Suchergebnisse

La educación inclusiva es un movimiento mundial que reconoce el derecho de todas las personas, independientemente de sus características y necesidades educativas, a recibir una educación de calidad en un entorno que favorezca la participación y la igualdad de oportunidades para todos. Sin embargo, la educación inclusiva se ha venido desarrollando de forma dispar en cada país, atendiendo a sus propias condiciones y particularidades. En este trabajo se ofrece una visión general sobre el origen de la educación inclusiva dentro del marco de la educación especial, los principios que sustentan la inclusión y su desarrollo en el contexto legal español. Aunque los avances en materia inclusiva han sido significativos, todavía existen una serie de barreras y retos que deberán ser afrontados. ; Inclusive education is an international movement that recognizes the right of individuals, regardless of their characteristics and educational needs, to obtain a quality education in an environment that promotes participation and equal opportunity for all. However, the development of inclusive education differs among countries, according to their own conditions and particularities. The present work provides an overview of the origin of the inclusive education within the framework of the special education, the principles that support inclusion and its development in the Spanish legal context. While progress on inclusive issues has been significant, there are still a number of barriers and challenges that need to be addressed.

Costa Rica es un país con una democracia centenaria comprometida con el movimiento internacional a favor de la educación inclusiva. Desde su política y legislación educativa, se han promovido una gran variedad de servicios de apoyo destinados a garantizar aulas ordinarias cada vez más inclusivas. En este sentido, los profesores que trabajan en las escuelas tienen sus propias percepciones acerca de las condiciones que son necesarias para alcanzar este objetivo. Este trabajo presenta parte de los resultados de un estudio piloto en escuelas públicas de educación primaria y secundaria en Cartagena, una de las provincias de Costa Rica. El estudio analizó, desde una metodología descriptiva basada en encuestas, la visión de los profesores de estos centros en relación con las condiciones en las que tiene lugar la educación inclusiva. Los resultados indican que los profesores demandan mejoras, recursos materiales y la disponibilidad de tiempo y apoyos de los profesores especialistas para atender el reto que supone la participación de los estudiantes con necesidades educativas especiales en las aulas inclusivas. ; Costa Rica is a country with a centuries-old democracy, committed to the international movement for inclusive education. Since its educational policy and legislation, has been promoting and providing a range of support services designed to ensure that the ordinary classroom becomes an ever more inclusive. In this regard, teachers who work in schools and colleges have their perception of the conditions that are necessary to achieve this. This paper presents part of the results of a pilot study in public primary schools and secondary schools in Carthage, one of the provinces of Costa Rica. The study addressed from a descriptive methodology using survey, the views of teachers of these centers in relation to the conditions in which it takes place inclusive education. The results indicate that teachers claimed improvements and material resources and time availability and support of specialist teachers to meet the challenges of the participation of students with SEN in mainstream classrooms.

Purpose
This study aims to assess future teachers' beliefs in their capabilities for sustainable gender equality (GE) practice after graduation and to analyze differences across degree and sex using a self-efficacy scale specifically designed and validated for this study.


Design/methodology/approach
A survey was administered to three cohorts of undergraduate and graduate student teachers at the University of Alicante, Spain. Using a convenience sample that represented the three teacher majors in early childhood, elementary and secondary education, 610 students were asked to rate their confidence in gender knowledge, skills and awareness using a six-point Likert scale.


Findings
Upon graduation, teachers reported unrealistic perceptions of their ability to practice a sustainable GE. The level of self-efficacy was found moderate in the three teacher cohorts with no statistically significant differences across degrees in any of the three efficacy components but gender attitudes were rated significantly higher by female students.


Originality/value
This study provides a reliable and valid instrument specifically helpful for guiding the education for the sustainable development (SD) of GE in instructional settings. Because there is no systemic approach to teaching sustainability nor valid and reliable instruments to assess gender competence for practicing a gender pedagogy, this tool will hopefully provide teacher education institutions a conceptual and practical framework on how GE can successfully be mainstreamed into the curriculum. Infusing SD of GE in curricula and assessing interventions as a habitual practice could be useful to monitor sustainability performance over time and assess contributions to SDG5.

Introducción: A pesar de los esfuerzos para mejorar la calidad de la educación, la incorporación de la perspectiva de género (PG) en la formación inicial docente sigue estando ausente de los planes de estudio e ideario de las facultades de educación. Esta falta de atención al principio de igualdad representa una auténtica barrera para el logro de los Objetivos de Desarrollo Sostenible (Naciones Unidas, 2015) y para el desarrollo de una educación sensible al género. El propósito de este estudio fue explorar el grado de implementación del enfoque de género en la formación inicial de docentes desde la perspectiva del alumnado. Método: Con este fin (1) se diseñó y validó la escala de Evaluación Sensible a la Formación en Igualdad de Género (ESFIG) y (2) se administró a 601 docentes en formación de grado y máster (72% mujeres y 28% varones), edad media 24.31 años, de una universidad pública española. Resultados: Los resultados indicaron que (1) la ESFIG es un instrumento válido y adecuado para medir el grado de incorporación de la PG en la formación docente y (2) que los participantes perciben (a) la sensibilidad del centro a la implementación de la política de género de neutral e indiferente y (b) la preparación en género muy importante y necesaria para su formación; sin embargo, muestran una baja y poco realista percepción de la conciencia de desigualdades asociadas al género en los procesos de enseñanza-aprendizaje. Se hallaron diferencias estadísticamente significativas en las respuestas de los participantes en función de la titulación y el género. Discusión: Los resultados sustentan la utilidad de la ESFIG para su uso como un indicador del grado de incorporación de la PG en la docencia universitaria, así como un instrumento apto para identificar áreas de necesidad, orientar y evaluar el impacto de posibles acciones e intervenciones. ; Introduction: Despite government commitments to promote equality, gender mainstreaming (GM) in initial teacher preparation is still absent from curricula and thinking of the faculties of education. This little attention to the principle of equality represents a real barrier to achieve the Sustainable Development Goals (United Nations, 2015) and to develop and promote a gender-sensitive education. The purpose of this study was to explore the degree of implementation of the gender approach in initial teacher training from the student teacher's perspective. Method: The Sensitive Assessment of Gender Equality Training (SAGET) scale was designed and validated, and then administered to 601 undergraduate and graduate student teachers (72% women and 28% male), mean age 24.31 years, from a Spanish public university. Results: Data revealed that (1) the SAGET is a valid and adequate instrument to measure the implementation status of gender mainstreaming in initial teacher education, and (2) that participants perceive neutrality and institutional indifference when implementing the gender approach in teaching; however, although they consider gender preparation necessary and very important for their education, they show a low and unrealistic perception of awareness of gender inequalities associated to the process of teaching and learning. Statistically significant differences were found in participant responses depending on degree and gender. Discussion: The results support the utility of the SAGET for its use as an indicator of gender mainstreaming in university teaching as well as a suitable instrument to identify areas of need and assess the impact of future actions and interventions. ; Este estudio fue financiado por el Vicerrectorado de Calidad e Innovación Educativa (Instituto de Ciencias de la Educación) de la Universidad de Alicante, en el marco del programa Redes I3CE de investigación en docencia universitaria (Ref. 2018-2019/4413) y por el Instituto Universitario de Investigación de Estudios de Género, programa de Ayudas para el Desarrollo de Actividades Conducentes a la Realización de Tesis Doctorales (BOUA, 21/11/2019).

Introduction: Despite government commitments to promote equality,gender mainstreaming (GM) in initial teacher preparation is still absent fromcurricula and thinking of the faculties of education. This little attention tothe principle of equality represents a real barrier to achieve the SustainableDevelopment Goals (United Nations, 2015) and to develop and promote agender-sensitive education. The purpose of this study was to explore thedegree of implementation of the gender approach in initial teacher trainingfrom the student teacher's perspective. Method: The Sensitive Assessmentof Gender Equality Training (SAGET) scale was designed and validated,and then administered to 601 undergraduate and graduate student teachers(72% women and 28% male), mean age 24.31 years, from a Spanish publicuniversity. Results: Data revealed that (1) the SAGET is a valid and adequateinstrument to measure the implementation status of gender mainstreamingin initial teacher education, and (2) that participants perceive neutralityand institutional indifference when implementing the gender approach inteaching; however, although they consider gender preparation necessaryand very important for their education, they show a low and unrealisticperception of awareness of gender inequalities associated to the processof teaching and learning. Statistically significant differences were foundin participant responses depending on degree and gender. Discussion: Theresults support the utility of the SAGET for its use as an indicator of gendermainstreaming in university teaching as well as a suitable instrumentto identify areas of need and assess the impact of future actions andinterventions. ; Introducción: A pesar de los esfuerzos para mejorar la calidad de la educación, la incorporación de la perspectiva de género (PG) en la formación inicial docente sigue estando ausente de los planes de estudio e ideario de las facultades de educación. Esta falta de atención al principio de igualdad representa una auténtica barrera para el logro de los Objetivos de Desarrollo Sostenible (Naciones Unidas, 2015) y para el desarrollo de una educación sensible al género. El propósito de este estudio fue explorar el grado de implementación del enfoque de género en la formación inicial de docentes desde la perspectiva del alumnado. Método: Con este fin (1) se diseñó y validó la escala de Evaluación Sensible a la Formación en Igualdad de Género (ESFIG) y (2) se administró a 601 docentes en formación de grado y máster (72% mujeres y 28% varones), edad media 24.31 años, de una universidad pública española. Resultados: Los resultados indicaron que (1) la ESFIG es un instrumento válido y adecuado para medir el grado de incorporación de la PG en la formación docente y (2) que los participantes perciben (a) la sensibilidad del centro a la implementación de la política de género de neutral e indiferente y (b) la preparación en género muy importante y necesaria para su formación; sin embargo, muestran una baja y poco realista percepción de la conciencia de desigualdades asociadas al género en los procesos de enseñanza-aprendizaje. Se hallaron diferencias estadísticamente significativas en las respuestas de los participantes en función de la titulación y el género. Discusión: Los resultados sustentan la utilidad de la ESFIG para su uso como un indicador del grado de incorporación de la PG en la docencia universitaria, así como un instrumento apto para identificar áreas de necesidad, orientar y evaluar el impacto de posibles acciones e intervenciones.

En las últimas décadas, la igualdad de género ha recibido considerable atención. Las políticas de igualdad y no-discriminación auspiciadas por las Naciones Unidas (1979, 2015) han contribuido a crear un nuevo orden de género que exige la inclusión de las cuestiones de género en la docencia universitaria. Sin embargo, a pesar de las declaraciones y desarrollos legislativos, la incorporación de la perspectiva de género en la formación universitaria sigue estando ausente en los planes de estudio e ideario de las facultades casi de forma generalizada. A través de este estudio se diseña y analizan las propiedades psicométricas del índice de Evaluación Sensible a la Formación en Igualdad de Género (ESFIG). Participaron en el estudio un total de 601 estudiantes de último curso de los grados en maestro (educación infantil y primaria) y máster en profesorado educación secundaria elegidos por disponibilidad, 72% mujeres y 28% hombres, con una edad media de 24.31 años que representaban el 61% de las tres cohortes. Los análisis factoriales exploratorio y confirmatorio mostraron que una estructura trifactorial (Inclusión del Género en el Currículum, Sensibilización Institucional a las Políticas de Igualdad y Conciencia de Desigualdades) es adecuada cuando los informantes son los propios estudiantes. Se discute la utilidad del índice como instrumento evaluativo del estado de la transversalización del género en la docencia universitaria y su potencial para ser usado en investigaciones futuras en otros campos, ramas de conocimiento y titulaciones.

AbstractThe COVID‐19 pandemic has meant a rapid transfer of everyday activities to the online world. Information and communication technologies (ICTs) have become more embedded than ever in people's lives. This investigation addresses how this change has affected the lives of people with intellectual disabilities (ID). A two‐step design was used. A rapid review was conducted on empirical studies published between January 2019 and June 2021. Search terms related to ID, ICT use and COVID‐19. A qualitative international bricolage was also conducted corresponding to author nationalities. Data gathered from the review and bricolage were analysed separately using thematic analysis and relationally synthesised. Digital solutions to provide access to COVID‐19 information and guidance seemed inadequate but were seldom empirically studied. Digital poverty, literacy and exclusion remain significant issues for people with ID internationally. People and their carers experienced reduced and removed service provision, loneliness and impoverished daily lives during the pandemic; amelioration of which was facilitated by digital solutions. One solution often used was videoconferencing. Prior experience of digital participation, adequate finances, connection, support and digital literacy mentoring for both people with ID and those providing services and support facilitated digital inclusion. Digital exclusion during COVID‐19 was exacerbated by sociopolitical, structural, individual and support‐related barriers. Although awareness of digital exclusion appears to have been raised, the extent to which this has led to action and change remains unclear. Despite digital exclusion and digital participation benefitting continuation of life, social and emotional well‐being and autonomy, COVID‐19 has not provided the impetus to eradicate digital poverty for people with ID. Governmental support, digital education, creativity and problem solving are required to enable people with ID the human right to be included in the digital world at this essential time and into the future.

The COVID-19 pandemic has meant a rapid transfer of everyday activities to the online world. Information and communication technologies (ICTs) have become more embedded than ever in peoples lives. This investigation addresses how this change has affected the lives of people with intellectual disabilities (ID). A two-step design was used. A rapid review was conducted on empirical studies published between January 2019 and June 2021. Search terms related to ID, ICT use and COVID-19. A qualitative international bricolage was also conducted corresponding to author nationalities. Data gathered from the review and bricolage were analysed separately using thematic analysis and relationally synthesised. Digital solutions to provide access to COVID-19 information and guidance seemed inadequate but were seldom empirically studied. Digital poverty, literacy and exclusion remain significant issues for people with ID internationally. People and their carers experienced reduced and removed service provision, loneliness and impoverished daily lives during the pandemic; amelioration of which was facilitated by digital solutions. One solution often used was videoconferencing. Prior experience of digital participation, adequate finances, connection, support and digital literacy mentoring for both people with ID and those providing services and support facilitated digital inclusion. Digital exclusion during COVID-19 was exacerbated by sociopolitical, structural, individual and support-related barriers. Although awareness of digital exclusion appears to have been raised, the extent to which this has led to action and change remains unclear. Despite digital exclusion and digital participation benefitting continuation of life, social and emotional well-being and autonomy, COVID-19 has not provided the impetus to eradicate digital poverty for people with ID. Governmental support, digital education, creativity and problem solving are required to enable people with ID the human right to be included in the digital world at this essential time and into the future.