María José Alcalá del Olmo Fernández

El Ministerio de Educación de la República Dominicana promueve la inclusión como un eje fundamental de su modelo Educación para vivir mejor. Su objetivo es garantizar que todos los estudiantes, sin importar su condición de discapacidad, reciban una educación sin discriminación y adaptada a sus necesidades. Este articulo describe las competencias de los docentes de nivel primario para garantizar el aprendizaje de estudiantes con discapacidad en Higüey, Republica Dominicana. Se utilizó un enfoque cualitativo con un muestreo homogéneo. Se seleccionaron dos escuelas y 14 docentes. Los datos de las entrevistas fueron analizados con el software ATLAS.TI. Los resultados muestran que los docentes carecen de formación necesaria para atender a estos estudiantes, aunque algunos cursaron una asignatura sobre diversidad, no la consideran suficiente. Además, enfrentan dificultades por la falta de recursos didácticos, sobrepoblación y escaso apoyo institucional.

This is a guidance manual designed to provide students enrolled in the second semester of the second year of the Social Education degree, or some of its subjects, with an idea of the Service-Learning (SL) experience they will experience during that period. This experience underpins the coordination between all the subjects that make up the second semester of the course. This coordination is developed within the practical part of each of the subjects involved. The contents of each section of this manual are explained below. The first section explains the educational innovation project that underpins the coordination between the aforementioned subjects, spelling out the project’s pedagogical framework, its objectives, the SL methodology, and the activities to be carried out, among other things. The second section contains the structure of the practical work to be completed by the microgroups. A single practical work covers all subjects. This structure indicates what must be done for each subject and for all (for example, the Introduction and Conclusions). Third, the presentation guidelines are shared, and, as an example, a schedule of how the presentations will be organized. Students will only make the presentation of the practical work once for all the subjects. In section four, it can be found a basic description of each subject, explaining how each one is structured and showing how they are linked to the SL project in its development. In some cases, the different subjects will also share a series of activities that could complement the training activities that will be carried out during the semester. Finally, in section five, each teacher provides an individual assessment of the project, based on their experience and taking into account anonymous student evaluations. This culminates with a joint meta-assessment of the main contributions that the educational innovation experience (through SL methodology) makes to the training of future social educators, presented graphically.

Ante una sociedad en continua transformación, las escuelas se enfrentan al desafío de evolucionar y ofrecer una formación integral y equitativa para todos los estudiantes. Como docentes comprometidos con la inclusión educativa y la atención a la diversidad apostamos por una educación que no solo garantice la participación activa del alumnado en las dinámicas de aprendizaje, sino que también promueva un sentido de pertenencia que facilite experiencias educativas enriquecedoras y significativas. En esta obra se ofrece una guía práctica y reflexiva para los profesionales de la educación interesados en conocer estrategias pedagógicas innovadoras e inclusivas que nos permitan transitar hacia un futuro educativo más justo, innovador y accesible para todas las personas.

In recent times, Information and Communication Technologies (ICT) have become an indispensable tool in pedagogical processes. Digital resources have become the vertex of the entire educational framework, which has allowed us to glimpse the existence of a digital divide in the various agents of the educational community. The aim of this study was to analyse the teachers' perspective on digital resources and competences in vulnerable educational scenarios. This research is part of the Incluedux Project funded by the Ministry of Science and Innovation (Spain). The methodology is qualitative based on focus groups. The main results reveal differences in training in the use of ICT, in the collaboration and involvement of students and families in the educational processes, as well as the need to increase the technological means to ensure effective educational continuity. It concludes by underlining the relevance of the acquisition of digital competences to achieve equitable and quality education in order to take advantage of opportunities to build a resilient and inclusive educational transformation. En los últimos tiempos, las Tecnologías de la Información y Comunicación (TIC) se configuran como una herramienta indispensable en los procesos pedagógicos. Los recursos digitales se han convertido en el vértice de todo el entramado educativo, lo que ha permitido vislumbrar la existencia de una brecha digital en los diversos agentes de la comunidad educativa. El objetivo de este estudio fue analizar la perspectiva del profesorado sobre los recursos y competencias digitales en escenarios educativos vulnerables. Esta investigación forma parte del Proyecto Incluedux financiado por el Ministerio de Ciencia e Innovación (España). La metodología es de corte cualitativo basada en la realización de grupos focales. Los principales resultados revelan diferencias en la formación en el uso de las TIC, en la colaboración e implicación del alumnado y de las familias en los procesos formativos, así como la necesidad de incrementar los medios tecnológicos para garantizar una continuidad educativa efectiva. Se concluye subrayando la relevancia de la adquisición de competencias digitales para lograr una educación equitativa y de calidad en aras de aprovechar las oportunidades para construir una transformación educativa resiliente e inclusiva.

La implementación de una educación comprometida con los parámetros de la inclusión educativa constituye actualmente uno de los principales desafíos para los profesionales de la educación. En los discursos pedagógicos actuales se advierte la necesidad de garantizar que los estudiantes tengan acceso a un proceso formativo innovador e inclusivo, no solo situando la mirada en quienes presentan alguna diversidad funcional, sino también en los que a lo largo de su escolaridad puedan precisar algún tipo de apoyo, por su situación personal o por presentar alguna dificultad en su proceso de aprendizaje. Este libro pretende ser un homenaje para todos los profesionales de la educación que en su quehacer cotidiano se esfuerzan por brindar una respuesta educativa de calidad a todo el alumnado, y que, a su vez, presenta una especial sensibilidad con la diferencia, como elemento consustancial que enriquece los procesos formativos y como aspecto pedagógico de gran valor que contribuye a humanizar la educación.

The COVID-19 pandemic brought about social, economic, employment, and educational upheaval. This affected the welfare system and vulnerable families. The aim of this chapter is to analyse the repercussions and impact of the period of confinement on families and their children. The methodology was qualitative, based on in-depth interviews with families whose children were attending highly complex educational centres in the province of Malaga (Spain). Among the main results, it is worth highlighting that the families had certain difficulties in providing educational support for their children, the lack of technological tools, the existence of a digital divide, as well as various problems of family coexistence aggravated by the lack of routines and interpersonal relationships outside the domestic sphere. Request access from your librarian to read this chapter's full text.

The COVID-19 pandemic had various effects on the social, personal and educational spheres that made it necessary to rethink how to respond to new emerging needs. In Spain, a massive closure of schools occurred, which led to a transition from face-to-face teaching to emergency remote teaching. This led to the implementation of pedagogical measures to ensure continuity in the teaching process. The aim of this research is to explore the impact of the pandemic on the educational and personal trajectories of students from their own experiences of attending a poorly performing school in the province of Malaga (Spain). The methodology was qualitative, and the information was collected through a focus group. The most relevant results indicated that the students, in response to the pandemic situation, developed resilience strategies to cope with the lack of technological devices, connectivity problems, difficulties in managing their emotions and the absence of interactions with their peer groups. The main conclusions include the need to build resilient and inclusive educational spaces as key pillars for educational transformation.