Con la pandemia actual, se ha abierto la posibilidad de uso de herramientas tecnológicas como la teleconsulta o consulta no presencial. En zonas rurales o incluso en zonas semi urbanas, el acceso a servicios médicos puede verse restringido debido a problemas de transporte; en otros lugares el acceso a las consultas se ve limitado para evitar el contagio del paciente o del personal sanitario. Es por esto que se utilizan soluciones tecnológicas que nos permitan controlar a nuestros pacientes a distancia, especialmente en el caso de pacientes crónicos o como una forma de triaje a posibles pacientes con coronavirus.
Lamentablemente este tipo de sistema no se ha utilizado con la misma continuidad que en otros países y muchas veces nuestro personal sanitario desconoce la manera correcta de realizar una teleconsulta (por teléfono o video). Con este documento queremos ayudar a orientar de manera inicial como efectuar una teleconsulta en Atención Primaria.
Empirical data show that the COVID-19 pandemic deepened and exacerbated social inequalities, to the detriment of low-income communities of color. Using the law as a conceptual framework and legal research methodology, this study examines education law against the exacerbated social inequalities low-income students of color faced during the pandemic. Considering the bounds of the law against the exacerbated social inequalities surfaces the limitations of the law in a time of large-scale crisis and thereby exposes issues of educational inequity. In this context, policymakers bear the responsibility to adopt policies that promote educational equity. The study brings educational law and policy issues in the COVID-19 context to the fore of the educational equity discourse within the educational research community and has implications for policy and practice as well. The study is of import as educational researchers continue to examine the impact of COVID-19 across numerous social contexts and disciplines.
Education laws and policies have moved toward promoting socio-emotional (SEL) skills, adopting numerous terminologies in their standards. However, the incremental change has left compensatory education practitioners who are committed to promoting SEL opportunities with little guidance when the programs’ governing policies do not include language acknowledging the importance of SEL to student success. Additionally, the ongoing debate in the SEL field about which taxonomies might best capture the skills and the lack of conceptual clarity offers these practitioners little additional guidance. Drawing on sensemaking theory, this case study examined how practitioners in a compensatory education program made sense of SEL skills through their practice. The study used a case-based design with multiple methods, namely, document review, observations, and pre- and post-program semi-structured interviews. The study employed sensemaking theory and CASEL’s SEL framework in the thematic analysis of the documents, observations, and interviews to understand how practitioners made sense of the concept of SEL. The findings indicate three key aspects important in the practitioners’ sensemaking process: the local environment established by the federal policy and the leaders’ policy interpretation, which emphasized the importance of SEL skills; their articulation of their conceptualization of SEL skills at the beginning of the program; and the usefulness of an SEL skills conceptual framework. I discuss the policy and equity implications at the federal and local level.
In 1954, the Supreme Court overturned the long-held legal doctrine of “separate but equal” in Brown v. Board of Education of Topeka, holding that separate facilities for black and white students were inherently unequal, in violation of the Equal Protection Clause of the Fourteenth Amendment. Brown marked the beginning of the civil rights era, an era in which the Supreme Court would no longer tolerate dual school systems separated along racial lines. However, the progress toward unitary school systems plateaued and seemed to reverse itself in the 1970s. This chapter reviews the legal and extra-legal developments that have complicated full integration. It suggests pursuing legal and political efforts at federal, state, and local levels—voluntary integration plans and inclusive policies, mediation, and litigation at the federal and state levels—to eradicate segregation and fulfill the promise of Brown in the increasingly diverse society of the twenty-first century in US public schools.
Amid persistent systemic racism, society is interested in changing education systems toward racial equity. Education law and policy play a critical role in these efforts. Given this context, we conducted a systematic review to examine the use of critical systems thinking (CST) in education, a tradition that can aid researchers studying education law and policy issues that implicate racial equity in education. We found CST has been scarcely used in the field of education but, when used, it has been used to advance social justice concerns. We identify the applicability of CST in education and the opportunities that still exist for researchers to integrate CST in their critical work examining systemic racial inequity.
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