Agustina Rayes, Mariano J. Aramburo, Julio Djenderedjian, Aníbal Jáuregui, María Elena Barral, María José Valdez, and Cecilia Simón
Agustina Rayes, Mariano J. Aramburo, Julio Djenderedjian, Aníbal Jáuregui, María Elena Barral, María José Valdez, Cecilia Simón.
Cecilia Simón, Mariano Bonomo, Sonia Lanzelotti, and Gabriel Acuña Suarez
Florentino Ameghino’s works were fundamental for archeology in Argentina. His first collections were shown in the book La antigüedad del hombre en el Plata {Antiquity of Man in the La Plata Basin} (1880–1881), a synthesis of the previous prehistoric studies whose purpose was arguing in favor of an ancient antiquity of the human occupation in the Argentine Pampas, which granted his archeological investigations international recognition. In this article, we present the first results of a comprehensive study on the aforementioned collection, which is currently in the Archeology Division of the La Plata Museum. We identified the pieces based on the published images, we analyzed the lithic and ceramic artifacts and bone remains, and we contextualized the information on the archeological sites from which they came. We recognized the importance of the collection for this investigation and for its conservation, acknowledging work practices related to the identification, classification and communication processes of the materials in the early days of this discipline. The revision of this museum collection shows the constructive nature of the cultural heritage, reflecting on the subjects, wisdoms, and actions that take part in their furtherance throughout time.
María-Alejandra Pupio and Cecilia Simón
en Argentina, los procesos de construcción y lugarización de la memoria están especialmente ligados a la historia reciente y a los efectos de la última dictadura militar. Los estudios en arqueología de la represión forman parte de un campo disciplinar amplio y complejo que busca resolver las demandas de la justicia en relación con la violación de los derechos humanos y los crímenes de lesa humanidad, a la vez que presenta acciones para la puesta en valor del patrimonio y la constitución de sitios de memoria. Presentamos la experiencia de trabajo en el ex Centro Clandestino de Detención (CCD) Baterías, con el propósito de reflexionar sobre el impacto y los resultados de nuestras prácticas disciplinares y áreas de experticia en relación con el desarrollo de un peritaje encargado por la Justicia Federal. Tomando como eje articulador las materialidades del sitio, presentamos los resultados de nuestro trabajo, para problematizar la metodología usada. La diversidad de fuentes, testimonios y herramientas de análisis nos ha permitido obtener información de calidad para el desarrollo del proceso judicial. Asimismo, nos ha permitido reflexionar sobre la importancia de estas acciones al interior de las prácticas profesionales arqueológicas y de ciencias sociales y hacer un aporte para la comprensión y aplicación del complejo proceso de constitución de los sitios de memoria.
Cecilia Simón Rueda and Pamela Molina Toledo
El propósito de este número monográfico es contribuir al intercambio de experiencias para la fase más desafiante en el proceso hacia una Educación Inclusiva: el cómo implementarla en el día a día del aula. Dado que la inclusión no es una receta sino un proceso, requiere de la iniciativa, de la experiencia de desaprender lo aprendido, la creatividad y el compromiso de cada profesional y comunidad involucrados en la educación. Queremos contribuir a esta construcción y reflexión colectiva en torno a cómo superar las barreras de distinto tipo que se encuentran instaladas en nuestros sistemas y entornos educativos, destacando algunas prácticas, estudios y análisis de evidencias que pueden contribuir a demostrar que la inclusión educativa es posible, y que los pequeños avances desde cada escuela pueden ser replicados y pueden transformar las estructuras de exclusión. Las prácticas inspiradoras, estudios de caso y experiencias aquí compartidas han sido rigurosamente seleccionadas a partir de un amplio número de ensayos recibidos...
Teresa González de Rivera Romero, M.ª Luz Fernández-Blázquez, Cecilia Simón Rueda, and Gerardo Echeita Sarr ionandia
El objetivo de esta revisión se centra en poner de manifiesto aquellas barreras y facilitadores que actualmente, según distintos estudios llevados a cabo, están marcando el proceso de inclusión educativa en el alumnado con TEA. Para ello, 24 artículos han sido analizados, atendiendo a las voces de los principales implicados en esta temática: las familias, los diferentes profesionales educativos y el propio alumnado. Los resultados encontrados se analizarán no solo según promuevan o dificulten el proceso hacia una educación inclusiva, sino también según la perspectiva de las distintas voces; mostrando, a su vez, los puntos de encuentro entre estos, así como las posibles discrepancias. Para finalizar, se expondrán una serie de conclusiones derivadas de los resultados, las cuales evidenciarán lo lejos que todavía nos encontramos de ver este derecho satisfecho. A su vez, a través de la identificación de ciertas barreras clave, también aflorarán una serie de pautas de actuación útiles con el fin de promover una reflexión que pudiera derivar en un acortamiento entre lo que se dice que debería hacerse y lo que finalmente se lleva a cabo.
Cecilia Simón Rueda, Margarita Cañadas Pérez, M.ª Luz Fernández Blázquez, and Gerardo Echeita Sarrionandia
El estudio que se presenta tiene como objetivo principal “dar voz” a familias que tienen hijos con Trastornos del Espectro Autista para conocer el impacto que tiene en el proceso de enseñanza y aprendizaje de estos la situación de confinamiento generada por la COVID-19. Para ello, se ha contado con la participación voluntaria de 19 progenitores con hijos TEA escolarizados en centros ordinarios desde las etapas de educación infantil hasta la educación superior de dos comunidades autónomas. Como estrategia de recogida de información se han llevado a cabo cuatro grupos de discusión. Los resultados obtenidos muestran los apoyos prestados por la escuela a sus hijos y que han contribuido a su aprendizaje. Asimismo, han hecho hincapié en las dificultades encontradas que lo han limitado, la participación social de sus hijos como dimensión fundamental para las familias, el impacto de las demandas realizadas por parte del centro en el bienestar familiar, así como sus preocupaciones en relación con la incorporación de estos a la escuela. Como se mostrará, esta situación ha puesto de manifiesto factores importantes tanto de las políticas como de las prácticas de centro relevantes para los centros que se preocupan por la inclusión.
Cecilia Simón
En el presente artículo nos proponemos analizar la popularización de la arqueología prehistórica en la Argentina a comienzos del siglo XX, a partir del estudio de los dispositivos visuales creados y utilizados para presentar saberes en torno al origen y la evolución de nuestra especie. Para ello presentamos tres ejemplos sobre las formas que adquirieron esos conocimientos y las prácticas asociadas con su estudio: el derrotero visual de las hipótesis explicativas sobre los modos de vida de los primeros habitantes de la región rioplatense, la presentación de imágenes sobre el trabajo arqueológico en la prensa gráfica y la exhibición de la vida prehistórica en museos y proyectos de parques temáticos. A través de estos casos analizamos los mecanismos que operaron en la construcción y circulación de saberes sobre arqueología en diferentes contextos y para audiencias diversas. El estudio de la visualidad desde su condición de imágenes-artefactos, esto es, por su carácter material y representacional, nos permite problematizar las relaciones que los grupos sociales han tenido con la creación y promoción de saberes en torno a los tiempos y modos de vida pretéritos.
Mirtha del Prado-Morales, Cecilia Simón-Rueda, Aldo Aguirre-Camacho, and Jesús Alonso-Tapia
The culture of a country may influence parental involvement in a student’s learning, making it more or less adequate. To test this possibility, this study analyzes the cross-cultural validity of the learning-oriented Family Motivational Climate model (FMC) as an index of parental involvement in students’ academic job and the FMC questionnaire (FMC-Q), as a way of operationalizing it. A total of 583 Spanish and 448 Cuban students filled in the FMC-Q and the questionnaire of perceived motivational changes resulting from parental practices. Confirmatory, cross-validation, and multi-group factor analyses revealed that the model showed a good fit to the data, both in the Spanish and in the Cuban samples. Besides, FMC predicted the 74% of the variance of students’ motivational change. However, the results also revealed differences between the two samples in the FMC model set up, as Spanish and Cuban students did not put down the same significance to several indicators of the model. These facts imply the need to take cultural differences into account when designing interventions aimed at changing parental involvement practices.
Cecilia Simón, Ángela Barrios, Héctor Gutiérrez, and Yolanda Muñoz
The work presented is about contributing to reflection around synergies and differences between inclusive education, equity and education for social justice. When talking about an education for all people without exclusions, the starting point will be human rights, which has become an international challenge as reflected in the 2030 Agenda for Sustainable Development. A reference framework that is capable of guiding and evaluating the development of educational policies and practices is needed. The perspectives from equity, inclusive education and social justice can contribute to it. Special attention will be given to the consequences of the different discourses and ways of understanding inclusive education, to try to define who we are talking about when we talk about inclusion, what dimensions make it up, how its nature is and what place it should occupy in the transformation of Educational systems Different perspectives share principles and aspirations, and all of them are inspiring to build a common dialogue around what education we want.
Ángela Barrios, Margarita Cañadas, Mari Luz Fernández, and Cecilia Simón
The aim of this study was to delve into social participation in early childhood education classrooms of centres that include students with ASD, considering social participation as a fundamental element to understand inclusion. To this end, we propose a Convergent Parallel Mixed Methods approach. A quantitative study was carried out with the participation of 85 Early Childhood Education students from centres that include students with ASD. Information was gathered through attitude and social support questionnaires. Six families and eight professionals of these centres participated in the qualitative study. In this case, interviews were conducted. The results show the need to attend to the social participation of all students already in the stage of Early Childhood Education as a fundamental part of what is understood as an inclusive classroom. Similarly, this study identifies both the factors that hinder and facilitate the response of teachers to this aspect in relation to the students, teachers, and families.
Gerardo ECHEITA SARRIONANDIA, Cecilia SIMÓN RUEDA, Carmen MÁRQUEZ VÁZQUEZ, María Luz de los Milagros FERNÁNDEZ BLÁZ, Elena PÉREZ DE LA MERCED, and Amparo MORENO HERNÁNDEZ
This paper presents the analysis and assessment of the Education Area of the Plan of Action for Persons with Disabilities in the Autonomous Community of Madrid (2012-2015), carried out after using a Delphi Method with a group of six experts. This work was aimed to make a formative evaluation of the Plan implemented, so that the analysis generated could be used by both managers of the next plan in project, as for educational stakeholders involved in the education field, but obviously, by people with disabilities as well, in order to support them to exercise effectively their rights. The synthesis document shows synthetically the main strengths of the plan but, mostly, the weaknesses or points to improve. Among these should be noted the need of a more efficient structure of programs and actions with clear indicators of achievement. Also there is a need of rethinking current models and areas of intervention, in order to those were much more consistent and coherent with the right to an education inclusive that has been established in the Convention of Rights of People with Disability, and with the models of understanding and intervention to improve their quality of life.
Marta Sandoval Mena, Gerardo Echeita Sarrionandia, and Cecilia Simón Rueda
En este trabajo se presentan el proceso y los resultados de un trabajo exploratorio1 llevado a cabo en un centro de educación secundaria de Madrid, a partir de la estrategia de dar voz a los estudiantes en el proceso de desarrollo de políticas de mayor equidad en los centros escolares. Las voces de los propios alumnos y alumnas pueden ser un valioso instrumento a la hora de introducir mejoras en los centros educativos, tal y como se relata en esta experiencia realizada junto con 35 estudiantes de secundaria a través de un cuestionario diseñado ad hoc.
Héctor Monarca, Cecilia Simón, Soledad Rappoport, and Gerardo Echeita
Este artículo presenta los resultados de una investigación cuyo objetivo ha sido analizar la forma en que las políticas públicas producen o no cambios en los ámbitos de la realidad social a la que se dirigen. Se aborda específicamente el cambio normativo que ha regulado la implementación del enfoque pedagógico de competencias en España. Se asume una concepción procesual de las políticas, las cuales se estudian aquí a partir de la mirada de diversos actores del nivel micro. Se empleó una metodología cualitativa, realizando un estudio de casos múltiples en centros de educación primaria y secundaria de tres comunidades autónomas diferentes. Los resultados muestran una distancia considerable entre las pretensiones normativas y lo que realmente ha terminado sucediendo dentro de las aulas de los centros educativos. Las conclusiones sugieren una necesaria reflexión sobre la forma en que se conciben y desarrollan las políticas públicas.
Cecilia Simón, Raquel Palomo, and Gerardo Echeita
The goal of this study was to analyse the role of the assessment of students with special educational needs from the perspective of professionals in Madrid (Spain), who work in multi-professional teams (psychologists, social workers, support teachers and others) and are responsible for its realisation, which, in principle, should be a support to move toward inclusive education. An interpretative phenomenological study was carried out, which gathered the opinions of 177 professionals of these multi-professional teams through 21 focus groups. The transcriptions were subjected to the thematic analysis method. The results show that the model and practices implemented in this region, regarding the usual assessment of these students, are generally seen as a barrier that needs to be addressed, since they facilitate the development of discriminating practices and decisions that reinforce and maintain an educational system of 'multiple ways', which is opposed to the right to inclusive education. These results are discussed, as well as the role that the assessment model should play in order to comply with this right. The study shows that the analysed evaluation is working as a barrier.
Ángela Barrios, Cecilia Simón, Héctor Gutiérrez, and Soledad Andrés
Based on our definition, social participation as a central dimension in inclusive education implies knowing whether students, especially the most vulnerable, "form part" of the group by relating in a positive and beneficial way with their peers and, consequently, can "feel part", which will be reflected in their well-being. This study aims to evaluate the social participation through of peer support and peer victimisation (taken as positive and negative indicator respectively), and its relationship with the perceived well-being of students belonging to schools where there are schoolmates with ASD enrolled throughout different educational stages. To this end, 404 students from Primary Education to Baccalaureate participated in this study. To collect the information, three questionnaires were adapted and used. The results show that the frequency of social support is higher than average in all courses although more girls than boys care about their peers. The frequency of peer abuse is in line with that found in similar studies, but social exclusion is higher in groups with students with ASD of Year 11, coinciding in this course a lower well-being perceived. This underlines the need to pay special attention to the secondary stage and go beyond seeking the acceptance of the other.
Raquel Palomo, Cecilia Simón, and Gerardo Echeita
The aim of this study was to analyse the role that Educational Psychologists (EPs) could play within the framework of the right to inclusive education and the barriers they perceive at different levels of the education system. A reflexive Thematic Analysis study was conducted in Madrid (Spain), which gathered the opinions of 177 professionals working in Counselling Teams. These are multidisciplinary teams in which EPs work alongside other professionals such as social workers and support teachers, in the stages of early childhood and primary education. The data were collected through 21 focus groups. The findings highlight two issues. On the one hand, EPs identified the existence of systemic barriers to advancing towards a more inclusive education, both within and beyond schools, that determine the activities they do in their daily lives. On the other hand, these professionals express their desire to perform other functions, beyond the assessment activities to which they dedicate most of their time, consistent with the international objective of ensuring quality, inclusive, and equitable education for all. These findings are discussed, as well as the gap between accumulated knowledge and the exclusionary practices that continue to occur in everyday reality.
Marta Sandoval Mena, Cecilia Simón Rueda, and Carmen Márquez Vázquez
El objetivo de este estudio es delimitar las barreras que se encuentran los estudiantes universitarios en las aulas referidas principalmente a: espacios y recursos, contenidos, metodología y participación. Para ello, hemos partido de la propuesta del Diseño Universal de Instrucción (DUI) desarrollada en la Universidad de Guelph (Canadá) adaptada por Dalmau et al., (2015). Se ha contado con la participación de 652 estudiantes pertenecientes a tres Facultades de Formación de Profesorado y Educación, dos españolas (Universidad Complutense de Madrid y Universidad Autónoma de Madrid) y una de EEUU (Universidad del Norte de Arizona). Los datos se han recogido a través de un cuestionario diseñado ad hoc por el equipo investigador en torno a los ámbitos señalados. os resultados muestran las principales barreras que los estudiantes experimentan en las aulas. La discusión se centra en la necesidad de introducir en el desarrollo profesional de los docentes universitarios formación en torno a estrategias que permitan diseñar los contenidos que imparten conforme a los principios del diseño universal para la enseñanza.
Dolores Izuzquiza Gasset, Gerardo Echeita Sarrionandia, and Cecilia Simón Rueda
This research -which is a preliminary study within a broad project-, has as objective to find out what is the perception of undergraduates Infant and Primary teacher, concerning professional competences to be teachers able to face the challenges linked to inclusive education. 86 undergraduates have participated in the study. The information has been collected using a questionnaire developed ad hoc basically around the dimensions covered in the “inclusive teachers’ competency profile”, developed in Teacher Education for Inclusion project (European Agency for Special Needs Education and Inclusive Education, 2012). The results show the main strengths and weaknesses in these competencies.
Cecilia Simón Rueda, Marta Sandoval Mena, Gerardo Echeita Sarrionandia, Cristóbal Calero Gil, Beatriz Nuñez Gutiérrez de San Miguel, Pilar de Sotto Esteban, M. Montserrat Pérez García, and Ana Belén García de la Torre
The aim of this article is to share some of the early reflections made by the researchers and teachers from three Spanish educational centers that are participating in the European project Teaching diverse learners in (School) Subjects) coordinated by Kerstin Merz-Atalik and Heike Tiemann (University of Education Ludwigsburg). From our point of view, if we really want to make progress toward an educational system and schools with capacity to respond with equity and fairness to the student diversity, we will have to radically change the existing “grammar school”. Our purpose will be to show some of the key elements that have been changed in the three participating centres, to try to ensure the balance between quality and educational equity from the reality of each one. Based on the analysis of the main barriers and challenges to move toward an inclusive education, here are listed some of the elements that have been necessary to transform in these educational institutions in order to shorten the distance between the declared values and specific practices.
Marta Sandoval Mena and Cecilia Simón Rueda
Educational responses to emotional and behavioural difficulties adolescents are challenge for many teachers. The lack of information may difficult the docent labour. In this article the role of the teacher is analysed through the direct intervention with the students. As well as the teacher instruction taking into account personal, professional and institutional factors closed related with the competence improvement in this area. The main aim is to provide clues about some essentials variables that must been considered in order to design teacher’s instructions programmes.
Tony Booth, Cecilia Simón, Marta Sandoval, Gerardo Echeita, and Yolanda Muñoz
Este artículo presenta la traducción al castellano de la tercera edición del Index for Inclusion, editado por Booth y Ainscow en 2011. Se trata de una nueva versión revisada y ampliada, especialmente en dos direcciones: los elementos que fundamentan la educación inclusiva y la propuesta de un curriculum preocupado por la sostenibilidad. Se trata de un instrumento útil para guiar la autorreflexión, la participación y el diálogo entre los diferentes miembros de la comunidad educativa. La finalidad última de esta guía es la de construir espacios educativos que promuevan la participación e incrementen su capacidad para responder a la diversidad del alumnado garantizando la equidad y calidad.
Rueda, Cecilia Simón, Cañadas, Margarita, Barrios, Ángela, Bloch, Marianne N., Series Editor, Swadener, Beth Blue, Series Editor, Alisauskiene, Stefanija, editor, Bahdanovich Hanssen, Natallia, editor, and Kairienė, Daiva, editor
González, María Pantoja, Sarrionandia, Gerardo Echeita, Rueda, Cecilia Simón, Bloch, Marianne N., Series Editor, Swadener, Beth Blue, Series Editor, Alisauskiene, Stefanija, editor, Bahdanovich Hanssen, Natallia, editor, and Kairienė, Daiva, editor
Ángela Barrios, Cecilia Simón, Héctor Gutiérrez, and Soledad Andrés
Mena, Marta Sandoval, Rueda, Cecilia Simón, and Vázquez, Carmen Márquez
Díaz-Rosales, Alejandro, primary, Oropesa-Márquez, Yovany, additional, and Cecilia-Simón, Nilo, additional
Yolanda Muñoz Martínez, Cecilia Simón Rueda, and Mª José de Dios Pérez
Rueda, Cecilia Simón, primary and Delgado, Rafael Carballo, additional
Raquel Palomo Rodríguez, Cecilia Simón Rueda, and Gerardo Echeita Sarrionandia
Este trabajo forma parte de un proyecto amplio relativo al papel de la evaluación del alumnado considerado con necesidades educativas especiales, desde la perspectiva de los orientadores responsables de dicha evaluación, en el marco del derecho a la educación inclusiva. Dada la situación de cierre de las escuelas en respuesta a la pandemia de COVID-19, el objetivo de este estudio es analizar si los cambios generados en la evaluación psicopedagógica y otras prácticas de orientación están favoreciendo que los Equipos de Orientación Educativa y Psicopedagógica de la Comunidad de Madrid se sitúen en una línea más coherente con el derecho a la educación inclusiva. Para ello se conjugó el método descriptivo con el fenomenológico interpretativo, recogiendo la opinión de 60 orientadores a través de cuestionarios abiertos, y de otros 17 a través de entrevistas en profundidad. La información recogida fue analizada siguiendo el método de análisis temático. Los resultados muestran que, aunque para algunos las turbulencias de la pandemia no tuvieron la fuerza suficiente para suscitar reflexiones sobre su práctica profesional, para otros, constituyeron una oportunidad para dar un paso hacia un modelo de orientación educativo. En este sentido podemos decir que la crisis ha ofrecido oportunidades de aprendizaje, llevando en ocasiones a cuestionar el discurso dominante que encarnan las prácticas habituales. Cabe cuestionarse si la situación que se ha presentado en el curso 2020/2021 ha permitido dar continuidad a estas prácticas o si, por el contrario, la vuelta a la rutina las ha reducido a un mero paréntesis.
Ilaria Martinelli, Jessica Mandrioli, Andrea Ghezzi, Elisabetta Zucchi, Giulia Gianferrari, Cecilia Simonini, Francesco Cavallieri, and Franco Valzania
Amyotrophic lateral sclerosis (ALS) is a neuromuscular condition resulting from the progressive degeneration of motor neurons in the cortex, brainstem, and spinal cord. While the typical clinical phenotype of ALS involves both upper and lower motor neurons, human and animal studies over the years have highlighted the potential spread to other motor and non-motor regions, expanding the phenotype of ALS. Although superoxide dismutase 1 (SOD1) mutations represent a minority of ALS cases, the SOD1 gene remains a milestone in ALS research as it represents the first genetic target for personalized therapies. Despite numerous single case reports or case series exhibiting extramotor symptoms in patients with ALS mutations in SOD1 (SOD1-ALS), no studies have comprehensively explored the full spectrum of extramotor neurological manifestations in this subpopulation. In this narrative review, we analyze and discuss the available literature on extrapyramidal and non-motor features during SOD1-ALS. The multifaceted expression of SOD1 could deepen our understanding of the pathogenic mechanisms, pointing towards a multidisciplinary approach for affected patients in light of new therapeutic strategies for SOD1-ALS.
Cecilia Simón, Gerardo Echeita, and Raquel Palomo
The goal of this study was to analyse the role of the assessment of students with special educational needs from the perspective of professionals in Madrid (Spain), who work in multi-professional t...
Gerardo Echeita Sarrionandia, Margarita Cañadas Pérez, Cecilia Simón Rueda, and M.ª Luz Fernández Blázquez
espanolEl estudio que se presenta tiene como objetivo principal “dar voz” a familias que tienen hijos con Trastornos del Espectro Autista para conocer el impacto que tiene en el proceso de ensenanza y aprendizaje de estos la situacion de confi-namiento generada por la COVID-19. Para ello, se ha contado con la participacion voluntaria de 19 progenitores con hijos TEA escolarizados en centros ordinarios des-de las etapas de educacion infantil hasta la educacion superior de dos comunidades autonomas. Como estrategia de recogida de informacion se han llevado a cabo cuatro grupos de discusion. Los resultados obtenidos muestran los apoyos prestados por la escuela a sus hijos y que han contribuido a su aprendizaje. Asimismo, han hecho hin-capie en las dificultades encontradas que lo han limitado, la participacion social de sus hijos como dimension fundamental para las familias, el impacto de las demandas realizadas por parte del centro en el bienestar familiar, asi como sus preocupaciones en relacion con la incorporacion de estos a la escuela. Como se mostrara, esta situacion ha puesto de manifiesto factores importantes tanto de las politicas como de las practicas de centro relevantes para los centros que se preocupan por la inclusion. EnglishThe main objective of the study is to “give voice” to families who have children with Autism Spectrum Disorders to understand the impact on the teaching and learning process that confinement has generated because of COVID-19. To this end, 19 parents who have children with ASD from two autonomous communities have been voluntarily participating. All of them are in ordinary schools from kindergarten to higher education. Four focus groups have been developed as an information collection strategy. The results obtained show the support provided to their children by the school and how this support has contributed to their learning. Furthermore, they underline the difficulties that have limited the learning process, and also the social participation of their children as a fundamental dimension for families. These results also show the impact of the demands made by schools on family well-being, as well as their concerns regarding the incorporation of their children into the school. As will be shown, this situ-ation has highlighted important factors in both policies and practices that are important for schools concerned with inclusion.
Yolanda Muñoz-Martínez, Cecilia Simón, and Gordon L. Porter
The research was designed to observe, describe and analyse elements of instruction and practice that define classrooms designed to reach all learners in a context of full inclusion. The authors’ fo...
Cecilia Simón, Gerardo Echeita, Marta Sandoval, and Mª José de Dios
Cecilia Simón and Yolanda Muñoz
De Rivera Romero, Teresa González, Fernández-Blázquez, Ma L., Rueda, Cecilia Simón, Echeita Sarrionandia, Gerardo, and UAM. Departamento de Psicología Evolutiva y de la Educación
El objetivo de esta revisión se centra en poner de manifiesto aquellas ba rreras y facilitadores que actualmente, según distintos estudios llevados a cabo, están marcando el proceso de inclusión educativa en el alumnado con TEA. Para ello, 24 artículos han sido analizados, atendiendo a las voces de los principales implicados en esta temática: las familias, los diferentes profesionales educativos y el propio alumna do. Los resultados encontrados se analizarán no solo según promuevan o dificulten el proceso hacia una educación inclusiva, sino también según la perspectiva de las distintas voces; mostrando, a su vez, los puntos de encuentro entre estos, así como las posibles discrepancias. Para finalizar, se expondrán una serie de conclusiones derivadas de los resultados, las cuales evidenciarán lo lejos que todavía nos encontramos de ver este de recho satisfecho. A su vez, a través de la identificación de ciertas barreras clave, también aflorarán una serie de pautas de actuación útiles con el fin de promover una reflexión que pudiera derivar en un acortamiento entre lo que se dice que debería hacerse y lo que finalmente se lleva a cabo, This systematic review focuses on highlighting those barriers and facili tators that currently, according to different studies that had been carried out, are in the process of educational inclusion in students with ASD. For this, 24 articles have been analysed, taking into account the voices of those mainly involved in this issue: families, different educational professionals and the students themselves. In this way, the found results will be exposed not only according to how they promote or hinder the process of inclusive education, but also according to the perspective of the different voices; show ing the meeting points between these, as well as the possible discrepancies. Finally, a serie of conclusions derived from the results will be presented, which will show how far we still are from seeing this right satisfied. At the same time, and through the identifica tion of certain key barriers, a series of action guidelines will also be thrown in order to promote a reflexion that could lead to decrease the gap between what is said to be done and what is finally carried out, (EITEA) (EDU 2017-86739-R)
Cecilia Simón, Yolanda Muñoz-Martínez, and Gordon L. Porter
Cecilia Simón, Gabriel Martínez-Rico, R. A. McWilliam, Margarita Cañadas, and UAM. Departamento de Psicología Evolutiva y de la Educación
The aim of this study was to find out about attitudes toward inclusion and benefits perceived by families with children enrolled in schools attended by students with ASD at different educational stages (from kindergarten to high school). 323 families of classmates of students with ASD from different educational stages of 16 mainstream schools participated. The analysis of the attitudes, perceived benefits, relationship with the teacher, and relationship with the school was carried out through questionnaires. The results show positive attitudes toward the inclusive education of students with ASD in all families, but especially among families of children with SEN. All the families identified the benefit of inclusion. Attitudes are related to collaboration with the school and satisfaction with teachers, Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature
Teresa González de Rivera Romero, M.ª Luz Fernández-Blázquez, Cecilia Simón Rueda, Gerardo Echeita Sarr ionandia, and Siglo Cero
El objetivo de esta revisión se centra en poner de manifiesto aquellas barreras y facilitadores que actualmente, según distintos estudios llevados a cabo, están marcando el proceso de inclusión educativa en el alumnado con TEA. Para ello, 24 artículos han sido analizados, atendiendo a las voces de los principales implicados en esta temática: las familias, los diferentes profesionales educativos y el propio alumnado. Los resultados encontrados se analizarán no solo según promuevan o dificulten el proceso hacia una educación inclusiva, sino también según la perspectiva de las distintas voces; mostrando, a su vez, los puntos de encuentro entre estos, así como las posibles discrepancias. Para finalizar, se expondrán una serie de conclusiones derivadas de los resultados, las cuales evidenciarán lo lejos que todavía nos encontramos de ver este derecho satisfecho. A su vez, a través de la identificación de ciertas barreras clave, también aflorarán una serie de pautas de actuación útiles con el fin de promover una reflexión que pudiera derivar en un acortamiento entre lo que se dice que debería hacerse y lo que finalmente se lleva a cabo.
Jordi Collet, Sara Joiko, and Cecilia Simón
Cecilia Simón, Juan Antonio Huertas, Héctor Gutiérrez, Ángel Barrios, Anabel Moriña, Víctor Hugo Perera, Ruth Cabeza Ruiz, Beatriz Morgado, Antonio Pérez, Ana Millán, Isabel Martínez, Silvia Duarte, Tommi Uusimaki, Tommi Haapaniemi, Loredana Disci, Muriel Davia, MoniKa Majewska, Celina Handzel, Alice Mouta Ribeiro, Bruno Giesteira, Elena Bortolotti, Gisella Paoletti, Simón, Cecilia, Antonio Huertas, Juan, Gutiérrez, Héctor, Barrios, Ángel, Moriña, Anabel, Hugo Perera, Víctor, Cabeza Ruiz, Ruth, Morgado, Beatriz, Pérez, Antonio, Millán, Ana, Martínez, Isabel, Duarte, Silvia, Uusimaki, Tommi, Haapaniemi, Tommi, Disci, Loredana, Davia, Muriel, Majewska, Monika, Handzel, Celina, Mouta Ribeiro, Alice, Giesteira, Bruno, Bortolotti, Elena, and Paoletti, Gisella
According to article 24 of the Convention on the Rights of Persons with Disabilities (CRPD), States Parties must ensure that persons with disabilities are able to access tertiary education, vocational training, adult education and lifelong learning without discrimination and on an equal basis with others. To this end, the Convention sets forth the obligations of the States Parties to ensure that, among other things, the persons with disabilities receive the support required and reasonable accommodation is provided. The objective of this project is to develop a new tool to encourage the inclusion of persons with disabilities in higher education; promote their inclusion in the university community supporting both faculty and administrative staff in order to respond to diversity; promote the international mobility among students with disabilities and raise awareness within the university community regarding accessibility and social inclusion of young persons with disabilities.
Martínez, Yolanda Muñoz, Rueda, Cecilia Simón, and Pérez, Ma José deDios
This study analyses the attitudes of teachers in Spain towards the inclusion of learners with autism spectrum disorder in mainstream education settings and their relationship with the perceived benefits of inclusion. The ex post facto prospective design included 180 teachers from 14 schools. Data were collected using a questionnaire on teachers' attitudes towards inclusive education and a second questionnaire on the benefits of inclusion developed for the specific purposes of this study. The results show teachers' positive attitudes towards inclusion as well as the benefits perceived. This study demonstrates the fundamental role of teachers' previous experience. Implications for inclusive cultures and practices in schools are discussed. [ABSTRACT FROM AUTHOR]
María Loreto Biehl, María A. Ulate, Nuria López-Valle, Cecilia Simón, Jesús Alonso-Tapia, UAM. Departamento de Psicología Biológica y de la Salud, and UAM. Departamento de Psicología Evolutiva y de la Educación
Este artículo tiene tres objetivos, después de proponer un mo-delo inicial de clima de convivencia en el aula: desarrollar dos medidas para probar su validez, probar su utilidad para analizar las diferencias entre las aulas y hacerlo en dos países diferentes. El modelo inicial incluye siete pa-trones de interacción que, si están presentes, favorecen la inclusión social de los estudiantes. El primer cuestionario evalúa el clima de clase percibido por el alumno y el segundo, el grado en que el alumno interactúa de acuer-do con el modelo. Los participantes fueron 2581 estudiantes de secundaria, 2038 de Costa Rica y 543 de España. Para probar el ajuste del modelo, se realizaron análisis factoriales confirmatorios, de validación cruzada y multi-grupo. También se realizaron análisis de correlación y regresión para de-terminar la validez discriminante y concurrente utilizando como criterio una medida de integración social. Se utilizaron los análisis ANOVA para probar las diferencias entre las aulas (η2 entre .19 y .28). Los resultados, si-milares en ambos países, mostraron que ambos cuestionarios tenían una validez estructural adecuada (CFI entre .94 y .97), y una validez concurren-te y discriminante (r predictor-criterio entre .37 y .44; p < .0001). Debido a la naturaleza de su contenido, los cuestionarios se pueden utilizar para pla-nificar intervenciones dirigidas a mejorar la organización y evaluar su efica-cia., This paper has three objectives, after proposing an initial model of classroom coliving climate: to develop two measures to test its validity, to test their usefulness for analyzing differences between classrooms, and to do it in two different countries. The initial model includes seven interac-tion patterns that, if present, favor the students’ social inclusion. The first questionnaire assesses the classroom coliving climate perceived by the stu-dent, and the second, the degree in which the student interacts according to the model. Participants were 2581 Secondary-School students, 2038 from Costa Rica and 543 from Spain. To test model-fit, confirmatory fac-tor analyses, cross validation and multi-group analyses were carried out. Correlation and regression analyses were also carried out to determine dis-criminant and concurrent validity using as criteria a measure of social inte-gration. ANOVA analyses were used to test for differences between class-rooms (η2 between .19 and .28). Results, similar in both countries, showed that both questionnaires had adequate structural validity (CFI between .94 and .97), and discriminant and concurrent validity (rpredictors-criterion between .37 and .44; p < .0001). Due to the nature of their content, the question-naires can be used for planning interventions aimed at improving coliving, and for assessing their effectiveness, This work was carried out with funding from the Spanish Ministry of Economy and Competitiveness (Project EDU2017-89036-P), from the Banco Interamericano de Desarrollo, and from the Ministerio de Educación Pública of Costa Rica.
Lorenzo García Pérez, Andrés Loreto Díaz Pita, and Nilo Cecilia Simón
The present work developed in the Company of Attention to Teams located in the km 31/2 highway to Viñales, in the municipality Pinegrove of the River, county Pinegrove of the River, Cuba; he/she had as main objective to implement a guide I diagnose for the environmental administration; where they were analyzed the reduction of the negative environmental impacts, fundamentally those associated to the energy consumption, natural resources and generation of pollutants. The methodology used for the case study object, was through the empiric methods, everything it starting from the participant observation and the surveys; leaving for it of the methodology emitted by the (CITMA, 2011). as a result of the same one the existence of possibilities was demonstrated of reducing the residual pollutants and the decrease of the noise, with it is achieved it to increase the efficiency in the adoption of technician-organizational measures of character; also, the important paper was identified that plays in those purposes the direct participation of the operatives and intermediate bosses that work in the key positions. The carried out evaluation evidenced that the control and the administration of the Division, they derived in a strategy with premeditation directed to minimize the environmental impacts that are generated on the other hand. The investigation throws that all the impacts generated by the different areas of key results give a negative character; all are moderate except for the contamination of waters and floors for accidental vertimientos.
Reinaldo Hanoi Valdez Reinoso, Raúl Ricardo Fernández Concepción, María Amparo León Sánchez, Nilo Cecilia Simón, and Daniel Alberto Álvarez Lazo
The objective of this work was to the characteristics of the planing tests on the wood of Pinus caribaea Morelet var. caribaea Barret and Golfari, Acacia mangium Willd, Gmelina arborea Roxb, Samanea saman (Jacq.) Merril and Eucalyptus saligna Sm. The study material was obtained in plantations located in the agroforestry companies Pinar del Rio, Macurije and Costa Sur in the provinces of Pinar del Rio and Artemisa, Cuba. The planning tests, the evaluation of defects and classification were carried out according to ASTM D-1666-2004 and DIN/ISO 1302:2002.ASTM D-1666-2004 and Norma DIN/ISO 1302. In general, the woods studied were classified as species with excellent workability, so they can be used in the production of products with higher added value.
Justin J.W. Powell, Kerstin Merz-Atalik, Stefania Ališauskienė, Michelle Brendel, Geraldo Echeita, Hafdis Guðjónsdóttir, Jóhanna Karlsdóttir, Lina Miltenienė, Rita Melienė, Edda Óskarsdóttir, Bengt Persson, Elisabeth Persson, Cecilia Simón, Marta Sandoval, Anneli Schwartz, Heike Tiemann, Katja Weber, European Union [sponsor], and Institute of Education & Society (InES) [research center]
Inklusive Bildung ist zu einem globalen Ziel geworden. Dieses Ziel wird durch die Anerkennung des Menschenrechts auf Bildung für alle und die Vision einer demokratischen Gesellschaft unterstützt, die Vielfalt in all ihren Facetten wertschätzt. Die Förderung angesichts der Vielfalt der Schüler*innen mit dem Ziel der Verbesserung des Lernens aller, bleibt für Lehrer*innen in allen nationalen Kontexten eine herausfordernde Aufgabe, da sowohl die gemeinsame Bildung für alle ausgeweitet als auch inklusive Bildung universell werden soll. Die erfolgreiche Unterstützung verschiedener Schüler*innen in ihren Lernprozessen gilt seit Jahrzehnten als das Herzstück einer ausgezeichneten Pädagogik. Dennoch finden wir in ganz Europa signifikante, persistente Unterschiede, sowohl hinsichtlich des Umfangs als auch der Qualität der inklusiven Schulbildung, die auf einer Reihe von institutionalisierten Strukturen und Kulturen beruhen und sich unter anderem in organisatorischen Rahmenbedingungen und Lehrmethoden heterogener Bildungssysteme niederschlagen. Aufbauend auf einer dreijährigen Zusammenarbeit im Rahmen des von der Europäischen Kommission finanzierten Comenius-Netzwerkprojekts „Teaching Diverse Learners in School Subjects“ (TdiverS), werden in diesem Beitrag Erkenntnisse über „inspirierende Praktiken“ der inklusiven Bildung, die in den sechs teilnehmenden Ländern – Deutschland, Island, Litauen, Luxemburg, Schweden und Spanien – gefunden wurden, zusammengefasst. Trotz erheblicher Unterschiede in den Bildungssystemen in Europa sind überall inklusive Bildungspraktiken zu finden. Bei den Schulhospitationen fanden wir inspirierende Inklusionspraktiken in allen Ländern, auch wenn diese durchaus sehr differente Niveaus der (inklusiven) Bildungssysteme aufweisen.
Mirtha del Prado Morales, Jesús Alonso-Tapia, Cecilia Simón-Rueda, UAM. Departamento de Psicología Biológica y de la Salud, and UAM. Departamento de Psicología Evolutiva y de la Educación
Este estudio tiene dos objetivos. Primero, estudiar la validez del modelo de clima motivacional de la familia como indicador de implicación parental, cuando se evalúa con el cuestionario de Clima Motivacional de la Familia para padres (CMF/P). Y, segundo, hacerlo en población española y cubana con el fin de determinar las diferencias en la percepción del CMF de los padres de ambos países. Participaron 892 padres, 400 españoles y 492 cubanos. Se realizaron análisis factoriales confirmatorios, de validez cruzada y multigrupo, y análisis de fiabilidad. Los resultados muestran, tan-to en España como en Cuba, la validez del Modelo teórico que subyace al cuestionario. Las ayudas que ofrecen los padres sirviendo como ejemplo a sus hijos y la estructuración del trabajo escolar en casa por parte de los padres son los factores de mayor peso en la definición del CMF. Sin embargo, la cultura moderó la configuración del CMF en varios indicadores del Mo-delo, mostrando diferentes maneras de actuar entre padres españoles y cubanos en la configuración de un clima familiar motivador This study has two objectives. First, to study the validity of the family motivational climate model as an indicator of parental involvement, when it is evaluated with the Family Motivational Climate questionnaire for Parents (CMF / P). Second, to do it in the Spanish and Cuban popula-tion in order to determine the differences in the CMF perception of the parents of both countries. A total of 892 parents participated in the study, 400 from Spain and 492 from Cuba. Confirmatory factor analyses, cross-validation and multi-group analyses performed, as well as reliability analy-sis. The results show, both in Spain and in Cuba, the validity of the theo-retical model that underlies the questionnaire. The help offered by parents serving as an example to their children, and the way in which parents struc-ture the schoolwork at home are the most important factors in the defini-tion of the CMF. However, culture moderated the configuration of the CMF in several indicators of the Model, showing different ways of acting between Spanish and Cuban parents in the configuration of a family moti-vating climate
Mena, Marta Sandoval, Sarrionandia, Gerardo Echeita, and Rueda, Cecilia Simón
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Joana Maria Mas, Cecilia Simón, Anna Balcells-Balcells, Natasha Baqués, Simón García-Ventura, and UAM. Departamento de Psicología Evolutiva y de la Educación
Background: Family quality of life (FQoL), just like individual quality of life, has become a priority outcome in the policies and services received by persons with intellectual and developmental disabilities (IDD) and their families. Conceptualizing, measuring, and theorizing FQoL has been the object of investigation in recent decades. The goal of this paper is to present a revision of the Spanish Family Quality of Life Scales, the CdVF-E <, 18 and the CdVF-E >, 18, and describe the FQoL of Spanish families with a member with IDD. Methods: The sample included a total of 548 families with a member under 18 years old and 657 families with a member over 18. Based on an Exploratory Factor Analysis (EFA) firstly and a Confirmatory Factor Analysis (CFA) secondly, the two scales&rsquo, psychometric properties were explored. Results: The CdVF-ER <, 18 and the CdVF-ER >, 18 comprise 5 dimensions, containing 35 and 32 items, respectively, and they show good validity and reliability. The families obtained a high FQoL score, although some differences exist between the dimensions on which families with children under and over 18 score highest and lowest. Conclusion: The characteristics of the revised scales facilitate their use by professionals, administrations, and services.
Cecilia Simón, Marta Sandoval, Alma M. Sandigo, and Carmen Márquez Vázquez
This study focuses on student and faculty perceptions about inclusive instructional practices in teacher training degree programs in three different universities (two in Spain and one in the USA). We synthetize this framework into four dimensions: (a) identifying students’ needs and strengths, (b) accessibility to physical spaces and materials, (c) methodologies and strategies to engage students, and (d) valuing diversity as a resource. A mixed methodology (questionnaire and interviews) was used to collect the information. Six hundred fifty-three university students and 35 faculty from the different education colleges participated in this study. Findings reveal the perceptions of students and faculty regarding both effective practices for diverse inclusive university classrooms as well as barriers to inclusion that affect learning in the participating institutions. Results reflect serious discrepancies between students and faculty members. RESUMO: Este estudo foca as percepções dos alunos e do corpo docente sobre práticas instrucionais inclusivas em programas de formação de professores em três universidades diferentes (duas na Espanha e uma nos EUA). Sintetizamos essa estrutura em quatro dimensões: (a) identificação das necessidades e pontos fortes dos alunos, (b) acessibilidade aos espaços físicos e materiais, (c) metodologias e estratégias para engajar os alunos, e (d) valorização da diversidade como um recurso. Uma metodologia mista (questionário e entrevistas) foi utilizada para coletar as informações. Participaram deste estudo 653 estudantes universitários e 35 professores das diferentes faculdades de educação. Os resultados revelam as percepções dos alunos e do corpo docente tanto em relação às práticas efetivas para salas de aula universitárias inclusivas diversas quanto às barreiras à inclusão que afetam a aprendizagem nas instituições participantes. Os resultados refletem sérias discrepâncias entre alunos e docentes.
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