scholarly journals Centros educativos que se autoevalúan y reflexionan sobre sus resultados para mejorar la atención a la diversidad

2018 ◽  
Vol 29 (1) ◽  
pp. 74
Author(s):  
Pilar Arnaiz Sánchez ◽  
Miryam Martínez Rodríguez
Keyword(s):  
Secondary Education ◽  
Inclusive Education ◽  
Primary Schools ◽  
Student Diversity ◽  
Diversity Awareness ◽  
Self Assessment ◽  
Inclusive Approach ◽  
Self Assessments ◽  
School Qualification ◽  
Attention To Diversity

RESUMENLa atención a la diversidad requiere una respuesta educativa que permita a todo el alumnado alcanzar metas acordes a sus posibilidades, lo que muchas veces no se consigue, especialmente, en educación secundaria. El objetivo de este artículo es analizar los resultados que obtienen ocho centros, cinco de educación infantil y primaria y tres de secundaria dela Regiónde Murcia a partir de la autoevaluación que realiza el profesorado de los logros del alumnado en la adquisición de conocimientos, valores y obtención del graduado en Secundaria. Para ello se llevó a cabo una investigación descriptiva no-experimental de carácter cuantitativo en la que participaron 130 docentes seleccionados de manera no probabilística por conveniencia. Se utilizó el instrumento ACADI (Autoevaluación de Centros parala Atenciónala Diversidaddesdela Inclusión), en concreto, el ámbito D “Resultados”. Los análisis realizados mostraron que el profesorado tiene en cuenta la situación de partida del alumnado, especialmente del más vulnerable, y que aplica en su respuesta educativa estrategias, medidas y apoyos que facilitan el aprendizaje y la obtención del graduado en educación secundaria obligatoria.  Asimismo evidencian el desarrollo de valores inclusivos, de hábitos de buena conducta y la resolución dialogada de conflictos. Se concluye afirmando que la atención a la diversidad del alumnado está presente, que la aplicación de medidas de atención a la diversidad ha mejorado el logro de los estudiantes y que hay que seguir potenciando la participación de todos los agentes educativos para que la educación inclusiva impregne todas sus acciones.ABSTRACTAttention to diversity requires and educational response that enables all students to meet goals that are in line with their possibilities, something which is often not achieved, especially in secondary education. The overall aim of this article is to analyze the results obtained from eight centres - five infant and primary schools and three secondary schools in the Region of Murcia (Spain) – from self-assessments made by the teachers of students’ achievements in terms of knowledge acquisition, values and gaining the high school qualification. A non experimental descriptive study of a quantitative nature was carried out with 130 teachers who, for the sake of convenience were selected no probabilistically. The ACADI (Autoevaluación de Centros parala Atenciónala Diversidaddesdela Inclusión– School based self-assessment of diversity awareness from an inclusive approach) was used, specifically, the field D "Results". The analyses revealed that teachers take into consideration the initial situations of their students, especially those of the most vulnerable and respond educationally by applying strategies, measures and support to facilitate learning and the certificate of graduation at the end of compulsory secondary education.  Likewise, the findings show the practice of inclusive values, good behavior habits and use of dialogs to resolve conflicts. The conclusions state that attention to student diversity is present, that the application of attention to diversity measures has improved students’ achievements and that there is a need to continue to boost the participation of all educational agents so that inclusive education filters through to all actions performed.

scholarly journals LA PERCEPCIÓN DEL ORIENTADOR/A SOBRE LA ATENCIÓN A LA DIVERSIDAD EN SECUNDARIA

2016 ◽  
Vol 3 (1) ◽  
pp. 193
Author(s):  
Mirian Miranda Morais ◽  
Joaquín Lorenzo Burguera Condon ◽  
José Miguel Arias Blanco
Keyword(s):  
Secondary Education ◽  
Teaching Practice ◽  
Student Diversity ◽  
Public High School ◽  
Qualitative And Quantitative ◽  
School Counsellors ◽  
Operational Level ◽  
Open Questions ◽  
Methodological Approaches ◽  
Attention To Diversity

Abstract:THE COUNSELLOR’S PERCEPTION OF ATTENTION TO STUDENT DIVERSITY IN SECONDARY EDUCATIONThis investigation arises from the need to explore a variety of experiences aimed at meeting the demands of diversity in Secondary Education, identify those aspects promoting and hindering inclusive practices. This research has been made using a descriptive and exploratory methodology (both qualitative and quantitative), including a questionnaire made up of 55 items (Likert scale) and open questions. Experts were also interviewed, gathering a sample of 51 public high school counsellors in Asturias. Results show that, even though schools apply a consolidated set of measures to cater for diversity, there are still legal limitations and a lack of resources to provide suitable answers to the educational needs of our students. Attention to student diversity is present when it comes to make decisions at an organizational and operational level or to create and develop plans and programmes. Regarding the teaching practice, it is obvious that teachers are aware of the importance of meeting the needs of diversity in the classroom; however, there is still a long way to go as far as methodological approaches and teacher training are concerned.Keywords: Attention to diversity, Secondary Education, inclusion, consellorResumen:Esta investigación surge de la necesidad de conocer cómo se desarrollan las prácticas en la educación secundaria obligatoria (ESO) para atender a la diversidad, detectar aquellos aspectos que favorecen y dificultan las prácticas inclusivas. Para realizar el estudio se utilizó una metodología descriptiva y exploratoria (cualitativa-cuantitativa), se elaboró un cuestionario que consta de 55 ítems (escala Likert) y preguntas abiertas. También se realizaron entrevistas a expertos. La muestra está formada por 51 profesores/as de orientación educativa de centros públicos que imparten la ESO en Asturias. Los resultados obtenidos indican que a pesar de que los centros cuentan con una serie de medidas de atención a la diversidad consolidadas, existen ciertas limitaciones a nivel normativo y de asignación de recursos para proporcionar respuestas educativas ajustadas a las necesidades de la totalidad del alumnado. A la hora de tomar decisiones a nivel organizativo y de funcionamiento de centro, consideran que se tiene en cuenta el principio de atención a la diversidad, al igual que al elaborar y desarrollar los planes y programas. Respecto a la práctica docente, se pone de manifiesto que el profesorado es consciente de que debe y quiere atender a la diversidad, pero aún se observan muchas resistencias a nivel metodológico y escasez de formación al respecto.Palabras clave: Atención a la diversidad, educación secundaria, inclusión, orientación.

scholarly journals Initial Training of Primary School Teachers: Development of Competencies for Inclusion and Attention to Diversity

2021 ◽  
Vol 11 (8) ◽  
pp. 413
Author(s):  
Carmen Nuria Arvelo-Rosales ◽  
Olga María Alegre de la Rosa ◽  
Remedios Guzmán-Rosquete
Keyword(s):  
Inclusive Education ◽  
Primary Education ◽  
Ad Hoc ◽  
Continuing Professional Development ◽  
Positive Development ◽  
Student Diversity ◽  
Initial Training ◽  
Special Needs Education ◽  
Development Of Competencies ◽  
Attention To Diversity

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.

scholarly journals Percepciones y creencias en educación básica sobre la formación del profesorado en las escuelas normales

2021 ◽  
Vol 2 (4) ◽  
pp. 6179-6193
Author(s):  
Gamboa Robles Marco Antonio ◽  
María Julieta Maldonado Figueroa ◽  
María Angélica Quiroz Leyva
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Social Life ◽  
Teacher Educator ◽  
Barriers To Learning ◽  
Teaching Competence ◽  
Inclusive Approach ◽  
Professional Profile ◽  
Attention To Diversity ◽  
Educacion Especial

En este documento se presenta a manera de descripción, la interpretación que los docentes en servicio tienen sobre la formación inicial de docentes, particularmente opinan sobre la percepción que tienen del grado de apropiación del perfil profesional que el normalista posee para egresar de la licenciatura en educación especial, como rasgos deseables de competencia docente; con ello se evalúa el conocimiento, habilidades, destrezas, actitudes y valores que los normalistas aplican en sus jornadas de práctica en condiciones reales de trabajo y sus estrategias de atención como parte de la intervención educativa para sujetos que presentan barreras para el aprendizaje y la participación y/o discapacidad en enfoque inclusivo. Considerando que la atención a esta población se ha brindado históricamente de forma diferenciada y con distintos fines y enfoques; desde una mirada asistencial o de corte clínico-terapéutico, hacia una pedagogía incluyente alternativa. Por ello el licenciado en educación especial y en educación inclusiva, constituyen el eje central para llevar a cabo la metodología de aula con perspectiva constructivista competencial en atención a la diversidad, orientada a lograr y fortalecer la igualdad y equidad para facilitar la inclusión e incorporación a la vida social, trabajo productivo y demás ámbitos de la vida cotidiana.   This document presents, by way of description, the interpretation that in-service teachers have about initial teacher training, particularly their perception of the degree of appropriation of the professional profile that the teacher educator has to graduate from the degree in special education, as desirable traits of teaching competence; This evaluates the knowledge, skills, abilities, skills, attitudes and values that the teachers apply in their practice days in real working conditions and their care strategies as part of the educational intervention for subjects who present barriers to learning and participation and/or disability in an inclusive approach. Considering that the attention to this population has historically been provided in a differentiated way and with different purposes and approaches; from a welfare or clinical-therapeutic approach, towards an alternative inclusive pedagogy. Therefore, the graduate in special education and inclusive education, are the central axis to carry out the classroom methodology with a constructivist competence perspective in attention to diversity, aimed at achieving and strengthening equality and equity to facilitate inclusion and incorporation into social life, productive work and other areas of daily life.

scholarly journals Procesos que obstaculizan la inclusión en la educación secundaria obligatoria. Muchas sombras y todavía pocas luces

Aula Abierta ◽  
2017 ◽  
Vol 46 ◽  
pp. 41
Author(s):  
Dolors Forteza-Forteza ◽  
Francisca Moreno-Tallón
Keyword(s):  
Secondary Education ◽  
Inclusive Education ◽  
Intervention Program ◽  
Educational Interventions ◽  
Behavioral Difficulties ◽  
Social Risk ◽  
School Career ◽  
The Subject ◽  
Attention To Diversity ◽  
The Right

RESUMENLas medidas extraordinarias de atención a la diversidad en la Educación Secundaria Obligatoria (ESO) son objeto de la investigación que presentamos en este artículo. Con diferente denominación según la comunidad autónoma, nos centramos en una de estas medidas, el Programa de Intervención Educativa (PIE), cuyos destinatarios son alumnos en situación de riesgo personal o social. Desde una perspectiva metodológica cualitativa analizamos un caso para profundizar en las vivencias de alumnos con dificultades de comportamiento que forman parte de un PIE. Se recogió la información a través de entrevistas y la observación, y el análisis de documentos fue una técnica complementaria para garantizar la triangulación de fuentes de registro. Los resultados ponen de manifiesto el complejo contexto de tensiones que atraviesan los alumnos con dificultades de comportamiento en un programa específico. Las conclusiones interpelan al diálogo con el alumnado, a intervenciones educativas en el aula, a la aceptación de las biografías personales y al derecho de que se satisfagan sus necesidades junto con los iguales, para eliminar las barreras y obstáculos que estos alumnos viven diariamente durante su trayectoria escolar. Se requieren respuestas educativas significativamente contextualizadas para favorecer la inclusión de todo el alumnado.Palabras Clave: educación secundaria, exclusión, dificultades de comportamiento, medidas extraordinarias, educación inclusiva.ABSTRACTThe extraordinary measures of attention to diversity in Compulsory Secondary Education (ESO) are the subject of the research presented in this article. With a different denomination according to the autonomous community, we focus on one of these measures, the Educational Intervention Program (PIE), whose beneficiaries are students at personal or social risk. From a qualitative methodological perspective we analyze a case to deepen the experiences of students with behavioral difficulties that are part of a PIE. Information was collected through interviews and observation, and document analysis was a complementary technique to ensure the triangulation of registry sources. The results highlight the complex context of tensions that students with behavioral difficulties go through in a specific program. The conclusions call for dialogue with students, for educational interventions in the classroom, for the acceptance of personal biographies and the right to meet their needs with peers, to eliminate the barriers that these students live daily during their school career. Significant contextualized educational responses are required to encourage the inclusion of all students.Keywords: secondary education, exclusion, behavioral difficulties, extraordinary measures, inclusive education.

Procesos que obstaculizan la inclusión en la educación secundaria obligatoria. Muchas sombras y todavía pocas luces

Aula Abierta ◽  
2017 ◽  
Vol 46 (2) ◽  
pp. 41
Author(s):  
Dolors Forteza-Forteza ◽  
Francisca Moreno-Tallón
Keyword(s):  
Secondary Education ◽  
Inclusive Education ◽  
Intervention Program ◽  
Educational Interventions ◽  
Behavioral Difficulties ◽  
Social Risk ◽  
School Career ◽  
The Subject ◽  
Attention To Diversity ◽  
The Right

RESUMENLas medidas extraordinarias de atención a la diversidad en la Educación Secundaria Obligatoria (ESO) son objeto de la investigación que presentamos en este artículo. Con diferente denominación según la comunidad autónoma, nos centramos en una de estas medidas, el Programa de Intervención Educativa (PIE), cuyos destinatarios son alumnos en situación de riesgo personal o social. Desde una perspectiva metodológica cualitativa analizamos un caso para profundizar en las vivencias de alumnos con dificultades de comportamiento que forman parte de un PIE. Se recogió la información a través de entrevistas y la observación, y el análisis de documentos fue una técnica complementaria para garantizar la triangulación de fuentes de registro. Los resultados ponen de manifiesto el complejo contexto de tensiones que atraviesan los alumnos con dificultades de comportamiento en un programa específico. Las conclusiones interpelan al diálogo con el alumnado, a intervenciones educativas en el aula, a la aceptación de las biografías personales y al derecho de que se satisfagan sus necesidades junto con los iguales, para eliminar las barreras y obstáculos que estos alumnos viven diariamente durante su trayectoria escolar. Se requieren respuestas educativas significativamente contextualizadas para favorecer la inclusión de todo el alumnado.Palabras Clave: educación secundaria, exclusión, dificultades de comportamiento, medidas extraordinarias, educación inclusiva.ABSTRACTThe extraordinary measures of attention to diversity in Compulsory Secondary Education (ESO) are the subject of the research presented in this article. With a different denomination according to the autonomous community, we focus on one of these measures, the Educational Intervention Program (PIE), whose beneficiaries are students at personal or social risk. From a qualitative methodological perspective we analyze a case to deepen the experiences of students with behavioral difficulties that are part of a PIE. Information was collected through interviews and observation, and document analysis was a complementary technique to ensure the triangulation of registry sources. The results highlight the complex context of tensions that students with behavioral difficulties go through in a specific program. The conclusions call for dialogue with students, for educational interventions in the classroom, for the acceptance of personal biographies and the right to meet their needs with peers, to eliminate the barriers that these students live daily during their school career. Significant contextualized educational responses are required to encourage the inclusion of all students.Keywords: secondary education, exclusion, behavioral difficulties, extraordinary measures, inclusive education.

scholarly journals Mathematics Preservice Trainee Teachers’ Perceptions of Attention to Diversity in Initial Training as Secondary Education Teachers

Mathematics ◽  
2021 ◽  
Vol 9 (14) ◽  
pp. 1697
Author(s):  
María Jesús Caurcel Cara ◽  
Emilio Crisol Moya ◽  
Carmen del Pilar Gallardo-Montes
Keyword(s):  
Secondary Education ◽  
Inclusive Education ◽  
Master's Program ◽  
Initial Training ◽  
Teachers Perceptions ◽  
Perceptions And Attitudes ◽  
Secondary Education Teachers ◽  
Attention To Diversity ◽  
Teaching Learning ◽  
The University

Research on teachers’ perceptions about diversity is key to understanding the different approaches to be implemented to build inclusive education. Within this framework, the perceptions and attitudes of 73 students in the Mathematics specialization of the University Master’s Degree in Teacher Training for Secondary Education, Bachillerato, Vocational Training and Language Teaching (Máster Universitario en Profesorado de Educación Secundaria Obligatoria, Formación Profesional y Enseñanza de Idiomas (MAES) at the University of Granada (Spain) were analyzed to determine their views about the initial training they received on attention to diversity during the Master’s program. The study is a descriptive and correlational-predictive transversal examination of the responses obtained from the “Questionnaire for preservice secondary education teachers on perceptions about attention to diversity” (Colmenero Ruiz and Pegalajar Palomino, 2015). The findings demonstrate that the students—preservice secondary education teachers—held favorable attitudes toward diversity and the principle of inclusion. The findings also show that contact with persons with disability influences perception of this population. The authors conclude that better training and knowledge of the elements that condition the teaching–learning process for high-quality attention to diversity predict better pedagogical preparation in matters of attention to diversity.

Theoretical and Methodological Elements of an Inclusive Approach to Education

2020 ◽  
pp. 123-136
Author(s):  
Antonello Mura ◽  
Antioco Luigi Zurru ◽  
Ilaria Tatulli
Keyword(s):  
Inclusive Education ◽  
Collaborative Work ◽  
Qualitative Investigation ◽  
Training Process ◽  
Continuous Training ◽  
Learning Contexts ◽  
Inclusive Learning ◽  
Inclusive Approach ◽  
Slow Evolution ◽  
Methodological Principles

The educative experience of people with disability leads the inter­na­tio­nal debate towards the value of inclusive learning contexts. Nonetheless, the theoretical and methodological principles of an inclusive education approach have to be outlined. Data collected using explorative questionnaires during a five-years survey in an Italian region's schools show a slow evolution of the scholastic context. From the perspective of Special Pedagogy, the qualitative investigation on three macro-dimensions (the diversity perception, the didactic and methodological means, the wellbeing of pupils) reveals an emerging development of solid awareness among teachers. Findings confirm that the inclusion processes at school are attainable only throughout a series of clear methodological elements: 1) a valorising attitude towards diversity; 2) an orienting learning process; 3) a plural and flexible use of both methodologies and strategies; 4) a collaborative work environment; 5) a continuous training process; 6) a deontological approach. These are the principles that allow teachers to support each student in the manifold itineraries of identity fulfilment, encouraging pupils to express their needs and to develop their abilities in a welcoming and participative context.

Web-Based Peer and Self-Assessment System Design and Development for Elementary School Students

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Mehmet EMIN KORTAK
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Primary Schools ◽  
Peer Assessment ◽  
Assessment System ◽  
Assessment Process ◽  
School Students ◽  
Self Assessment ◽  
Web Based ◽  
User Friendly

This research aimed at designing and improving the web-based integrated peer and self- assessment. WesPASS (web-based peer-assessment system), developed in this research, allows students to assess their own or their peers’ performance and project assignments and to report about the result of these assessments so that they correct their assignments. This study employed design-based research. The participants included 102 fourth grade primary school students and their 4 teachers from 2 state and 2 private primary schools in Ankara, Kecioren (Turkey) who employed the system and were engaged in a questionnaire survey to assess its quality. The findings were analyzed through quantitative data analysis. The findings revealed that the system can be used by elementary school students for peer and self-assessment system. The participants stated that WesPASS is simple and user-friendly, and it accelerates the assessment process by employing information technology and allows to share opinions 

El acceso a la función pública docente en Educación Infantil, Primaria y Secundaria

2020 ◽  
pp. 138-159
Author(s):  
Goiatz Aramendi Lekuona ◽  
Pello Aramendi Jauregi
Keyword(s):  
Secondary Education ◽  
Teaching Strategies ◽  
Civil Service ◽  
Self Regulation ◽  
Learning To Learn ◽  
Primary And Secondary Education ◽  
Theoretical Part ◽  
Close Relationship ◽  
Attention To Diversity ◽  
Diversity Evaluation

The research presented below aims to describe and analyse the teaching strategies and supports obtained by teachers in the province of Gipuzkoa who sit competitive examinations to access the teaching civil service in Infant, Primary and Secondary Education. This study opted for a sequential explanatory design with 469 candidates. Teachers who have passed the official examinations placed special emphasis on the first test (theoretical part and practical exercise), took into account the criteria of evaluation of the examinations and prioritised issues such as attention to diversity, evaluation, the competence of learning to learn, self-regulation of learning and the design of teaching units. In addition, they received valuable help from relatives, people linked to teaching with whom they have a close relationship, and work colleagues.

I Like to Solve Problems like an Adult — Global Storylines As a Way of Global Education

2016 ◽  
Vol 6 (1) ◽  
pp. 9-25
Author(s):  
Ivana Márová ◽  
Lenka Slepičková
Keyword(s):  
Elementary Schools ◽  
Inclusive Education ◽  
Interpersonal Relationships ◽  
Primary Schools ◽  
Global Education ◽  
Social Issues ◽  
Role Playing ◽  
Activity Level ◽  
Global Issues ◽  
Motivational Influence

Drama techniques such as role playing or structured drama are widespread and frequently used methods of supporting the activity and participation of students in learning. Less known method which combines elements of drama education with global social issues is a Scottish method called Global Storylines. Within a three-year partnership project entitled "Expanding Participatory Teaching of Global Issues in the Primary Schools by Global Storylines Method" in whichthe Centre for Global Education NaZemi and the Institute for Research in Inclusive Education of Faculty of Education of Masaryk University participated, with the support of the Ministry of Foreign Affairs,three principal research goals were followed: Global Storylines effect on the participation of students in education; Global Storylines supportive role in teaching global issues, and inclusive potential of Global Storylines method. In the first cycle of the method implementation the research sample consisted of 6 teachers from two elementary schools and one kindergarten, in the second cycle of 16 teachers from seven elementary schools and one kindergarten. To fulfill the research project the following qualitative research methods were used: repeated direct observation in classes (3–4 observations in each class), individual and group interviews with teachers and students, analysis of written teacher’s reflections of the story episodes and the analysis of other outcomes such as students’ works and photographs taken by teachers. The survey showed a high motivational influence on the activity level of students and their participation in education. Building a fictional community, which is the basis of work with the story, positively contributed to the development of imagination of students, strengthening their cooperation, self-esteem and interpersonal relationships. A linking has been detected between the level of participation and the inclusive potential of the method. Creating a new identity allows students and teachers to secede from existing social roles and gain a whole new perspective of each other. Students appreciated the privileges associated with adulthood, especially decision-making power and respect, while teachers welcomed the opportunity to leave the role of authority and become part of a community of learners.

Sign in / Sign up

Export Citation Format

Share Document