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The self-determination of people with disabilities, and specifically people with intellectual disabilities (ID), is a growing issue due to its relevance in the field of inclusion and human rights. Although research has shown a significant relationship between self-determination and intelligence, other factors also contribute to its development. The purpose of this study was to understand what other variables may be influencing self-determination. Using the scores from 483 adolescents and adults with ID who completed the AUTODDIS scale, we performed inferential and regression analyses to determine the relationships between levels of self-determination, personal variables (sex, age, severity of ID), and contextual variables (living environment, specialized supports). We found that self-determination is affected by the severity of ID, and when this variable is controlled for, greater self-determination is mainly related to receiving occupational support and support for autonomy and independent living. Results also showed that, together with ID severity, occupational and psychoeducational support, as well as support for autonomy and independent living, were also predictors of the level of self-determination. In conclusion, this study confirms the importance of contextual variables in the development of self-determination in people with ID, placing the focus of intervention on social opportunities.

Justifica-se a escolha do tema pelo fato de surgir alguns questionamentos como: “Como proceder se for inserido em minha sala um aluno surdo, como poderei ensinar os conteúdos e me comunicar com ele?”. “Os professores em atuação sentem-se preparados para trabalhar com esses alunos?”. “Uma disciplina na graduação prepara os professores para atuar com esses alunos?”. Assim, este trabalho tem como objetivo analisar a importância da Libras na formação inicial de professores , especificamente, visa contextualizar historicamente a inserção da Libras na legislação brasileira, Identificar o ensino de Libras no currículo do cursos de Licenciatura.

Faced with the cutbacks in public funding and the changes taking place in the governance and funding models in the cultural sector, museums must rise to the challenge of devising and implementing s...

Background Advances in theoretical frameworks of self-determination require the development of new assessment instruments. This study examines the dimensional structure of a self-determination scale and analyses the factorial invariance of its measurement across age and gender. Method The AUTODDIS Scale was used to assess the self-determination of 541 people with intellectual disabilities aged from 11 to 40. Results Different models (correlational and hierarchical structures) of the scale were tested. The correlational model obtained from the exploratory structural equation model approach provided the best fit for the data. The results also supported measurement invariance across youths (aged 11 to 21 years) and adults (aged 21 to 40 years) and across genders. Conclusions This study contributes to international research on self-determination and the development of assessment tools in this field, offering a better understanding of this multifaceted and complex construct. The results provide construct validity evidence regarding a new measurement tool tested across people aged 11 to 40, using information from third parties. However, further research is needed to explore the best ways to understand and assess the different factors related to self-determination.

Research in the field of disability have stressed self-determination as a key construct, both at the individual level, because of its impact on quality of life, and at the organisational level, as ...

Although sexuality, reproductive health, and starting a family are human rights that should be guaranteed for all citizens, they are still taboo issues for people with intellectual disability (ID), and even more so for women with ID. This paper systematically reviews the current qualitative and quantitative evidence on the rights of people with ID in regard to Articles 23 (right to home and family) and 25 (health, specifically sexual and reproductive health) of the Convention on the Rights of Persons with Disabilities (CRPD). A systematic review of the current literature, following PRISMA 2020, was carried out in ERIC, PsychInfo, Scopus, PubMed, ProQuest, and Web of Science. In all, 151 articles were included for review. The studies were categorized into six themes: attitudes, intimate relationships, sexual and reproductive health, sexuality and sex education, pregnancy, and parenthood. There are still many barriers that prevent people with ID from fully exercising their right to sexuality, reproductive health, and parenthood, most notably communicative and attitudinal barriers. These findings underline the need to continue advancing the rights of people with ID, relying on Schalock and Verdurgo’s eight-dimensional quality of life model as the ideal conceptual framework for translating such abstract concepts into practice and policy.

Background: Appropriate supports and instructional practices contribute to the development of self-determination. Also, research shows that the promotion of skills related to self-determination has been linked to the achievement of desired outcomes over the different life stages. Advances in self-determination require the development of assessment instruments because there is a reciprocal relationship between assessment and instruction. The purpose of this paper is to provide a description of the AUTODDIS Scale, along with evidence of its reliability and external validity. Method: A sample of 541 people with intellectual disabilities aged from 11 to 40 was used to validate the scale. Results: The reliability results indicate that the AUTODDIS Scale shows high internal consistency. The total score and subscale scores indicate moderate inter-rater reliability. The scores were also moderately to highly associated with other related measures of self-determination and quality of life (QoL). Conclusion: Our results demonstrate that consistent and valid information can be obtained from the AUTODDIS Scale.

This study analyses the relation between student misbehaviour and teacher coercion from a teacher perspective by taking further contextual variables into account. Our participants were 480 male/female secondary education and 351 primary education teachers from the Spanish Autonomous Community of Arag&oacute, n (Spain). This study forms part of the 2017 Coexistence Study in Arag&oacute, n Education Centres. According to the theoretical framework and the SEM (structural equation modeling), the results revealed a close relationship between student misbehaviour and teacher coercion, although other contextual variables also appeared in the regression equation: in coexistence rules and in teacher competence. We ultimately found a certain degree of difference between the primary and secondary education levels. On the secondary school level, teacher conflicts were associated with student misbehaviour, while coexistence rules and participative and inclusive activities predicted teacher coercion. Conversely, on the primary school level, participative and inclusive activities predict a lower frequency of student misbehaviour, while teacher competence predicts a lower frequency of teacher coercion.

The Convention on the Rights of Persons with Disabilities have proclaimed the basic right of people to make one&rsquo, s own choices, have an effective participation and inclusion. Research in the field of disability have stressed self-determination as a key construct because of its impact on their quality of life and the achievement of desired educational and adulthood related outcomes. Self-determination development must be promoted through specific strategies and especially, by providing tailored opportunities to practice those skills. Providing these opportunities across environments could be especially relevant as a facilitator of self-determination development. This manuscript aims to ascertain if opportunities at home and in the community to engage in self-determined actions are mediating the relationship between people intellectual disability level and their self-determination. Results have confirmed direct effects of intellectual disability level on self-determination scores. Indirect effects also predicted self-determination and almost all its related components (self-initiation, self-direction, self-regulation, self-realization, and empowerment) through opportunities in the community and at home. Autonomy was predicted by the intellectual disability level through an indirect effect of opportunities at home, but not in the community. These results highlight the need for further research to better operationalize and promote contextually rooted opportunities for people with intellectual disability to become more self-determined.

On the bases of relationship marketing and social capital, this paper aims to explore whether museums’ external relationships depend on managers and internal relationships as well as on mode of gov...

Instruments to measure self-determination have only been available in the Spanish language to date, for adolescents with intellectual disability (ID). However, given the development of a new measure of self-determination for youth with and without disabilities, the Self-Determination Inventory, there is a need to adapt and validate this tool in the Spanish language so as to provide practitioners with a psychometrically strong measure of self-determination. This study provides evidence of reliability and validity of the Spanish version of the scale, empirically tested with a sample of 620 youth with and without disabilities in Spain. Specifically, validity was evidenced through structural equation modeling approaches, confirming the instrument adequacy to measure self-determination in Spanish speaking youth. Future lines of research are suggested.

This paper aims to explore the link between creativity orientation, investment in visitors’ experience and operating and funding performance in tourist attractions, taking museums as a case study. ...

AIM This study determined if blood levels of beta-hydroxybutyrate were associated with the rate of failure in oral rehydration in paediatric patients with vomiting. METHODS This was a prospective observational study that was carried out from December 1, 2015 to November 30, 2016 in the Rio Hortega University Hospital, Valladolid, Spain. The study cohort were patients up to 14 years old who attended the emergency department with three or more vomiting episodes in the last four hours and glycaemia higher than 45 mg/dL. Blood was measured for beta-hydroxybutyrate levels prior to the administration of oral rehydration solution for 90 minutes. Two or more vomiting episodes during this period were considered failed oral rehydration. RESULTS We analysed 248 patients, with a median age of four years and 7.5 months and 233 (94%) of the parents took part. The median number of vomiting episodes in the previous four hours was five and oral rehydration was successful in 183 (78.5%) patients. The multivariate analysis showed that the initial beta-hydroxybutyrate blood level was not associated with the failure of oral rehydration. CONCLUSION Blood levels of beta-hydroxybutyrate had no predictive value for oral rehydration failure in young patients with vomiting and this routine measurement is unnecessary.

Background: Most theoretical models of self-determination suggest that both environmental and personal factors influence the development of self-determination. The design and implementation of inte...

En veinte centros escolares de educación primaria y secundaria de la ciudad se ha conveniado la atención al alumnado expulsado de los centros escolares por medida sancionadora con el Centro de Día de Aldeas Infantiles SOS, que de forma planificada y coordinada con el centro escolar realiza una labor preventiva de nuevas expulsiones, promoviendo cambios de actitud y de conducta en los menores mediante el programa Espacio de Cambio. El alumnado con partes disciplinarios sancionadores que es expulsado del centro escolar en la ciudad de Zaragoza cumple con la medida en, casa realizando las tareas curriculares designadas, aunque habitualmente no tiene apoyo para realizar un trabajo de reflexión y crecimiento personal ni para preparar una vuelta al centro reconducida.Este trabajo estudia los motivos de dichas expulsiones, definiendo el concepto de conflicto y haciendo una revisión de los estudios sobre los conflictos en los centros escolares. Se realiza también una revisión del perfil de este alumnado para entender qué medidas se toman desde la legislación educativa, y en concreto, qué funciones del departamento de orientación se relacionan con los conflictos escolares. Posteriormente se analiza en el caso del programa Espacio de Cambio las problemáticas de derivación en alumnado de primaria y secundaria del curso 2018-2019 utilizando para ello los expedientes y teniendo en cuenta la información de la reuniones de coordinación y entrevistas. Finalmente se proponen medidas para mejorar la coordinación entre los centros escolares y Aldeas Infantiles SOS que redunde en la mejora de los procesos educativos.

Resumen: La autodeterminación es uno de los constructos de mayor importancia para fomentar el bienestar y la autonomía de las personas con discapacidad intelectual, a quienes tradicionalmente se les ha negado la oportunidad de ser agentes causales de sus propias vidas. A pesar de la importancia de este tema, existe aún una gran escasez de herramientas que permitan evaluar la autodeterminación y que ofrezcan información útil para elaborar planes de intervención específicos. El objetivo de este trabajo consiste en elaborar una escala objetiva de evaluación de la autodeterminación para jóvenes y adultos con discapacidad intelectual. Realizar un estudio Delphi con todos los agentes implicados (profesionales, familiares y personas con discapacidad) permitió crear un amplio pool de ítems que se aplicó a 165 participantes. Los datos ponen de manifiesto que la escala resultante cuenta con evidencias empíricas de validez y fiabilidad que garantizan la importancia de continuar investigando en esta línea. Abstract: Self-determination is one of the most important constructs for the welfare and autonomy of people with intellectual disabilities, who have traditionally had a lack of opportunities to be causal agents of their own lives. Despite the importance of this construct, there is not enough tools available to evaluate self-determination and offer useful information to prepare specific intervention plans. The aim of this work is to develop an objective assessment scale of self-determination for young people and adults with intellectual disabilities. Conducting a Delphi study with all the agents involved (professionals, family members and people with disabilities) allowed us to create a wide pool of items that were then applied to 165 participants. Data show that this scale has empirical evidences of validity and reliability that guarantees the importance of continuing this line of research.

Los avances en la conceptualización de la discapacidad intelectual y el auge de movimientos de autodefensa y empoderamiento han influido, indudablemente, en la comprensión e importancia de constructos como la autodeterminación. En este trabajo el objetivo central es aportar una actualización sobre la forma de entender el constructo y la importancia del desarrollo de la autodeterminación en los diferentes contextos de vida de las personas y, en concreto, de las personas con discapacidad intelectual. Igualmente, se complementa dicha actualización del estado de la cuestión mostrando los resultados obtenidos en un estudio en el que se exploraban las percepciones de las propias personas con discapacidad, sus familiares y los profesionales que trabajan con ellas sobre la importancia que otorgan a la autodeterminación. Todo ello permite poner de relieve las necesidades y retos que los profesionales y familiares se encuentran para transformar esa importancia atribuida a la autodeterminación en la creación de oportunidades para su promoción. Se discute sobre la necesidad de seguir ahondando para conocer y dar respuestas a dichos retos. Advances in the conceptualization of intellectual disability and the emergence of self-advocacy movements have undoubtedly influenced constructs such as self-determination. In this study, an update on the way of understanding the construct is presented, as well as its importance on the development of self-determination across contexts of people with intellectual and developmental disabilities. This state of the issue is as well exemplified with the preliminary results of a study aiming to explore perceptions of self-determination importance for people with disabilities themselves, their families and the professionals who work with them. Even if professionals and families attribute high importance to self-determination, they still face needs and challenges in creating opportunities to foster self-determination in their contexts. The need to deeply explore and answer to these challenges is also discussed.

La autodeterminación es un factor relevante en la educación y en la vida de las personas con discapacidad, quienes reclaman su derecho a poder ser agente causal en su propia vida. La investigación pone de manifiesto que los factores personales y ambientales juegan un rol fundamental en el desarrollo y la expresión de la autodeterminación. El objetivo de este trabajo es analizar el rol de las variables personales y familiares en la autodeterminación de los jóvenes con discapacidad intelectual. Se obtuvo información sobre la autodeterminación y características personales y familiares de 71 estudiantes de entre 11 y 17 años con discapacidad intelectual. Los resultados ponen de manifiesto que las variables familiares desempeñan un papel importante a tener en cuenta para el desarrollo y la promoción de la autodeterminación durante la etapa educativa. Self-determination is a relevant issue in the education and the live of people with disabilities, who claim their right to be a causal agent in their own lifes. Research has established that both environmental and personal factors play a significant role in the development and expression of self-determination. The aim of this study is to examine the degree to which several personal and family factors affect and influence the self-determination level of students with an intellectual disability. A total of 71 students with an intellectual disability (11-17 years old) participated in the study, and information about self-determination and family and personal factors was obtained. The results show that family variables play an important role in participants? self-determination in order to facilitate and promote selfdetermination over the educational period. Esta investigación se ha desarrollado dentro de los proyectos financiados por el Ministerio de Economía y Competitividad con la referencia PSI2015-65193-P (MINECO/FEDER) y PSI2016-75826-P (AEI/FEDER, UE).

RESUMEN: El artículo presentado está orientado al desarrollo de una escala de evaluación de necesidades apoyos para niños y adolescentes (5-16 años) con discapacidad intelectual. Esta herramienta es coherente con la concepción más reciente de discapacidad intelectual y se desarrolla en castellano a partir de una propuesta internacional iniciada desde la Asociación Americana de Discapacidades Intelectuales y del Desarrollo (AAIDD). El foco principal de este estudio es analizar las características psicométricas de la escala en el contexto español. El instrumento ha sido aplicado a una muestra piloto de 143 niños y adolescentes con discapacidad intelectual y analizado bajo los supuestos de la Teoría de Respuesta a los Ítems (TRI); concretamente, se han asumido los supuestos del Modelo de Escalas de Clasificación. Los resultados alcanzados muestran evidencias iniciales de la fiabilidad y validez de la escala, así como el adecuado ajuste de los datos al modelo propuesto. ABSTRACT: The paper presented is focused on the development of a scale for assessing support needs for children and adolescents with intellectual disabilities. This tool adheres to the most recent conception of intellectual disability and it is being developed in Spanish following the international proposal initiated by the American Association of Intellectual and Developmental Disabilities (AAIDD). The main focus of the research is to analyze, the psychometric characteristics of the scale within the Spanish context. The tool has been used so far with a pilot sample of 143 people (both children and adolescents) with intellectual disabilities and it has also been according to the framework of Item Response Theory (IRT), specifically the assumptions of the Rating Scale Model (RSM) have been taken into account. The results achieved so far show preliminary evidence of the reliability and validity of the scale, as well as the adequate adjustment of the data to the proposed model. Este artículo se ha escrito en el marco del proyecto de investigación I+D PSI2012-36278 financiado por el Ministerio de Economía y Competitividad.

Within Spanish context, initiatives to promote self-determination in educational settings still lacking despite of the availability of instruments designed to enable the instruction of self-determination skills, such as the Self-Determined Learning Model of Instruction. This evidence-based practice enables teachers to instruct students to develop self-determination actions and skills. This study aims to present the Spanish translated and adapted version of the afore mentioned program/tool, in an effort to improve the focus of self-determination instruction in the Spanish educational context by providing practitioners with a model of instruction intended to teach skills associated with the promotion and enhancement of self-determined action., La promoción de la autodeterminación en contexto escolar sigue siendo una tarea pendiente en el contexto español, junto a la existencia de diferentes instrumentos centrados en la enseñanza de habilidades relacionadas con la conducta autodeterminada. Algunos, como el Self-Determined Learning Model of Instruction o Modelo de Enseñanza/Aprendizaje de la Autodeterminación han demostrado su eficacia en el fomento de dichas habilidades en contexto estadounidense. El presente estudio pretende dar a conocer la versión adaptada de dicho modelo de intervención, su modo de implementación, así como las evidencias empíricas que avalan su eficacia, a fin de ofrecer un instrumento de intervención que los profesionales educativos puedan usar en contexto escolar.

Hepatocyte transplantation is the best approach to maintain and propagate differentiated hepatocytes from different species. Host liver has to be adapted for transplanted hepatocytes productive engraftment and proliferation being required a chronic liver injury to eliminate host hepatocytes and provide a proliferative advantage to the transplanted hepatocytes. Most valuable mouse models for xenograft hepatocyte transplantation are based on genetically modified animals to cause a chronic liver damage and to limit host hepatocyte regeneration potential. We present a methodology that generates a chronic liver damage and can be applied to any host mouse strain and animal species based on the inoculation of a recombinant adenovirus to express herpes simplex thymidine kinase in host hepatocytes sensitizing them to ganciclovir treatment. This causes a prolonged liver damage that allows hepatocyte transplantation and generation of regenerative nodules in recipient mouse liver integrated by transplanted cells and host sinusoidal. Obtained chimeric animals maintain functional chimeric nodules for several weeks, ready to be used in any study.

Hepatocyte transplantation is the best approach to maintain and propagate differentiated hepatocytes from different species. Host liver has to be adapted for transplanted hepatocytes productive engraftment and proliferation being required a chronic liver injury to eliminate host hepatocytes and provide a proliferative advantage to the transplanted hepatocytes. Most valuable mouse models for xenograft hepatocyte transplantation are based on genetically modified animals to cause a chronic liver damage and to limit host hepatocyte regeneration potential. We present a methodology that generates a chronic liver damage and can be applied to any host mouse strain and animal species based on the inoculation of a recombinant adenovirus to express herpes simplex thymidine kinase in host hepatocytes sensitizing them to ganciclovir treatment. This causes a prolonged liver damage that allows hepatocyte transplantation and generation of regenerative nodules in recipient mouse liver integrated by transplanted cells and host sinusoidal. Obtained chimeric animals maintain functional chimeric nodules for several weeks, ready to be used in any study.

Aproximar el aprendizaje basado en competencias al alumnado lleva a que la experiencia docente deba nutrirse de propuestas innovadoras que faciliten dicha tarea. Las Píldoras Formativas Competenciales (PILFORCOMS) son vídeos de corta duración en los que el locutor demuestra de manera breve una competencia relacionada con un contenido teórico, y pueden acercar al alumnado a un papel activo en la construcción de su propio aprendizaje y profesionalización. Objetivos: analizar la viabilidad del uso de este novedoso recurso formativo con estudiantes de Magisterio. Método: con el desarrollo de un proyecto de innovación docente basado en la creación por parte de los alumnos de las PILFORCOMS como actividad práctica evaluable de la asignatura, se recogieron con escalas tipo likert antes y después de la realización del proyecto las percepciones de los estudiantes en relación a la propuesta. Resultados: mostraron que la experiencia ha sido positiva y el planteamiento motivador y útil para promover buenas expectativas de resultado y un aprendizaje eficaz. Conclusiones: la inclusión de una herramienta formativa novedosa como esta permite que, con la tutorización del profesor, el alumnado pueda construir su propio proceso de aprendizaje facilitando una formación en competencias ajustada a los resultados de aprendizaje previstos.The approaching of the competence-based learning to undergraduate students leads teaching experience to take into account innovative proposals to facilitate the task. The Formative Pills in Competences are short videos where the students show a competence related with a theoretical content adopting an active role to build their own learning and professionalization. Objectives: we aimed to analyze the viability of using this new educational resource in the early childhood education degree. Method: with the development of an educational innovation project based on the elaboration of the Formative Pills in Competences as a subject-related task, we obtained measures before and after the experience to determine the students’ perception using a Likert scale. Results: showed that the experience was positive and the proposal was useful and motivating to promote good results expectations and an effective learning. Conclusions: the inclusion of this kind of tools allows students, with professor mentoring, to build their own learning process leading to a competence training adjusted to learning outcome.

The purpose of this research is two-fold. First, to explore the factors that help to create brand equity in cultural organizations from the visitor viewpoint and second, to examine the impact of cultural brand equity on visitor satisfaction as well as on future intentions. A model of the relationships is developed and empirically tested using data collected from visitors attending The Ages of Mankind cultural exhibition in Castilla and Leon, Spain. In the present study, evidence is found to support the propositions that brand equity is closely linked to the particular image it conveys, to the event's recognition, the quality of the exhibitions and the cultural values it transmits. Brand equity also impacts visitor perception of the most recent exhibition, as well as future intentions to attend or even pay an admission fee.