Hippotherapy, by affecting multiple systems such as the sensory, muscular, skeletal, limbic, vestibular, and ocular systems simultaneously, leads to psychologic, social, and educational benefits that will be evidenced in behavioral patterns used in other environments.
The meaning of the term 'inclusion' is often taken for granted and seldom defined. Empirical research on inclusive education is often normative since it is based on terms such as 'justice' and 'democracy'. Such terms are challenging to translate into real practice because their meanings depend on a subjective evaluation related to the time and place where inclusion is supposed to happen. Inclusive education, therefore, is challenging to explore in research and to achieve in educational situations. This article explores the understanding of inclusive education through the lens of social system theory developed by Niklas Luhmann as well as theory of institutionalism. With the perspectives underlying mechanisms that create inclusion and exclusion in schools are identified at different institutional levels. Furthermore it is shown how subsystems include and exclude, i.e. what criteria apply to the access and rejection of a system. In this theoretical contribution to understanding inclusive education, we seek to intertwine Luhmann's theory of inclusion and exclusion with the institutional theory of the social construction of reality to discuss how policy, management, teaching, student relationships, and everything within the context of education that involves communication can create institutionalised systems with mechanisms that form persistent exclusion for some students.
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AbstractPurpose -The purpose of this paper is to discuss how an organizational triple bottom line approach can be adapted to increase organizational sustainability in a Spanish school setting and assist school directors, who hold the primary role, in the process of adaptation. Design/methodology/approach -Through synthesising different conceptual approaches, a system model was created based on design models, such as the "Design of results" and the "Cogniscope", and thereafter managerial triple bottom line theory was adapted to Spanish head teacher practices. Findings -The model shows that although there is no regulated training in school management in Spain, sustainability in schools can be managed by following this or similar strategic models, as long as adequate resources and managerial tools are provided. Practical implications -The paper discusses how sustainability can be achieved through the organization, management and implementation of already available resources in a school setting. This unique model informs, enables and empowers Spanish head teachers to lead and manage sustainable performances by following triple bottom line approaches. Originality/value -Terms such as triple bottom line and sustainability are fairly new and have received little attention in the field of education, even though research on organizational sustainability shows positive implications for future generations.
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