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The literature reveals the difficulty of teaching minority languages in multiethnic and multilingual regions. Studies about teachers’ perceptions when instructing a minority language might help stakeholders to design interventions to overcome this problem. The first aim of this study was to describe teachers’ perceptions of type of issues, student complaints, and behaviors when teaching in Basque. The second aim was to state whether there is any relation between the origin of the students, the teachers’ working experience, and working region with the occurrence of issues, type of complaints in class, and the role of students’ parents. The data for this study were collected using an online questionnaire answered by 197 teachers. A descriptive analysis of the answers was performed using SPSS® (Statistical Package for the Social Sciences). Chi-square analyses were conducted to study the relation between variables. Results indicate that teachers believe Basque is sometimes undermined in their teaching practice, but no difference is perceived between local and migrant students. Conversely, regarding teachers’ views, negative attitudes toward Basque are mostly influenced by students’ families. This provides evidence to encourage education stakeholders to design better lessons involving the teaching of Basque.

The knowledge about physical demands in different sports has increased, thanks to the application of global positioning system devices. The reliability and validity of 10 Hz global positioning system devices have been assessed by some authors. The majority of the studies only addressed the reliability of the devices or, in other words, the ability of scores of global positioning system device to differentiate among subjects or objects. The reliability is based on correlations (such as the intraclass correlation coefficient) which do not give the researcher information that can be interpreted in a practical way. In this way, the aim of this study was to assess the grade of agreement among repeated measurements made on the same subject using two global positioning system devices simultaneously. Four trained male tennis players participated in the study. The participants completed tennis-simulated point-games (n = 32), each player wearing two devices at the same time. Global indicators, such as Player Load (PL), Exertion Index (EI) and Equivalent Distance Index (EDI) per minute, were monitored through the use of global positioning system devices (MinimaxX v4.0; Catapult Innovations, Melbourne, Australia) operating at the above-mentioned sampling frequency of 10 Hz. The systematic error is that there is tendency of the global positioning system devices to measure systematically different from others V mean (21.03 m Á min 21), V peak (210.31 m Á min 21), Equivalent Distance Index (0.63 ratio), PL min (0.35 UA min 21) and EI min (20.01) variables. As for random error (limit of agreement), we would expect that in PL min , the global positioning systems would differ in 95% of the cases between 2.12 and 21.42 m Á min 21 ; any value out of the limits of agreement would result relevant for the practical point of view. We concluded that the global positioning system devices produce systematically different results from one another; therefore, the bias from one global positioning system to another should be subtracted to compare the results between the global positioning systems.

Purpose The purpose of this systematic review was to identify, appraise, and critically synthesize the latest available evidence on the effects of augmentative and alternative communication (AAC)-based interventions on communication skills in children aged between 6 and 10 years with mixed diagnoses. Method MEDLINE (OVID), PsycINFO (EBSCO), ERIC (ProQuest), SCIELO (WOS), Teacher Reference Center (EBSCO), and Education Database (ProQuest) were searched. The studies were independently selected by two reviewers for the purposes of the review. The methodological quality of the included studies was assessed, and characteristics and results of the studies were extracted. Results This review included 14 studies from a total of 1,204 found through an electronic search. The AAC interventions studied were effective at improving various outcomes in children with mixed diagnoses. Interventions that focused on narrative skills were the most common type. When considering the quality of the studies, the independence of assessors, data analysis, replication, and generalization of interventions were the weaker areas. Conclusions Interventions analyzed in this review improve communication skills, including phonological awareness, vocabulary, requesting, and developing narrative skills in children aged between 6 and 10 years with mixed diagnoses. The results of one study also indicate that the acquisition of skills using an AAC method is superior when the child prefers the method. Supplemental Material https://doi.org/10.23641/asha.14462256

Purpose: This systematic review evaluates the latest available evidence regarding augmentative and alternative communication (AAC) interventions in children from 0 to 6 years old diagnosed with various disabilities. Method: A systematic search was conducted in MEDLINE (OVID), PsycINFO (EBSCO), ERIC (ProQuest), SCIELO (WOS), Teacher Reference Center (EBSCO), and Education Database (ProQuest), and studies on AAC interventions in children from 0 to 6 years old diagnosed with various disabilities were selected independently by two reviewers (A.L.-R. and N.I.M.) according to the purpose of the review. Results: Twenty-nine of 1,709 studies met the inclusion criteria for this review. The methodological quality of the included studies was assessed, and the characteristics and results of the studies were extracted by a descriptive analysis (O.L.S. and M.O.-V.). Conclusion: This analysis revealed that children with different diagnoses show improvements in expressive and receptive communication, functional communication behaviors, communication participation skills, interaction strategies, and symbol and multisymbol production and comprehension by using various AAC systems.

Desde el inicio de la pandemia de COVID-19 en marzo de 2020, el mundo del deporte, así como la sociedad en general, se ha visto afectada y ha tenido que adaptarse a esta nueva realidad. En este sentido, el deporte escolar ha sufrido numerosos cambios, desde la suspensión de todas las actividades, pasando por diferentes situaciones en función de la comunidad, provincia o municipio. Esto ha generado diversos escenarios que, en el caso de Guipúzcoa, han tenido que gestionar las personas coordinadoras de deporte escolar (CDE), cuyo impacto todavía es desconocido. El objetivo de este estudio fue conocer, describir y comprender la gestión del deporte escolar guipuzcoano desde marzo de 2020 hasta finales del año 2020, dividida en tres fases en función de la situación sanitaria en Guipúzcoa. Para ello se diseñó un cuestionario que se envió a los y las CDE durante el mes de enero. Los resultados muestran que se realizaron propuestas online durante la primera fase de la pandemia, y propuestas en el medio natural durante la desescalada. Igualmente, se observa un descenso de las actividades de un 75,4% a 34,6% así como de la participación de los escolares desde septiembre hasta diciembre (1,68/5). Curiosamente, al tener que adaptarse a un nuevo contexto, las iniciativas han supuesto una ruptura con el modelo tradicional de deporte escolar, aproximándose hacia un paradigma más educativo y menos competitivo. Con todo, parece que el confinamiento ha traído consigo una reflexión acerca del enfoque y la misión de la oferta deportiva para escolares. Abstract. Since the beginning of COVID-19 pandemic in March 2020, society and consequently sports-world has had to adapt to this new reality. Specifically, school sports has undergone many changes which generated various settings. In the case of Gipuzkoa, the school sports coordinators (SSC) have had to managed these settings. The objective of this study was to know, describe and understand the management of school sports in Gipuzkoa from March 2020 to the end of 2020 divided into the three phases of the pandemic situation in the region. For this aim, a questionnaire was designed and answered by SSC. The results showed that various online proposals were made online during the lockdown. After it, activities in nature were proposed having great success. Likewise, there was showed a decreased in the number of proposals from 75,4% to 34,6%  and also on children´s participation in activities since the beginning of the pandemic (1,68/5). On the other hand, having to adapt to a new context, the initiatives proposed during the pandemic have broken with the traditional model of school sports moving towards a more educational and less competitive paradigm. All in all, it seems that the confinement has brought with it a reflection on the focus and mission of the sports offer for schoolchildren.

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