scholarly journals The multiplicity of voices in the conformation and consolidation of extensionist proposals linked to educational inclusion

2021 ◽  
Vol 05 ◽  
pp. 95-114
Author(s):  
Pablo Misael Arnau Short ◽  
◽  
Sofía Soledad Espínola ◽  
María Silvina Reyes ◽  
Patricia Isabel Escobar ◽  
...  
Keyword(s):  
Educational Inclusion

La extensión universitaria implica siempre poner en juego, al menos, dos elementos centrales: sinergia y multiplicidad de voces. Por consiguiente, el presente artículo tiene por objetivo socializar de manera crí-tica la presencia de nuestros “socios” en la co-cons-trucción de saberes relevando para ello las diferen-tes voces durante diversos proyectos de extensión dinamizados por el Programa Educación y Sociedad: hacia una mayor inclusión educativa dependiente de la Secretaría de Extensión Social y Cultural de la UNL. Dividiremos este trabajo en tres apartados relacio-nados cada uno de ellos con proyectos anclados en el Programa. Estamos haciendo referencia a las prác-ticas de voluntariado social universitario, a los pro-yectos de enseñanza y aprendizaje de las Ciencias Experimentales y, finalmente, a los proyectos sobre educación rural. Volver hacia ellos resaltando las mi-radas de los actores nos permite repensarnos y ajus-tar la mirada propia.

READINESS OF RUSSIAN HIGHER EDUCATION TEACHERS TO WORK IN EDUCATIONAL INCLUSION SETTING

2020 ◽  
Vol 86 (1) ◽  
pp. 35-45
Author(s):  
.D. Kalugina ◽  
Keyword(s):  
Higher Education ◽  
Survey Research ◽  
Inclusive Education ◽  
Maturity Level ◽  
Social Survey ◽  
General Attitude ◽  
University Teachers ◽  
Teaching Community ◽  
Russian Higher Education ◽  
Educational Inclusion

the article deals with the problem of implementing inclusive education in Russianuniversities . Despite the fact that education (training?) for people with disabilities has been implemented at all levels of Russianeducationfor several years, the general attitude to it is ambiguous, as well as the attitudeof the teaching community. The author has conducted a social survey research trying to estimate University teachers’ readiness to work with groups where such students study. The research has revealed insufficient motivational and technological maturity level. Following this, the author providesrecommendations for overcoming these challenges.

scholarly journals ICT, Disability, and Motivation: Validation of a Measurement Scale and Consequence Model for Inclusive Digital Knowledge

2021 ◽  
Vol 18 (13) ◽  
pp. 6770
Author(s):  
Marta Medina-García ◽  
Lina Higueras-Rodríguez ◽  
Mª del Mar García-Vita ◽  
Luis Doña-Toledo
Keyword(s):  
Inclusive Education ◽  
Positive Impact ◽  
Measurement Scale ◽  
Ict Literacy ◽  
Information Communication ◽  
Five Dimensions ◽  
Care And Support ◽  
Education Levels ◽  
Digital Knowledge ◽  
Educational Inclusion

The use of ICT (information communication technology) as an educational resource is becoming more evident in the education systems of most countries, even more so with the COVID-19 crisis. When it comes to disability and education, ICT becomes a tool for social and educational inclusion. This study presents the validation and evaluation of a measurement scale on ICT literacy for inclusive education. In addition, based on previous literature, a conceptual model is proposed and validated through PLS (partial least squares) using a sample of 142 teachers from all educational stages. The results show that teachers’ ICT knowledge to ensure inclusion consists of five dimensions on specific needs. ICT knowledge has a positive impact on teacher motivation and ICT use. Teachers at primary and early childhood education levels have a lower motivation and use of ICT, although they have a higher knowledge of disability. The results found allow progress to be made in measuring the educational inclusion of schools and the ICT knowledge needed to ensure care and support for all people. A notable implication is the need for training on ICT and disability within educational policies.

scholarly journals Perception and Attitude of Teachers towards the Inclusion of Students with Hearing Disabilities

2021 ◽  
Vol 11 (4) ◽  
pp. 187
Author(s):  
David Pérez-Jorge ◽  
María del Carmen Rodríguez-Jiménez ◽  
Eva Ariño-Mateo ◽  
Khairi José Sosa-Gutiérrez
Keyword(s):  
Canary Islands ◽  
Hearing Disability ◽  
Adequate Response ◽  
Positive Attitudes ◽  
Attitudes And Perceptions ◽  
Attitudes Towards Inclusion ◽  
Educational Inclusion ◽  
Perceptions Of Teachers

The aim of this study is to demonstrate the attitudes and perceptions of teachers regarding the educational inclusion of students with hearing disabilities. The study sample consisted of 128 teachers from the Canary Islands, of which 72 worked in ordinary centers and 56 in Ordinary Centers for Preferential Educational Attention for Hearing Disability (COAEPHD). A quantitative cut methodology was used, based on the use of the Questionnaire of Opinions, Attitudes and Competencies of Teachers towards Disability (CACPD). The results of this study do not allow us to affirm that the teachers showed positive attitudes towards inclusion, expressing concern about offering a correct and adequate response to the students with hearing disabilities. They considered that educational inclusion requires important improvements focused on the training and specialization of teachers in the field of inclusion.

scholarly journals Teachers’ Attitudes toward Educational Inclusion in Spain: A Systematic Review

2021 ◽  
Vol 11 (2) ◽  
pp. 58
Author(s):  
Irene Lacruz-Pérez ◽  
Pilar Sanz-Cervera ◽  
Raúl Tárraga-Mínguez
Keyword(s):  
Systematic Review ◽  
Inclusive Education ◽  
Complete Analysis ◽  
Attitudes Toward Inclusion ◽  
Special Educational Needs ◽  
Educational Framework ◽  
Positive Attitudes ◽  
Teachers Attitudes ◽  
Key Aspects ◽  
Educational Inclusion

Inclusive education is currently one of the main aspirations of the Spanish educational system and one of the key aspects for its achievement is teachers’ attitudes toward educational inclusion. In recent years, many studies worldwide have analyzed this aspect, but so far, any systematic review has specifically focused on the Spanish educational framework. For this reason, the purpose of this paper is to review the studies published from 2010 to 2019 whose aim was to analyze teachers’ attitudes towards educational inclusion in Spain. After a literature search in four different databases (PsycInfo, ERIC, Dialnet Plus, and Google Scholar), 34 studies were selected and reviewed. The results suggest that Spanish teachers’ attitudes toward educational inclusion are generally positive, although in some cases they are ambiguous. Teachers’ attitudes are mainly influenced by the amount of training and their contact or not with students with special educational needs. The discussion highlights that more studies with a greater methodological diversity are required in order to provide a complete analysis of teachers’ attitudes toward inclusion and that teacher training is one of the best tools to generate positive attitudes.

scholarly journals Socio-Educational Factors to Promote Educational Inclusion in Higher Education. A Question of Student Achievement

2021 ◽  
Vol 11 (3) ◽  
pp. 123
Author(s):  
Mª del Mar García-Vita ◽  
Marta Medina-García ◽  
Giselle Paola Polo Amashta ◽  
Lina Higueras-Rodríguez
Keyword(s):  
Higher Education ◽  
Risk Factors ◽  
Academic Achievement ◽  
Direct Impact ◽  
Structured Interviews ◽  
Sexual Diversity ◽  
Educational Perspective ◽  
High Level ◽  
Educational Inclusion ◽  
Diverse Groups

Psychosocial factors have a direct impact on the academic achievement of university students, especially when they belong to diverse human groups. This article shows the results of a project developed in a Colombian university with the aim of finding out the identity traits, situations of discrimination, and risk factors faced by students belonging to diverse groups. The research is qualitative, exploratory, and descriptive, approached from a social and educational perspective. Semi-structured interviews were conducted with 15 students. The high level of identification with the group is visible in stufuigureents with affective-sexual diversity, gender identity and ethnic-cultural diversity, considered to be the most discriminated-against populations. Risks in the labor, educational, social, and family spheres are the most frequent.

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