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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.
La excepcionalidad derivada de la situación de confinamiento por la pandemia del COVID-19 ha afectado a todos los ámbitos de nuestro funcionamiento como sociedad: el relacional, el sanitario, el económico, etc. y, por supuesto, el educativo. Este estudio se centra en el impacto en dichos ámbitos y el papel jugado por aspectos como la resiliencia, el capital social online y la satisfacción vital. Para ello se llevó a cabo un estudio cuantitativo de carácter exploratorio sobre 343 estudiantes universitarios. La conclusión más destacada es constatar el fuerte impacto que el confinamiento ha tenido sobre la situación vital del estudiantado en el ámbito psicológico y académico, principalmente, y el importante papel de la relación con la satisfacción vital y la resiliencia, fundamentalmente. Se concluye con la necesidad de trabajar la cuestión de la resiliencia desde la universidad y se dan una serie de claves a tal fin.
Antonia Lozano-Díaz; Juan Sebastián Fernández-Prados; Victoria Figueredo Canosa; Ana María Martínez Martínez. Impactos del confinamiento por el COVID-19 entre universitarios: Satisfacción Vital, Resiliencia y Capital Social Online. International Journal of Sociology of Education 2020, 79 -104.
AMA StyleAntonia Lozano-Díaz, Juan Sebastián Fernández-Prados, Victoria Figueredo Canosa, Ana María Martínez Martínez. Impactos del confinamiento por el COVID-19 entre universitarios: Satisfacción Vital, Resiliencia y Capital Social Online. International Journal of Sociology of Education. 2020; ():79-104.
Chicago/Turabian StyleAntonia Lozano-Díaz; Juan Sebastián Fernández-Prados; Victoria Figueredo Canosa; Ana María Martínez Martínez. 2020. "Impactos del confinamiento por el COVID-19 entre universitarios: Satisfacción Vital, Resiliencia y Capital Social Online." International Journal of Sociology of Education , no. : 79-104.
Background: The aim of the present study was to evaluate teacher perceptions on the training received in intercultural education. Methods: The article presents a quantitative, non- experimental and ex-post-facto type of research; directed to inquire about the perceptions of the teachers of primary education in Andalusia (Spain) in relation to the intercultural training received. Based on the descriptive survey method, two questionnaires were administered to a sample composed of 320 students and 80 teachers. Results: The results show certain strengths of the training teacher programs in the field of interculturality (encouragement of reflection, participation and collaboration …), as well as weaknesses (decontextualization, inflexibility, primacy of theoretical learning, non-transversal character, etc.). Conclusions: Despite strengths, intercultural teacher training continues to be a challenge in Andalusia.
Victoria Figueredo-Canosa; Luis Ortiz Jiménez; Cristina Sánchez Romero; MariCarmen López Berlanga. Teacher Training in Intercultural Education: Teacher Perceptions. Education Sciences 2020, 10, 81 .
AMA StyleVictoria Figueredo-Canosa, Luis Ortiz Jiménez, Cristina Sánchez Romero, MariCarmen López Berlanga. Teacher Training in Intercultural Education: Teacher Perceptions. Education Sciences. 2020; 10 (3):81.
Chicago/Turabian StyleVictoria Figueredo-Canosa; Luis Ortiz Jiménez; Cristina Sánchez Romero; MariCarmen López Berlanga. 2020. "Teacher Training in Intercultural Education: Teacher Perceptions." Education Sciences 10, no. 3: 81.
En este artículo se presenta el proceso de construcción y validación de dos cuestionarios de formación intercultural del profesorado. El primero se centra en los procesos de formación inicial y se dirige a estudiantes del Grado en Educación Primaria. El segundo se centra en los procesos de formación permanente y se dirige al profesorado de la etapa de Educación Primaria. A partir de la revisión de la literatura, se establecen las principales categorías de análisis y se procede a redactar la primera propuesta de ítems. Posteriormente se realizan los análisis que permiten obtener la validación de los cuestionarios. Para dichos análisis se realiza un estudio piloto con un total de 90 sujetos, 45 estudiantes del Grado en Educación Primaria de la Universidad de Almería y 45 docentes de Educación Primaria de la provincia de Almería. Tras dichos análisis se realizan diversas modificaciones en ambos cuestionarios. En el caso del cuestionario centrado en los procesos de formación inicial, la propuesta inicial de 39 ítems se reduce a 21 ítems que quedan organizados en 6 categorías de análisis. En el caso del cuestionario centrado en los procesos de formación permanente, la propuesta inicial de 43 ítems se reduce a 24 ítems que quedan organizados en 6 categorías de análisis. Los resultados indican que ambos instrumentos presentan una fiabilidad alta: 0.855 (para el cuestionario sobre formación inicial) y 0.738 (para el cuestionario sobre formación permanente).
Victoria Figueredo Canosa; Luis Ortiz Jiménez. CONSTRUCCIÓN Y VALIDACIÓN DE CUESTIONARIOS DE FORMACIÓN INTERCULTURAL PARA EL PROFESORADO DE EDUCACIÓN PRIMARIA. InterScience Place 2017, 12, 146 -160.
AMA StyleVictoria Figueredo Canosa, Luis Ortiz Jiménez. CONSTRUCCIÓN Y VALIDACIÓN DE CUESTIONARIOS DE FORMACIÓN INTERCULTURAL PARA EL PROFESORADO DE EDUCACIÓN PRIMARIA. InterScience Place. 2017; 12 (3):146-160.
Chicago/Turabian StyleVictoria Figueredo Canosa; Luis Ortiz Jiménez. 2017. "CONSTRUCCIÓN Y VALIDACIÓN DE CUESTIONARIOS DE FORMACIÓN INTERCULTURAL PARA EL PROFESORADO DE EDUCACIÓN PRIMARIA." InterScience Place 12, no. 3: 146-160.
La presente investigación se centra en la descripción y el análisis de la formación inicial que recibe el profesorado de Educación Primaria en Andalucía, con relación al trabajo en contextos de diversidad cultural. Para ello optamos por un diseño metodológico cualitativo de corte descriptivo-interpretativo, empleando el análisis documental y de contenido como técnica de investigación. Ello permite detectar y estudiar las referencias a la diversidad cultural, tanto explícitas como implícitas, presentes en las distintas dimensiones de análisis: Objetivos, Competencias, Contenidos, Resultados de Aprendizaje, Estrategias Formativas y Sistemas de Evaluación. Los resultados apuntan que, a pesar de que la totalidad de los diseños curriculares analizados incluyen referencias a la diversidad cultural, observamos que dichas referencias son escasas. Asimismo, no se aprecia planificación ni coordinación en relación con el proceso de adquisición de competencias interculturales, ni se detecta un tratamiento transversal de las mismas a lo largo de los planes de estudio.
Victoria Figueredo Canosa; Luis Ortíz Jiménez. FORMACIÓN INICIAL DEL PROFESORADO PARA LA INCLUSIÓN DE LA DIVERSIDAD CULTURAL. Revista Digital de Investigación en Docencia Universitaria 2017, 11, 38 -61.
AMA StyleVictoria Figueredo Canosa, Luis Ortíz Jiménez. FORMACIÓN INICIAL DEL PROFESORADO PARA LA INCLUSIÓN DE LA DIVERSIDAD CULTURAL. Revista Digital de Investigación en Docencia Universitaria. 2017; 11 (1):38-61.
Chicago/Turabian StyleVictoria Figueredo Canosa; Luis Ortíz Jiménez. 2017. "FORMACIÓN INICIAL DEL PROFESORADO PARA LA INCLUSIÓN DE LA DIVERSIDAD CULTURAL." Revista Digital de Investigación en Docencia Universitaria 11, no. 1: 38-61.