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El Trastorno del Espectro Autista (TEA) es un trastorno del neurodesarrollo caracterizado por déficits en la comunicación e interacción social, así como por patrones restrictivos y repetitivos de conducta, actividades e intereses. Asimismo, es frecuente que el alumnado con TEA muestre problemas de conducta disruptiva, por lo que resulta necesaria la intervención mediante técnicas operantes de modificación de conducta. En el presente trabajo se desarrolla una propuesta de intervención para un alumno con TEA matriculado en el aula específica de autismo del CEIP Ortiz de Zúñiga (Sevilla). La intervención trata de abarcar tanto el trabajo con el alumno, como con el profesorado y la familia del alumno. En concreto, con el alumno se trabajará mediante el Reforzamiento Diferencial de conductas Incompatibles (RDI) las conductas disruptivas que presenta el niño (pegar a los demás, pellizcar a los demás e interrumpir a los demás en el juego o sus tareas). Para ello, se utilizarán las técnicas de modificación de conducta conocidas programa de reforzamiento positivo, para reforzar las conductas incompatibles con las conductas disruptivas (abrazar a los demás, coger de la mano a los demás y jugar con los demás), y por otro lado, se hará uso de castigo negativo, concretamente tiempo fuera de reforzamiento positivo, para tratar de disminuir las conductas disruptivas del alumno. Con el profesorado se trabajará en el asesoramiento sobre el alumno con TEA y en las técnicas de modificación de conducta a realizar con el alumno. Por último, con la familia también se tratará de trabajar en torno al asesoramiento sobre el alumno y la realización de metodologías favorables con el TEA como el uso de rutinas y una agenda visual. Respecto a los resultados esperados, se estima que la consecución de los objetivos propuestos se dé a lo largo de un curso escolar.

Este estudio investigó la influencia del trabajo cooperativo en niños con TDAH en educación primaria. Se destacó la importancia de abordar las necesidades de estos niños y se planteó la hipótesis de que el trabajo cooperativo podría ser una estrategia efectiva para mejorar su rendimiento académico y habilidades sociales. En primer lugar, se revisaron las teorías previas que respaldan la relación entre el trabajo cooperativo y el desarrollo de habilidades sociales, así como la mejora del rendimiento académico en estudiantes con TDAH. La metodología utilizada en este estudio involucró encuestas para recopilar datos sobre las percepciones y experiencias de profesores en relación con el trabajo cooperativo y el TDAH. Se analizaron las respuestas y se obtuvieron resultados significativos que respaldan la efectividad del trabajo cooperativo en la mejora del rendimiento académico y las habilidades sociales de los niños con TDAH. En conclusión, se destacó la importancia de implementar enfoques cooperativos en el aula para abordar las necesidades específicas de los niños con TDAH. Se resaltó que el trabajo cooperativo ofrece un entorno inclusivo, promueve el desarrollo de habilidades sociales y puede tener un impacto positivo en el comportamiento y el rendimiento académico de los estudiantes. Estos hallazgos respaldan la importancia de utilizar estrategias cooperativas para mejorar la experiencia educativa de los niños con TDAH en la Educación Primaria

This research article focuses on the design and validation of a questionnaire to analyse future teachers' perceptions of professional skills through the use of Augmented Reality (AR) in higher education, specifically for students in the field of Educational Sciences. The sample consisted of 575 students of Early Childhood Education, Primary Education and Pedagogy during the academic year (2021/2022). The focus of this study is to authenticate a questionnaire that measures the influence of Augmented Reality (AR) on aspects such as situated learning, motivation, and the necessary instructional preparations for the successful integration of AR within classroom educational encounters. The questionnaire is an online Likert-type scale developed based on three dimensions: situated learning, motivation and training. The data were analysed using the Statistical Package for the Social Sciences (SPSS) version 25 and JASP 0.17.1. The questionnaire met the standards recommended for validation. However, improvements to the instrument are suggested. In conclusion, validation of instruments is necessary to gain a rigorous understanding of the impact of new learning environments.

Artificial intelligence (AI) is influencing various sectors of society, including the educational field. The use of AI can have great potential in education, however, it is necessary to know both its performance and its limitations. The main objective of this study is to analyze the prompts made by teachers in initial training in relation to the topic of specific educational support needs, classifying them according to Bloom's Taxonomy. For this, 63 students from the first year of the Primary Education Degree in the subject Information and Communication Technology applied to Education participated. The results show that the highest frequency of prompts made by students correspond to the highest levels of Bloom's taxonomy (apply and create), which suggests that students are capable of using the knowledge acquired in the subject to create new learning situations with their future students. This confirms that the implementation of this methodology is beneficial for the development of cognitive and pedagogical skills of future teachers.

The present study is focused on the digital transformation of higher education in Ecuador and Spain, and it analyses how this transformation is affecting both students and faculty members. On the one hand, this study aims to describe the motivation, satisfaction and assessment of online and face-to-face teaching of higher education students in educational degrees. On the other hand, it aims to compare the evaluation of online and face-to-face teaching between Ecuadorian and Spanish students in order to determine their educational preferences. Differences between Ecuadorian and Spanish students were analysed from a non-experimental approach, following a descriptive and inferential methodology, in which a questionnaire was administered through the Google Forms platform. The sample was constituted by 1,745 university students, of whom 72.1% were Ecuadorian and 27.9% were Spanish. The results indicate that online education presents unique challenges, such as the lack of physical interaction, the difficulty to keep the attention of the students, and the need to effectively use technological tools. The motivation and satisfaction of Ecuadorian and Spanish students vary as a function of teaching modality, with face-to-face teaching being preferred by the students. It is thus concluded that aspects such as autonomy, the search for information and the management of projects are the skills proposed to continue advancing. Our proposal is to continue to search for variables that favour subjective well-being, integrating the learning models with the social context, and advancing in didactic resources, digital pedagogies and describe the motivation, satisfaction and evaluation of new digital learning environments and face-to-face teaching of higher education students of educational degrees. To compare the evaluation of new digital learning environments and face-to-face teaching between Ecuadorian and Spanish students in order to determine their educational preferences.

La robótica educativa se ha utilizado para reforzar el aprendizaje de estudiantes de educación infantil con dificultades de aprendizaje en áreas académicas como matemáticas, lengua, incluso idioma extranjero; sin embargo, es importante señalar que el fin último de la implementación de robótica en las dinámicas educativas con este alumnado no se centra únicamente en la adquisición de conocimientos sobre robótica y/o programación, sino más bien como “herramientas de aprendizaje” para fomentar el desarrollo y adquisición de múltiples habilidades específicas. En este trabajo exponemos diferentes aplicaciones móviles (Apps) para la enseñanza de la robótica y el pensamiento precomputacional en niños y niñas con necesidades educativas especiales que estén cursando educación infantil, o que, aunque no se encuentren matriculados en ese nivel educativo, estén estudiando currículos adaptados para esas edades. Con estas Apps, jugando, y de una forma muy visual y divertida, los estudiantes aprenden habilidades básicas para el siglo XXI, como ciencia, programación, lógica, algoritmos, etc. La gran mayoría están en traducidas a varios idiomas, pero el que no lo estén no supone problema alguno ya que son muy intuitivas y están preparadas para personas no angloparlantes, de hecho, se pueden manejar sin incluso saber leer ni escribir., Educational robotics has been used to reinforce the learning of Early Childhood Education students with learning difficulties in academic areas such as mathematics, language, even foreign languages; however, it is important to point that the ultimate goal of implementing robotics in educational dynamics with these students is not focused on the acquisition of knowledge about robotics and/or programming, but rather as "learning tools" to encourage learning, development and acquisition of multiple specific skills. In this paper we expose different mobile applications (Apps) for the teaching of robotics and precomputational thinking in children with special educational needs who are studying Early Childhood Education, or who, although they are not enrolled in that educational level, are studying curricula. adapted for those ages. With these Apps, playing, and in a very visual and fun way, students learn basic skills for the 21st century, such as science, programming, logic, algorithms, etc. The majority are translated into several languages, but they are not is not a problem since they are very intuitive and are prepared for non-English speakers, in fact, they can be handled without even knowing how to read or write.

This paper proposes a development model of the adaptation capacity of students to digital transformation in university teaching through three constructs: motivations, digital pedagogy, and student autonomy. For this study, an ad hoc scale was created to record the adaptation capacity of students to digital transformation. The sample was 483 students from the University of Seville (Spain), to whom an online survey was administered during the development of online teaching in the period of November 2020 using the Google Forms platform. The findings of this study showed that university student motivation acquired a greater threshold than autonomy, whose threshold in turn, was greater than that of digital pedagogy in the ability to adapt to online teaching and that the capacity of adaptation to the online modality is explained by the perception that university students have of the usefulness, products, and learning outcomes, among others. In conclusion, the lack of adequate and enabled study spaces is key to developing the online model. We consider all these aspects as prospective research objectives.

The aim of this study was to determine the post-pandemic learning adaptation scenarios from the perspective of university students from the Faculty of Education Science of the University of Seville (Spain) as a function of the competencies identified in the context of digital transformation. This was a non-experimental, descriptive study that used a short version of the Scale of Attitudes on the Perceptions of Future Teachers toward the New Post-pandemic Educational Scenarios (SANPES). The sample consisted of 972 students of the University of Seville (Spain) (72% women, 28% men), registered in the academic year 2021–2022. A cluster analysis was performed, using a hierarchical procedure (dendrogram), followed by a non-hierarchical procedure (k-means algorithm). The results show significant differences in the responses of the university students. Conclusions: progressive models or scenarios of adaptation to post-pandemic learning based on some student competencies, such as motivation, collaboration, self-learning and digital methodology: (a) initial adaptation model, (b) moderate adaptation model, and (c) advanced adaptation model.

In the last decades, the notion of universal design for learning (UDL) has gained prominence in the Greek educational scene (former government plan in education, projects based on UDL). This educational philosophy is essentially a necessary inclusive practice given the new conditions, the extreme heterogeneity of the student population due to socio-political and economic factors, and the exceptional circumstances due to COVID-19 pandemic. The UDL aims to ensure access and equity in learning for all learners despite differentiating characteristics. With our study, we seek to investigate whether teachers in secondary and second chance schools (SCS) are ready to implement UDL, what their expectations are, what obstacles they face, and the results of implementation through their records in reflection journals, a practice that is fully consistent with the context of UDL.

Este trabajo se basa en la realización de un análisis descriptivo de las opiniones del profesorado de la Facultad de Ciencias de la Educación de la Universidad de Sevilla sobre la formación online durante el período de pandemia originado por el COVID-19. Se pretende conocer los desafíos que esta formación ha planteado a los docentes tanto en la evaluación y participación del alumnado, como en la interacción entre profesores y adaptaciones del material educativo a dicha formación. La recogida de información se ha realizado mediante un cuestionario utilizando la herramienta de Google Formulario, el cual ha sido respondido por 100 profesores de la Facultad de Ciencias de la Educación de la Universidad de Sevilla. Los resultados obtenidos demuestran que, desde la perspectiva del profesorado universitario, la participación del alumnado ha disminuido considerablemente durante la educación online respecto al escenario presencial habitual. Sin embargo, a pesar de esta disminución de la participación del alumnado, se constata que el profesorado tiene una visión positiva sobre la educación online y considera que es un elemento útil complementario a la educación presencial., This work consists in the realization of a descriptive analysis of the opinions of the teachers of the Faculty of Education Sciences of the University of Seville about online education during the period of pandemic caused by COVID-19. It is intended to know the challenges that this training has posed to teachers both in the evaluation and participation of the students, as well as in the interaction between teachers and adaptations of the educational material to said education. The collection of information has been carried out through a questionnaire using the Google Form tool, which has been answered by 100 professors from the Faculty of Educational Sciences of the University of Seville. The results show that, from the perspective of university teachers, the participation of students has decreased considerably during online education compared to the usual face-to-face scenario. However, despite this decrease in student participation, it is found that teachers have a positive view of online education and consider that it is a useful element complementary to face-to-face education.

El presente trabajo trata sobre esclerosis múltiple y empleo y su principal objetivo es conocer las necesidades personales que las personas con esclerosis múltiple pueden tener al desarrollar su carrera profesional, con el propósito de que se tome conciencia sobre la realidad que éstas personas viven. Para poder desarrollar esta investigación, hemos realizado un breve repaso sobre EM, para así poder contextualizarlo, además de una revisión de investigaciones realizadas en este ámbito. Para conseguir nuestro objetivo, se ha seguido una metodología mixta (cuantitativa-cualitativa), en la que han participado 396 personas en el apartado cuantitativo, y 8 personas en el cualitativo, entre los que encontramos pacientes, asociaciones y neuróloga. Los resultados muestran que la mayoría de los encuestados han tenido que realizar cambios en su carrera profesional debido a la enfermedad, así como un 44,09% ha tenido que abandonarla por la sintomatología presentada. Por lo que, concluimos que el impacto que la enfermedad puede llegar a tener a nivel laboral es alto, así como que las adaptaciones y la sensibilización por parte de la empresa ayudan en la retención laboral., The present study deals with the relationship between multiple sclerosis and employment. Its goal is analysing the personal needs that people with this illness might have when it comes to developing their professional career. Our main purpose is creating awareness about the reality these people go through. In order to do this research, we have carried out a brief revision on the subject as well as the corresponding findings of different pieces of research so we can contextualise it. For the purpose of achieving our goal we have followed a mixed methodology, both quantitative (with 396 informants) and qualitative (with 8 informants), among whom we can find patients, associations and a neurologist. The results show that the majority of those surveyed have had to make changes in their professional career due to the disease, as well as 44.09% have had to abandon it due to the symptoms presented.

Este trabajo investiga las competencias digitales que posee el profesorado para afrontar con garantías y seguridad la enseñanza digitalizada y online con su alumnado, perteneciente al tercer ciclo de educación primaria del "CEIP Capitán General Julio Coloma Gallegos". Ya que a raíz de la pandemia, originada por la Covid- 19, la enseñanza ha sufrido una gran transformación digital, lo cual ha conllevado a que los docentes cambien su metodología de enseñanza y apoyen esta última con diferentes recursos digitales educativos. Lo hacemos a partir de un enfoque metodológico descriptivo, basado en la realización de una encuesta cerrada a seis docentes, tutores responsables de las tres líneas correspondientes al tercer ciclo de educación primaria, donde apreciamos tras los resultados de dicha investigación, que el profesorado posee un nivel bajo en referente a las competencias digitales. Por último, con idea de apoyar al docente con el desarrollo de su labor educativa, ofrecemos un creativo listado de recursos y herramientas digitales educativas., This study looks into the skills that teachers need to have in order to deal e-learning in a confident manner with their students, which attend the third cycle of primary education of the "CEIP Capitán General Julio Coloma Gallegos". Due the pandemic caused by Covid-19, teaching has undergone a mayor digital transformation, which has led teachers to change their teaching methodology supporting this change with different digital educational resources. We focus this study from a descriptive methodological approach, based on conducting a closed survey of six teachers (tutors in charge of the three areas of the third cycle of primary education), where we noted after examining the outcome of mentioned research that the teachers have a low level on digital skills. Finally, with the aim of supporting teachers in their educational performance, we are offering a creative list of digital educational resources and tools.

The aim of this study is to determine the perceptions of university students toward teaching– learning processes during the COVID-19 pandemic. This research gathers inquiries made worldwide on the perceptions of students in higher education during a state of alarm. The proposed objectives were (a) to analyse the perception of students toward teaching–learning processes in university; (b) to determine the assessment given by students about the changes that took place in university teaching as a result of COVID-19; and (c) to explore resources (hardware and software), professional collaboration, digital pedagogy and student empowerment (motivation) regarding digital education and recent changes in university teaching due to the pandemic. This study used a non-experimental, descriptive design based on opinion polls or surveys. The results show a positive correlation between digital pedagogy, student motivation and digital environments. As a conclusion, we encourage the scientific community to continue delving into the motivation, collaboration and reflective exchange of experiences, self-learning and promotion of initiatives that foster the development of competencies in future teachers. It is also important to continue the research on integrated designs in training processes in university, tutoring and continuous evaluation, as they are key for digital transformation in universities.

La pretensión de este libro es proporcionar a los futuros docentes las claves fundamentales para interpretar el funcionamiento y organización de los centros escolares. Frente a la complejidad inherente que presenta este campo de estudio y trabajo en un mundo dinámico, abierto y cambiante, estas organizaciones deben dar respuestas coherentes con los nuevos paradigmas educativos. Un claro ejemplo de esto es la adaptación que ha tenido que realizar la comunidad educativa para dar respuesta al problema sanitario, social y económico que ha planteado la pandemia del COVID-19, por lo que compartimos y analizamos las principales reflexiones sobre la respuesta dada en nuestros centros educativos, comparando esta con la proporcionada en otros países y revisando el origen de sus respectivos sistemas educativos y su razón de ser. Los centros educativos son parte fundamental de la estructura de nuestro sistema educativo en tanto que son el marco físico y relacional en el que se lleva a cabo la docencia, así que se hace necesario analizar su organización con respecto a sus elementos espaciales y temporales, su estructura organizativa y sus órganos colegiados y unipersonales. Sin embargo, la situación inédita en la que se han encontrado los centros ha llevado a los equipos directivos y los docentes que forman parte del claustro a interpretar las nuevas necesidades digitales que han surgido en las familias y en los alumnos. Es imprescindible analizar la aceleración de la Transformación Digital y su impacto en la organización y en el avance de los aprendizajes hacia paradigmas deseables en el siglo XXI, por lo que la intervención de la práctica profesional será en centros educativos que están incorporando la digitalización y los Objetivos de Desarrollo Sostenible (ODS) en el camino hacia organizaciones educativas más inclusivas y sostenible

This article presents an empirical study on the perceptions of university students toward the development of the teaching practicum, using the CourseSites platform as a communication and support tool for their training. The opinions of the students were collected through a questionnaire. The sample consisted of 1500 students who were registered in the degrees of Early Childhood Education, Primary Education and Pedagogy (2008-2018). A descriptive, inferential and multi-level analysis was conducted, which confirmed that future teachers had activated their professional competences, as they had the chance to share their internship experiences with their faculty members and with their own classmates.

Nuestros hábitos la mayoría de las veces determinan nuestro destino y mantener unos hábitos saludables determinará en gran medida cual será nuestra salud en un futuro. Mientras antes empecemos a seguir las pautas de un estilo de vida saludable menos complicaciones nos veremos obligados a tener que enfrentar. El siguiente estudio plantea identificar los conocimientos generales en nutrición de familias y profesorado, para determinar si esta podría ser la causa de uno de los factores de riesgo del desarrollo de diabetes tipo 2 a temprana. Por lo tanto, la muestra de estudio está compuesta por 52 familias y 15 profesores de alumnos provenientes de distintos colegios de educación primaria, distribuidos por la provincia de Sevilla capital. Para la recogida de información sobre cuestiones generales de nutrición, se utiliza un instrumento de recogida de datos, el cual será un cuestionario para una muestra de población compuesta por un lado de profesores y por otro lado de familias que quisieron colaborar. Los resultados han dado lugar una identificación de un alto grado de desconocimiento tanto por parte de las familias como del profesorado. Como conclusión nos hemos basado en una propuesta que consiste en reforzar y promover una educación alimentaria desde la escuela, ya que creemos que debería de ser un ámbito igual de importante cómo lo es el de la educación física, y al que siempre, como hemos podido comprobar, se le ha dado menos importancia. Además de esto, también creemos de una importancia vital, proponer programas de formación sobre conocimientos generales de nutrición para familias y profesorado., Our habits most of the time determine our destiny and maintaining healthy habits will determine to a large extent what our health will be in the future. The earlier we begin to follow the guidelines of a healthy lifestyle, the less complications we will have to face. The following study proposes to identify the general knowledge in nutrition of families and teachers, to determine if this could be the cause of one of the risk factors of the developmentof type 2 diabetes to early. Therefore, the study sample is composed of 52 families and 15 teachers of students from different primary schools, distributed by the province of Seville capital. For the collection of information on general questions of nutrition, a data collection instrument is used, which will be a questionnaire for a population sample composed of teachers and families that wanted to collaborate. The results have led to an identification of a high degree of ignorance on the part of both families and teachers. In conclusion we have based on a proposal that is to strengthen and promote a food education from school, because we believe that it should be an equally important area as is that of physical education, and that always, as we have been able check, it has been given less importance. In addition to this, we also believe it is of vital importance to propose training programs on general knowledge of nutrition for families and teachers.