La colaboración en red entre profesorado de aulas específicas de autismo para promover el intercambio profesional para la inclusión educativa

Aquí se presenta un estudio de caso sobre una estrategia de aprendizaje colaborativo diseñada entre profesionales de la educación, en el ámbito específico de trabajo del autismo, para apoyar el intercambio de experien-cias académicas a través de las redes. La muestra se compone de un equipo de ocho profesoras de aulas de autismo específicas cuyo trabajo se basa en diseñar y contrastar contenidos y estrategias educativas de actuación para estos alumnos. Los resultados indican que el trabajo planificado, consen-suado y con una trayectoria común de participación continuada en el tiempo ofrece garantías para la consecución de estrategias sobre una base firme que camina hacia la calidad en educación. El grupo de trabajo ofre-ce seguridad profesional a sus participantes, favorece la consecución de objetivos comunes y evita el aislamiento profesional de los profesores en aulas específicas, ya que la comunicación en la red es la base de su trabajo.This paper presents a case study on collaborative learning designed by edu-cation processes in a specific working environment, autism, to support the exchange of academic experiences through networks. The sample comprises a team of eight teachers from autism specific classrooms whose work is based on designing and contrasting content and educational strategies for these students. The results indicate that planned, agreed work with a shared trajectory of ongoing participation offers the best possibility of establishing strategies on a firm foundation that leads to quality education. The working group offers professional security to its participants, favoring the achieve-ment of shared goals and avoids professional isolation of teachers in autism specific classrooms, since networking is the foundation of their work

Local education networks for school improvement

Este estudio indaga en el funcionamiento, dilemas y controversias de centros que trabajan en redes educativas locales de forma cooperativa con el objetivo de desarrollar procesos de planificación, gestión y formación conjunta, partiendo de un trabajo colaborativo que propicie el progreso y la mejora de los centros. Para ello se utilizaron estrategias de recogida de datos tanto cualitativo como cuantitativo, cuestionarios y técnicas biográfico-narrativas a profesionales implicados en el trabajo de las redes escolares: entrevistas a asesores de zona, coordinadores de redes escolares, observaciones y grabaciones de sesiones de trabajo en grupo y cuestionarios a directores de centros y profesorado participante. Los resultados indican que el trabajo en redes escolares propicia la creación de una estructura organizativa inter-centros, el reparto de responsabilidades, aprendizajes en colaboración, el establecimiento de consenso entre los centros y el incremento de una filosofía de trabajo basada en la equidad, aprendizaje para todos y mejora escolarThis study explores the operation of, and predicaments and controversies in, schools that work together in local education networks to develop planning, management, and joint training processes based on collaborative work that fosters progress and improvement in schools. This was done using qualitative and quantitative data collection strategies, questionnaires and biographical-narrative techniques with professionals working in school networks: interviews with district advisors, education network coordinators, observations and recordings from working group sessions, and questionnaires administered mostly to school principals and teachers. The results show that working in education networks promotes the creation of an inter-school organizational structure, responsibility sharing, collaborative learning, consensus-building between schools, and an increase in a work philosophy based on equity, learning for all, and school improvemen

Student Perceptions abot the Use of Personal Computer and other Resources in the University Classroom

Este estudio se plantea como objetivo analizar la utilidad del ordenador personal en el aula por estudiantes de educación superior de la Facultad de Ciencias de Educación de Sevilla. Se ha empleado un cuestionario cualitativo y cuantitativo para la recogida de datos, diseñado y desarrollado en base a categorías: utilidad del ordenador personal/aspectos que facilitan su uso, valoración de la información, inconvenientes, otros recursos electrónicos y espacios útiles de consulta. Los resultados señalan que el ordenador personal ayuda a consultar la información de forma más rápida, facilita el trabajo, ahorra tiempo y espacio, ayuda a tomar apuntes y consultar la plataforma virtual y facilita la autonomía en las tareas.This research consider as analysis aim the usefulness personal computer in classroom for the higher students in the Faculty of Sciences of Education in Seville. Has been useful a qualitative and quantitative questionnaire for data collection. Design and develop throw categories: utility personal computer/aspects that easily their use, valuation of information, disadvantages, another electronic recourses and useful spaces for consultation. The results indicate the personal computer helps to view the information more quickly, easier the job, save time and space, help to take notes and consult the virtual platform and easier the autonomy in the tasks

Trabalho colaborativo em rede no desenvolvimento profissional de professores

En este artículo se presenta un estudio de caso sobre una estrategia de aprendizaje colaborativo entre profesionales de la educación en un ámbito específico de trabajo, el alumnado con autismo, para apoyar el intercambio de experiencias a través de las redes. La muestra se compone de un equipo de 11 profesoras de aulas de autismo específicas, cuyo trabajo se basa en diseñar y contrastar estrategias educativas de actuación para este alumnado. La recogida de datos se ha realizado a través de entrevistas en grupo, cuestionarios y análisis del Plan de Trabajo. Los resultados indican que el trabajo planificado y consensuado, con una trayectoria común de participación continuada en el tiempo, ofrece una garantía de calidad que camina hacia la mejora en educación. Así, el grupo de trabajo ofrece seguridad profesional a sus participantes, favorece la consecución de objetivos comunes y evita el aisla‐ miento profesional de los profesores en aulas específicas, ya que la comunicación en la red es la base de su trabajo.This paper exposes some findings obtained by a research on collaborative learning. Its general purpose was to gain a deeper knowledge on the effect of networks in teacher’s collaborative learning. The sample was conformed by 11 teachers in autism specific classrooms, whose work consists in desig‐ ning and contrasting educational intervention strategies for those students. Data collection was performed through group interviews, questionnaires and analysis of the work plan. The results indicate that the work planned and agreed with a common path of continued participation, provides a basis to the improvement of education. Given that the working group provides professional security for its participants, helps to achieve common objec‐ tives and avoid professional isolation of teachers in specific classrooms, network communication is the basis of their work.Este artigo apresenta um estudo de caso sobre uma estratégia de aprendiza‐ gem colaborativa entre profissionais da educação em uma área de trabalho específica, o autismo, para apoiar o intercâmbio de experiências através das redes. A amostra é composta por uma equipe de 11 professoras de aulas específicas para autistas, cujo trabalho é baseado na concepção e contraste de estratégias de intervenção educativa para estes alunos. A coleta de da‐ dos foi realizada através de entrevistas em grupo, questionários e análise do Plano de Trabalho. Os resultados indicam que o trabalho planejado e consensual, com um caminho comum de participação continuada, fornece uma garantia de qualidade em direção à melhoria da educação. Assim, o grupo de trabalho oferece segurança profissional aos seus participantes, favorece a realização de objetivos comuns e evita o isolamento profissional de professores em aulas específicas, uma vez que a comunicação em rede é a base do seu trabalho

Responder sin exclusiones a las necesidades educativas de las altas capacidades

El objetivo de este estudio es indagar en las respuestas educativas ofrecidas por el profesorado y los propios centros a los requerimientos escolares de este alumnado con altas capacidades. En esta investigación han participado los propios protagonistas, profesorado y alumnado, ya que su opinión se considera imprescindible para conocer la atención que actualmente se les ofrece y si responde a las necesidades que se presentan cotidianamente en los centros educativos respecto a este alumnado. Hemos utilizado una metodología enfoque cualitativo con entrevistas de opinión a docentes de centros de prácticas Educación Primaria y Secundaria, así como a estudiantes de Secundaria y Bachillerato con AACC que han aceptado participar. Los resultados destacan la necesidad de trabajar los aspectos emocionales y habilidades sociales con este alumnado para su inclusión educativa y evitar la segregación, el diseño de respuestas inclusivas, no separadas y ajustadas a sus exigencias a través de Programas de Enriquecimiento y/o flexibilidad del currículum de forma abierta y flexible, la necesidad asimismo de coordinación entre profesionales para trabajar y diseñar respuestas innovadoras, nuevas estrategias de enseñanza en el aula y recursos educativos para trabajar mejor, formación específica para el profesorado en esta atención educativa y atención al contexto familiar.The objective of this study is to investigate the educational responses offered by teachers and the schools themselves to the school requirements of this student with high capacities. In this research the protagonists themselves, teachers and students have participated, since their opinion is considered essential to know the attention that is currently offered to them and if it responds to the needs that are presented daily in the educational centers regarding this student body. We have used a qualitative approach methodology with opinion interviews with teachers of Primary and Secondary Education practice centers as well as Secondary and Baccalaureate students with AACC who have agreed to participate. The results highlight the need to work on emotional aspects and social skills with this student for their educational inclusion and avoid segregation, the design of an inclusive and non-segregating responses tailored to their requirements through enrichment programs and / or flexibility of the curriculum in an open and flexible way, the need for coordination among professionals to work better and design innovative responses, new teaching strategies in the classroom and educational resources to work better, specific training for teachers in this educational care and attention to context family

La participación en redes escolares locales para promover la mejora educativa, un estudio de caso

Resumen:La participación de los centros en redes escolares para impulsar y consolidar la mejora y la innovación, promoviendo el trabajo colaborativo entre el profesorado, tiene la finalidad de trabajar con compromiso y cooperación entre profesionales. Este estudio de caso tiene como objetivo analizar las aportaciones que realiza la participación de 9 centros de una misma localidad en una red escolar, constituida, principalmente, para para que el profesorado trabaje de forma conjunta en el planteamiento de propuestas escolares que faciliten el tránsito del alumnado del nivel de primaria al de secundaria. La recogida de datos se ha basado en una metodología participativa y colaborativa que combina instrumentos de recogida de datos, entrevistas tanto individuales como en grupos focales a asesores de estos centros educativos de la zona y al coordinador de la red y cuestionarios abiertos individuales a asesores, directores de centros y profesorado participante. Respecto a las conclusiones, destacamos que la participación en redes escolares ha favorecido la construcción de una nueva configuración organizativa intercentros e incluso en el propio centro, la adjudicación de responsabilidades, experiencias en colaboración, acuerdo de estrategias de trabajo entre los centros, así como una reflexión sobre su funcionamiento basado en los principios de cooperación y compromiso entre todos. Abstract: The participation of schools in school networks to promote and consolidate improvement and innovation, promoting collaborative work among teachers, aims to work with commitment and cooperation among professionals. This case study aims to analyze the contributions made by the participation of 9 centers of the same locality in a school network, constituted, mainly, so that teachers work together in the proposal of school proposals that facilitate the transit of the school. students from primary to secondary level. The collection of data has been based on a participatory and collaborative methodology that combines data collection instruments, interviews both individual and in focus groups with advisors of these educational centers in the area and the coordinator of the network and individual open questionnaires to advisors, directors of centers and participating teacher. Regarding the conclusions, we emphasize that participation in school networks has favored the construction of a new organizational configuration intercentros and even in the center itself, the allocation of responsibilities, experiences in collaboration, agreement of work strategies between the centers, as well as a reflection on its operation based on the principles of cooperation and commitment among all

Docosahexaenoic and Eicosapentaenoic Intervention Modifies Plasma and Erythrocyte Omega-3 Fatty Acid Profiles But Not the Clinical Course of Children With Autism Spectrum Disorder: A Randomized Control Trial

This work was supported by the Maternal-Infant and Developmental Health Network (SAMID), RETICS Carlos III Health Institute (ISCIII), Madrid, Spain (Red SAMID RD12/0022/0003).Background: The pathogenesis of autism spectrum disorder (ASD) is under investigation and one of the main alterations relates to the metabolic and inflammatory system dysfunctions. Indeed, based on a possible deficit of omega-3 fatty acids (FAs) of patients with ASD and looking for an anti-inflammatory effect, dietary supplements with omega-3 fatty acids have been proposed. We aimed to evaluate differences in plasma and erythrocyte FA profiles and plasma cytokines in patients with infantile ASD after supplementation with docosahexaenoic (DHA) and eicosapentaenoic (EPA) acids or placebo and both compared at baseline with a reference healthy group. Methods: A double-blind, randomized placebo-controlled intervention with DHA/EPA for 6 months was carried out in 54 children between 2 and 6 years diagnosed with ASD. They were selected and randomly assigned into two groups: 19 children received 800 mg/day of DHA and 25 mg/day of EPA, or placebo. In addition, another reference group of 59 healthy children of the same age was included. Plasma lipids and cytokines, and FA profiles in plasma and erythrocytes were measured at baseline and after 6 months of treatment in ASD children, and at baseline in the reference group. Results: There were no differences in demographic, anthropometric characteristics, and omega-3 intake between the healthy reference group and the ASD children at baseline. Children with ASD showed the higher plasma percentages of palmitic acid and total saturated FA and lower total omega-6 polyunsaturated FA (PUFA) compared with healthy children. An increased level of DHA and reduced EPA level in erythrocytes were detected in the ASD group vs. the reference group. After 6 months of treatment, the ASD group that received DHA enriched product significantly increased the plasma and erythrocyte percentages of DHA, but no differences were observed in the clinical test scores and other parameters as plasma cytokines between the two groups of ASD related to the intervention. Conclusion: Spanish children with ASD exhibit an appropriate omega-3 FA status in plasma and erythrocytes. Neither a clinical improvement of ASD children nor a better anti-inflammatory or fatty acid state has been found after an intervention with DHA/EPA for 6 months. So, the prescription of n-3 LC-PUFA and other dietary supplements in ASD should be only indicated after a confirmed alteration of FA metabolism or omega-3 LC-PUFA deficiency evaluated by specific erythrocyte FA.Maternal-Infant and Developmental Health Network (SAMID)RETICS Carlos III Health Institute (ISCIII), Madrid, Spain Red SAMID RD12/0022/000