References of "Limbach-Reich, Arthur 50002217"
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See detailInclusion in Higher Education. Political declarations meet empirical data
Limbach-Reich, Arthur UL

Presentation (2019, July 18)

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See detailInklusion, Arbeitsmarkt und Neoliberalismus im Zeitalter der VN-BRK
Limbach-Reich, Arthur UL

Conference given outside the academic context (2019)

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See detailThe long and winding road to inclusion in Higher Education
Limbach-Reich, Arthur UL

Scientific Conference (2018, October 18)

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See detailSexualität und Behinderung
LIMBACH-REICH, Arthur; Limbach-Reich, Arthur UL

Speeches/Talks (2017)

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See detailInvolvement and Community participation
Limbach-Reich, Arthur UL

Scientific Conference (2017, September 22)

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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 detailSulla nozione di “emergenza” e i suoi effetti sul lavoro sociale
Haas, Claude UL; Limbach-Reich, Arthur UL; Marthaler, Thomas UL

Scientific Conference (2017, June 28)

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See detailUniversitas Luciliburgensia de partu et progresso
Limbach-Reich, Arthur UL

Conference given outside the academic context (2017)

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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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