and overlooked group in the matter of experienced social exclusion and discrimination at the labour market. The European Pillar on social rights, recently launched by the European Commission, underlines the importance of equal opportunities and access to the labour market for everyone. In regard to this, fair working conditions and active support to employment should also be provided for people with psychiatric disabilities. Employment for people with psychiatric problems still remains a problematic issue, reaching an unemployment rate of about 90% among the most vulnerable groups with the chronical condition such as psychosis. Insufficient stress resilience, pre-existing scarring effects, socioeconomic vulnerability coupled to constrained mental health literacy among employers are some of the main barriers that people with psychiatric disabilities may face as they move towards and into their work. In addition, the fluctuating mental state of a person linked to specificity and heterogeneous evolutions of mental illness has led to rethinking classical models of support, challenging new concepts used until now for physical or sensory disabilities. Initially created to welcome people out of psychiatry, emerging from the acute phase of the illness towards the resocialisation and professional adjustment, sheltered workshop for persons with psychiatric disabilities nowadays promotes new environment, such as supported & therapeutic, i.e. proximity-orientated and individually adapted to the abilities of the person. In order to enhance inclusion by sustainable employment, services have to be proactive, provide gateways to employment, foster psychosocial recovery of the people during their stay and assist them in managing their mental health problems after their placement. Our presentation stresses the Luxembourgish ATP-Model which offers an individual service for people with psychiatric problems; to cope with labour market related challenges and in-situ job coaching perspectives. However, this requires rethinking the traditional assignment of social work. [less ▲]

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See detailANED Country report on Social Protection and Article 28: Luxembourg
Limbach-Reich, Arthur UL; ANED core team

Report (2017)

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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 (2017)

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 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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