La educación inclusiva como mecanismo de garantía de la igualdad de oportunidades y no discriminación de las personas con discapacidad: una propuesta de estrategias pedagógicas inclusivas

El presente documento examina, con una visión crítica, la dimensión, alcance y situación actual de la educación inclusiva en España. El análisis se realiza tomando como referente las exigencias en materia educativa de la Convención Internacional sobre los Derechos de las Personas con Discapacidad, abordando el paradigma de la inclusión, que se contrasta con su aplicación práctica en el sistema educativo de nuestro país, mostrando las carencias existentes

Application of data envelopment analysis to evaluate investments in the modernization of collective management irrigation systems in Valencia (Spain)

[EN] Climate change and increased competition for water resources are generating growing concern about how to improve water-use efficiency in agriculture. In turn, this has prompted substantial investments in the installation of water-saving technologies in irrigation systems. The first aim of this research is to use data envelopment analysis to quantify, in terms of gross water savings (GWS), the local-scale efficiency of the irrigation policies adopted in an area of Spain suffering from a structural water deficit. Second, the cross-efficiency method is used to produce a ranking of the irrigation organizations analysed, in order to identify patterns of water-use efficiency performance that can guide future lines of investment. The results reveal that water-use efficiency prior to modernization is a key determinant of the efficiency achieved in terms of GWS at local scale. However, the investments targeted at irrigation modernization often have objectives other than water savings. These and other aspects should be taken into account when allocating public funds to irrigation modernization.Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. This study has been supported by the ADAPTAMED project ((RTI2018-101483-B-I00) and by the former IMPADAPT project (CGL2013-48424-C2-1-R) with Spanish MINECO (Ministerio de Economía y Competitividad) and European FEDER funds.García Molla, M.; Puertas Medina, RM.; Sanchis Ibor, C. (2021). Application of data envelopment analysis to evaluate investments in the modernization of collective management irrigation systems in Valencia (Spain). Water Resources Management. 35:5011-5027. https://doi.org/10.1007/s11269-021-02986-1S501150273

Equal Opportunities in an Inclusive and Sustainable Education System: An Explanatory Model

Equal opportunities is an objective to be achieved in a sustainable society, as formulated by various sustainable development objectives. Inclusive education refers to the right of all people to education, guaranteeing the presence, participation, and progress of all students and, above all, equal opportunities. However, today, it is a dual and controversial issue, as it appears among the strategies and objectives planned at international and European levels, but its application and real development is still far from being a right with guarantees. Moreover, the concept of integration remains in most areas and many education policies. Therefore, the objective of this work is to establish which integration and inclusion measures favor equal opportunities. The study offers, as a major novelty, the results of empirical research, which provides a scientific framework to this process of equal opportunities. It is approached from the perspective of teaching staff with a sample of 133 professionals. The results are analyzed through factorial analysis and multiple linear regression. The results show that the aspects related to inclusion (measures of attention to diversity, high knowledge about inclusion, and adapting the system to inclusion) have a significant positive effect. The integration of students reduces equal opportunities in a statistically significant way. The results are of interest for educational policies and for decision-making and strategies to achieve sustainability and inclusion in the school environment

Analysis of Courses and Teacher Training Programs on Playful Methodology in Andalusia (Spain)

In this study we analyzed the primary teaching and training experiences that observe play as a didactic resource to facilitate learning, highlighting fundamental elements and characteristics. A descriptive analysis of the different programs and contents with respect to playful methodology proposed by the Ministry of Education of Andalusian Government (Spain) is presented. The purpose of this type of descriptive idiographic research is to define, classify, catalogue, or characterize the experiences of innovation and projects on ludic methodology. The results show a total of 217 experiences and programs that deal with the use of playful methodology in the classroom. The results conclude that there are training resources interested and involved in the training of teachers in relation to play as a didactic resource. This type of training is carried out outside the university environment and has the characteristics of permanent training.This research was funded by the Ministry of Education and Vocational Training. Department of Universities. Government of Spain, grant number FPU13/04096

RUMO A UMA EDUCAÇÃO UNIVERSITÁRIA INCLUSIVO: REALIDADE E DESAFIOS

Es una realidad que la Convención Internacional de los derechos de las personas con discapacidad reconoce el derecho a la educación inclusiva y es una realidad que así se regula en la Ley General de derechos de las personas con discapacidad y de su inclusión social. En cuanto a la normativa nacional, la enseñanza universitaria forma parte del sistema educativo español y le es aplicable lo previsto en la legislación en materia de educación. Sin embargo, este planteamiento básico y objetivo no se corresponde con la situación en la que se encuentran los estudiantes con discapacidad y otras necesidades específicas de apoyo educativo que acceden a la Universidad. En ese sentido, el objetivo de este trabajo es realizar un análisis del sistema educativo universitario español, que nos permita hacer un diagnóstico de la realidad y de los retos pendientes para lograr una educación universitaria inclusiva.It is a reality that the International Convention on the Rights of Persons with Disabilities recognizes the right to inclusive education. This reality is regulated by the General Law on the rights of persons with disabilities and their social inclusion. It is also a fact that university education is part of the Spanish education system and the  provisions in the legislation on education are applicable to it. However, this basic and objective approach does not match the situation in which students with disabilities and other specific educational support needs who enter university find themselves in. In that sense, the objective of this paper is to analyze the Spanish university education system to make a diagnosis of the reality and the pending challenges to achieve an inclusive university education.É uma realidade que a Convenção Internacional sobre os Direitos das Pessoas com Deficiência reconhece o direito à educação inclusiva. e é uma realidade regulada pela Lei Geral sobre os direitos das pessoas com deficiência e da sua inclusão social. É uma realidade que a educação universitária é parte do sistema educativo espanhol e aplica as disposições da legislação em matéria de educação. No entanto, esta abordagem básica e objetiva não corresponde à situação em que se encontram os alunos com deficiência e outras necessidades educativas especiais que entram na universidade. Nesse sentido, o objetivo deste trabalho é analisar o sistema de ensino universitário espanhol que permite fazer um diagnóstico da realidade e desafios restantes para alcançar uma educação universitária inclusiva

What do teachers think about school leadership competences and their pre-service training?

Las competencias para el liderazgo escolar en la formación inicial de los maestros son necesarias porque la acción docente en las aulas se tiene que aliar con el liderazgo y la organización óptima del centro educativo y ello comporta competencias para la coordinación y la colaboración con el entorno. Este artículo se centra en la visión sobre dichas competencias que tienen los maestros y equipos directivos que colaboran en las prácticas externas de los estudiantes. Para ello se realiza un estudio de casos múltiple con metodología mixta, con la participación de tres escuelas de educación infantil y primaria. La muestra de estudio (n=20) la configuran equipos directivos y maestros vinculados a Educación infantil y ciclo inicial de Educación primaria. El instrumento utilizado es un cuestionario ad hoc, distribuido online durante el curso 2016-2017. Los maestros y directores perciben que, del conjunto de las funciones docentes, la coordinación es la más deficitaria, aunque la más importante, por encima del liderazgo y la colaboración con el entorno. Los profesores consideran mejorables algunas competencias relacionadas con el liderazgo como resolución de conflictos, análisis de situaciones complejas, gestión del aula y, por último, relación con familias y entidades del entornoCompetencies for school leadership in the initial training of teachers are necessary because the teaching action in the classrooms must be allied with leadership and the optimal organization of the educational institution and this includes competences for coordination and networking with the community. This article focuses on the views on these competencies of teaching staff and school leaders who collaborate on the practicum stage of students. To this end, a multiple case study is conducted using mixed methodology, with the participation of three pre-school and primary schools. The study sample (n=20) is made up of members of management teams and teachers who are working in pre-school or the two first years of primary school. The instrument used is an ad hoc questionnaire, distributed online during the 2016-2017 academic year. The results show that teachers and principals perceive that, from all the teaching functions, coordination is the less developed although it is the most important, above leadership and the relationship with the socio-educational environment. Teachers, they consider that the following competencies, related to leadership, can be improved: conflict resolution, complex situations analysis, classroom management and relationship with families and entities in the educational contex

Initial teacher training on coordination, leadership and networking with the community

Competencias de coordinación, liderazgo compartido y trabajo en red con la comunidad para el desarrollo de la profesión docente y la mejora escolar. Convocatoria ARMIF-AGAUR (REF. 2015 ARMIF 00041)Las competencias de coordinación, liderazgo compartido y trabajo en red con la comunidad en la formación inicial de los maestros parecen necesarias porque la acción docente en las aulas se tiene que aliar con el liderazgo y la organización óptima del centro educativo. Estamos investigando, a partir de cuestionarios ad hoc, la construcción de estas competencias por parte de los estudiantes del Grado de Educación Infantil de la URV con la colaboración de profesorado y responsables académicos universitarios, y maestros y directores de escuelas donde hacen prácticas. Los resultados muestran que los maestros y directores perciben que, del conjunto de las funciones docentes, la coordinación es la más deficitaria aunque es la más importante, por encima del liderazgo y la relación con el entorno. Sobre la formación inicial de los estudiantes, los maestros y los directores valoran como mejorables las competencias en la resolución de conflictos, análisis de situaciones complejas, gestión del aula y, por último, relación con familias y entidades del entornoSome competences like coordination, distributed leadership and networking with the community seem necessary for initial teacher training because the teaching action in classrooms must be allied with leadership and the optimal organization of schools. We are researching, from questionnaires ad hoc, the building of these competences by university students in the specialty of early childhood education at the URV, with the collaboration of lecturers and academic leaders of the university, and teachers and school principals where university students do their practicum stage. The results show that teachers and principals perceive that, from all the teaching functions, coordination is the less developed although it is the most important, above leadership and the relationship with the socioeducational environment. With regard to the initial training of teachers, in-service teachers and principals consider susceptible to improvement the following competences: conflict resolution, complex situation analysis, classroom management and, finally, relationships with families and entities in the educational contex

Genetic diversity among Northwestern Argentinian cultivars of common bean (Phaseolus vulgaris L.) as revealed by RAPD markers

The genetic diversity of 10 commercial cultivars of common beans, developed in Northern Argentina was analyzed based on RAPD markers. Sixteen primers were assayed and among them only 4 showed polymorphisms. A similarity matrix was generated by applying three different association coefficients, Simple Matching, Jaccard and Dice. By the UPGMA method dendrograms were generated and also the principal coordinate analysis was performed. The similarity values found were higher than 40% suggesting that genetic diversity is low. Both cluster analysis and principal coordinates analysis associated commercial cultivars either to the Andean or the Mesoamerican gene pool.Instituto de Fisiología Vegeta

The legacy of care as reflexive learning

Objetivo: analizar si el uso de estrategias reflexivas por parte de la tutora de prácticas clínicas fomenta la reflexión en los estudiantes. Se trata de conocer qué tipo de estrategias pueden ayudar a hacerlo y cómo se comportan tutoras y estudiantes en el contexto práctico. Método: se ha utilizado un enfoque cualitativo de corte etnográfico en el que participaron 27 estudiantes y 15 tutores de tres centros sanitarios que habían recibido formación específica sobre tutoría clínica reflexiva. El análisis se ha realizado mediante las comparaciones constantes de las categorías. Resultados: los resultados demuestran que el uso de estrategias reflexivas como la interrogación didáctica, la empatía didáctica y el silencio pedagógico por parte de las tutoras contribuye a fomentar la reflexión del estudiante y su aprendizaje significativo. Conclusiones: la práctica reflexiva es la clave para la formación de los tutores y para el aprendizaje de los estudiantes.Objective: to analyze whether the tutor's use of reflexive strategies encourages the students to reflect. The goal is to discover what type of strategies can help to achieve this and how tutors and students behave in the practical context. Method: a qualitative and ethnographic focus was adopted. Twenty-seven students and 15 tutors from three health centers participated. The latter had received specific training on reflexive clinical tutoring. The analysis was developed through constant comparisons of the categories. Results: the results demonstrate that the tutors' use of reflexive strategies such as didactic questioning, didactic empathy and pedagogical silence contributes to encourage the students' reflection and significant learning. Conclusions: reflexive practice is key to tutors' training and students' learning.Objetivo: analisar se o uso de estratégias reflexivas por parte da tutora de estágio clínico estimula a reflexão nos estudantes. A intenção é descobrir qual tipo de estratégias podem ajudar a fazê-lo e como as tutoras e os estudantes se comportam no contexto prático. Método: foi adotado um enfoque qualitativo de cunho etnográfico em que participaram 27 estudantes e 15 tutores de três centros de saúde que haviam recebido formação específica sobre tutoria clínica reflexiva. A análise foi realizada por meio de comparações constantes das categorias. Resultados: os resultados demonstram que o uso de estratégias reflexivas como a interrogação didática, a empatia didática e o silêncio pedagógico por parte das tutoras, contribui para fomentar a reflexão do estudante e sua aprendizagem significativa. Conclusões: a prática reflexiva é a chave para a formação dos tutores e para a aprendizagem dos estudantes

Cell Death Related Proteins Beyond Apoptosis in the CNS

Cell death related (CDR) proteins are a diverse group of proteins whose original function was ascribed to apoptotic cell death signaling. Recently, descriptions of non-apoptotic functions for CDR proteins have increased. In this minireview, we comment on recent studies of CDR proteins outside the field of apoptosis in the CNS, encompassing areas such as the inflammasome and non-apoptotic cell death, cytoskeleton reorganization, synaptic plasticity, mitophagy, neurodegeneration and calcium signaling among others. Furthermore, we discuss the evolution of proteomic techniques used to predict caspase substrates that could potentially explain their non-apoptotic roles. Finally, we address new concepts in the field of non-apoptotic functions of CDR proteins that require further research such the effect of sexual dimorphism on non-apoptotic CDR protein function and the emergence of zymogen-specific caspase functions.Ministerio de Ciencia, Innovación y Universidades PID 2019-107948RA-I00Universidad de Sevilla US-1265062Ministerio de Economía y Competitividad RYC-2017-2180