Educación Lingüistica de Alumnos de Educación Primaria con Necesidades Educativas Especiales

Se trata de un manual realizado ex profeso, sin ánimo de lucro (de ahí que no tenga el soporte de una editorial detrás) y con carácter abierto, para la asignatura Educación Lingüística de Alumnos de Educación Primaria con Necesidades Educativas Especiales, que se imparte en cuarto curso del Grado en Educación Primaria de la Universidad de Granada, dentro de la mención en Educación Especial. Lo pongo a disposición de docentes y especialistas, dado que puede tener algún interés para este grupo de profesionales

La asistencia sanitaria en una comarca valenciana medieval: el Alto Palancia (1401-1531)

Este trabajo se enmarca en los proyectos de investigación “Vernacularidades en la ciencia medieval y renacentista: textos, creadores, profesionales” (MCINN-AEI/FEDER PID2021-123419NB-I00) y “Recursos naturales y actividades productivas en espacios interiores de la Corona de Aragón (ss. XIV-XVI)” (MCINN, PID2021-123509NB-I00).En este artículo pretendemos analizar las características de los practicantes de la medicina localizados en la comarca valenciana del Alto Palancia durante la baja Edad Media, así como su labor asistencial. Este trabajo pretende sumarse a otros anteriores, y otros que iremos realizando, que nos permitan mapear los rastros de la asistencia sanitaria en todo el territorio valenciano durante los siglos XIV y XV. Los datos muestran un profundo grado de medicalización en esta parte del territorio valenciano en la época estudiada, tanto por el número como por la influencia y prestigio social obtenido por algunos practicantes de la medicina.MCINN-AEI/FEDER PID2021-123419NB-I00MCINN, PID2021-123509NB-I0

The effect of disruptive change on the spatial variation of commercial rental prices: The case of the COVID-19 pandemic

This study examines spatial variations in the rental price of commercial premises and the factors that explain these variations in the event of a disruptive change such as the COVID-19 pandemic. A novelty of this work is the methodology used to determine the form and radius of influence on these prices (monotonically decreasing buffer with threshold) of heritage monuments as tourist attractions. The methodology is applied to a case study of the city of Granada, Spain, although it could be extrapolated to other cities displaying similar characteristics. The results indicate that commercial rental prices varied in a non-uniform manner throughout the city during the COVID-19 pandemic and that the main streets and prime locations were the most affected. The proposed methodology can be used to guide political and business decision-making in other disruptive situations.Este estudio examina las variaciones espaciales en el precio de alquiler de los locales comerciales y en los factores que los explican cuando se produce un cambio disruptivo, como el causado por el COVID-19. Una novedad de este trabajo es la metodología utilizada para determinar la forma y el radio de influencia sobre estos precios (buffer monótonamente decreciente con umbral) de los monumentos patrimoniales, como atractivos turísticos. La metodología se ha aplicado al caso de estudio de la ciudad de Granada (Spain), si bien podría extrapolarse a otras ciudades con características similares. Los resultados indican que los precios de los alquileres comerciales variaron de forma no uniforme en toda la ciudad durante la pandemia de COVID-19 y que las calles principales y las ubicaciones privilegiadas fueron las más afectadas. La metodología propuesta puede utilizarse para orientar la toma de decisiones políticas y comerciales en otras situaciones disruptivas.Ministerio de Ciencia e Innovación PID2022-136235NB-I00, MICIU/AEI/ 10.13039/501100011033Departamento de Métodos Cuantitativos para la Economía y la Empresa, Universidad de GranadaFacultad de Ciencias Económicas y Empresariales, Universidad de GranadaGrupo de Investigación Modelos Probabilísticos Aplicados a las Ciencias Sociales, FQM-150Instituto Andaluz de Investigación e Innovación en Turismo de las Universidades de Granada, Málaga y Sevill

Advance Requests for Medical Assistance in Dying in the International Context: Some Legal Issues for the Canadian Case

This study was funded by the Spanish Ministry of Science and Innovation, MICIU/AEI/10.13039/501100011033 and ESF+; INEDyTO II project: Bioethics and practices related to the end of life (PID2020‐118729RBI00), "ayudas para contratos predoctorales" (PRE2021‐098759), and Ariadna project PPJIB-2024-55 (University of Granada).An advance request for medical assistance in dying (ARM) is a document that allows individuals to request euthanasia if they lose their decision-making capacity. Currently, it is available in all countries where medical assistance in dying is permitted for individuals suffering from a serious and incurable illness whose natural death is not reasonably foreseeable, except in Canada. In this country, various citizen and parliamentary initiatives are considering the inclusion of this document in national legislation. This article presents for the first time a compilation of all ARM regulations worldwide. Analysis of the international framework suggests that the requirements for drafting an ARM could influence the effective implementation of patients' wishes.Spanish Ministry of Science and Innovation, MICIU/AEI/10.13039/501100011033ESF+; INEDyTO II (PID2020‐118729RBI00)University of Granada PRE2021‐098759, PPJIB-2024-5

Spanish adaptation of the perceived responsiveness and insensitivity scale

Perceived partner responsiveness is the extent to which one feels understood, validated, and cared for by their intimate partner. This is a centrally important construct in relationship science, with a robust literature indicating that individuals who perceive higher levels of responsiveness from their partner experiencing better relationship outcomes. Despite the large role that this construct plays in relationship science and our understanding of healthy relationship functioning, there is no measure adapted to Spanish language and culture. This study presents the 16-item and 8-item versions of the recently developed and psychometrically improved Perceived Responsiveness and Insensitivity Scale (PRIS; Crasta et al., 2021) that has been adapted to Spanish. Using a sample of 493 Spanish individuals, results demonstrate that this adapted scale exhibits adequate reliability, maintains the same internal structure as the original English version, demonstrates gender invariance, and presents adequate validity evidence when is associated to other variables. Adding the Spanish Adaptation of the PRIS (PRIS-SA) to the methodological toolkit of relationship scientists will allow this important construct to be examined in a cross-cultural fashion and among a diverse array of couples

The Poetical Diary in Miguel de Unamuno: A Conceptual Problem

Unamuno es ante todo un poeta, consideración que para nuestro autor va más allá de los límites convencionales de los géneros literarios. En ese sentido, las características del discurso literario en forma de diario se muestran como las más adecuadas para que Miguel de Unamuno vierta en palabras su consideración filosófica y funcional de la poesía. Sin embargo, no siempre se está de acuerdo cuando se establece qué es y qué no es un diario poético en la obra del bilbaíno. A este respecto, el presente trabajo adquiere como objeto de estudio el poemario De Fuerteventura a París como vía para la búsqueda de una constatación conceptual que, en ocasiones, ha suscitado reflexiones no exentas de puntos enfrentados.Unamuno is above all a poet, and its conception of poetry overcomes the conventional limits of literary genres. The characteristics of literary discourse as a diary appear to be the most appropriate for Miguel de Unamuno to put his philosophical and functional consideration of poetry into words. However, there is not always agreement on what constitutes a poetical diary in the work of the Bilbao-born author. In this regard, the present study takes the poetry collection De Fuerteventura a París as a way to search a conceptual verification that, at times, has prompted thoughts not free of conflicting viewpoints

The Impact of the COVID-19 Pandemic on Young Adults with Autism Spectrum Disorder: A Systematic Review

Background/Objectives: The COVID-19 pandemic and related public health measures significantly disrupted daily life, with profound consequences for individuals with Autism Spectrum Disorder (ASD). Young adults with ASD faced unique challenges due to disruptions in routines, employment instability, limited access to essential services, and increased social isolation. While some individuals benefited from reduced social pressures and the adoption of remote work, many experienced heightened anxiety, behavioral difficulties, and declines in autonomy. This systematic review examines the impact of the pandemic on young adults with ASD, focusing on key domains such as autonomy, employment, service accessibility, socialization, emotional regulation, and overall well-being. Methods: This review followed the PRISMA 2020 guidelines, and its protocol was pre-registered in the PROSPERO database. A search was conducted in four databases—PubMed, Scous, Web of Science, and PsycInfo—as well as in specialized journals in the field. Results: Eight studies met the inclusion criteria and were included in the final synthesis. The findings highlight significant disruptions in daily life, increased dependence on caregivers, and difficulties in maintaining structured activities. However, technology-assisted interventions, including virtual therapies and remote work opportunities, played a role in mitigating some adverse effects. Conclusions: Despite the heterogeneity in methodologies, this review underscores the urgent need for targeted interventions to support young adults with ASD during crises. Future research should focus on long-term consequences and developing inclusive policies that enhance resilience, access to services, and social integration

Exploring profiles of Montessori primary school teachers: a cluster analysis study

La educación Montessori está ampliamente extendida a nivel mundial, lo que ha llevado a una significativa variabilidad en la implementación del modelo Montessori. Sin embargo, solo un estudio ha explorado diferentes estilos de implementación vinculándolos con perfiles específicos de guías de la Casa de los Niños. No se ha realizado ningún estudio similar enfocado en el profesorado de primaria, ni en Italia, cuna de la educación Montessori. Este estudio tiene como objetivo explorar las diversas maneras en que el profesorado de primaria Montessori implementa la educación Montessori. Se administró un cuestionario a 329 guías italianas, recopilando datos sobre sus características demográficas, formación, características personales y prácticas educativas adoptadas. El análisis de conglomerados identificó cuatro grupos distintos: las “ortodoxas” (N = 145), las “adaptadas” (N = 108), las “implementadoras” (N = 37) y las “fuera de lugar” (N = 39). Estos grupos se diferencian en términos de características personales ideales para el profesorado Montessori (humildad y espíritu científico) y su fidelidad a las prácticas tradicionales Montessori. El hecho de que casi la mitad de la muestra no adopte prácticas fieles al modelo Montessori, combinado con el reciente crecimiento de las escuelas Montessori en Italia, subraya la necesidad de cuestionar los mitos de la escuela tradicional, ofrecer apoyo y monitoreo a las escuelas que adoptan prácticas Montessori, y fomentar un debate abierto que valore nuevas prácticas potencialmente no ortodoxas, pero alineadas con los principios fundamentales de Montessori.Montessori education is widespread globally, leading to significant variability in how the Montessori model is implemented. However, only one study has explored different implementation styles by aligning them with distinct profiles of Children’s House teachers. No such study has been conducted for primary school teachers, nor in Italy, the birthplace of Montessori education. This study aims to explore the various ways in which Montessori primary school teachers implement Montessori education. A questionnaire was administered to 329 Italian teachers, collecting data on their demographics, education, personal characteristics, and adopted educational practices. A cluster analysis identified four distinct groups: the “orthodox” (N = 145), the “adapted” (N = 108), the “implementer” (N = 37), and the “out-of-place” (N = 39). These groups differ in terms of personal characteristics ideal for Montessori teachers (humility and scientific spirit) and their adherence to traditional Montessori practices. The fact that nearly half of the sample does not adopt practices faithful to the Montessori model, combined with the recent growth of Montessori schools in Italy, underscores the need to challenge traditional school myths, offer support and monitoring for schools adopting Montessori practices, and foster an open debate that values potentially new, non-orthodox practices aligned with Montessori’s core principles

The street as a classroom: Linguistic landscapes in non-immersion contexts

El objetivo principal de este artículo es presentar y analizar las percepciones y reflexiones de los estudiantes de un curso de español B2 de grado en Reino Unido, en relación con la presencia de esta lengua en el paisaje lingüístico (PL) de su comunidad local. A través de un proyecto de exploración del PL, los estudiantes identificaron, documentaron e interpretaron muestras reales de español en su entorno, desarrollando así competencias léxico-gramaticales, sociolingüísticas y culturales y analítico-críticas. Este estudio tiene como propósito fomentar conexiones significativas con la lengua y las culturas hispanohablantes fuera del entorno del aula, utilizando el PL como una fuente complementaria de input en el aprendizaje de segundas lenguas. En particular, se busca aprovechar el PL para enriquecer la experiencia de aprendizaje en un contexto de no inmersión, donde las oportunidades de interacción directa con hablantes nativos son limitadas. El artículo incluye ejemplos concretos de textos en español encontrados por los estudiantes y analiza su impacto en su proceso de aprendizaje. Además, se reflexiona sobre la utilidad del PL como recurso pedagógico en la enseñanza del español como lengua extranjera (ELE), destacando su potencial para motivar al alumnado a buscar y analizar input auténtico en su entorno cotidiano.The main objective of this article is to present and analyse the perceptions and reflections of undergraduate B2-level Spanish students in the United Kingdom regarding the presence of this language in the linguistic landscape (LL) of their local community. Through an LL exploration project, students identified, documented, and interpreted real examples of Spanish in their environment, thus developing lexical-grammatical, sociolinguistic, cultural, and analytical-critical skills. This study aims to foster meaningful connections with the Spanish language and Hispanic cultures outside the classroom setting, using the LL as a complementary source of input in second language learning. In particular, it seeks to harness the LL to enrich the learning experience in a non-immersion context, where opportunities for direct interaction with native speakers are limited. The article includes concrete examples of Spanish texts found by students and analyses their impact on their learning process. Additionally, it reflects on the usefulness of the LL as a pedagogical resource in teaching Spanish as a foreign language, highlighting its potential to motivate students to seek out and analyse authentic input in their daily environment