Guided by developmental cultural psychology, this volume focuses on understandings and responses to disability and stigmatization from the perspectives of educators practicing in Japan, South Korea, Taiwan, and the United States. Synthesizing research that spanned over a decade, this volume seeks to understand disabilities in different developmental and cultural contexts.The research presented in this book found that educators from all four cultural groups expressed strikingly similar concerns about the impact of stigmatization on the emerging cultural self, both with children with disabilities and their typically developing peers, while also describing culturally nuanced socialization goals and practices pertaining to inclusive education. In providing a multicultural view of common challenges in classrooms from around the world, this book provides important lessons for the improvement of children's lives, as well as the development of theory, policy, and programs that are culturally sensitive and sustainable.

Guided by developmental cultural psychology, this volume focuses on understandings and responses to disability and stigmatization from the perspectives of educators practicing in Japan, South Korea, Taiwan, and the United States. Synthesizing research that spanned over a decade, this volume seeks to understand disabilities in different developmental and cultural contexts.The research presented in this book found that educators from all four cultural groups expressed strikingly similar concerns about the impact of stigmatization on the emerging cultural self, both with children with disabilities and their typically developing peers, while also describing culturally nuanced socialization goals and practices pertaining to inclusive education. In providing a multicultural view of common challenges in classrooms from around the world, this book provides important lessons for the improvement of children''s lives, as well as the development of theory, policy, and programs that are culturally sensitive and sustainable.

Guided by developmental cultural psychology, this volume focuses on understandings and responses to disability and stigmatization from the perspectives of educators practicing in Japan, South Korea, Taiwan, and the United States. Synthesizing research that spanned over a decade, this volume seeks to understand disabilities in different developmental and cultural contexts.The research presented in this book found that educators from all four cultural groups expressed strikingly similar concerns about the impact of stigmatization on the emerging cultural self, both with children with disabilities and their typically developing peers, while also describing culturally nuanced socialization goals and practices pertaining to inclusive education. In providing a multicultural view of common challenges in classrooms from around the world, this book provides important lessons for the improvement of children''s lives, as well as the development of theory, policy, and programs that are culturally sensitive and sustainable.

With the revolutionary technology advancement and the global population aging, there has been increasing recognition of the importance of the use of information and computer technology (ICT) among older people, and the need for ICT inclusivity to ensure that all older individuals can benefit equally from the modern technology. ICT use is also considered to has the potential to promote healthy longevity by telehealth and health monitoring, social connections, cognitive stimulation, access to information, and lifelong learning, among others.Although there are growing empirical studies on ICT use at older ages, a good summary and review of the current findings, especially from those of non-Western societies, is largely absent. Based on a wide range of evidence-based analyses and real-world examples  and a more refined scheme of measures, this book presents the most updated findings in the field, conducts analyses from cross-national and multicultural lens, and offers multidisciplinary and comprehensive insights on how individual, cultural, societal, and institutional factors shape ICT use and healthy aging across nations.The wide scope and the holistic approach of the book makes it a timely and valuable resource for researchers, practitioners, policymakers, healthcare professionals, other stakeholders, and anyone interested in understanding the role of ICT in promoting healthy aging and improving the lives of older adults.

Guided by developmental cultural psychology, this volume focuses on understandings and responses to disability and stigmatization from the perspectives of educators practicing in Japan, South Korea, Taiwan, and the United States. Synthesizing research that spanned over a decade, this volume seeks to understand disabilities in different developmental and cultural contexts.The research presented in this book found that educators from all four cultural groups expressed strikingly similar concerns about the impact of stigmatization on the emerging cultural self, both with children with disabilities and their typically developing peers, while also describing culturally nuanced socialization goals and practices pertaining to inclusive education. In providing a multicultural view of common challenges in classrooms from around the world, this book provides important lessons for the improvement of children's lives, as well as the development of theory, policy, and programs that are culturally sensitive and sustainable.

Guided by developmental cultural psychology, this volume focuses on understandings and responses to disability and stigmatization from the perspectives of educators practicing in Japan, South Korea, Taiwan, and the United States. Synthesizing research that spanned over a decade, this volume seeks to understand disabilities in different developmental and cultural contexts.The research presented in this book found that educators from all four cultural groups expressed strikingly similar concerns about the impact of stigmatization on the emerging cultural self, both with children with disabilities and their typically developing peers, while also describing culturally nuanced socialization goals and practices pertaining to inclusive education. In providing a multicultural view of common challenges in classrooms from around the world, this book provides important lessons for the improvement of children''s lives, as well as the development of theory, policy, and programs that are culturally sensitive and sustainable.

Guided by developmental cultural psychology, this volume focuses on understandings and responses to disability and stigmatization from the perspectives of educators practicing in Japan, South Korea, Taiwan, and the United States. Synthesizing research that spanned over a decade, this volume seeks to understand disabilities in different developmental and cultural contexts.The research presented in this book found that educators from all four cultural groups expressed strikingly similar concerns about the impact of stigmatization on the emerging cultural self, both with children with disabilities and their typically developing peers, while also describing culturally nuanced socialization goals and practices pertaining to inclusive education. In providing a multicultural view of common challenges in classrooms from around the world, this book provides important lessons for the improvement of children''s lives, as well as the development of theory, policy, and programs that are culturally sensitive and sustainable.

With the revolutionary technology advancement and the global population aging, there has been increasing recognition of the importance of the use of information and computer technology (ICT) among older people, and the need for ICT inclusivity to ensure that all older individuals can benefit equally from the modern technology. ICT use is also considered to has the potential to promote healthy longevity by telehealth and health monitoring, social connections, cognitive stimulation, access to information, and lifelong learning, among others.Although there are growing empirical studies on ICT use at older ages, a good summary and review of the current findings, especially from those of non-Western societies, is largely absent. Based on a wide range of evidence-based analyses and real-world examples  and a more refined scheme of measures, this book presents the most updated findings in the field, conducts analyses from cross-national and multicultural lens, and offers multidisciplinary and comprehensive insights on how individual, cultural, societal, and institutional factors shape ICT use and healthy aging across nations.The wide scope and the holistic approach of the book makes it a timely and valuable resource for researchers, practitioners, policymakers, healthcare professionals, other stakeholders, and anyone interested in understanding the role of ICT in promoting healthy aging and improving the lives of older adults.