Este artículo desarrolla una propuesta teórica consistente en la comprensión del diseño universal para el aprendizaje (dua), propuesto por Meyer, Rose y Gordon (2014), como la planificación de un sistema de apoyos. Se justifica la necesidad de esta vinculación a partir de la importancia de que la planificación curricular logre responder efectivamente a las necesidades de todos los estudiantes del aula, comprendiendo estudiantes con y sin discapacidad. Si bien el dua cuenta con amplio desarrollo conceptual y orientaciones metodológicas sobre su implementación, no se especifica en su formulación cómo se incorporan, teórica ni metodológicamente, las necesidades de los estudiantes en su planificación. Se propone vincular el dua con el paradigma de apoyos, específicamente, mediante la comprensión de este como un sistema de apoyos para el aprendizaje, lo que trae consigo la crucial incorporación del constructo necesidades de apoyo. Este constructo ya es ampliamente utilizado en el ámbito de la discapacidad y, como constructo psicológico, dispone de avances psicométricos y metodológicos que permiten su evaluación. Finalmente, se justifica la necesidad de desarrollar un instrumento que evalúe las necesidades de apoyo, específicamente para el aprendizaje, que permita atender, desde la planificación del dua, a las necesidades de todos y todas las estudiantes.

The implications of the individual quality of life (QoL) model of Schalock and Verdugo have made it the most cited QoL model in the field of disability. The QoL model is understood as a conceptual and applied framework for action that allows the materialization of the rights of persons with disabilities through the multidimensional assessment of these persons using QoL indicators, and the development of actions guided by these values and supported by evidence. The purpose of this work is to present the foundations of this model and offer a step-by-step guide to developing standardized QoL assessment instruments and providing evidence that supports their use to implement the model in practice. This paper explores relevant topics such as: (a) the need to identify critical population groups and contexts; (b) the identification of QoL indicators for said groups and contexts; (c) the development of items focused on the assessment of personal outcomes; (d) provision to the items of validity evidence based on content and pilot measure design and (e) validation process to gather evidence that supports the uses of the instrument. Last, a framework that allows using the evidence on personal outcomes as disaggregated and aggregated data at different levels of the social system is presented, thus highlighting the role of the model as a change agent regarding individuals, organizations and schools, and public policy.

Revista Internacional de Educación para la Justicia Social publica dos números al año. Los objetivos de la revista son: colaborar en la difusión de la investigación educativa sobre Educación para la Justicia Social; favorecer la utilización de los resultados de la investigación para una mejora de los sistemas educativos, las escuelas y las aulas enfocada a la Justicia Social; fomentar la realización de investigaciones educativas de calidad sobre Educación para la Justicia Social; colaborar en el debate sobre problemas de investigación educativa actual y la justicia social en educación.

Factores asociados al fracaso escolar en la educación secundaria de Huelva

Children and adolescents with intellectual disabilities (ID) often encounter difficulties with narrative skills. Yet, there is a lack of research focusing on how to assess these skills in this population. This study offers an overview of the tools used for assessing oral narrative skills in children and adolescents with ID, addressing key questions about common assessment tools, their characteristics, and reported evidence. A systematic review was conducted of the literature published between 2010 and 2023 in the PsycINFO, ERIC, Education, and Psychology databases. An initial 1176 studies were reviewed by abstract, of which 485 were read in full text, leading to the selection and analysis of 22 studies. Most of the identified tools involve analyzing language samples obtained using wordless picture story books. Three common tools are emphasized. Studies have primarily identified inter-rater reliability and test-criterion evidence for validity. The main tools and their characteristics are discussed in depth to aid readers in discerning suitable options for research or practical applications. The importance of reporting diverse sources of evidence for validity and reliability within this population is highlighted.

Reducing restrictive practices toward individuals with intellectual and developmental disabilities is a globally recognized imperative and human rights priority. This paper presents a novel tool called LibRe for assessing and reducing restrictive practices. This tool involved an instrumental multistage design and collaboration between professionals, individuals with disabilities, family members, and experts from different fields. It addresses diverse restrictive practices in five key domains: physical or mechanical, chemical or pharmacological, structural, relational, and practices related to contexts and supports. It addresses practices that are pertinent to the Spanish context and that existing tools have not covered. Embedded as a step within an organizational approach, LibRe fosters organizational transformation and provides resources to achieve outcomes within reduction plans for restrictive practices. In total, 156 teams comprising 585 professionals, 64 people with disabilities, and 44 family members responded to the tool. In terms of evidence for internal structure validity, the oblique five-factor model exhibited an adequate fit through confirmatory factor analysis, along with satisfactory reliability indices, according to ordinal alpha and omega. Users positively appraised the tool’s usefulness and identified its strengths and challenges. Although further research is needed, preliminary evidence frames LibRe as a useful resource for practice and research.