Primeros pasos hacia la inclusión: actitudes hacia la discapacidad de docentes en educación infantil

It is considered that the most effective way to create a more just and egalitarian society is an inclusive school that guarantees all children, regardless of their characteristics and educational needs, the right to quality education (UNESCO, 1994). One of the essential elements when conducting an educational inclusion is the attitude of teachers. Therefore, the aim of this study is to analyze the early childhood education teachers’ attitudes toward students with special educational needs. To this end, it was applied the scale ot attitudes towards disabled people to 78 early childhood education teachers, from 14 centers in the province of Granada (Verdugo, Jenaro& Arias, 2002). From the results it can be concluded that there is generally a positive attitude towards disability, being teachers of second cycle of early childhood education those with more positive attitudes. The results are discussed, and we conclude that we offer a pioneering study in its field, since no research has been found that addresses both cycles of Early Childhood Education. This allows to analyze if the teachers of this stage have the necessary training to carry out a quality education for all the students. The need to focus on this stage lies in its preventive nature, because the inclusive education as prevention for social exclusion is the most effective means of combating attitudes of discrimination (Echeita, 2006).Se considera que el medio más eficaz para crear una sociedad más justa e igualitaria es una escuela inclusiva, que garantice a todos los niños, independientemente de sus características y necesidades educativas, el derecho a una educación de calidad (UNESCO, 1994). Uno de los elementos esenciales a la hora de llevar a cabo una inclusión educativa es la actitud de los docentes. Por ello, el objetivo de este estudio es analizar las actitudes que tienen los docentes de educación infantil de Granada acerca de los estudiantes con necesidades educativas especiales. Para ello, se aplicó a 78 docentes de Educación Infantil, de 14 centros la provincia de Granada, la Escala de Actitudes hacia las personas con discapacidad (Verdugo, Jenaro & Arias, 2002). De los resultados obtenidos se puede concluir que existe, en general, una actitud positiva hacia la discapacidad, siendo los docentes de segundo ciclo de Educación Infantil los que presentan actitudes más positivas. Se discuten los resultados, y se concluye como nos encontramos ante un estudio pionero en su campo, ya que no se han encontrado investigaciones que aborden ambos ciclos de Educación Infantil. Esto permite analizar si los docentes de esta etapa tienen la formación necesaria para llevar a cabo una educación de calidad para todo el alumnado. La necesidad de centrarnos en esta etapa radica en el carácter preventivo de la misma, en la medida en que la inclusión educativa como prevención para la exclusión social es el medio más efectivo para combatir las actitudes de discriminación (Echeita, 2006)

“Voluntad de trabajo” dentro del aprendizaje basado en proyectos

Currently, within the framework of the European Space for Higher Education, there is a need to adapt the teaching-learning methodologies carried out in the university. For this, now that the main focus of this process is the student, and the role of the teacher is the guide, there are numerous active methodologies that we, as teachers, can implement. Labrador and Andreu (2008) and De Miguel (2006) point out among them the case study, problem-based learning, or project-based learning, the latter being the one used in this study. The objective of this work is to implement this methodology in three grades of the Faculty of Educational Sciences of Granada (Pedagogy, Social Education and Preschool), in a sample of 180 first and second year students, in order to study in what way measure influences its performance. The procedure followed has been to work in groups the different themes addressed in the subjects, in a practical way, so that they project the usefulness of what they have learned in a future work, as well as to achieve a significant learning. In order to know the development of the working groups, they were asked to complete the Will to work Scale and the peer Will to work Scale (Andrés, Abal, Lozzia, Gómez-Benito, Aguerri, Gilabert and Attorresi (2013). This paper highlights the different vision of individual work within the group compared to the perception of the work of the rest of the members that make it up. It is important to know how the groups works, because of the benefits that project-based learning can draw, reducing the limitations that may arise.Actualmente, en el marco del Espacio Europeo de Educación Superior, surge la necesidad de adaptar las metodologías de enseñanza-aprendizaje llevadas a cabo en el aula. Para ello, ahora que el eje principal de ese proceso es el estudiante, y el rol del profesor es el de guía, surgen numerosas metodologías activas que como docentes podemos implementar. Labrador y Andreu (2008) y De Miguel (2006) señalan entre ellas el estudio de caso, el aprendizaje basado en problemas, o el aprendizaje basado en proyectos, siendo ésta última la que se ha utilizado en el presente estudio. El objetivo de este trabajo es llevarla a cabo en tres grados de la Facultad de Ciencias de la Educación de Granada (Pedagogía, Educación Social e Infantil), en una muestra de 180 alumnos de primer y segundo curso, para de esta forma estudiar en qué medida influye en su rendimiento. El procedimiento seguido ha sido trabajar por grupos las diferentes temáticas abordadas en las asignaturas, de forma práctica, para que proyectaran la utilidad de lo aprendido en un futuro laboral, además de conseguir que tuviera lugar un aprendizaje significativo en las diferentes materias. Para poder conocer el desarrollo de los grupos de trabajo se les pidió que cumplimentaran el Cuestionario de voluntad de trabajo y el Cuestionario de Voluntad de trabajo por pares (Andrés, Abal, Lozzia, Gómez-Benito, Aguerri,  Gilabert y Attorresi (2013) cuyos datos se exponen en la presente ponencia. Se destaca la diferente visión del trabajo individual dentro del grupo en comparación a la percepción que se tiene del trabajo del resto de los miembros que lo forman. Es importante conocer el funcionamiento de los grupos de trabajo ya que de él depende en gran medida el aprovechamiento de los beneficios que del Aprendizaje basado en proyectos se extraen, disminuyendo las limitaciones que puedan surgir

Uso de la autoevaluación en asignaturas relacionadas con la discapacidad en alumnado de educación

We used self-assessment as strategies for the assessment of students in the Faculty of Education. We analysed the perception of students regarding their acquisition of skills in the area of disability, using problem-based learning as the teaching methodology. The results suggest that the self-assessment of students using rubrics is an appropriate tool for assessing basic skill levels.Se quiso utilizar la autoevaluación como estrategia de evaluación en alumnado de educación. Se analiza la percepción de los estudiantes sobre la adquisición de competencias vinculadas a la discapacidad utilizando como metodología docente el aprendizaje basado en problemas. Los resultados obtenidos permiten concluir que la autoevaluación mediante rúbricas supone una adecuada herramienta para evaluar el grado de adquisición de competencias básicas

Perfil del alumnado del grado de educación infantil: proyecto docente de la asignatura trastornos del desarrollo

A relevant aspect of the context in which a teaching project is framed is that related to the specific characteristics of the people who will be the protagonists of the learning process: the students of the degree program. Without a doubt, the students are the raw material of the universities, and the reason for their existence. Analyzing the characteristics of the students, their  origin, objectives, interests, motivations, personal aspirations, etc., are essential elements in any project. In this work, a study is made of the university students of Pre-school Education in general, and of the students of the subject matter of study in particular, Development Disorders. Their origin, expectations and training and professional interests, their previous knowledge and learning styles, condition the teaching decisions. The conclusions drawn from this analysis should be reflected in the pedagogical and methodological decisions of the teaching plan.Un aspecto relevante del contexto en el que se encuadra un proyecto docente es el relativo a las características específicas de las personas que van a protagonizar el proceso de aprendizaje: los alumnos de la titulación. Sin duda alguna, los alumnos son la materia prima de las universidades, y la razón de su existencia. Analizar las características de los alumnos, su procedencia, objetivos, intereses, motivaciones, aspiraciones personales, etc., son elementos imprescindibles en todo proyecto. En este trabajo se realiza un estudio del perfil de los alumnos universitarios de Educación Infantil en general, y de los alumnos de una materia objeto de estudio en particular, Trastornos del desarrollo. Su procedencia, expectativas e intereses formativos y profesionales, sus conocimientos previos y estilos de aprendizaje, condicionan las decisiones docentes. Las conclusiones extraídas de este análisis deberán verse reflejadas en las decisiones pedagógicas y metodológicas del plan docente

El perfil formativo y profesional del graduado en pedagogía. Perspectiva actual de su inserción laboral

After these years of implementation of the Bologna process for the adaptation to the European higher education area in the current context, it is necessary to review how certain disciplines have strengthened their position in society. In this paper, we will focus on the evolution of the degree of pedagogy, as well as professional profile which plays, from the perspective of the protagonists themselves, the students, since they will be professionals who carry out their work in the immediate future in the society, and will implement those acquired skills, being responsible for transmitting this legacy. For this reason it is necessary of this research, coupled with the fact that around the definition of pedagogy, there is ambiguity and lack of knowledge regarding their functions and areas of professional activity. This study will allow having a vision contextualized on different working routes that this profession can carry out, in order to draw conclusions about its academic profile and therefore socio-labour, favoring an improvement of the image social of the pedagogue, which make it possible to reduce the uncertainty regarding this professional. The methodology used was descriptive and quantitative, with a non-experimental design by survey method. It shows total 334 students, belonging to the degree of pedagogy of the University of Granada, enrolled in the academic year 20162017. The results show that the figure of the pedagogue is a multidisciplinary professional who can cover different fields of action and not just linked to the field of education, but provides an opening to the business context. For this reason, the training (formal, non-formal, and business), is a basic pillar in our society. That is, where the importance of the figure of the pedagogue resides, and how it should position itself as the expert in these subjects.En el contexto actual y tras estos años de implantación del Plan Bolonia  para la adecuación al Espacio Europeo de Educación Superior, es necesario revisar cómo ciertas disciplinas han afianzado su posición ante la sociedad. En este trabajo, nos vamos a centrar en la evolución del Grado de Pedagogía, así como del perfil profesional que desempeña, desde la perspectiva de los propios protagonistas, el alumnado, ya que serán en un futuro inmediato los profesionales que llevarán a cabo su labor en la sociedad, e implementarán aquellas competencias adquiridas, siendo los encargados de transmitir dicho legado. Por esta razón surge la necesidad de esta investigación, unido al hecho de que alrededor de la definición propia de la Pedagogía, existe ambigüedad y desconocimiento en torno a sus funciones y ámbitos de actuación profesional. Este estudio permitirá tener una visión contextualizada sobre los diferentes itinerarios laborales que esta profesión puede llevar a cabo, con la finalidad de extraer conclusiones sobre su perfil académico y por ende socio-laboral, favoreciendo una mejora de la imagen social del Pedagogo, la cual posibilite aminorar la incertidumbre existente respecto a este profesional. La metodología utilizada fue descriptiva y cuantitativa, con un diseño no experimental por método de encuesta. La muestra total 334 alumnos, pertenecientes al Grado de Pedagogía de la Universidad de Granada, matriculados en el curso académico 2016-2017. Los resultados obtenidos muestran que la figura del Pedagogo es un profesional multidisciplinar que puede abarcar diversos ámbitos de actuación y no sólo vinculado, al ámbito educativo, sino que se posibilita una apertura al contexto empresarial. Por ello, la formación (formal, no formal, y empresarial), es un pilar básico en nuestra sociedad. Ahí es, donde reside la importancia de la figura del Pedagogo, y cómo debe posicionarse como el experto en estas materias

Canagliflozin and renal outcomes in type 2 diabetes and nephropathy

BACKGROUND Type 2 diabetes mellitus is the leading cause of kidney failure worldwide, but few effective long-term treatments are available. In cardiovascular trials of inhibitors of sodium–glucose cotransporter 2 (SGLT2), exploratory results have suggested that such drugs may improve renal outcomes in patients with type 2 diabetes. METHODS In this double-blind, randomized trial, we assigned patients with type 2 diabetes and albuminuric chronic kidney disease to receive canagliflozin, an oral SGLT2 inhibitor, at a dose of 100 mg daily or placebo. All the patients had an estimated glomerular filtration rate (GFR) of 30 to <90 ml per minute per 1.73 m2 of body-surface area and albuminuria (ratio of albumin [mg] to creatinine [g], >300 to 5000) and were treated with renin–angiotensin system blockade. The primary outcome was a composite of end-stage kidney disease (dialysis, transplantation, or a sustained estimated GFR of <15 ml per minute per 1.73 m2), a doubling of the serum creatinine level, or death from renal or cardiovascular causes. Prespecified secondary outcomes were tested hierarchically. RESULTS The trial was stopped early after a planned interim analysis on the recommendation of the data and safety monitoring committee. At that time, 4401 patients had undergone randomization, with a median follow-up of 2.62 years. The relative risk of the primary outcome was 30% lower in the canagliflozin group than in the placebo group, with event rates of 43.2 and 61.2 per 1000 patient-years, respectively (hazard ratio, 0.70; 95% confidence interval [CI], 0.59 to 0.82; P=0.00001). The relative risk of the renal-specific composite of end-stage kidney disease, a doubling of the creatinine level, or death from renal causes was lower by 34% (hazard ratio, 0.66; 95% CI, 0.53 to 0.81; P<0.001), and the relative risk of end-stage kidney disease was lower by 32% (hazard ratio, 0.68; 95% CI, 0.54 to 0.86; P=0.002). The canagliflozin group also had a lower risk of cardiovascular death, myocardial infarction, or stroke (hazard ratio, 0.80; 95% CI, 0.67 to 0.95; P=0.01) and hospitalization for heart failure (hazard ratio, 0.61; 95% CI, 0.47 to 0.80; P<0.001). There were no significant differences in rates of amputation or fracture. CONCLUSIONS In patients with type 2 diabetes and kidney disease, the risk of kidney failure and cardiovascular events was lower in the canagliflozin group than in the placebo group at a median follow-up of 2.62 years

Identification of genetic variants associated with Huntington's disease progression: a genome-wide association study

Background Huntington's disease is caused by a CAG repeat expansion in the huntingtin gene, HTT. Age at onset has been used as a quantitative phenotype in genetic analysis looking for Huntington's disease modifiers, but is hard to define and not always available. Therefore, we aimed to generate a novel measure of disease progression and to identify genetic markers associated with this progression measure. Methods We generated a progression score on the basis of principal component analysis of prospectively acquired longitudinal changes in motor, cognitive, and imaging measures in the 218 indivduals in the TRACK-HD cohort of Huntington's disease gene mutation carriers (data collected 2008–11). We generated a parallel progression score using data from 1773 previously genotyped participants from the European Huntington's Disease Network REGISTRY study of Huntington's disease mutation carriers (data collected 2003–13). We did a genome-wide association analyses in terms of progression for 216 TRACK-HD participants and 1773 REGISTRY participants, then a meta-analysis of these results was undertaken. Findings Longitudinal motor, cognitive, and imaging scores were correlated with each other in TRACK-HD participants, justifying use of a single, cross-domain measure of disease progression in both studies. The TRACK-HD and REGISTRY progression measures were correlated with each other (r=0·674), and with age at onset (TRACK-HD, r=0·315; REGISTRY, r=0·234). The meta-analysis of progression in TRACK-HD and REGISTRY gave a genome-wide significant signal (p=1·12 × 10−10) on chromosome 5 spanning three genes: MSH3, DHFR, and MTRNR2L2. The genes in this locus were associated with progression in TRACK-HD (MSH3 p=2·94 × 10−8 DHFR p=8·37 × 10−7 MTRNR2L2 p=2·15 × 10−9) and to a lesser extent in REGISTRY (MSH3 p=9·36 × 10−4 DHFR p=8·45 × 10−4 MTRNR2L2 p=1·20 × 10−3). The lead single nucleotide polymorphism (SNP) in TRACK-HD (rs557874766) was genome-wide significant in the meta-analysis (p=1·58 × 10−8), and encodes an aminoacid change (Pro67Ala) in MSH3. In TRACK-HD, each copy of the minor allele at this SNP was associated with a 0·4 units per year (95% CI 0·16–0·66) reduction in the rate of change of the Unified Huntington's Disease Rating Scale (UHDRS) Total Motor Score, and a reduction of 0·12 units per year (95% CI 0·06–0·18) in the rate of change of UHDRS Total Functional Capacity score. These associations remained significant after adjusting for age of onset. Interpretation The multidomain progression measure in TRACK-HD was associated with a functional variant that was genome-wide significant in our meta-analysis. The association in only 216 participants implies that the progression measure is a sensitive reflection of disease burden, that the effect size at this locus is large, or both. Knockout of Msh3 reduces somatic expansion in Huntington's disease mouse models, suggesting this mechanism as an area for future therapeutic investigation

First steps towards inclusion: Attitudes towards disability in early childhood education teachers

Se considera que el medio más eficaz para crear una sociedad más justa e igualitaria es una escuela inclusiva, que garantice a todos los niños, independientemente de sus características y necesidades educativas, el derecho a una educación de calidad (UNESCO, 1994). Uno de los elementos esenciales a la hora de llevar a cabo una inclusión educativa es la actitud de los docentes. Por ello, el objetivo de este estudio es analizar las actitudes que tienen los docentes de educación infantil de Granada acerca de los estudiantes con necesidades educativas espe- ciales. Para ello, se aplicó a 78 docentes de Educación Infantil, de 14 centros la provincia de Granada, la Escala de Actitudes hacia las personas con discapacidad (Verdugo, Jenaro & Arias, 2002). De los resultados obtenidos se puede concluir que existe, en general, una actitud positiva hacia la discapacidad, siendo los docentes de segundo ciclo de Educación Infantil los que presentan actitudes más positivas. Se discuten los resultados, y se concluye como nos encontramos ante un estudio pionero en su campo, ya que no se han encontrado investiga- ciones que aborden ambos ciclos de Educación Infantil. Esto permite analizar si los docentes de esta etapa tienen la formación necesaria para llevar a cabo una educación de calidad para todo el alumnado. La necesidad de centrarnos en esta etapa radica en el carácter preventivo de la misma, en la medida en que la inclusión educativa como prevención para la exclusión social es el medio más efectivo para combatir las actitudes de discriminación (Echeita, 2006).It is considered that the most effective way to create a more just and egalitarian society is an inclusive school that guarantees all children, regardless of their characteristics and educational needs, the right to quality education (UNESCO, 1994). One of the essential elements when conducting an educational inclusion is the attitude of teachers. Therefore, the aim of this study is to analyze the early childhood education teachers’ attitudes toward students with special educational needs. To this end, it was applied the scale ot attitudes towards disabled people to 78 early childhood education teachers, from 14 centers in the province of Granada (Verdugo, Jenaro& Arias, 2002). From the results it can be concluded that there is generally a positive attitude towards disability, being teachers of second cycle of early childhood education those with more positive attitudes. The results are discussed, and we conclude that we offer a pioneering study in its field, since no research has been found that addresses both cycles of Early Childhood Education. This allows to analyze if the teachers of this stage have the necessary training to carry out a quality education for all the students. The need to focus on this stage lies in its preventive nature, because the inclusive education as prevention for social exclusion is the most effective means of combating attitudes of discrimination (Echeita, 2006)

Factores para potenciar el desarrollo de comunidades universitarias inclusivas: ideas, creencias y actitudes del profesorado universitario hacia la discapacidad

El éxito de los procesos de inclusión depende de varios factores, entre ellos del nivel de empoderamiento de la comunidad educativa frente al proceso. En este sentido, el rol del docente es un elemento clave, ya que la actitud y las expectativas que muestren ante los alumnos que presentan necesidades educativas especiales, influirán positiva o negativamente en su autoestima, motivación y aprendizaje. En el presente artículo se indagan en las ideas, creencias y actitudes hacia estudiantes con necesidades educativas especiales, de docentes, y se analiza la influencia que las variables género, edad, años de experiencia docente, contacto e información sobre la discapacidad tienen sobre dichas actitudes. En general, se pudo apreciar que las actitudes que presentaban los docentes eran bastante positivas, no obstante mostraban un gran desconocimiento de las experiencias de inclusión de los estudiantes con discapacidad que se llevan a cabo en su universidad, demandando mayor formación e información. Se discuten los resultados, se presentan las limitaciones del estudio, y se ofrecen futuras líneas de investigación.The success of the processes of inclusion depends on several factors, including the level of empowerment of the educational community in the process where the role of teachers is a key element, because their attitude and expectations of students with special educational needs will influence their self-esteem, motivation and learning. This article investigates the ideas, beliefs and attitudes towards SEN students demonstrated by teachers, and analyses the variables of gender, age, years of teaching experience, contacts and information about disability on these attitudes. Overall, it was observed that teachers’ attitudes were positive; however they showed a lack of knowledge of the experiences of inclusion of students with disabilities at the university and required more training and information. The results are discussed, the limitations of the study are presented, and suggestions for future research are offered