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De la méthodologie expérimentale à la recherche interventionniste. Contribution à une approche socio-anthropologique de l'école et de la société inclusives [Volume 1. Note de synthèse]
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In: https://hal.univ-reunion.fr/tel-03207179 ; Education. Université de La Réunion, 2021 (2021)
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Récits de soi de jeunes vivant avec la mucoviscidose
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In: ISSN: 2609-5211 ; La nouvelle revue - Éducation et société inclusives (ISSN : 2609-5211) ; https://hal.archives-ouvertes.fr/hal-03256935 ; La nouvelle revue - Éducation et société inclusives (ISSN : 2609-5211), INSHEA, 2021, Varia, 2 (89-90), pp.65-87 (2021)
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Design of Educational Tools Based on Traditional Games for the Improvement of Social and Personal Skills of Primary School Students with Hearing Impairment
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In: Sustainability ; Volume 13 ; Issue 22 (2021)
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Practising inclusive education in an Indian context: Taking the agenda forward
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Nath, Seema. - : University of Cambridge, 2021. : Hughes Hall, 2021
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Diversity of origin and socioeconomic status in a school in Gipuzkoa: dialogue with families ; Diversidad de origen y socioeconómica en una escuela de Gipuzkoa: diálogo con las familias
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In: Educatio Siglo XXI; Vol. 39 No. 1 (2021): Research on academic writing programs at Latin American universities; 327-348 ; Educatio Siglo XXI; Vol. 39 Núm. 1 (2021): La investigación universitaria en centros y programas latinoamericanos de escritura académica; 327-348 ; 1989-466X ; 1699-2105 (2021)
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El reto de la enseñanza dialógica inclusiva en la escuela pública secundaria
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 66, 2021, pags. 21-31 (2021)
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"Langsam vermisse ich die Schule .". Schule während und nach der Corona-Pandemie
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In: Münster ; New York : Waxmann 2020, 229 S. - (Die Deutsche Schule, Beiheft; 16) (2020)
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But What Does Equity Look Like In My Classroom?: Creating Equitable & Culturally Responsive Classroom Practices
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In: National Youth Advocacy and Resilience Conference (2020)
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Marta Mata Garriga: Una maestra buena ; Marta Mata Garriga: A good teacher
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Sink or Swim: Socio-Cultural Immersion for Preservice Teacher Understanding
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In: National Youth Advocacy and Resilience Conference (2019)
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Implementación y generalización de SAAC en contextos de educación especial
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Abstract:
El presente trabajo tiene como finalidad conocer el proceso mediante el que se desarrolla la implementación de Sistemas de comunicación alternativa y/ o aumentativa (SAACs) en el ámbito de los centros de educación especial (CEE). Para lograr este objetivo se realizó un análisis partiendo de una muestra de 13 docentes de Audición y Lenguaje en activo en CEE pertenecientes a la provincia de Valencia. Éste se realizó mediante una encuesta creada ad hoc. Tras el análisis comparativo se concluyó que la generalización del uso de estos sistemas presenta dificultades derivadas, principalmente, de la falta de coordinación y la baja participación de la familia. Se hace necesario, por tanto, propiciar espacios concretos para la coordinación y trabajo conjunto por parte de padres y profesionales en los diferentes entornos donde el alumno usuario de SAAC desarrolla su día a día. Todo ello perseguirá el objetivo de aumentar el grado de generalización de su uso, lo cual mejorará su desarrollo comunicativo-lingüístico y potenciará una correcta maduración psicosocial. ; To achieve this aim, it was carryied out an analysis from a sample of 13 in-service hearing and speech teachers who are working in a special education school in the province of Valencia. Some different data has been obtained from a survey created ad hoc and these were contrasted with the existing bibliography. Following this comparative analysis it was concluded that the generalization of the use of these system is not adequated since there are difficulties that have mainly resulted from the lack of coordination, and also from the low involvement of the family. All of this has to be remedied through the collaborative work of the different environments where the student user of AAC develops their everyday with the aim of increasing the degree of generalization which is going to improve their communicative linguistic decelopment and it is going to enhance a correct psycho-social maturity. ; peerReviewed
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Keyword:
5801.05 Pedagogía Experimental; 5802.05 Educación Especial; 6102.04 Psicología Escolar; Alternative and augmentative communication systems (AACS); Dificultades en habla y lenguaje; Escuela inclusiva; Inclusive school; Minusválidos y deficientes Mentales; Necesidades educativas especiales; Sistemas de comunicación alternativa y/o aumentativa (SAACs); Special educative needs; Speech and language difficulties
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URL: http://hdl.handle.net/10662/10692
https://doi.org/10.17060/ijodaep.2019.n2.v1.1717
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Addressing the Needs of Middle School English Learners Through Inclusion in General Education Classrooms: A Case Study of a Midwestern Metropolitan Public School District
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In: Educational Administration: Theses, Dissertations, and Student Research (2019)
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Die Staatliche Europa-Schule Berlin
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In: Europäische Erziehung 48 (2018) 1, S. 12-16 (2018)
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L’éducation inclusive comme perspective pour comprendre la mobilisation d’écoles primaires montréalaises qui conjuguent défavorisation et défis relatifs à la diversité ethnoculturelle
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Les pratiques de quatre directions d'écoles secondaires en milieu pluriethnique: une étude exploratoire montréalaise
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Inclusive Leadership's Evolving Context: Organizational Climate and Culture Connect
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In: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1510729562168206 (2017)
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Elaboración y evaluación de un proyecto basado en la metodología del aprendizaje basado en proyectos: “Un viaje virtual hacia la Tierra”
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BAPNE Method, Developmental Dyslexia and Inclusive Education: Cognitive, Socio-Emotional and Psychomotor Stimulation in Secondary School. A Practical Resource for Education within a Cross Curriculum
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Meaning Across Difference: Exploring Intercultural Communication Strategies in an Alaska-Kenya Collaboration
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1469088653 (2016)
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