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The importance of music, as well as the different and diverse possibilities that it offers, favors the emotional development of any person. This research is based on the development and application of a set of activities, whose transversal axis is the use of music, to favor and promote the emotional development of people with Down syndrome. This application of activities was developed with a group of eight participants, between the ages of twenty and forty-five years old. Additionally, under a total duration of eight working sessions. In these sessions, listening, vocal, instrumental, and movement activities were developed. For each of the emotions worked on; joy, fear, anger, sadness, calm, and love, a story and a song from the story were selected for each one of them. The methodology used was qualitative, using program evaluation. For this purpose, on the one hand, the data obtained during the different sessions were analyzed, and on the other hand, the data collected in the two discussion groups carried out were analyzed. Finally, the data obtained were organized into six categories: image recognition, observation of emotions, experience of emotions, identification of emotions, recognition of emotions, and finally, enjoyment of emotions. It could be seen that, after the sessions, there was a significant improvement in the different categories. However, in the categories of identification of emotions and recognition of emotions, the results were more favorable compared to the rest.
Macarena Castellary-López; Juan Muñoz Muñoz; Victoria Figueredo-Canosa; Luis Ortiz-Jiménez. Implementation of an Intervention Plan for Emotional Development in People with Down Syndrome. International Journal of Environmental Research and Public Health 2021, 18, 4763 .
AMA StyleMacarena Castellary-López, Juan Muñoz Muñoz, Victoria Figueredo-Canosa, Luis Ortiz-Jiménez. Implementation of an Intervention Plan for Emotional Development in People with Down Syndrome. International Journal of Environmental Research and Public Health. 2021; 18 (9):4763.
Chicago/Turabian StyleMacarena Castellary-López; Juan Muñoz Muñoz; Victoria Figueredo-Canosa; Luis Ortiz-Jiménez. 2021. "Implementation of an Intervention Plan for Emotional Development in People with Down Syndrome." International Journal of Environmental Research and Public Health 18, no. 9: 4763.
The study we present is based on the responses given to students with specific educational support needs in compulsory education stages. Focused from the perspective of teachers within the framework of educational inclusion. To this end, the role of teachers and their influence on curriculum design, methodology, and assessment is taken into account. A descriptive and inferential methodological approach is used, with a sample of 2457 teachers from the Spanish context, applying an ad-hoc questionnaire. The results indicate the influence of teachers’ socio-demographic variables on the implementation of curriculum design, methodology, and assessment strategies in line with educational inclusion. The conclusions highlight the reactive versus proactive nature of teaching, although the sufficiency of educational practice is considered, characterised by differences according to age, gender, experience, or location of educative centre, among other variables analysed. It is established that improvements can be identified that can be strengthened. Specifically those related to the interests and motivations of students with SEN and their participation in assessment processes.
Pedro Jurado-De-Los-Santos; María Colmenero-Ruiz; Rosa Valle-Flórez; Macarena Castellary-López; Victoria Figueredo-Canosa. The Teacher’s Perspective on Inclusion in Education: An Analysis of Curriculum Design. Sustainability 2021, 13, 4766 .
AMA StylePedro Jurado-De-Los-Santos, María Colmenero-Ruiz, Rosa Valle-Flórez, Macarena Castellary-López, Victoria Figueredo-Canosa. The Teacher’s Perspective on Inclusion in Education: An Analysis of Curriculum Design. Sustainability. 2021; 13 (9):4766.
Chicago/Turabian StylePedro Jurado-De-Los-Santos; María Colmenero-Ruiz; Rosa Valle-Flórez; Macarena Castellary-López; Victoria Figueredo-Canosa. 2021. "The Teacher’s Perspective on Inclusion in Education: An Analysis of Curriculum Design." Sustainability 13, no. 9: 4766.
The educational response to students with specific needs for educational support associated with disability could not be understood within the current educational landscape without addressing how Information and Communication Technology (ICT) is used within those responses. ICT support is not a matter of fashion or one-off use due to the current circumstances brought about by the effects of the COVID-19 pandemic. Programmes and materials are already being developed to enable such application. Even from the Universal Learning Design approaches, it is precisely the use of technologies in learning processes, with special emphasis on educational inclusion processes, which are a key focus. This study deals with the perception that teachers have of this use of ICT with students with disabilities: How are the resources available to them and how good is their training in this respect? To do this, a section of a questionnaire was used, which forms part of the R + D + I project awarded under a national call in Spain, and which in one of its categories precisely focuses attention on this use of ICT. In turn, this category, according to the confirmatory factor analysis carried out, is subdivided into three subcategories: didactic use, spaces and resources, and finally teacher training. We are also interested in knowing if there are differences of opinion between population groups grouped according to sex, ownership of the education centre and location of the centre (urban, or rural). The results indicate that although there is good use and good preparation of teachers, the level of resources is low and teacher training needs to be reinforced.
Luis Ortiz-Jiménez; Victoria Figueredo-Canosa; Macarena Castellary López; María López Berlanga. Teachers’ Perceptions of the Use of ICTs in the Educational Response to Students with Disabilities. Sustainability 2020, 12, 9446 .
AMA StyleLuis Ortiz-Jiménez, Victoria Figueredo-Canosa, Macarena Castellary López, María López Berlanga. Teachers’ Perceptions of the Use of ICTs in the Educational Response to Students with Disabilities. Sustainability. 2020; 12 (22):9446.
Chicago/Turabian StyleLuis Ortiz-Jiménez; Victoria Figueredo-Canosa; Macarena Castellary López; María López Berlanga. 2020. "Teachers’ Perceptions of the Use of ICTs in the Educational Response to Students with Disabilities." Sustainability 12, no. 22: 9446.