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You must read books from the https://search.ebscohost.com/.

This is an online library.

How to get access:

1) follow the link https://search.ebscohost.com/

2) fill in the organization Narxoz

3) fill in narxoz (login)

4)password Access2020!

Find the books:

1) Diversity, Equity, and Inclusion for Trainers : Fostering DEI in the Workplace by Maria Morukian (2022)

2) Gender Diversity, Equity, and Inclusion in Academia : A Conceptual Framework for Sustainable Transformation by

Melina Duarte, Katrin Losleben, Kjersti Fjørtoft Routledge. 2023

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What is Diversity, Equity, and Inclusion in the Workplace - Defining DE&I in 2022 - DEI

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Creating Lasting DEI Change with Maria Morukian

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Top Diversity and Inclusion Companies-2022

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Companies across the world are striving to elevate diversity and inclusion (D&I) as an organizational core value by leveraging technology solutions.…

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The Missing Link to Sustainable Diversity and Inclusion  | Maria Morukian | TEDxRoseTree

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Creating Lasting DEI Change with Maria Morukian

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Schools’ Transition Toward Inclusive Education in Post-Soviet Countries: Selected Cases in Kazakhstan

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Kazakhstan has adopted a path to implement inclusive education. As in many other countries of the world, transition to an inclusive education system is not easy and sometimes riddled with anomalies, contradictions, and challenges. This qualitative study takes account of inclusive education in Kazakhstani schools, analyzes the current state of the move toward inclusive education in Kazakhstani schools, discusses achievements to date, highlights some challenges, and makes recommendations on how the implement…

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гендерные барьеры карь

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гендерные барьеры карьерного роста и программы поддержки женщин руководителей

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UNICEF/University of Cambridge (2018). Reviewing and Improving Existing Early Warning Mechanisms for Preventing, Identifying and Responding to School Dropout in Kazakhstan (inception report). University of Cambridge Faculty of Education. Google Scholar

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Diversity, Equity and Inclusion in Kazakhstani Schools (Chapter 5) - Mapping Educational Change in Kazakhstan

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Mapping Educational Change in Kazakhstan - November 2023

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Approaches to Inclusive Education in Kazakhstan

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In the 21st century, the contingent of the field of education is becoming more and more diverse, which is a challenge for higher education. The report on human development of the UN (2019), based on global research, states that serious barriers to access to education, academic success, and the well-being […]

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_Evidence on Inclusive Education in Kazakhstan based on a Formative and a Big Data Evaluation

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Diversity, equity and inclusion in Kazakhstan

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Diversity, equity and inclusion in Kazakhstan

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Tsediso Makoelle, Daniel Hernández-Torrano, Michelle Somerton

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Что могут предложить зарубежным пациентам клиники Казахстана

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Рост внимания к собственному здоровью и здоровью близких в последние годы становится трендом. Одним из его проявлений стало повышение спроса на услуги медицинского туризма

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Основан в 1998 году

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ON THE WAY TO DIVERSITY, EQUALITY, AND INCLUSIVENESS IN HIGHER 
EDUCATION: SHOWCASE OF NAZARBAYEV UNIVERSITY GRADUATE SCHOOL            
OF EDUCATION

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ON THE WAY TO DIVERSITY, EQUALITY, AND INCLUSIVENESS IN HIGHER 
EDUCATION: SHOWCASE OF NAZARBAYEV UNIVERSITY GRADUATE SCHOOL            
OF EDUCATION

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file:///C:/Users/ASUS/Downloads/1608-%D0%A1%D1%82%D0%B0%D1%82%D1%8C%D1%8F%20%D0%B4%D0%BB%D1%8F%20%D0%B0%D0%BD%D1%82%D0%B8%D0%BF%D0%BB%D0%B0%D0%B3%D0%B8%D0%B0%D1%82%D0%B0-9490-1-10-20240113.pdf

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12 DEI Metrics Your Organization Should Track

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Learn about key DEI metrics and start measuring the impact of the DEI efforts and initiatives at your organization!

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Equity Inclusiveness and Diversity Policy

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Multicultural Competency Case Studies | Institutional Diversity | Oregon State University

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Анастасия Мещерякова

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Какие шаги для обеспечения равенства и доступности инклюзивного образования в колледжах предпринимаются государством

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Корреспондент NUR.KZ поговорил с экспертом в области инклюзивного образования о том, как в колледжах адаптируют учебные программы, обеспечивают доступность инфраструктуры и работают с преподавателями для поддержки инклюзивного подхода.

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Казахский Национальный Университет имени аль-Фараби

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КазНУ им. аль-Фараби всегда относился с заботой к людям с ограниченными возможностями и стремится делать все возможное, чтобы люди с ограниченными возможностями чувствовали себя комфортнее.

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"Подготавливаю самолет к рейсу": Парень с синдромом Дауна нашел работу благодаря проекту, финансируемым фондом "Самрук-Қазына"

История 28-летнего Николая Синенко с синдромом Дауна очень вдохновляет и заслуживает общественного внимания. Проект "Күншуақ", поддерживающий особенных детей и молодежь реализуется "Samruk-Kazyna Trust" в партнерстве с фондом "Каритас Казахстан". Благодаря этому ежемесячно в центре получают поддержку более 30 детей. В рамках профориентационной работы трудоустроено двое молодых ребят. В центре Николай принимал участие в программе трудоустройства [...]

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Фонд развития социальных проектов - Samruk-Kazyna Trust

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"Подготавливаю самолет к рейсу": Парень с синдромом Дауна нашел работу благодаря проекту, финансируемым фондом "Самрук-Қазына" История 28-летнего Николая Синенко с синдромом Дауна очень вдохновляет и заслуживает общественного внимания. Проект "Күншуақ", поддерживающий особенных детей и молодежь реализуется "Samruk-Kazyna Trust" в партнерстве с фондом "Каритас Казахстан". Благодаря этому ежемесячно в центре получают поддержку более 30 детей.

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Архивы Публичный годовой отчет - Samruk-Kazyna Trust

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Фонд развития социальных проектов

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Inva.kz информационный портал социальных новостей Казахстана. Инва кз

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Inva.kz информационный портал социальных новостей Казахстана. Инва кз

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Inva.kz это интернет площадка для всех кто интересуется жизнью граждан с инвалидностью в Казахстане и в мире. Инва кз

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Данные на 28 января 2020 года

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Об утверждении Концепции инклюзивной политики в Республике Казахстан на 2025 – 2030 годы - ИПС ”Әділет”

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Правительство Республики Казахстан ПОСТАНОВЛЯЕТ:

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политика-в-области-равных-возможностей-инклюзивности-и-многообразия

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Manage HR Magazine | Diversity and Inclusion special

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The Development, Pilot, and First Administration of Employee and Employer Diversity, Equity, and Inclusion Assessments - ProQuest

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Explore millions of resources from scholarly journals, books, newspapers, videos and more, on the ProQuest Platform.

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View of ON THE WAY TO DIVERSITY, EQUALITY, AND INCLUSIVENESS IN HIGHER EDUCATION: SHOWCASE OF NAZARBAYEV UNIVERSITY GRADUATE SCHOOL OF EDUCATION

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NSSLHA - National Student Speech Language Hearing Association

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The case studies below are intended for a small group activity during the seminar, " Utilizing Student Leadership to Support Diversity, Equity, and Inclusion in CSD Disciplines," presented by National NSSLHA's Executive Council on November 20, 2021.

Case Study 1: Ability

Nora is an Autistic second-year CSD graduate student getting ready to start her first placement. She's passionate about working with adults in acute care settings and intends to work in a hospital after graduation. She excelled in her medical-focused courses, like dysphagia, and is eager to apply what she's learned in a clinical setting.

When the semester began, the majority of Nora's peers had placements lined up, but she was disappointed to find out she didn't. Nora met with her professor, the clinical coordinator, and was told that she wouldn't be able to place Nora in a medical setting because the clinical supervisors were, "not comfortable taking on a student with a disability." Her professor explained, "someone like you should consider other options" because Nora wouldn't be able to "keep up" in a fast-paced medical setting or develop the counseling competencies needs to effectively work with patients and their families.

Upset, Nora turned to her friend Andre and disclosed what happened. She believed that her professor was unfair and that she was being underestimated because she is Autistic. Andre understood where Nora was coming from, but told her that she should trust that their professors have students' best interests in mind. Plus, Andre thinks to himself, they've placed hundreds of students over the years and probably have a good sense of what each student is capable of.

Discussion Questions

Case Study 2: LGBTQ+

Josué is in the first year of his AuD program. He's become close with several students in his cohort and spends most of his time studying, joking, or hanging out with them. He finally felt comfortable telling his friends about his long-term boyfriend. Most of them didn't seem to react, which relieved him.

One day, while working in a hearing aids lab, Josué was having difficulty completing part of the assignment. His friend, Sean, stepped in and completed it with ease. Afterwards, Sean looked at Josué and jokingly said, "It's not your fault. Gay guys are more built for speech path anyway." Josué laughed along with everyone else, but didn't find it funny. He just didn't want to turn it into a big deal.

Later, Josué and his friends were chatting about the fields they want to work in within audiology. Josué said it was too soon to know for sure and that he needed more professional experience before deciding. Sean said he thought Josué would go for a pediatrics placement and insisted that he couldn't see Josué working anywhere else. When Sean said this, all their friends chimed in with agreement; though none of them could explain why. Although Josué hadn't seen a pediatric appointment yet, he thought to himself that he never enjoyed working with children in the past.

Discussion Questions

Case Study 3: Religion

Talia is in the first year of her SLP graduate program. When she met her co-clinician, Karina, the two sat down to divide the work for session plans and reports. Talia shared with Karina that it's currently the Jewish holiday season (Rosh Hashanah, Yom Kipur, Sukkot, Simchat Torah) and that she'd be missing several days of school and clinic over the next few weeks. Talia said that once the holidays were over in early October, she'd make it up to Karina by taking on more of the work. Karina said this would be fine, but Talia could sense a little frustration in her voice.

Later, Talia overheard a conversation between Karina and another student. Karina was complaining about how she "got stuck with the religious girl with all of the excuses" as her first co-clinician. She said that it was unfair that Talia got allowances for being absent and that she wished she could take multiple vacations too. Although Talia overheard the entire conversation, she pretended she couldn't hear them and walked away. She considered speaking to Karina about it, but Talia was already insecure being the only non-Catholic student in the program.

Discussion Questions

Case Study 4: Gender

Cameron is excited to start their first year as a graduate SLP clinician. They met with their supervisor, Dr. T, days before the session, and mentioned that they use they/them pronouns. Dr. T, wrote something in her notes but didn't verbally acknowledge the information. She quickly continued talking about their upcoming client. Cameron assumed the best and moved on without thinking about it further.

The day of the session, Cameron sat down with the client, John. Cameron introduced themself and included their preferred pronouns. John nodded agreeably and the two had a productive session.

At the post-session meeting, Dr. T mentioned to Cameron that it would be smart to leave "all of that" outside of the professional environment. Cameron said that the client was not bothered by it, but Dr. T pointed out that John had a lot of work to do in therapy, and, "worrying about what to call you shouldn't be an added burden." Cameron felt ashamed, but they decided it wouldn't have to come up again.

In the next session, Cameron wore a pin on their nametag with their preferred pronouns. Cameron had gotten it at the New York State Speech, Language, and Hearing (NYSSLHA) Convention in the previous year and figured it would be appropriate for the workplace. John was very productive at this session and Cameron was excited to talk to Dr. T about all of their progress. Immediately, Dr. T brought up Cameron's pin, and said it was "not professional" or appropriate for the clinic. Cameron explained that they had obtained it at a NYSSLHA convention, but Dr. T retorted that Cameron is a student and that they can "call yourself and wear whatever you want when you're a speech-language pathologist." On Cameron's bi-weekly clinician report, Dr. T noted "inability to follow instructions."

Discussion Questions

Case Study 5: BIPOC

Candace is a first-year speech-language pathology graduate student at a midwestern university and the only Black student in her program. She's excited to begin working with her first client in the clinic and eagerly meets with her supervisor.

At the end of their meeting, the clinical supervisor tells Candace that she presents herself as "very unprofessional." When Candace pressed further to find out what the issue was, her supervisor reluctantly shared that the problem is with her braids. Candace patiently explained that this is her natural hair and that she also worked professionally as an SLPA before attending graduate school, where she also wore her hair in braids. Still, the supervisor insisted that her hair is "not appropriate for a graduate clinician" and won't instill confidence in her clients.

Candace felt singled out and hurt, but doesn't want to stir the pot and instead pulls her braids back in a low bun before her first session in the clinic. After her first session, Candace's supervisor schedules a quick meeting to provide some feedback but instead uses the meeting to explain that it's her job to help students learn how to conduct and present themselves in a pre-professional environment. "I'm not trying to offend you, but it's important to look like a professional," she said. "You're representing our program and the university to these clients."

Discussion Questions

Case Study 6: SES

Jasmine is an undergraduate CSD student and a first-generation college student. She lives at home with her single mother and two younger brothers, and worked extra hard in high school to earn private scholarships that mostly cover the cost of her tuition.

Recently, she and her classmates began observing sessions for a clinic prep class. The professor told the class that everyone must purchase a specific pair of headphones compatible with the monitors used at her university to observe group therapy sessions. Jasmine checked online and one pair of these headphones cost almost $100. Jasmine had just paid her tuition bill and with the cost of gas for driving to-and-from campus, she simply didn't have an extra $100 this month.

Her friend, Nicole, suggested everyone order now as a group to save on shipping costs. Everyone gave Nicole the money immediately, but Jasmine, knowing she didn't have it, sat quietly. After class, Jasmine asked the professor if there was a less expensive option or if she could borrow a pair from the university. They responded, "We don't have any extra pairs for you to use. This expenditure was in the course syllabus, so it's your job to plan ahead."

The next week in class, all of Jasmine's classmates discussed what they'd learned from observing various types of therapy sessions. When it was Jasmine's turn, she didn't have any observations to share. Her professor asked why not. Jasmine replied that she didn't complete the assignment and wondered, "how could she tell her whole class that she couldn't afford the headphones that everyone else had so easily purchased?"

Discussion Questions

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DEI case studies that NSSLHA chapters can use during their own chapter/cohort conversations about cultural competency, cultural humility, diversity, and inclusion in CSD education.

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Gender and Sexual Identity in DEI: Why Inclusion Needs to Go Beyond Binary Thinking

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Many DEI programs focus only on men and women. Learn why true inclusion must go beyond binary gender thinking to support non-binary, transgender, and LGBTQ+ employees.

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I nnovestor is taking steps to ensure their recruitment process attracts top talent from diverse backgrounds, starting with their job ads.

About Innovestor

Founded in 2014, Innovestor is an active Finnish investment manager, focusing on venture capital, real estate, and energy storage, with 100+ portfolio companies and assets, equating to 400 million euros in capital commitments.

Recognizing the Need for Inclusive Job Ads

Recognizing the importance of reaching a broader range of candidates, including underrepresented groups, Innovestor sought expert input from Inklusiiv to refine their job ad and ensure it resonated with a wide audience.
"We wanted to find the best candidate. So we needed our search to generate broad interest beyond the usual suspects and industry stereotypes." - Pekka Simula, Partner, Innovestor
The Collaboration

Inklusiiv's consultant provided detailed and actionable feedback on Innovestor's job ad and made sure to unpack all the recommendations in a shared meeting.

"Inklusiiv responded quickly to our inquiry and helped us match our actions with our intentions", Pekka adds.

Through the collaboration, Innovestor learned the reasoning behind each recommendation, and how subtle word choices and structural elements can influence how candidates perceive a job opportunity.

Innovestor's openness to learn and implement new practices was key to the project's success. The Innovestor team left both informed and equipped to create more inclusive job ads in future recruitment rounds.

Turning Recommendations into Lasting Impact

The updated job ad successfully attracted more female candidates, highlighting the clear result of inclusive hiring practices.

"Inklusiiv helped us see the big picture and open our eyes to all the things to consider in job ads. What we gained from this consulting project went far beyond expectations-offering the kind of depth and expertise you'd expect from an entire training program. " Pekka concludes.

By taking these steps, Innovestor has strengthened its recruitment strategy, creating a foundation for more inclusive hiring in the future.

Find out more about our Inklusiiv's services here! Ready to jump straight in? Book a free consultation with Inklusiiv to improve your hiring process.

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Innovestor Enhances Recruitment Through Inclusive Job Ads | Inklusiiv

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Innovestor is taking steps to ensure their recruitment process attracts top talent from diverse backgrounds, starting with their job ads. About Innovestor partnered with Inklusiiv to refine their job ads, successfully attracting diverse talent and building a foundation for more inclusive future recruitment practices.

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Student Belonging: The Next DEI Frontier in Higher Education

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More than half of college students say they feel excluded based on an aspect of their identity. Is student belonging the next frontier for colleges and

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What is DEI?

DEI is the common abbreviation for diversity, equity, and inclusion. It is a critical aspect of any organization-and DEI in education is especially important. DEI at a higher education institution encompasses the policies and practices designed to ensure that every member of the institution (including students, faculty, and staff) have equal opportunities for success and inclusion, no matter their background.

DEI in Higher Education

DEI is a priority especially for higher education, because it impacts not just the workforce, but the entire campus. DEI comes into play when recruiting students, hiring faculty and staff, shaping campus culture, encouraging career advancement or setting up tenure processes, examining employment budgets, and making forward-looking decisions.

DEI initiatives in higher education are often linked to each other. For example, prioritizing DEI when recruiting faculty can help an institution support a diverse student body. The American Council on Education (ACE) noted that "Diversity brings with it a number of educational benefits...inclusion means having a valued voice, seeing others like you represented around you and in the curriculum, and knowing you belong and matter." ACE also writes that it is critical for colleges and universities to place DEI at the core of their institution by approaching it as mission-critical and making it everybody's responsibility. For higher education, DEI is not a simple issue. It stretches across the entire community-whether you are in admissions, human resources, or academic affairs, DEI should be on your mind.

DEI Initiatives

When DEI is a core value and a priority, institutions must make strategic and data-driven decisions about their DEI initiatives. In fact, many colleges and universities are launching data-based DEI initiatives with the help of tools like PeopleAdmin's Insights, which can show an institution where on campus their DEI efforts might be breaking down.

Northern Illinois University's Affirmative Action and Equal Opportunity office recently rethought their EEO workflows with the help of PeopleAdmin's customizable Applicant Tracking System. Transforming those processes also helped the team realize that they could build equal opportunity best practices into the workflows of every individual department, rather than keeping it as an externally managed process. DEI should be everyone's responsibility, as noted in a HigherEd Today article, and Northern Illinois University's plan is taking that to heart.

The University of Arkansas has leveraged PeopleAdmin's analytics tools to easily access the information they need to make data-based decisions about diversity initiatives and hiring trends. They quickly identified areas that needed more attention, including veteran and disabled hiring, using information they had struggled to parse before.

At Georgia Southern University, the employment services team used data in their ATS to get to the bottom of one of their DEI challenges. They discovered that retention was the real issue, thanks to metrics about candidates, hiring, and current employees across the university. Now, the institution is targeting DEI retention efforts to make a difference on campus.

Reach out to PeopleAdmin

PeopleAdmin's robust analytics tools offer key insights and metrics across your entire campus, including recruiting, hiring, onboarding, performance management, faculty workloads, and student outcomes. With all your data at your fingertips, your team can manage your DEI initiatives and pinpoint areas for growth and improvement. Reach out to our experts to learn more!

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What Is DEI in Education and How Can Universities Improve It? | PeopleAdmin

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PeopleAdmin helps organizations simplify their talent management process through SaaS-based solutions. Read our latest post What Is DEI in Education and How Can Universities Improve It? here.

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NSSLHA - National Student Speech Language Hearing Association

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Diversity, Equity, and Inclusion Activities

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As a professional, you’ll need to be versed in cultural competency, cultural humility, culturally responsive practice, and diversity, equity, and inclusion (DEI) in order to support the wide variety of clients and patients that will be seeking your services. By participating in events like the ones mentioned below, you’ll practice cultural competency and cultural humility.

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NSSLHA - National Student Speech Language Hearing Association

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Hi there!

Have a question? We have loads of people who can help you out!

You can check with your Student State Officer or Vice President for Student State Officers first. If they can't solve it, we're on it! Drop us a note.

The NSSLHA National Office will be closed December 21 - 25, 2024. Calls and email responses will be delayed during this time and will be responded to as soon as possible.

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Have a question? We have loads of people who can help you out! You can check with your Student State Officer or Vice President for Student State Officers first. If they can't solve it, we're on it! Drop us a note. The NSSLHA National Office will be closed December 21 - 25, 2024.

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Age Diversity Awareness - Definition and Explanation

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Age Diversity Awareness refers to the recognition, understanding, and appreciation of the diverse range of ages present within a workforce…

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Ageism is alive and well in the workplace. In fact, studies show almost 65% of workers say they have experienced age-based discrimination. But even though it's common, leaders can recognize and combat ageism to make organizations equitable, supportive, and inclusive. In this article, one manager shares her experience of working in an ageist culture and learning to overcome bias against age.

A few years back, I decided to chat with one of my team members, a man in his late fifties. I had recently started a new position as a manager - was just a few weeks on the job - and I wanted to see how people were adjusting to the change.

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Ageism is alive and well in the workplace. In fact, studies show almost 65% of workers say they have experienced age-based discrimination. But even though it's common, leaders can recognize and combat ageism to make organizations equitable, supportive, and inclusive.

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Longevity is an opportunity for companies — but only if they can overcome ageism.

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Linus – Centering International Students in Lesson Planning | Institutional Diversity

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Linus is an instructor in environmental science who teaches a general elective course on sustainability. As a standard practice, Linus implements a simple bi-weekly formative assessment in which he passes out note-cards to his class and asks them to respond to two prompts on either side of the card: (1) “What’s working for me.”; and, (2) “What’s not working for me.” Linus finds that his notecard feedback helps elicit valuable insights on his teaching strategies, as well as uncover underlying confusion or tensions in the class.

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The Ecampus Team – Redesigning Recruitment and Selection | Institutional Diversity

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The Ecampus team invites collaborators from Institutional Research and Institutional Diversity to review its recruitment and retention data for staff of color, and dialogue about the efficacy of diversity hiring initiatives in the past five years.

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Exam task for Diversity, equity and inclusion

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Сегодня в Казахстане 116 высших учебных заведений, из которых 72,4% находятся в частной, 25,9% - государственной и 1,7% - иностранной собственности. Из них 78 университетов, 14 академий, 13 институтов и приравненных к ним консерваторий, высших училищ, 9 национальных ВУЗов и 2 национальных исследовательских университета.

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Бюро национальной статистики Агентства по стратегическому планированию и реформам Республики Казахстан - Главная

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Сегодня в Казахстане 116 высших учебных заведений, из которых 72,4% находятся в частной, 25,9% - государственной и 1,7% - иностранной собственности. Из них 78 университетов, 14 академий, 13 институтов и приравненных к ним консерваторий, высших училищ, 9 национальных ВУЗов и 2 национальных исследовательских университета.