The aim of this work is to analyse and communicate the 'state of the art' in inclusive education for the Spanish communities of Madrid, Extremadura and Andalusia, as it is now more than 20 years since inclusive education was first adopted in Spain. The analysis is displayed in a twofold perspective: the basic standards inclusive education is governed by and how it is perceived by the educators who have been applying it. Firstly, the national standards for inclusive education, the specific legislative norms for each community and how these are applied are examined, the key question being: what are the normal standards at present and where do we go from here? Secondly, the results of a questionnaire addressed to the educators, support teachers and other professionals who work in the different centres of the three Spanish communities are analysed. The conclusions derived from this questionnaire aim to address the following: How is the process of inclusive education carried out in Spain?
Several studies have shown the relationship between math skills and language skills. The main objective of this investigation is to identify preschool children’s spatial thinking skills, achieved through communication processes and also to identify the information transmission and reception skills acquired by children in relation to the development of spatial skills. The whole process of this research is based on the Didactic Engineering methodology, through which four didactic situations (DSs) were designed. The design is non-experimental with an established group. The sample consists of 73 preschool boys and girls aged between five and six years. The results show that once the ability to send and receive messages is acquired, students developed mathematical thinking about their location in space according to a coordinate system, as well as the ability to give instructions in which distance, direction, and orientation relationships appear.
Keywords: language, communication, mathematics, spatial thinking, didactic engineering
There has been increasing evidence in recent years of the need to adapt intervention programs to the specific needs of children with attention deficit hyperactivity disorder (ADHD). The main goal of this research work was to study the efficacy of an educational intervention program to improve attention and reflexivity in school children with ADHD in order to verify the improvements in symptoms associated with ADHD such as aggressivity, social isolation, anxiety, and attention deficit. The sample was comprised of 26 primary school children ranging from 7 to 10 years of age with ADHD. Symptoms of children with ADHD were evaluated by applying the Escalas Magallanes Screening Scale for Attention Deficits and Other Developmental Problems in Children (EMA-DDA) at two time points (pre and post). The results show a statistically significant reduction in symptoms on the aggressivity and social isolation scales measured with the EMA-DDA after applying the intervention
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