El número de estudiantes con Dificultades del Aprendizaje que accede a entornos universitarios está aumentando, lo que pone en relieve la importancia de realizar adaptaciones que se correspondan con las necesidades de este nuevo alumnado. Con el objetivo de analizar las barreras percibidas por estos estudiantes, se realiza una revisión sistemática a través de la base de datos Web of Science, sin restricción de fecha, utilizando un concepto amplio de dificultades de aprendizaje y combinado los siguientes descriptores: learning disabilities, highereducation, university, barriers. Se seleccionan, examinan y comparan un total de 23 artículos. Del análisis realizado se desprende que, si bien se están realizando esfuerzos por elaborar adaptaciones de calidad que se correspondan con las demandas de los estudiantes con Dificultades del Aprendizaje, las barreras aún parecen ser más numerosas que los sistemas de apoyo implantados. Las implicaciones a corto y largo plazo se analizan en la discusión.
Most developmental studies of the role of outcomes and intentions in third-party moral evaluations sampled children from English-speaking countries and focused on harm and property transgressions. We tested instead 5- to 11-year-old children from Colombia and Spain (N = 123) employing moral scenarios involving disloyalty and unfairness. We found that the outcome-to-intent shift in judgements of transgression severity was moral domain-dependent in Colombian but not Spanish children. More specifically, by age 5 Spanish children judged failed intentional transgressions more severely than accidental transgressions regarding both disloyalty and unfairness. In comparison, Colombian children judged failed intentional transgressions more severely than accidental transgressions in the case of disloyalty but not unfairness. This suggests that it may be adaptive for children to develop sensitivity to intentionality earlier within the moral domain their own culture is more concerned about (e.g., loyalty in collectivistic cultures). Regarding punishment severity, we observed an outcome-to-intent shift in Spanish but not Colombian children. In other words, while Colombian children punished failed intentional transgressions and accidental transgressions equally for the whole age range, Spanish children began to punish failed intentional transgressions of both moral domains more severely than accidental transgressions around 8 years of age. Finally, neither Colombian nor Spanish children enjoyed engaging in punishment. Colombian children even anticipated administering punishment to feel worse than it actually felt during and after punishment allocation. These enjoyment findings suggest that retribution is unlikely to be the primary motive for children’s third-party punishment in this context.
RESUMENEl objetivo de este estudio ha sido analizar la producción científica disponible sobre dificultades de aprendizaje (DA) en Brasil, e identificar las posibles deficiencias teóricas y metodológicas derivadas de la falta de una definición universal del problema, la posible confusión y la generalización de las DA en este país. Se realizó una revisión sistemática de los artículos nacionales publicados entre los años 2001 y 2011 en las bases de datos SciELO, Lilacs y BVS Adolec Brasil, en función del año de publicación, diseño metodológico, participantes y área temática o tópico. En un primer momento se obtuvieron 2187 resultados, aunque sólo 167 de los artículos diseminados entre las 2187 salidas fueron analizados de acuerdo con los criterios de inclusión. En 2009 se observó el mayor número de publicaciones, un total de 23. El diseño metodológico utilizado con mayor frecuencia fue el descriptivo de tipo correlacional (43 estudios). En 141 artículos, los participantes de la investigación eran alumnos y el área temática más representada estuvo relacionada con las habilidades de lectura y escritura (27 estudios). Este trabajo ha contribuido a delimitar la investigación realizada en torno a las DA, en Brasil, en relación con los criterios de interés mencionados. © 2013 Instituto de Ciencias de la Educación de la Universidad de Oviedo. Publicado por Elsevier España, S.L. Todos los derechos reservados. Scientific production on learning disabilities in Brazil: A literature review ABSTRACTThe aim of this study was to analyse the available scientific literature on learning disabilities (LD) in Brazil, and to identify theoretical and methodological gaps arising from the lack of a universal definition of the problem that is due to a confusion and generalization of LD in this country. A systematic review was conducted using articles published nationally between 2001 and 2011 in the databases SciELO, Lilacs and VHL Adolec Brazil, according to the year of publication, study design, participants and subject area or topic.Initially, results were found in 2187, but only 167 articles were analysed in accordance with the inclusion criteria. The highest number of publications was seen in the year 2009, with a total of 23. The methodology used most often was descriptive and correlational (43 studies). In 141 articles the survey participants were students, and the subject area represented was more related to reading and writing (27 studies). This work has contributed to presenting a national overview on the study of learning difficulties in relation to the interest criteria mentioned.
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