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This study is aimed at the mechanisms used by students with an intellectual disability in the counting process. The assessment of the counting process is carried out through experimental tests inspired by the basic principles of Gelman and Gallistel, namely one‐to‐one, stable order, cardinality, abstraction and order irrelevance. This is a comparative study of participants with a developmental age of between 4 and 5 years, in two populations: a group of students with intellectual disability attending special education (SEN) schools, with chronological ages of between 8 and 12 years,whose developmental age was determined by the Cambrodí Dimensional Method, and another group of students without intellectual disability attending mainstream schools (MS). The data do not show significant differences between the one‐to‐one and stable order principles with respect to the variables MS and SEN, while significant differences are demonstrated for the principles of cardinality, abstraction and order irrelevance. 相似文献
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Mireia García-Cairó Alsina 《Infancia y Aprendizaje》2013,36(10):121-122
RESUMENLa idea del Ministerio de Educación es que existen niños con alguna “deficiencia clínica” pero recuperables, y para estos niños se ha previsto la existencia del aula de transición dentro de la escuela para “niños normales” como vía de integración. Pero estas aulas han sido creadas sin ningún criterio lógico (en ellas encontramos niños con deficiencias psíquicas leves, con problemas de sociabilidad, con dificultades en el aprendizaje,…) y sin ninguna orientación determinada. En definitiva, se convierten en lugares de perpetua marginación. Para paliar la situación actual serían necesarias unas condiciones mínimas: dotar a la escuela de los medios necesarios para prevenir y tratar deficiencias; y la necesidad de que sean psicólogos los que ocupen las vacantes de esas aulas de educación especial, trabajando al mismo tiempo con el profesorado en las tareas del centro. 相似文献
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Shazly Savahl Carme Montserrat Ferran Casas Sabirah Adams Habib Tiliouine Elizabeth Benninger Kyle Jackson 《Child development》2019,90(2):414-431
The study used data from the second wave of the Children's Worlds Survey to explore the relation between children's experiences of bullying victimization (physical and psychological) and their subjective well-being (SWB) across three age groups (8, 10, and 12) and 15 global geographical regions. The sample consists of 47,029 children randomly selected from 15 countries. Data were analyzed using structural equation modeling and multigroup confirmatory factor analysis. The results show appropriate fit structure for the overall model, and that the combined influence of physical and psychological bullying made a significant contribution to SWB across age groups and geographical regions. The findings are interpreted using Cummins's (1995) Homeostasis Theory of SWB. 相似文献
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Montserrat Vargas-Vergara Encarnación Bas-Peña Macarena Esteban-Ibáñez 《Journal of Latinos & Education》2015,14(2):135-142
This article is based on the economic, political, cultural, social, and educational changes produced as a result of globalization. We focus on the universalization of education and its importance to achieving sustainable human development while respecting the cultures and ethnic groups in a region. Within higher education in the world, we delve more deeply into the creation of the European Higher Education Area and the Latin American Higher Education Area. This work allows us to highlight the problems, challenges, and needs that education is facing worldwide. 相似文献
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Montserrat Castelló 《Cultura y Educación》2015,27(3):465-476
AbstractThis introductory article of the special issue has a threefold aim. First, it presents the objectives and background of the Research Network on Academic Writing in Teaching and Learning Processes (Red para la Investigación de la Escritura Académica en los procesos de Enseñanza y Aprendizaje; RIEA-EA); secondly, it points out the more urgent challenges that research on academic writing is currently facing at Spanish universities. These challenges are the underpinning of the studies presented in this special issue, which focus on faculty and student representations about the characteristics and role of writing within teaching and learning processes. Finally, it explains the organisation and characteristics of the articles included in this special issue. 相似文献
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Iván Blanco-Chacón Dionís Remón Camilla Hollanti Montserrat Alsina 《Journal of The Franklin Institute》2014
We develop a new transmission scheme for additive white Gaussian noisy (AWGN) channels based on Fuchsian groups from rational quaternion algebras. The structure of the proposed Fuchsian codes is nonlinear and nonuniform, hence conventional decoding methods based on linearity and symmetry do not apply. Previously, only brute force decoding methods with complexity that is linear in the code size exist for general nonuniform codes. However, the properly discontinuous character of the action of the Fuchsian groups on the complex upper half-plane translates into decoding complexity that is logarithmic in the code size via a recently introduced point reduction algorithm. 相似文献
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Montserrat Franquesa-Soler Laura Barraza Juan Carlos Serio-Silva 《The Journal of educational research》2019,112(1):28-37
Learning theories are rarely considered in the design of conservation education programs in Mexico. However, if students are taught in a way in which they can easily relate, this could improve the educational experience through better attitudes toward the natural environment. The learning preferences of 354 Mexican children at the primary level were evaluated to identify the effect of context (rural or urban) and gender on learning preferences. Statistical differences related to the children's context and gender-associated context were found. The authors discuss different discourses of critical thinking and experiential education, the predominance of traditional education found in rural communities, and how conservation education could enrich these processes. Studying how children learn can provide valuable information for the development of effective conservation education programs, establishing a dialogue about learners' strengths and weaknesses, enhancing their participation, and empowering them to take action. 相似文献
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ABSTRACTAfter exploring the interactions between moving image-based art practices and anthropology in recent decades, and the permeable membranes in ethnographic research, we will describe six tactics of video-ethnography used to create experimental narratives with a group of South Asian immigrant girls. Positioned in feminist critical poststructuralism, postcolonial theory and film theory, the research gives visibility to how the participants construct their identities when attending secondary school in Catalonia. Learning from artists like Ursula Biemann and Trinh T. Minh-ha, we have experimented with visual modes of producing cultural knowledge, with the aim of narrating migrant subjectivities and difference through moving images. Specifically, we focus on the production of stories through video-ethnographic research, based on the contributions of Michel de Certeau, who describes tactics as mobile, situated and fluid. In the end, this video-ethnographic research has experimented with reflexivity, ‘facing’, re-framing, in-betweenness, the interval, and spectatorship as tactics of narrating ‘otherness’ 相似文献
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Maria Pallisera Montserrat Vilà Judit Fullana 《International Journal of Inclusive Education》2013,17(11):1115-1129
Research analysing good practices in the area of labour market inclusion for people with disabilities shows that the role of the secondary school is fundamental in improving employment opportunities. The aim of this article is to analyse to what extent secondary education in Spain prepares young people with learning difficulties for later inclusion in society and the labour market. Results from studies into good practices in secondary education have established which educational characteristics to take into account for pupils' transition to working life and the need for the school to lead this process. We contrast these results with the current situation in Spain by comprehensively analysing how current secondary education is facing up to the challenges of labour market inclusion for young people with disabilities. Following this, we propose guidelines for the improvement of educational practices in secondary education so as to foster opportunities for labour market participation, from an inclusive viewpoint, for young people with learning disabilities. 相似文献