attention to diversity
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2022 ◽  
Vol 11 (2) ◽  
pp. 739-748
Author(s):  
José María ◽  
Rocío Piñero-Virué ◽  
César Antonio ◽  
Miguel María

<p style="text-align: justify;">In this study we focus our research on the case analysis of an eleven-year-old boy and his close relationship with technology, specifically robotics. The methodology of the study is experimental in nature, with the aim of improving the subject's attention span through robotics, thereby favouring his educational process and, consequently, his overall development. To this end, the attitudes, and aptitudes that this technological tool has provided the subject with are evaluated over a period of four years. Three data collection instruments were selected: questionnaire, interview, and observation. Among the conclusions we highlight, on the one hand, that the older the age and the greater the interest in robotics, the greater the individual's attention span and greater psychomotor coordination, increasing the improvement in the educational process and in their daily life. On the other hand, robotics is an effective way of orienting knowledge towards the personal and educational sphere and can provide advantages in integral development.  </p>


2022 ◽  
pp. 001312452110699
Author(s):  
Esther Cuadrado ◽  
Blas Domínguez-Herrera ◽  
Bárbara Luque ◽  
Manuel Moyano ◽  
Carmen Tabernero

The main objective of this study was to develop and validate a reliable and valid scale that allows the measurement of the perception that teachers have of attention to diversity in the classroom: the Perception of Attention to Diversity Scale (PADS). To this end, 456 teachers answered a survey. Exploratory and confirmatory factor analyses confirmed a robust adjustment of the expected bifactorial structure. The two factors identified were the perception of attention (a) related to the Specific Educational Needs, with five items, and (b) related to cultural diversity, with four items. The patterns of relationship between the scale and its factors with other psychological variables supported the construct validity. The study provides a useful tool both to measure the perception that teachers have of the levels of attention to diversity they offer in the classroom, and to analyze the relationship that such perception can have with different study variables.


Author(s):  
Joanna Everitt

Abstract Canadian political science has changed over the past 50 years; however, these changes have come slowly and lag behind larger societal demographic transformations. While early attention to diversity concentrated on the place of women within the discipline, more recent attention focuses on the presence of Black, Indigenous and other political scientists of colour. Accompanying a diversification of personnel has been a broadening of the substantive focus of our research, as well as an expansion in the epistemological and methodological approaches applied to the study of politics. Yet despite these adaptations, the study of political science in Canada remains siloed and often exclusionary, challenging our ability to train the next generation of scholars to be capable of addressing the issues facing a world that is increasingly complex and diverse.


2021 ◽  
Vol 39 (3) ◽  
pp. 11-36
Author(s):  
Francisco Javier García Prieto ◽  
Carmen Álvarez-Álvarez ◽  
Francisco José Pozuelos Estrada

Las escuelas rurales adoptan formatos distintos en cada país y desarrollan prácticas docentes comunes y divergentes con las urbanas. En España tenemos centros de diferentes tipos, que constituyen una compleja realidad. Sin embargo, apenas contamos con estudios comparativos entre regiones que muestren las peculiaridades de los diferentes tipos de centros y sus prácticas en nuestro país. En este artículo analizamos las semejanzas y diferencias que existen entre las dinámicas de enseñanza de las escuelas rurales del norte (Cantabria) y del sur de España (Huelva) a partir de un estudio cuantitativo (cuestionario) y cualitativo (entrevistas en profundidad). Los resultados comparan cuatro variables (práctica docente, desarrollo del curriculum, material didáctico y atención a la diversidad) en tres tipos de centros (unitarias, multigrado y graduadas). Las conclusiones muestran contrastes respecto a la innovación, el tratamiento de la diversidad o las plantillas docentes, y similitudes, en aspectos curriculares como el uso mayoritario del libro de texto o las dinámicas de enseñanza entre los diferentes tipos de centros educativos rurales. Rural schools take different forms in each country and develop common and divergent teaching practices in comparison to urban schools. In Spain we have different types of schools and this constitutes a complex reality. However, we hardly have comparative studies between regions that show the peculiarities of the different types of schools available. In this article, which adopts a quantitative (questionnaire) and qualitative (in-depth interviews) design, we analyse the similarities and differences that exist between the dynamics of teaching in rural schools in the north (Cantabria) and in the south of Spain (Huelva). The results compare four variables (environment, schools, teachers, students and families) in three types of schools (teaching practice, curriculum development, teaching materials and attention to diversity). The conclusions show contrasts with regard to innovation, attention to diversity or teaching staff; and similarities in curricular aspects such as the tendency to use textbooks or the dynamics of teaching within the different types of rural schools.  


2021 ◽  
Vol 2 (4) ◽  
pp. 6179-6193
Author(s):  
Gamboa Robles Marco Antonio ◽  
María Julieta Maldonado Figueroa ◽  
María Angélica Quiroz Leyva

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.


2021 ◽  
Vol 11 (8) ◽  
pp. 413
Author(s):  
Carmen Nuria Arvelo-Rosales ◽  
Olga María Alegre de la Rosa ◽  
Remedios Guzmán-Rosquete

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.


2021 ◽  
Vol 9 (3) ◽  
pp. 106-116 ◽  
Author(s):  
Ana Maria Moral Mora ◽  
Inmaculada Chiva ◽  
Carmen Lloret‐Catala

European universities must face the challenge of diversity and design inclusive practices to address it as part of their social responsibility. However, not all universities are doing the same in terms of diversity practices, so it is important to gather the perceptions of the protagonists. To this end, we have analysed university faculty’s perceptions using a mixed model with a concurrent methodological strategy, including an ad hoc questionnaire validated with 880 educators, as well as 17 semi‐structured interviews. The triangulation of these two instruments allowed us to analyse three key dimensions associated with the idea of attention to diversity in the university: diversity concept or culture, policies and programmes of the institution, and inclusive educational practices. The conclusion is that faculty members are positively predisposed to get involved in the process of attention to diversity in all three dimensions, especially in the design of inclusive teaching practices such as the UDL (universal design for learning), although they do point out that it is important to systematise diversity policies in research, innovation, and teaching to keep promoting the social commitment and responsibility of higher education institutions.


Mathematics ◽  
2021 ◽  
Vol 9 (14) ◽  
pp. 1697
Author(s):  
María Jesús Caurcel Cara ◽  
Emilio Crisol Moya ◽  
Carmen del Pilar Gallardo-Montes

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.


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