Functionality of Apps for People with Autism: Comparison between Educators from Florence and Granada

Montes, Carmen del Pilar Gallardo; Fuentes, Antonio Rodríguez; Cara, María Jesús Caurcel; Capperucci, Davide

doi:10.3390/ijerph19127019

Cited by 10 publications

(8 citation statements)

References 38 publications

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“…In total, 421 parents (393 females, 28 males; see [ 28 , 29 ] for justification of the predominance of women over men in Social Science studies) of primary school students participated in the study; 83 people (20%) were parents of SEN children. The parents represented students at all stages of primary education: (a) grades 1–3, with 147 students in total, including 15 with SEN (10%); (b) grades 4–6, with 175 students in total, including 42 with SEN (24%); (c) grades 7–8, with 99 students in total, including 26 with SEN (26%).…”

Section: Methodology Of Researchmentioning

confidence: 99%

Assisting Strategies of the Parents of Students with Special Educational Needs in the Emergency Remote Learning in Poland

Knopik

Błaszczak

Oszwa

et al. 2022

IJERPH

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The study had four objectives: (a) identifying and characterizing strategies for involving parents of students with SEN (students with special educational needs) in remote education during the COVID-19 pandemic; (b) comparing these strategies with those used by parents of students without SEN (non-SEN students); (c) identifying predictors of parental involvement in the remote education of students with SEN; (d) checking whether the identified strategies differentiate the perceived barriers and benefits of remote learning. In total, 421 parents of primary school students participated in the study, 83 of whom (20%) were parents of children with SEN (SEN group). Based on the factor analysis of the results (respondents completed a 66-item electronic questionnaire), three main strategies for parental involvement in children’s remote education were identified: (1) committed teacher (CT), with 40% in the SEN group and 55% in the non-SEN group; (2) autonomy-supporting coach (ASC), with 22% in the SEN group and 26% in the non-SEN group; (3) committed teacher and reliever (CTR), with 38% in the SEN group and 19% in the non-SEN group. The strongest predictor of parental involvement with SEN students in the role of committed teacher was excessive demands from school. Parents whose children showed low motivation to learn were the most likely to do some of their children’s school tasks for them and apply the committed teacher and reliever strategy. The positive aspects of remote education were mostly noticed by moderately committed parents who gave their children a lot of autonomy (autonomy-supporting coaches). The obtained results can be included in the optimization of schools’ activities in terms of organizing remote education for students with SEN and cooperating with parents.

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Section: Methodology Of Researchmentioning

confidence: 99%

Assisting Strategies of the Parents of Students with Special Educational Needs in the Emergency Remote Learning in Poland

Knopik

Błaszczak

Oszwa

et al. 2022

IJERPH

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“…La edad media es de 21,01 años (DT = 3,7), con un rango amplio de edad entre los 17 y 47 años. Es significativo el elevado número de mujeres participantes, pero esta alta representatividad no supuso un sesgo, puesto que la investigación en el ámbito de las Ciencias Sociales y Jurídicas está altamente feminizada (Gallardo-Montes et al, 2022;Gialamas et al, 2013).…”

Section: Participantes De La Investigaciónunclassified

Reconocimiento y actitud hacia la investigación educativa en la Universidad

Fuentes

Cara

Montes

et al. 2023

Revista Interuniversitaria de Formación del Profesorado (RIFOP)

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Una porción importante de la investigación se desarrolla en la Universidad. Aporta, además de a la Ciencia y al progreso, al reconocimiento e impacto institucional y acreditación y promoción profesional. Y a la docencia, al contemplarla como referente; por tanto, también al estudiantado, como discente y futuros investigadores. Se estudia esta perspectiva del reconocimiento y actitud con 952 estudiantes universitarios de diferentes titulaciones educativas, centros y campus de la Universidad de Granada, desde una aproximación cuantitativa tras la aplicación de una escala previamente diseñada y estandarizada. Con análisis descriptivos, porcentuales, de tendencia central y de dispersión, se obtiene que la investigación educativa en el panorama universitario no goza de la debida reputación entre el estudiantado de ciencias de la educación. Mediante análisis inferenciales, se hallan diferencias entre centros públicos y privados, por género, por edad, por titulación y por cursos. Con fundamento en el detalle de lo anterior, se posibilita el dibujo de un perfil del estudiante para docente en relación con su valoración de la investigación desarrollada en sus centros y su actitud hacia la investigación educativa. Dado que no se corresponde con el perfil deseado para convertirse en su futuro profesional en docente-investigador, para acometer procesos de investigación-acción para mejorar su práctica, o en científico-investigador, se aconseja la formación y estimulación de esta competencia investigadora en los futuros docentes. Lo anterior no solo redundará en la mejora de su ejercicio profesional, sino del institucional y, por extensión, social.

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“…The participants were 321 women (79.5%) and 83 men (20.5%), of whom 318 identified with the female gender (78.7%) and 86 with the male gender (21.3%). In this sense, the high number of female participants is significant, but this high representativeness was not a bias because research in the field of Social and Legal Sciences is highly feminised [37,38]. Ages ranged from 21 to 64 years (M = 39.70, SD = 10.95).…”

Section: Participantsmentioning

confidence: 99%

ICT Training Perception of Professionals in Functional Diversity in Granada

Montes

Cara

Moya

et al. 2023

IJERPH

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Training in Information and Communication Technologies (ICTs) has become very valuable in the current educational panorama, given the proliferation of digital resources available in the formal and non-formal education context. Fortunately, the field of attention to diversity has also benefited from it. For this reason, it is essential that the professionals who attend to people with functional diversity have a good attitude towards them, as well as training in accordance with their requirements. The aim of this study was to analyse how professionals in Granada (Spain) perceived their ICT training. A total of 404 specialists who worked in the field of attention to diversity were interviewed. In general, participants showed a favourable opinion towards ICT but they expressed a medium-low perception of their digital training. Nevertheless, these results are encouraging, as younger teachers showed a more favourable opinion and training towards ICT. In the long term, this will be a generation that is more educated and aware of the benefits, applicability and usefulness of these resources for working with people with functional diversity.

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Functionality of Apps for People with Autism: Comparison between Educators from Florence and Granada

Cited by 10 publications

References 38 publications

Assisting Strategies of the Parents of Students with Special Educational Needs in the Emergency Remote Learning in Poland

Assisting Strategies of the Parents of Students with Special Educational Needs in the Emergency Remote Learning in Poland

Reconocimiento y actitud hacia la investigación educativa en la Universidad

ICT Training Perception of Professionals in Functional Diversity in Granada

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