Teachers need to be prepared to attend to all learners regardless of their abilities or needs. This implies that future teachers must develop, throughout their initial training, the necessary competencies to provide inclusive education to all students. The aim of this research was to analyze the level of development of competencies related to inclusion and attention to diversity among university students of a degree in primary education. Based on the project developed by the European Agency for Development in Special Needs Education (EADSNE) on the profile of the inclusive teacher, an ad hoc survey was prepared based on the four fundamental competencies proposed: valuing student diversity, supporting all students, working as part of a team, and developing one’s professional and personal qualities. This survey was administered to 440 students of the degree in primary education from the University of La Laguna (San Cristóbal de La Laguna, Spain). The results showed a positive development of the four competencies, with a higher development of the competencies of continuing professional development. It was also found that the students had the knowledge, skills, and attitudes necessary for promoting inclusion and encouraging attention to diversity in their classrooms.

This study aims to analyze the effects of open innovation on the figure of the Information and Communication Technologies Coordinator (ICTC) in the Higher Conservatories of Music (HCM) and Authorized Centers of Spain (ACSs). In some regions, the HCMs are regulated by the regulations applied to secondary education and that is why the figure of the CICT exists. In others, this figure does not exist and is not regulated by the administration. In the ACSs, because they are private centers, they do not exist either, although they do have persons in charge of these functions. In order to respond to the objective of this study, a tour has been made to the existing regulations, analyzing the endowment that the centers have in addition to applying a questionnaire to 27 CICT of 35 HCMs and ACSs of Spain. The results obtained reveal the lack of knowledge of this figure and the innovation it represents in its field, information on the functions and tasks of the ICTC is scarce, as is the degree of knowledge of the competencies of the latter. There is a clear need for the CICT to exist in all schools and to be regulated under a common competence framework that allows schools to progress in the same way.

Relación entre los Problemas Emocionales y el Desarrollo del Lenguaje en Niños y Adolescentes con Dificultades Auditivas

First, this study aimed at evaluating the health-related quality of life (HRQoL) and socio-demographic characteristics of children with cochlear implants (CIs) and hearing aids (HAs) from the 2 provinces of the Canary Islands (Spain) on the Kid-KINDL^R_children_7-13. The second goal was to analyze parental background factors and the perspectives of their children with CIs and HAs on Kid_Kiddo-KINDL^R_Parents_ 7-17. Finally, the third objective was to explore agreement between children's self-reports and their parents' reports concerning HRQoL. The data consisted of 89 children with CIs and 63 children with HAs and their 89 parents, respectively. The socio-demographic characteristics of children and parental background factors included demographic and audiological variables. Student's t-test, one-way ANOVA, post hoc analysis and 4 concordance correlation coefficients (CCC) were used to address the 3 aims. Children with CIs exhibited a perception of better HRQoL in comparison with children with HAs. Among other differences, children with CIs and HAs and their parents were significantly distinct in Setting (i.e., provinces of Tenerife and Gran Canaria) (t = 2.921, p < 0.010). Moreover, parents were significantly different in some background factors (i.e., age, socioeconomic status, and learning). While Cohen's Kappa values for most dimensions were too small, the ICC and Student's t-test expressed only concordance in the overall HRQoL and Physical well-being. Children with CIs and their parents demostrated a perception of better HRQoL than children with HAs and their parents. Overall, children's self-ratings of HRQoL differed from their parents' reports.

This study analysed the teachers and hearing and speech specialists’ (HSSs) attitudes towards and knowledge of sustainable inclusive education for children with hearing loss in the Canary Islands. The study sample comprised 297 teachers and HSSs. The authors designed the Inclusion Questionnaire (InQ). It was found that teachers and HSSs’ attitudes and knowledge centred on seven attitudes: sustainable professional development, self-efficacy in teaching competencies, inclusive leadership, assistive electronic technology, challenges around family involvement, embedding and sustaining reflexive practice, and technological usability and universal accessibility. The alpha coefficient for the total InQ was .841. These InQ factors have been developed with reliability and logical validity. There were differences in items under three factors among female and male teachers and HSSs. Teachers and HSSs also showed differences in the variables of age, work experience, and professional experience with students using hearing devices. Recommendations for inclusive values and sustainable educational change are suggested.