Vivimos tiempo turbulentos. El mundo está rejuveneciendo y aumentan las aspiraciones a los derechos humanos y a la dignidad (…). El mundo está cambiando: la educación debe cambiar también" RESUMEN El objetivo de este trabajo es presentar la validación de una escala para evaluar la formación inicial en educación inclusiva de estudiantes universitarios de las titulaciones de educación. Para ello se partió de una escala que ha pasado ya una primera validación dirigida a profesionales en ejercicio (CEFI-R). Se contó con una muestra de 202 profesores españoles que impartían docencia en todas las etapas educativas y con 495 estudiantes universitarios de los grados de maestro y pedagogía y del máster de secundaria. Se describe el desarrollo del proceso de validación, que ha dado como resultado un cuestionario con 16 ítems agrupados en 4 dimensiones de inclusión: concepción de la diversidad, metodología, apoyos y participación de la comunidad.Palabras Clave: formación inicial, cuestionario, validación, educación inclusiva, estudiantes universitarios. ¿Are future teachers trained for inclusion?: Validation of an assessment questionarieABSTRACT The aim of this research is the review and validation of an instrument to assess future teachers training needs for inclusion. To do this, it was used a validated instrument for inservice teachers (CEFI-R). For this purpose, we used a sample of 202 Spanish teachers with experience in all educational stages and 495 students from education Grades and Posgrades. This work describes the validation process, which resulted in the development of a 16-item questionnaire grouped into 4 inclusion indicators: conception of diversity, methodology, supports, and community participation.
Purpose: To explore how children with cerebral palsy (CP) experience participation in leisure activities and to describe the environmental barriers and facilitators. Methods: Sixteen children with cerebral palsy aged 7 to 17 years participated in 3 focus groups. Data were analyzed thematically by 3 researchers on the basis of the International Classification of Functioning, Disability and Health. Results: A total of 38 International Classification of Functioning, Disability and Health categories were identified (4 linked to Body functions; 2 linked to Body structures; 8 linked to Activities & Participation, and 24 to Environmental factors: 10 facilitators and 14 barriers). The most mentioned categories were Voluntary movement control functions, Functions related to gait pattern, Structure of upper arm, Recreation and leisure, Nuclear family and finally, and Individual attitudes of acquaintances. Conclusions: The main barriers identified by children with cerebral palsy highlight aspects of the physical, social, and attitudinal environment that could be modified to enhance participation in leisure activities.
In its conclusions on the social dimension of education and training, the Council of the European Union (2010) identified three essential challenges for all the educational systems of the 21st century: (1) social inclusion should, by means of education and training, ensure equal opportunities of access to quality education; (2) it should provide key competences to all students and especially to those who have to deal with educational disadvantages and special needs of support; (3) access to high quality educational opportunities and services should be ensured for all. In this vein, many investigations emphasize the benefits of inclusion for all students (Dias & Cadime, 2016; Donnelly
Self-consciousness (SC) is multifaceted and considered to be the consciousness of one's own mental states. The medial prefrontal cortex may play a critical role in SC. The main aim of this paper was to examine SC in patients with behavioral variant frontotemporal dementia, who are characterized more by changes in personal, social, and emotional conduct and loss of insight than by cognitive disturbances. Control and patient groups of 21 subjects each, matched by age, educational level, gender, and nationality were assessed using a SC questionnaire. It measures several aspects: Personal identity, Anosognosia, Affective state, Body representation, Prospective memory, Introspection, and Moral judgments. The most disturbed ones in patients were Anosognosia, Affective state, and Moral judgments, and the least disturbed aspects were awareness of identity and of body representation. No significant correlations were found between the SC score and any clinical or demographical characteristics. The core deficiency of SC in patients was related to behavioral SC aspects, which are more dependent on orbito-frontal functioning.
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