Inclusive education and its development in the Spanish legal framework

La educación inclusiva es un movimiento mundial que reconoce el derecho de todas las personas, independientemente de sus características y necesidades educativas, a recibir una educación de calidad en un entorno que favorezca la participación y la igualdad de oportunidades para todos. Sin embargo, la educación inclusiva se ha venido desarrollando de forma dispar en cada país, atendiendo a sus propias condiciones y particularidades. En este trabajo se ofrece una visión general sobre el origen de la educación inclusiva dentro del marco de la educación especial, los principios que sustentan la inclusión y su desarrollo en el contexto legal español. Aunque los avances en materia inclusiva han sido significativos, todavía existen una serie de barreras y retos que deberán ser afrontados.Inclusive education is an international movement that recognizes the right of individuals, regardless of their characteristics and educational needs, to obtain a quality education in an environment that promotes participation and equal opportunity for all. However, the development of inclusive education differs among countries, according to their own conditions and particularities. The present work provides an overview of the origin of the inclusive education within the framework of the special education, the principles that support inclusion and its development in the Spanish legal context. While progress on inclusive issues has been significant, there are still a number of barriers and challenges that need to be addressed

Teachers’ Use of Inclusive Practices in Spain

The aim of this study was to examine the extent to which teachers use inclusive practices to respond to students’ special needs in their classrooms and to determine whether grade level taught, training, and availability of resources and support affect the implementation of these practices. A research survey was designed for this purpose with the participation of a representative sample of 336 general education teachers (68 kindergarten, 133 elementary, and 135 secondary education teachers) in the province of Alicante, Spain. Findings reflected a moderate use of inclusive practices, with teachers more frequently implementing general adaptations rather than substantial ones. Statistically significant differences in use of inclusive practices were found as a function of the grade level taught, training received, and availability of material resources. Results are discussed in terms of their implication for teacher education reform and training programs

Inclusive education in Spain: how do skills, resources, and supports affect regular education teachers’ perceptions of inclusion?

This study examined regular education teachers’ perceptions of inclusion in elementary and secondary schools in Spain and how these perceptions may differ depending on teaching experience, skills, and the availability of resources and supports. Stratified random sampling procedures were used to draw a representative sample of 336 general education teachers (68 kindergarten, 133 elementary, and 135 secondary teachers) from the province of Alicante. The results indicated the acceptance of the principles of inclusion, although teacher skills, time, material resources, and personal supports for inclusion were deemed insufficient. Kindergarten and elementary teachers showed more positive perceptions of inclusion than secondary education teachers, and so did teachers with more personal supports and material resources than those with less supports and resources. The results are discussed in terms of its implications for practice in order to promote more inclusive classrooms in Spain

Internet and People with Intellectual Disability: A Bibliometric Analysis

The use of the Internet by people with intellectual disabilities is an area of study that has captured the interest of scientists in recent years. The studies have focused on analyzing specific aspects such as usability, the activities carried out online, and Internet benefits and risks, among others. The reviews published on this matter have been of a narrative or systematic approach. The present study aimed to examine the academic output in the field of Internet and people with intellectual disability from a bibliometric perspective. A sample of 95 documents related to the topic was retrieved from the core collection of Web of Science (WoS) and analyzed using the bibliometrix R-Tool. Findings show a recent increase in publications related to the subject and confirm Price’s and Bradford’s laws. The most relevant sources on the topic are devoted to the research field of intellectual disability and Spain, the United Kingdom and Sweden stand out as the most productive countries. Studies tend to be published by co-authorship in journals indexed at the Journal Citation Reports (JCR) achieving a global impact. However, international scientific collaboration is still scarce. Further bibliometric analyses are recommended to build a complete panorama of the research field.This work was supported by the Conselleria d’Educació, Investigació, Cultura i Esport, Generalitat Valenciana, Spain, under Grant No GV/2017/006

Digital inclusion in Spanish mainstream and special schools: Teachers' perceptions on Internet use by students with intellectual disabilities

Background: Although there is research‐based evidence on the educational potential of information and communication technologies as teaching and learning resources for schools, studies focused on the real benefits and risks associated with online activities of students with intellectual disabilities are still scarce. The purpose of this study was to describe and compare teachers' perspectives on this topic in relation to a school setting (mainstream and special schools), teaching specialty (general and special educators) and teaching level (primary and secondary education). Methods: A cross‐sectional survey design was conducted in which a sample of 208 general and special education teachers from mainstream and special schools participated. Participants had to respond to a questionnaire that included questions related to the opportunities and risks of the Internet and online safety. Findings: Teachers perceive that the Internet is unsafe for students with intellectual disabilities and it entails more risks than benefits for these students. Such perceptions may determine the educational intervention, especially when the Internet has shown to be crucial during the coronavirus disease 2019 pandemic. Differences were found regarding school setting, teaching specialty and teaching level. The data reflect a lack of consensus regarding the potential benefit of digital inclusion for students with intellectual disabilities, based on the perception that the online environment is not safe for this population. Conclusion: There is a need to train teachers on how to achieve the maximum educational potential of the Internet for these students, as well as to learn to implement strategies to prevent and manage online risks.This study was supported by the Conselleria d'Educació, Investigació, Cultura i Esport, Generalitat Valenciana, Spain, under Grant No. GV/2017/006

Internet y personas con discapacidad intelectual: una aproximación a las preocupaciones, estrategias de prevención y necesidades de formación de los cuidadores

The aim of this study was to explore caregivers’ views about the risks of the Internet for people with intellectual disabilities and their preparation and ability to use prevention strategies to address them. The participants (20 family members and 24 staff members) belonged to a non-profit association working with people with developmental and intellectual disabilities and were asked to respond to a questionnaire about Internet safety and risks. Findings show some concerns from caregivers with regard to the use of the Internet by people with intellectual disabilities and suggest that this group is more vulnerable to online risks. Participants use different kinds of strategies to prevent the risks but they have not received any formal training. They think that this training should come from the Administration and other organisations. Some differences were found between family and staff members’ responses. Training programmes for all the groups involved in this process (i.e. people with intellectual disabilities, staff and family members) should be designed, implemented and assessed to promote the inclusion of people with intellectual disabilities in the digital arena.El propósito de este estudio fue explorar las perspectivas de los cuidadores sobre los riesgos de Internet para las personas con discapacidad intelectual, así como su preparación y habilidad para prevenir y hacer frente a estos riesgos a través de diversas estrategias. Los participantes (20 familiares y 24 profesionales), a los que se les pidió que respondieran a un cuestionario sobre seguridad y riesgos en Internet, pertenecían a una asociación sin ánimo de lucro en favor de las personas con discapacidad intelectual y del desarrollo. Los resultados indican ciertas preocupaciones de los cuidadores con relación al uso de Internet por parte de las personas con discapacidad intelectual y consideran que este grupo es más vulnerable a sus riesgos. Los participantes utilizan diferentes tipos de estrategias para prevenirlos, pero no han recibido ningún tipo de entrenamiento formal. Piensan que esta formación debería provenir de la Administración y de otras organizaciones. Se encontraron diferencias entre las respuestas de los familiares y de los profesionales. Se deberían diseñar, implementar y evaluar programas de formación para todos los grupos implicados en este proceso (ej., personas con discapacidad intelectual, profesionales y familias) al objeto de promover la inclusión de las personas con discapacidad intelectual en el entorno de Internet

Comparing student teachers’ perceptions of the risks of the Internet for people with and without intellectual and developmental disabilities

A pesar de que Internet tiene múltiples beneficios para la sociedad, también implica algunos riesgos que deben ser identificados. Estos riesgos se pueden percibir como mayores para algunos grupos más vulnerables como son los niños y las personas con discapacidad. No obstante, dichos riesgos no deben limitar el acceso a Internet, especialmente de las personas con discapacidad intelectual y del desarrollo (IDD). Por el contrario, se debería tener un mayor conocimiento sobre los peligros y cómo gestionarlos. El propósito de este estudio es explorar y comparar las percepciones que tienen los estudiantes de Magisterio sobre los riesgos del uso de Internet por personas con y sin IDD. Participó una muestra de conveniencia de 121 estudiantes de Magisterio de los cuales el 77% eran mujeres (n = 93) y la edad media de 21.79 años (DT = 4.23). Los participantes debían responder a un cuestionario que incluía algunas cuestiones sociodemográficas y 30 riesgos potenciales de Internet que se presentaron en una escala tipo Likert de cinco puntos (1 = Totalmente en desacuerdo; 5 = Totalmente de acuerdo). Los estudiantes debían valorar cada ítem dos veces, una para cada uno de los colectivos estudiados (personas con y sin IDD). A pesar de que los participantes perciben un alto riesgo en el uso de Internet, se encontraron diferencias estadísticamente significativas entre los grupos. Los estudiantes de Magisterio perciben mayores riesgos en Internet para las personas con IDD que para el resto de la población en cuestiones como el ciberacoso, ser expuesto a contenido inapropiado, comunicarse con desconocidos, pasar demasiado tiempo en las redes sociales o gastar dinero online.Although the Internet has multiple benefits for the society, it also involves some risks that must be identified. These risks may be perceived to be greater for some vulnerable groups such as children or people with disabilities. However, these inherent risks should not prevent people, and especially those with intellectual and developmental disabilities (IDD), from gaining online access. Instead, they should learn about the dangers and how to manage them. The purpose of this study is to explore the perceptions that student teachers have about risks of Internet use by people with and without IDD in order to compare them. A convenience sample of 121 student teachers was recruited into the study from which 77% were female students (n = 93) and the mean age was 21.79 years old (SD = 4.23). Participants had to respond to a questionnaire that included some demographic data and 30 potential Internet risks that were presented in a five-point Likert scale (1 = totally disagree; 5 = totally agree). Student teachers had to rate each risk twice, one for each of the groups investigated (people with IDD and without IDD). Although participants perceive Internet risks to be high for everyone, significant differences were found between groups. Student teachers perceive the Internet to be more risky for people with IDD than for the general population. Differences were particularly greater for questions related to cyberbullying, being exposed to inappropriate content, communicating with people not known to them or their families, spending too much time on social networking sites, and spending money online, among others

Student computer attitudes, experience and perceptions about the use of two software applications in Building Engineering

The purpose of this study was to examine students’ computer attitudes and experience, as well as students’ perceptions about the use of two specific software applications (Google Drive Spreadsheets and Arquimedes) in the Building Engineering context. The relationships among these variables were also examined. Ninety-two students took part in this study. Results suggest that students hold favourable computer attitudes. Moreover, it was found a significant positive relationship among students’ attitudes and their computer experience. Findings also show that students find Arquimedes software more useful and with higher output quality than Google Drive Spreadsheets, while the latter is perceived to be easier to use. Regarding the relationship among students’ attitudes towards the use of computers and their perceptions about the use of both software applications, only a significant positive relationship in the case of Arquimedes was found. Findings are discussed in terms of its implications for practice and further research

Factors Influencing Graduate Students’ Preference of Software Tools for Building Engineering Applications

Based on previous research on technology acceptance models, the purpose of this study was to examine the effect of four variables (perceived ease of use, perceived usefulness, output quality and enjoyment) on students’ intentions to use Google Drive Spreadsheet and Arquimedes software for budgeting and measurement purposes in the Building Engineering context, as well as students’ preferences to use each program. A sample of 92 students received training in both programs and evaluated them. Results suggest that students prefer Google Drive Spreadsheet in the academic context and Arquimedes in the professional context. Findings also show a significant effect of perceived usefulness and output quality on usage intentions of both applications, as well as an effect of output quality on perceived usefulness. However, with respect to the rest of variables, differences were found between Google Drive Spreadsheet and Arquimedes. While in the case of Google Drive Spreadsheet perceived usefulness and output quality worked as mediators of enjoyment, and perceived ease of use had no significant effect on any variable, in the case of Arquimedes all the variables had a significant effect on usage intentions. These results suggest that when a technology is perceived as very easy to utilize, such as Google Drive Spreadsheet, the variable perceived ease of use has very little or no impact on individuals’ intentions to use that technology. Findings are discussed in terms of its implications for practice and further research

Motivos de participação dos estudantes universitários em atividades físico-desportivas

El objetivo del presente artículo es contribuir al análisis de los motivos de participación de los estudiantes universitarios en la práctica físico-deportiva. También se pretende establecer diferencias por género y conocer dónde practican deporte los universitarios alicantinos. Para ello, se llevó a cabo una investigación no experimental descriptiva en la que participaron 400 alumnos seleccionados por muestreo no probabilístico por cuotas entre todas las facultades de la Universidad de Alicante, a los que se les aplicó el cuestionario MIAFD (Pavón, 2004). Los resultados indican que la mayoría de la población universitaria practicaba actividades físico-deportivas (58.7%). Los motivos más habituales fueron: para estar en forma (85.9%), para liberar energía (80.8%) y para mejorar la salud (78.3%). En cambio, el principal motivo para no practicar actividad física era la falta de tiempo debido a los estudios. Los hombres afirman en mayor medida que las mujeres practicar actividades físico-deportivas para competir y superarse.The purpose of this paper is to identify the university students’ motives to participate in physical and sports activities. It also aims to determine gender differences and to know where they practice these activities. A non-experimental descriptive study was conducted for this purpose. Four hundred students were selected using a non-probability sampling by quota procedure among all the colleges of the University of Alicante, to whom the MIAFD questionnaire (Pavón, 2004) was administered. Results indicate that most of the university population practiced physical and sport activities (58.7%). The most common reasons for participating in sports were: for fitness (85.9%), to release energy (80.8%) and to improve health (78.3%). On the other hand, the lack of time was the main reason for not practicing physical and sports activities. Competition and self-improvement are motives more frequently adduced by male students than female participants.O objetivo do presente artigo é detectar os motivos dos estudantes universitários em atividades físico-desportivas. Também se pretende estabelecer diferenças por gênero e conhecer onde pratican o desporto os estudantes universitários. Para isso, se levou a cabo uma investigação não experimental descritiva. A amostra utilizada foi de 400 alunos que foram selecionados a través de uma amostragem não probabilística por quotas entre todas as faculdades da Universidade de Alicante e aos quais foi aplicado o questionário MIAFD (Pavón, 2004). Os resultados indicam que a maoria da população universitária praticava atividades físico-desportivas (58.7%). Os motivos mais comuns foram: para estar em forma (85.9%), para a liberação de energia (80.8%) e para melhorar a saúde. No entanto, a principal motivação para não praticar desporto foi a falta de tempo por causa dos estudos. Os homens afirmam que praticam atividades físico-desportivas para competir e para se superar mais frequentemente que as mulheres