Analysing preservice teachers' enactment of the UDL framework to support diverse students in a remote teaching context

Internationally, the investigation of inclusive education in foreign language teaching and foreign language teacher education is a relatively new phenomenon. Part of this imperative has been the pressing need to research how teachers perceive inclusion and learn to support a diverse range of students. Responding to this challenge, this paper reports on the results of a case study that investigated the perceptions and attitudes toward inclusion of a group of Chilean preservice teachers of English (n = 6) enacting the Universal Design for Learning (UDL) in ELT. The study drew on qualitative data generate through interviews, focus group discussion and an artefact analysis, and was conducted within a remote teaching context due to COVID pandemic during 2020 and 2021. The outcomes suggested that preservice teachers conceptualised inclusion as ‘not-segregation', expressing positive attitudes toward diversity and a commitment to principles of inclusion in their teaching. The enactment of UDL allowed participants to diversify the representation of contents and making language more comprehensible. However, participants also experienced frustration and anxiety as they felt their practices were sometimes ineffective. The findings also made visible the complex challenges and struggles preservice teachers confront as they attempt to teach inclusively, particularly in remote learning environments. © 2023 Elsevier Ltd

COVID-19 in donation and transplant.

SARS-CoV-2 infection has had a major impact on donation and transplantation. Since the cessation of activity two years ago, the international medical community has rapidly generated evidence capable of sustaining and increasing this neccesary activity. This paper analyses the epidemiology and burden of COVID-19 in donation and transplantation, the pathogenesis of the infection and its relationship with graft-mediated transmission, the impact of vaccination on donation and transplantation, the evolution of donation in Spain throughout the pandemic, some lessons learned in SARS-CoV-2 infected donor recipients with positive PCR and the applicability of the main therapeutic tools recently approved for treatment among transplant recipients.

The COVID-19 pandemic inducer of technostress in teachers of the Ecuadorian education of second level

Almost two years after the adaptation of teaching work to the remote modality was imposed, the educational public policy does not visualize in its current discourse the attention to teaching techno-stress as a priority and there are no concrete actions directed in that direction. A quantitative, observational, descriptive and correlational study was carried out in three public schools, in order to obtain information on the prevalence of technostress in teachers and provide empirical evidence about the differences between the sexes, in terms of some factors associated with it. The results of techno-stress in the participating teachers, regardless of age, sex and years of experience and correlated with technological overload, intensity of daily work, techno-invasion and the socio-emotional consequences of working outside working hours, in context COVID-19 and, as consequences, a negative impact on their psychological well-being;the data provided suggest interesting implications of the use of ICTs that extend beyond education and technology, also reaching the fields: social, occupational health and psychological. Therefore, it is recommended to continue conducting research on this phenomenon during and after COVID-19.