Actualización del currículo universitario en Educación Temprana
Reunión del equipo de investigación internacional en La Laguna
https://investigacioninclusiva.es/updating-university-curricula-on-early-intervention
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Cursos educativos abiertos y manifestaciones artísticas: eportafolios, videos, collages
Actualización del currículo universitario en Educación Temprana Reunión del equipo de investigación internacional en La Laguna https://inve...
Actualización del currículo universitario en Educación Temprana
Reunión del equipo de investigación internacional en La Laguna
https://investigacioninclusiva.es/updating-university-curricula-on-early-intervention
Lea el post también en:
There has recently been a societal push to better achieve equity for all, with many bringing to light the bias, racism, and discrimination that many factions face on a daily basis. Naturally, integrating diversity and social inclusion thoughts into the classroom is one of the best ways to start changing the mindset of society and promoting more inclusive practices in the next generations. Therefore, diversity and social inclusion have become common approaches in the planning and management of primary, secondary, and higher education schools in many international contexts. However, there are certainly challenges that must be overcome in developing these new practices and their implementation within teacher curriculum.
Instilling Diversity and Social Inclusion Practices in Teacher Education and Curriculum Development provides an analysis of educational inclusion practices and identifies university students’ voices on diversity and social inclusion. It further assesses teacher performance in an international online training context and promotes a model of curriculum development on diversity and social inclusion. Covering topics such as culturally competent teachers, student academic achievement, and attitudes towards diversity, this premier reference source is an excellent resource for teacher educators, pre-service teachers, administrators and educators of both K-12 and higher education, social workers, researchers, and academicians.
The many academic areas covered in this publication include, but are not limited to:
Este es un libro de giras a villas, pueblos, castillos y ciudades de los cuatro puntos cardinales de España, que está organizado por comunidades autónomas, pueblos y excursiones en orden alfabético.
Los títulos de los 105 capítulos coinciden con los nombres dados en los posts de mi blog http://lumivian.es. Asimismo, he introducido enlaces a videos originales en Youtube para reproducir instantáneas vinculados a la población o sitio referido en el título del capítulo.
Teachers’ and hearing and speech specialists’ attitudes towards and knowledge of sustainable inclusive education for students using hearing devices
Olga María Alegre de la Rosa and Luis Miguel Villar Angulo
ABSTRACT
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.
ABSTRACT
Objectives: The current study evaluated deaf and hard-of-hearing students' mental health in terms of emotional and behavioral strengths and difficulties, as measured by the SDQ in the Canary Islands. Furthermore, it evaluated the students’ psycholinguistic abilities using the Spanish version of the ITPA.
Methods: The Strengths and Difficulties Questionnaire (SDQ) was used to assess school children problems. The Illinois Test of Psycholinguistic Abilities measured student spoken and written linguistic abilities.
Results: Student self-reports yielded different SDQ scores to parent and teacher reports. Student spoken and written linguistic abilities varied according to ten covariates.
Discussion: Perceptions about the mental health of children differed according to the groups studied. Perceptions about student abilities in the classroom were different, particularly the ability to reproduce sequences of complex and non-significant figures by memory.
Conclusion: Two outcomes emerged: a) conduct problems were the SDQ subscale that most distinguished children with cochlear implants from those with hearing aids, and b) tutor and specialist teacher experience appeared as the decisive influencing students’ psycholinguistic abilities.
https://doi.org/10.1016/j.heliyon.2021.e06446