Map of research reviews: QCA Building the Evidence Base Project: September 2007 - March 2011

This is one of the major outputs of CUREE's literature review in the first year of the project to develop an evidence base for the curriculum in September 2007. As part of the Building the Evidence Base for a curriculum or the 21st Century project, this 'map' of existing reviews of research was aimed at harnessing evidence related to QCA’s new and wide ranging curriculum framework - it describes and analyses curriculum research; emerging key trends and patterns, results, methods, gaps in the evidence, and a bibliography

Aprendizagem Digital: Modelos diferenciados de ensino utilizando TICs para alunos com problemas de visão – Boas práticas: Jogando entre 1 a 10

The idea of inclusion encourages an inclusive, open-door school. By adapting formal instruction to standard instruction that is acceptable for everyone while taking into account the requirements, quirks, skills, interests, and experiences of each student, the use of ICTs aids in this direction. One such group is the visually challenged, whose inclusion in general education classes is made possible with the use of ICTs. In the current study, a method of individualized education in the field of mathematics is developed and put into practice, allowing all students-visually impaired or not-to master the mathematical operation of adding to the first ten at their own speed and time. Results show that differentiated instruction improves students' ability to understand mathematical operations: ADDITION from 1 to 10.La idea de inclusión fomenta una escuela inclusiva y de puertas abiertas. Al adaptar la instrucción formal a la instrucción estándar aceptable para todos, teniendo en cuenta los requisitos, peculiaridades, habilidades, intereses y experiencias de cada estudiante, el uso de las TIC ayuda en esta dirección. Uno de estos grupos es el de los discapacitados visuales, cuya inclusión en las clases de educación general es posible con el uso de las TIC. En el presente estudio se desarrolla y pone en práctica un método de enseñanza individualizado en el área de matemáticas, que permite a todos los alumnos -con discapacidad visual o no- dominar la operación matemática de sumar al top ten a su propio ritmo y tiempo. Los resultados muestran que la enseñanza diferenciada mejora la capacidad de los estudiantes para comprender las operaciones matemáticas: SUMA del 1 al 10.A ideia de inclusão incentiva uma escola inclusiva e de portas abertas. Ao adaptar a instrução formal à instrução padrão aceitável para todos, levando em conta os requisitos, peculiaridades, habilidades, interesses e experiências de cada aluno, o uso das TICs auxilia nessa direção. Um desses grupos é o dos deficientes visuais, cuja inclusão nas classes de educação geral é possível com o uso das TICs. No presente estudo, é desenvolvido e colocado em prática um método de ensino individualizado na área da matemática, permitindo que todos os alunos-deficientes visuais ou não-dominem a operação matemática de somar aos dez primeiros no seu próprio ritmo e tempo. Os resultados mostram que o ensino diferenciado melhora a capacidade dos alunos de entender as operações matemáticas: ADIÇÃO de 1 a 10

Some issues on artistic and cultural heritage applications

Information and Communication Technologies (ICTs) are undergoing rapid progress, which is having an increasing impact also on the management, preservation and promotion of arts and cultural heritage. Besides providing solutions for existing problems, new media technologies open up entirely new application scenarios. Based on these technologies, numerous arts and cultural heritage projects have recently been implemented and some relevant technological roadmaps have been identified. In this paper we analyse and discuss some issues related with technological support for artistic and cultural heritage applications and discuss aspects of a technological framework for future applications development that is based on an analysis of existing Information Technology (IT)-based applications and experience acquired recently from projects in the field

Studying inclusion in music education: an integrative literature review as a support in the choice of methodology, using WebQDA

To reflect and clarify the methodological paths we are following, theobjectives of this work were to base the choice of the methodology to be usedin our research project related to the Inclusive Education of children with spe-cial needs in Arts Education Programmes in Music in Portugal. We started bycomparing methodologies used in other research studies on the same theme. Wecarried out an integrative literature review according to the theme of our study. Webegan by searching articles through selected keywords in English between 2015and 2020 in the search engine Google Scholar and b-on, and in the databases:ERIC, Web of Science, and Scopus. All the compiled information was organ-ised and studied through content analysis supported by the webQDA software.We compared methodological options of 40 selected studies. We found 3 empir-ical studies, 27 studies using an interpretative paradigm and 10 studies using asocio-critical perspective. However, according to the subject of our study, thereis only one study using the Action-Research Methodology. Nevertheless, consid-ering the other methodological possibilities, we confirmed that this methodologyis the most appropriate for our type of study. The flexibility and collaborativenature of Action-Research is an advantage. The researcher can be considered aspart of the reality under study, allowing us to achieve an in-depth understandingof the problems and practical situations. From this perspective, all subjects can beparticipants in the construction of knowledge, in a continuous dialectical process,in favour of inclusion.publishe

Emotional Training and Modification of Disruptive Behaviors through Computer-Game-Based Music Therapy in Secondary Education

[Abstract] Music education research has shown interest in music therapy for integral development of the person, both in their performance and academic knowledge and in their personality. This project aims to analyze the benefits of music therapy in the comprehensive training of students with disruptive behaviors (n = 6). Tests designed by Gallego, Alonso, Cruz, and Lizama (1999) were conducted to assess emotional intelligence, which showed very low results. A series of activities were designed based on the use of the music videogame Musichao, the curricular content of which was adapted for this pilot experience. Subsequently, the emotional intelligence tests were applied again to determine the effectiveness of the teaching experience. The results indicate that, with the use of this videogame, significant improvements were obtained, both in the development of multiple intelligences and in self-motivation, self-awareness, self-control, and more specifically, in social skills, minimizing behaviors that were classified as inappropriate and/or aggressive, and becoming more skilled in their interactions with the surrounding environment

Sociabilidade: A chave para o transtorno do processamento sensorial

Social communication and sensory processing disorder are two factors that interact with each other and the difficulties they find in them impact on different neurodevelopmental disorders such as autism. More specifically, sociability is shown to play a key role in dealing with sensory processing difficulties and the interventions related to it can be implemented in a school setting as well within a therapeutic setting and even at home. The design of these interventions with a focus on sociability aims on the one hand to reduce sensory difficulties and on the other hand to provide meaningful communication when working with children with autism or severe or generalized learning difficulties. This article’s goal is to compile research findings regarding the impact of sociability on children with sensory difficulties through a literature review. Specifically, many interventions with pillars the social communication have been studied to help children with autism and other syndromes The outcomes demonstrated a direct link between sociability and sensory processing disorder with interventions and therapeutic programs implemented in many nations with favorable outcomes in many facets of how children with these issues behave. One of the most effective interventions that helps are Intensive Interaction with high contribution to the sensory regulation of children mainly with autism. Students with neurodevelopmental problems were the samples for the interventions' participants. Application of these programs on a weekly basis, two to three times, is helpful in the right direction.El trastorno de la comunicación social y el procesamiento sensorial son dos factores que interactúan entre sí y las dificultades que encuentran en ellos repercuten en diferentes trastornos del neurodesarrollo como el autismo. Más específicamente, se muestra que la sociabilidad juega un papel clave en el tratamiento de las dificultades de procesamiento sensorial y las intervenciones relacionadas con ella pueden implementarse tanto en un entorno escolar como en un contexto terapéutico e incluso en el hogar. El diseño de estas intervenciones con un enfoque principal en la sociabilidad tiene como objetivo, por un lado, reducir las dificultades sensoriales y, por otro lado, proporcionar una comunicación significativa cuando se trabaja con niños con autismo o dificultades de aprendizaje severas o generalizadas. El propósito de este artículo es registrar datos de investigación sobre el efecto de la sociabilidad en niños con dificultades sensoriales a través de una revisión de la literatura. En concreto, se han estudiado muchas intervenciones con pilares la comunicación social para ayudar a niños con autismo y otros síndromes. Los resultados mostraron que existe una correlación directa entre la sociabilidad y el trastorno del procesamiento sensorial con intervenciones y programas terapéuticos implementados en muchos países con resultados positivos en todos los aspectos del comportamiento de los niños con estas dificultades. Una de las intervenciones más efectivas que ayuda son las Interacciones Intensivas con alto aporte a la regulación sensorial de niños principalmente con autismo. En cuanto a los participantes en las intervenciones, las muestras fueron estudiantes con trastornos del neurodesarrollo estudiados. La frecuencia de aplicación de estos programas 2-3 veces por semana ayuda en la dirección correcta.A comunicação social e o transtorno do processamento sensorial, são dois fatores que interagem entre si e as dificuldades que encontram neles, impactam em diferentes transtornos do neurodesenvolvimento como o autismo. Mais especificamente, a sociabilidade mostra-se como um papel fundamental para lidar com as dificuldades de processamento sensorial e as intervenções relacionadas a ela podem ser implementadas em ambiente escolar, bem como, em contexto terapêutico e até mesmo em casa. O desenho destas intervenções com foco principal na sociabilidade visa por um lado, reduzir as dificuldades sensoriais e, por outro, proporcionar uma comunicação significativa ao trabalhar com crianças com autismo ou dificuldades de aprendizagem graves ou generalizadas. O objetivo deste artigo foi registrar dados de pesquisa sobre o efeito da sociabilidade em crianças com dificuldades sensoriais por meio de uma revisão de literatura. Especificamente, intervenções com pilares na comunicação social, têm sido estudadas para ajudar crianças com autismo e outras síndromes. Os resultados mostraram que existe uma correlação direta entre sociabilidade e transtorno do processamento sensorial com intervenções e programas terapêuticos implementados em vários países com resultados positivos em todos os aspectos do comportamento de crianças com essas dificuldades. Uma das intervenções mais eficazes que auxiliam, são a interação intensiva com alta contribuição para a regulação sensorial em crianças principalmente com autismo. Em relação aos participantes das intervenções, as amostras foram estudantes com transtornos do neurodesenvolvimento estudados. A frequência de aplicação destes programas dois ou três vezes por semana ajuda na direção correta

Digital competence and the use of technological resources by teachers in music conservatories and schools of music

At present, digital technology provides innumerable new possibilities in the field of musical education. Its tools are, a valuable mediator in teaching-learning processes at the levels of elementary and university education, and specialisation. This study examines the knowledge and use of technological resources in the specific sphere of teaching in elementary, intermediate and superior stages in music conservatories and schools of music. By means of an online questionnaire administered to 82 teachers in this field, significant data was obtained regarding said knowledge and use of technological tools. These results provide evidence that those tools are scarcely applied, whether in preparing classes or in learning processes in the classroom. The only positive data appears in connection with the use of sound and sheet music editors

Annual research report 2015-2016

Comprend des références bibliographique

Estratégias & tecnologias digitais para a integração do Autismo

The number of people with Autism spectrum disorders is increasing significantly. The purpose of this literature review is to contribute to the integration of autistic people in the educational context with the help of technological means. Educators' views on the education they should provide to students so that autistic people feel accepted by their peers and have equal and inclusive opportunities are listed. People on the Autism spectrum have difficulties in important pillars such as communication, memory, and attention. Strategies are presented for teachers to achieve the inclusion of students and the role of assistive technology, and its benefits are identified for people with Autism with the main benefit being the improvement of communication skills, the improvement of organization activities, memory, and attention.El número de personas con trastornos del espectro autista está aumentando significativamente. El objetivo de esta revisión bibliográfica fue contribuir a la integración de las personas autistas en el contexto educativo con la ayuda de medios tecnológicos. Se enumeran las opiniones de los educadores sobre la educación que deben ofrecer a los alumnos para que las personas autistas se sientan aceptadas por sus compañeros y tengan oportunidades equitativas e inclusivas. Las personas en el espectro del autismo tienen dificultades con pilares importantes como la comunicación, la memoria y la atención. Se presentan estrategias para que los docentes logren la inclusión de los estudiantes y el rol de la tecnología asistiva, y se identifican sus beneficios para las personas con autismo, siendo el principal beneficio la mejora de las habilidades comunicativas, la mejora de las actividades de organización, memoria y atención.O número de pessoas com transtornos do espectro do Autismo está aumentando significativamente. O objetivo desta revisão de literatura foi contribuir para a integração de pessoas autistas no contexto educacional com o auxílio de meios tecnológicos. São listadas as opiniões dos educadores sobre a educação que devem oferecer aos alunos para que os autistas se sintam aceitos por seus pares e tenham oportunidades iguais e inclusivas. As pessoas no espectro do Autismo apresentam dificuldades em pilares importantes como comunicação, memória e atenção. São apresentadas estratégias para os professores conseguirem a inclusão dos alunos e o papel da tecnologia assistiva, e são identificados seus benefícios para pessoas com autismo sendo o principal benefício, a melhora das habilidades de comunicação, a melhora das atividades de organização, memória e atenção