Annette Scheepstra

Contacts with classmates: the social position of pupils with Down's syndrome in Dutch mainstream education

An important aspect of integrating special needs pupils in mainstream education is social integration. Parents of Downs syndrome children and their teachers in regular education regard contact with peers as of utmost importance for these childrens development. Until recently, there was little research in The Netherlands on social contact between mainstream Downs syndrome children and their classmates. The study addresses the number and type of contacts in the regular classroom and the position occupied by the pupils involved within their peer group in regular education.

Being apart or a part of the group: the position of pupils with Down's syndrome in Dutch regular schools

ABSTRACT This article described how far regular schools in The Netherlands provide fairly ‘normal circumstances’ for pupils with Downs syndrome. Normal circumstances are measured by the use of time in the classroom, interaction with classmates and teachers and the teachers behaviour towards children with Downs syndrome. Findings show there are differences in the kind of activities, the amount of group work, the direction of interactions and in taking the initiative to interact, as well as in teacher guidance

Mining in the European Arctic

The European Arctic has been recently experiencing an upsurge in mining activities. This is reflected in an on-going interest from the industry, regulators and the public. However, current and future prospects are highly sensitive to mineral price fluctuations. The EU is a major consumer and importer of Arctic raw materials. As the EU is concerned about the security of supply, it attempts to encourage domestic mineral extraction. Both Arctic communities and industry call for enhanced information flows, as well as improved and more inclusive decision-making frameworks. The EU should clearly articulate its interests related to mining in the European Arctic. The EU could further enhance its support for the collection and sharing of mining data and knowledge. The EU regulatory framework could better contribute to harmonising environmental, economic and social assessments, paying special attention to local social issues and indigenous rights. The EU, as a major global actor, can also influence international governance, standard-setting and co-operation to facilitate increased responsibility in mining activities, including through dialogue with mining industry.

Socioeconomic and Cultural Changes in the European Arctic

The chapter provides overview of the Arctic sociocultural landscape, highlighting innovative and growing Arctic cities, thinnig-out rural areas, demographic challenges, and dependence on extractive and primary industries. Indigenous peoples often experience these elements in distinct manners. The EU has a number of programmes that support socioeconomic development and co-operation in the North, as well as relevant transport policies and environmental regulations. When designing and carrying out actions affecting socioeconomic and cultural development, the EU decision-makers should take into account: the regions intra-regional and core-periphery connectivity; power structures, social conflicts and cultural diversity; human-nature interactions; as well as the state of innovation, entrepreneurship and education. The EUs focus on entrepreneurship and innovation within co-operation and cohension programmes is likely to continue in the future, although greater attention to gender issues and indigenous peoples is recommended. Intra-regional accessibility and connectivity must not be neglected. The special characteristics and needs of Arctic cities need to be taken into account in EU policies and programmes.