Implementing a cultural competence training as a psychopolitical empowerment process.

The cultural competence training (CCT) of health care professionals represents a useful resource to face the challenges involved in health care assistance for multicultural populations. However, the traditional perspective has shown limited results, as it does not consider professionals in their contexts and avoids continuous assessment processes. In response to these limitations, we describe a model of CCT implemented by two professors of the Faculty of Nursing at the University of Seville in Spain as a psychopolitical empowerment process, and exemplified by the experience of the emergency nurses at the Virgen Macarena Hospital. This process adds the notion of power to traditional CCT and uses dialogic learning to: (a) state a mission and develop critical thinking; (b) take stock of the actions for change and increase the capacity of nurses to respond; and (c) motivate nurses to plan the future and take action. As a result, professionals become a learning community, able to develop a new professional identity and role, and can also implement actions for the transformation of health care settings.

Learning to read: the case of Moroccan students who learn Spanish

The aims of this study are to assess L1 and L2 variables that influence the reading acquisition of students of Moroccan origin in the South of Spain and compare their reading ability with native Spanish-speaking children. Participants were 38 students of Moroccan origin and 37 native Spanish-speaking students from the same classes. We used an oral vocabulary test and a reading comprehension test, which taps lexical, semantic, and syntactic reading processes, and reading fluency. The results indicated that immigrant students differed from native Spanish-speaking students in word reading, reading fluency, and the use of punctuation marks, but there were no significant differences in reading comprehension. In native Spanish-speaking students, reading comprehension correlated significantly with oral vocabulary and the other reading processes, but in the students of Moroccan origin, only receptive oral vocabulary in L2 correlated with the use of punctuation marks. Being in schools with educational resources specifically aimed at helping the Moroccan pupils was associated with a higher level of word reading in immigrant students (AU)

No disponible

Pautas de interacción en el aula y desarrollo cognitivo: los Patrones de Movilización Cognitiva (PMC) / No disponible

Este trabajo se ha realizado en el contexto de otra investigación más amplia en torno al programa de estimulación de habilidades de pensamiento Comprender y Transformar (CyT). Hemos partido de tres grupos de escolares que han seguido el citado programa con ganancias distintas en un estudio pretest-postest. Tomamos dichos grupos como sujetos de nuestra investigación y propusimos la hipótesis de que es el distinto estilo de interacción en el aula que mantiene cada aplicador el que explica la diferencia de resultados. Con objeto de comprobarla procedimos a la construcción de instrumentos de observación y al análisis de 26 sesiones de aplicación del citado programa grabadas en vídeo. Los resultados confirman la hipótesis destacando algunos aspectos de la interacción (a lo que denominamos Patrones de Movilización Cognitiva) como relevantes para la estimulación del pensamiento. Como consecuencia. la formación de lo aplicadores de CyT debe incorporar el entrenamiento para la activación de dicha pauta de interacción (AU)

Data presented here has been carried obtained within a broader study related to the thinking skill is programme Comprehending and Transforming (C& T). Three group of school-age children that participated in this intervention with differing positive pretest-postst gain were included. We hypothesized that it is the teacher different interaction style in the classroom that explain the different results of each group. In order to confirm this, an observation instrument was developed and 26 programme videotaped sessions were analysed. Resultare in agreement with the idea that certain aspects of interaction (which we call Cognitive Mobilizing Patterns) are relevant for the stimulation of thinking skills. Conclusions point to the need to incorporate these patterns in the training of persons responsible for the implementation of C& T (AU)

¿Cómo mejorar la educación del alumnado con autismo? Una propuesta desde el sistema escolar sevillano / How to improve the education on children with autism? Some recommendations from an empirical research

El objetivo de este trabajo es aportar algunas propuestas acerca de cómo organizarla actuación educativa dirigida a los alumnos con trastorno del espectro autista (TEA) yfacilitar su inclusión en contextos educativos ordinarios. Tales sugerencias se derivan deuna investigación en la que los autores han participado y que tenía por objetivo determinarlas principales necesidades educativas de los escolares con TEA censados en la ciudadde Sevilla (España), así como valorar la situación actual de la atención suministrada aesta población en el seno del sistema educativo. Las recomendaciones que se hacen seagrupan en cuatro bloques: a) propuestas relacionadas con la detección y el diagnóstico,b) propuestas para reforzar la inclusión, c) propuestas acerca de recursos que han de serreforzados y d) propuestas específicas para los Institutos de Educación Secundaria

The aim of this paper is to provide some recommendations about the education ofchildren with Autism Spectrum Disorders (ASD) and their inclusion. These recommendationsarise from a study in which the authors took part, with the objective of determiningthe main educational needs of the pupils with ASD in the city of Sevilla (Spain)and assessing the present educational provision to this population. Recommendations are grouped in four blocks: a) those related to detection and diagnosis, b) proposals toreinforce inclusion, c) recommendations for the increase of certain resources, and d)specific proposals for Secondary Education

Evaluar interviniendo, intervenir evaluando: una propuesta de actuación ante las dificultades del aprendizaje / No disponible

Dentro del ámbito de la intervención en las Dificultades del Aprendizaje (DA) existe tal diversidad de propuestas y análisis teóricos que al profesional aplicado se le hace imposible adoptarlos sin reticencias si su meta prioritaria es resolver eficazmente los casos particulares que le llegan. En este trabajo presentamos la posibilidad de actuar desde la evaluación de la DA específica de cada caso, entendida ésta siempre como una configuración sujeto-contexto de características propias, y hacia una intervención principalmente educativa, integradora e interactiva. Llevado a la práctica, este modo de proceder consideraría al menos las siguientes fases: a) identificación del caso, b) descripción de la situación, c) valoración y explicación de la misma, d) actuación modificadora de los elementos problemáticos y e) revisión del proceso y de los resultados de la actuación. Se trata de un modelo en el que evaluación e intervención se entrelazan en una única secuencia de actuación y en el que se explicita la relación entre conocimiento teórico y práctica profesional (AU)

The diversity of approaches in the field of learning disabilities is such that it is very difficult for the practitioner to accept any one of them without serious misgivings, specially if he/she aims at assisting the cases that he/she encounters. In this article we present the possibility of developing a treatment based on the specific learning disabilities of each case, within an educational and integrating framework. Learning disabilities are seen as a specific subject-environment configuration in each case. In practice, this would entail at least the following phases: a) case identification, b) description of the situation, c) evaluation and explanation, d) treatment of problematic elements, and e) revision of process and results. It is a model in hich assessment and treatment intertwine in a single sequence and in which the relationship between theory and practice are explicitly presented (AU)