Search results for "Inclusive Education"
showing 4 items of 114 documents
Attitudes, Sentiments, and Concerns About Inclusive Education of Teachers and Teaching Students in Spain.
2020
The Sentiments, Attitudes, and Concerns About Inclusive Education Revised scale was developed to close the existing gap in measuring perceptions of inclusive education in the educative context. It has been widely used in other cultures but not in Spain. Our objective has been to analyze the psychometric properties in the Spanish sample by studying their relationship with empathy and social dominance variables, finally taking into account sociodemographic variables to observe if there are differences. The scale was applied to a total of 647 subjects: 323 university-students (18–45 years) and 324 in-service teachers (35–58 years). The scale showed psychometric properties suitable for the gene…
De los videojuegos a la gamificación como estrategia metodológica inclusiva
2021
Resumen Uno de los retos para la educación del futuro es asegurar la participación y el aprendizaje de un alumnado cada vez más heterogéneo, con intereses y capacidades muy diversas. Esta situación ha obligado a la comunidad educativa a evolucionar y buscar nuevas formas de enseñar y aprender más activas, motivadoras y cooperativas. Una de las estrategias metodológicas que está implantándose actualmente en la educación con resultados positivos es la gamificación, ya que aplica las mecánicas propias de los videojuegos que atraen e interesan a la población infantil y juvenil, y las traslada a entornos formales como las aulas. En concreto, este artículo de investigación analiza el uso de la ga…
Realizacja założeń edukacji włączającej jako wyzwanie dla współczesnej szkoły
2018
The Successful Education Sector Development in Tanzania – Comment on gender-balance and inclusive education
2010
In this paper we discuss to what extent the international and national equality goals regarding gender balance and inclusive education have been reached in the education sector development in Tanzania. According to recent reports, the development trend has been generally positive, and the country is close to achieving its primary education targets. More detailed reviews suggest, however, that current monitoring and evaluation mechanisms are too narrow to catch the critical factors regarding equality, particularly in secondary education. Our comment concerns the achievements and challenges, and emphasises the significance of a multidimensional set of information including in‐depth qualitativ…