Los alumnos que viven en ambientes desfavorecidos : respuestas ¿especiales?

Cuando hacemos referencia a la atención a los alumnos con necesidades educativas especiales, a la integración de éstos en un currículum ordinario, parece que a quien nos estamos refiriendo son a aquellos con características muy determinadas: que no ven, que no oyen, que no se pueden mover, presentan un retraso madurativo, etc. Pero existen otros alumnos que no se pueden definir en los parámetros anteriores, pero que evidentemente presentan necesidades y problemas y que asimismo son alumnos de los centros; son los llamados eufemísticamente «deprivados socioculturales» Los autores de este artículo se plantea cuáles son las respuestas que se ofrecen a las necesidades educativas de estos alumnos dentro de los centros en nuestro actual sistema educativo optando por medidas no tanto de carácter selectivo o compensador para definirse por las respuestas curriculares previstas desde la actual legislación educativa dentro de la «adaptabilidad del currículum». Las medidas y respuestas de deberán iniciar por adaptaciones a nivel de centro, en el aula, y en determinados casos de forma individual mediante procesos de adaptaciones curriculares individuales.Quan fem referència a l'atenció als alumnes amb necessitats educatives especials, a la integració d'aquests al currículum ordinari, sembla que a qui ens estem referint són a aquells que tenen unes característiques determinades: que no veuen, que no escolten, que no es poden moure, que presenten un retard maduratiu, etc. Però existeixen altres alumnes que no es poden definir en els paràmetres anteriors, però que evidentment presenten necessitats i problemes i que tanmateix són alumnes dels centres, són els anomenats eufemisticament «deprivats socioculturals». Els autors d'aquest article es plantegen quines són les respostes que s'ofereixen a les necessitats educatives d'aquests alumnes dins dels centres en el nostre sistema educatiu actual, i opten per mesures no tant de caràcter selectiu o compensador per definir-se per les respostes curriculars previstes des de la legislació educativa actual dins de l'«adaptabilitat del currículum». Les mesures i les respostes s'hauran d'iniciar per adaptacions en l'àmbit del centre, de l'aula i, en determinats casos, de forma individual mitjançant processos d'adaptacions curriculars individuals.When we talk about students with special educational needs and their integration in an ordinary curriculum, it seems that we are referring to students with very specific characteristics: impaired, physically disabled, handicapped ... But there are other students who can not be defined within the previous standards, although they also have needs and problems and they are also students of the school. They are euphemistically called «socially deprived». The authors of this article have reflected on the answers offered within the school to these students in our present educational system. These are non-selective measures nor try to compensate inequities, but they are curricular answers given by the present legislation with-in the possibilities of the «curriculum adaptability». The measures and answers should present be initiated by adapting the school curriculum, the classroom curriculum and when required the individual curriculum

Educação para a mudança numa sociedade hiper conectada: quando o outro se torna virtualizado

Introducción. La sociedad de la hiperinformación no conlleva ni supone el hiperconocimiento, ni siquiera el simple conocimiento. La sensación de asfixia ante el bombardeo continuo de lo otro, que no necesariamente del otro ser o de los otros seres, hace que la persona sintiente perciba que el pensar es un sobreesfuerzo de discriminar lo útil de lo innecesario. Objetivo. Con el presente ensayo pretendemos reflexionar acerca de los elementos socio-personales de nuestra cultura actual que interrogan el quehacer educativo exigiéndole asumir nuevas respuestas; pero, sobre todo, una vuelta a los orígenes dialógicos, puesto que, más que nunca, sentimos que nos rodean sin identificar, muchas veces, quién o quiénes. Discusión. La información aparece de forma ilusoriamente gratuita, sin aparente intencionalidad, sin metas, sin un propósito dialógico. El cara a cara se difumina en imágenes virtuales sin textura natural, pero representando algo que sacia y conforma a la persona consumidora de hoy. Lo ilusorio toma cuerpo e interactúa como quien sostiene una caña de pescar con su presa al otro extremo: esperando pacientemente; utilizando magistralmente el arte del engaño –conocimiento–; sabiendo cuándo y no necesariamente a quiénes con un sentido narrativo. Ante esto, la importancia del pensamiento crítico y del pensamiento consciente resultan estrategias fundamentales para defender un principio de realidad ontológico. Conclusiones. La educación juega un papel decisivo en el entramado de lo virtual, porque seguimos hablando de personas físicas y, más aún, de la educación con un propósito claro de cambio para la vida plena.Introduction. The hyper-information society does not involve or imply hyper-knowledge, not even simple knowledge. The sensation of asphyxiation before the continuous bombardment of the otherness, which is not necessarily of the other or the others, makes the sentient person perceive that thinking demands an extra effort to discriminate the useful from the unnecessary. Objective. With this essay, we intend to reflect on the socio-personal elements of our current culture that question the educational task, demanding new answers but, above all, a return to the dialogical origins, since, more than ever, we feel surrounded without identifying, many times, who is or are surrounding us. Discussion. The information appears in an apparently free form, without apparent intentionality, without goals, and without a dialogical purpose. The face-to-face is blurred in virtual images without natural texture, representing something that satisfies and conforms to today’s consumer. The illusory takes shape and interacts like someone holding a fishing rod with its prey at the other end: waiting patiently, masterfully using the art of deception –knowledge–, knowing when to wait and not necessarily whom to wait for with a narrative sense. In the face of this, the importance of critical and conscious thinking are fundamental strategies to defend a principle of ontological reality. Conclusions. Education plays a decisive role in the network of the virtual because we are still talking about physical people and, especially, about education with a clear purpose of change for an entire life.Introdução: A sociedade hiper informadora não envolve ou implica um hiper conhecimento, nem mesmo um simples conhecimento. A sensação de asfixia frente ao bombardeio contínuo do outro, que não necessariamente do outro ou dos outros seres, faz a pessoa que sente perceba que o pensar é um sobre esforço para discriminar o útil do desnecessário. Objetivo. Com este ensaio pretendemos refletir sobre os elementos socio-pessoais da nossa cultura atual que questionam a tarefa educativa, exigindo novas respostas mas, sobretudo, um regresso às origens dialógicas, uma vez que, mais do que nunca, nos sentimos cercados sem identificar muitas vezes por quem. Discussão. A informação aparece de uma forma aparentemente livre, sem intencionalidade aparente, sem metas, sem um propósito dialógico. O face a face é desfocado em imagens virtuais sem textura natural, representando algo mas que satisfaz e conforma o consumidor de hoje. O ilusório toma forma e interage como uma vara de pesca com sua isca: esperando pacientemente; usando magistralmente a arte do engano –o conhecimento–, sabendo quando e não necessariamente quem com um sentido narrativo. Diante disso, a importância do pensamento crítico e consciente são estratégias fundamentais para defender um princípio de realidade ontológica. Conclusões. A educação desempenha um papel decisivo na rede do virtual porque ainda estamos falando de pessoas físicas, e mais ainda, educação com um claro propósito de mudança para uma vida plena

Las teorías implícitas de los profesionales de la educación que trabajan con menores institucionalizados en centros de acogida sobre las conductas antisociales en la infancia y adolescencia

Las conductas antisociales en la infancia y adolescencia constituyen una realidad problemática que requiere respuestas ajustadas y adecuadas. En el proceso de intervención, tan importante es el menor que manifiesta conductas perturbadoras como el profesional que diagnostica y diseña, planifica y desarrolla la intervención. Las concepciones de los profesionales acerca de las posibles causas de las conductas antisociales y las líneas más adecuadas de intervención para tratarlas resultan, a nuestro juicio, fundamentales para favorecer respuestas más ajustadas, adecuadas y realistas a los intereses y necesidades de este colectivo de menores. El objetivo de la presente investigación es conocer las creencias o teorías implícitas que los profesionales que intervienen con menores con problemas de conductas poseen acerca de sus posibles causas y las intervenciones más adecuadas para prevenirlas y/o tratarlas.------------------------------------------------------Antisocial behaviour in childhood and adolescence are a real problem that requires responses tailored and appropriate. In the process of intervention is so important that the child manifested disruptive behaviours such as the professional who diagnosed and designs, develops plans and intervention. Conceptions of the professionals about the possible causes of antisocial behaviour and the lines more appropriate interventions to treat are, in our view, essential to foster closer responses appropriate and realistic to the interests and needs of this group of children. The objective of this research is to understand the implicit beliefs or theories that professionals involved with children with behavioural problems have on their possible causes and appropriate interventions to prevent and/ or treated

La auditoría informática en España: el caso de los hoteles

Este estudio surge de otro estudio realizado sobre la evolución de la auditoría informática en el sector empresarial español, “IT audit in the Spanish business sector: longitudinal analysis (2001-2011)” (Martínez-López et al., 2015). Por tal motivo, se pretende situar la evolución de dicha auditoría perteneciente a las empresas del sector hotelero español en un marco comparativo al sector empresarial español en general, definiendo la evolución de la implementación de la auditoría informática en éstas, y encuadrándola enporcentajes de realización como en profesionales que la ejecutan, y su vinculación con la importancia que estas empresas le dan a Internet y con el uso del comercio electrónico.Con el fin de promover la concienciación en la prevención de posibles problemas informáticos en las empresas a través de laejecución de estas auditorías informáticas.62 empresas encuestadas que nos han permitido observar la mayor concienciación de las empresas del sector hotelero español, a lo largo del tiempo, por las auditorías informáticas como medida preventiva a los posibles problemas en una disciplina tan importante para las empresas como es la tecnología. Ya que, en un principio, la diferencia entre este sector y las empresas españolas en general era bastante amplia en este campo.This study stems from another study about the evolution of the IT audit in the Spanish business sector, ‘IT audit in the Spanish business sector: longitudinal analysis (2001-2011)’ (Martínez-López et al., 2015). Therefore, it is intended to place the development of this audit belonging to companies of Spanish hotel sector in a comparative frame to the Spanish businesssector in general, defining the evolution of the implementation of IT audit in these ones, and framing it in percentages of implementation and professionals who make them, and its linkages to the importance that these companies give Internet and the use of electronic commerce. In order to promote awareness on the prevention of possible IT problems in companies through the implementation of these IT audits.Conducted through a survey to 62 companies that has allowed us to observe the growing awareness of Companies of Spanish hotel sector, along time, by IT audits as a preventive measure to potential problems on a discipline so important for businesses as technology. Since, initially, the difference between this sector and the Spanish business sector in general was quite extensive in this fiel

Perception of the importance of IT security in the Spanish hotel industry

Ante un mundo empresarial cada vez más dependiente de las Tecnologías de la Información y las Comunicaciones (TIC), es conveniente que la seguridad informática tenga un hueco importante en estas empresas para el buen funcionamiento de las mismas. Por este motivo, este artículo analiza esta área pero en el sector hotelero, un sector que hoy día no se puede concebir sin el uso de las TIC. Este estudio analiza la percepción (por parte de las empresas) de la seguridad informática en el sector hotelero español a través de encuesta en 2 periodos, con un horizonte temporal de 10 años, y utilizando como marco comparativo el sector empresarial español en general. Obteniendo como resultados, la mayor concienciación por esta seguridad informática en el sector hotelero a lo largo del tiempo, ya que, en el primer periodo temporal, la diferencia entre este sector y las empresas españolas en general era bastante amplia.In a business world increasingly dependent on Information Technology and Communications (ICT), it is desirable that IT security has an important place in these companies for their operation. For this reason, this paper analyzes this area but in the hotel sector, a sector that today can not be conceived without the use of ICT. This study analyzes the perception (by the companies) of IT security in the Spanish hotel industry through surveys in 2 periods (with a time horizon of 10 years) and using as comparative framework the Spanish business sector in general. Obtaining as a result, the increased awareness for this IT security in the hotel industry across the time, as the difference between this sector and the Spanish business sector in general was quite spacious in the first time period

Cross-Sectional Associations between Playing Sports or Electronic Games in Leisure Time and Life Satisfaction in 12-Year-Old Children from the European Union

Leisure time activities in childhood may have a crucial role in the development of subjective well-being. Nevertheless, more research is needed with cross-national samples concerning the differential effects of lifestyles on life satisfaction. The aim of this cross-sectional study was to analyze the associations between the frequency of playing sports/exercise or playing electronic games on life satisfaction in a sample of 12-year-old children from nine countries from the European Union. The data used in this publication come from the third wave of the Children’s Worlds project, an international survey of children’s lives and well-being whose administration started in 2017. The sample was composed of 10,626 children (50.9% boys) from Estonia, Belgium, Croatia, Hungary, Italy, Malta, Poland, Romania, and Spain. They completed the Student Life Satisfaction Scale and answered two questions to assess the frequency of playing sport or exercise, and the frequency of playing electronic games. The results indicated notable scores in life satisfaction in all participating countries. The results showed some differences between boys and girls, and among the countries, in the frequency of sport practice and electronic games in the leisure time, as well as in the overall level of life satisfaction. The results also underlined that sport practice had a greater positive effect on life satisfaction than the use of electronic games. Thus, this study highlights the need to design programs to promote sport practice in leisure time for 12-year-old children in Europe, in order to protect their subjective well-beingThis research received no external funding. The original project that provided the data was supported by the Jacobs Foundation. : The data used in this publication come from the third wave of the Children’s Worlds project, an international survey of children’s lives and well-being (www.isciweb.org, accessed on 1 August 2022). The views expressed here are those of the authors. They are not necessarily those of ISCWe

A Cross‐National Analysis of the Effects by Bullying and School Exclusion on Subjective Happiness in 10‐Year‐Old Children

Literature to date has well supported the detrimental consequences of bullying and school exclusion in different countries, with negative outcomes in school adjustment or child psychological adjustment, among others. However, more research is needed to understand the effects on positive indicators of psychological well-being in children as subjective happiness. Cross-national studies are also recommended to examine the differential effects by country. Thus, the aim of this study was to examine bullying and school exclusion, and their effects on child subjective happiness, from a cross-national perspective. Data from the Second Wave of Children’s Worlds: International Survey of Children’s Well-being (ISCWeB) was used, from a sample of 12,623 children aged 10 years old from 15 countries. Participants completed self-report measures of bullying, school exclusion and subjective happiness. Results showed that 20.8% of children suffered harassment and 17.6% felt excluded, twice or more times, at school. Negative effects of bullying and exclusion on subjective happiness were observed in all the sample. Furthermore, differences by country were found in the frequency of bullying and exclusion, as well as in the size of their effects on happiness. These results underline the need to protect child psychological well-being by preventing bullying and school exclusion

A Qualitative and Quantitative Study on Critical Thinking in Social Education Degree Students

Critical thinking is present in the educational intentions in higher education with more or less programmatic development. In the training of social educators, such thinking is considered a fundamental pillar for a good performance of their functions in the social field. By means of qualitative and quantitative instruments, we set ourselves the objective of knowing the opinions of 72 Social Education degree students of the University of Huelva (Spain) about critical thinking, higher education, and their position on the subject. The results obtained showed that students have an approximate general knowledge of what critical thinking is, but a clear lack of knowledge of how it is developed. In addition, it is observed that there is a great contradiction between what they say and what they actually do, as, although they value its development in the degree and professional performance, they do not develop or commit themselves de facto to this competence. Moreover, they recognize that the university is a context that favors critical competence, but at the same time they are very critical about the teachings offered in this regard

Critical thinking and life outcomes: a study of a graduating class of social education degree students

La competencia crítica es necesaria para todos en nuestras sociedades multicomplejas y cambiantes como las nuestras; sin embargo, en determinados perfiles profesionales no resultaría saludable desarrollar programas de aprendizaje de dicha competencia sin el desarrollo de programa complementarios que refuercen el bienestar de dicho profesional. En el presente artículo se hace una reflexión e investigación acerca del importante papel que desempeña el pensamiento crítico en la profesión de educación social. Para ello, se hace un estudio de las creencias que una promoción de 35 educadores sociales en formación de la Universidad de Huelva tiene acerca del pensamiento crítico, de sus características, componentes y consecuencias para el propio bienestar subjetivo. Se utiliza un diseño de investigación mixto de carácter descriptivo-correlacional y cualitativo mediante análisis de contenidos de grupos focales. Ser competente críticamente para un educador social es sobrevivir a ese proceso de crítica que sin duda alguna es necesario para mejorar nuestras sociedades, sin conllevar un desgaste que termine por inhabilitar un recurso importante y fundamental para el cambio.Critical competence is necessary for everyone in our multicomplex and changing societies; however, in certain professional profiles it would not be healthy to develop learning programs for this competence without the development of complementary programs that reinforce the well-being of this professional. In this article a reflection and research is made about the important role that critical thinking plays in the profession of social education. For this purpose, a study is made of the beliefs that a group of 35 social educators in training at the University of Huelva have about critical thinking, its characteristics, components and consequences for their own subjective well-being. A mixed descriptive-correlational and qualitative research design is used through content analysis of focus groups. To be critically competent for a social educator is to survive the critical process that is undoubtedly necessary to improve our societies, without leading to a wear and tear that ends up disabling an important and fundamental resource for change