Descriptores: Currículum; Educación básica; Educación rural; Valores sociales; Justicia social.Education cannot be kept out of social and political reality. It is a fact that the current world scenario is having a considerable impact on the redefinition of the concept of Education. Global Citizenship Education (GCED) implies adapting the elements of the curriculum to promote the development of values of equity and justice in the teaching-learning processes. This article analyzes, the incorporation of the GCED and the Sustainable Development Goals (SDG) in the academic curriculum, as well as the dynamics and actions that are carried out in the centers and in the classrooms. A quantitative methodology has been used, developing a non-experimental descriptive study through a social survey. The results show how educational centers, are committed to introducing actions related to the GCED and/ or the SDGS into their center projects. The study shows the lack of experiences involving cross-cutting and global projects and the introduction of the SDGS in a more explicit manner.

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This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. Highlights ADHD is one of the most frequent neurodevelopment disorders among children. There is a lack of works focusing on the design of applications for ADHD children. Tangible Tabletops have been used with children with diverse learning difficulties Tangible Tabletops have not been used with children with ADHD. Evaluation sessions with educators and children have been carried out. A deep study of the characteristics of ADHD children has also been carried out. A set of guidelines to design tabletop activities for ADHD children are proposed. They are quite are general and applicable to other areas. These guidelines could also be useful for other neurodiverse children.

The Convention on the Rights of Persons with Disabilities have proclaimed the basic right of people to make one’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.

Con la Educación para la Ciudadanía Global (ECG), se apuesta por una visión del mundo global, potenciando el sentido crítico y el compromiso social. Esta investigación tiene como finalidad analizar cómo los docentes de Educación Primaria y Secundaria de la provincia de Zaragoza entienden la ECG y qué motivaciones llevan a realizar acciones de este tipo en los centros educativos. El estudio descriptivo no experimental muestra los datos obtenidos mediante una encuesta cumplimentada por 77 centros. Los docentes consideran importante trabajar transversalmente la ECG, bajo un modelo educativo orientado a una educación integral de las personas, la responsabilidad social y la participación activa. Se considera como un reto de futuro el desarrollo de propuestas de ECG vinculadas con mejoras en la formación docente, en la metodología y en la relación con la comunidad educativa, agentes externos y administración educativa.