How students with intellectual disabilities evaluate recommendations from internet forums

Social networks enable people with intellectual disabilities (ID) to participate actively in society and to promote their self-determination. However, concerns have been raised regarding the potential limitations of people with ID to deal with untrustworthy information sources on the Internet. In an experiment, we assessed how adult students with ID evaluated recommendations in Internet forums authored by either self-reported experts or by users under pseudonyms who supported their claim either with documentary sources or their personal experience. We compared the performances of students with ID to that of students of similar ages but higher educational levels (chronological age-matched control group) and to younger students with similar verbal mental age (verbal mental age-matched control group). Participants were asked to evaluate to what extent a fictitious user should follow particular recommendations given in a forum and to justify their evaluations by writing a message to the fictitious user. Students with ID, as opposed to the two control groups, recommended the forum advice to a higher extent regardless of authorship and evidence used, and they included in their messages to the fictitious user a higher number of opinions and information sources not present in the forum without linking them to the actual discussion. The pattern of results suggested that students with ID have a limited ability to evaluate recommendations in forums and that they do not necessarily present a delay in the development of these abilities, but rather an atypical development. Finally, we discussed the potential implications for teaching digital literacy to students with ID.This research was funded by a grant from the Spanish Secretaría General de Universidades (EDU2014-59422)

Easy-to-read Texts for Students with Intellectual Disability: Linguistic Factors Affecting Comprehension

Background: The use of ‘easy-to-read’ materials for people with intellectual disabilities has become very widespread but their effectiveness has scarcely been evaluated. In this study, the framework provided by Kintsch's Construction–Integration Model (1988) is used to examine (i) the reading comprehension levels of different passages of the Spanish text that have been designed following easy-to-read guidelines and (ii) the relationships between reading comprehension (literal and inferential) and various linguistic features of these texts. Method: Sixteen students with mild intellectual disability and low levels of reading skills were asked to read easy-to-read texts and then complete a reading comprehension test. The corpus of texts was composed of a set of forty-eight pieces of news selected from www.noticiasfacil.es, a Spanish digital newspaper that publishes daily journalistic texts following international guidelines for the design of easy-to-read documents (IFLA, Tronbacke B. (1997) Guidelines for Easy-to-read Materials. IFLA, The Hague). Results: Participants correctly answered 80% of the comprehension questions, showing significantly higher scores for literal questions than for inferential questions. The analyses of the texts' linguistic features revealed that the number of coreferences was the variable that best predicted literal comprehension, but contrary to what the previous literature seemed to indicate, the relationship between the two variables was inverse. In the case of inferential comprehension, the number of sentences was a significant negative predictor; that is, the higher the sentence density, the lower the ability of these students to find relationships between them. The effects of the rest of linguistic variables, such as word frequency and word length, on comprehension were null. Conclusions: These results provide preliminary empirical support for the use of easy-to-read texts but bring into question the validity of some popular design guidelines (e.g. augmenting word frequency) to optimally match texts and reading levels of students with intellectual disability. Two factors are suggested as contributing to the effect of sentence density on inferential comprehension: (i) long texts present higher conceptual density, so there are more ideas to store, retrieve and integrate, which increases the demand on inferential reasoning and (ii) long texts are perceived as difficult, which affects reading motivation and, consequently, induces passive reading strategies. The need for further research to elucidate the origin of our main findings with a larger and more heterogeneous sample of students with intellectual disability is highlighted.This research was funded by the AVANZA intellectual disability program (Project expedient: TSI-040200-2008-0063) of the Spanish Minister of Industry, Tourism and Trade and Technosite (ONCE Foundation Group)

Retos de la educación online en estudiantes con sordera

Evaluar mediante un cuestionario las dificultades de escucha que afronta el alumnado universitario con pérdida auditiva cuando recibe clases virtuales. No sólo hablaremos de alumnado con sordera sino también con hipoacusia en los que la percepción del habla, especialmente en entornos ruidosos, se ve afectada. Dentro del Proyecto “Impacto de las mascarillas faciales en la percepción del habla en el aula

Selection and evaluation of Internet information by adults with intellectual disabilities

Internet offers people with intellectual disabilities (ID) unique opportunities to access information and to participate in society. But concerns have been raised about the potential risks they face when accessing the Internet (e.g. giving credit to false information, being exposed to manipulative content). As part of the current debate between positive risk-taking and overprotection, our study empirically tested the extent to which 43 adults with ID identified and selected topically relevant as well as trustworthy web pages while searching the Internet for several topics (e.g. Can social networks use your pictures for advertisement?). Participants also justified their search decisions. Results revealed that while searching familiar topics (i.e. social networks), participants selected more relevant and trustworthy pages than irrelevant and less trustworthy ones. Searches of less familiar topics (i.e. daily health), were carried out randomly, that is, without applying a specific criterion. Results point to the importance of topic familiarity on people’s with ID performance on Internet searching tasks. This pattern of results suggests that, first, we should avoid overprotection when people with ID search for familiar topics and, second, they need more support when searching for information about less familiar topics.This work was supported by The Ministry of Education, Culture, and Sports (General Secretariat of Universities) [grant number EDU2014–59422P]

Who do you refer to? How young students with mild intellectual disability confront anaphoric ambiguities in texts and sentences

Along 2 experiments we tested the anaphoric pronoun resolution abilities of readers with intellectual disability in comparison with chronological and reading age-matched groups. In Experiment 1, the anaphor test of Elosúa, Carriedo, and García-Madruga (2009) confirmed that readers with intellectual disability (ID) are slower than control readers resolving clitic anaphoric pronouns, especially when the use of morphological cues (e.g. gender) is necessary. In order to test if the poor performance could be due to low levels of metacognitive skills during reading, an inconsistency detection task combined with eye tracking was designed in Experiment 2. Participants read short texts with an anaphoric pronoun in the fifth sentence, either morphologically (gender) consistent or not with the information provided in the second sentence. The scores in the anaphor comprehension questions presented after the text confirmed that readers with ID are affected by the gender inconsistency but they are unable to explicitly report it and recover from it, as the number of re-fixations after reading the critical sentence suggests. As their answers to the explicit detection questions showed, the adults control group did not show any preference for morphosyntax or semantics in spite of being aware of the inconsistency. In sum, both groups of readers with and without ID are affected by inconsistencies, but ID readers do not have appropriate metacognitive skills to explicitly identify the source of the inconsistency and fix it

Sobre la relación entre la ergonomía y psicología cognitivas

This study describes the,field of cognitive ergonomics and discussesthe relation between this discipline and cognitive psychology. We argue against the view commonly held by scientists that cognitive ergonomics is merely the applied science of cognitive psychology and describe studies that support the role of cognitive ergonomics as a basic science. Finally, we propose a conceptual framework for the work of the cognitive ergonomist, in order to promote joint research projects involving cognitive ergonomics and cognitive psychology.En el presente trabajo se describe el ámbito y el modo de trabajo de la ergonomia cognitiva, para a continuación ahondar en la relación entre la ergonomia y la psicologia cognitiva. En este sentido, se discute la visión extendida en el ámbito científico que concibe a la ergonomia cognitiva como simple ciencia aplicada de la psicologia cognitiva. Para contrarrestar esta visión se defiende el papel de la ergonomia cognitiva como ciencia generadora de conocimiento. Finalmente, se presenta un marco conceptual sobre el trabajo del ergónomo cognitivo con el objetivo de facilitar el desarrollo de lineas de investigación conjuntas entre la ergonomia y psicologia cognitivas

Responsabilidad Social Pública para contribuir a la consolidación de los Objetivos del Desarrollo Sostenible

The purpose of article is investigates the literary corpus on the role of Public Social Responsibility (PSR) in contributing to sustainable development; therefore, the paper discusses that it is necessary to transform into a united approach all levels of society and its organizations of different kinds to achieve from a socially responsible public administration the implementation of Agenda 2030, in the action of strategies for Member States aim to contribute to the consolidation of the Sustainable Development Goals (SDGs). The methodological design is based on a qualitative approach with a hermeneutic and comprehensive scope, to carry out an observational and retrospective analysis on a database containing 44 publications in English published between 2001 and 2020 (February), which provides a qualitative view of the academic literature in this field. In terms of findings and results, the literature review identified that research on PSR is linked to the concept of sustainability and focuses on the importance of tangible actions, thus establishing a relationship from the primary attributes that promote socially responsible management of public administration of the entities of the States Parties, towards the contribution of SDGs in an inclusive, sustainable and resilient manner, that constitute a universal commitment. In summary, this paper contributes to the literature on PSR as a driver for SDGs, providing a systematic review of the literature on these topics from the perspective of socially responsible management for sustainable development.El propósito del artículo es investigar el corpus literario sobre el papel de la Responsabilidad Social Pública (RSP) para contribuir desarrollo sostenible; discute la necesidad de la transformación a un enfoque unido de todos los niveles de la sociedad y sus organizaciones desde diferentes índoles para lograr desde una administración pública socialmente responsable la implementación de la Agenda 2030, en la acción de estrategias para que los Estados Miembros le apunten a aportar a la consolidación de los Objetivos del Desarrollo Sostenible (ODS). El diseño metodológico, se trabajó desde un enfoque cualitativo con un alcance hermenéutico-comprensivo, realizando un análisis observacional y retrospectivo sobre una base de datos que contiene 44 publicaciones en idioma inglés publicados entre 2001 y 2020 (febrero). Como hallazgos y resultados, el análisis bibliográfico identificó que la investigación sobre la RSP está vinculada al concepto de la sostenibilidad y centrada en la importancia de las acciones tangibles, por lo cual se logró establecer una relación desde los atributos primordiales que fomentan la gestión socialmente responsable de la administración pública de las entidades de los Estados Parte, hacia la contribución de los ODS de una manera inclusiva, sostenible y resiliente, lo cual constituye un compromiso universal. En síntesis, este documento contribuye a la literatura sobre RSP como un conductor para los ODS, proporcionando una revisión sistemática de la literatura sobre estos temas bajo la perspectiva de la gestión socialmente responsable para un desarrollo sostenible

Competencias de liderazgo en el proceso de enseñanza aprendizaje de los administradores de empresas de la Universidad de Manizales

The article refers to the competencies of business practice, the basic competencies of managerial leadership and the specific ones of leadership; essential in the formative process of business management at the Universidad de Manizales, taking into account the reflections and perspectives of the Tuning Latin America Project period 2011-2013 (2021); as well as the professional and occupational profile proposed by the program and other competencies that are required to provide solutions to real situations in organizations. For this purpose, a research with a quantitative approach with an exploratory and correlational scope was carried out, through the statistical method of Principal Component Analysis, the survey was applied to graduates (132) and students (81) as an instrument of data collection. It is concluded that the basic competencies of managerial leadership are considered crucial in the training processes of the population under study, with which they are able to demonstrate in their actions: integrity, ease of communication, strategic vision, focus on obtaining results, decision making, negotiation skills, team building and development, perseverance and time management to face the challenges in their professional future.   Key words: competencies, leadership competencies, teaching-learning, business managers, principal component analysis.El artículo hace referencia a las competencias de la práctica empresarial, las  básicas del liderazgo gerencial y las específicas de liderazgo; esenciales en el proceso formativo de los administradores de empresas de la Universidad de Manizales,  teniendo en cuenta tanto las reflexiones y perspectivas del Proyecto Tuning América Latina periodo 2011-2013 (2021); como el perfil profesional y ocupacional  propuesto por el programa y demás competencias que se requieren para dar solución a situaciones reales en las organizaciones. Para ello, se realizó una investigación con enfoque cuantitativo con un alcance exploratorio y correlacional, a través del método estadístico de Análisis de Componentes Principales, se aplicó la encuesta a los egresados (132) y estudiantes (81) como instrumento de recolección de datos. Se concluye que las competencias básicas de liderazgo gerencial son consideradas como cruciales en los procesos de formación de la población objeto de estudio, con las cuales están en capacidad de demostrar en su actuar: integridad, facilidad de comunicación, visión estratégica, enfoque hacia la obtención de resultados, toma de decisiones, habilidades de negociación, creación y desarrollo de equipos, perseverancia y administración del tiempo para afrontar los retos en su futuro profesional.   Palabras clave: competencias, competencias de liderazgo, enseñanza-aprendizaje, administradores de empresas, análisis de componentes principales

Un programa de formación en lectura crítica en Internet para jóvenes con discapacidad intelectual

En este artículo se presenta un programa de intervención dirigido al entrenamiento de personas con discapacidad intelectual en algunas de las habilidades básicas necesarias para evaluar críticamente la fiabilidad de la información disponible en internet. Así, la herramienta trata de sensibilizar a los participantes acerca de la habitual existencia de información contradictoria en internet sobre un mismo tema, y, principalmente, enseñarles a identificar y evaluar tres factores básicos relacionados con la fiabilidad y la validez de dicha información: el control editorial de la fuente, el conocimiento acreditado por la profesión del autor y la intención del autor o del sitio web

¿El confinamiento cambió el uso y la percepción de Internet de las personas con DI y de sus familias?

El principal objetivo de este trabajo fue conocer cómo estaba influyendo el confinamiento en los jóvenes con DI y sus familias, atendiendo al uso de Internet, la percepción de los beneficios y riesgos de Internet y su estado de ánimo. Para ello, se realizó una encuesta online distribuida entre jóvenes con DI mayores de edad de distintas asociaciones pertenecientes a Plena Inclusión CV y alumnos/as del Programa Universitario de Formación para el Empleo de Jóvenes con Discapacidad Intelectual (UNINCLUV-2ª Edición) en la Universitat de València. Los resultados muestran cómo se ha incrementado el uso de Internet en ese periodo fundamentalmente en tareas de formación on-line, como se perciben beneficios similares entre familias y los jóvenes, existiendo mayor discrepancia en la percepción de riesgos, y como el menor uso de internet se relaciona con el estado afectivo positivo