Persons with disabilities have historically been subjected to discrimination and exclusion, placing them in dangerous situations of social vulnerability. The Convention on the Rights of Persons with Disabilities, passed on the 13th of December 2006, was an important legislative landmark for valuing the rights of this population group. This study involved a bibliometric analysis of 1024 research articles published in Scopus on the social, workplace, educational, and financial inclusion of persons with disabilities since the Convention. The results show an increase in scientific production, and there is also a great deal of multi-disciplinarity, which has led to important breakthroughs for the all-encompassing inclusion of this section of the population. The most productive journals, authors, institutions, and countries, as well as the international cooperation networks, are presented here. The review concludes by setting out the main themes and trends in the research.

Background: Higher education is considered to be one of the phases in the life cycle that produces psychological distress and academic pressure. The aim of the study was to assess to assess the emotional, empathic and coping skills of undergraduate students of Health Sciences and Social Sciences undergraduates using an explorative approach in a cross sectional study. Methods: A sample of 693 first-to-fourth-year students enrolled in different degree courses. We used an “ad hoc” questionnaire, the Trait Meta-Mood Scale (TMMS-24), Trait Meta-Mood Scale (TMMS-24), The Interpersonal Reactivity Index (IRI) and Brief COPE. Results: We found higher scores in capacity for empathy using the IRI, in emotional intelligence by TMMS-24 and a good coping style and adaptive strategies measured on the COPE, however, emotion regulation scores in DERS were medium. We found interesting relationships between female, first-year course, sport, anxiety and degree course in empathy, emotional intelligence, adaptative strategies and emotional regulation. Conclusions: Preventive and train measures in emotional and psychosocial resources are needed in higher education to achieve the highest possible level of psycho- emotional well-being. Keywords: emotional intelligence, empathy, coping skills, subjective well-being, students.

Antecedentes: Los estudiantes en la universidad tienen que adaptarse a un nuevo contexto de aprendizaje y están bajo una mayor presión académica. El objetivo del estudio fue evaluar la salud mental, el estado afectivo y las emociones en estudiantes de Ciencias de la Salud y Ciencias Sociales mediante un estudio transversal. Método: Muestra de 693 estudiantes de primero a cuarto año matriculados en diferentes Grados de Ciencias de la Salud y Ciencias Sociales. Usamos el instrumento de la lista de síntomas (SCL-90-R), la escala de Afecto Positivo y Negativo (PANAS) y un cuestionario elaborado “ad hoc”. Resultados: El estado de salud era bueno, aunque el 60,9% había experimentado ansiedad o estrés. No encontramos puntuaciones altas en el SCL-90-R ni malestar psicológico. La afectividad positiva en general y para la última semana fue alta, y en cuanto a las emociones aparecieron la curiosidad, alegría, seguridad y admiración. Encontramos relaciones interesantes entre el género, el grupo de edad y la enfermedad crónica, donde las mujeres, los estudiantes jóvenes y los estudiantes con enfermedades crónicas tenían peor salud mental y malestar psicológico. Por Grados, los estudiantes de Ciencias Sociales tienen un peor pronóstico de malestar psicológico y los estudiantes de Ciencias de la Salud presentan un perfil emocional basado en emociones agradables y adaptativas, aunque estos últimos también reportan los niveles más altos de miedo. Conclusión: Se necesitan medidas preventivas en la educación superior para minimizar la ansiedad, el estrés, la salud mental y las emociones desadaptativas Palabras clave: salud mental, afecto, emociones, ansiedad, estudiantes universitarios Background: Students attending university have to adjust to a new learning context and are under increased academic pressure. The aim of the study was to assess mental health, affective status and emotions in Health Sciences and Social Sciences undergraduates using an explorative approach in a cross sectional study. Methods: A sample of 693 first-to-fourth-year students enrolled in different degree courses. We used the Symptom CheckList-90-Revised (SCL-90-R) and the Positive and Negative Affect Schedule (PANAS) and an “ad hoc” questionnaire. Results: Health status was good, although 60.9% had experienced anxiety or stress. We found no high scores on the SCL-90-R and no psychological distress. Positive affect was reported generally and for the last week, as well as emotions such as curiosity, joy, security and admiration. We found interesting relationships between gender, year group and chronic illness, where female, young students and students with chronic illness had worse mental health and psychological distress. By degree course, Social Sciences students had a worse psychological distress prognosis and Health Sciences students presented an emotional profile based on pleasant and adaptive emotions, although the latter also reported the highest levels of fear. Conclusion: Preventive measures are needed in higher education to minimize anxiety, stress, mental health and maladaptive emotions Key words: mental health, affect, emotions, anxiety, university students

El presente trabajo se plantea como objetivo mostrar la importancia de las competencias digitales en el proceso de enseñanza y aprendizaje en nuevos espacios virtuales en un momento distinto y forzoso al cambio, originado por la crisis sanitaria mundial del COVID-19. Así, la experiencia es protagonizada por un grupo de alumnos y alumnas con diversidad funcional en el contexto universitario, dentro del “Programa Incluye Inserta para la Inserción Socio-Laboral” que se desarrolla en la Universidad de Castilla-La Mancha. La temática textual sateliza en torno al análisis de tres ejes fundamentales que, a su vez, consolidan el derecho de accesibilidad en condiciones de igualdad en entornos virtuales: políticas activas en defensa del derecho a la educación inclusiva; competencias digitales; abordaje de las experiencias realizadas. En consecuencia, desde una metodología de enfoque cualitativo se expone una revisión documental y un estudio de caso haciendo uso de metodologías activas y estrategias digitales en el proceso educativo. Asimismo se muestran ciertos resultados positivos y relevantes para la comunidad educativa. Por último, se recogen los resultados del estudio que servirán como nuevas propuestas de mejora en el ámbito de la enseñanza superior, para favorecer la inclusión y la atención a la diversidad funcional del alumnado.

Objective To characterize the prevalence and predictors of concerns regarding future health and cancer risk among siblings of childhood cancer survivors. Methods This study reports longitudinal data (baseline and follow-up) from 3969 adult siblings (median age = 29 [range 18–56] years) of long-term survivors of childhood cancer (median time since diagnosis 19.6 [9.6–33.8] years). Self-reported future health and cancer risk concerns (concerned vs not concerned) were assessed. Demographics and health data reported by both the siblings and their matched cancer survivors were examined as risk factors for health concerns using multivariable logistic regression. Results Percentage of siblings reporting future health and cancer risk concerns, respectively, decreased across decade of survivors’ diagnosis: 1970s (73.3%; 63.9%), 1980s (67.2%; 62.6%), and 1990s (45.7%; 52.3%). Risk factors associated with future health concerns included sibling chronic health conditions (grade 2 Odds Ratio [OR]=1.57, 95% CI: 1.12–2.20; grades 3–4 OR=1.86, 95% CI: 1.18–2.94; compared to less than grade 2). Risk factors associated with future cancer concerns included sibling chronic health conditions (grade 2 OR=1.43, 95% CI: 1.05–1.94; grades 3–4 OR=1.64, 95% CI: 1.09–2.47; compared to less than grade 2). Conclusions Sibling concerns regarding future health and cancer have diminished in recent decades. There are subgroups of siblings that are at-risk for future health and cancer risk concerns. Implications for Cancer Survivors Routine screening of concerns in at-risk siblings of survivors of childhood cancer may benefit the siblings of cancer survivors. These individuals may benefit from early interventions during diagnosis and treatment of their siblings.

La participación de los diferentes agentes de la comunidad educativa en la Educación Secundaria Obligatoria es un proceso complejo, pero sin duda, un factor de calidad educativa. Por ello, en este artículo presentamos una investigación cuantitativa que nos permite conocer la situación real de la participación educativa en los institutos de la comunidad de Castilla-La Mancha, con la finalidad de ofrecer un marco de mejora sobre las prácticas de participación que allí se desarrollan. Los resultados de este estudio nos permiten ver el papel decisivo que desempeñan los docentes a la hora de favorecer la participación al resto de la comunidad educativa. Dado que tanto la participación de las familias como la del alumnado se muestran insuficientes, al igual que la apertura del centro a su entorno más próximo. Es por ello, que consideramos oportunos recalcar aquellos retos que el fomento de la participación escolar supone a la formación docente.