Pedagogical Leaders and the Teaching-Learning Processes in COVID-19 Times.

This study aimed to identify the main decisions made by pedagogical leaders, comprising institutional management teams, heads of departments, and teachers in general, in order to improve teaching-learning processes and promote the comprehensive education of students-in particular, secondary school students during the pandemic period, located in the regions of Andalusia and Madrid (Spain). An integrated mixed methodology was applied, composed of the contributions of discussion groups and content analysis of the corresponding open questions presented in each of the constitutive dimensions of the questionnaire. Such analyses were expanded by applying an ad-hoc designed questionnaire, which indicates the main actions developed by leaders and their implications in the educational community, when working on communication facilitation processes, using program planning through the support of technologies and decision making regarding the training of teachers, didactic resources, and the emergence of competences to be trained by the leaders participating in the research. The results highlight the dedication, commitment, and implication of pedagogical leaders during the COVID-19 period.

Lengua de Signos Española y Clasificación de los Números: Análisis y Propuesta de Neologismos1 / Spanish Sign Language and Classification of Numbers: Analysis and Proposal of Neologisms

RESUMEN: Las personas Sordas usuarias de la Lengua de Signos Española (LSE) en su etapa académica precisan del acompañamiento de un Intérprete de LSE que les facilite el acceso al currículum. En este sentido, y para facilitar la labor de los profesionales de la interpretación, los materiales lexicográficos de la LSE cobran una especial importancia. La calidad de los diccionarios de una lengua repercute en la calidad de las interpretaciones y traducciones. El objetivo de esta investigación es determinar si los diccionarios de la LSE recogen unidades léxicas (Signos) de calidad para los conceptos o nombres de los diferentes tipos de números. Para ello, se ha buscado, analizado y, en caso de ser necesario, creado Signos que reúnen las características básicas de las lenguas de modalidad viso-gestual. Los resultados de la investigación muestran, por un lado, que los materiales lexicográficos de la LSE presentan carencias terminológicas y, por otro lado, que en aquellos casos en los que se encuentra una opción de Signo para la palabra buscada es habitual encontrarnos con Signos que no transmiten el significado del concepto en cuestión. A pesar de ello, la LSE, al igual que todas las lenguas signadas, presenta recursos y métodos para crear nuevos Signos demostrando que es una lengua rica, capaz de transmitir cualquier tipo de información.

ABSTRACT: Deaf people who use Spanish Sign Language (LSE) in their academic stage need the support of an LSE Interpreter who facilitates their access to the curricular content. In this sense, in order to facilitate the work of professional interpreters, lexicographic materials of the LSE acquire a special importance. The quality of the dictionaries of a language has repercussions on the quality of interpretations and translations. The objective of this research is to determine if the LSE dictionaries collect lexical units (Signs) of quality for the concepts or names of the different types of numbers. To achieve that, we have searched, analyzed and, if necessary, created Signs that meet the basic characteristics of the languages ​​of visual-gestural modality. On the one hand, the results of our investigation allow us to assure that the lexicographical materials of the LSE present terminological deficiencies; on the other hand, in those cases where a Sign option is found for the searched word, it is common to find Signs that do not convey the meaning of the concept in question. In spite of this, LSE, like all Sign Languages, presents resources and methods to create new Signs, showing that it is a rich language, capable of transmitting any type of information.

La transición a la vida activa de las personas con discapacidad: expectativas familiares y grado de ajuste al trabajo / Transition to active life of people with disabilities: family expectations and degree of work adjustment

as pessoas com deficiência física ou mental têm direito a ser inseridas no mercado de trabalho para exercer seu papel como cidadãos ativos, independentes e com um nível de qualidade de vida adequado, o que constitui um autêntico desafio ao qual devemos responder. No caso deste estudo, nos limitamos ao tema deficiência intelectual. No que diz respeito ao âmbito educativo, os Programas de Qualificação Profissional Inicial (PCPI), na modalidade de Aula de Formação Específica, oferecem una formação adequada ao patamar de competências sociais, pessoais e laborais para este coletivo. Neste trabalho, apresentamos os resultados da aplicação de um Itinerário de Inserção Laboral, dentro do quadro de um projeto europeu, no qual participaram estudantes de três centros educativos da Finlândia, Espanha e Dinamarca, assim como as suas respetivas famílias. Para conhecer o grau de ajustamento ao trabalho destes jovens, estes responderam ao Work Adjustment Inventory-WAI (Inventário de Ajustamento ao Trabalho) e também entrevistamos as suas famílias. Os resultados permitiram saber que o itinerário de inserção laboral desenhado constitui uma oferta formativa adequada para os estudantes em questão, enfatizamos que o grau de adaptabilidade ao trabalho está relacionado com o nível de atividade, empatia, sociabilidade e assertividade de cada pessoa. As entrevistas possibilitaram a identificação do perfil das famílias destes estudantes e identificar as suas expectativas em relação ao futuro dos seus filhos e filhas. Entre as conclusões alcançadas, destacam-se as altas expectativas das famílias no que diz respeito à inserção dos seus filhos, assim como o alto nível de avaliação relativamente ao itinerário desenhado como estratégia fundamental para conseguir lograr uma formação integral e uma inserção sócio-laboral adequada.

People with mental or physical disabilities have the right to join the labour market in order to be active, independent citizens with a sufficient standard of living, which is a challenge that must be met. In this paper we discuss the theme of intellectual disability. In terms of education, the Specialised Workshops included in Initial Professional Qualification Programmes (PCPI for its initials in Spanish) offer suitable training in social, personal and work skills for this group of people. The results of applying a Job Placement Itinerary within a European project framework, which involved students from three schools in Finland, Spain and Denmark as well as their families, are presented in this paper. To measure the degree of work adjustment these young people have responded to the Work Adjustment Inventory-WAI and their families were interviewed. The results have determined that the designed job placement itinerary constitutes a suitable training option for these students and emphasized that the degree of work adjustment is related to the individual’s level of activity, empathy, sociability and assertiveness. Through the interviews it was possible to identify the profile of these students’ families and their expectations about the future of their children. The final conclusions underscore the high expectations of families for the inclusion of their children, as well as the high value placed on the designed itinerary as a key strategy for more comprehensive training and suitable social and labour integration.

Development and validation of a scale to identify attitudes towards disability in Higher Education / Desarrollo y validación de una escala para la identificación de actitudes hacia la discapacidad en la Educación Superior

Attitudes towards disability in educational settings have prompted various research projects, highlighting the importance of quality tools to measure them. However, there are few studies of disability in universities, and there are no tools that specifically measure this construct within a university context. Method: The design and validation of the CUNIDIS (‘Questions about University and Disability’) Scale, a test aiming to identify attitudes towards disability in Higher Education, are described in this article. A large sample of university participants was included in the research (teaching staff, n = 422 and students, n = 2,767). Results: The results obtained provide evidence of the psychometric quality of the items, adequate reliability, homogeneity and high predictive validity of the tool. Conclusions: It is concluded that the scale designed has adequate validity and reliability to detect attitudes towards disability in university contexts. It is therefore presented as a key element in promoting the social dimension of the European Higher Education Area due to its teaching and institutional implications (AU)

Antecedentes: las actitudes hacia la discapacidad en entornos educativos han motivado distintas investigaciones que han puesto de relieve la importancia de contar con buenos instrumentos para su medición. Sin embargo, los estudios sobre discapacidad en la Universidad han sido abordados en menor medida y no hay instrumentos que, de manera concreta, evalúen este constructo en contextos universitarios. Método: en este artículo se describe el proceso de diseño y validación de la Escala CUNIDIS (Cuestiones sobre UNIversidad y DIScapacidad), que tiene como objetivo identificar las actitudes hacia la discapacidad en la Educación Superior. Se contó con una amplia muestra de universitarios (profesorado, n= 422 y estudiantes, n= 2.767). Resultados: los resultados obtenidos aportan evidencias de la calidad psicométrica de los ítems; una adecuada fiabilidad y homogeneidad del instrumento y una alta validez predictiva. Conclusiones: el estudio concluye que la escala diseñada es un instrumento que aporta evidencias de validez y fiabilidad adecuadas para detectar las actitudes hacia la discapacidad en contextos universitarios. Por ello se presenta como un elemento clave para impulsar la dimensión social del Espacio Europeo de Educación Superior por sus implicaciones docentes e institucionales (AU)

Development and validation of a scale to identify attitudes towards disability in Higher Education.

BACKGROUND: Attitudes towards disability in educational settings have prompted various research projects, highlighting the importance of quality tools to measure them. However, there are few studies of disability in universities, and there are no tools that specifically measure this construct within a university context. METHOD: The design and validation of the CUNIDIS ('Questions about University and Disability') Scale, a test aiming to identify attitudes towards disability in Higher Education, are described in this article. A large sample of university participants was included in the research (teaching staff, n = 422 and students, n = 2,767). RESULTS: The results obtained provide evidence of the psychometric quality of the items, adequate reliability, homogeneity and high predictive validity of the tool. CONCLUSIONS: It is concluded that the scale designed has adequate validity and reliability to detect attitudes towards disability in university contexts. It is therefore presented as a key element in promoting the social dimension of the European Higher Education Area due to its teaching and institutional implications.