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Permanent URI for this collectionhttps://hdl.handle.net/10347/34368

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Reflections on a school for all: perceptions of families an teachers regarding the culture, aplicy and practice of inclusión in Galicia
(Universidad de Oviedo, 2021-01-19) Fiuza Asorey, María José; Baña Castro, Manoel; Losada Puente, Luisa; Universidade de Santiago de Compostela. Departamento de Psicoloxía Evolutiva e da Educación
This paper examines, for the first time in Galicia (Spain), the culture, policy and practice of teachers and families in six primary schools, with the aim of understanding their reality from an inclusive perspective and, subsequently, being able to establish some course of action for improvement. Within the framework of participatory, descriptive, exploratory and explanatory research, an adaptation of the Index for Inclusion (Booth & Ainscow, 2011) was applied to a sample of 158 families and 85 teachers. Although both groups advocated for an inclusive education, there were some discrepancies between the intentions and the daily reality of schools. Differences between culture and practice were probably the element that most brought those contradictions to light. Some steps towards inclusion have been taken so far, generating a debate on how to improve it in schools. That debate has been led separately by education administrators, teachers or families of students with special educational needs, but a joint analysis of the voices of all families and teachers, key agents to promote a school for all, has been left aside. It is about time new trails were blazed to stimulate reflection and allow for further progress on the path to total inclusion
Assessment of adaptive behavior in people with autism spectrum disorders through the ICAP
(MDPI, 2022-09-15) Losada Puente, Luisa; Baña Castro, Manoel; Universidade de Santiago de Compostela. Departamento de Psicoloxía Evolutiva e da Educación
Evaluating adaptive behavior in people with Autism Spectrum Disorder (ASD) requires attending to a set of cognitive processes associated with social interaction skills and functional communication that are altered. This paper presents the analysis of an instrument to assess and diagnose adaptive behavior in people with Autism Spectrum Disorder (ASD), given the need for rigorous, standardized, and statistically reliable tools to address this dimension, incorporated into the diagnosis since 1992. The Inventory for Service Planning and Individual Programming (ICAP) was applied to n = 209 children with ASD. Its psychometric properties were studied to provide statistical criteria for its usefulness in assessing adaptive behavior. Results highlighted variations in its original structure, reducing the number of items from 77 to 60 by eliminating those with little discriminative power, and of dimensions from four to three given their greater congruence with the results of the exploratory analysis: daily life skills (α = 0.892–0.935), communication and linguistic skills (α = 0.860–0.931), and motor skills (α = 0.828–0.857). This again raises questions about the use of instruments similar in their dimensions, and about the interaction between variables and items, a frequent issue in the field of mind, social, and health sciences
Family quality of life and autism spectrum disorder: comparative diagnosis of needs and impact on family life
(Elsevier, 2022) Losada Puente, Luisa; Baña Castro, Manoel; Fiuza Asorey, María José; Universidade de Santiago de Compostela. Departamento de Psicoloxía Evolutiva e da Educación
Background: Families of children with autism spectrum disorders (ASD) face ongoing challenges that can affect their family life. Helping those families cope with the impact of ASD and promote more positive family and child outcomes requires research to better understand the differential aspects of quality of life for those families. Aim: This article examined the quality of life of 77 families (n = 45 families with children with ASD aged 0–12 years old, and n = 32 families with other developmental disabilities). Methods and procedure: The Family Quality of Life Scale (FQOL) was applied. Outcomes and results: The relationships between importance and satisfaction were analyzed, contrasting differences between families, and studying the influence of age. Results show the presence of common needs, as the higher ratings in importance versus satisfaction evidenced, but also specific and more evident needs in families of children with ASD, motivated by the differential characteristics of the disorder and their environment. Age was relevant to focus support on priority areas. Conclusion: The need to adapt to family individualities to promote their quality of life was concluded. Implications: Those findings reinforce the importance of bringing together theoretical knowledge and evaluation of professional practice as a framework for converting the latter into good practices and quality actions.
Aprendizaje-servicio y educación inclusiva en la formación de maestros/as. Evaluando la satisfacción del alumnado
(Universidad de Sevilla, 2022) Fiuza Asorey, María José; Sotelino-Losada, Alexandre; Lorenzo Moledo, María del Mar; Mella-Núñez, Ígor; Universidade de Santiago de Compostela. Departamento de Pedagoxía e Didáctica; Universidade de Santiago de Compostela. Departamento de Psicoloxía Evolutiva e da Educación
El aprendizaje-servicio (ApS) forma, junto con la investigación-acción, un tándem que se está fortaleciendo en las universidades para incentivar la calidad de la enseñanza a través de la participación y la reflexión social. El presente trabajo narra el proceso seguido en la Facultad de Formación del Profesorado de la Universidad de Santiago de Compostela para convertir una experiencia de aula en un proyecto de ApS consolidado, en colaboración con la Organización Nacional de Ciegos Españoles. A partir de ello, se ha planteado una investigación, que se encuadra dentro de un proyecto de I+D+i, y que tiene como objetivo evaluar la satisfacción del alumnado participante en el proyecto de aprendizaje-servicio, y a su vez conocer las competencias adquiridas en este proceso. Se ha seguido una metodología mixta (cuantitativa-cualitativa) expostfacto. Para ello, hemos empleado dos instrumentos validados: un diferencial semántico (escala oswood) y entrevistas grupales semiestructuradas a los estudiantes implicados. Los resultados indican un alto grado de satisfacción con el proyecto, al potenciar el aprendizaje y el futuro ejercicio profesional, así como con el servicio prestado a la comunidad. Como aspecto mejorable, el alumnado destaca el escaso tiempo dedicado a la planificación, organización y ejecución del servicio, dado el carácter cuatrimestral de la asignatura
Songs and singing songs in early childhood education: A review of Spanish curriculum policy
(John Wiley & Sons Ltd, 2021) Casal de la Fuente, Lucía; Gillanders, Carol; Universidade de Santiago de Compostela. Departamento de Didácticas Aplicadas; Universidade de Santiago de Compostela. Departamento de Pedagoxía e Didáctica
This paper aims to explore Spanish curriculum policy related to song in early childhood education. By means of a document analysis, the different state governments' guidelines were reviewed. Song and singing songs are included in the official documents as curriculum content, as a pedagogical tool to approach curriculum content, and as an activity that helps promote personal and social development. In the first case, song is associated with the interpretative, aesthetic or artistic values to be enhanced in the early childhood; in the second case, singing songs is identified as a means to approach foreign language learning and as a way to gain a better understanding of culture; and lastly, as an activity that can help strengthen group cohesion, interpersonal relationships and the sense of belonging to a community. The present study findings suggest that song is taken into account as a valuable educational means in early childhood curriculum. Further study is needed to analyse how singing is approached in teacher education and how it is integrated into teachers' daily practices

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