What is "inclusion"

Inclusion \In*clu"sion\, n. [L. inclusio: cf. F. inclusion. See Include.]

1. The act of including, or the state of being included; limitation; restriction; as, the lines of inclusion of his policy.
   --Sir W. Temple.

2. Something that is included.

3. (Min.) A foreign substance, either liquid or solid, usually of minute size, inclosed in the mass of a mineral.

4. (Biol., Cytology) A small body suspended within the cytoplasm of a cell.

5. (Logic, Math.) The relationship existing between two sets if one is a subset of the other.

c.1600, from Latin inclusionem (nominative inclusio) "a shutting up, confinement," noun of action from past participle stem of includere (see include).

n. 1 (context countable English) An addition or annex to a group, set, or total. 2 (context uncountable English) The act of include, i.e. adding or annexing, (something) to a group, set, or total. 3 (context countable English) Anything foreign that is included in a material, 4 (context countable mineralogy English) Any material that is trapped inside a mineral during its formation, as a defect in a precious stone. 5 (Biology) A nuclear or cytoplasmic aggregate of stainable substances.

1. n. the state of being included [ant: exclusion]

2. the relation of comprising something; "he admired the inclusion of so many ideas in such a short work" [syn: comprehension]

3. any small intracellular body found within another (characteristic of certain diseases); "an inclusion in the cytoplasm of the cell" [syn: inclusion body, cellular inclusion]

4. the act of including

In mineralogy, an inclusion is any material that is trapped inside a mineral during its formation.

In gemology, an inclusion is a characteristic enclosed within a gemstone, or reaching its surface from the interior.

According to Hutton's law of inclusions, fragments included in a host rock are older than the host rock itself.

Inclusion may refer to:

In taxonomy, inclusion is the process whereby two species that were believed to be distinct are found in fact to be the same and are thus combined as one species. Which name is kept for this unified species is sometimes a cause of debate, but generally it is the earlier-named one, and the other species is said to be "included" within this one.

Inclusion is far more common in paleontology than more recent biology, although it is not unheard of in the latter. When it occurs with more recent or modern species, it is usually the result of a species with wide geographical dispersion.

In logic and mathematics, inclusion is the concept that all the contents of one object are also contained within a second object.

The modern symbol for inclusion first appears in Gergonne (1816), who defines it as one idea 'containing' or being 'contained' by another, using the backward letter 'C' to express this. Peirce articulated this clearly in 1870, arguing also that inclusion was a wider concept than equality, and hence a logically simpler one. Schröder (also Frege) calls the same concept 'subordination'.

Inclusion in education is an approach to educating students with special educational needs. Under the inclusion model, students with special needs spend most or all of their time with non-disabled students. Inclusion rejects the use of special schools or classrooms to separate students with disabilities from students without disabilities.

Implementation of these practices varies. Schools most frequently use the inclusion model for selected students with mild to moderate special needs. Fully inclusive schools, which are rare, do not separate "general education" and "special education" programs; instead, the school is restructured so that all students learn together.

Inclusive education differs from the 'integration' or ' mainstreaming' model of education, which tended to be concerned principally with disability and special educational needs, and learners changing or becoming 'ready for' or deserving of accommodation by the mainstream. By contrast, inclusion is about the child's right to participate and the school's duty to accept the child.

A premium is placed upon full participation by students with disabilities and upon respect for their social, civil, and educational rights. Feeling included is not limited to physical and cognitive disabilities, but also includes the full range of human diversity with respect to ability, language, culture, gender, age and of other forms of human differences. Richard Wilkinson and Kate Pickett wrote, "student performance and behaviour in educational tasks can be profoundly affected by the way we feel, we are seen and judged by others. When we expect to be view as inferior, our abilities seem to diminish".

Inclusion is a term used by people with disabilities and other disability rights advocates for the idea that all people should freely, openly and without pity accommodate any person with a disability without restrictions or limitations of any kind. Although disability rights has historically existed as a relatively cohesive movement, the movement centered on inclusion has only recently begun to take shape and to position itself in the eye of the general public.

The concept of inclusion emphasizes universal design for policy-oriented physical accessibility issues, such as ease-of-use of physical structures and elimination of barriers to ease of movement in the world, but the largest part of its purpose is on being culturally transformational. Inclusion typically promotes disability studies as an intellectual movement and stresses the need for disabled people — the inclusion-rights community usually uses the reclaimed word "cripple" or "crip" instead — to immerse themselves, sometimes forcibly, into mainstream culture through various modes of artistic expression. Inclusion advocates argue that melding what they term "disability-art" or "dis/art" into mainstream art makes integration of different body types unavoidable, direct, and thus positive. They argue it helps able-bodied people deal with their fears of being or becoming disabled, which, unbeknownst to the person, is usually what underlies both the feelings of "inspiration" and feelings of pity s/he may have when watching a disabled person moving in his or her unusual way(s), or in participating in activities that obviously draw attention to the person's condition(s). Inclusion advocates often specifically encourage disabled people who choose to subscribe to this set of ideas to take it upon themselves to involve themselves in activities that give them the widest public audience possible, such as becoming professional dancers, actors, visual artists, front-line political activists, filmmakers, orators, and similar professions.

Mainstreaming is typically limited to putting a person with a disability next to typical people in the usually quite vague and unspecific hope that each will adapt to and learn about the other. Inclusion, while acknowledging the value of mainstreaming as a tool, argues that this is not enough: the whole of society, its physical accessibility, and its social attitudes, they say, should exist with universal design in mind, thus ending physical marginalization of all kinds by ending the idea that a body that is different is incapable of self-management, physical attractiveness, and so on. This all-encompassing practice, its advocates argue, ensures that people of differing abilities visibly and palpably belong to, are engaged in, and are actively connected to the goals and objectives of the whole wider society, as opposed to being a "novelty" that 'normal' people might be afraid to ask direct questions of.

The inclusive attitude is quite divergent from, and usually the exact opposite of, the prevailing attitude in most countries worldwide. Inclusion's opposite tends to be an attitude or undercurrent of pity and/or sorrow among the population of the able-bodied towards people with disabilities — and, among the medical community, a prevalence of the medical model of disability focusing on the physical and/or mental therapies, medications, surgeries and assistive devices that might help to "normalize" or "fix" the disabled person so that they may have an easier time in their surrounding environment. The attitude of inclusion, which has a lot in common with the social model of disability, alleges that this entire approach is wrong and that those who have physical, sensory and/or intellectual impairments are automatically put on a much more effective and fulfilling road to a good, complete, and 'full' life if they are, instead, looked at and valued by society from the outset as totally "normal" people who just happen to have these "extra differences." Like the social movements of feminism, anti-racism and gay rights before it, inclusion is often derided by critics from the right as naïvité, and by critics from the left as identity politics. As it looks less towards 'overcoming' and 'achieving', and more towards being and existing in the moment, inclusion by its very nature forces others in the world to possibly begin to actually accept bodily forms and processes they may not be immediately comfortable with.

In Boolean algebra (structure), the inclusion relation a ≤ b is defined as abʹ = 0 and is the Boolean analogue to the subset relation in set theory. Inclusion is a partial order.

The inclusion relation a < b can be expressed in many ways:

• a < b
• abʹ = 0
• aʹ + b = 1
• bʹ < aʹ
• a + b = b
• ab = a

The inclusion relation has a natural interpretation in various Boolean algebras: in the subset algebra, the subset relation; in arithmetic Boolean algebra, divisibility; in the algebra of propositions, material implication; in the two-element algebra, the set { (0,0), (0,1), (1,1) }.

Some useful properties of the inclusion relation are:

• a ≤ a + b
• ab ≤ a

The inclusion relation may be used to define Boolean intervals such that a ≤ x ≤ b A Boolean algebra whose carrier set is restricted to the elements in an interval is itself a Boolean algebra.