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Mª García-Vita
Deparment of Education, University of Almería, 04120 Almería, Spain

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Journal article
Published: 24 June 2021 in International Journal of Environmental Research and Public Health
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The use of ICT (information communication technology) as an educational resource is becoming more evident in the education systems of most countries, even more so with the COVID-19 crisis. When it comes to disability and education, ICT becomes a tool for social and educational inclusion. This study presents the validation and evaluation of a measurement scale on ICT literacy for inclusive education. In addition, based on previous literature, a conceptual model is proposed and validated through PLS (partial least squares) using a sample of 142 teachers from all educational stages. The results show that teachers’ ICT knowledge to ensure inclusion consists of five dimensions on specific needs. ICT knowledge has a positive impact on teacher motivation and ICT use. Teachers at primary and early childhood education levels have a lower motivation and use of ICT, although they have a higher knowledge of disability. The results found allow progress to be made in measuring the educational inclusion of schools and the ICT knowledge needed to ensure care and support for all people. A notable implication is the need for training on ICT and disability within educational policies.

ACS Style

Marta Medina-García; Lina Higueras-Rodríguez; Mª García-Vita; Luis Doña-Toledo. ICT, Disability, and Motivation: Validation of a Measurement Scale and Consequence Model for Inclusive Digital Knowledge. International Journal of Environmental Research and Public Health 2021, 18, 6770 .

AMA Style

Marta Medina-García, Lina Higueras-Rodríguez, Mª García-Vita, Luis Doña-Toledo. ICT, Disability, and Motivation: Validation of a Measurement Scale and Consequence Model for Inclusive Digital Knowledge. International Journal of Environmental Research and Public Health. 2021; 18 (13):6770.

Chicago/Turabian Style

Marta Medina-García; Lina Higueras-Rodríguez; Mª García-Vita; Luis Doña-Toledo. 2021. "ICT, Disability, and Motivation: Validation of a Measurement Scale and Consequence Model for Inclusive Digital Knowledge." International Journal of Environmental Research and Public Health 18, no. 13: 6770.

Journal article
Published: 25 March 2021 in REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación
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Conseguir que las instituciones educativas respondan a las demandas sociales y los imperativos legales como seña de calidad y excelencia es un reto presente en la actualidad. Este trabajo tiene como objetivo conocer la relación entre autonomía pedagógica e inclusión en el ámbito de la educación superior universitaria sobre dos realidades iberoamericanas: la española y la colombiana, con el propósito de asentar una base teórica en relación con la temática de estudio. Para ello se utilizó como método la revisión teórico-reflexiva a partir de una búsqueda exhaustiva en la base de datos Web of Science. Los hallazgos señalan cómo la autonomía pedagógica actúa como elemento promotor de la inclusión como una cuestión de calidad educativa y responsabilidad social, a pesar de que existe una desconexión entre la normativa y su implementación práctica, poniéndose de manifiesto la necesidad de una formación del profesorado y el establecimiento de un diseño universal en pro de la educación superior inclusiva como parte del ejercicio de su autonomía pedagógica institucional. Las implicaciones de este trabajo para las instituciones de educación superior iberoamericanas conllevan cambios tanto en la gestión como en las políticas educativas.

ACS Style

Marta Medina-García; Lina Higueras-Rodríguez; Mª Del Mar García-Vita. Educación Superior Inclusiva y Autonomía Pedagógica: Análisis en Dos Contextos Iberoamericanos. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación 2021, 19, 55 -72.

AMA Style

Marta Medina-García, Lina Higueras-Rodríguez, Mª Del Mar García-Vita. Educación Superior Inclusiva y Autonomía Pedagógica: Análisis en Dos Contextos Iberoamericanos. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación. 2021; 19 (2):55-72.

Chicago/Turabian Style

Marta Medina-García; Lina Higueras-Rodríguez; Mª Del Mar García-Vita. 2021. "Educación Superior Inclusiva y Autonomía Pedagógica: Análisis en Dos Contextos Iberoamericanos." REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación 19, no. 2: 55-72.

Journal article
Published: 13 March 2021 in Education Sciences
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Psychosocial factors have a direct impact on the academic achievement of university students, especially when they belong to diverse human groups. This article shows the results of a project developed in a Colombian university with the aim of finding out the identity traits, situations of discrimination, and risk factors faced by students belonging to diverse groups. The research is qualitative, exploratory, and descriptive, approached from a social and educational perspective. Semi-structured interviews were conducted with 15 students. The high level of identification with the group is visible in stufuigureents with affective-sexual diversity, gender identity and ethnic-cultural diversity, considered to be the most discriminated-against populations. Risks in the labor, educational, social, and family spheres are the most frequent.

ACS Style

Mª García-Vita; Marta Medina-García; Giselle Polo Amashta; Lina Higueras-Rodríguez. Socio-Educational Factors to Promote Educational Inclusion in Higher Education. A Question of Student Achievement. Education Sciences 2021, 11, 123 .

AMA Style

Mª García-Vita, Marta Medina-García, Giselle Polo Amashta, Lina Higueras-Rodríguez. Socio-Educational Factors to Promote Educational Inclusion in Higher Education. A Question of Student Achievement. Education Sciences. 2021; 11 (3):123.

Chicago/Turabian Style

Mª García-Vita; Marta Medina-García; Giselle Polo Amashta; Lina Higueras-Rodríguez. 2021. "Socio-Educational Factors to Promote Educational Inclusion in Higher Education. A Question of Student Achievement." Education Sciences 11, no. 3: 123.

Journal article
Published: 08 November 2020 in International Journal of Environmental Research and Public Health
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Child and adolescent sexual abuse (CSA) is an important global health problem, especially in non-Western low- and middle-income countries. A number of studies have indicated that, in Latin American countries, male CSA is phenomenon of great concern. However, research on this topic is seriously lacking, and more specifically, on male-on-male CSA. We carried out a qualitative and quantitative secondary analysis of 680 cases of alleged male-on-male CSA that occurred between the years 2017 and 2018 in the Caribbean Region of Colombia. We analyzed the contents of forensic interviews with the alleged victims, conducted by professionals working at the Colombian Institute of Legal Medicine and Forensic Sciences. Our findings indicated a high prevalence of cases of alleged male-on-male CSA among young minors. Most of these cases were allegedly perpetrated by offenders known to the victim and involved high levels of violence. Evidence-based and culturally grounded preventative actions, such as training-based programs for teachers and parents among other public health initiatives are needed to address this type of CSA. Further research is also required to gain a more fine-grained understanding of the cultural and social context of CSA in the Caribbean Latin American countries.

ACS Style

Elsa Lucia Escalante-Barrios; Sergi Fàbregues; Julio Meneses; María Del Mar García-Vita; Daladier Jabba; Carmen Ricardo-Barreto; Sandra Patricia Ferreira Pérez. Male-On-Male Child and Adolescent Sexual Abuse in the Caribbean Region of Colombia: A Secondary Analysis of Medico-Legal Reports. International Journal of Environmental Research and Public Health 2020, 17, 8248 .

AMA Style

Elsa Lucia Escalante-Barrios, Sergi Fàbregues, Julio Meneses, María Del Mar García-Vita, Daladier Jabba, Carmen Ricardo-Barreto, Sandra Patricia Ferreira Pérez. Male-On-Male Child and Adolescent Sexual Abuse in the Caribbean Region of Colombia: A Secondary Analysis of Medico-Legal Reports. International Journal of Environmental Research and Public Health. 2020; 17 (21):8248.

Chicago/Turabian Style

Elsa Lucia Escalante-Barrios; Sergi Fàbregues; Julio Meneses; María Del Mar García-Vita; Daladier Jabba; Carmen Ricardo-Barreto; Sandra Patricia Ferreira Pérez. 2020. "Male-On-Male Child and Adolescent Sexual Abuse in the Caribbean Region of Colombia: A Secondary Analysis of Medico-Legal Reports." International Journal of Environmental Research and Public Health 17, no. 21: 8248.

Journal article
Published: 01 July 2020 in Campos en Ciencias Sociales
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La educación y cultura de paz se han instalado sólidamente en los contextos escolares a escala internacional y desde una multiplicidad de abordajes existentes: convivencia escolar, educación para la ciudadanía y derechos humanos, gestión o resolución de conflictos, estrategias participativas, entre otras. Ello es una muestra de la ampliación y complejización de los escenarios y actores educativos, así como de la realidad social, que constituye un terreno idóneo para el afianzamiento de propuestas desde la educación social. Dichas propuestas conciben la escuela como un espacio comunitario desde el cual se pueden construir apuestas educativas asentadas en la cultura de paz para la escuela y su entorno. El presente trabajo pretende hacer una revisión sobre el tema de la educación y cultura de paz en instituciones educativas, y cómo se pueden elaborar propuestas para su complementariedad, fortalecimiento y eficacia desde la educación social escolar.

ACS Style

María Del Mar García-Vita; Fanny T. Añaños; Marta Medina García. Educación social escolar en la construcción de cultura y educación para la paz: propuestas metodológicas de intervención socioeducativa. Campos en Ciencias Sociales 2020, 8, 1 .

AMA Style

María Del Mar García-Vita, Fanny T. Añaños, Marta Medina García. Educación social escolar en la construcción de cultura y educación para la paz: propuestas metodológicas de intervención socioeducativa. Campos en Ciencias Sociales. 2020; 8 (2):1.

Chicago/Turabian Style

María Del Mar García-Vita; Fanny T. Añaños; Marta Medina García. 2020. "Educación social escolar en la construcción de cultura y educación para la paz: propuestas metodológicas de intervención socioeducativa." Campos en Ciencias Sociales 8, no. 2: 1.