This study explores approaches to optimizing inclusive education through international and local perspectives. It examines the role of educators in inclusive settings, highlights strategies for early detection of children’s developmental needs, and evaluates inclusive school management practices. Using qualitative case study methods, the research includes comprehensive observations and interviews at Fatma Kenanga Islamic Character School. Findings emphasize the importance of individualized learning plans, shadow teacher involvement, and collaborative stakeholder engagement. Integrating global insights, this study contributes to advancing inclusive education practices in Indonesia and beyond.
The expanding adoption of artificial intelligence systems across high-impact sectors has catalyzed concerns regarding inherent biases and discrimination, leading to calls for greater transparency and accountability. Algorithm auditing has emerged as a pivotal method to assess fairness and mitigate risks in applied machine learning models. This systematic literature review comprehensively analyzes contemporary techniques for auditing the biases of black-box AI systems beyond traditional software testing approaches. An extensive search across technology, law, and social sciences publications identified 22 recent studies exemplifying innovations in quantitative benchmarking, model inspections, adversarial evaluations, and participatory engagements situated in applied contexts like clinical predictions, lending decisions, and employment screenings. A rigorous analytical lens spotlighted considerable limitations in current approaches, including predominant technical orientations divorced from lived realities, lack of transparent value deliberations, overwhelming reliance on one-shot assessments, scarce participation of affected communities, and limited corrective actions instituted in response to audits. At the same time, directions like subsidiarity analyses, human-cent
This review discusses the significant progress made in the development of CNT/GO-based biosensors for disease biomarker detection. It highlights the specific applications of CNT/GO-based biosensors in the detection of various disease biomarkers, including cancer, cardiovascular diseases, infectious diseases, and neurodegenerative disorders. The superior performance of these biosensors, such as their high sensitivity, low detection limits, and real-time monitoring capabilities, makes them highly promising for early disease diagnosis. Moreover, the challenges and future directions in the field of CNT/GO-based biosensors are discussed, focusing on the need for standardization, scalability, and commercialization of these biosensing platforms. In conclusion, CNT/GO-based biosensors have demonstrated immense potential in the field of disease biomarker detection, offering a promising approach towards early diagnosis. Continued research and development in this area hold great promise for advancing personalized medicine and improving patient outcomes.
Understanding the factors that influence early science achievement is crucial for developing effective educational policies and ensuring equity within the education system. Despite its importance, research on the patterns of young children achieving science learning milestones and the factors that can reduce disparities between students with and without disabilities remains limited. This study analyzes data from the Early Childhood Longitudinal Study of Kindergarten Cohort 2011 (ECLS-K: 2011), which includes 18,174 children from 1328 schools across the United States, selected through a complex sampling process and spanning kindergarten to 5th grade. Utilizing survival analysis, the study finds that children with disabilities achieve science milestones later than their peers without disabilities, with these disparities persisting from early grades. The research highlights the effectiveness of center-based programs in enhancing science learning, particularly in narrowing the achievement gap between children with and without disabilities. These findings contribute to the broader discourse on equity in the education system and policy by introducing novel methodologies for assessing the frequency and duration of science learning milestones, and by providing insights into effective strategies that support equitable science education.
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